Rachel Millstone EDS 201 Cherese Wiltshire

ANNOTATED BIBLIOGRAPHY
The following is an annotated bibliography which includes 9 sources reflective of issues in the social
curriculum. The evidence-based research articles focus on the social curriculum of inclusion (in relation to
minority students and students with disabilities) and equity (specifically equitable pedagogies and teaching
practices that affect minority student achievement in the areas of math and science). The pedagogical resources
which consist of blogs, educational websites, and books reflect ideas of the social curriculum which include
classroom management, self-reflection and self-regulation, and student engagement through culturally relevant
material.
Evidence Based Social Curriculum: Inclusion
Arreaga-Mayer, C., Perdomo-Rivera, C. (1996). Ecobehavioral Analysis of Instruction for At-Risk Language
Minority Students. The Elementary School Journal, 96(3). 245-258. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508581186&site=ehost-live
This article discusses a study which analyzed two different learning environments. One learning environment
was a regular class taught in English and the other class was English-as-a-Second Language. There were a total
of 24 participants who were deemed as at-risk minority students. The participants in this study came from
three different schools and 14 different classrooms. Additionally, the participants were observed over a period
of 144 days. An eco-behavioral analysis, which is a method of assessment that focuses on a students academic
and language behavior within a particular classroom context, was the application used to implement this study.
More specifically, the name of the eco-behavioral analysis method used in this study was called Ecobehavioral
System for the Recording of Interactional Bilingual Environments (ESCRIBE). The purpose of this study was
to determine what methods needed to be used to create an inclusive learning environment for language minority
and at-risk students. The study found that participants who were in regular English classes communicated
infrequently in either oral or written language (only 18% of the time). Engagement in written and oral language
in the ESL classes was a bit higher but just as dismal (only 20% of the time). Moreover, the study further
discusses heavy use of content based learning in areas such as math and science, which did not call to facilitate
any language communication in oral or written form and also whole classroom discussion, which does not give
students the opportunity to work with one another in small groups. One of the questions posed in the study is
how teachers can implement instruction which fosters language acquisition and academic achievement. The
study concludes with the idea that teachers are the most important indicators in creating a classroom
environment that is inclusive of students from different language backgrounds. In addition, the study also
addresses the need for understanding the individual worlds these students come from in order to properly
instruct in a context that allows them to preserve their heritage while excelling academically. Furthermore, the
study provides examples of ways that teachers can practice inclusion in their classroom and promote language
acquisition in a learning based format.
Given the fact that the many of the students in todays elementary schools come from a background in which
their primary language is not English, I see how this article is beneficial in exemplifying methods of teaching
language minority and at-risk students. One of the aspects of this article that resonated with me was the
question of instruction in a format that is inclusive of the student demographic. I believe this is important to
keep in mind as a future educator as it calls for a way engaging with students in the hopes that they become
interested in learning. This applies to not only language minority and at-risk students, but also students in
general who may come from different socio-economic backgrounds and not have access to educational
resources. An effective way to design instruction that is inclusive of students needs is to figure out what

students may be interested in during the first few weeks of the school year. Getting to know me activities
would be a great starting point to tap into student knowledge and interests. Additionally, those activities can be
used as a method of assessment to determine a students language abilities, both written and oral. Furthermore,
this article shows the crucial relationship between the students abilities and the method of instruction and the
significant role the teacher plays in making that learning environment inclusive of the needs of the student
demographic.
Guardino, C., & Fullerton, E.K. (2014). Taking the Time Out of Transitions. Education and Treatment of
Children, 37(2). 211-228. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=95982995&site=ehost-live
This study focuses on the relationship between transitions from classroom activities and academic learning in
inclusion classrooms. Participants in this study included four general education teachers and one special
education teacher. Two of these teachers were kindergarten teachers with a combined teaching experience of
18 years. These teachers were co-teaching this kindergarten class of 30 students at the time of this study. 4 of
the 30 students in that kindergarten class were receiving special education services. The four students had
disabilities ranging from cerebral palsy to developmental delay. The other two teachers of the first grade class
had a combined teaching experience of 11 years and were co-teaching together for the second time. There were
a total of 26 students in the first grade class in which 7 of those students were receiving special education
services. The 7 students had disabilities ranging from mild autism to behavioral disorders. Both classrooms
had large carpet areas, tables, and areas for literacy and math. Before beginning the study, the teachers were
asked what they believed were the most difficult transitions in their classes. This is how the focus of this study
came about. Interviews were conducted with the teachers in 20 minute intervals and teachers were asked
questions about transition improvements in their classrooms. BehaviorTracker Pro was used to collect data on
transitions. The element of this application was a stop watch along with a notes section to record other data.
After the data was collected, the teachers met with the interviewers to implement some changes that they
believed would reduce the transition times. With the new modifications, transition times were significantly
reduced. The study concluded that changing a physical environment can cut transition times and increase time
for student learning. Teachers also gave feedback after the study about continued modifications they made in
their classroom. The study also mentions limitations in terms of student behavior and conduct as well as other
mitigating factors that were not taken into account during the study.
I appreciate the fact that this study focuses on the transition times between academic activities in which students
are not necessarily learning any educational content. On the other hand, the study did not discuss any incidents
in terms of behavior that may have occurred during the activity transitions. Although the study does address its
limitations in this area, the study cant conclude that reducing transition times was the only indicator in terms
increasing student learning and engagement. One part of the study that I did appreciate was the amount of
involvement the teachers had in terms of suggesting some the modifications they wanted to implement in their
classrooms. This article is beneficial in terms of reminding teachers how their classroom environment can play
a significant role in terms of promoting inclusion for all students.
Ellsworth, J.Z. (2002). Using Student Portfolios to Increase Reflective Practice among Elementary Teachers.
Journal of Teacher Education, 53(342). Retrieved from
http://jte.sagepub.com/content/53/4/342.full.pdf+html

