Why Diversity in Education Matters

As globalization continues to take center stage in the twenty-first century, a lot of opportunities and challenges are emerging around the world. Various sectors are being affected and impacted by this new trends, with education being among the most affected an impacted by globalization. Universities, collection, and primary schools are increasingly realizing greater variations in their students more so in relation to backgrounds and culture. For the education, this particular aspect is bringing about tremendous challenges for learners and instructors as well. These new educational contexts require new perspectives and approaches to ensure efficiency and effectiveness in both teaching and learning. It is important to note that responding to gender, ethnic and cultural diversity has no particular solution, and as such multifaceted approaches are given higher precedence. This assignment traces extant materials on the topic of diversity in education with the aim summarizing some of the methods and strategies that can be utilized in the dealing with the diversity in education. 

Annotated Bibliography 

Curriculum 

Moon, S. (2017). Reframing learning to teach diversity: Multicultural curriculum within a cosmopolitan context.  Asia-Pacific Journal of Teacher Education ,  45 (5), 469-486. 

According to Moon (2017), there is and need for reframing the teacher education so that it can include multicultural perspectives, more so within the context of intensifying cosmopolitanism. In this particular paper, he sets out to establish how 34 pre-service and in-service teachers, conceptualize equity and diversity in education. He goes on to develop two tenets that can be used in helping reframe teaching diversity, namely: re-evaluation of notions of self-other and more importantly, evaluating the frame of recognition. He goes on to propose the role of Butlerian theory of recognisability as a possible way through which conditions of recognition can be inculcated into pedagogical approaches. 

Critical cosmopolitanism is an essential perspective that is vital for the teaching fraternity. This is because it poses a question that pushes teachers to widen their current discourse and scope of diversity education. This particular approach requires the adoption of a new frame of mind when amazing local and global conflicts. The core message of this specific paper is those appropriate teaching strategies are only possible when greater emphasis and focus is placed on the inter-rationalities of self-other. This does not necessarily mean ignoring extant historical injustices and wounds accumulated over the years, but rather being aware of the differences in socio-political construction across the globe. 

In this case, therefore, the importance of the critical cosmopolitanism approach is to be found in its ability to push teachers to develop new approaches to teaching in diverse educational contexts. Ideally, it is the best approach that can be utilized in the inculcating instructor openness towards cultural identities. This particular feat is achieved through exploring and investigating both socially and discursively formulated perceptions of self-other. The great takeaway from this particular paper is that cosmopolitan teacher education should strive to ensure it expands knowledge beyond the extant cultural knowledge as well as the comprehension of the concept of self-other. 

Ryan, C. L., Patraw, J. M., & Bednar, M. (2013). Discussing princess boys and pregnant men: Teaching about gender diversity and transgender experiences within an elementary school curriculum.  Journal of LGBT Youth ,  10 (1-2), 83-105. 

For Ryan and team, their paper delves into the dynamics of teaching gender diversity among elementary school children. In developing the information for the paper, an urban public school teacher chose to integrate discussion on transgender and gender-non-conforming people within her teaching approach. She then went on to document the responses that her students provided during those discussions. From her report, it becomes evident that the gender diversity discussions went a long way in developing the knowledge of the students on some of the restrictive social systems. This was evidenced by the level of questioning that the students posed regarding such restrictive social systems. The students were also able to think about gender identity and expression inclusively. More importantly, it became evident from the discussion and responses that even elementary level students were ready to explore curriculums that were inclusive and which studied emergent issues within society. 

Ideally, gender-sensitive curriculums are yet to be developed, an element that is reflected in the social and political responses that gender issues continue to receive. A number of key lessons can be borrowed from this particular study; one is that gender diversity lessons can be introduced into education curriculums as early as elementary school. Secondly, while challenges and oppositions have been raised regarding the process and approach of presenting the gender diversity lessons within the curriculum, this paper provides a good example of how it can be carried out. According to Ryan and team, one way of integrating gender diversity into the curriculum is through a gradual and elaborate introduction of well-structured lessons on the topic. More importantly, is the fact that the best level of its introduction is at the elementary school where appropriate approaches can greatly contribute to greater effectiveness. 

Severiens, S., Wolff, R., & van Herpen, S. (2014). Teaching for diversity: a literature overview and an analysis of the curriculum of a teacher training college.  European Journal of Teacher Education ,  37 (3), 295-311. 

