AED

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the top 10 characteristics of a multicultural school environment.

CHARACTERISTICS OF A SCHOOL THAT IS

The composition of the faculty, administration, and other staff accurately reflects
the pluralistic composition of the United States.
h Differences in academic achievement levels disappear between males and females,
dominant and oppressed group members, and upper-middle-class
and low-income students.
The school curriculum incorporates the contributions of many cultural
groups and integrates multiple perspectives throughout it.
Instructional materials are free of biases, omissions, and stereotypes.
Cultural differences are treated as differences, rather than as deficiencies that
must be addressed in compensatory programs.
Students are able to use their own cultural resources and voices to develop
new skills and to critically explore Students learn to recognize and confront inequities in school and society.
The faculty, administrators, and other staff see themselves as learners enhanced
and changed by understanding, affirming, and reflecting cultural diversity.
Teachers and administrators are able to deal with questions of race, intergroup
relations, and controversial realities on an objective, frank, and professional
basis.
please help

  • AED -

    I don't see a question here.

  • AED -

    i only see 9 and I have to have 10 then I justify why i ranked them like I did. i did it like this and I started to write why I justify them like I did.
    CHARACTERISTICS OF A SCHOOL THAT IS MULTICULTURAL

    1. The composition of the faculty and other staff accurately reflects the pluralistic composition of the United States. 9.
    2. Differences in academic achievement levels disappear between males and females, dominant and oppressed group members, and upper-middle-class and low-income students. 3.
    3. The school curriculum incorporates the contributions of many cultural groups and integrates multiple perspectives throughout it. 1.
    4. Instructional materials are free of biases, omissions, and stereotypes. 5.
    5. Cultural differences are treated as differences, rather than as deficiencies that must be addressed in compensatory programs. 6.
    6. Students are able to use their own cultural resources and voices to develop
    new skills and to critically explore subject matter. 2.
    7. Students learn to recognize and confront inequities in school and society. 7.
    8. The faculty, administrators, and other staff see themselves as learners enhanced
    and changed by understanding, affirming, and reflecting cultural diversity. 4.
    9. Teachers and administrators are able to deal with questions of race, intergroup
    Relations and controversial realities on an objective, frank, and professional basis. 8.


    This is my justification of why I rank the above the way I do. I rank number one a 9 because that is what I thought it should be. I ranked number 2 a 3 because that I feel should be ranked at. I ranked number 3 a 1 because I thought it was the most important one.

  • AED -

    I also only see 9 characteristics.

    1. The composition of the faculty, administration, and other staff accurately reflects the pluralistic composition of the United States.

    2. Differences in academic achievement levels disappear between males and females, dominant and oppressed group members, and upper-middle-class
    and low-income students.

    3. The school curriculum incorporates the contributions of many cultural
    groups and integrates multiple perspectives throughout it.

    4. Instructional materials are free of biases, omissions, and stereotypes.

    5. Cultural differences are treated as differences, rather than as deficiencies that must be addressed in compensatory programs.

    6. Students are able to use their own cultural resources and voices to develop new skills and to critically explore

    7. Students learn to recognize and confront inequities in school and society.

    8. The faculty, administrators, and other staff see themselves as learners enhanced and changed by understanding, affirming, and reflecting cultural diversity.

    9. Teachers and administrators are able to deal with questions of race, intergroup relations, and controversial realities on an objective, frank, and professional basis.

    Although # 2 is certainly ideal, I don't think it's attainable.

    The danger in # 5 is that truly learning disabled children may go without services because they have a different ethnic background.

    Somewhere in that list should be foreign language study. We have a school in our city that teaches in both English and Spanish -- so that both groups of kids are included and learn a foreign language.

    And don't forget celebrations of all cultures' holidays and special events.

  • AED -

    ok cause I was not sure if I was missing a number somewhere.

  • AED -

    You did not list all of the choices for that answer, if you read the assignment it says the "two" lists on page 7. At the very top of the page there is another list to look at.

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