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ADVANCEDSOCIO‐CULTURALPERSPECTIVESONEDUCATION EDME502

FALL2013—OCTOBER27‐DECEMBER21_____________________________________________________________________________________________________

Instructor: ObedMfum‐MensahContactInfo: OMfum‐Mensah@messiah.eduPhone: 796‐1800x7380Office: BOYER404OfficeHours: MWF:1:00‐2:00 Alsoavailablebyappointment

Faculty Expectations of Students:

ClassNotes,PowerPoints,Videos,etc.willbeavailableintheResourcessection,ModulesandPagesofthecourseCanvas .PPTsmayincludevideos,voicerecordingsand/oradditionalrequirementsfortheweek.WeeklySchedule:Atthebeginningofeachweek,Iwillpostanannouncementthatwillgiveanoverviewofyourrequirementsforthatparticularweek.ThesearealreadypostedinthecalendarofthesyllabusandintheassignmentssectionofCanvas.Also,besuretoreadthroughtheentirecourseschedulesoyoucanplanahead.Itisyourresponsibilitytokeepupwiththerequirementsandduedates.Announcements:Pleasemakesurethatyoureadtheannouncementseverytimeyoulogintothecourse.Thesewillbeupdatedregularlywithimportantcourseinformationandbesimultaneouslysentviaemail.InstructionalTime:Studentswillspendapproximately5.25hours onaverage perweekreadingPPTs,watchingtherequiredvideos,completinganduploadingjournalingofrequiredreadings,aswellasreadingpostsandsubmittingpostsonlineinthediscussionforums roughlyequivalenttoclassroomtime–alsocalledinstructionaltime .Additionaltimewillberequiredfortextreadingandassignmentcompletion roughlyequivalenttograduatelevel,outofclassworktime–alsocallednon‐instructionaltime .Theestimatedtimefortheinstructionalandnon‐instructionaltimeispostedinthechartattheendofthesyllabus.The42hourminimumof“instructionaltime”ismandatedbythePennsylvaniaDepartmentofEducation.RequiredweeklyInstructionalIT andNonInstructional N‐IT hoursareclearlylaidoutintheweeklyschedule.theschedule.Asynchronous/SynchronousLearning:Thiscoursewillrequirethreesynchronouslearning,whichmeansthatstudentswillneedtoworkindependentlyattheirownpacewithincertainscheduleconstraints/limitations.ThreesynchronouslearningexperiencewillbeconductedviaAdobeConnectduringthiseightweekcourse seecourseschedule .Studentswillberequiredtologonsimultaneouslysothattheclasscandiscussthetopictogether.

CourseDescription:Thiscourseprovidesanoverviewofthetheoreticalbasesandpracticalimplicationsofsocio‐culturalvariablesoneducation.Itemploysmultiplesocialtheoriesasanalyticalframeworkstoprovidenewinsightsforstudentstobecriticaloftheeducationalpoliciesandpracticeandtopromotepluralismofstudents,theircommunities,andteachers.Itfocusesonknowledge,reflection,andaction praxis asthebasisforsocialchangeandincludesthestudyofsocio‐culturalvariabilityanddiversityincludingEnglishlanguagelearnersineducationalsettings.

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ProgramObjectives:1.Fostercollaborativerelationshipsamongstudents,families,andeducatorstofosterthewell‐

beingofalllearners.2.Demonstrateinterculturalcompetence.3.Communicateeffectivelywithabroadrangeofaudiences.4.Recognizethesociopoliticalrealitiesofschoolsandworktoempowerallstudentsand

families.5.Buildandmaintainhospitableprofessionalenvironments.6.Prevent,manage,andresolveconflictwithinandbetweengroups.CourseObjectives:1. Examinefromdifferenttheoreticalperspectives,thenatureofinter‐grouprelationsinU.S.

societyinordertoshedlightonthecausesandcomplexdynamicsofracism,classism,linguicismandotherformsofdiscriminationandinter‐groupconflict.

2. Describehistoricalandcontemporaryexperiencesandcontributionsofdifferentminoritygroupsandotherunderrepresentedgroups.

3. Analyzetheinfluenceonlearningofsuchvariablesasrace/ethnicity,class,language,gender,religion,geographicallocationamongothers,andtounderstandhowdiscriminationbasedonthesefactorstranslatesintoschoolstructures,policies,andpracticesthatperpetuateinequality.

4. Analyzehowsocialstructuresofrace,class,gender, dis ability,andsexualorientationcreaterelationsthatprivilegesomeanddenyopportunitytoothers.

5. Examinehowrace,ethnicity,gender,socialclass,geographicallocationsamongothervariablesfeatureasimportantareasofcontestationintheprovisionofeducationintheUnitedStates.

6. Developasoundphilosophicalandpedagogicalrationaleformulticulturaleducationandcriticallyexaminesoastointerrogateeducationalpoliciesandpracticesthatperpetuateinequalityandinstitutionaldiscrimination.

7. Reconcilethecontradictionofteacherandstudentandbecomecriticalco‐investigatorsthroughdialogue,naming,reflecting,andactinguponourrealityandcontrastingitwiththerealitiesofothers.

8. ArticulateandpracticeaninformedandfaithfulChristianresponsetodiversity,apluralisticsociety,socialjusticeandreconciliation.

LearningManagementSystem:WewilluseCanvasasourprimarylearningmanagementsystem.ResourcescouldbefoundonCanvassodovisitthesiteonaregularbasis.TextbookandOtherCourseMaterials inAPAformat :RequiredTextbookAdams,M.,Blumenfeld,W.J.,Castaneda,C.Hackman,H.W.,Peters,M.L.andZuniga,X. 2013 .ReadingsforDiversityandSocialJustice 3nd .NewYork:RoutledgeItisveryimportantthatstudentshavethe3rdedition Companionwebsite:http://cw.routledge.com/textbooks/readingsfordiversity/

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Additionalrequiredreadings ExceptthoseIhaveindicatedthatIwillprovideorhaveprovidedalink couldberetrievedthroughMessiahCollegeLibrarySeeinstructionsonhowtoretrievethearticlesInstructionstoretrievethearticlesfromMessiahLibrary:GotoPeriodicalslistonlibrarywebsite.SearchtitleofJOURNAL notofarticle .Followlinktowhereyoucanchoosethedateofthearticle&thenscrolltothecorrectpages.1. Allen,RickeyLee 1999 .ThehiddencurriculumofWhiteness:WhiteTeachers,WhiteTerritory,

andWhiteCommunity.AERA.ERICDocument.RetrievedMay24,2012, instructorwillprovidePDF

