1

ANNOTATED BIBLIOGRAPHY
EDS 210, Summer 2014 [September 13
th
]
Alisha Edmondson
The following is an annotated bibliography of 9 sources I think are relevant to the social
curriculum. In addition to the equity articles, the social curriculum topic of interest is LBGT
inclusion (lesbian, bisexual, gay and transgendered.) I collaborated with Christopher Califano in
researching the articles and sources

Evidence-Based Research Social Curriculum: LGBT inclusion

Ballard, K., Check, E. (2014). NAVIGATING emotional, intellectual, and physical
violence directed toward LGBTQ students and educators. Art Education, 67(3), 6-
11. Retrieved from
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=d34bad3b-1ce8-4e1a-
aa19-53ac726ab6c2%40sessionmgr4004&vid=11&hid=4101

This article starts off by saying how vital it is for openly gay and lesbian teachers to
invite their lives into their classrooms and include this information in their curriculum.
The two authors, Check and Ballard, work at a very conservative University in Texas.
They explain the rarity of LGBT individuals who are out, and the vast amount of LGBT
university students who fear job loss, discrimination, and alienation. Check and Ballard
have noticed violence against LGBT individuals takes place in different forms;
emotionally, intellectually, and physical violence. The overarching effect on these
students is feeling unsafe in a classroom or school environment. Check and Ballards
main goals are to look for social change and address the different mechanisms used by
LGBT teachers and students as they continue to experience and navigate violence. The
article is broken down into different perspectives. It begins with Katys (Ballard)
observation in her classroom. She taught Rethinking Art Education at Texas Tech
University. One thing she encompassed in her pedagogical styles was creating an
environment where students felt safe to discuss topics important to them, and to be
free of criticism as they expand and develop their artistic skills. Ballard offers open
discussions about various LGBT topics (gender roles, norms, drag queens, bullying, gay
parents, etc.) in order to prepare her students for issues they will face in the future. She
also required the students to attend various art events in the community, and then
conjure up a reflection in the form of a paper or verbal presentation. The discussions
that arise in her classrooms about gender norms, such as how childrens toys and
clothing subliminally gender them and teach them to behave in largely hetero-
normative ways. Although she is teaching art, she maintains the motivation of preparing
her students for their future educational studies. Ballard also had a transsexual woman
come speak to the class, to help her students connect to LGBT individuals as real
people share experiences.
2

Eds (Check) observations include his connection to a gay student, and his
efforts to deflect questions about his sexual orientation brought on by curious
elementary students (e.g. Are you gay?).
The authors emphasize their knowledge of how valuable and important inviting
students into their lives can be and how it can help everyone to grow. Some teachers
have set specific anti-homophobic standards in the classroom; some have incorporated
LGBT social issues and artists in their curricula. This act of private/public discussion
with their students proved to be an effective pedagogical strategy; it gives these
educators hope that their students will continue to apply these methods in their future
endeavors. Ballard and Checks writing style is informative and experience-based. This
article was aesthetically pleasing, including pictures of drag queens and LGBT flags. It
was easy to read with many colors, and display quotes as well. The intended audience
would be for educators, students, and anyone interested in LGBT politics in educational
settings.

This resource portrays gay and lesbian educators who state that in addition to the gay
and lesbian community, we need to incorporate bisexuals, transgender and queer
individuals into the academic curriculum. This shows me that a small group of
individuals cannot educate the majority of the population alone, with the goal of
breaking stereotypes and promoting understanding. The two groups (gays and lesbians)
need to team up with other groups to facilitate LGBT inclusion in the classroom. This is
helpful, as it relates to other oppressed groups, for example Hispanic individuals in favor
of bilingual education classes should collaborate with Asian individuals who feel the
same way, to fight for the same cause. In addition, I have learned in UCSD Education
courses the importance of getting to know our students and vice versa. Why should
homosexual teachers have to suffer in silence about their personal lives and identities?
Authors Ballard and Check teach at the university level but I appreciate their inclusion
and open communication methods which I as an elementary teacher can implement in
the classrooms as well.

