NIUSI

part of the Education Reform Networks

Culture of Change and Improvement

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• "Passing Through" a Western-Democratic Teacher Education: The Case of Israeli Arab Teachers
  Data from Jewish and Arab Israeli students and teachers illustrate how Arabs, educated in the Arab cultural context, "pass through" a western-oriented teacher education program, then return to teach in their own culture. Changes in Arab student teachers' beliefs, attitudes, and knowledge applications are traced as they make sense of knowledge presented in the program and construct bodies of knowledge along the path toward teaching in Arab communities.
• "There Is No Way To Prepare for This:" Teaching in First Nations Schools in Northern Ontario--Issues and Concerns
  A qualitative study examined the experiences of 10 mostly inexperienced, female teachers working in two isolated Native communities in northern Ontario. Findings focus on teachers' uncertainties about appropriate pedagogical goals, the relationship of teachers to First Nations communities, living in the North, cross-cultural and multicultural teaching, and teaching English as a second language.
• (Dis)Integrating Multiculturalism with Technology
  Examines whether K-12 teachers are prepared to use technology in innovative and effective ways to authentically present multicultural education, examining the potential inability of teachers to provide an authentic version of multicultural education in the presence of technology as both an individual decision and as the result of generally underconceptualized teacher preparation in the instruction of multicultural education. (SM).
• 10 Things Any School Can Do to Build Parent Involvement?. Plus 5 Great Ways to Fail!
  Getting parents involved in their children's education is not just a 'nice idea' .Schools can't do their job without parents' help. This article gives ideas for parent involvement work: in any school .
• A Faceless Bureaucrat Ponders Special Education, Disability, and White Privilege
  The first part of this article critiques categorical approaches to special education, overrepresentation of minority children in special education, inclusion and exclusion, and white privilege. The second part of the article describes the potential of multicultural education, transformation, and participatory leadership approaches to address the issues raised in the critique.
• A Good Start: A Progressive, Transactional Approach to Diversity in Pre-service Teacher Education
  A study examined what three English-as-second-language preservice teachers learned in a progressive, transactional methods course about teaching culturally and linguistically diverse children. Although the course did not instill the deep cross-cultural understanding necessary for bicultural competence, it did cultivate the student teachers' desire to value and respect other cultures.
• A Systematic Examination of School Improvement Activities That Include Special Education.
  Includes a reliable and valid method to (a) systematically describe and assess the school improvement process and (b) examine its relationship to special education by including in the investigation programs for students with emotional disturbance.
• A web of support: The role of districts in urban middle-grades reform.
  Report by the Academy for Educational Development (AED), presents information and strategies for implementing reform efforts in middle-grades schools; in particular, it draws on the perspectives and experiences of 50 district administrators from 35 urban districts who participated in the Urban Middle-Grades Reform Network.
• A World of Difference: Readings on Teaching Young Children in a Diverse Society
  As teachers encounter a wider variety of children and families than ever before, dealing with all the differences can be demanding. This book provides a collection of 45 readings reflecting the strong, continuing current of thoughtful work on teaching young children in a diverse society to help teachers and prospective teachers respond to the challenges and opportunities posed by classroom diversity.
• Adult Basic Skills: Developing a Local Action Plan.
  This document presents advice from the United Kingdom's Basic Skills Agency regarding developing local action plans.
• Adult Role Models: Needed Voices for Adolescents, Multiculturalism, Diversity, and Race Relations
  Examines parents', teachers', and administrators' beliefs about positive race relations and multiculturalism. Interview data indicate that parents and school role models are working to model acceptance of all cultures, and they understand that contacts and interactions with people of all races are necessary to make children better persons, lessening prejudice and biases not suitable in a diversified society.
• Agile Learning, New Media, and Technological Infusement at a New University: Serving Underrepresented Students. JSRI Occasional Paper
  The California State University system faces an increase of 100,000 students by 2010, the majority of whom will be Latino. Fundamental restructuring is necessary to accommodate this change, and the new California State University, Monterey Bay (CSUMB) may provide a model.
• Already Reading Texts and Contexts: Multicultural Literature in a Predominantly White Rural Community
  Examines how the inclusion of multicultural texts played out in one predominantly white rural community, focusing on repercussions of a key event that set off conflict in the community and describing how various interpretations of this event haped teachers' and community members' beliefs about the selection, interpretation, and teaching of multicultural literature. (SM).