2. Anyon,Jean. 1980 .Socialclassandthehiddencurriculumofwork.JournalofEducation

162 1 ,67‐92.RetrievedMay24,2012,from InstructorwillprovidePDF 3. Asani,Ali,S. 2003 ."SoThatYouMayKnowOneAnother":AMuslimAmericanReflectson

PluralismandIslam.AnnalsoftheAmericanAcademyofPoliticalandSocialScience,Vol.588,Islam:EnduringMythsandChangingRealities Jul.,2003 ,pp.40‐51. Retrieved May 24, 2012

4. Barakert,J.&Cleghorn,A. 2008 .TheoriesofSchooling.SociologyofSchooling.Pearson

instructorwillprovidePDF

5. Cole,Michael 2010 .What’sculturegottodowithit?EducationalResearchasanecessarilyinterdisciplinaryenterprise.EducationalResearcher,39 6 ,461‐470.RetrievedMay24,2012

6. Jones,R. 1999 .Idon’tfeelsafehereanymore.RetrievedMay3,2012,from

http://www.nsba.org/IDontFeelSafe7. McIntosh,P. 2000 .WhitePrivilege:UnpackingTheInvisibleKnapsack.RetrievedMay3,2012,

fromwww.iub.edu/~tchsotl/part2/McIntosh%20White%20Privilege.pdf8. Moll,L.C.,Amanti,C.,Neff,D.,&Gonzalez,N. 1992 .Fundsofknowledgeforteaching:Usinga

qualitativeapproachtoconnecthomesandclassrooms.TheoryintoPractice,31 2 ,132‐141.RetrievedMay24,2012from http://www.sonoma.edu/users/f/filp/ed415/moll.pdf

9. Moore,RobertB. 2009 .RacismintheEnglishlanguage.InOre,TracyE. 2009 .TheSocial

ConstructionofDifferenceandInequality4th.Boston,MA:McGraw‐HillHigherEducationinstructorwillprovidePDF

10. Namulundah,Florence 2010 .Gender:Thebusinessagendainschooling.Multiculturalism101:

ThePracticalguideseries chapter4;pp49‐66 .NewYork:McGrawHillCompaniesInc.instructorwillprovidePDF

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11. Ogbu,John,U. 1987 .Variabilityinminorityschoolperformance:aprobleminsearchofan

explanation.Anthropology&EducationQuarterly18 4 ,312‐334.12. Paris,JenellWilliams,&Schoon,Kristin 2007 .Antiracism,pedagogy,andthedevelopmentof

Affirmativewhiteidentitiesamongevangelicalcollegestudents.ChristianScholar’sReview36 3 ,285‐301.

13. Peña,R.A. 1997 .Culturaldifferencesandtheconstructionofmeaning:Implicationsforthe

leadershipandorganizationalcontextsofschools.EducationPolicyAnalysisArchives5 10 .RetrievedJuly19,2012fromhttp://epaa.asu.edu/ojs/article/view/611/733

14. Riehl,P. 1993 .FiveWaysToAnalyzeClassroomsForAnAnti‐BiasApproach.InTodd,C.M.

Ed. ,School‐ageconnections,2 6 ,pp.1‐3.Urbana‐Champaign,IL:UniversityofIllinoisCooperativeExtensionService.RetrievedJanuary2005fromhttp://www.nncc.org/Diversity/sac26_anti‐bias.analyz.html

15. Rosado,Caleb 1996 .Whatmakesaschoolmulticultural?RetrievedJuly19,2012from

http://www.edchange.org/multicultural/papers/caleb/multicultural.html,

16. Varghese,MM.andJohnston,Bill 2007 .EvangelicalChristiansandEnglishLanguageTeaching.TESOLQuarterly41 1 ,5‐31.

17. Wiggan,G 2007 .Race,SchoolAchievement,andEducationalInequality:TowardaStudent‐

BasedInquiryPerspective.ReviewofEducationalResearch77 3 ,310‐333Recommended Articles Bonilla‐Silva,E. 2002 .Thelinguisticsofcolorblindracism:Howtotalknastyaboutblackswithout

sounding“racist.”CriticalSociology,28 1‐2 .Christensen,L. 1990 .TeachingstandardEnglish:Whosestandard?TheEnglishJournal,79 2 ,pp.

36‐4.Delpit,L. 1995 .Educationinamulticulturalsociety:Ourfuture'sgreatestchallenge.InOther

people'schildren:Culturalconflictintheclassroom pp.167‐183 .NewYork:TheNewPress.Gay,G. 2002 .Preparingforculturallyresponsiveteaching.JournalofTeacherEducation,53 2 ,

106‐111.Gere,A.R.,Buehler,J.,Dallavis,C.,&Haviland,V.S. 2009 .Avisibilityproject:Learningtoseehow

preserviceteacherstakeupculturallyresponsivepedagogy.AmericanEducationalResearchJournal,46 3 ,p.816‐852.

Lawrence,S. 1997 .Beyondraceawareness:whiteracialidentityandmulticulturalteaching.JournalofTeacherEducation,48 2 .

Schniedewind,N. 2005 .“Thereain’tnowhitepeoplehere!”:Thetransformingimpactofteachers’racialconsciousnessonstudentsandschools.Equity&ExcellenceinEducation,38 p.280‐289 .

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Thomas,W.P.,&Collier,V.P. 2003 .Themultiplebenefitsofduallanguage.EducationalLeadership,61 2 .