Flores, G. (2012). Toward a more inclusive multicultural education: Methods for
including LGBT themes in K-12 Classrooms. American J ournal of Sexuality
Education, 7(3), 187-197. Retrieved from
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=3fc6a623-1066-4ea5-
9306-84f3798de35b%40sessionmgr4002&vid=16&hid=4209

This article is by Mr. Gabriel Flores who is affiliated with the Los Angeles Unified School
District, Panorama City, CA and the University of PhoenixAdjunct Faculty. Flores
provides a succinct 10-page article displaying methods in implementing inclusive LGBT
themes in primary and secondary classrooms. The article includes the following
sections: abstract, background, methods, conclusion and references.
3

The goal is to teach tolerance providing a safe space for all students regardless
of their sexual identity. Over the last 20 years racial groups such as Hispanics, African-
Americans and Asians have been increasingly portrayed in academic literature and
curriculum; unfortunately the same is not true for the LGBT community. Educators place
a stigma and a controversial tag on teaching LGBT issues in the classroom deeming it
age inappropriate. They wish to protect sexual innocence and fear the discussion of
homosexuality will foster homosexual tendencies and experimentation. However, LGBT
inclusion in classrooms and curriculum does not focus on sex. It reviews identity, sexual
orientation, treatment and gender roles all ideas, which are important for all students to
learn at the elementary level. In actuality, by the age of 3-4, children formulate ideas
about gender and racial identity. They also learn from media, current events and their
peers; therefore it is a cognitively appropriate time to absorb information about the
LGBT community. The methods to include in classroom teachings were suggested at
the middle and high school level. For example, get students familiarized with the history
and literature of LGBT individuals, join and become a sponsor of GSA (Gay Straight
Alliance,) abide by non-violent policies at school and avoid teaching biased material.
Once teachers comprehend and educate the students about the culture and struggles of
the LGBT community, they will be less likely to insult and taunt their peers based on
their sexual orientation.
The intended audience in Toward a More Inclusive Multicultural is teachers,
staff and stakeholders who have the ability to alter the curriculum. The writing style is
informal, yet informative providing suggestions to make the classroom more inclusive.

Schools and educational institutions are becoming increasingly diverse in regards to
gender, language, race, ability, religion and sexual orientation. Toward a more
inclusiveis intriguing because it provides suggestions for educators to deal with such
diverse environments by promoting tolerance and safe places in schools. If students do
not feel comfortable in the class how can they succeed with the academic work?
Methods for LGBT inclusion were listed for teachers placed in middle and high school
settings, for example, inviting LGBT individuals to conduct classroom discussions about
their jobs and family lives. This guest speaker may not go over to well in a 1
st
grade
classroom where students struggle sitting on the carpet and concentrating for 45
minutes. Nevertheless, a 1
st
grade teacher could find storybooks describing a gay or
lesbian couple with children reviewing their family dynamic. The methods in the article
(although not age appropriate for elementary school sctudent) still foster ideas I can use
at the primary school level. This piece is a nice guide for educators, who can pick and
choose, which inclusion methods may work in their classrooms.

Lugg, C., (2014). Can you be out at school? A review of the right to be out: Sexual
orientation and gender Identity in america's public schools. J ournal of LGBT
Youth, 11(3), 341-345. Retrieved from
http://ejournals.ebsco.com/Direct.asp?AccessToken=46PYYYK8K5YSCY9BLS2KJ
YE1S1TK811CY&Show=Object
4