Severiens, Wolff and van Herpen begin their discussion by delving into extant research on what it takes to teach in urban schools. In other words, they highlight some of the studies that have been directed at establishing urban schools’ teacher competence. They go on to identify five critical areas of expertise that are necessary for effective instruction and teaching within the urban contexts. They include parental involvement, language development, pedagogy, schools and community and more importantly, social interaction and identity. In the second part of the paper, the authors delve into an analysis of a curriculum that is utilized by a teacher training college in the Netherlands. The analysis covers, course description, teacher competences and more importantly the vision document in relation to the five critical areas of expertise. The importance of this particular study is to be found in the identification of the five key areas of competence that are necessary for the urban educational contexts. 

In this case, therefore, the best curriculum is one that integrates the five areas of competence. This translates to the inclusion of additional sub-competences to ensure that all the areas of competence are reflected in the curriculum. Another crucial takeaway from this particular discussion is the importance of close and constant monitoring of the alignment of skills, courses as well as assessment. A crucial gap is identified within the study, and which can also be looked at as a recommendation. That is the importance of advancing the discussions on teachers’ skills as well as competences. It is through such discussions that crucial in helping enhance teaching and learning within the contemporary heterogeneous classes. The training of teachers is of greater importance in promoting the success of diverse learners. By ensuring that their curriculums inculcate elements of diversity, their teaching approaches can address various aspects of diversity in education. 

Meyer, E. J., Tilland-Stafford, A., & Airton, L. (2016). Transgender and Gender-Creative Students in PK-12 Schools: What We Can Learn from Their Teachers.  Teachers College Record ,  118 (8), n8. 

Meyer and team provide a unique addition to the development of curriculums that foster greater success for diverse learners. Having identified the challenges that exist within public school regarding gender-creative and transgender students, this paper focuses on teaching perspectives regarding the same topic. In other words, the focus of the paper was developing a comprehensive overview of some of the barriers and supports that are available for an educator that is striving to create an educational context that facilitates gender-creative and transgender students. In conducting the research, the authors interviewed 26 Canadian educators who had an average of ten years of experience with transgender and gender-creative students. 

The outcomes and findings of the study comprised of barriers that were encountered by educators which included a pervasive presence of transphobic populations within learning institutions, the element of ethnocentrism and the fact that educator transfers were high. Moreover, other challenges comprised of the additional challenge of addressing issues faced by students with behavioral and learning difficulties, as well as the little training and support that the educators had relative to the complexity of the issues that they were expected to deal with. On the upside, several supports were identified, and they included: the use of alternative schools as refuge spaces for transgender and gender-creative students, the availability of vigilant and protective adults and more importantly the empowerment of the gender-creative and transgender students. 

From this discussion, a number of recommendations can be proposed. First off, it is clear that there is a need to develop curriculums that are not only student-centered but also those that were highly flexible to student needs. It is also evident that there is a need to minimize or entirely eliminate sex-segregated spaces and activities which tend to foster outdated perspectives. Of greater importance, however, is the need to integrate discussion about gender diversity throughout the school curriculums. 

Akkari, A., & Loomis, C. (2012). Introduction—Opening educational systems to cultural diversity: International and comparative perspectives.  Prospects ,  42 (2), 137-145. 

Akkari and Loomis build their discussion on the need to open educational systems cultural diversity. While the problem of their analysis has already been explored, they point out that it has primarily been limited to national spaces. The focus of their study is thus to explore the integration of cultural diversity within international educational systems. The authors begin by discussing the role of education in bringing about liberation as well as to oppress. Further on they delve into analyzing the dimensions that posit opportunities as well difficulties in integrating cultural diversity within educational systems. They identify language, curriculum and teaches as the three key dimensions that highlight the problem as well as interest in ensuring cultural diversity in schools. They also discuss the element of dominant educational policy and its impact on the integration of cultural diversity. 

One of the crucial lessons that emerge from this particular study is that a myriad of national and educational policies as well as historical artifacts are crucial determinants to the degree of openness that educational systems allow for cultural diversity. In this case, therefore, it becomes evident that there is a need for enhancing educational reforms based on historical, legal as well as regulatory frameworks. It is also clear that there is a need to address student-teacher relationships and teacher actions in developing effective education reforms. While several approaches and strategies on how cultural diversity openness can be enhanced within the learning environments, two major assumptions can be noted. Firstly, it is clear that the diversity of student language, culture, and the difference in perspectives are resources to be leveraged and not problems to be avoided. The second dominant assumption is that all aspects and forms of schooling are political and cultural constructed. This comes about as a result of the difference in values and interests that prompted the establishment of the various forms of schooling at different times and places in history. 