Wong,S. 2000 .TransformingthepoliticsofschoolingintheU.S.:Amodelforsuccessfulacademicachievementforlanguageminoritystudents.InJ.K.Hall&W.G.Eggington Eds. ,TheSociopoliticsofEnglishTeaching.Tonawanda,NY:MultilingualMatters.EDUC537/601:FoundationsofMulticulturalEducationDr.AmyYamashiroFastTrain:Spring2012‐Online

Tatum,BeverlyDaniel 2003 .Whyarealltheblackkidssittingtogetherinthecafeteria?NewYork:BasicBooks

JournalsandWebsitesCulturallyResponsivePedagogyResourcesonSchoolRedesign.net

http://www.schoolredesign.net/srn/server.php?idx 886DebraPope‐Johnson—CulturalEducationResources

http://www.education.gsw.edu/johnson/MulticulturalEducation.htmDiversityandCulture,NationalNetworkforChildCare NNCC .

http://cyfernet.ces.ncsu.edu/cyfdb/browse_3.php?cat_id 5&category_name Diversity andCulture&search NNCC&search_type browse

ElectronicMagazineofMulticulturalEducationhttp://www.eastern.edu/publications/emme/ExcellentelectronicresourceproducedbytheNortheastandIslandsEducationalLaboratoryat

BrownUniversity.http://www.lab.brown.edu/tdl/tl‐strategies/crt‐principles.shtmlMulticulturalPerspectives.JournaloftheNationalAssociationofMulticulturalEducation.

http://www.leaonline.com/loi/orhttp://www.nameorg.org/resources.html.DefiningMulticulturalEducation fromtheMulticulturalSupersite :

http://www.edchange.org/multicultural/initial.htmlDefiningMulticulturalEducation fromtheNationalAssociationofMulticulturalEducation http://www.nameorg.org/resolutions/definition.htmlTeachingTolerancehttp://www.tolerance.org/teach/index.jsp Extra Books, Chapters, Articles Banks, J. A., & Banks, C. A. McGee (Eds.). (2003). Multicultural education: Issues and perspectives (4th

Ed.). New York: Wiley & Sons. Banks, J.A. & Banks, C.A. McGee (Eds.). (2001). The Handbook on Multicultural Education. San

Francisco: Jossey-Bass. Bush, M. E.L. (2004).Breaking the code of good intentions: Everyday forms of whiteness. Lanham, MD:

Rowman & Littlefield. Cochran-Smith, Marilyn (2004). Walking the Road: Race, Diversity, and Social Justice in Teacher

Education. New York: Teachers College Press. Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedom.

England: Multicultural Matters. Erikson, F. (1996). Transformation and school success: The politics and culture of educational

achievement. In E. Jacob & C. Jordan (Eds.), Minority Education: Anthropological Perspectives (pp.27-48). Norwood, NJ: Ablex Publishing.

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Gay, G. (2000). Culturally responsive teaching: theory, research, and practice. New York: Teachers College Press.

LAB at Brown (2002). The Diversity Kit: An Introductory Resource for Social Change in Education. Providence, RI: Brown University. Available from http://www.lab.brown.edu/tdl/diversitykitpdfs/diversitykit.pdf

Lasley, T.J., & Mataczynski, T.J. (1997). Strategies for Teaching in a Diverse Society. Stamford, CT: Wadsworth Publishing.

Levinson B. (Ed.) (2000). Schooling the symbolic animal: Social and cultural dimensions of education. Lanham, MD: Rowman& Littlefield.

Nieto, S. (2002). Language, Culture, and Teaching: Critical Perspectives for a New Century. Mahwah, N.J.: L. Erlbaum.

Ore, Tracy E. (2009). The Social Construction of Difference and Inequality 4th. Boston, MA: McGraw-Hill Higher Education.

Sleeter, C. (2001).Preparing teachers for culturally diverse schools: Research and the overwhelming presence of whiteness. Journal of Teacher Education, 52(2), 94-105.

Vogt, L.A., Jordan, C., & Tharp, R.G. (1996) Explaining school failure, producing school success: Two cases. In C. Jordon & E.Jacob (Eds.), Minority Education: Anthropological Perspectives (pp. 53-66). Norwood, NJ: Ablex Publishing.

CourseRequirements: forassessmentofeachrequirementseerubricsonpp.16—19 Assignment1 Weekly :WeeklyJournalingofReadingMaterials 10% Studentsarerequiredtoreadaheadandreflectontheacademic literature foreachMODULEandsubmit on the date stated in the syllabus and course homepage. The exercise is meant to helpstudentsexamineconcepts,ideasandopinionsaroundsocioculturalperspectivesoneducation.Thereflective journalingof readingmaterials enables students to thinkabout the issuespresented intheliterature,developreflectiveandcriticalthinkingskills.Areflectivejournalisnotasummaryofwhatyouread,sodonotprovideone.Inreflecting,youmay: Discusswhatyouthink Reflectuponyourfeelingsinresponsetowhatyouread Relatewhatyoureadtopreviousexperience Discuss ideas you would like to explore in the future as a result of having read the

chapter/article/book Accountforlearningnewideasyouhadnotconsideredbefore Provideconclusionsyouthoughtofinresponsetothereading

Inpreparingtocomposeareflectivejournal,youmayaskyourselfthefollowingquestions: Whatideasfromthereadingscaughtmyattention? Whatideasfromthereadingswerenewtome? Whatismypersonalresponsetothereadings?Whatisthebasisforsucharesponse? WhatconclusionscanIderivefromthereadingmaterials? HowcanIimplementtheideascontainedinthetextsinmyprofessionallife?

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Note:Theabovearesuggestionstohelpyouthinkcriticallyaboutyourjournalentries.Youdonothavetoaddresseachone.Theyaremeanttohelpyougobeyondsummarization.Eachweek’sreflectionjournalshouldbe1pageinlengthanddoublespaced.Thereflectivejournalsaretohelpstudentsformulateideasforstrongandeffectiveparticipationinthedailydiscussions.Assignment2 Biweekly Forums 10% Instructorwillposequestionsrelatedtospecifictopicsandreadingsandwillexpectthatstudentsprovide between100 and300word responses to thesequestions. The exercise ismeant tohelpstudents examine alternative perspectives, ideas, and opinions around sociocultural perspectivesoneducation.Inprovidingyourresponsestothequestions,youmay: Discusswhatyouthink Reflectuponyourideasinresponsetowhatyouhaveread Relatewhatyoureadtopreviousexperience Discuss ideasyouwould liketoexplore inthe futureasaresultof thequestionsandother

discussionsontheforums Provideconclusionsyouthoughtofinresponsetothereading

Assignment November16 :ExtendedEssayReviewandPresentation 15% Studentswillselecttworelatedarticlesfromthelistofrequiredandrecommendedreadingsandthoroughlyreviewthemfortheirmeritastheyrelatetothetopicdiscussed.Thetwoarticlesyouwillbeusingshouldfocusonamajoraspectofsocioculturalperspectiveoneducationthatwewilldiscussinthecourse Seethelistofadditionalreadingsonpages2‐5 .Studentsmustprovidethetitles,authors,summaries,andcriticalanalysisofhowthearticleseithersupporteachotherorchallengeeachotherontheissue.Thesummaryandreviewofthethreearticlesshouldbe3pagesinlength donotexceed ,doublespaced,andshouldincludeanswerstothefollowing: Developanoverallthesisofthetwoauthors?Whatarethemajorpointsmadeinthearticles?