The main purpose of this study was to discover the effects of students portfolios on a teachers perspective of
their practice and determine if there were needed areas of improvement in the teachers practice. In order to
accomplish this task, the author chose a school that she believed implemented the elements of reflective reform
and inquiry as part of its curriculum. This study was conducted over a period of three years at a K-5 elementary
school located in a state on the West Coast. The school was located in a suburban area, but was also in close
proximity to an urban community center. In relation to demographics, the school housed a total of 516 students
composed of middle and upper-class students. 87% of the students were minorities and small numbers of this
population were English Language Learners (14%), special education students (35%), and gifted students
(34%). The participants in this study were 17 classroom and specialist teachers who had experience with using
portfolios to assess student achievement and shared a common interest in educational research as part of their
professional development and growth as a teacher. Data was collected through recorded interviews with both
the principal and teachers. Student portfolios were used as supplemental data in cases in which the teachers
wanted to show some of the student work in order to talk about progress different students made throughout the
year. Additionally, feelings about the use of portfolios were mixed among the teachers and other school staff as
some believed they provided a mode of professional growth and others expressed concern at the inability to
properly assess due to the lack of their own teacher portfolio. The conclusion of this study indicated that the
implementation of portfolios in an environment that is deemed to be culturally reflective and inquisitive had
positive effects for both teachers and students. Some of these effects included greater student understanding,
better instructional practice decisions, improved methods of assessing portfolios and other student work, and
greater appreciation for support staff. Furthermore, teachers understood the detrimental effect of making
assumptions about students based on what they perceived from their actions.
A portfolio as a method of assessment as addressed in this study is beneficial in terms of clearly gauging and
understanding student achievement. In an education system that is currently centered on high-stakes testing as a
way of determining student progress, I am interested in finding other ways of measuring student achievement.
One of the important aspects of this article was the idea of making assumptions and how that can ultimately set
a student up for failure as it informs the teachers instructional practices early on in the year. I believe using
portfolios as a method of assessment allows for students to not only be looked at on an individual basis, but also
to be given a voice and a way of expressing themselves. This inclusive based method of assessment allows
students to participate in a learning environment that is safe and incorporative of the needs of each student. I
hope to implement portfolios as a method of assessment in my classroom in order to address the needs of my
future students on an individual and inclusive basis.
Equity in the Classroom
Jackson, C. (2013). Elementary Mathematics Teachers Knowledge of Equity Pedagogy. Current Issues in
Education, 16(1). 1-15. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=88843619&site=ehost-live
This article discusses how an educators knowledge of equity in relation to culturally relevant material can help
in the achievement of mathematics among students of African American descent. Participants in this study
included 8 elementary mathematics teachers from the Midwest across three different school districts. The
participants had to meet a particular set of criteria in order to participate in the study including but not limited to
at least 4 years teaching mathematics, expertise in mathematics and recommendation by the school district. The
main source of the data collected from this study was done through semi-structured interviews over a period of