• America Reads Challenge: Tutors to Teachers
  Investigated how the America Reads Challenge might help recruit tutors to the teaching profession. Focus groups and surveys of college tutors in urban settings indicated that they enjoyed the experience and believed it increased and confirmed their desire to teach.
• Anti-Bias Teaching To Address Cultural Diversity
  Multiculturalism must be integrated into classrooms and the curriculum, and it must be all-encompassing, taught through formal lessons and modeled and demonstrated at all times. Describes how teachers can create an anti-bias curriculum and promote a multicultural or anti-bias classroom.
• Art Becomes the Fourth R
  In an era where students design web sites and integrate video, graphics, and animation into their presentations, art is becoming the new literacy. Art education promotes self-expression, cognitive and attitudinal improvement, multicultural awareness, and personal growth.
• At the end of the day: Lessons learned in inclusive classrooms.
  Uses eight case studies featuring children with varying disabilities—from preschool to high school—that show how including them in the classroom affects families, teachers, and other students. Enables educators to evaluate different methods for inclusion.
• Becoming Successful Readers: A Volunteer Tutoring Program for Culturally Diverse Students
  A study examined how culturally diverse students increased their reading/writing performance through a structured volunteer tutoring program. Two university professors developed volunteer tutoring programs at six elementary schools in southeastern Michigan.
• Bilingual School Teachers' Cultural Mission and Practices in Alberta Before 1940
  Explores how bilingual school teachers in the past (1934-39) in Alberta (Canada) responded to competing Francophone and Anglophone ideological cultural reproduction discourses in their curriculum practices. Studies how the exercise of power can influence teachers' decisions to either give legitimacy or resist reproducing in their classrooms certain forms of knowledge and cultural orientations.
• Biliteracy for a Global Society: An Idea Book on Dual Language Education
  This document asserts that dual language education is a program that has the potential to promote the multilingual and multicultural competencies necessary for the new global business job market while eradicating the significant achievement gap between language majority and language minority students. The appeal of dual language programs is that they combine successful educational models in an integrated classroom composed of both language majority and language minority students, with the goals of bilingualism and biliteracy, academic excellence for both groups, and multicultural competencies.
• Breaking Racial Stereotypes by Reconstructing Multicultural Education
  Racial stereotypes and discrimination have destroyed many bright futures by limiting the possibilities of people of color in America. Describes two initiatives that can be implemented in schools in order to help destroy negative images of race and reconstruct a more healthy foundation to build on: multiculturalism across the curriculum and multicultural awareness inservices for teachers.
• Capitalizing on Leadership in Rural Special Education: Making a Difference for Children and Families. Conference Proceedings (Alexandria, Virginia, March 16-18, 2000)
  This proceedings contains 57 presentations and presentation summaries concerned with rural special education. The papers are arranged in 11 sections: impacting governmental policy, at risk, collaborative education models, early childhood education, gifted, multicultural, parents and families, preservice and inservice teacher education, technology, transition, and other.
• Caught in the middle: District administrators' experiences in comprehensive school reform.
  Attempts to address a paradox of education reform – that both "more school autonomy and greater central office coordination are necessary" by both reviewing the literature on the district role in supporting school-based change and by drawing on data from an evaluation of the pseudonymous Riverside Public Schools' experience implementing comprehensive school reform.
• Changing Higher Education Curricula for a Global and Multicultural World
  Outlines a framework for changing curricula in higher education in order to prepare students to succeed in a culturally diverse, globally interdependent world. The framework components include focused and infused curriculum changes, increase expertise of a diverse and international faculty, linkages with other universities and organizations, and recruitment of diverse and international students.
• Changing What Is Taught: Hearing the Voices of the Underrepresented
  In 1991, policy makers at Florida State University made the decision to require all students to take multicultural courses to fulfill general education requirements. This article provides insights into the challenges that institutional policy makers face as they seek to change the curriculum to include the voices of those previously underrepresented.
• Child Development in the Context of Multicultural Pre-School Education
  This study examined the impact of a multicultural preschool curriculum in Slovenia on preschool children's sensitization to cultural differences and understanding of themselves, others, and different cultures. The curriculum was implemented for a 1-month period for 6.6- to 7-year-olds.