Instruction 

Ertmer, P. A., Newby, T. J., Liu, W., Tomory, A., Yu, J. H., & Lee, Y. M. (2011). Students' confidence and perceived value for participating in cross-cultural wiki-based collaborations. Educational Technology Research and Development, 59 (2), 213–228. 

This particular research entails a pre-post-survey that was conducted on over three hundred students who took part in an introductory educational technology course that had a wiki-based component. The students were divided into forty-three teams who engaged in the project for five weeks. The particular activity of the project entailed creating wiki-chapters on the instructive utilization of Web 2.0 tools. Two to four international learners were included in the study, and they contributed from their home countries. The goal of the researchers was to establish the changes in student self-assurance as well as determining the professed value of using Web 2.0 tools in fostering international collaboration. The results of the pre-post-survey were analyzed through an expectancy-value motivational framework alongside a focus group interview data to establish the variations and trends. 

From the study, it became evident that considerable changes were realized in student confidence. It was also clear that Web 2.0 tools posited huge value in enhancing international collaborations and interactions. The qualitative results of the survey also provided crucial insights into what students consider to be critical components of a project. Of greater importance is the discussion of student perceptions regarding project barriers and well as avenues for enhancement. This particular study highlights the need to integrate into Web 2.0 tools in brining addressing cultural diversity in education. 

By opening students to such interactions and collaborations, most of the limiting believes, and perspectives among students can be transcended allowing for new perspectives. By sharing ideas and engaging in discussion on an international level, students become aware of cultural, social, political and economic differences, an element that goes a long way in the appreciation of global diversity. While teachers may lack the necessary skills to foster success for diverse learners, the Web 2.0 tools provide elaborate and effective platforms that go a long way in enhancing the process of instruction within the learning environment. 

Lee, C. K. M., & Barton, D. (2011). Constructing glocal identities through multilingual writing practices on Flickr.com®. International Multilingual Research Journal , 5(1), 39–59. 

Lee and Barton provide a unique analysis in their paper. They focus on the 100 Flickr user's photo sites and profiles that are primarily focused on multilingual writing services. They also include surveys and interviews conducted by Chinese and Spanish users. The findings of the study indicate that Flickr provides a unique platform upon which multilingual communication is fostered. More interestingly, however, is the fact that this type of communication is based on the writers' sense of their perceived audience based on their photos on the site. In other words, responses and interactions on the site are informed mainly by the photos of a user. The importance of this study is to be found in the fact that it identifies a connection between cross-cultural sharing of photos and creation of “glocal” identities. 

Social media websites are quickly gaining prominence within the contemporary communication scene. While several challenges are linked to their use, this study introduces a new way through which they can be utilized in bringing about greater success within the learning environments. In this instance, the Flickr.Com website is given a good example. It predominantly operates through the sharing of photos. From Lee and Barton, it is clear that this photos greatly inform and influence the perceptions of the users as is evidenced by their writing responses. In this case, therefore, two essential deductions can be made; firstly, that social sites can be a handy tool in enhancing the process of instruction. This has been exemplified by the use of Flickr photos in fostering multilingual writing. Secondly, the exchange of pictures and images on a global scale can be an effective way of integrating cultural diversity into the learning environment. While considerable caution is needed in enhancing this approach, it does promise significant impact on the instruction process. 

Barab, S. A., Gresalfi, M., & Ingram-Goble, A. (2010). Transformational play: Using games to position person, content, and context. Educational Researcher , 39(7), 525–536. 

According to Barab, Gresalfi, and Ingram, video games have become a vital aspect of contemporary society. They go ahead to propose that there is a need for curriculum designers to inculcate them in developing narratively rich scenarios that can help enhance the realization of educational goals. In this case, therefore, they propose the development of virtual worlds with varying disciplinary content with different difficulties. For students, this becomes an opportunity to engage in solving various complex issues in fields such as writing, mathematics, and medicine. The basis of this particular proposal is to be found on the transformational play theory in which an individual assumes the role of a protagonist in solving problems within a fictional context. The protagonists are expected to develop and utilize conceptual understanding in a bid to transform the given scenario, and in the process, they get to gain considerable information and skills. 

