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Issues in Multicultural Education

Assignment Requirements
I will up load the bench mark and reference I will like o be used 700-1000 words
EDU 230 Cultural Diversity in the Classroom
Benchmark Assessment and Rubric
Targeted Essential Learning
Effective teachers understand the issues that impact multicultural education in the United States, and the importance of providing a quality education in an equitable fashion to all of their students. (APTS 2,3,8; INTASC 3)
Assessment Tool Selected
Specific Performance/Task(s)

Reflect on the impact of diverse influences as they inform student learning, and adjust practice accordingly.(APTS 8.6)
Consider how schools are influenced by the larger community. (APTS 8.12)

Relevancy of Task to Teacher Candidate
Teacher’s practices are influenced by what they know about issues affecting the students in their classrooms.
Assessment: Student Prompts/Teacher Directions
1)      Individual:
a)      Issues in Multicultural Education (Benchmark Assessment)
i)        Explore local issues in your community that affect the education of diverse students. Possible issues may include but are not limited to inequities among districts in your area in regards to teaching materials, quality of school programs, funding for cultural enrichment activities, etc.
ii)       Research an issue described above and analyze possible solutions.
iii)     Develop a 750–1000 word plan of action to solve the chosen issue, including the following:
(1)    A statement of the problem.
(2)    Who is involved:
(a)    As part of the problem?
(b)   As part of the solution?
(3)    What is the proposed solution?
(4)    What will be needed to implement the solution (e.g., money, time, manpower, materials, etc.)?
(5)    What is the projected timeline to implement the solution?
(6)    What is the expected outcome?
iv)     Use the GCU eLibrary to research a minimum of three to five peer-reviewed articles that can be used in support of your content.
v)      Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
vi)     Submit the assignment to the instructor by the end of Module 6.
vii)   Additionally, submit the assignment in TaskStream. Directions for submitting to TaskStream can be found on the College of Education’s page in the Student Success Center.
Scoring Tool/Guide (Rubric)
Issues in Multicultural Education

% Value
1: Unsatisfactory
2: Less Than Satisfactory
3: Satisfactory
4: Good
5: Excellent

% Scaling

Content – 80%

Plan of Action
ACEI  3.2, 5.2
NCSS Themes 1.1, 1.3, 1.4, and 1.5
Prompts are not included. They are not thoughtful, complete, and reflective.
Few prompts are included. They are not thoughtful and complete.
Most prompts are included. They are somewhat thoughtful and complete.
All prompts are included. They are thoughtful and complete.
All prompts are included.
They are thoughtful, complete, and persuasive.

Analysis of Process
ACEI 3.2, 5.2
Submission does not include an analysis.
Analysis is somewhat reflective and does not include beliefs or biases.
Analysis is somewhat reflective and includes beliefs and biases.
Analysis is reflective and includes beliefs and biases.
Analysis is clear, persuasive, and reflective; it includes beliefs and biases.

Organization and Effectiveness – 17%

Thesis Developmentand Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim is insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim is apparent and appropriate to purpose.
Thesis and/or main claim is clear, forecasting development of paper.  It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim is comprehensive; contained within the thesis is the essence of the paper.  Thesis statement makes the purpose of the paper clear.

Paragraph Development and Transitions
Paragraphs and transitions consistently lack unity and coherence.  No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope.  Organization is disjointed.
Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness.  Some degree of organization is evident.
Paragraphs are generally  competent, but ideas may show some inconsistency in organization and/or in their relationships to each other
A logical progression of ideas between paragraphs is apparent.  Paragraphs exhibit a unity, coherence, and cohesiveness.  Topic sentences and concluding remarks are as appropriate to purpose.
There is a sophisticated construction of paragraphs and transitions.  Ideas progress and relate to each other.  Paragraph and transition construction guide the reader.  Paragraph structure is seamless.

Mechanics of Writing
(includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning.Inappropriate word choice and/or sentence construction.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language.
Prose is largely free of mechanical errors, although a few may be present. Uses a variety of sentence structures and effective figures of speech.
Writer is clearly in command of standard, written academic English.

Format -3%

Paper Format
(1” Margins
12 point-font
Double Spaced
Times New Roman, Arial, or Courier)
GCU Template is not used appropriately or documentation format is rarely followed correctly.
GCU Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
GCU Template is used; Formatting is correct, although some minor errors may be present.
GCU Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.

Research Citations
(In-text citations for paraphrasing and direct quotes, reference page listing and formatting; (as appropriate to assignment)
No reference page; no citations.
Reference page is present; Citation is inconsistently used.
Reference page is included which lists sources used in paper; Sources are appropriately documented, although some errors may be present
Reference page is present and fully inclusive of all cited sources; Documentation is appropriate and GCU style is usually correct.
In-text citations and a Reference page are complete. The documentation of cited sources is error-free.

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