• Classroom and Curriculum Accommodations for Native American Students
  This article explores culture-specific approaches to enhance the classroom and curriculum of Native American students and to improve their academic performance, social understanding, and acceptance by peers. It considers educational goals for these students, characteristics of Native American learners, and teaching strategies.
• Collaborative reform and other improbable dreams: The challenges of professional development schools
  This book discusses a 10-year process of teacher education reform at a major public research university (The Ohio State University) and the challenges that ensued. The thirteen Professional Development Schools (PDSs) described are diverse yet they share a focus on school/university collaboration, reform in teacher education, professional development, and inquiry.
• Community Leadership in a Pluralistic Society
  Describes the characteristics of effective leadership and leaders, observing that good leadership entails the judicious balancing of stability and change, the incorporation of diverse opinions including those of subordinate as well as dominant individuals and groups, and the ability to learn from school discord and failure. Asserts that good leaders are people who live in, between, and beyond their indigenous groups.
• Comparing PDS and campus-based pre-service teacher preparation: Is PDS-based preparation really better?
  Reports on a 2-year study comparing the lesson planning, teaching effectiveness, post lesson reflectivity, and content retention of professional teaching knowledge for teachers prepared at a PDS or campus-based program. During the 1st year of teaching, PDS-prepared teachers scored significantly higher than campus-prepared teachers on teaching effectiveness.
• Complements or Conflicts: Conceptions of Discussion and Multicultural Literature in a Teachers-as-Readers Discussion Group
  Examines effectiveness of a teachers-as-readers discussion group in (1) suggesting how teachers can use multicultural literature to foster an ethical respect for others and (2) engaging teachers in conversations about multicultural literature that challenge prevailing patterns of school literature discussions. Suggests success of the second aim may have come at the cost of the first aim.
• Conducting Focus Groups to Develop a Comprehensive School Portrait
  Focus groups are an effective means of collecting qualitative information that can be used to guide improvement planning and efforts. Building Leadership Teams can use focus groups to find out almost anything about the climate, day-to-day operations, and individual perceptions of the school.
• Contradictions and control in systemic reform: The ascendancy of the central office under Children Achieving.
  Describes the implementation of Children Achieving, Philadelphia's systemic reform initiative of 1995-2000, from the central office perspective. Identifies key beliefs and assumptions underlying the theory of action of the reform and describes how an initial emphasis on decentralization gave way to more central office prescription over the course of the reform.
• Cooperative Learning: Effective Approach to a Multicultural Society
  Tension and anxiety are prevalent among students from different ethnic and cultural backgrounds. With the rapidly changing population demographics of the United States and the significant growth of diverse multicultural groups, schools and professionals are being challenged as to how to provide the best comprehensive education to their increasingly diverse student populations.
• Crafting Multicultural Science Education with Preservice Teachers through Service-learning
  Explores community service-learning as one way to address the multicultural dimensions of preservice science education. Provides background information on multicultural science education and the use of service learning.
• Critical Issues in School Reform: A Community of Learners: Souhegan High School
  These Workshops combine video clips recorded in real classrooms with useful suggestions and lively discussion by practicing teachers and content experts.
• Critical Issues in School Reform: Baltimoreans United in Leadership Development
  These Workshops combine video clips recorded in real classrooms with useful suggestions and lively discussion by practicing teachers and content experts".
• Critical Issues in School Reform: Making Teaching Public: Pasadena High School
  These Workshops combine video clips recorded in real classrooms with useful suggestions and lively discussion by practicing teachers and content experts.
• Critical Issues in School Reform: The Pattonville District
  These Workshops combine video clips recorded in real classrooms with useful suggestions and lively discussion by practicing teachers and content experts.
• Critical Issues in School Reform:Looking at Student Work: A Window into the Classroom
  These Workshops combine video clips recorded in real classrooms with useful suggestions and lively discussion by practicing teachers and content experts.
• Critical Issues in School Reform:Reflecting of Teaching Practice- Part 1 ( Mathematics )
  These Workshops combine video clips recorded in real classrooms with useful suggestions and lively discussion by practicing teachers and content experts.
