Abstract
This paper examines the role of the Roman Catholic school teacher in the life of the young gay student by reviewing three books on this topic: "Educating for Life - a Spiritual Vision for Every Teacher and Parent" by Thomas Groome, "Fully Alive - a Family Life Education Program" by Ontario Conference of Catholic Bishops and " The Courage to Teach - Exploring the Inner Landscape of a Teacher's Life" by Parker Palmer. The paper discusses how a teacher needs to appreciate a gay student as someone who may struggle with a sense of being different, help the child to speak openly about worries, and be able to answer questions a child may have concerning this special status and Church teachings. The writer notes that many teachers do not know that the Roman Catholic schools accept gay or lesbian students as people to be helped in their adjustments, understood for what may be greater depression or confusion as part of adolescence, and given the same message as other students to do with sexuality and chastity. The writer points out that there are prejudices about homosexuality in the minds of various people who believe they are good Catholics. The writer concludes that teachers and parents need to be educated about the Roman Catholic stand on homosexuality and be able to interpret this to the child.

From the Paper
"Parker J. Palmer's volume, The Courage to Teach - Exploring the Inner Landscape of a Teacher's Life, directs an open heart as the way to effective teaching. (1998) Particularly interesting has been Palmer's view of the teacher as a person who must learn from others, the heart gaining from what may not conform with one's views. This seems important in a parochial school setting if one is to respond to students who do not fit with Roman Catholic ideas of normal childhood. For instance, the Roman Catholic view of homosexuality involves awareness of gay students that will be met in parochial schools. This issue will challenge some teachers to examine their opinions and biases to do with homosexuality, at large, because the teacher must be able to provide what a gay student needs within school settings."

Tags:child, sexuality, chastity, biases, school, student, childhood

From the Paper
"Results


Teachers' responses to the Teacher Attitude Toward Equal Education Opportunity For Exceptional Children can be divided into three categories: (1) Responses related to the actual special education services provided by their schools;
(2) Responses related to teachers' views of the traditional arguments provided to support mainstreaming; and (3) Responses related to actual attitudes toward the mainstreaming process. This section of the study presents the findings observed for each of these categories.


Characteristics of Special Education Services Provided by Schools
Teachers were required to respond to several items regarding school services for special education students. These data (crosstabulated by both level of school (elementary, junior high..."

Abstract
This paper discusses teacher attitudes toward mainstreaming special needs children into the general education classroom. It discusses the need to create collaborative and supportive systems where teachers do not feel isolated and unsupported in the classroom so that they can effectively overcome barriers to learning that may exist, as well as overcome the largest barrier - the resistance to change. The paper also looks at the strengths and weaknesses of the system.

Table of Contents:
Introduction
Perception is Key
Strengths and Weaknesses
Theory and Practice
Action Learning
Action Research
Conclusion

From the Paper
"Learning in the workplace has increased in both efficacy and application with regard to the teaching classroom. This is in part in response to mandates that forced the system to reevaluate the preparedness of teachers in the filed, with regard to mainstreaming students. Different schools and districts of course vary in effectiveness, both by self and outside evaluation in both instructing special needs children and in supporting teachers to do so. Creating collaborative and supported system where teachers do not feel isolated an unsupported in the classroom is essential to overcoming barriers to learning that may exist as well as to overcome the largest barrier the resistance to change. The strengths and weaknesses of the system as it stands are therefore variable to place and time but the classroom itself, if supported is one of the best learning environments for teachers that exists as the experience of teaching cannot be explained in theory as well as it can be lived in the classroom."

Tags:evaluation, classroom, students, support, handicap

Abstract
This paper reviews an extensive amount of literature regarding the achievement of culturally diverse students and the impact on this achievement of the attitudes of teachers toward these students, or specifically, the expectations that teachers hold in relation to the achievement potential of these students. The paper further looks at how failure to properly educate and prepare teachers for the multicultural education classroom leaves too many unanswered questions in the instructional provision relating to attitudes based on myth or falsehoods, misconceptions or misrepresentations. Additionally, the paper contends that it is critical that teachers be effectively educated with regard to their attitude prior to their entry into the multicultural classroom.

