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part of the Education Reform Networks

Cultural Renewal & Improvement

  • "Making Democracy Real": Teacher Union and Community Activism To Promote Diversity in the New York City Public Schools, 1935-1950
    Examines how an interracial coalition of radical teachers from the Teachers Union of New York City and community activists from Harlem promoted black history and intercultural curriculum and collaborated with parents for school reform during the 1930s-40s. Their efforts to develop more culturally responsive schools were derailed in the late 1940s by the red-baiting of progressive scholars and teacher union activists during the cold war.
  • "More than I Bargained For": Confronting Biases in Teacher Preparation
    This paper presents the cases of four preservice teachers enrolled in a critical multicultural education course during Spring 2000, showing how the readings, cross-racial dialogues, and journal reflections that were part of the course helped students, for the first time and irrespective of race and gender, discuss their experiences and question personal views on race, class, gender, and sexuality. Throughout the semester, student teachers read and discussed topics that challenged their thinking about race, class, gender, and sexuality.
  • "The Politics of Multiculturalism and Bilingual Education: Students and Teachers Caught in the Cross Fire," by C. J. Ovando and P. McLaren (2000). Book Review
    Reviews an anthology that provides undergraduate and graduate students with theoretical and practical discussion on various ideological convictions in the fields of multiculturalism and bilingual education. Discusses theoretical conflicts and ideologies affecting the field of multiculturalism, and the more immediate effects of politics on teaching and learning in schools.
  • "Would I Use This Book?" White, Female Education Students Examine Their Beliefs About Teaching
    Examines the interplay of two added components to a reading/language arts methods course: professional readings informed by diverse viewpoints; and participation in a multicultural literature discussion group. Explores how this methods course extended students' understanding and beliefs about teaching the history and lives of the varied groups of people who make up the United States.
  • A Historical Perspective on Title VII Bilingual Education Projects in Hawai'i: Compendium of Promising Practices
    This paper reviews the history of Title VII bilingual education in Hawaii for the purpose of sharing promising practices that have emerged. The implementation of these models in Hawaii has resulted in such outcomes as the following: (1) improvement in students' English language skills; (2) improvement in students' academic achievement; (3) enhanced self-concept; (4) enhanced pride in cultural heritage; (5) increased competencies of bilingual and mainstream teachers and school, district, and state staff; and (6) increased involvement of limited-English-proficient (LEP) parents and community representatives in the schools.
  • A new high school design focused on student performance.
    Performance-driven schools create a results-oriented culture, strongly support staff development, build community services and supports for students, help parents support their children's academic progress and develop an inclusive school leadership style. NASSP Bulletin, Vol.
  • A Path to Social Change: Examining Students' Responsibility, Opportunity, and Emotion toward Social Justice
    Investigated college students' beliefs about privileged and oppressed adults' responsibility for the onset/offset of social inequities, emotions linked with their responsibility, and behaviors that should result from responsibility for social equity. Overall, preconceived notions of privilege and oppression can offer an explanation for students' resistance to multicultural discourse.
  • A Survival Kit for the Elementary/Middle School Art Teacher
    This book is for art teachers looking for a new approach to the traditional lesson. The projects can be used at most grade levels.
  • Advancing the Field or Taking Centre Stage: The White Movement in Multicultural Education
    Examines the white movement within multicultural education, reviewing three representative books: "We Can't Teach What We Don't Know: White Teachers, Multiracial Schools"; "Race and Culture in the Classroom: Teaching and Learning Through Multicultural Education"; and "Making Meaning of Whiteness: Exploring the Racial Identity of White Teachers." Suggests that this current movement to further empower whites may not be the solution. (SM).
  • African American and White Adolescents' Strategies for Managing Cultural Diversity in Predominantly White High Schools
    Examined 3 strategies used by 77 African American and 138 White high school students to manage cultural diversity: multicultural, separation, and assimilation strategies. Discusses results in relation to forces supporting adolescents' strategy development and the implications of strategy use for adjustment in predominantly white schools.
    This article examines the root causes for the overrepresentation of African American students in special education classes and their underrepresentation in gifted and talented programs in America's public schools. The article (a) provides a historic overview of the legal struggles for educational equity, (b) examines key issues surrounding the academic status of African American students, (c) discusses multicultural education as a remedy, and (d) recommends an appropriate course of action for educators and policy makers.ABSTRACT FROM AUTHOR.
  • Altar-ing Family Communication: The Shrine/Altar Project in the Family Communication Course
    This paper describes an assignment originally designed for a course in family communication now being taught at the upper undergraduate level at a state university in the southwestern United States.
  • Asking the Right Questions: Helping Mainstream Students Understand Other Cultures
    Two common tendencies that lead many mainstream students to misinterpret other cultures are the combative response and the exoticizing response. These misinterpretations, however, can be excellent learning moments for helping students understand the constructed nature of culture and the contextual nature of learning.
  • Assessing Business and Marketing Teachers' Attitudes toward Cultural Pluralism and Diversity
    The Pluralism and Diversity Attitude Assessment was used to assess business and marketing teachers' attitudes toward issues related to multicultural education (315 of 1,400 responded). Although they had positive attitudes about the issues, they were resistant toward implementation of cultural pluralism and diversity.
  • Assessing Dispositions toward Cultural Diversity among Preservice Teachers
    Assessed preservice teachers' attitudes toward cultural diversity prior to entering into multicultural education courses at an urban university. Respondents indicated strong support for implementing diversity issues in the classroom and high levels of agreement with equity beliefs and the social value of diversity.
  • Beyond Affirmative Action: Reframing the Context of Higher Education
    Based on extensive interviews with Latino and Latina students and faculty, this book introduces a theory of "multicontextuality" that proposes that many people learn better when teachers emphasize whole systems of knowledge and that education can create its greatest successes by offering and accepting many approaches to teaching and learning.
  • Beyond the Rhetoric: Moving from Exclusion, Reaching for Inclusion in Canadian Schools
    A 3-year study in Toronto (Ontario) schools examined educational practices that engender exclusion or inclusion, especially of racially marginalized groups. Findings suggest that an inclusive learning environment introduces topics of race, critically examines cultural stereotypes, has high expectations for minority students, encourages cultural-identity groups, and has equitable school hiring practices.
  • Blue ribbon planning. Northwest Education
    Described changes in a district that created a sense of ownership, created spaces that implement food educational ideas and accommodate community activities and given each school its own “signature.”.
  • Blueprint for incorporating service learning: a basic, developmental, K-12 service learning typology.
    Provides a developmental framework for K-12 service learning and distinguishes three levels of service learning: Community Service, Community Exploration, and Community Action.