• Critical Issues in School Reform:Reflecting of Teaching Practice- Part 2 ( Science)
  These Workshops combine video clips recorded in real classrooms with useful suggestions and lively discussion by practicing teachers and content experts".
• Critical Issues in School Reform:The Patrick O'Hearn School
  These Workshops combine video clips recorded in real classrooms with useful suggestions and lively discussion by practicing teachers and content experts.
• Critical Issues in Social Studies Research for the 21st Century. Research in Social Education Series
  Social studies is a field struggling to reconcile multiple and, at times, conflicting rationales. The beginning of a century is an appropriate time to reflect on the condition of social studies and to question where the world has been and where it is going.
• Critical Pedagogy in Deaf Education: Teachers' Reflections on Implementing ASL/English Bilingual Methodology and Language Assessment for Deaf Learners. Year 4 Report (2000-2001). USDLC Star Schools Project Report
  The Star School staff of the Engaged Learners project at the New Mexico School for the Deaf in Santa Fe has completed its fourth year of a 5-year federally-funded program. This project aims to improve language-teaching practices of teachers who work with learners who are deaf by providing training in current bilingual theories and pedagogical techniques, including Engaged Learning practices, through a convergence of Internet, Web, and distance learning technologies.
• Critical Pedagogy: Translation for Education that Is Multicultural
  Examined the translation of multicultural learning activities in a college classroom into critical pedagogy in public school classrooms. Practicing teachers enrolled in the course completed interviews and surveys.
• Culture, Identity, and Curriculum
  Describes a curriculum transformation project at Ohio's Mount Union College (a predominantly white school) designed to help faculty members restructure their courses to reflect a multicultural approach and provide information to help students work in diverse settings. A yearlong workshop teaches educators to make multicultural issues central, rather than superficial add-ons.
• Data mining with a mission.
  Article discusses issues concerning data-driven decision making in the school setting. A key aspect of data-driven decision making involves looking at information over an extended period of time.
• Designing personalized learning for every student.
  Proposes a systemic change framework that structures change efforts at district, school, and classroom levels.
• Determining Policy support for Inclusive schools
  This document was designed to help teams of policy-makers, practitioners, and advocates implement inclusive practices. There are six sections in this guide, each representing a policy area.
• Developing Multicultural Counseling Competence through the Use of Portfolios
  This paper investigates the ability of portfolios to stimulate the acquisition of multicultural counseling competence within counselors-in-training. It also compares the efficacy of portfolios to case formulation, another method of competence development.
• Developing Multicultural Counseling Competencies through Experiential Learning
  This article focuses on experiential learning as a teaching and learning methodology to increase students' multicultural counseling competencies. Outlines ethical and practical suggestions for using experiential learning in multicultural counseling curriculum.
• Developing Reading-Writing Connections: Strategies from "The Reading Teacher."
  Using literature in the classroom yields rewards. Literature for children is being recognized as increasingly important in children's literacy development.
• Developing Teaching for Tolerance Programs in Central and Eastern Europe
  Polish society, characterized by closed attitudes toward religious minorities, is poorly prepared for contact with other cultures, yet postcommunist Poland is becoming increasingly heterogeneous. Intercultural education infused throughout the curriculum would help children learn tolerance.
• Directory of TRIO Programs, 2000-2001.
  The institutions and agencies in this directory sponsor federally funded TRIO programs that enable students from low-income families to enter college and graduate. The TRIO programs (originally only a "trio" of programs) include Talent Search, Student Support Services, Upward Bound, Upward Bound Math and Science, Veterans Upward Bound, Educational Opportunity Centers, and the Ronald E.
• Dismantling the Digital Divide: A Multicultural Education Framework
  Describes inequities in access to computers by gender and race, drawing connections between the two and discussing the use of a multicultural education approach to understanding and eliminating the digital divide. This involves such actions as critiquing technology-related inequities in the context of larger educational and social inequities, broadening the significance of access, and confronting capitalist propaganda.
• Diversity Education in Administrator Training: Preparation for the 21st Century
  This article investigates the impact and necessity of multicultural training in administrator-preparation programs, and the extent to which administrators can ensure that teachers honor diversity. The importance of the quality of the administrator's training is emphasized.
• Diversity Initiatives in Higher Education
  Describes university intergroup dialogue programs, which bring together diverse students to discuss issues related to their diversity and develop comfort with and skills for discourse on difficult topics. Examines their basic tenets, themes, and variations.