While games are predominantly used in entertainment, the authors of this article propose an educational value of video games. They point out that the fact that games can capture the interests of players, their attention, time, passion as well as commitment, elements that can go a long way in enhancing the instruction process if they are used for educational purposes. However, they go ahead to recommend specific means through which this feat can be achieved. The designing of such games requires creating academically useful situations in which participants can develop goals, have specific roles and more importantly the availability of the game to offer increasing sophistication in relation to disciplinary concepts. The importance of this paper is to be found in the fact that it highlights the role of video games in enhancing the teaching process. In other words, video games provide curriculum designers with a platform upon which immersive, experimental and interactive learning environments can be created for students. 

DeGennaro, D. (2010). Grounded in theory: Immersing pre-service teachers in technology-mediated learning. Contemporary Issues in Technology and Teacher Education , 10(3). Retrieved from http://www.citejournal.org/vol10/iss3/currentpractice/article1.cfm. 

Technology is at the center of modern society. It is from such a pretext that more considerable efforts are being made to integrate it into various aspects of daily life. DeGennaro explores ways through which it can be embedded within pre-service teacher education. As pointed out in the paper, this particular focus emerges from the hope that introducing technology into the training of teachers can go a long way in helping them gain the necessary technical skill to allow them to develop effective tech-mediated learning experiences. DeGennaro goes ahead to point out the fact that the provision of technology skills is not enough to enable the development or envisioning of successful technology-mediated learning experiences. In this case, therefore, the paper highlights the importance of adopting teacher training models that foster linkages between technology and learning. 

By analyzing the use of digital stories as a pedagogical tool in the educational psychology two undergraduate classes, the author was able to realize a number of challenges as well as opportunities in the use of this approach. On the upside, the students were able to deeply engage in the learning process since a great deal of discussion and consultations were generated even as they strived to gain more from the tools. While there were some frustrations with the technology as well difficulties in completing open-ended assignments, this particular approach is worth considering in enhancing the success of diverse learners. This particular study served to highlight the importance of connecting learning and technology to improve the process of knowledge building. One crucial aspect of this study is that it highlights the role of technology in placing learners at the core of the learning process. This comes from the fact that learners are pushed into consulting, discussing and evaluating their ideas and element that hugely lacks in conventional learning environments. 

O’Bannon, B. W., Lubke, J. K., Beard, J. L., & Britt, V. G. (2011). Using podcasts to replace lecture: Effects on student achievement. Computers & Education , 57(3), 1885–1892. 

O’Bannon and team present a unique aspect of the role of technology in the instruction process and more importantly, how such elements can be employed to enhance the success of diverse learners. Their study focuses on the efficacy of replacing lecture with podcasts in a technology course for all students that were in the teaching department. The study also analyzed barriers that arose in relation to the use of the podcasts as well as the listening preferences that were exhibited by the students that took part in the study. The major finding of this study was that podcast learning and lecturing methods had to significant difference owing to the similarity of achievements that were realized by students receiving direct lectures as well as those who were instructed through podcasts. 

It was also evident that the study habits of both groups depicted no significant difference. For the students, the podcasts were an elaborate way of learning, more so because they enjoyed the freedom of reading them at their convenience. While the students readily accepted ease of use that podcasts presented, most of them disagreed with the idea that they should replace lectures (O'Bannon et al. 2011). Besides, most of them experienced technical challenges in accessing the podcasts. Despite these limitations, the importance of podcasts cannot be undermined. The fact both lecture and podcasts have a similar impact on the learning process means that previous limitations in accessing education can be transcended. For instance, geographical barriers to accessing knowledge can easily be overcome by providing learners with platforms such as podcasts. Learners from poor backgrounds that are often limited in terms of resources can easily gain from the use of podcasts within the comforts of their abodes. This is a vital and efficient way of increasing access to education despite existing limitations and challenges. 

Parental Involvement 

Hill, N. E., & Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement.  Developmental psychology ,  45 (3), 740. 

The role of parents in the learning process is a well-documented phenomenon in the education fraternity. While teachers are vital in facilitating the learning process, it is expected of parents to participate in this process of greater success is to be realized for the learners. According to Hill and Tyson, academic performance is often heavily impacted during early adolescence. In other words, while academic accomplishments tend to decline, there is a subsequent increase in regards to the long-term implications of academic performance for such learners. It is upon this pretext that their study was designed; they set out to establish the role of parental involvement in the academic achievement of middle school learners (Hill and Tyson, 2009). They also analyzed the specific types of parental involvement that was likely to bring about academic achievements among these learners. 