  • Bridges on the I-Way: Multicultural Resources Online
    Presents an annotated list of various multicultural education resources that are available free of charge on the World Wide Web. Topics include: multicultural and gender issues in mathematics education; barrier-free education for students with disabilities; women in education; gender and equity reform in math, science, and engineering; and a profile of equitable mathematics and science classroom teachers.
  • Bridging Cultures in Our Schools: New Approaches That Work. Knowledge Brief
    This publication describes how teachers can begin to gain understanding of diverse students and families and their cultural values, behavioral standards, and social ideals. It presents specific examples of cross-cultural conflicts and illustrates strategies for resolving them.
  • Bridging the Gap between Theory and Practice: Integrating Multicultural Theory into an Undergraduate Foundations of Education Class
    This paper describes an action plan for integrating multicultural theory into a teacher education social foundations course and presents results from an evaluation of this effort. The action plan for the course was to integrate the theory and practice of multicultural education across five master questions posed by T.
  • Carpet in Schools: Myth and Reality.
    Carpet can serve as a type of finish over concrete, improves the acoustical environment and helps build more conducive, personalized learning environment.
  • Character Education through Story: K-6 Lessons To Build Character through Multi-Cultural Literature
    This resource manual integrates literature and social studies with an emphasis on character development. Using children's literature as a catalyst for investigating representative cultures, the manual's curriculum writers crafted multicultural, integrated, thematic lessons for the K-6 classroom that can be used throughout the year.
  • Children of War: A Curriculum
    Emphasizes the importance of examining the position of children in war as they provide insight into the conflicts themselves that cannot be attained elsewhere. Presents a secondary curriculum entitled "Children of War" designed to promote an understanding of the phenomenon of children in war from multiple perspectives, including sociocultural, historical, and personal.
  • Children's Literature for Pre-K. Theme: Hooray for Pre-K (September)
    This annotated bibliography provides a list of books appropriate for preschoolers that help teachers develop class routines and expectations. Two topics have emerged from this review: classroom and school activities and first school experiences, including feelings.
  • Color-Line to Borderlands: The Matrix of American Ethnic Studies. American Ethnic and Cultural Studies Series
    This collection of essays traces the historical development of ethnic studies, its place in U.S. universities and the curriculum, and new directions in contemporary scholarship.
  • Community Organizing for School Reform, Washington, DC: A Recovering Plantation
    Because the District of Columbia (DC) is a federal district, its governance is peculiar. The DC public school system is plagued by poor management, internal strife, unstable leadership, low student achievement, shrinking enrollment, and declining community confidence.
  • Connecting districts to the policy dialogue: A review of literature on the relationship of districts with states, schools, and communities.
    Presents a literature review focused on the role districts play in reform, how they interact with their respective partners and community, and what factors contribute to (or hinder) the achievement of reform goals. The quality of the studies is analyzed at two levels: district-state relations and district-school/ teacher relations.
  • Contesting Ideology in Children's Book Reviewing
    A study of attitudes about reviews of children's books found that librarians and teachers wanted stereotypes pointed out because children should have accurate information about other cultures. However, a book reviewer's experience suggests that editors may reject reviewers' objections and advocate for authors' freedom of speech, even when offensive or harmful to children.
  • Counselors, Students of Color, and College: Student-Centered and Systemic Multicultural Interventions
    Student demographics on campuses increasingly reflect diversity. A counselor's ability to help this emerging campus population requires the use of multicultural interventions that affect the student and the system.
  • Course in Introduction to Cross-Cultural Communication. Adult Education in the Community
    Materials are provided for Introduction to Cross-Cultural Communication, a 75-hour course developed by teachers experienced in working with students in adult literacy and basic education and English as a second language classes.
  • Creating a Campus Climate in Which Diversity Is Truly Valued
    Highlights the development and implementation of a multifaceted program at Middlesex Community College in Massachusetts. The program, which includes curriculum changes, new student organizations, international student fellowships, and orientation activities, was designed to create a more inclusive campus environment.
  • Creating a Culturally Responsive Learning Environment for African American Students
    Explores how African American and white college students and faculty can develop strong identities and healthy interpersonal relationships. Encourages faculty to engage students in dialogue about multicultural issues and adapt teaching practices to create a culturally responsive learning environment for students and faculty.
  • Creating Cross-Cultural Connections
    Describes a project partnership aimed at helping college students and urban high school students better understand each other's worlds, highlighting the massive miscommunication that often occurs in such environments. Through e-mailing, letter writing, face-to-face experiences, literary experiences with multicultural themes, idea walks, reflections, webbing, and quilt making, this project coaxed participants to break institutional and social barriers in their personal systems.
  • Creating school climates that prevent school violence.
    Explains sets of school wide value statements that provide a base of expectations for school behavior.
  • Creating World Peace, One Classroom at a Time
    Recounts activities from a kindergarten classroom to illustrate how a multicultural approach cultivates a school environment embracing diversity and educating students about responsibilities associated with freedom. Stories include those related to students viewing each other in terms of individual characteristics rather than their ethnic group, creating a mind map for Earth Day, and cooperating with older students to write class letters against child labor.
  • Creativity and Giftedness in Culturally Diverse Students. Perspectives on Creativity
    The 11 chapters in this text address issues concerned with identification and educational intervention with gifted students who are from culturally diverse backgrounds.
  • Critical Issue Bibliography (CRIB) Sheet: Multiculturalism and Faculty Development.
    One of the key areas in the creation of a multicultural environment on college campuses is faculty development. This CRitical Issue Bibliography (CRIB) Sheet focuses on faculty development as a key component of the multicultural campus environment.
  • Critical Issue Bibliography (CRIB) Sheet: Multiculturalism and Teaching/Learning.
    The CRitical Issue Bibliography (CRIB) Sheet describes resources concerned with creating a multicultural environment in higher education. Creating a multicultural environment is a combination of recruitment, retention, climate issues, pedagogy and curriculum, organizational values, culture and structure, and faculty and staff development.
  • Critical Multiculturalism, Pedagogy, and Rhetorical Theory: A Negotiation of Recognition
    This paper aims to locate multiculturalisms rhetorically, using contemporary rhetorical theorists with which to do so, and using this theorized location to then discuss the implications of a critical multiculturalist pedagogy within the writing classroom in shaping new discursive space in the Academy.
  • Cultural Identity and Teaching
    Understanding your own cultural background, and connecting that background to that of the students in your classroom as you explore the connections you have and the different ways you might look at things creates a rich learning environment in which the teacher and students can all participate, be valued, and learn.
    Download the document here.
