Enhancing Teaching in Diverse Classrooms: A Research Proposal Presented to the Faculty of Humphreys University

By Richard A. Vasquez

This is Richard’s first publication on how to enhance the positiveness in diverse classrooms.

• Language: English
• Publisher: Xlibris US
• Release date: Oct 12, 2020
• ISBN: 9781664126817

Richard A. Vasquez

Richard Andrew Vasquez grew up in Eureka, CA and resigns in the Sacramento area. Born May 21, 1980 Richard has been involved in the community in many different forms. One main objective is Educating others about how to strengthen the curriculum through diverse learning in the classroom. He has a Master’s in education administration a Bachelor’s in legal studies and continues to seek a Doctrine. However, Richard believes that diverse learning in the classroom will enhance the social skills of young learners. His goal for writing this novel is to create understanding on how to teach diversity in the classroom. The outcome of the study is to provide educators the rule of academics when teaching about culture awareness and what to expect in a diverse classroom. Richard has been a Trustee for a Community College and has sat on several committees that increase the ability for students and instructors. This is Richard’s first publication on how to enhance the positiveness in diverse classrooms.

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Copyright © 2020 by Richard A. Vasquez. 818915

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Library of Congress Control Number:                2020915897

Rev. date: 08/26/2020

ENHANCING

TEACHING

IN

DIVERSE

CLASSROOMS

A Research Proposal Presented to the Faculty of

Humphreys University

RICHARD A. VASQUEZ

CONTENTS

CHAPTER I   INTRODUCTION

CHAPTER II   REVIEW OF LITERATURE

CHAPTER III   METHODOLOGY

CHAPTER IV   FINDINGS AND DATA ANALYSIS

CHAPTER V   DISCUSSION, IMPLICATIONS, AND DIRECTION FOR FUTURE RESEARCH

REFERENCES

APPENDICES

APPENDIX A

APPENDIX B

APPENDIX C

APPENDIX D

CHAPTER I

INTRODUCTION

Diversity is a variety of identities and experiences. A group of people refers not just to their racial or ethnic background, but also their age, language, life experiences through culture and education experiences. However, when educating a diverse classroom, teachers should know how to approach diverse students. Drake (1993) stated:

The schools of tomorrow may have to be more sensitive to minority differences. Many Blacks resent being lumped into a single racial grouping without regard for social and economic status. Similarly, Puerto Rico does not necessarily enjoy being labeled with Cubans and Mexicans as Hispanics. It is clear that Asian immigrants from Japan, Korea, and Vietnam are very different. All of these groups and subgroups want to retain as much of their culture as possible, which is one reason California provides instruction for connecting a gas stove of English, Spanish, Chinese, Korean, and Vietnamese. Diverse mixture provides challenges that ensure student success and student discipline. (p. 265)

Background and Setting

California K-8 classrooms are diverse driven and intended for well-rounded student achievement. Educators must be able to effectively prepare students for overall success. Addressing how the curriculum is presented in a diverse classroom can make or break the experience of students. Therefore, being prepared and creating positive efforts to understand how students think and feel can help develop growth for higher learning. Furthermore, building strong relationships with diverse students will break barriers that challenge students from learning. Drake (1993) affirmed that one way that teachers can receive assistance with their effort to address diversity in the classroom is to consult with advisory committee members, school liaisons, and parents; ask them to discuss aspects of the curriculum that they feel are positive with respect to diversity as