The meta-analysis comprised of fifty studies in which parental involvement had been positively linked to academic achievements. It was also evident that the parental involvement that involved academic socializing went a long way in bringing about significant academic achievements. The major finding from this study is the fact that strategies focusing on academic socialization are most impactful when it comes to enhancing academic achievements during early adolescence. While this particular study focuses on learners in middle school, similar considerations are vital in ensuring success for diverse learners. The important factor is ensuring that the involvement is based on academic socializing if meaningful success is to be realized. Diverse learners are often faced with challenges in their learning environments, however, when parents are engaged in this process, most of the challenges are eliminated, allowing the learners to thrive. It is important to note that parental involvement is not limited to help with homework. 

Tarasawa, B., & Waggoner, J. (2015). Increasing parental involvement of English Language Learner families: What the research says.  Journal of Children and Poverty ,  21 (2), 129-134. 

The English language continues to increase in coverage across the globe. As a matter of fact, it is considered to be the likely language of the globalized world. As more families migrate around the world, there is an increasing need to communicate effectively to make use of available opportunities. According to Tarasawa and Waggoner, immigrant, refugee and English language learner (ELL) parents tend to experience challenges while dealing with the children’s schools as compared to English-speaking families. First off, most schools tend to experience great difficulties in dealing with unique linguistic needs of such students. Further on, communities that have a high prevalence of ELL learners tend to face extra issues with communicating with these parents owing to limited English fluency. In this case, therefore, there is the need to develop culturally and linguistically appropriate strategies for enhancing family engagement. It is also necessary for utilizing both traditional and non-traditional approaches in this particular endeavor as highlighted within the study. 

Family engagement is vital in ensuring success among learners. However, for ELL, this particular commitment is limited by the communication inefficiencies and element that greatly limits parental involvement. In regards to enhancing the success of learning among diverse learners, this study serves to emphasize parental involvement. However, more importantly, it brings to light the aspect of approaches to family engagements. In other words, it suggests the need for developing family engagement practices that reflect the linguistic and communication fluency challenges for ELL parents. A parent's ease of engaging with his or her child's school dramatically influences the degree of their involvement in their child's education. It is also worth noting the fact that by ensuring inclusivity in the family engagement programs communities can begin experience greater cohesion as ELL and English-speaking parents engage in improving their children's educational success. 

McCarron, G. P., & Inkelas, K. K. (2006). The gap between educational aspirations and attainment for first-generation college students and the role of parental involvement.  Journal of College Student Development ,  47 (5), 534-549. 

McCarron and Inkelas delve into an interesting educational situation. Immigration is one aspect of globalization, and it continues to increase the level of diversity among learners. In this study, therefore, the authors analyze the role that parental involvement plays for first-generation college students in enabling them to meet the gap between the educational aspirations and their actual realization. For McCarron and Inkelas, their study focuses on the role that parents have in the educational successes of first-generation students as compared to those of non-first-generation students. The study further analyzed if the educational ambitions and attainments of these first-generation students contrasted. Another crucial area of discussion in the study is in relation to disparities in educational achievement based on socioeconomic, gender, and race. These aspects go a long way in highlighting the various aspects of parental involvement. 

First-generation students can be looked as diverse learners primarily because they tend to have differences such as socioeconomic status, demographic differences as well as variations in academic preparations. These differences greatly impact the educational aspirations and attainments of this group in various learning environments. Besides highlighting the duties of parents in the educational aspirations and attainments of their children, it also highlights the obstacles experienced in this endeavor. From this particular study, it is clear that parental involvement is not limited to educational outcomes but also includes post-baccalaureate pursuits. This realization presents a crucial insight for enhancing education success for such learners. There is a need for the development of family engagement programs that are sensitive to the diverse needs of parents to first-generation students. Constant communication between schools and these parents with the goal of not only enhancing their involvement in the education of their children but also socializing them to the rest of the school fraternity and parents. 

Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis.  Urban Education ,  42 (1), 82-110. 

Urban environments are often synonymous with a great deal of diversity. In this case, therefore, studies conducted within such environments posit comprehensive implications for the education sector as a whole. The focus of Jeynes’ meta-analysis was to establish the influence that parental involvement has on educational outcomes of secondary school children within an urban environment. The meta-analysis comprised of fifty-two studies, which were statistically analyzed to determine the specific components of parental involvement that are brought about significant impact. Jeynes also wanted to establish the overall impact that parental involvement has in the education process. The study is further refined through focusing on four specific measures of educational outcomes. These steps include standardized tests, grades, all components of academic success combine as well as other measures which are comprised of academic attitude index as well as teacher ratings. Another crucial aspect that the researcher explores is regarding the role of socioeconomic status and race on differing degrees of parental involvement (Jeynes, 2007). 