  • Culturally Responsive Teaching: Theory, Research, and Practice. Multicultural Education Series
    This volume makes the case for using culturally responsive teaching to improve the school performance of underachieving students of color. Key components of culturally responsive teaching are discussed.
  • Decent Facilities and Learning: Thirman A. Milner Elementary and Beyond.
    Reviews the research that relates building design and condition to learning and suggests strategies for reinvigorating the design process.
  • Depoliticizing Multicultural Education: The Return to Normalcy in a Predominantly White High School
    Examines how teachers at a predominantly white, middle-class high school enacted multicultural education into the course, "Cultural Issues." Explores course examples which suggest that micro-political contexts of school and community-shaped curriculum and instruction are important, but in unacknowledged ways. Argues that attention must be paid to the influence of contextual norms.
  • determinants of public education expenditures: Longer-run evidence from the states.
    Determines how long-run changes in certain factors affect resources devoted to K-12 education.
  • Developing a Commitment to Multicultural Education
    Investigated the kinds of lived experiences contributing to teachers' commitment to multicultural education and processes by which teachers became committed. Interviews and surveys involving K-12 and college teachers indicated that teachers developed commitment through various developmental life experiences.
  • Developing successful business partnership.
    Examples of types of successful partnership agreements between a school district and community businesses illustrate that, although each has unique features, all include a commitment to improving student skills and abilities.
  • Developmental Outcomes of College Students' Involvement in Leadership Activities
    Using longitudinal data from 875 students, assesses whether student participation in leadership education and training programs has an impact on educational and personal development. Results indicate that leadership participants showed growth in civic responsibility, leadership skills, multicultural awareness, understanding of leadership theories, and personal and societal values.
  • Distircts on the move:Unified student service in Boston Public schools building a continuum of services through standard-based reform
    Real change in schools, and students’ learning, requires coordinated effort. While each school must make its own journey of change, these journeys must be supported and facilitated by districts and communities.
  • District and state policy influences on professional development and school capacity.
    Examines the effects on different aspects of school capacity of several recent reforms related to professional development. The reforms include teacher networks in California, the use of consultants and intervisitation in New York City's District 2, student assessments in Kentucky and Maryland, and school improvement plans in South Carolina.
  • District context and Comer schools: How school districts manage school reform.
    Two districts' capacities were examined regarding their role in implementing the Comer School Development Program. Case study analyses revealed that school districts abandoned systemic reform because their efforts were undermined by accountability policies.
  • Diversity on Campus: Northern Virginia Community College Faces the Challenge
    Describes a survey of Northern Virginia Community College (NVCC) administrators, staff, faculty, and students on how college leaders address the challenge of multiculturalism on NVCC's campuses. Finds that special events, ethnically and racially based organizations, hiring of minorities, and specialized curricula are pursued to varying degrees.
  • Education: A Guide to Reference and Information Sources. Second Edition. Reference Sources in the Social Sciences Series
    The purpose of this guide is to provide information about the key reference and information resources in the field of education. Sources include items published from 1990 through 1998, with selective inclusion of significant or unique works published prior to 1990.
  • Elementary and Middle Schools Technical Assistance Center: An Approach to Support the Effective Implementation of Scientifically Based Practices in Special Education
    The Elementary and Middle Schools Technical Assistance Center (EMSTAC) tested an insider-outsider approach to assist local school districts in effectively identifying and implementing scientifically based practices. Methods used to measure EMSTAC's effectiveness in supporting successful practice adoption are presented.
  • English-Teaching Institutions in Pakistan
    Discusses English medium teaching in Pakistan and suggests that at the moment it is an elitist preserve and a stumbling block for Pakistanis not taught through English. Indicates that exposing other students to English could counteract growing cultural and religious intolerance in Pakistan.
  • Enhancing Learning Environments Through Solution-based Knowledge Discovery Tools: Forecasting for Self-perpetuating Systemic Reform
    The rapid growth of databases in many disciplines has overwhelmed the traditional, interactive approaches to data analysis and created a new generation of tools critical to intelligent and automated data discovery. Education researchers are beginning to investigate using these data mining techniques for applying knowledge-discovery principles and data mining in the field of special education.
  • Enhancing wellness in a high school: A community partnership.
    Describes a partnership between a school district and a university school of nursing to meet the wellness needs of high school students reporting high-risk behaviors. The school nurse, school of nursing faculty, and nursing students provided wellness programs to student, faculty, and staff.
  • Equity and Excellence: Providing Access to Gifted Education for Culturally Diverse Students
    This article maintains that the underrepresentation of diverse students in gifted education programs is due to a "deficit perspective" about culturally diverse populations. Recommendations include identifying and serving underachievers and low socioeconomic-status students, providing educators and gifted students with multicultural education, and developing home-school partnerships.
  • Ethnicity and Culture in Russian Schools
    This paper presents a brief overview of education in the Soviet Union during the Marxist era and states that one result of the Communist system collapse in 1991 was that it became imperative to democratize Russian society and schooling.
  • Faculty and Multicultural Education: An Analysis of the Levels of Curricular Integration within a Community College System
    The United States population is projected to increase from 249 million in 1990 to 355 million by 2040, with minorities constituting more than half of the total population and a disproportionately large segment of the workforce. With changing demographics and increasing economic globalization, educational institutions will be confronted with reforming their curricula to meet new societal needs by promoting knowledge and understanding of different cultures.
  • Faculty Experience with Diversity: A Case Study of Macalester College
    This study tested the belief that domestic racial/ethnic diversity in the classroom contributes to the preparation of students for civic responsibility, focusing on Macalester College, a small liberal arts college in Saint Paul, Minnesota.
  • Faculty of Color in Teacher Education: A Multicultural Approach to Mentoring for Retention, 2000 and Beyond
    The challenge to teacher education created by today's changing demographics involves excellence and equity. The present hostile climate at colleges and universities for faculty of color requires a creative readjustment of the tenure and promotion process.
  • Foundations for Success: Case studies of how urban school systems improve student achievement.
    Reports findings from case studies on four urban school districts that demonstrated improvement in student achievement and in narrowing the achievement gap between minorities and whites at a faster rate than two anonymous comparison districts.
  • Foundations of Education, Volume I: History and Theory of Teaching Children and Youths with Visual Impairments. Second Edition
    This text, one of two volumes on the instruction of students with visual impairments, focuses on the history and theory of teaching such students.
  • From the Reviewers: Rethinking School Design.
    Discusses the impact current educational reforms and new teaching styles are having on school design and the themes and trends that are emerging in designs for 2001.