Whatperspectivedotheauthorshaveontheissue? Howdotheauthorssupportorchallengeeachother’sposition?Areresearchdataprovided?

Historicaldata?Personalexperience? Howdotheauthors’ideassupportorchallengethecontentofourcourse? Dotheauthorssituatetheirdiscussionswithinthebroaderliteratureoftheissue? Whataretheimplicationsoftheauthors’ideas?Dotheycallforchangeineducationalpolicy?

Dotheysuggestaneedformoreresearch? Whatdoyouthinkoftheauthors’ideas?Doyouagreeordisagreewiththeideas?Why?

seerubricsectionsforscoringguidelines .Assignment December7 :“Intersectionality“Paper 25% Thisassignmentispeer‐reviewwriting.Eachstudentwilluseatleastfoursources primarilyfromthereadingmaterials tocomposea5‐page“intersectionality”paper.Inthisassignment,students

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willdevelopathesistohelpthemexaminetheirculturalroots orculturalidentity ,andexplorethedifferentwaysthreeormoresocioculturalvariables e.g.ability,race,ethnicity,language,religion,gender,spatiallocation,sexuality,orotherpersonalfactors intersecttoshapetheirunderstandingoftheiridentity.Somepersonalissuesand/orquestiontoexploreare:•HowhaveIcometobewhoIam? Considertheinfluenceofbroadfactorssuchasrace,ethnicity,socialclass,gender,sexualorientation,religion,geographiclocation,aswellaspersonalfactors •Howhavemyexperiencesofdiversityinfluencedmyidentity?•TowhatextenthaveIexperiencedprivilegesofthedominantcultureormarginalizationbasedonsomeaspectofmyidentity?•Howhavemyculturalidentityandexperienceswithdifferencessuchasrace,culture,class,genderandsexualorientationinfluenced orislikelytoinfluence myteaching?Assignment: December21 :Community‐BasedResearchProject: 40%ofGrade ***Youwillneedtocollectdataforthisprojectaheadoftimebeforewebegintheclass.Asweprogressthroughtheclass,youwillbegintoanalyzethedataandcompletethewritingofthisproject***TheOverallthemeofthisprojectistohelpstudentsunderstandtheperspectivesoffamiliesregardingtheirexperienceswitheducationandschoolingintheUnitedStates.AsaculminatingactivityforEDME502,eachstudentwillgatherdataandengageinaconstructivedialoguewithafirstorsecond‐generationimmigrantfamilywithchildrenwhoareEnglishlanguagelearners ELLs .Youwilllearnabouttheirlives,backgrounds,valuesanddreamswithaparticularemphasisontheirexperienceswiththeU.S.educationalsystem.GoalsThisprojectwillfacilitate:

a. Meetingwithculturallyandlinguisticallydiverseparentsand/orguardianswhohavechildrenenrolledinourpublicschools;

b. FocusingonmulticulturaleducationandsocialjusticeissuesbyengagingindialoguewiththefamiliesandcommunitiesofPK‐12students;

c. Givingyouanopportunitytoexamineaparent’sviewofauthenticparentalinvolvement;d. Findingandrecommendingculturallyappropriateclassroom/schoolapplications.

Ifpossible,conducttheseinterventionsinthefamily’shome.Trytoincludeinthedialogueparents/guardians,otheradultslivinginthehome,andchildren.Doingsomayhelpbreakthroughtheaffectivesocialfilterandallowforabetterunderstandingofthefamilycontext.Awalkthroughtheneighborhoodcanalsobeanenrichingexperienceforyoutobetterunderstandthecontextofthecommunity.Spendsometimewalkingaroundtheirneighborhoodgatheringdatae.g.,talkingtoitsresidents,andmakingobservations .Trytobeaskeenanobserveraspossible.

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Searchforculturalartifacts e.g.,signage,storefronts,advertisements,etc. .Askmanyquestionsandmakesuretorecordeverythinginyourjournals.InterviewProtocolStepOneEachindividualwilldevelopaninterviewprotocol.Protocolsareorganizedsetsofquestionsusedtoguidetheinterviewandkeeptheinterviewflowinginaconversationalmanner.Goodinterviewprotocolsconsistprimarilyofopen‐endedquestionsthatinviteparticipantstoengageinstorytelling.Avoidquestionsthatelicitonlyyes/noorveryshortanswers e.g.,“Didyougotoschool?” infavorofquestionsthatencouragelongerresponses e.g.,“Tellmeaboutyourchildhoodbackhome.Whatwasyourschoollike?” Usepromptstogetparticipantstokeeptalking e.g.,“Tellmemoreaboutthat”or“Howdidthatmakeyoufeel?” Suggestedtypesofinformationyouwillneedtocollectfromeitherdirectobservationand/oryourinterviewprotocol:a.Physicalcharacteristicsofthehome ifinterviewsareconductedinthehome ;b.Communitycharacteristics;c.Demographic/backgroundinformation;d.Educationalbackgroundofparents;agesandgradesofthechildren;e.Immigrationexperience How/whytheydecidetocometotheU.S.?Whatwasitlike? ;f.Childrearingpracticesandphilosophy;g.Economic/workissues;h.Perspectivesoneducation:Whatisawell‐educatedchild?Whataretherolesoffamiliesandschoolsinchildren’seducation?i.Experienceswithchildren’sschool s :Typesofsupporttheyhavereceived;j.Misunderstandings,difficultiesandchallengesandhowtheyhavehandledthem;k.Whatdothesefamilieswanttheirchildren’steachersandadministratorstoknowaboutthemandtheirchildren?StepTwoa.Takeawalkthroughtheneighborhood.Howisitsimilarordifferentfromyourownneighborhood?Whatlanguagesdoyouhear?Whatcultural,class,racialandreligiouscontextualcluesdoyouobserve?Howwouldit“feel”forafamilytolivehere?Searchfor“culturalartifacts”e.g.,communitycenters,libraries,storefronts,placesofworship,signs,andspaces andwhattheyrepresenttoitsresidents.Asyouexplore,recordyourobservationsinyourjournal.b.Interviewafamilyfromaracial,linguistic,andsocioeconomicbackgrounddifferentfromyourown.Ifpossible,conducttheinterviewinthefamily’shome.Findoutaboutthecultural,educational,linguisticbackgroundofthepeopleyouareinterviewing.Besuretoidentifytheparticipantsbywho?what?when?where?andwhy.Youmaywanttorecordtheinterview besure