The results of the study indicated that parental involvement of great impact on the all the variables that the study had identified. More importantly, was the realization that the positive impact of parental involvement was similar in both white and minority children. This study serves to emphasize the role that the parent holds in ensuring educational success among their children. The fact that the parental involvement positively impacted the academic performance of both white and minority children serves to underpin its importance within the diverse learning environment. There is a need to develop programs that create awareness among parents, regarding their role in the education of their children. By placing a focus on four key measures, Jeynes is also able to highlight the specific areas that such programs can focus on if greater efficacy is to be realized. 

Souto-Manning, M. (2006). Families learn together: Reconceptualizing linguistic diversity as a resource.  Early Childhood Education Journal ,  33 (6), 443-446. 

Language diversity is looked at a major challenge within most schools in the United States. As the degree of diversity within the American schools continues to increase due to immigration, many schools are grappling with how to deal with language diversity within their learning environments. According to Souto-Manning, however, the perception of language diversity as a problem is but a misconception. In his study, he conducted a weekly analysis of interactions within a children’s playgroup in an urban area in the South. His findings were that most of the mothers of the young children believe that learning multiple languages tends to minimize the child’s ability to learn other things. This is a direct opposite of the reality that is to be found in research where multilingualism is seen as a major resource. In an effort to depict linguistic diversity as a positive element, Souto-Manning goes ahead to mediate mother and child interactions, and in the process manages to help the parents and children to reconsider their beliefs regarding linguistic diversity. 

This particular research has several implications for the learning process among diverse learners. Besides pinpointing language diversity as a resource, it becomes evident that parents are vital in helping children realize their learning goals. Parental perspectives are vital in determining the resources and course of the learning for their children. Therefore, in seeing language diversity as a limitation, most of them are likely to invest in helping their children gain competence in the single language, an aspect that is counterproductive. Another vital takeaway from this research is that language diversity can be leveraged to enhance the learning process. In learning environments, language diversity can be used to raise the awareness of learners to the differences in socio-cultural and economic backgrounds. 

Other areas of diversity in education 

Hull, G. A., Stornaiuolo, A., & Sahni, U. (2010). Cultural citizenship and cosmopolitan practice: Global youth communicate. English Education , 42(4), 331–367. 

This particular study focuses on a project that was carried out in a school from Northern India. The project primarily focused on linking youth from around the world through an online social network. The goal of the partnership was to allow for the exchange of digital art-based artifacts over the internet with the aim of promoting "cosmopolitan habits of mind" (Hull, Stornaiuolo, & Sahni, 2010). The project went on for eighteen months, in which fifteen girls exchanged these artifacts twice a week. During this exchange, the researchers focused on how cosmopolitan mindsets were conceptualized among youth. They also tried to establish the social and cultural processes that go into the development of cultural citizenship, before focusing on the form and design of communication practices in online platforms. Two dominant aspects were prevalent in this particular study. They include communication on a daily basis which posited great success and intercultural triggers that could be used to enhance the process. 

The important lesson that can be captured in from this particular study is the need for developing a global consciousness to enhancing English education. It also proposes the need to explore the impact of globalization on language learning. From the perspective of diversity in education, this particular study offers two crucial lessons. Firstly, the success of a learner can be significantly improved through social network integration as is the case with the investigation. Secondly and more importantly, the global consciousness goes a long way in eliminating the limitations of diversity within the learning environment. As students and teachers become aware of the existing differences across the globe, new insights and strategies can be developed to help enhance the learning process. 

Kent, A. M., & Simpson, J. L. (2010). Interactive videoconferencing: Transforming Connecting theory to practice for pre-service teachers. Journal of Digital Learning in Teacher Education , 27(1), 12–21. 

This particular study focuses on examining the use of Interactive Videoconferencing (IVC) in furnishing pre-service teachers with a framework for exemplary reading instruction that can be utilized in transferring their learning. The program was conducted by university professors who ensured that constant interactions occurred between master's students working in public schools and pre-service teachers. To evaluate the success of the program, its initiators measures the degree to which the videoconferencing contributed to successful helping pre-service teachers to link their theoretical knowledge to practice. The outcome of the study, as postulated by the research was that the use of IVC went a long way in improving their ability and confidence in offering better reading instruction. 

