-schooling and education

-learning and epistemology

-teachers and teaching

-students

-themselves

Larissa-a glocal teacher, teaches in the local communities but someone who thinks and acts both locally and globally, meaning he/she has to be open-minded on world issues and events that can be a benefit to his locale. This can help students broaden their scope on bigger issues past the walls of their classroom.

-the way teachers order and organize materials

-student understanding

-misunderstanding

-in structural decisions

-assessment ideas

• cultural synchronization is how educators believe about certain groups may be in conflict with the educators motives, values, and needs of the student.

How to change beliefs

-talking about beliefs

-breaking down beliefs

-time to reflect On beliefs and current context

Julie- When people explore their beliefs they are more compassionate in understand our differences and increases out self awareness. When a teacher recognizes their core values they understand their teaching style and can grow to reach a more diverse audience.

Educators' beliefs shape their planning and curriculum decisions, in effect determining what should be taught and what path instruction should follow. Their beliefs are not always a reflection of accepted notions on the field.

Julie- I agree teachers beliefs impact their behavior in the classroom. How they teach lessons, how they interact with their learners and how they make decisions are all behaviors impacted by belief.

Instead of educators feeling like they have to choose between following their beliefs or participating in reform, when reform is important, educators should seek ways to align their beliefs with the reform.

Julie- teachers can reflect on their actions and become more knowledgeable and alter their beliefs. Professional development and reflection can help teachers gain awareness of their beliefs and how they relate to practice in the classroom.

Lisa Delpit reinforces the notion that educators from underrepresented or marginalized populations may hold different beliefs about teaching minority students and, therefore, view themselves and their tasks differently. One African American principal in Delpit's study expressed her experience of being ill-represented in the literature and of majority of her colleagues using this literature to ignore her perspective.

Furthermore, these educators tend to believe that educators and students know and learn together and that learning happens best through dialogue and shared interaction.

Moreover, these findings suggest that educators cannot assume an understanding of another person's (i.e. another teacher or their students) decision making even when they share a knowledge base.