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togetsignedpermissionfromthefamily—seeexampleattached orwriteafieldnoteoftheinterview.StepThreeReviewyourfieldnotesand/ortherecordedconversations.Beforelisteningtoyourrecordingforthefirsttime,writedownyourinitialimpressionsofthisfamily.Whatsurprisedyou?Whatmovedyou?Howdoesthisfamily’sstorychangeyourunderstandingofsocioculturalperspectivesoneducation,diversity,socialjustice,andfamilyinvolvementinschools?Listentotheentireinterview.Noteinterestinginformation,stories,orquotesthatstrikeyou.Decideonthenextsteps.Howwillyoupickoutthemostsalientquotationstotranscribe youdonothavetotranscribetheentiretape ?Howwillyouanalyzethedataandwriteupyourfindings?StepFourThelastsectionofthereportmustincludeapersonalreflectionSuggestedFormatforFinalWrittenReportIntroduction ~½p PartI:FindingsWhenwritingthissection,trytoplaceyourselfinthisfamily’sshoesinordertounderstandhowtheyhaveconstructedmeaningfromtheirexperiences.ExploretheirviewsaboutimmigratingtotheUnitedStates,educatingtheirchildren,andengagingwiththeeducationalsystem.Includethefollowing:A.Setting ~½p. 1.Describethesettinginwhichthedialoguetookplace.2.Describetheneighborhoodandreflectionsaboutyourwalk‐through.B.FamilyBackground ~1p. 1.Explainwhythisfamilywaschosenforthisstudy.a.Provideabriefhistoryofthefamily.b.Ages,placesofbirth,countriesandcitieswheretheyhavelived,andagesofchildrenwhenimmigrated.2.Social,economic,educational,andpersonalbackgrounds.3.Immigration first,secondgeneration experience.Relativesinthearea?4.Culturalcompetencies,difficultiesencountered e.g.,prejudice,discrimination .C.Theeducationalexperiencefromthefamily’sperspectivesabouteducation ~1‐½p. Family’sexperiencesenrollingandsupportingtheirchildreninU.S.schools?Family’sinteractionswithteachersandadministrators?Problemsencountered?Supportreceived?Whatisworking?Whatisnotworking?Ifrelevant,contrastthewaythingsaredone“here”withthewaythingsaredone“backhome.”PartII:Analysis 2pp. Analyzeandinterpretyourresearchfindingsusingtheoryandresearchfromourreadingsondiversityandsocialjustice.Thissectionshouldintegratemultiplethemesaddressedinthisclass

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andshouldbegroundedinacoherent,thoughtful,andthoroughlydevelopedtheoreticalframework.Whencitingcoursereadings,pleasefollowAPAformatguidelines.PartIII:ConclusionsandRecommendations 1p. .Whatisthemeaningofthisstudy?Priortoconductingthisstudy,whatdidyouexpecttofindaboutfamilyinvolvementandculturallyandlinguisticallydiversefamilies?Howdidyourassumptionsandbeliefschangeasaresultofthisexperience?WhatdidyoulearnthatisimportantforfuturePK‐12teacherstoknow?Basedonyourfindings,aswellasrelatedtheoryandresearch,whatrecommendationsdoyouhavetoimproveprogramsforculturallyandlinguisticallydiversefamilies?Providespecific,concreteexamplesofthingsteachersandschoolscandoto:a.Improvetheunderstandingoffacultyandstaffaboutculturallyandlinguisticallydiversefamilies;b.Proactivelydevelopstrongerschool‐familypartnerships;c.Maketheirschoolsandclassroomsmorewelcomingplacesforculturallyandlinguisticallydiverse&non‐nativeEnglishspeakingfamiliesandconnectstudents’fundsofknowledgetoinstruction.Grading:Attendance&Sharing. 10% ExtendedEssay Review 20%IntersectionalityPaper 30% Community‐BasedResearch Paper 40%GradingScaleA 93‐100 B 84‐86 C 73‐79A‐ 90‐93 B‐ 80‐83B 87‐89 C 77‐79Assignments:Noextracreditoptionswillbeprovided.Assignmentsareexpectedtobesubmittedontime.Ifyouneedtosubmitanassignmentlate,pleasenotifytheinstructortomakearrangements.AssignmentsaretobesubmittedviatheAssignmentstoolinSakai.StudentswillreceivewrittenfeedbackandgradesinSakaiusingtheAssignmentstool.Finalassignmentwillbereturnedwithfeedbackwithintwoweekofthesubmissiondate.LibraryandLibrarianAssistanceTheLibraryisanobvioussourceofinformationforresearch,presentationsandprojects.Currently,BethMarkisthespecificlibraryliaisonassignedtothesocialsciencesdisciplines.Althoughanylibrarianistrainedandpreparedtoassistyou,BethworksspecificallywiththeEducationandismostfamiliarwiththeresourcesanddatabasesthatrelatetothisfield.Donothesitatetocontactherifyouarehavingtroublelocatingspecificsourcesforyourassignments,assheismorethanwillingtohelpyou.Forherspecificworkschedule,contactherdirectlyatbmark@messiah.eduorbycallingext. 717 796‐1800,ext.3590.

ProgramInformation

MinimumHardwareandSoftwareRequirements▪ InternetConnection:HighspeedorBroadbandrequired;SatelliteBroadbandnotrecommendedduetoconflicts

withsynchronoussoftware;Aircardsmaynotbeused▪ Browser:

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o MozillaFirefox3.0orhigher required ▪ OperatingSystemVersion:

o Windows®XP recommended ,oro Windows®Vista,oro Windows®7,oro MACOS10.5orhigher

▪ Processor:2.0–4.0GHz▪ Memory RAM :

o Windows®XP:512MBormore;oro Windows®Vista:1024MBormore;oro MACOS:1024MBormore

▪ HardDiskSpace:40GBormoreoffreespace▪ CD‐ROMCD‐RWdrive DVDorcombodrivehelpful ▪ AnyOfficeSuite:

o MSOffice2007ornewer,oro OpenOffice3.1,oro GoogleDocs

▪ Webcamandheadset

MinimumComputerSkillsRequirementsStudentsmustpossessbasiccomputerskillsandhaveregularaccesstoacomputerwiththeMinimumSystemRequirementsinordertoparticipatefully.Specifically,studentswhoenrollinanonlinecoursemusthavebasiccomputerskillsincluding:

Aworkingknowledgeofwordprocessing Navigatetheinternetusingdifferentsearchengines Email Compose,Attach,Send,Read UtilizeMicrosoftOfficeprograms Word&PowerPoint CopyandPaste

TechnicalSupportforStudentsForyourconvenience,atelephonehotlineisavailablesevendaysaweekinordertoprovideassistancefortechnologicalproblems.ThishotlineisstaffedbytheCollege’sInformationandTechnologyServicesstaffandprovides“realperson”assistanceduringthefollowingtimes: Byphoneat 717 796‐1800ext.3333

o 7am‐11pmEST‐MondaythruFridayo 8am‐11pmEST‐Weekends&Holidays

Viaemailhelpdesk@messiah.edu

Intheeventyouneedtoleaveamessage,pleaseprovideyourname,number,andabriefdescriptionoftheissueyouareexperiencing.Youwillreceiveacallbackassoonaspossible.Youalsohaveaccesstotechnicalsupport i.e.tutorials,helpfunctions,etc. throughtheCollege’sportal,MCSquare,andalsothroughtheCollege’sLearningManagementSystem,CANVAS–Help forStudents tab.

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ProgramPolicies

AcademicIntegrityPersonalintegrityisabehavioralexpectationforallmembersoftheMessiahcommunity:administration,faculty,staff,andstudents.ViolationsofacademicintegrityarenotconsistentwiththecommunitystandardsofMessiahCollege.Theseviolationsinclude:Plagiarism.Submittingasone’sownworkpartorallofanyassignment oralorwritten whichiscopied,paraphrased,orpurchasedfromanothersource,includingon‐linesources,withouttheproperacknowledgmentofthatsource.Examples:failingtociteareference,failingtousequotationmarkswhereappropriate,misrepresentinganother’sworkasyourown,etc.

Cheating.Attemptingtouseorusingunauthorizedmaterialorstudyaidsforpersonalassistanceinexaminationsorotheracademicwork.Examples:usingacheatsheet,alteringagradedexam,lookingatapeer’sexam,havingsomeoneelsetaketheexamforyou,usinganykindofelectronicmobileorstoragedevices suchascellphones,PDAs,Blackberry,iPods,iPhones,Flashdrives,DVDs,CDs ,communicatingviaemail,IM,ortextmessagingduringanexam,usingtheinternet,sniffers,spywareorothersoftwaretoretrieveinformationorotherstudents’answers,purposelydisconnectingfromtheinternettocausealockonanonlineexam,etc.

Fabrication.Submittingalteredorcontrivedinformationinanyacademicexercise.Examples:falsifyingsourcesand/ordata,etc.

MisrepresentationofAcademicRecords.Tamperingwithanyportionofastudent’srecord.Example:forgingasignatureonaregistrationformorchangeofgradeformonpaperorviaelectronicmeans.FacilitatingAcademicDishonesty.Helpinganotherindividualviolatethispolicy.Examples:workingtogetheronanassignmentwherecollaborationisnotallowed,doingworkforanotherstudent,allowingone’sownworktobecopied.

ComputerOffenses.Alteringordamagingcomputerprogramswithoutpermission.Examples:softwarepiracy,constructingviruses,introducingvirusesintoasystem,copyingcopyrightedprograms,etc.UnfairAdvantage.Attemptingtogainadvantageoverfellowstudentsinanacademicexercise.Examples:lyingabouttheneedforanextensiononapaper,destroyingorremovinglibrarymaterials,havingsomeoneelseparticipateinyourplace,etc.PenaltiesforViolationsoftheAcademicIntegrityPolicy‐AfacultymembermayexercisebroaddiscretionwhenrespondingtoviolationsoftheAcademicIntegrityPolicy.Therangeofresponsesmayincludefailureofthecoursetoagradereductionofthegivenassignment.Thetypicalconsequenceforviolationswillbefailureoftheassignment.Someexamplesofseriousoffenseswhichmightnecessitatethepenaltyofthefailureofthecourseincludecheatingonanexamination,plagiarismofacompleteassignment,etc.Theacademicintegritypolicyinitsentiretycanbefoundinthestudenthandbookandshouldbereviewedbyeverystudent,astheprimaryresponsibilityforknowledgeofandcompliancewiththispolicyrestswiththestudent.AmericanswithDisabilitiesActAnystudentwhosedisabilityfallswithinADAguidelinesshouldinformtheinstructoratthebeginningofthesemesterofanyspecialaccommodationsorequipmentneedsnecessarytocompletetherequirementsforthiscourse.StudentsmustregisterdocumentationwiththeOfficeofDisabilityServices.ContactDisabilityServices@messiah.edu, 717 796‐5382.

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StatementofCopyrightProtectionThematerialsinthisMessiahCollegecourseareonlyfortheuseofstudentsenrolledinthiscourseforpurposesassociatedwiththiscourseandmaynotbefurtherdisseminated.StatementofConfidentialityStudentsmaybeaskedtopostwrittenworkandtoengageinwrittendialogwithotherclassmemberswithinanLMS.Thestudentshouldbeawarethatalthoughconfidentialitywithinthecourseenvironmentisencouraged,itispossiblethatusersinandoutsidethecoursemayhaveaccesstocoursecontent

CourseScheduleOctober27‐December21Eightsections,5.25hrs.eachsection

Date Topic RequiredReadings—tobecompletedbefore

class AssignmentHours

IT N‐ITWeek1:Oct27‐Nov2Nov2

1. Introductions/Overview/Goals

2. Sociologyofschooling

3. Concepts,4. Identity

Readingsfordiscussion

1. BarakettandCleghorn:2. Adamsetal.section13. ParisandSchoon,20074. constructionofmeaning;

ReviewofpowerpointsDocumentary:In the White Man’s Image E97.6.C215 1992

JournalofWeeklyReadingsDue

1.01.25.501.25

9.50.25.50.25

Week2Nov3‐9Nov9

Cultureandmulticulturalism

Readingsfordiscussion

1. Cole 2010 .What’sculturegottodowithit?

2. Pena 1997 .Culturaldifferencesandtheconstructionofmeaning;

3. Hall 1985 culturalcontextsoflearning

4. Rosado 1996 .Whatmakesaschoolmulticultural

ReviewofPowerpointBiweeklyDiscussion1

JournalofWeeklyReadingsDue

1.51.251.501.25

9.25.251.00

15

Week3Nov10‐16Nov13Nov16

1. Race/Racism/

Prejudice/stereotype

2. Whiteprivilege

Readingsfordiscussion

1. Allen 1999 .ThehiddencurriculumofWhiteness

2. AdamsetalSection23. McIntosh 2000 .WhitePrivilege

ReviewofPowerPointDocumentaryRace:ThepowerofanillusionHT1523.R332003JournalofWeeklyReadingsDueExtendedEssayReview