The use of IVC allowed the pre-service teachers to watch and learn from some of the best teachers during their sessions of reading instruction within real-life situations. This was a vital way of helping the learners to understand the dynamics of transferring theory into practice. It is also worth noting that while the IVC was intended for providing models of reading instruction for the students in the teaching profession, a lot of unintended effects was realized as well. For instance, the realness of the video conferencing sessions allowed the learners to learn about classroom management. By watching the some of the best teacher conducting their lessons, the student was able to grasp viral class management practices. Another unintended benefit of the program was the fact that watching the videos; the pre-service teachers were able to learn how the instructors adapted to the needs of various students. 

The implications of this study are as clear as day, firstly of, it evident that the use of IVC is crucial in preparing teachers for the emergent challenges within the contemporary learning environments. By allowing the pre-service teachers to view instructors managing and teaching students within real-life situations made it possible for the learners to acquire the necessary skills and strategies for addressing various student needs. Another major implication of this study is the role that technology can provide in transcending teaching inefficiencies. The IVC allowed for a student to review the effective teaching and instruction approaches as well as the less effective ones. The videos also provided a platform for evaluating teachers. This means that is possible to review the teaching approaches by various instructors with the goal of highlighting their strengths and weaknesses. This goes a long way in improving the learning process to ensure that the needs of the learners are met. It is without a doubt that the competence and knowledge of pre-service teachers are greatly enhanced through this approach, factors that greatly contribute to the improving the learning process of diverse learners. 

Marsh, J. (2011). Young children’s literacy practices in a virtual world: Establishing an online interaction order. Reading Research Quarterly , 46(2), 101–118. 

In this particular study, the goal of the author was to establish the literacy practices of children between ages 5 and 11. This evaluation focused on the out-of-school use of virtual worlds. In other words, the research sort to establish the purpose, nature, and role of virtual worlds in enhancing the children literacy. The author utilized an online survey in which the one hundred and seventy-five children were evaluated on the use of virtual worlds. Further on, individual and group discussions were then conducted over the span of a year and in which twenty-six children participated (Marsh, 2011). The outcomes of this particular study were that the use of virtual worlds by children extended interaction among peers who shared a common contact in offline. Data analysis for this specific study focused on the method with which children utilized various literacy practices in maintaining their online interactions. 

The crucial lesson from this particular study was that literacy was a crucial tenet in the development and maintaining of online social cohesion. However, the literacy practices that were utilized by the children existed within their offline social, cultural and material world in which the children lived. In this case, therefore, these literacy practices could not be viewed in isolation from the broader discourses. While the virtual world does not bear any role in the development of literary traditions, its role in enhancing their communication practices cannot be undermined (Marsh, 2011). The fact that it allowed the children to utilize and practice various literacies present in their immediate environments highlights its importance within the world of education. 

In other words, it can be utilized in enhancing the learning outcomes within the classroom. While this particular study focused on a survey on the use of literacy practice within the virtual worlds, an approach that seeks to inculcate the virtual world into the daily learning experience purposefully can significantly enhance the learning process. Virtual worlds can also be utilized for strengthening parental involvement in the learning process of their children. Accessing devices to engage in the virtual world often require parental supervision, in this case, therefore, instructors can engage with both learners and their parents through such platforms. 

Mazman, S. G., & Usluel, Y. K. (2010). Modeling educational usage of Facebook. Computers & Education, 55(2), 444–453. 

While Facebook is predominantly a socializing website, its uses and role within the society continue to expand every other day. Its applications in business and the social advocacy have been well-documented. However, gaps exist in relation to its use in education and learning activities. It is upon such a background that Mazman and Usluel (2010) modeled their study. Ideally, the duo focused on developing a structural model through which Facebook users could turn it into an educational tool. The development of the model relied on a direct inclusion the relationship between the user’s reason for using Facebook and educational usage of the social site. In collecting information for the study, the researchers designed an online survey which was sent to six hundred and six Facebook users. The answers gathered from the survey were analyzed through a structural equation model. 

The findings of the study pointed out that up to 50% of educational Facebook usage could be determined from the user purposes as well as their adoption processes of the website. It was also evident that adoption processes could explain a staggering 86% of purposes of using the website. While the focus of the authors was to establish the degree of educational use for Facebook users, a better element can be noted in relation to its use in within the educational forums. Over one billion users are on Facebook, which makes it one of the most diverse places online. Over the years, additional features have been added to this website allowing for new capabilities such as live video footage as well official verification of pages and public figures. 

