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This is an essential guide for educators, administrators, policymakers, and the media. Glossaries are dynamic expressions of current language usage. Education has changed dramatically in recent years, and so must also the language used to describe and define them. We believe this glossary is useful for a wider field of educators promoting student success. This glossary provides precise language and definitions to use when communicating with peers and more effectively influencing administrators, legislators, and the media.
Pedagogies for Teaching and Learning
Many of these are comprehensive pedagogies for teaching and learning. Other glossary terms are learning approaches that widen access to the learning environment. A few of these are old pedagogies that inhibit student learning and are generally avoided in current contexts. Glossary terms from other categories could also be useful, especially those in the Antiracism and Racism, Transitional Courses and Programs, and Teaching and Learning Process categories. The following books could be helpful: Applying Educational Research: How to Read, Do, and Use Research to Solve Problems of Practice (Gall, Gall, & Borg, 2014) and School-Centered Interventions: Evidence-Based Strategies for Social, Emotional, and Academic Success (Simon, 2015).
accommodation
1. Definitions: (a) “An adjustment to make a workstation, job, program, facility, or resource accessible to a person with a disability” (DO-IT Center, 2019, para. 4); and (b) Piaget’s term for the modification or reorganization of existing cognitive structures (schema) to deal with environmental demands” (Dembo, 1994, G-1).
2. Compare with (DIS)ABILITY, NEURODIVERSITY.
banking concept of learning
1. Definition: “Term used by Paulo Freire to describe and critique the traditional education system. The name refers to the metaphor of students as containers into which educators must put knowledge for future use. Freire argued that this model reinforces students' lack of critical thinking and knowledge ownership that reinforces oppression. This concept contrasts with Freire's understanding of knowledge as the result of a human, creative process” (Banking model of education, 2014, April 14, para. 1; Freire, 1970).
2. Compare with ACTIVE LEARNING and TRANSMISSION MODEL OF EDUCATION.
critical literacy
1. Definitions: (a) Reading to actively analyze texts and using strategies for what proponents describe as uncovering underlying messages (Lankshear & McLaren, 1993); and (b) “Active reading of texts in a manner that promotes a deeper understanding of socially constructed concepts such as power, inequality, and injustice” (International Literacy Association, n.d., Section C, para. 26).
2. Compare with LITERACY and SOCIAL JUSTICE.
critical pedagogy
1. Definition: Approach to teaching and learning that encourages learners to reflect critically on issues of power and oppression in their society and on what might be done to change the current situation (Shor, 1992).
cultural literacy
1. Definitions: (a) Awareness of facts, themes, ideas, and other information comprising the heritage of a given nation, culture, or ethnic group; and (b) The cumulative database of cultural knowledge that a reader brings to a reading task and is influenced by when questioning, evaluating, and contextualizing the material.
cultural sensitivity
1. Definitions: (a) Demonstration of respect for the cultural background of all individuals; and (b) Adapting the learning environment to different learning preferences influenced by cultural background.
culturally relevant pedagogy
1. Definitions: (a) Pedagogy that emerged in the 1990s grounded in instructors’ demonstrated CULTURAL COMPETENCE. This is a skill at teaching in a cross-cultural or multicultural setting. Such pedagogy enables students to make meaning in their own cultural context. While the term has been used specifically for the instruction of African American students in the United States, the effectiveness of such instruction has been demonstrated for students of all racial and ethnic backgrounds (Adams et al., 2017; Ladson-Billings, 1995); and (b) Sometimes used interchangeably with CULTURALLY RESPONSIVE PEDAGOGY.
2. Compare with CRITICAL PEDAGOGY, CRITICAL LITERACY, CULTURALLY RESPONSIVE PEDAGOGY, CULTURALLY SUSTAINING PEDAGOGY, INCLUSION, MULTICULTURAL EDUCATION, and SOCIAL JUSTICE.