1.01.251.01.251.50

8.50.251.75

Week4Nov17‐23Nov23

1. Classism2. Socioeconomicstatusandschoolexperience

Readingsfordiscussion

1. AdamsetalSection3,5,2. Anyon 1986 .Socialclassandthe

hiddencurriculumReviewofpowerpointDocumentary:ClassDismissedP94.5W68C532000BiweeklyDiscussion2JournalofWeeklyReadingsDue

1.001.251.251.501.25

9.00.501.00

Week5Nov24‐30Nov30

1. Gender,sex,andsexism

2. Heterosexism3. Transgender

oppression

Readingsfordiscussion

1. AdamsetalSection5,6,72. Namulindah 2010 .Gender.The

businessagendaofschooling3. Jones 1999 .Idon’tfeelsafehere

anymoreReviewofpowerpointJournalofWeeklyReadingsDue

2.25

1.751.25

9.25

1.25

Week6Dec1‐7

1. Languagedebates2. Ableism

Readingsfordiscussion

1. Moore 2009 .RacismintheEnglishlanguage

2. VargheseandJohnson 2007 EvangelicalChristAdamsetalSection8

1.0

7.25

16

Dec5Dec7

ReviewofPowerpointBiweeklyDiscussion3JournalofWeeklyReadingsDueIntersectionalityPaperDue

.501.50.752.0

.50

.503.0

Week7Dec8‐14Dec14

1. Othersociallyconstructedborders:

2. Religiousoppression,

3. Ageism/Adultism

Readingsfordiscussion

1. Adamsetalsections4,7,92. Asani 2003 .Sothatyoumayknow

oneanother3. Findingcommongrounds4. FirstAmendmentCenter

Documentary:GodinAmerica:OfGodandCaesarReviewofPowerPointJournalofWeeklyReadingsDue

1.0

1.01.501.25

9.0

.50Week8Dec15‐21Dec19Dec21

1. MinorityStudent

Disengagement:SometheoreticalPerspectives

2. Deconstructingbiases

Readingsfordiscussion

1. AdamsetalSection102. Ogbu 1987 .Variabilityinminority

schoolperformance3. Wiggan 2007 .Race,school

achievementandeducationalinequality:Towardastudent‐basedinquiry

4. Riehl 1993 .FiveWaysToAnalyzeClassroomsForAnAnti‐BiasApproach

5. Molletal 1992 .FundsofknowledgeReviewofPowerPointBiweeklyDiscussion4JournalofWeeklyReadingsCommunity‐BasedProject FINALPROJECT

.75

.75.75.755.0

7.75

3.0Totalhours 44.7 84.5

ReferencesBright,A 2010 .Multilingual/MulticulturalEducationProgram.FoundationsofMulticultural

Education.CourseSyllabus,Fall2010.GeorgeMasonUniversityMfum‐Mensah,O. 2012 .SocioculturalPerspectivesonEducation.CoursesyllabusforSpring2012.

MessiahCollege,Grantham,PA.

17

Wesley‐Nero,S n.d. .FoundationsofMulticulturalEducation.CoursesyllabusforFall.GeorgeMasonUniversity

Osterling,J.P. 2011 .SeminarinMulticulturalEducation.Fall2011andSpring2011coursesyllabus.GeorgeMason,University.

Yamashiro,A. n.d. FoundationsofMulticulturalEducation.Coursesyllabusforspring.GeorgeMasonUniversity

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Community-Based Project Assessment Rubric EDME 502

Item 5 – Exemplary 4- Proficient 3- Basic 2-Below Basic Introduction Is the introduction clear and

coherent? Does the introduction provide a

clear outline of setting and family background?

Clear, important, and insightful

introduction Comprehensive outline of

setting and family background

Clear and important

introduction Maps out the setting and family

background

Clear introduction Lacks setting and/or family

background

Unclear introduction Lacks both setting and family

background

Family Perspective/Educational Experience Does the paper fully outline the

family’s perspectives, interactions with teachers and administration, and other experiences enrolling and supporting their children in U.S. schools?

Appropriately extensive scope

of information Accurate portrayal of support,

interactions with teachers and administrators, and what is working and not working

Significant scope of

information without serious omission

Mostly accurate portrayal of family support and interactions with teachers and administrators

Incomplete scope of

information Limited portrayal of family

support and interactions

Minimal information Lack of information on family

support and interactions

Analysis Did the paper present findings

in thematic writing format? Are the findings analyzed and

subsumed within the broader sociocultural theoretical literature?

Findings are systematically presented in thematic format

Findings are subsumed in the broader sociocultural literature

Findings are presented in appropriate themes

Findings are mostly connected to broader sociocultural literature

Findings are summarized Findings are disconnected from

the sociocultural literature

Paper presents findings as raw data

Lack of connection between findings and broader sociocultural theoretical literature

Evidence Is the evidence of high quality? Is the evidence accurately

represented? Are the evidence synthesized

meaningfully?

Careful and representative selection of evidence from the interview data and nicely integrated in the analysis

Evidence is accurately represented through quotes and paraphrase

Appropriate selection of evidence from the raw interview data

Mostly accurate representation of evidence

Coherent integration of evidence

Multiple pieces of evidence, may miss key evidence

Some skew in interpretation of evidence

Serial list of evidence (information dump)

Limited quality of evidence Inadequate interpretation of

evidence Minimal incorporation of

evidence

Assumptions and Beliefs Did the author thoroughly

examine his/her and/or others’ assumptions?

Did the author fully evaluate the context of the issue and expert opinions?

