In order to discuss race meaningfully, educators must sharpen their cultural awareness lens, reflect on implicit biases they may hold, and be aware of unintended messages students can receive from their environment.
Color-conscious educators understand that racism exists and negatively affects racially marginalized students through educational disparities and other inequities.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Lopez, S. J., & Louis, M. C. (2009). The principles of strengths-based education. Journal of College and Character, 10(4).Lopez, F. A. (2017). Altering the trajectory of the self-fulfilling prophecy: Asset-based pedagogy and classroom dynamics. Journal of Teacher Education, 68(2), 193-212.
Gerde, H. K., Bingham, G. E., & Wasik, B. A. (2012). Writing in early childhood classrooms: Guidance for best practices. Early Childhood Education Journal, 40(6), 351-359.
Dindyal, J. (2004). Algebraic thinking in geometry at high school level: Students' use of variables and unknowns. In 27th Annual Conference of the Mathematics Education Research Group of Australasia Incorporated (MERGA 2004) on "Mathematics Education for the Third Millennium, Towards 2010", (pp. 183-190)
Education Endowment Foundation. (2018). Collaborative learning: Moderate impact for very low cost, based on extensive evidence. Teaching & learning toolkit. Retrieved from https://educationendowmentfoundation.org.uk/pdf/generate/?u=https://educationendowmentfoundation.org.uk/pdf/toolkit/?id=152&t=Teaching%20and%20Learning%20Toolkit&e=152&s=
When educators act as facilitators and promote projects that are relevant to students as a part of the curriculum, students have agency over their learning, promoting self-efficacy and Motivation through this experiential learning.
Gartmann, S., & Freiberg, M. (1995). Metacognition and mathematical problem solving: Helping students to ask the right questions. The Mathematics Educator, 6(1), 9-13.Hodzik, S., & Lemaire, P. (2011). Inhibition and shifting capacities mediate adults' age-related differences in strategy selection and repertoire. Acta Psychologica,Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.Manly, M., & Ginsburg, L. (2010). Algebraic Thinking in Adult Education. National Institute for Literacy.Mousley, K., & Kelly, R. R. (1998). Problem-solving strategies for teaching mathematics to deaf students. American Annals of the Deaf, 143(4), 325-336.Nonesuch, K. (2006). Changing the Way We Teach Math. A Manual for Teaching Basic Math to Adults. Malaspina University College.Rittle-Johnson, B., & Star, J. R. (2007). Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. Journal of Educational Psychology, 99(3), 561-574.
Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with visual impairments. Teaching Exceptional Children, 33(6), 68-74.
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