culturally responsive pedagogy
1. Definitions: (a) A student-centered approach to teaching that emerged in the 1980s in which students’ unique cultural strengths are identified and nurtured to promote student achievement and a sense of well-being about their cultural place in the world (Gay, 2018; Hammond, 2015; Naraian, 2017; and Pirbabal-Illch et al., 2017). CULTURALLY RESPONSIVE PEDAGOGY has three functional dimensions: institutional, personal, and instructional; (b) Students grapple with real-world problems they consider worth solving. Issues of SOCIAL JUSTICE and equality are integrated into the curriculum. The cultures of diverse and underrepresented students are strengths brought into the classroom to provide context for applicability of the curriculum to the personal lives of the students; and (c) Four critical components to CULTURALLY RESPONSIVE PEDAGOGY are respected for the diversity of the students, engagement with the motivation of all students, creation of a safe, inclusive, and respectful learning environment, and employment of teaching practices that cross disciplines and cultures, and finally, promotion of justice and equity in the wider society (Wlodkowski & Ginsberg, 1995).
2. Example: Math education can analyze power and privilege relationships through social and economic structures.
3. Compare with CRITICAL PEDAGOGY, CRITICAL LITERACY, CULTURALLY RELEVANT PEDAGOGY, CULTURALLY RESPONSIVE PEDAGOGY, CULTURALLY SUSTAINING PEDAGOGY, INCLUSION, INCLUSIVE PEDAGOGY, MULTICULTURAL EDUCATION, and SOCIAL JUSTICE.
culturally sustaining pedagogy
1. Definitions: (a) A pedagogy that challenges educators to promote, celebrate, and even critique the multiple and shifting ways that students engage with culture (Coulter & Jimenez-Silva, 2017; Paris et al., 2017); and (b) A pedagogy developed in the second decade of the 21st Century to succeed CULTURALLY RELEVANT/RESPONSIVE PEDAGOGY that emerged in the 1990s.
2. Compare with CRITICAL PEDAGOGY, CRITICAL LITERACY, CULTURALLY RELEVANT PEDAGOGY, CULTURALLY RESPONSIVE PEDAGOGY, INCLUSION, INCLUSIVE PEDAGOGY, MULTICULTURAL EDUCATION, and SOCIAL JUSTICE.
direct instruction
1. Definitions: (a) An instructional model wherein the instructor facilitates learning through the presentation of content material by lecturing, explaining, demonstrating, and managing student activities; (b) “An instructional model developed in the 1960s for special education and later adopted in general education” (International Literacy Association, n.d., Section D, para. 13); and (c) “A model based on behavior modification principles, learning activities are sequenced and managed by the instructor to develop progressively more complex skills and knowledge” (Collins & O’Brien, 2011, p. 142).
2. Compare with FACILITATORS and STUDENT-CENTERED LEARNING.
flipped classroom
1. Definition: “Instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content outside the classroom and often online. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a FLIPPED CLASSROOM, students watch online lectures, collaborate in online discussions, or carry out research between class sessions; with the guidance of a mentor in class, they engage with ideas and activities related to the activities conducted at home” (University of Washington, 2019, para. 1).
2. Compare with EMPORIUM-STYLE MODEL.
inclusion
1. Definition: Providing equal educational opportunity by creating LEARNING COMMUNITIES in which unique needs and diverse capacities are recognized, understood, accepted, and valued (Naraian, 2017).
2. Compare with UNIVERSAL DESIGN, UNIVERSAL DESIGN FOR LEARNING, UNIVERSAL INSTRUCTIONAL DESIGN.
inclusive pedagogy
1. Definitions: (a) Approach to teaching that considers the diverse needs and backgrounds of all students to create a learning environment in which all students feel valued and have equal opportunity to learn (Hammond, 2015; Tuitt et al., 2016); and (b) “The active, intentional, and ongoing engagement with diversity in the curriculum, co-curriculum, and communities (intellectual, social, cultural, geographical) with which individuals may connect-in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions” (Texas A&M State University System, n.d., para. 4).
2. Compare with CULTURALLY RELEVANT PEDAGOGY, CULTURALLY RESPONSIVE PEDAGOGY, CULTURALLY SUSTAINING PEDAGOGY, MULTICULTURAL EDUCATION, SOCIAL JUSTICE, and UNIVERSAL DESIGN FOR LEARNING.
learning communities
1. Definition: Curricular approach that enrolls a common cohort of students in a restructured learning environment that builds connections among students and curriculum. There are different models for accomplishing this: linked courses, learning clusters, first-year interest groups, federated learning communities, and coordinated studies (Gabelnick et al., 1990; Malnarich et al., 2003).