• Diversity Initiatives in Higher Education: A Case Study of Multicultural Organizational Development through the Lens of Religion, Spirituality, Faith, and Secular Inclusion
  Presents a case study of the University of Maryland Office of Human Relations Programs' (OHRP) efforts to confront Christian privilege and build a religiously, spiritually, faith-based, and secularly inclusive community campus-wide. Highlights four stages: rifts and tensions, reconnecting, reconceptualization, and realization.
• Diversity Initiatives in Higher Education: Intergroup Dialogue Program Student Outcomes and Implications for Campus Radical Climate. A Case Study
  Explored the cognitive and affective outcomes of participating in the University of Maryland's Intergroup Dialogue Program to promote social justice among diverse students. Post-program interviews indicated that many students had changed perceptions of self and society after the program.
• Diversity Training. Myths and Realities No. 13
  Certain myths cause some people to fear or resist diversity training; other myths overstate its outcomes and effectiveness. Many workers--white males in particular--fear that in the rush for a more diverse workplace, they will lose out.
• Early Childhood Education in Azerbaijan
  Describes the Early Learning Childhood Center in Azerbaijan's capital city. Focuses on the goals of the program; its initial development; staff ratios, compensation, and teacher training; curriculum; cultural challenges and compromise; and relationships with parents.
• Early Years and Race Equality: Possibilities and Limits for Race Equality Work
  Notes the importance of moving to an antiracist approach in education, identifying early learning goals and exploring possible antiracist activities (taking seriously all forms of name-calling, using Persona Dolls to help children confront racism, and taking a strategic approach to addressing racism). Stresses the need for creating policies for equality that include policy statements, implementation programs, and monitoring mechanisms.
• Educating Culturally Responsive Teachers: A Coherent Approach. SUNY Series, Teacher Preparation and Development
  This book examines what is needed to accomplish the task of staffing U.S. schools with culturally responsive teachers, discussing the specific elements of teacher education programs needed for the country's diverse public schools.
• Education Issues in Rural Schools of America
  To have an impact on rural schools and communities, education researchers and reformers must stop approaching rural issues from an urban perspective, adopt a perspective that values rurality, and address issues specific to the rural context. Rural schools have contributed to the depletion of rural communities by focusing on individual mobility and prosperity rather than the public good.
• Educational Research in Europe. Yearbook 2000
  The first Yearbook of the European Educational Research Association (EERA) is based on a selection of texts presented at the EERA annual meeting in 1999, which took place in Lahti, Finland. It is intended to be part of the development of a European conversation about educational research.
• Educational Technology and the Diverse Classroom
  Describes how thoughtful, creative technology use in the classroom can encourage development in diverse students, explaining that the key to effective computer use within culturally diverse classrooms remains with the teacher. The paper discusses how to understand diversity and reach out to all students; describes how technology can enhance minority students' learning; and explains cultural responsiveness in using technology.
• Effective classrooms: Teacher behaviors that produce high student achievement
  Shows that the most important factor affecting student learning is the teacher.
• Equity Issues in the Academy: An Afro-Canadian Woman's Perspective
  Contends that the Canadian academy perpetuates dominant staffing of teaching and administrative positions with white males, marginalization of minorities, resistance to reflecting non-white values and experiences in education, and diminished expectations for minority students. The Canadian academy can become a site of empowerment and equity for all if it realistically confronts issues of bias and challenges white privilege.
• Evaluation of the Information, Communication and Technology Capabilities and E-Learning
  This study from the University of North London examines diversified support and relevance to improve instruction and reduce dropout rates for multicultural students. Discusses the use of information and communication technology to provide online student support; virtual integration of the curriculum; individual learning styles; and Web sites.
• Examining the Relationship among Opportunity, Inclusion, and Choice
  Describes the multicultural language practices used at Western Hills Elementary School in Denver, Colorado. Discusses social and cultural dimensions of learning and their relationships to second language acquisition.
• Exploring the Landscape of Canadian Teacher Education
  Reviews the context of Canadian teacher education, highlighting changes in the educational landscape, in the population (e.g., the multicultural nature of society and shifting urban/rural trends), and in how people think about professional education and discussing the professional development of in-service teachers. An overview of formal and informal professional development in Canada is included.