This article gives a synopsis of Stuart Beigels The Right to Be Out: Sexual Orientation
and Gender Identity in Americas Public Schools; a legal analysis of lesbian, gay,
bisexual, and transgender (LGBT) students and educators rights to be publicly out
about their sexual orientation or gender identity in Americas public schools. The writing
style is that of an informative analysis and the intended audience mainly for educators.
The first section of the book, titled The Law, gives a general depiction of LGBT
Americans and their stance under U.S. discrimination laws. Since LGBT identity is not
considered a suspect classification, any intentional discrimination act against a LGBT
person does not violate the U.S. Constitution. However, the Court ruled under the Fifth
Amendment, which bars the state from inflicting intentional harm on unpopular political
minorities.
One of the relevant cases Biegel chose to feature was Tinker v. Des Moines
(1969). He discussed the rights of LGBT students, explaining how the U.S. Supreme
Court ruled that K-12 students dont lose their First Amendment rights regarding speech
once they enter public school. There are limitations, of course, but federal court
decisions have upheld students rights to be out; this has come to be classified as a
form of free speech. Beigel also observes the rights of LGBT educators, revealing the
complexities that go with it. They are told to remain neutral and not advocate for or
against a particular political, social, or religious point of view. Although not explicitly
stated as a rule, many U.S. educators feel compelled to remain silent about their
identity. Beigel backs up this information by stating, Public school educators may have
an emerging right to be out under the law, but in day-to-day educational practice-and
particularly in certain communities-that right may be severely curtailed. Conservatives
argue that if queer identity is mentioned in the classroom, it is considered a state-
sponsored offense against religious people.
The second section of the book is titled Public Policy; in this section, the author
addresses school sports culture, mainly focusing on young men rather than women.
Biegel pulls from certain implications in K-12 settings regarding sports culture, but the
author, Lugg, disagreed with his efforts, describing it as a bit of a stretch. She says
that most public school athletes are minors and therefore have a distinct set of legal
protections afforded to them. Lugg had rather preferred K-12 extracurricular activities.
She concludes with her opinion and viewpoint of how public schools should take more
tangible steps in order to better serve transgender students; i.e. diversifying the
curriculum/literature, respect for names and pronouns, restrooms, locker-room
accessibility, P.E. programs, school dress codes, and clothing issues. Lugg sheds some
light on Karen Harbecks 1997 text Gay and Lesbian Educators: Personal Freedoms,
Public Constraints, which maps out a broad historical presentation of Harbecks
tremendous efforts to explain the historic legal conditions of LGBT public educators.

Lugg provides a brief overview of Stuart Biegels text: The Right to Be Out: Sexual
Orientation and Gender Identity in Americas Public Schools. This article is helpful
because Lugg describes Biegels 65-page book in great detail and adds her comments
and critiques as the article concludes. I found discrimination against LGBT individuals,
which does not violate the U.S. Constitution to be the most striking data for a book that
was written in 2010. I am also finding a common theme in all 3 social curriculum peer-
reviewed articles in this Annotated Bibliography which is restated in Biegels book:
5

Educators feel compelled to remain silent about their sexual identity. Would I read
Biegels book? Yes, Lugg agrees this book is a great reference to have if someone is
working with LGBT youth in a public school setting, however she is disappointed with
some important scholars (relevant to the issues) who are omitted from Biegels book.

Equity in the Classroom

Hall, H., Lumpkins, B., & Parker, F., (1991). Instructional equity for low achievers
in elementary school mathematics. Journal of Educational Research. 84, 135-139.
Retrieved from
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=113150c0-a04a-42ef-
bb6d-2ea828bc6d54%40sessionmgr4005&vid=19&hid=4209

In American schools the biggest issue is providing equitable opportunities for all
students. Students labeled low achievers are put in situations where teachers have low
expectations and it is a struggle for students to learn and improve in the subjects of
instruction.
The article is broken up into the following section: abstract, purpose of study,
experimental program, analysis of achievement gains, conclusion and references. The
style is informative and persuasive, dependent on evidence based on an 8-month study.
Three authors representing Henderson State University in Arkansas, Southeastern
Louisiana University and Northwestern State University of Louisiana wrote the article.
A year before the experiment, teachers held an intensive faculty in-service effort
to review journals, books, lectures and video tapes in order to reach a consensus of the
major attributes of the school program based on research. The following authors wrote
the majority of the material: Goodlad, Anderson and Adler all created instructional
models in order to increase the achievement of low-achieving upper elementary school
students in math.
The objective was to test the effect of innovative programs to help low achievers
in math: A 4-6 week lesson taught to 120 students (4
th
and 5
th
grade) by 4 teachers and
school staff. The math classes were small group seminars done in rotations and block
scheduling. In September and April the students took the CAT exam (California
achievement test.) During the 80 minute lesson the layout was as follows
1) Reviewing the math skill
2) Test
3) Dividing the 120 students into 3 homogeneous groups (40 students each)
4) 40 minute math lesson, taught at the level of the group
5) Follow up lesson to check for understanding
6) Independent practice and investigation (in small groups of 4)
Scores on the CAT showed improvement as the low achieving 4th and 5th graders
made compelling gains in mathematics. The program supporting equity was successful
6

through grouping strategies, extended class period for mathematics, instructional
methodologies, and lesson plan design. All children are entitled to equitable educational
experiences, and this depends on transforming traditional instruction.