  • General Classroom Space. School Planning & Management
    Illustrates how a Utah school district created classroom learning environments in their elementary schools that prepared students for life-long learning by teaching them in a collaborative, interactive, hands-on way. Arrangements of classrooms as learning centers that foster a team atmosphere are stressed.
  • Give Us a Taste of Your Quality! A Report from the Heartland on the Role of the Arts in Multicultural Settings
    Discusses the role of the arts in multicultural education, explaining how diverse students react to and need support in the arts in order to succeed. Focuses on the efforts of urban elementary and secondary schools in Madison, Wisconsin.
  • Globalizing Instructional Materials: Guidelines for Higher Education
    Discusses issues in training students to be culturally literate and the process for creating, designing, and developing cross-cultural (globalized) instructional materials. Defines terms associated with globalizing instructional materials and the process of adapting these materials to other cultures.
  • Growing Partnerships for Rural Special Education. Conference Proceedings (San Diego, California, March 29-31, 2001).
    The 2001 conference proceedings of the American Council on Rural Special Education (ACRES) contains 62 papers and summaries of presentations concerned with issues in rural special education. The papers are presented in 12 categories: impacting governmental policy, at risk, collaborative education models, early childhood, gifted, multicultural, parents and families, preservice and inservice teacher education, technology, transition, and other.
  • HOPE FOR URBAN EDUCATION:A Study of Nine High-Performing, High-Poverty,Urban Elementary Schools
    This report is about nine urban elementary schools that served children of color in poor communities and achieved impressive academic results. These schools have attained higher levels of achievement than most schools in their states or most schools in the nation.
  • How Reading and Writing Literacy Narratives Affect Preservice Teachers' Understandings of Literacy, Pedagogy, and Multiculturalism
    Discusses how to prepare teachers to educate diverse learners engaged in multiple and new literacies, describing a graduate course that introduced language, literacy, and culture. Data from students' writings, reading logs, reading responses, and final papers on literacy and pedagogy indicated that reading and writing literacy narratives was a positive experience, fostering multicultural understanding and complex conceptions of literacy.
  • Identifying the Prospective Multicultural Educator: Three Signposts, Three Portraits
    Investigates how prospective teachers respond to social differences they encounter in educational discourse and public schools, identifying three signposts indicative of prospective multicultural educators (desiring change because of identifying with educational inequality, valuing critical pedagogy and multicultural social reconstructivist education, and wanting to understand educational inequality and its causes). Presents data from observations and interviews with three teacher candidates.
  • Improving schools through networks: A new approach to urban school reform.
    Presents data from an evaluation of the Annenberg Challenge in Los Angeles, a reform effort that experimented with school networks as a vehicle for improving schools.
  • Improving Student Perceptions and Academic Performance in the Multiethnic Classroom
    Describes a study that examined the effects of collaborative group learning within a multiethnic classroom at the community college level. Confirms that when community college teachers utilize collaborative learning skills in conjunction with traditional learning skills, academic performance increases and student ethnic perceptions improve.
  • Including Gypsy Travellers in Education
    Examined the educational exclusion and inclusion of Gypsy Traveller students, exploring how some Scottish schools responded to Traveller student culture and how this led to exclusion. Interviews with school staff, Traveller students, and parents indicated that continuing prejudice and harassment promoted inappropriate school placement and persecution.
  • Increasing Multicultural Awareness through Correspondence: A University-School Partnership Project
    This paper describes an e-mail-based correspondence project between 56 pairs of university-school partners: pre-service teachers enrolled in a multicultural education course, and middle school students enrolled in language arts classes in a culturally diverse, economically depressed community. The purpose of the critical action research project was to offer the pre-service teachers an opportunity to interact with students of diverse cultural backgrounds and to offer the middle school students an interesting way to engage in literacy development.
  • Increasing Multicultural Awareness through Teaching the Works of Anzia Yezierska
    Recommends incorporating the works of author Anzia Yezierska into high school and college courses in order to increase students' multicultural awareness and tolerance of diversity. Notes that in five novels and many short stories, she raises cultural, gender, and religious issues still relevant today.
  • Infusing Multicultural Content into the Curriculum for Gifted Students. ERIC Digest #E601
    This brief paper offers an overview of strategies, with practical examples, to infuse multicultural content into the curriculum for gifted students. It proposes a framework for multicultural gifted education based on the four levels or approaches of J.
  • Institutional impacts and organizational issues related to service-learning.
    Identifies issues related to infrastructure and support and possible solutions.
  • Integration of Technology into the Classroom: Case Studies
    This book contains the following case studies on the integration of technology in education.
  • Issues for Citizenship in the Post-14 Curriculum: What Needs To Be Done To Contribute To Raising the Achievement of Ethnic Minority Pupils
    Discusses the new National Curriculum in England in relation to the government's policies aimed at raising academic standards. The new Unified Framework does have the potential to raise the achievement of all students if it is implemented carefully.
  • Jefferson College--Internationalizing the Curriculum: Global Education
    This document presents the results of "Internationalizing the Curriculum," a project designed to enhance the global knowledge and experiences of students and faculty at Jefferson College (Missouri). Specifically, this project encouraged the infusion of international dimensions into selected courses from several disciplines.
  • Language Learners as Ethnographers. Modern Languages in Practice 16
    This book describes a new approach to teaching and learning cultural studies. Borrowing the idea of ethnography from anthropologists, it argues that language students can be taught methods for investigating the cultural and social patterns of interaction and the values and beliefs that account for them.
  • Leadership Academies - Module 1, Building Leadership Teams
    The academies in this module promote inclusive systems and schools by coaching Building Leadership Team members in both leadership skills and team collaboration.
    download the document here .
  • Learning through Community Service in International School Settings
    States that many international schools have taken on the role of being community centers that support families adjusting to life in a foreign country. Describes several community-service programs that are not strictly school-based and that help students and families be aware of the broader community's culture as well as the campus'.
  • Leaving no child behind: Lessons from the Houston independent school district.
    Reports on an October 2000 conference in Houston called "Making the Grade," Descriptions of Houston's accomplishments, and of next steps, implications, and overall experience frame the last section of this report, which discusses the national implications of Houston's reform movement.
  • Local theories of teacher change: The pedagogy of district policies and programs.
    Examines district officials' theories about teacher learning and change, identifying and elaborating three perspectives – behaviorist, situated, and cognitive – based on a study of nine school districts. The behaviorist perspective on teacher learning dominated among the district officials in the study.
  • Mentors in Medicine
    Introduces the Health Sciences and Technology Academy (HSTA) which was created by West Virginia University for secondary school students to address the shortage of minorities pursuing science careers. Aims to improve science and mathematics education and increase the college attendance rate among underrepresented students.