two months. The first interview allowed the participants more freedom in their answers and the second video
included an audio portion with questions based on the participants previous answers. That data, more
specifically, the teachers knowledge on equity, was mapped out and transcribed onto different coding
transcripts. Those transcripts were then separated into themes that were based on equity pedagogy. The results
of the study stated that all students are capable of learning mathematics, but the key to ensuring that African
American students are also learning mathematics is that teachers have the knowledge to teach mathematics
equitably to African American students. Jackson comes up with 7 themes based on the interviews she
conducted with the 8 teachers. The study calls for the need to better improve mathematics teacher education
programs and professional development that address the needs of African American students. Furthermore,
Jackson illustrates that the very structure of teacher education programs and professional development programs
has a significant influence on a teachers knowledge of equitable practices and pedagogies in the teaching
profession.
Although, Jackson makes important points in the article relating to the achievement of African American
students in mathematics, the sample in which the study was drawn from is very small. In this case, there is no
sample in which one can compare the practices of these math teachers to other teachers in other districts who
may as well be making gains in mathematics through other practices. On another note, I appreciated the way
the study was conducted as it allowed the different teaching pedagogies of the 8 participants to surface on their
own. One of the most important points in her study is the idea of the knowledge base of equitable practices.
Although the article states that this element is necessary in teacher preparation and professional development
programs, it does not mention a particular way to go about implementing this concept for training purposes. I
believe this is an important idea to keep in mind in the teaching profession because I believe that it is something
developed over a period of time. Given the fact that the participants had to be teaching for at least 4 years in
order to be part of the study, knowledge of equitable practices is something that is developed over a period of
time and does not come directly from teacher preparation programs or professional development programs. I
believe the idea is planted in an educators head early on and it is up to the educator to make sure that the idea
grows and flourishes. That flourishing will occur through the experiences a teacher has with his or her students
from different cultural backgrounds. The article was beneficial in terms of demonstrating the relationship
between equitable practices and an African Americans academic achievement. Furthermore, I believe these
equitable practices can be extended to students of other demographics including students with learning
disabilities and students of different sexual orientations.
Tan, E., & Barton, C.A. (2010). Transforming Science Learning and Student Participation
in Sixth Grade Science: A Case Study of a Low-Income, Urban, Racial Minority Classroom. Equity and
Excellence in Education, 43(1). 38-55. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=508137828&site=ehost-live
This study attempts to discover methods that teachers can incorporate into their daily instruction in science class
to ensure that minority students and students of low socioeconomic backgrounds are excelling academically in
these areas. The study takes place at The Inquiry School, which is located in a poor neighborhood in a large
city in the Northeast. 910 students attend this school and the demographics include African American students
(45%) and Hispanic students (55%). TIS is considered a failing school according to the citys Department of
Education (more specifically, low test scores). Mr. Ms 6
th
grade science class was the participant in this study.
Data was collected via classroom observations 3 times a week over a period of 2 years and through interviews
with Mr. M and his students. Supplemented data included interviews from students who had Mr. M as a science

teacher in the past. Being of Italian and Irish descent, Mr. M is the only white teacher in his classes of minority
students. He grew up in the same city and had taught in urban schools for five years. The authors talk about
some of the methods used in Mr. Ms classroom instruction including but not limited to whole class
presentations, group work, and individual work. In addition, Mr. M rotated the students around in the
classroom on weekly basis in order for students to work collaboratively in different groups. There was also a
presence of strict rules and expectations set by Mr. M in the classroom. The study found that the reason behind
the success in Mr. Ms science classes with minority students was that he allowed his students to explore and
engage with the classroom content while maintaining a classroom community in which many ideas and values
were respected. Furthermore, the article identifies different themes that emerged as a result of this study and its
importance in promoting inclusion in the classroom.
Reading this article reminded me of my experience in science class in middle school. I can honestly say that I
had a teacher similar to Mr. M in my 7
th
grade science class. One of the aspects of this article that resonated
with me was the presence of classroom community. As a future educator, this is important to establish early in
the school year as it provides a space where students feel safe to share their ideas which may translate into their
ability to work well with others. Another aspect of this study that I appreciated was the variety of data
collection methods. It creates a dialogue between the teachers and students as it gives a number of perspectives
that ultimately reflect the results of the study. Furthermore, this article is discusses effective strategies to
implement in a classroom in order to create an inclusive learning environment where minority are academically
successful. I plan on teaching in an urban area with minority students and will incorporate some of the methods
discussed in this article in my own teaching pedagogy.
Pedagogical Resources
Charney, R.S. (2002). Teaching Children to Care: Classroom Management for the Ethical and Academic
Growth, K-8, Revised Ed. Turner Falls: Northeast Foundation for Children Inc.
This is a book which discusses different strategies for classroom management and its effect in fostering a
healthy and inclusive learning environment. The chapters in this book discuss many issues that come up in the
classroom and are dealt with on a daily basis between teachers and students. Some of these topics include
making rules with children, cooperative and collaborative learning in support of classroom rules, and problem
solving. Topics such as self-control and behavior are also discussed. Furthermore, this book aims to help
teachers develop a classroom that is engaging and safe for students to learn in the effect of students learning to
be respectful and caring individuals towards themselves and others.
Having read this book, I was able to reflect on many of the practices that I had seen during my early schooling.
I now see how important it is in terms of providing students with a context in which they can learn and grow.
One of the aspects of this book that I really appreciated was the need to be consistent with my actions. As a
substitute teacher, this was the aspect of teaching that I struggled with as I found myself favoring some students
over others. This book reminds me that I need to be consistent in my actions as children tend to quickly pick up
on cues that they deem to be unfair. Furthermore, I look forward to using this book in the future when I get my
own classroom as it contains an abundance of strategies that I know would be effective creating a safe and
healthy learning environment.
Block, J. (2013). Joshua Block [Web Log]. Retrieved from https://www.edutopia.org/users/joshua-block