Systematically and methodically analyzes own and/or others’ assumptions

Carefully evaluates the relevance of context

Thoroughly and meaningfully examines expert opinion

Identifies own and/or others’ assumptions

Considers contexts of positions and the issue

Thoughtfully examines expert opinion

Questions some assumptions (own and/or others’)

Minimally identifies the contexts

Takes expert opinion as mostly fact or disputes without reason

Aware of assumptions Recognizes contexts Takes expert opinion as fact

Conclusion/Recommendations Does the paper present strong

recommendations about culturally and linguistically diverse families that are supported in the literature?

Conclusion provides logical

synthesis and recommendations that inform both theory and practice

Logical synthesis and

recommendations that inform either theory or practice

Paper provides

recommendations that inform theory or practice

Weak recommendations that

have minimal impacts on theory or practice

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Intersectionality Assessment Rubric EDME 502

Item 5 – Exemplary 4- Proficient 3- Basic 2-Below Basic Organization Does the paper follow the APA

format; Is the paper coherent and

attends to personal narrative style.

Does the paper adhere to detail editing and acceptable grammatical usage

Paper follows the APA format;

is coherent; and attends to personal narrative style.

The adheres to detail editing and acceptable grammatical usage

Paper follows APA format; is

coherent and adheres to acceptable

grammatical usage

Paper follows APA format; lacks some coherence and

minor editing problems

Paper does not follow any of

the APA format; paper is not coherent and has

couple grammatical errors

Introduction Does the paper systematically

infuse a strong thesis which sets the stage for the intersectionality paper?

Excellent introduction with

strong thesis which sets the stage for the intersectionality paper

Introduction provides

background and thesis but lacks coherence and sometimes disconnects from the theme

Introduction provided but

unrelated to the theme and content of the paper

No introduction is provided for

the paper

Thesis Does the paper systematically

infuse a strong thesis which sets the stage for the intersectionality paper?

Strong thesis which sets the stage for the thematic analysis of the paper

These is present but lacks coherence and sometimes disconnects from the theme

Thesis is not related to the theme and disconnected from the paper

No thesis is provided

Relating Experiences of Diversity Does the paper include detailed

accounts that draw a strong relationship between author’s experiences of diversity and identity?

Author provides detailed accounts that draw a strong relationship between her or his experiences of diversity and identity

Author does a good job of drawing a relationship of her or his experiences of diversity and identity

Author attempts to draw a relationship between her or his experience of diversity and identity although this is not clear

Paper lacks a clear explication of the relationship between the author’s experience of diversity and identity

Identity formation Does the author identify three

sociocultural variables that have informed her/his identity?

Author identifies three sociocultural variables that have informed her/his identity

Author identifies less than three sociocultural variables that have informed her/his identity

Author identifies one sociocultural variable that shape her/his identity

paper does not identify any sociocultural variable that shape the author’s identity

Intersectionality Does paper demonstrate the

author’s in-depth knowledge of the intersection of sociocultural variables shaping the author’s identity

Paper systematically outlines identity

Paper systematically outlines the different ways the intersection of selected sociocultural variables in shape her/his identity

Paper provides an outline but fails to systematically connect the intersection of sociocultural variables shaping the author’s identity

Paper provided a limited discussion of the intersection of sociocultural variables shaping the author’s identity

Paper does not delineate the intersection of sociocultural variables shaping the author’s identity

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Extended Essay Review Assessment Rubric

Item 5 – Exemplary 4- Proficient 3- Basic 2-Below Basic Organization Does the review follow the

APA format; Is the review coherent and

attends to personal narrative style.

Does the review adhere to detail editing and acceptable grammatical usage

Review follows the APA

format; is coherent; and attends to personal narrative style.

The adheres to detail editing and acceptable grammatical usage

Review follows APA format; is

coherent and adheres to acceptable

grammatical usage

Review follows APA format; lacks some coherence and

minor editing problems

Review does not follow any of

the APA format; review is not coherent and has

couple grammatical errors

Introduction Does the review systematically

maps out the content of the essays, and highlight the major outline of the essays

Excellent introduction with

strong thesis and outline of the review

Introduction provides

background and thesis and outline of the review

Introduction provided but

scanty outline and thesis

No introduction is provided for

the review

Thesis Does the review identify the

major theses which set the stage for analysis of the essays?

Strong thesis which set the stage for the thematic analysis of the review

Review includes thesis but the theses lack coherence and sometimes disconnects from the theme

The thesis are not related to the theme and disconnected from the review

No thesis is provided

Analysis Does the review highlight the

salient points and issues discussed in each essay?

Review clearly highlights and delineates all the salient points in a systematic and coherent way

Review clearly highlights and delineates some of the salient points in the essays.

Review highlights a few of the salient points

Review highlights few salient points

Evidence Does the review identity and

discuss the issues presented in essays within the broader literature and discussion of the course?

Review clearly identifies and discusses the issues highlighted in the essays coherently and systematically

Review identifies and discusses most of the issues highlighted in the essays

Review identifies and discusses some of the substantial issues highlighted in the essays

Review identifies and discusses few of the issues highlighted in the essays

Critical Review Does the reviewer use the

evidence from the broader literature to take a position on the merit of the contents of the essays?

Review employs evidence from the broader literature to systematically and thoroughly outline the merits of the essays

Review employs evidence from the literature to outline the merits of the essays in a clear progression

Review provides some critical review of the merits of the essays but is not based on the broader literature

Review does not provide any critical review of the merits of the essays

Name________________________________________________________________________________________________________________________________ Score_____________

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Peer-Aide Sheet for Essay Review EDME 502 Author of Paper: _______________________________________________________ Name of Reviewer: _____________________________________________________ Clearly underline or mark areas where the author needs to revise, state the revisions the author needs to make and the pages the specific revisions need to occur.

1. Thesis—Does the introduction clearly outline a well-developed thesis and lay out organization of

the paper? Was it clearly organized? If not, how could the author improve? Is the thesis statement clearly mapped?

2. Examples of evidence— Does the paper outline all the examples as evidence supporting the thesis?

3. Conceptual clarity—Does the author provide synthesis of the issues identified in the three literature used for extended book review? A paper that synthesizes the literature focuses on thematic thoughts rather than summarizing individual literature

4. Identification of issues: Does the paper identify the interrelated issues discussed in the three

articles? Does the paper identify the supporting issues of the articles? Does the paper identify the contradictory issues in the three articles?

5. Citations—Does the paper subsume the articles within the broader literature of the issues identified

in the three articles?

6. Grammar/Editing—On the copy of the paper you read please flag any grammar or syntax errors you notice.