  • Moving Marginalized Students Inside the Lines: Cultural Differences in Classrooms
    Discusses what the author has learned in her job at an elementary school in Northeast Mississippi as liaison between English-speaking school personnel and Spanish-speaking students and parents, most of whom are recent immigrants from Mexico. Discusses what the author learned, through extensive talking and questioning of students and parents, about how cultural differences affect classroom activities and interaction.
  • Multicultural Information Quests: Instant Research Lessons, Grades 5-8
    This book contains multicultural "treasure hunts" designed for use by teachers and librarians working with grades five through eight to: develop students' awareness of cultures other than their own; promote student research that requires using books other than an encyclopedia; provide students with annotated reference lists that may be used for their own research projects; promote research as an educational activity that can be fun; and enhance the curriculum. The reproducible lessons guide young learners in fascinating searches for information on multicultural subjects, including religion and mythology; holidays, customs and folklore; dictionaries and slang; great scientists; food; sports heroes; and literature.
  • Multicultural Literature: Broadening Young Children's Experiences
    This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population.
  • Multicultural Perceptions of 1st-Year Elementary Teachers' Urban, Suburban, and Rural Student Teacher Placements
    Investigated the effects of student teaching in urban, suburban, and rural settings on beginning teachers' attitudes about success, multiculturalism, and interactions with diverse parents. Noted the effect of a program for facilitating school-home relationships and improving urban education.
  • Multicultural Training in Art Therapy: Past, Present, and Future
    Describes the past and current state of multicultural education within the art therapy profession. Models for curriculum and educational delivery are offered along with suggestions for the future development of multiculturalism within the profession.
  • Multiculturalism, Diversity, and African American College Students: Receptive, Yet Skeptical?
    Hypothesized that African American college students with higher racial self-esteem would be more open to diversity and multiculturalism than students with lower racial self-esteem. Surveys indicated that most students valued diversity-oriented courses, though most also believed that diversity courses were biased against African Americans.
  • Multiculutral Aspects of Mathematics Teacher Education Programmes
    Discusses the situations of seven teacher education centers in New Zealand. Assesses the influence of whether and how multicultural perspectives on mathematics teaching have been introduced into these programs.
  • Multimedia Case-Based Support of Experiential Teacher Education: Critical Self Reflection and Dialogue in Multi-Cultural Contexts
    This paper describes a qualitative study exploring the efficacy of using selected multimedia technologies to engage preservice and practicing teachers in critical dialogue. Visual representations, such as 360-degree panoramic views of classrooms hyperlinked to text descriptions, audio clips, and video of learning environments are used as anchor points for discussion and dialogue between preservice teachers, practicing teachers in a local K-12 district, and university faculty.
  • No Pot of Gold at the End of the Rainbow
    By 1993, New York City's multicultural and innovative Children of the Rainbow curriculum had been discontinued and the education chancellor fired. This article examines the curriculum's development and implementation and the controversies surrounding it.
  • Notes from California: An Anthropological Approach to Urban Science Education for Language Minority Families
    Describes a unique and ongoing collaboration involving a team of bilingual/multicultural teacher-educators, preservice teachers, teachers, students, and community members in an urban California elementary school. Uses critical ethnography as a framework and focuses on building an American garden house to show how, by drawing on participants' funds of knowledge, a new kind of multiscience can emerge.
  • On Inclusion and the Other Kids:Here's What Research Shows so Far About Inclusion's Effect on Nondisabled Students.
    Inclusion is receiving lots of attention, both in school districts across the country and in the popular media. Most of that attention is focused on how inclusion affects the students with disabilities.
  • On Infusing Disability Studies into the General Curriculum
    Teachers and administrators are all familiar with the growing movement toward the inclusion of children with disabilities into general education classrooms. Discussions about how to do this, with which children, at what ages, and with what supports and structural reforms are happening in urban school districts across the country.
  • On Reconceptualizing Continuing Professional Development:A Framework for Planning
    Institutions of higher education, districts and state education agencies must create together the strategies, incentives, and options that will promote educators’ learning of the new practices and perspectives that will generally change this core of practice. Meeting such a challenge requires reconceptualizing both staff and professional development for urban districts where significant numbers of teachers are not licensed, where even licensed teachers leave after a few years and where working conditions are often poor and deteriorating.
  • On the Nexus of Race,Disability, and overrepresentation:What Do We Know?Where Do We Go?
    The ethnic overrepresentation of students in special education programs in this country has been a recognized problem for more than 30 years. Simply defined, overrepresentation, or the disproportionate placement of students of a given ethnic group in special education programs, means that the percentage of students from that group in such programs is disproportionally greater than their percentage in the school population as a whole.
  • On Time and How to Get More of It
    Today's schools are striving to meet the challenges of systemic reform and school improvement. It is a big and complicated job.
  • On Transformed, Inclusive Schools: A Framework to Guide Fundamental Change in Urban Schools.
    Presents a model for transforming schools through a systemic change framework.
    Download the document here..
  • On Transition Services for Youth with Disabilities
    Since 1983, the successful transition of youth with disabilities from secondary schools to work, post secondary education, and adult roles has been a major national policy initiative.
    Download the doucment here.
  • On Working Together:Groupwork, Teamwork, and Collaborative Work Among Teachers
    As schools restructure and reform for the 21st Century, educators are being required to work together in more and more ways.
    Download the document here.
  • On...Transformed, Inclusive Schools: A Framework To Guide Fundamental Change in Urban Schools
    This report presents a systemic change framework for creating inclusive urban schools. It explains that if a key feature of reform focuses on multicultural education as a fundamental social and educational transformation, then opportunities for all students to achieve educational equity will be realized in U.S.
  • One-Way Streets of Our Culture
    Presents various definitions of culture and contemplates how much a culture can really be shared by those not born into it. Asserts that, in international education, certain concerns must be raised, including: (1) a truly shared meaning depends upon a shared culture; (2) language plays a key role in understanding and developing a culture; and (3) teachers cannot help but support as well as challenge cultural values.
  • Organizational Learning and School Change
    This article deals with the organizational learning and institutional changes. Authors studied the nature of organizational learning and the leadership practices in Australian high schools.
  • Perceptions of Teachers, Administrators, and Community Members about Returning to a Neighborhood School Structure
    This study investigated the perceptions of selected stakeholders about the impact of returning to a district-wide neighborhood school structure after having been under a federal desegregation mandate (involving busing) since the 1970s. It focuses on data from interviews with African American and white elementary school teachers.