What would happen if the emphasis on labeling could be lessened and the emphasis
on learning increased (135)
This is what educators attempted to research in the 1991 study of low achieving
students in mathematics. Ordinarily, Teachers use tests to group students according to
level because they believe it is the best way to deliver instruction. According to the
article, advocates of labeling/grouping claim if a student is ready for the next level they
can easily advance, yet this occurrence is rare as the probability of taking a test and
scoring well enough to advance to the next level is minimal. It seems as though a lot of
thought and work went into this study because the teachers held meetings a year before
the experiment was to take place. In the introduction, the authors reviewed the
problems with labeling/grouping students, yet in the study among the 120 mostly low
achieving students the teachers ended up grouping them based on test scores in order
to deliver the math lessons. Still, the students got extra tutoring from not only the math
instructors but also school staff and parent helpers, elongating math time and working in
small group settings also contributed in higher scores of the low achievers.

Lufkin, M., (2009). 18 Ways for faculty to promote equity in the classroom.
Techniques: Connecting Education & Careers, 84(3), 24-26. Retrieved from
http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=5f929e97-868e-4883-
a07c-25ea590b6086%40sessionmgr4005&vid=12&hid=4209

This brochure/pamphlet intended for classroom teachers is based on equity in the
classroom. It was written by two individuals, Mimi Lufkin, chief executive officer of the
National Alliance for Partnerships in Equity and her colleague Bernice Sandler from the
Women's Research and Education institute. In schools CTE (Career and Technical
Education) is meaningful in order to student to explore career options. As educators, our
role is to provide encouragement for non-traditional career paths. No student should be
ineligible for a profession because of race, ethnic, gender or disability. It is a challenge
to reach all students in the classroom and eighteen tips are provided to engage each
individual student. Some of my favorite tips include using praise as a deliberate
strategy, coaching females as well as males, listening attentively when all students
speak, and using parallel terminology to call on both boys and girls (for example, he or
she rather than mankind).
The piece is brief and colorful as is lists ways to promote equity in the classroom
giving both male and female students equal opportunities.

7

Equity is the quality of being fair and impartial. This brochure on equity in the classroom
is helpful, instead of reading a 30 page article on equity; Lufkin is straight to the point
listing ways to be more equitable in class with students, later providing examples. Out of
the 18 ways to promote equity in the classroom, 10 apply to gender and the treatment of
boys and girls. Both authors Lufkin and Sandler are focusing more on gender equity
than overall equity, I would suggest they add gender in the title so the audience would
know the exact focus, nevertheless, there are also tips unrelated to gender. As a
Womens Studies minor, I support gender equity in addition to overall equity, I believe it
depends on your identify and interests. Lets say you are a Muslim teacher; you may be
more passionate about religious equity in the classroom. As educators we need to find
more ways to promote and practice equity in the classroom, I enjoy this Peer-reviewed
article for that very reason.

Pedagogical Resources
(2012, January 1). Retrieved September 10, 2014, from
http://www.morningsidecenter.org/teachable-moment

Morningside Center for Teaching Social Responsibility is an organization educating
students for positive and creative engagement in the world since 1982. They provide
social and emotional learning, which aids in increasing academic performance. The
organization's website is intended for students, teachers, principals, guidance
counselors, school staff and parents
The organization includes features like Teachable Moments, which provides
lessons, which encourage inquiry and critical thinking on current issues and supports
students emotional and social learning. You are able to search Elementary, Middle and
High school Programs ranging from: school services, classroom lessons and blogs. For
teachers the lesson search is most handy, as you can look up: area, subject grade or
search keywords. In regards to the social curriculum issue of LBGT inclusion, you can
search under the classroom lessons and search the subject: LGBTQ Issues. Over 20
articles are available providing the reader with an objective, skills and materials needed
to conduct a lesson.