The huge diversity of Facebook users coupled with the features as mentioned above, it is possible to develop elaborate learning measures and approaches to enhance the learning process. The combination of photographs, videos and comments can facilitate learning and interactions like never before. The importance of such an approach to improving the success of diverse learners cannot be overemphasized. Live video Facebook can be utilized to conduct various classes from anywhere in the world. It is also possible to share real-time photos on multiple topics and discipline factors that reflect the role that the website can play in enhancing learning outcomes. 

Head, A., J., & Eisenberg, M. B. (2011). How college students use the Web to conduct everyday life research. First Monday, 16 (4). Retrieved from http://firstmonday.org/htbin/ cgiwrap/bin/ojs/index.php/fm/article/view/3484. 

This particular study advances the role of the internet in enhancing educational and general life outcomes of students. In this particular study, Head and Eisenberg (2011) discuss how students utilize their time online. The research included a total of 8,353 college students, with a keener focus on how they spent their time online. From the study, it became evident that most students spent time reading new as well as searching for information on health and purchases. Another major finding was that most of the information for this groups was accessed through popular search engines as well as through Wikipedia. Another crucial lesson from the study was that most students experienced challenges in sorting relevant search results. It is without a doubt that the internet and the Web as a whole posit huge potential in regards to enhancing learning experiences and outcomes. 

Several approaches can be utilized in realizing the full potential of the Web within the learning environment. In this particular case, it is by training learners on the process of searching for relevant resources for their coursework or studies. While school libraries and teachers are likely to be limited in the information they provide, the Web offers a unique platform for supplementation. From tutorials to peer-reviewed journals as well as educational chat rooms, the internet offers a wide array of uses that can be employed in enhancing the learning process. 

Albers, P., Frederick, T., & Cowan, K. (2010). Romancing the show: A study of visual (and gendered) conversations in the visual texts of fifth-grade students. In R. T. Jimenez, V. J. Risko, M. K. Hundley, & D. W. Rowe (Eds.), 59th Yearbook of the National Reading Conference (pp. 201–215). Oak Creek, WI: National Reading Conference. 

Gender sensitivity is a common challenge within the education sector. It is for this reason that various approaches have been explored in regards to how it can be effectively taught. In this particular study, the authors delve into the representations and drawings of race and gender by 38 fifth-grade students. From the study, it is evident that inter-textual visual representations are a common occurrence among the students. In this case; therefore, their drawings are heavily intertwined with visual images. For girls, their focus was on sports, cars, and war, boys on the other depicted images of fantasy, beauty, and romance. These depictions exposed the stereotyped perceptions of both boys and girls. 

The great takeaway from this particular study is that children's drawings are a vital source for literary analysis. From this particular study, therefore, it is evident that drawings by children can be utilized in teaching and enhancing their learning experience. While the focus of this research was on gender representation, far much greater elements can be taught through this particular approach. Children tend to have greater ease of understanding and grasping visually presented information. Instructors can, therefore, use visual images and drawings to achieve various learning outcomes for their learners. 

Hamilton, M., & Pitt, K. (2011). Changing policy discourses: Constructing literacy inequalities. International Journal of Educational Development, 31(6), 596–605. 

Policies play a crucial role within the educational sector. Not only do they inform the resource allocation process but also shape and define prevailing perceptions on education and various other issues. In the study by Hamilton and Pitt, their focus is on analyzing two key documents namely: A Right to Read and The Skills for Life . The discourse analysis presents the readers with the realization that the British literacy framing is founded on functional and economic terms which tend to paint learners as individualistic and deficit terms, with a higher focus being placed on their contribution within the global economy. The findings from the analysis also pinpoint the fact that learners with limited literacy skills are viewed negatively in relation to public policy. 

This particular paper is essential in bringing to light the role that policies have in defining educational outcomes and approaches. There is a need to reevaluate education approaches with the aim of establishing the policies that are humanistic. The diversity of learners tends to be undermined when they are viewed in individualistic and deficit terms. In most instances, preferences are accorded to learners with high literacy skills. Proper learning policies are supposed to allow equitable learning opportunities for all learners to develop their skills. The developed of education policies, therefore, needs to address and reflect its sensitivity to real-life issues and situations rather than being founded on statistical aspects such as economics and productivity. 

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