  • Placing "Diverse Voices" at the Center of Teacher Education A Pre-Service Teacher's Conception of "Educacion" and Appeal to Caring
    Presents a case study of the way in which one preservice male teacher of color constructed his drama work with culturally diverse elementary school children. Identifies three key dimensions in his perspective on teaching that center around being a caring teacher who knows his students, balances motivation and discipline, and implements a "real" curriculum in a culturally affirming classroom environment.
  • Preparing English Teachers To Teach Diverse Student Populations: Beliefs, Challenges, Proposals for Change
    Argues a need for in-depth consideration of principles and practices to prepare teachers for classrooms they will face in the future. Notes problems created by the disparity between increasing student diversity and their overwhelmingly white, female English/language arts teachers.
  • Principals of Inclusive schools
    Inclusive schools need principals who are familiar with the research literature and know that inclusive services and supports produce educational benefits for students with and without disabilities, teachers, and families.
    Download the document here .
  • Processes and Outcomes in the European Schools Model of Multilingual Education
    In the European Schools model, linguistically and culturally diverse students receive most of their education in their first language but must learn at least two other languages. Content teaching of other subjects in the target languages and the regular mixing of different language groups promote multilingual proficiency and cultural pluralism at no cost to academic development.
  • Project Bridge: Preparing African-American Teachers To Work with Young Children with Disabilities and Their Families. Final Report
    This final report describes the activities and outcomes of a federally funded project that was designed to prepare African-American students at the graduate level as teachers in Early Childhood Special Education (ECSE), who would be capable of meeting the special education needs of young children with disabilities, ages birth through five, and their families.
  • Project Zenith: Multicultural/Multimedia/Emphasis in Speech-Language Pathology, 1997-2001. Grant Performance Report--Final Report.
    This report discusses the activities and outcomes of Project Zenith, which was designed to recruit two cohorts of bilingual graduate students to complete a graduate program with specialized skills in the diagnosis and treatment of communicative disorders in multicultural populations in the public schools. Included in the specialized training is coursework in bilingual and alternative assessment, instructional technology, and a clinical practicum.
  • QCA and the Politics of Multicultural Education
    Suggests that Britain's QCA (Qualifications and Curriculum Authority) has not taken responsibility for an anti-racist approach to curriculum or pedagogy. Instead, this has been left to individuals and local authorities.
  • Race, Culture, and Intelligence: An Interview with Asa G. Hilliard III
    Hilliard, a professor and expert on African culture, speaks about the racial and cultural bias of standardized tests, multiculturalism, the concept of race, Afrocentric teaching, Ebonics, recruiting and retaining African-American teachers, and the future classroom. (SK).
  • Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism. A Volume in Language, Literacy, and Learning
    The 17 chapters in this collection of papers include: (1) "Frameworks for Understanding Multicultural Literacies" (Georgia Earnest Garcia and Arlette Ingram Sillis); (2) "Multicultural Belief: A Global or Domain-Specific Construct? An Analysis of Four Case Studies" (Jyotsna Pattnaik); (3) "Monocultural Literacy: The Power of Print, Pedagogy, and Epistemological Blindness" (Dawnene D. Hammerberg and Carl Grant); (4) "Liberating Literacy" (Margaret C.
  • Reinvented inclusive schools: A framework to guide fundamental change
    This report presents a systemic change framework for creating inclusive urban schools. It explains that if a key feature of reform focuses on multicultural education as a fundamental social and educational transformation, then opportunities for all students to achieve educational equity will be realized in U.S.
  • Renewed IDEA Targets Minority Overrepresentation.
    The article reports that the reauthorized Individuals with Disabilities in Education Act will attempt to eliminate one of the longest-running problems in special education: the overrepresentation of minority students. The Schott Foundation for Public Education recently released a report on education and black males that showed black students accounted for 72 percent of the total number of students with mental retardation classifications in Chicago's public schools, while black students accounted for 52 percent of overall enrollment.
  • Response to Rosa Hernandez Sheets' Review of "Race and Culture."
    Responds to an essay that examined the role of whites in multicultural education, reviewed three books, and discussed the role of racial/cultural identity in teaching and learning. Notes that the essay is sometimes at odds with facts found in one of the books it reviews, suggesting that the essay helps perpetuate the inadequacy of white teachers teaching diverse students.
  • Revista de Investigacion Educativa, 2000 (Journal of Educational Research, 2000)
    Articles in this volume focus on the following: teacher evaluation and quality management in education; steps toward a comprehensive and systematic staff evaluation; opinions of university students on teaching methods at science faculties; design of a scale to assess the ability to jump for the use in elementary school physical education; effects of age and gender differences in student-teacher relationships in an interactive cognitive-behavioral study designed to improve self-esteem; evaluation of a counseling program of prisoners for the reintegration into the workforce; statistical models to establish determining factors for choosing a university career and performance during the first year of teacher training; self-concept, self-esteem, and academic performance of students during the 4th year of Obligatory Secondary Education (Educacion Secundaria Educativo--E.S.O.); initial training of Secondary Education teachers. Current situation and outlook; methodology for teaching mathematics through problem solving: An evaluative study; and analysis and validation of a scale for measuring explorative behavior; evaluation of educational programs; evaluation of social programs; design and sub-designs in program evaluation; validity in program evaluation; data analysis in the evaluation of educational programs; optimizing the assessment of program evaluation; survey sampling and its problems in institutional program evaluations; evaluation and improvement of teaching at the university; evaluation of teaching by students within the National Plan of Evaluation of the Quality of the Universities; construction of an assessment instrument; evaluations of university training programs in a European and American framework; new trends in the evaluation of multicultural education programs; evaluation of computerized programs; evaluation of professional and continued education; evaluation of programs for the education of highly gifted students; evaluation of programs for high ability students; evaluation of special education programs for children with mental disorders; evaluation of programs focusing on children with disabilities.
  • Safeguarding Our Children: An Action Guide
    On April 28, 2000, the U.S. Department of Education and Department of Justice released a new jointly developed Action Guide to help schools and communities prevent school violence.
  • School District and Instructional Renewal.
    Volume shows how school districts can and do make essential contributions to the renewal and enhancement of American education.
  • School Violence and Disruption: Rhetoric, Reality, and Reasonable Balance
    This article examines issues related to school violence and disruption. It discusses the sociocultural context within which school violence occurs, balancing educational rights within an orderly school environment, and the role of students with disabilities in school suspensions.
  • Schools on move : Stories of Urban Schools Engaged in Inclusive Journeys of Change(Kepner Middle School in Denver, Colorado)
    This story depicts school in the midst of exciting changes and renewal. Through the voices of parents, students, teachers, and administrators, this School on the Move is making fundamental and enduring changes in the work of schools and in the results that such changes make in the lives of children and youth.