Outline:
Objective
Multicultural Education Defined
Cultural Differences and the Construction of Meaning
Overview of Current State of Affairs
Identified Barriers to Student Achievement
Summary and Conclusion

From the Paper
"The research conducted by Padilla and Lindholm has purported three: "major identifiable assumptions" relating to the education of ethnic minorities identified as follows: (1) The white middle-class American is the standard used for comparison of other groups to (typically this is the male); (2) Instruments used for assessment of differences are universally applicable "across groups, with perhaps only minimal adjustments for culturally diverse populations; and (3) Although a need exists for recognition of the sources of potential variance such as social class, educational attainment, gender, cultural orientation, and proficiency in English, these are nuisances that can later be discarded (1995, p. 97)." (McCue, nd) "

Tags:classroom, students, potential

Abstract
Reflection paper indicating how gay students may appear in junior school, the special role for teachers in seeing they feel included and accepted, and how the RC public may not know the Church's current position on gay or lesbian students in RC schools. Reflection on what is believed by educated RC young adults, in contrast with attitudes of Conference of Bishops, more open discussion of all matters of sexuality and the family, how people are to be treated, and as all of this puts great weight on the teacher's heart and commitment to including less usual students.

From the Paper
A Kindergarten to Grade 6 Placement in a Roman Catholic Setting Parker J. Palmer's volume, The Courage to Teach - Exploring the Inner Landscape of a Teacher's Life, directs an open heart as the way to effective teaching. (1998) Particularly interesting has been Palmer's view of the teacher as a person who must learn from others, the heart gaining from what may not conform with one's views. This seems important in a parochial school setting if one is to respond to students who do not fit with Roman Catholic ideas of normal childhood. For instance, the Roman Catholic view of homosexuality involves awareness of gay students that will be met in parochial schools. This issue will challenge some teachers

Tags:gay student, attitudes, rcc bishops

Abstract
Examines the public school setting, the importance of study, and a review of the literature on effects, causes, and expression of teacher attitudes and expectations. Discusses the impact on academic achievement.

From the Paper
"Proposal: Teachers' Attitudes Toward Black Males' Behavior
Overview of the Research Area
The increasing cultural diversity in American public school classrooms requires teachers to understand the effects of race ad gender discrimination since both ..."

Abstract
This paper presents a study conducted by the Center of Adolescent Studies that looked at "caring teachers" by interviewing sixth, seventh and eighth grade students. The author reports students defined a "caring teacher" as a teacher who listens and helps them with personal problems and as a teacher who helps with homework, gives students individual attention, sets goals for students and talks to students about their behavior. The paper concludes that students learn better with a caring teacher and develop skills that allow them to continue to learn effectively once they are out of the classroom.

Table of Contents

Impact of a Caring Teacher
Teaching Styles Used by Caring Teachers
Attitudes of Teachers
Success of Students

From the Paper
"The focus is on how the student can be helped. This is also important as it shows how the student is able to avoid ridicule and embarrassment. This would be important in maintaining a students interest and self-esteem. The fourth response shows us how caring teachers are attentive to their students, which is important in making the student feel they are supported and noticed. The fourth response shows how a caring teacher also provides encouragement and praises students for good work. The final response shows how being caring actually creates a better environment where learning is interesting to students."

Tags:classroom, social, study, stress, parents, supportive, environment, self-esteem

Abstract
This paper discusses support for the gay student as a person to be accepted and helped to adjust to a divergent identity, at odds with much that is projected upon ideology and teachings by the misinformed. The paper mentions the lag in understanding, including teachers who may not fully appreciate their expected role concerning gay or lesbian students. Gay students are indeed disadvantaged and require special support within educational settings.

From the Paper
" A commitment to equity in education means a commitment to social justice, an important slogan of the Ontario Ministry of Education for more than 10 years. (in Varpalatoi:1995:242) While one is accustomed to such references applied to the advancement of women or visible minorities, the same general ideal is to apply to persons who are gays or lesbians during their experiences of education. This may be difficult for various schools and educators to assimilate with regard to students who are not heterosexual or espouse support for gay and lesbian fellow students, and notably in..."

Tags:gay students, rc education, acceptance

Abstract
This paper discuses issues relevant to the identification and counseling of gay and lesbian high school students. It looks at the importance of counselors and teachers understanding the unique stressors of gay and lesbian students and an often unsupportive, unacccepting, hostile school environment. The paper conducts a research study of high school gay or lesbian students who have been subject to harassment, violence and verbal abuse.

Tags:gay adolescents, counseling