This blog post was written on Edutopia by Joshua Block, a humanities teacher at the Science Leadership
Academy in Philadelphia. The main idea of the post I read is compassion and what it can do in a classroom
environment. Block emphasizes the idea that compassion can bring about and foster learning in a classroom
due to the fact that it prioritizes the students voices and interests. Additionally, it can be the starting ground of
getting students excited about learning. Furthermore, Block illustrates the idea that compassion in a classroom
environment provides a foundation in which students are able to self-reflect and aspire to be the best image of
themselves. Block has also written other posts under the topic of Student Engagement which includes ideas
such as student voices and the importance of reflection.
I resonated with many of the ideas present in Blocks blog posts. Due to the that fact that Block is still currently
teaching and writes about issues that seem to come up in his classroom on a regular basis, I am inclined to deem
him as a credible source. One of the things that I genuinely appreciate about his blog posts is that he genuinely
expresses the methods and ideas he tends to incorporate in his classroom without making it appear that his
methods are the only way to succeed in student engagement. He shares his ideas and reminders with other
readers with the hopes that they may use his methods or come up with his own. This is something I would
likely incorporate in my classroom as I believe it would be effective in creating an inclusive classroom
environment.
Colorn Colorado. (n.d.). Retrieved September 12, 2014. http://www.colorincolorado.org/
Colorin Colorado is a site for families and educators of English language learners in addition to
administrators and librarians. A bilingual education website founded in the year 2011, Colorin Colorado relies
on most of its funding from private resources such as the Department of Education and the American Federation
of Teachers (AFT). The sites mission is to provide research based methods of teaching reading to English
language learners through the Internet in the hopes that everyone including educators, parents, and
policymakers, will take advantage of these resources. The benefit of this website to students is that it provides
both teachers and parents with a plethora of resources that would allow them to best serve and target the needs
of their students in school and at home. These resources include but are not limited to reading lists, lesson plans,
videos, and webcasts among other things. The website also provides articles regarding the use of technology in
teaching English language learners and a blog section, in which those using the site can ask questions or make
suggestions. In addition, the website is in both English and Spanish which allows students to practice their
native language while learning English.
The website is easy to navigate through as seen in the educator, parent, and student tabs present on the
website. Its colorful design is appealing to students, parents, and teachers as provides a sense of playfulness
which automatically engages the visitor with the website. One of the features that I appreciated was the family
tab which includes bilingual resources that can be used at home to foster student learning. I could see myself
using this website in the future in order to implement culturally relevant curriculum in my future classroom.
Furthermore, I am pursuing a Bilingual Authorization and plan to work in an urban school in which the school
may have a predominantly Latino demographic. This website is a credible source for culturally relevant
resources and activities.

Mercier, T. (2014). Time-Out and Teaching Self-Regulation. Retrieved from
http://www.responsiveclassroom.org/article/time-out-teaching-self-regulation

This article was retrieved from the Responsive Classroom Website. The author of this article is a consultant to
the website and has taught 3
rd
, 4
th
, and 5
th
grade classes in the states of Connecticut and Massachusetts. The
focus of this article is the use of the time-out as a period for students to regulate themselves before coming back
to an activity and joining the rest of the class. One of the points Mercier makes in the article is that time-outs
are usually used to punish unwanted student behavior but expresses that it can be more powerful when it is used
as a tool to teach students how to self-regulate. Additionally, Mercier emphasizes the need to make self-
regulation a habit in the hopes that students start to apply the same strategies in other situations when necessary.
Furthermore, teaching students self-regulation allows them to think and reflect before making an action that
may not be beneficial.
Given Merciers background as an educator, this article is a credible source for implementing social curriculum.
The aspect of this article that I appreciated was the idea of taking something negative and turning into a learning
moment. In my current experience, I have not seen the benefits of giving a student a time out as it does not
teach the student why their behavior was not beneficial. The idea of using the time-out as a way of teaching a
student self-regulation is very effective as it allows the student to take time out for him or herself in the hopes
that they can reflect and come back to work with the rest of the group with a renewed perspective. I will
incorporate this method from the social curriculum in my classroom as it not only promotes self-regulation but
also self-reflection. I believe self-reflection is important in the matter of engaging students in an inclusive
learning environment as the student becomes the focus of the classroom learning environment.