  • Schools on move: Stories of Urban Schools Engaged in Inclusive Journeys of Change(Benito Martinez Elementary, El Paso, TX) .
    The Office of Special Education Programs (OSEP), U.S. Department of Education, funds the National Institute for Urban School Improvement to facilitate the unification of current general and special education reform efforts as these are implemented in the nation’s urban school districts.
  • Schools on move: Stories of Urban Schools Engaged in Inclusive Journeys of Change(JC Nalle Elementary School in Washington, DC).
    This story depicts a school in the midst of exciting changes and renewal. Through the voices of parents, students, teachers, and administrators, this School on the Move is making fundamental and enduring changes in the work of schools and in the results that such changes make in the lives of children and youth.
  • Secondary Schools in a New Millennium: Demographic Certainties, Social Realities
    This report examines the demographic trends, social realities, and complexities that can potentially transform American secondary schools. It describes the nature of diversity in the world and nation and between and within states and school districts.
  • Service-Learning for Multicultural Teaching Competency: Insights from the Literature for Teacher Educators
    Examined the literature to answer: (1) "What outcomes have resulted from preservice teachers' involvement in service-learning activities in diverse community settings?" and (2) "What challenges exist to enhance their multicultural teaching competencies through service-learning?" Summarizes three challenges (e.g., the resiliency of preservice teachers' negative attitudes toward children and families of color; service-learning activities that emphasize charity, not social change); and offers recommendations for addressing them. (EV).
  • Shaping Teachers' Minds: Reflections on Cultural Discourse
    This paper highlights certain cultural models that have been effective in swaying culturally inexperienced teachers to reflect upon their attitudes and biases toward culture and literacy. It presents the actual reflections of student teachers as they respond to learning about cultural models of learning and discourse that may differ from their own.
  • Sources of leadership for inclusive education: Creating schools for all children.
    Study examined leadership for inclusion in three schools according to leadership functions. Found that multiple people in the schools from parents, paras, and teachers contributed leadership for the success of the program.
  • Special and Gifted Education and the Legacy of "Plessy v. Ferguson."
    Students enrolled in regular, special, or gifted education have much to offer society and should not be consigned to the quarantines of separate schooling, as in the case of "Plessy." Older tracking and assessment models have outlived their usefulness within the current context of a multicultural society. (Contains 20 references.) (MLH).
  • Storytelling for Young Children in a Multicultural World
    Advocates storytelling as a powerful resource to promote an understanding of racial and ethnic diversity. Addresses issues of selection criteria including elements of character development, prejudice reduction, authority and authorship, and language.
  • Student Diversity, Choice, and School Improvement
    This book examines research about trends affecting public school diversity, improvement, and choice. It finds that schools with socioeconomically and racially diversified student bodies are more effective learning communities than schools that are poverty-concentrated and racially homogenous; public school choice implemented via the controlled choice method of student assignment, with enrollment fairness guidelines for schools in student attendance zones consisting of pluralistic populations and several school sites equitably available to all zone residents, is the best way to achieve diversified student bodies; and whole school change with a focused curriculum for all is a more effective learning environment than magnet school attractor programs within schools that are not available to all students.
  • Student Experiences with Multicultural and Diversity Education
    Investigates student learning experiences in courses with multicultural and diversity content and finds that community college students desire this kind of course content. Students want to learn more about diversity than what frequently is associated with "culture." Information concerning gender, sexual orientation, ageism, classism, and disabilities should be infused into college curricula.
  • Sustaining change: The answers are blowing in the wind.
    Brings educators up to speed on staff development, support, adult learning time, and reducing fragmentation and overload.
  • Teacher Education and the Cultural Imagination: Autobiography, Conversation, and Narrative
    This book argues for the importance of addressing the role of culture in the lives of student teachers. It explains how passionate dialogue in small groups about multicultural literature and autobiography can transform teachers' lives and practice, arguing for a broad and intellectual, yet practical and concrete, vision of teacher development in which teachers not only begin to explore issues of race and class, gender and culture, but also themselves as thinkers and articulate voices.
  • Teacher Education: Preparing Teachers for Diversity
    This qualitative case study documents how one student teacher was able to enrich her understanding of what it means to work in a multicultural environment. The study examined what the student teacher considered to be culturally responsive teaching and how she described culturally responsive teaching.
  • Teacher Quality: Excellence
    Teacher quality is at the top of the education policy agenda touching off heated debates not only among educators and parents but government agencies, business and industry, and private foundations and organizations as well. Issues being debated include teacher pay and incentives, school staffing and autonomy, improved teacher preparation from universities, and induction and mentoring of new teachers into the profession.
  • Teachers, Growth, and Convergence
    This paper examines the role of individual instruction and teacher quality in determining economic growth and convergence across school districts. The model shows that if teacher quality is more important for human capital accumulation than individual instruction, human capital convergence will occur between two school districts.
  • Teaching Asian American Students
    Uses data from interviews with parents of Asian American students, observations, and literature reviews to identify cultural and language issues that must be considered in teaching this population. The paper discusses the history of Asian immigrants, attitudes toward education among Asians, the relationship between teaching styles and Asian culture, and suggestions for teachers working with Asian American students.
  • Teaching with Picture Books in the Middle School
    Arguing that picture books have much to offer students in the upper grades (including middle school and even high school students), this book discusses using picture books to stimulate students' thinking in a variety of topic areas.
  • The Challenge of Educating English Language Learners in Rural Areas
    Rural school districts are experiencing an influx of language minority students. Rural communities generally have little experience with people from other cultures and have fewer resources and bilingual people.
  • The Comprehensive Support Model for Culturally Diverse Exceptional Learners: Intervention in an Age of Change
    This article discusses how students, teachers, families, communities, and government can work together using the Comprehensive Support Model (CSM) as an intervention for culturally diverse learners with exceptionalities. Embedded in the discussion are cases that illustrate functions of CSM.
  • The Experiences of Adult Undergraduate Students--What Shapes Their Learning?
    The Model of College Outcomes for Adults explains why adults might do as well as traditional students, despite limited participation and involvement in traditional residential learning experiences.
  • The Global Student
    States that there is increased demand from employers for graduates to have greater international knowledge. Reports that the California Community College's Chancellor's Office is currently underwriting the Global Education Network (GEN), a group of initiatives to include intercultural perspectives into the community college curricula.
  • The impact of organization on the performance of nine school systems: Lessons for California.
