Explain how gender identity development relates to the topic of your Final Project. Include a brief summary of the types of supporting resources you intend to include in your Final Project (e.g., journal articles, media, books, blogs, editorials, etc.). Also, explain whether your resource provides a broad or specific perspective of the topic.

This Discussion asks you to relate the relevance of gender identity to your Final Project. As you begin to develop the diversity topic you will address in your Final Project, consider to what extent gender identity might need to be considered when examining your diversity topic.

To prepare:

· Consider how gender identity and formation relates to your topic.

· Think about language that may promote gender stereotypes.

· Identify specific resources that are applicable.

· Consider whether the resources identified provide a broad or specific perspective.

Post by Day 4:

Explain how gender identity development relates to the topic of your Final Project. Include a brief summary of the types of supporting resources you intend to include in your Final Project (e.g., journal articles, media, books, blogs, editorials, etc.). Also, explain whether your resource provides a broad or specific perspective of the topic.

Respond by Day 7:

Respond to at least two colleagues by suggesting one of the following that would enhance the depth and analysis of your colleague’s topic:

· A complicating factor or enhanced perspective related to the selected topic, or

· A type of resource that could be useful in providing a new perspective

Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights you have gained as a result of the comments your colleagues made.

Need this resource to answer question;

Diversity is a common attribute of the modern classrooms as international students, and those from the minority backgrounds have at last joined the mainstream institutions to exercise their rights for education. Such trends require educators to develop adequate and evidence-based teaching models that would help them to meet the specific needs of their learners. This project examines the various techniques that instructors could use to help their students value cultural diversity through research‐based teaching. The policymakers in the education sectors require the instructors to assist their students in attaining high levels of intellectual independence regardless of their background (Deakins, 2009). However, several parts of evidence suggest that the instructors could be missing valuable opportunities to implement universal and culturally sensitive programs in their practice. This issue raises numerous concerns because it shows the prominent of ethnocentrism in the curriculum system, which could take many versions such as beliefs and assumptions that would be hard to validate.

The traditional educational models no longer hold as effective for instruction in modern learning institutions because of the recognition of cultural differences that significantly determine the development and learning achievements of the children and adolescents. A research-based teaching approach is sufficient for facilitating the progressive development of the students and engagement with advanced cognitive skills (Flores, 2015). It is essential to conduct a comprehensive evaluation of this instruction approach to determine whether it can be applied as a universal model and to identify other support mechanisms that could improve its suitability in different contexts. Additional inquiry into the research-based teaching approach would help to identify the various practical and effective teaching approaches that educators could use to improve the learning experience and achievements of their students, which would help them to develop into competent professionals and beneficial society members.

References

Deakins, E. (2009). Helping students’ value cultural diversity through research‐based teaching.

Higher Education Research & Development, 28(2), 209-226.

Flores, I. M. (2015). Developing Preservice Teachers’ Self-Efficacy through Field-Based Science Teaching Practice with Elementary Students. Research in Higher Education Journal, 27.