2. Compare with CO-REQUISITE PAIRED COURSE.
multicultural developmental education
1. Definitions: (a) Programming that provides inclusive academic support programs and services as well as welcoming learning environments that recognize students’ unique social identities and the ways they contribute to the learning process; (b) Programming that centralizes issues of race, class, gender, culture, ethnicity, home language, age, disability, and sexual orientation to increase the effectiveness of learning assistance and development programs; and (c) Programming that embeds multiculturalism in all aspects of developmental education curricula through the selection of texts and other media and the adoption of pedagogies that respect differing perspectives and enable students to acquire and demonstrate knowledge in multiple ways (Higbee et al., 2003).
2. Compare with CULTURALLY RELEVANT PEDAGOGY, CULTURALLY RESPONSIVE PEDAGOGY, CULTURALLY SUSTAINING PEDAGOGY, DEVELOPMENTAL EDUCATION, INCLUSION, INCLUSIVE PEDAGOGY, MULTICULTURAL EDUCATION, and SOCIAL JUSTICE.
multicultural education
1. Definitions: (a) “Education that recognizes and values cultural diversity, develops respect for cultural diversity, and promotes SOCIAL JUSTICE and equal opportunity for all; and (b) Policies and practices that recognize, accept, and affirm human differences and similarities based on gender, race, disability, class, social identities, and sexual identity” (Collins & O’Brien, 2011, p. 301).
2. Compare with CULTURALLY RELEVANT PEDAGOGY, CULTURALLY RESPONSIVE PEDAGOGY, CULTURALLY SUSTAINING PEDAGOGY, DEVELOPMENTAL EDUCATION, INCLUSION, INCLUSIVE PEDAGOGY, MULTICULTURAL DEVELOPMENTAL EDUCATION, and SOCIAL JUSTICE.
student-centered learning
1. Definition: Learning in which students are actively engaged and have control over study topics.
2. Compare with DIRECT INSTRUCTION and FACILITATORS.
teaching/learning process
1. Definition: Planned program for expected teaching and expected learning outcomes.
transmission model of education
1. Definitions: (a) “Outdated perception of education as a specific body of knowledge that is transmitted from the teacher to the student, emphasizing teacher-centric instruction in which students are passive absorbers of information” (Banking model of education, 2014, April 14, para.1) ; and (b) View that the purpose of learning is memorization of facts provided by teacher or text.
2. Compare with ACTIVE LEARNING and BANKING MODEL OF EDUCATION.
Universal Design (UD)
1. Definitions: (a) Design of spaces at the outset to meet the needs of all potential users; and (b) Design of the environment to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design (Higbee & Goff, 2008).
2. Compare with INCLUSION, NEURODIVERSITY, UNIVERSAL INSTRUCTIONAL DESIGN, and UNIVERSAL LEARNING DESIGN.
Universal Design for Learning (UDL)
1. Definitions: (a) An educational framework based on research in the learning sciences, including cognitive neuroscience that guides the development of flexible learning environments to accommodate individual learning differences. Recognizing that the way individuals learn can be unique, the UDL framework calls for creating a curriculum from the outset that provides multiple means of representation to give learners various ways of acquiring information and knowledge, multiple means of expression to provide learners alternatives for demonstrating what they know, and multiple means of engagement to tap into learners' interests, challenge them appropriately and motivate them to learn (Burgstabler, 2015; Gordon et al., 2014; Ross & Meyer, 2002); and (b) UDL is sometimes used interchangeably with Universal Learning Design (ULD).
2. Compare with INCLUSION, NEURODIVERSITY, UNIVERSAL DESIGN, and UNIVERSAL INSTRUCTIONAL DESIGN.
Universal Instructional Design (UID)
1. Definition: An environment that is conducive to learning for all students reducing the need for separate accommodations for students with disabilities because such accommodations have been embedded into the learning situation and all students can benefit from them (Higbee & Goff, 2008).
2. Compare with INCLUSION, NEURODIVERSITY, UNIVERSAL DESIGN, and UNIVERSAL DESIGN FOR LEARNING.