Morningside Center for teaching Social Responsibility focuses on the social curriculum,
which teachers should emphasize in the classrooms. Teachable moments provides
endless school services, publications, conferences and more. I am most attracted to the
site because of the range of areas and subjects you can choose from such as:
classroom ideas, affirmation, Election 2008, handling feelings to climate change issues.
On the homepage there is a picture of students and teachers in a meeting session- the
facial expressions of the individuals is apathetic. Although the lessons and articles are
informative, the photo does not encourage the general public to continue viewing the
8

website. The site is knowledgeable due to the vast amount of topics and data.
Educators, teachers, program directors, leaders and advocates write many of the lesson
plans and articles yet I am uncertain as to who can post on the site and how. According
to the website Teachable Moments has been recommended by PBS, the National
Educational Association and University Websites.

(2014, January 1). The George Lucas Education Foundation. Retrieved September
10, 2014, from http://www.edutopia.org/

Edutopia is an interactive website, which provides many techniques to improve the K-12
learning process. Education is key to survival of the human survival and Edutopia has
goals of providing information for students to find, assess, and effectively use in order to
accomplish that goal. The discussion blog allows parents and educators to form
ideologies and arrive at a common ground of understanding of what is happening in the
classroom. The founder, George Lucas was bored and frustrated with the public school
system as a student, therefore he had a vision to transform school settings and
practices to more innovative environments. Lucas encourages educators to contribute
ideas and comment on publications, blogs and videos so we can learn and ensure that
students reach their full potential.
On the site you can browse topics, search by grade level, core strategies, or
browse videos and join in discussions. Edutopia is made for students, teacher, parents
and people interested in education.

I was first introduced to Edutopia in the summer intensive courses: EDS 117 with
Professor Jones and EDS 128B with Professor Holtzman. I find Edutopia more than
helpful; individuals add information from a range of subjects that are useful in the
classroom. On the website I like the videos best, the content is always supplied by
expert teachers, counselors and administrators letting me know what works in their
school communities, and what does not work. The website is easy to navigate and the
data is mostly current (past 5 years.) The foundation is nonpartisan and does not
endorse or oppose candidates in elections, the aim is strictly learning from one another
(teachers) to assist in the success of our students.

(2014, January 1). Retrieved September 10, 2014, from
http://www.pbslearningmedia.org/

PBS Learning Media is a news outlet for teachers, parents and students. This site has
many videos involving lesson plans, practice activities and supporting material. PBS
Learning Media is easy to navigate, and the site has a simple checkbox format, so you
can choose which grade level lessons, and subject areas you wish to peruse. This
9

Pedagogical resource has partnerships with PBS (Public Broadcasting Station) which is
multicultural friendly; giving information on customs and curriculum around the globe.
The site is very helpful for visual learners, and provides accessibility through closed
captioning.

PBS Learning Media is a resourceful tool for educators. It shows how the lesson plans
relate to the Common Core Standards, as well as the National Standards, and many of
the videos are supported by the National Science Foundation. The majority of the
website features videos, and I think the most helpful part is the information n the margin
on the left which includes: grades, accessibility, permitted use and caution. If a video
has inappropriate material, this will be displayed in under the caution area. As a
teacher is it important that you use appropriate material in the classroom for your grade
level.

(2014, January 1). Retrieved September 10, 2014, from
http://www.pinterest.com/categories/

Pinterest is an online virtual discovery tool, which allows you to browse different themes
and ideas that interest you as an individual. As a teacher the following themes are fitting
to use as a search on Pinterest: education, education design, school organization,
classroom ideas, site words, teaching LGBT, lesson plans and more.
Pinterest is virtual with thousands of visual images, as a teacher it is important to
have visuals in addition to writing. The joy about Pinterest is that you can pin areas that
are applicable to you as a teacher, your grade level and classroom. If you dont like an
idea simply skip it. The website is easy to navigate as you choose topics which you are
passionate about.

I think the most important thing to do when using Pinterest is stay focused on the
assignment. Since Pinterest has many photos and topics you could easily get
sidetracked and off task browsing other areas that may be of interest to you but are not
related to teaching. Lets say you are an elementary school 5
th
grade teacher, you can
collaborate and share ideas with 2-4 other 5
th
grade teachers at school however
Pinterest allows you to join a network and share ideas with thousands of teachers from
different school districts and states. I choose this as a pedagogical resource because
both my host teachers at my classroom teaching assistant placements browsed
Pinterest regularly and got many ideas for their classroom. It works for them so I will try
and see if it is useful for me when I have my own classroom.