Final Assignment Description (100 points) Research Paper See due date on Dates a

Final Assignment Description
(100 points)
Research Paper
See due date on Dates and Topics
Review grading rubric at the end of this assignment.
What is the purpose of the assignment?
The purpose of this assignment is to show your understanding of an issue we have read about and studied during this course related to race/ ethnicity class/socioeconomic class (poverty), gender, exceptionality, language, or age. You will select one of these issues and narrow to a sub-topic or group. Then you will examine the group’s treatment historically, legally, and generally within the context of American public schooling.
This is a research paper. You will only receive full credit if you primarily cite (APA strictly) the textbook (the chapters discussing the group/issues you decide to research upon–each chapter counts as one resource. If you cite 5 chapters, that is five resources), Kumishiro’s Anti-Oppressive Education must be referenced, other appropriate articles and readings from the course, and other text resources are appropriate and should be your “go to” unless you have very good outside sources. The total can be no fewer than 8 written sources (Be careful of websites–wikipedia will not count). You can reference films if related as information but they do not count as a written resource. Remember, you have written a lot in your discussions. You can use this information.
For example, you may select poverty (sub group: homeless children), religion (subgroup: Hindu), exceptionality (subgroup: autistim), race/ethnicity (subgroup: African-American, Hispanic, etc.), language (subgroup: Spanish, Chinese) or gender (subgroup: girls, gay/lesbian/transgender.). You will report on the group’s history of public schooling/treatment/recognition and their enrollment in public schools. You will identify ways in which this group has been underrepresented and identify reasons whythey have been treated differently from the dominant or more privileged group. You will identify the challenges they face, the theories that explain these challenges, the services made available to serve their needs, and the laws that protect their rights. Finally, you will discuss remedies, pedagogical approaches, frameworks for meeting their needs and providing an equitable school experience for them.
How will I do the paper?
Your paper will be based upon research done using your textbook, module articles, other sources but remember, a minimum of 8 sources (Each chapter is a source, any of the articles count, etc. from class–must cite Kumishiro.)
The paper must be in APA format (this is the citation style used in the Education profession). Use the Purdue Online Writing Lab for an APA style guide.
http://owl.english.purdue.edu/owl/resource/560/01/
CONTENT AND FORMAT
Your paper will cover the following information in the parts outlined below (MAKE SURE THAT EACH PART IS LABELED IN BOLD SUBHEADINGS IN YOUR PAPER):
Part I History in Public School Education and the issue as it is related. (Remember Chapter 1 and the movies we watched in Module 2.)
Describe and define the issue as it is related historically to American culture and public schooling. Then, select a specific example and discuss the history and treatment the cultural group in California as well as nationally. Discuss the influence of language, race, ethnicity, religion, and experiences on students’ academic success (whatever is appropriate depending upon your choice).
If the group is not a group defined by culture, language, and ethnicity, but by another underrepresented characteristic such gay/lesbian/intersex/transgender, autistic/asperger, homeless youth, discuss the historical experience of the group in public schooling and their identification (or hidden presence) in public schools. Discuss the conditions that have contributed to their success in school (historically and presently).
Part II State and Federal Laws and Programs
What is the historical treatment of the group/issue you are studying? What specific incidents/political climates/ social events/ cases that spurred laws eventually to protect the individuals you are studying? Describe. Identify state and federal laws, and school-based programs that affect the provision of equitable educational services including programs that are designed to serve the group you are studying.
Part III Examples of Bias (Professional Analysis and Evaluation)
Describe examples of classroom bias that can and/or have occurred regarding the students of the group. How are schools structured (curriculum, teacher beliefs, school culture, community and media influence) to perpetuate or provide obstacles that are either visible or invisible for students? Discuss the concept of the “hidden curriculum” (Reference Anyon’s article from Module 5) and how it can impact students. How are peopled “othered” in schools and society. (See Kevin Kumishiro article on Anti Oppressive Education.
Other sources for Hidden Curriculum
Hidden Curriculum related to Gender

Gender in the Hidden Curriculum (UPDATE)

Hidden Curriculum related to Autism
https://www.autism-society.org/wp-content/uploads/2014/04/hidden-curriculum.pdf
Part IV Policy, Professional analysis, and Recommendations
If you have had experience, describe your own experience with the group you have studied. (Church, temple, mosque service, interview, culture center, museum, meeting.) Describe and analyze current policy regarding the group you are studying. Recommend plans to foster an equitable classroom community that contributes to the physical, social, emotional and intellectual safety of these students. What is your theoretical framework? What are your recommendations for teaching this group (use citations from the text to support what you recommend and discuss how you would provide an emotionally, physically, and cognitively safe, rich, positive learning experience for your students? How will you avoid and challenge institutional bias and discrimination?
This paper will probably be 8 or more pages. Write it double-spaced for ease of reading. Use APA style for intext citations and for the bibliography. For full credit make sure you cite your resources to support your recommendations and explanations through out the paper.
References. Please site references used IN APA FORMAT. Follow guidelines for in text citations.The primary source for your analysis and support must be the text and articles. Use the citation format that you are the most comfortable with. Reference the text, articles, websites, and films.
Please read the rubric and aim for a target paper!

RUBRIC FOR DISCUSSIONS AND REPORTS
(Basic expectations for all writing)
CRITERA
INADEQUATE
ADEQUATE
TARGET
Purpose
No response or Little or no reference to assignment guidelines, does not address purpose or (if appropriate) question, states incorrect assumptions or ideas, rambling discourse. Does not follow format (if appropriate) established in assignment guideline sheet.
Some reference to purpose or question with supporting evidence from text,articles, videos and personal experience. Follows format established in assignment guideline sheet. Text chapter information was not consistently referenced.
Fewer than 8 outside sources were used. APA format was not followed consistently.
Clearly defined response to purpose, question, and assignment guidelines that includes supporting evidence, key ideas, consistently from text Minimum of 8 sources (Each chapter is a source, articles, etc. from class–must cite Kumishiro.)and reflection upon personal experiences. A minimum of 8 resources were used. Appropriate APA in text citation format is clearly followed.
Connections
Little or no connections between readings, class discussions, text, and personal observations. Includes no citations. Only the briefest answers are offered with little or no effort to think deeply or cite readings.
Some connections between readings using direct quotes and paraphrases with little analysis or reflection, some class discussions, text, video, and personal observations. Includes few or no citations/references from readings to support assertions and connections.
In depth connections between readings, class discussions, text using in depth analysis and reflection. Includes consistent citations and references readings to support connections. Minimum of 8 sources (Each chapter is a source, articles, etc. from class–must cite Kumishiro.)
Mechanics
Careless editing (more than one error per page) in grammar, punctuation, capitalization, spelling, or sentence structure.
Careful editing (no errors) in grammar, punctuation, capitalization, spelling, or sentence structure.
Superior editing (no errors) in grammar, punctuation, capitalization, spelling, or sentence structure.