Ability, Bullying and Bias, Class, Gender and Sexual Identity, Immigration, Race and Ethnicity, Religion, and Rights and Activism. Although the materials are not music-specific, the information is excellent, and some activities and ideas fit well with/in music teaching and learning, particularly the social justice standards https://www.tolerance.org/frameworks/ social-justice-standards and critical practices frameworks https://www.tolerance.org/frameworks/critical-practices


Race and Ethnicity Lind V. R., McKoy C. (2016). Culturally responsive teaching in music education: From understanding to application. London, England: Routledge.


Delpit, L. (2006). Other people’s children: Cultural conflict in the classroom. Te New Press.


Coates, T. N. (2015). Between the world and me. Text publish- ing.


Turino, T. (2008). Music as social life: Te politics of participa- tion. Chicago: University of Chicago Press.


SES and Location Fitzpatrick-Harnish, K. (2015). Urban music education: A practical guide for teachers. Oxford University Press.


Kozol, Jonathan. (2012) Savage inequalities: Children in America’s schools. Broadway Books.


Isbell, D. (2005). Music education in rural areas: A few keys to success. Music Educators Journal, 92(2), 30-34.


(dis)Ability www.wrightslaw.org offers parents, educators, advocates, and attorneys accurate, reliable information about special education law, education law, and advocacy for children with disabilities. Tey also offer a free, weekly newsletter: Special Ed Advocate. Ademek, M. S. & Darrow, A.A. (2010). Music in Special Education. (2nd Edition). American Music Terapy Association.


Hammel, A. M. & Hourigan, R. M. (2011). Teaching Music to Students with Special Needs: A Label-Free Approach. (2nd Edition). Oxford University Press.


Hammel, A. M. (2017). Teaching Music to Students with Special Needs: A Practical Resource. Oxford University Press.


Gender and Sexuality Bryan, J. (2017). Embracing gender and sexuality diversity. Independent School. Downloaded from: https://www.nais.org/ magazine/independent-school/winter-2017/embracing-gen- der-and-sexuality-diversity/ Tis article presents a good overview of gender and sexuality in school, and gives ideas for examining policies and practices such as how gender inclusive practices align with existing school missions. Gender Spectrum https://www.genderspectrum.org has re- sources, information, trainings, and opportunities to interact with others who are learning about gender, including: https:// www.genderspectrum.org/CommonQuestions/ which is a great set of FAQs about teaching children about gender and https://genderspectrum.org/lounge/ a space with facilitated online activities and groups.


11


Palkki, J. (2015). Choral music’s Gender Trouble: Males, ado- lescence, and masculinity. Choral Journal. 56(4), 24-35.


O’Toole, P. (1998). A missing chapter from choral methods books: How choirs neglect girls. Choral Journal, 39(5), 9–32.


Nichols, J. (2013). Rie’s story, Ryan’s journey: Mu- sic in the life of a transgender student. Journal of Research in Music Education, 61(3), 262–279. doi:10.1177/0022429413498259


References American Immigration Council. (2017). Fact Sheet: Immi- grants in Wisconsin. Downloaded from: https://www. americanimmigrationcouncil.org/research/immi- grants-in-wisconsin


Elpus, K., & Abril, C. R. (2011). High school music ensemble students in the United States: A demographic profile. Journal of Research in Music Education, 59(2), 128-145.


Fortuny, K., Hernandez, D. J., & Chaudry, A. (2010). Young Children of Immigrants: Te Leading Edge of America’s Future. Brief No. 3. Urban Institute (NJ1). Downloaded from http://files.eric.ed.gov/fulltext/ED511771.pdf


Freudenthaler, H. H., Spinath, B. and Neubauer, A. C. (2008), Predicting school achievement in boys and girls. Euro- pean Journal of Personality, 22: 231–245. doi:10.1002/ per.678


Good, J. J., & Sanchez, D. T. (2010). Doing gender for dif- ferent reasons: Why gender conformity positively and negatively predicts self-esteem. Psychology of Women Quarterly, 34(2), 203-214.


Griffiths, S., Murray, S. B., & Touyz, S. (2015). Extending the masculinity hypothesis: An investigation of gender role conformity, body dissatisfaction, and disordered eating in young heterosexual men. Psychology of Men & Mas- culinity, 16(1), 108.


Hoffman, E. C., III (2011). Te status of students with special needs in the instrumental musical ensemble and the effect of selected educator and institutional variables on rates of inclusion (Unpublished doctoral dissertation). University of Nebraska–Lincoln.


Kena, G., Hussar W., McFarland J., de Brey C., Musu-Gillette, L., Wang, X., Zhang, J., Rathbun, A., Wilkinson- Flicker, S., Diliberti M., Barmer, A., Bullock Mann, F., and Dunlop Velez, E. (2016). Te Condition of Education 2016 (NCES 2016-144). U.S. Department of Education, National Center for Education Statistics. Washington, DC.


Down-


loaded from https://nces.ed.gov/programs/coe/indicator_cge. asp (race/ethnicity) https://nces.ed.gov/programs/coe/indicator_cgf.asp (ELLS) https://nces.ed.gov/programs/coe/indicator_cce.asp (SES) https://nces.ed.gov/programs/coe/indicator_cgg.asp (Special Education)


Michigan Department of Education. (n.d.). Michgian school data: data sheets. Downloaded from:


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48