“I would argue that how individual students respond to a diversity course or experience depends primarily on a number of personal variables completely independent of the course/experience itself.” (p 275)
The assessment of learning was merged with time limits, “a compromise for the sake of administrative efficiency” (Wesman, 1949, p. 51). Deadline performance became a proxy for actual learning, thereby diminishing learner autonomy, motivation, and creativity (Deci & Ryan, 2012).
“… it is the responsibility of the teacher to explore and exhaust all alternatives for engaging and responding to the messages that misbehaviour communicates, before assuming that the child is ‘bad’ or the family negligent. What exact strategies has the teacher tried to fix the problem rather than fixing the blame?” (p 34)
“As we read our field notes we began to see how some of the children participated in events in both the in-classroom and out-of-classroom spaces of the school in a somewhat cautious and casual manner, positioning themselves and observing from the side rather than being in a moment in the class.” (p 277)
“It appears that although oral instructional methods such as storytelling are an important cultural approach to learning for these students, the verbal saturation that characterizes much of school instruction, especially when this instruction is fast-paced and delivered in a different language, is not conducive to academic success for them.” (p 108)