Organigram

Meer zoals dit

DBLC

door nur aini

Instructional Design

door Lloyd D'Souza

Attitude

door Muhammad Hasnan Mohd Salim

Team Identity, Emotions & Development

door Ethan Kwan

Social Emotional Effects on Missing LGBTQ Culture and History

Challenges on Implementation

Challenges faced by teachers

Meyer, Elizabeth J, Quantz, Mary, Taylor, Catherine, & Peter, Tracey. (2019). Elementary Teachers' Experiences with LGBTQ-inclusive Education: Addressing Fears with Knowledge to Improve Confidence and Practices. Theory into Practice, 58(1), 6–17. https://doi.org/10.1080/00405841.2018.1536922

Factors Impacting Implementation of Evidence-Based Strategies to Create Safe and Supportive Schools for Sexual and Gender Minority Students

Green, Amy E, Willging, Cathleen E, Ramos, Mary M, Shattuck, Daniel, & Gunderson, Lara. (2018). Factors Impacting Implementation of Evidence-Based Strategies to Create Safe and Supportive Schools for Sexual and Gender Minority Students. Journal of Adolescent Health, 63(5), 643–648. https://doi.org/10.1016/j.jadohealth.2018.06.004

Many hesitate to transform their curricula and practices because of fear of community protest

Page, Michelle L. (2017). Teaching in the Cracks: Using Familiar Pedagogy to Advance LGBTQ-Inclusive Curriculum. Journal of Adolescent & Adult Literacy, 60(6), 677–685. https://doi.org/10.1002/jaal.616

Missing History Effects

Students' Perspectives on LGBTQ-Inclusive Curriculum

Snapp, Shannon D, Burdge, Hilary, Licona, Adela C, Moody, Raymond L, & Russell, Stephen T. (2015). Students' Perspectives on LGBTQ-Inclusive Curriculum. Equity & Excellence in Education, 48(2), 249–265. https://doi.org/10.1080/10665684.2015.1025614

LGBTQ-inclusive curricula: why supportive curricula matter

Snapp, Shannon D, McGuire, Jenifer K, Sinclair, Katarina O, Gabrion, Karlee, & Russell, Stephen T. (2015). LGBTQ-inclusive curricula: why supportive curricula matter. Sex Education, 15(6), 580–596. https://doi.org/10.1080/14681811.2015.1042573

Increasingly, policy makers, educators, and school systems are embracing LGBTQ+ individuals and issues in the classroom

Moorhead, Laura. (2018). LGBTQ+ visibility. Phi Delta Kappan, 100(2), 22–26. https://doi.org/10.1177/0031721718803565

Social Emotional Effects

Difference in rates of victimization can explain LGBTQ youths' greater rates of suicidal ideation, suicide attempts, and unexcused absences from school

Robinson, Joseph P, & Espelage, Dorothy L. (2012). Bullying Explains Only Part of LGBTQ—Heterosexual Risk Disparities: Implications for Policy and Practice. Educational Researcher, 41(8), 309–319. https://doi.org/10.3102/0013189X12457023

How LGBTQ youth and their non-LGBTQ peers felt at school and how they perceived social and academic experience

White, Arielle E, Moeller, Julia, Ivcevic, Zorana, Brackett, Marc A, & Stern, Robin. (2018). LGBTQ Adolescents’ Positive and Negative Emotions and Experiences in U.S. High Schools. Sex Roles, 79(9), 594–608. https://doi.org/10.1007/s11199-017-0885-1

LGBTQ Youth School to Prison Pipeline

Snapp, Shannon D, Hoenig, Jennifer M, Fields, Amanda, & Russell, Stephen T. (2015). Messy, Butch, and Queer. Journal of Adolescent Research, 30(1), 57–82. https://doi.org/10.1177/0743558414557625