James A. Banks, Kerry and Linda Killinger Endowed Chair in Diversity Studies and Director, Center for Multicultural Education, University of Washington, Seattle
Educating Students for Diversity in Global Times
The thousands of immigrants who enter the United States each year, the increasing number of students who speak a first language other than English, and the widening gap between the rich and the poor intensify the challenge of educating students to participate effectively in a society that reflects cultural, ethnic, and language diversity. This workshop will link school climate and multicultural education and describe how the concepts, paradigms, and aims of multicultural education can become integral parts of educating students. Workshop participants will engage in activities that will enable them to conceptualize ways in which the Dimensions of Multicultural Education, created by Dr. Banks, can be used to transform and diversify their school, college, and university curricula. This session is co-sponsored by Education Northwest’s Region X Equity Assistance Center and the NorthWest PBIS Network. The Equity Assistance Center helps public schools and their communities incorporate educational equity into policies, procedures, and classroom practices to ensure that all students receive what they need to succeed academically.
James A. Banks holds the Kerry and Linda Killinger Endowed Chair in Diversity Studies and is the founding director of the Center for Multicultural Education at the University of Washington, Seattle. He was the Russell F. Stark University Professor at the University of Washington from 2001 to 2006. Professor Banks is a past president of the American Educational Research Association (AERA) and of the National Council for the Social Studies (NCSS). He is a specialist in social studies education and multicultural education and has written widely in these fields. His books include Teaching Strategies for Ethnic Studies; Cultural Diversity and Education: Foundations, Curriculum, and Teaching; Educating Citizens in a Multicultural Society; and Race, Culture, and Education: The Selected Works of James A. Banks. Professor Banks is the editor of the Handbook of Research on Multicultural Education, The Routledge International Companion to Multicultural Education, Diversity and Citizenship Education: Global Perspectives, and the Encyclopedia of Diversity in Education, a four-volume reference work published by Sage in both hard and electronic editions in 2012.
Professor Banks is the editor of the Multicultural Education Series of books published by Teachers College Press, Columbia University, and is a member of the National Academy of Education and a Fellow of the American Educational Research Association. He lectures frequently in nations around the world on diversity and educational issues. His books have been translated into Greek, Japanese, Chinese, and Korean.
Thursday, February 28:
Terrance M. Scott, Ph.D Professor and Distinguished University Scholar, Department of Special Education, University of Louisville, Louisville, KY.
Promoting Effective Practices for Student Success: Adult Responsibilities in PBIS
As adults in schools we have enormous influence over a set of instructional experiences that come to shape students’ lives. Because this influence is unavoidable, we have great responsibility to make decisions that provide students with the greatest probability of success. This address provides an overview of the educator’s responsibility as a function of the probability of student success.
Terrance M. Scott is a Professor and Distinguished University Scholar in the College of Education and Human Development at the University of Louisville. Having received his Ph.D. in Special Education at the University of Oregon in 1994 (with an emphasis on emotional and behaviors) he has previously been a faculty member at the Universities of Kentucky, Florida, and Oregon. He has over 80 published articles, books, chapters, and training media on a variety of issues in the areas of behavioral disorders and behavioral support systems and has conducted over 600 presentations and training activities throughout the U.S., Canada, Ireland, Australia, and New Zealand. Dr. Scott has successfully competed for more than $9 million in external grant funding. In 2004 he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children and in 2012 he received the Outstanding National Leadership Award from the Council for Children with Behavior Disorders. As a former counselor and teacher of students with seriously challenging behaviors, his research interests focus on school-wide prevention systems, the role of instructional variables in managing student behavior, functional behavior assessment/intervention, and scientific research in education.
Friday, March 1:
Lise Fox, Ph.D. Director, University of South Florida University Center for Excellence in Developmental Disabilities Division Director and Professor, Department of Child and Family Studies, Florida Mental Health Institute, University of South Florida
From Preschool to High School: Implementing PBIS within Diverse Contexts
PBIS is a powerful framework for promotion, prevention, and intervention that can be applied in a diversity of educational and human service settings. This work can begin as early as infancy and continue through high school. Dr. Lise Fox will discuss how PBIS can be adaptively used within a variety of contexts and discuss the common implementation elements that result in important outcomes for all children and youth.
Dr. Lise Fox is a professor in the Department of Child and Family Studies of the University of South Florida in Tampa, Florida and the Co-Director of Florida Center for Inclusive Communities: A University Center for Excellence in Developmental Disabilities. Lise is also the Director of the Technical Assistance Center on Social Emotional Interventions for Young Children (www.challengingbehavior.org). In addition, she is involved in research efforts related to the implementation of the Pyramid Model in early education and care classrooms, program-wide models of implementation, and positive behavior support. Dr. Fox has numerous publications related to supporting young children with challenging behavior and their families including resources for training practitioners on research-based practices for classroom implementation.