    Study of nine school districts with different models of management.Three are top-down (U-Form); three are totally decentralized (all Catholic, known as H-form); and three are "in-between" (M-form). Concludes that M-form school districts (Seattle, Edmonton, and Houston) have better student achievement.
  • The Need for Interracial Storybooks in Effective Multicultural Classrooms
    Discusses the importance of including interracial storybooks in today's diverse classrooms, explaining the benefits of using such literature (e.g., building a sound personal identity for children with mixed ancestors, promoting knowledge and skills for a global society, and developing an appreciation for diversity). Reviews eight books with stories about interracial families for elementary school students.
  • The Relationship between Racial Identity Development and Multicultural Counseling Competency
    Incoming doctoral students (n=65 European Americans; n=22 People of Color) completed a battery of tests considering the relationship between racial identity development and multicultural counseling competency. Analysis determined that more advanced levels of racial identity development generally correlated with higher levels of multicultural counseling competency, greater amounts of prior multicultural training, and higher self-reported ratings of overall counseling competency.
  • The return of large-scale reform.
    Reviews three "types" of large-scale reforms and the emerging lessons being learned. Whole school district reform involving all schools in a district; whole school reform in which hundreds of schools attempt to implement particular models of change, and; state or national initiatives in which all or most of the schools in the state are involved.
  • The Role of Education in Preventing Ethnic Conflicts: The Case of Roma in the Czech Republic. GSFI Occasional Paper
    This paper discusses conflicts between Romani minority people and the dominant majority in the Czech Republic, suggesting solutions based on improvements in teacher education. Chapter 1 outlines the situation of the Romani minority in the Czech Republic, highlighting the main factors that influence the negative relationship between the two groups.
  • The role of the district: Professional learning and district reform.
    Three-year study examined how four school districts (two American and two Canadian) organized, managed and pushed for professional development as a broader district level reform strategy to improve teaching and learning.
  • The Transformation of the Teachers' Role at the End of the Twentieth Century: New Challenges for the Future
    Rapid global changes have transformed education for the elite into mass education, resulting in the following: new teacher responsibilities, less educational activity by families, mass media access to learning, multicultural education models, change in the social worth of education and status of teachers, fewer resources for education, decline of authority and discipline, and teacher overload. (SK).
  • Three school districts recognized.
    Presents three award-winning school districts that have successfully used proactive community relations programs in keeping positive impressions in front of the public. Profiles are provided along with summarized program descriptions.
  • Training Urban School Counselors and Psychologists To Work with Culturally, Linguistically, Urban, and Ethnically Diverse Populations
    Discusses the need to train urban school counselors and psychologists to address the needs of culturally, linguistically, urban, and ethnically diverse (CLUE) students, proposing a major CLUE philosophy training program to be incorporated into the existing degree sequence. Notes major competencies needed for multicultural training and presents key readings to help students and professionals familiarize themselves with the competencies.
  • Transforming Cultural Competence into Cross-cultural Efficacy in Women's Health Education
    Discusses the importance of changing cross cultural competence to cross cultural efficacy in the context of addressing health care needs, including those of women. Explores why cross cultural education needs to expand the objectives of women's health education to go beyond traditional values and emphasizes the importance of training for real-world situations.
  • Trends & Issues in Secondary English, 2000 Edition
    This publication contains journal essays and book chapters (from publications of the National Council of Teachers of English) dealing with trends and issues in secondary English education.
  • Uncovering Hidden Stories: Pre-Service Teachers Explore Cultural Connections
    Describes assignments which were originally developed as part of an action research project investigating how students' classroom experiences might inform their previously held ideas of various cultural groups. Explains an activity in which students tell a story about themselves.
  • Understanding Culture
    Understanding culture is critical for educators because our individual cultural orientation is present in every interaction. Too often, we make assumptions about a person?s beliefs or behaviors based on a single cultural indicator, particularly race1 or ethnicity, when in reality, our cultural identities are a complex weave of all the cultural groups we belong to that influence our values, beliefs, and behaviors.
  • Urban Teacher's Views on areas of need for k-12/university collaboration.
    Examined urban teacher's and site administrator's attitudes about problems and needs in culturally and linguistically diverse urban classrooms, investigating teacher's beliefs about the most pressing needs for school-university collaborations in education. Using data from teacher surveys, representative from the university and school district worked to develop a community education partnership that addressed the listed needs.
  • Using emerging technologies to help bridge the gap between university theory and classroom practice: challenges and successes.
    Describes the challenges that the authors faced as they integrated a web-supported professional development system into elementary science methods courses. Provides recommendations concerning the implementation of a web-based professional development system into elementary methods science courses and describes what appear to be successful strategies for fostering a collaborative atmosphere between teacher educators, pre-service teachers, and in-service teachers.
  • Visions of change: information technology, education and postmodernism
    This article examines the impact of postmodernism on education in Great Britain. Authors discussed the postmodernist change; effects of the introduction of information technology on education; contrast visions of educational change; impact of educational change on the society.
  • Voices of Varied Racial Ethnicities Enrolled in Multicultural/Antiracist Education Computer and Telecommunication Courses: Protocols for Multicultural Technology Education Reform
    Two case studies involving graduate education majors illustrate how multicultural/antiracist education and computer-mediated communication can interact successfully and further broaden cultural sensitivity in technology through diverse perceptions and contributions. Facilitating factors included theory-to-practice concepts, Internet dialogue, and student/teacher interactions.
  • White Teachers at the Crossroads
    Two multicultural educators discuss how white teachers can help dismantle a legacy of racial domination and injustice. One describes the role for white teachers in multicultural education and their need to address issues of white privilege.
  • Why are so many minority students in special education? Understanding race & disability in schools
    Scholars have discussed the overrepresentation of minority students in special education programs for high-incidence disability categories since long before the first federal law P. L.
  • Why Do Some Curricular Challenges Work while Others Do Not? The Case of Three Afrocentric Challenges
    Compares three cases in Atlanta, GA, New York state, and Washington, DC, in which advocates fought to have an Afrocentric curriculum implemented in public schools' social studies and history classes. Examines the influences of six local organizational factors on the proposed curricular changes.
  • Working with urban schools that serve predominantly minority students.
    Discusses how the Los Angeles Trade Technical College and the Los Angeles Unified School District have collaborated in several ways to help ethnically diverse, urban school children prepare for and make the transition to college. Document describes collaboration details, including customized academic and vocational partnerships, outreach efforts and college instruction activities.
  • Write Me In: Inclusive Texts in the Primary Classroom
    As much as any society of people, Australians represent themselves as equals. Yet few Australians are able to fit the widely circulated myths about what is normal, valuable, and desirable in their society.