• Faculty study groups: solving “good problems” through study, reflection, and collaboration.
  Describes the development, implementation, and assessment of a faculty study group program designed to foster teaching as a reflective, collaborative activity within a research university. The process is clearly outlined and takes planning but provides a guide for teachers to use this process.
• Field-based Teacher Education for Greater Cultural Sensitivity
  Southeast Missouri State University revised its teacher education program to include field-based experiences in each of its four blocks of courses. Student teachers are placed in rural and urban schools with pupils from various socioeconomic, cultural, racial, and disability groups.
• Final Report on the Multicultural/Diversity Assessment Project
  The Emporia State University Multicultural/Diversity Project developed a set of assessment instruments and a model evaluation plan to assess multicultural/diversity (MCD) outcomes in teacher education and general education programs. Assessment instruments and techniques were constructed to evaluate the impact of coursework on student attitudes, knowledge, and performance skills.
• From Rhetoric to Reality: Opportunity-to-Learn Standards and the Integrity of American Public School Reform
  Focusing on national policy and practice, this paper suggests key recommendations for consideration in the context of standards-based reform, including: produce teachers who are multiculturally literate; re-assess ability grouping and tracking practices; reduce K-3 class size and elementary and secondary school size; expand and improve federal compensatory education programs; and incorporate school reform into broader social reform. (SM).
• From the capital to the classroom: Year 2 of the No Child Left Behind Act.
  Report from the Center on Education Policy describes the implementation and effects of the No Child Left Behind Act (NCLB) during calendar year 2003, the second year of the Act's existence.
• Genderlects: Girl Talk and Boy Talk in a Middle-Years Classroom
  Explores the gendered nature of talk in one multicultural, eighth-grade classroom, discussing how talk is an integral part of engendering. Looks at how the genderlects "Boy Talk" and "Girl Talk" contributed to classroom inequities.
• Geometry through Beadwork Designs
  Presents a lesson on geometry and beadwork with five phases of learning as described by Pierre van Hiele to tell the stories of different cultures and study isometry principles. (ASK).
• Giving It a Second Thought: Making Culturally Engaged Teaching Culturally Engaging
  Considers that one way to create teacher education programs that build strategies for culturally engaged teaching is through cultural memoir and photography. Presents a study addressing the challenges of multicultural teacher education and the potential of culturally engaged teacher education.
• Global Education for Ocean County College
  This paper presents a rationale for establishing a global education curriculum at Ocean County College (OCC) (New Jersey) and proposes a workable curriculum, along with suggestions for implementation. The author distinguishes between multicultural and global education--both curricula address issues of cultural diversity, human rights, and prejudice reduction, but multiculturalism is primarily concerned with these issues in a single country context and global education makes cross-national comparisons.
• GlobaLinks: Resources for Asian Studies, Grades K-8
  The growing accessibility of the Internet in schools and homes has removed borders and barriers to learning. Schools can maximize students' multicultural experiences by developing curricula that heighten global consciousness and responsibility.
• Globalisation, Effectiveness and Improvement
  This paper reports principally on two studies, prompted by research on school effectiveness in the United States and England, which indicate globalization is beginning to affect school improvement. The first study cites case studies of two schools--from working-class, multi-ethnic, poorly educated areas of Singapore and London--to determine if these schools can be validly compared, and if so, to point out how these schools can learn from each other.
• Hispanic Education in the United States: Raices y Alas. Critical Issues of Contemporary American Education
  This book portrays what works in creating better educational opportunities and effective school reform for Hispanic Americans, offering a reflection on the bicultural experience of minority groups in U.S. schools and showing how and why educational reforms must seek to build upon rather than downplay the native culture and language of minority students.
• Homophobia and the Demise of Multicultural Community: Strategies for Change in the Community College
  Looks at teaching strategies for incorporating texts by sexual minorities into writing and literature classrooms, and for handling blatantly homophobic comments. Argues that such comments work to undercut the idea of a writing community.
• Honoring Our Roots and Branches...Our History and Future. Proceedings of the Annual Midwest Research to Practice Conference in Adult, Continuing, and Community Education (19th, Madison, Wisconsin, September 27-29, 2000)
  These proceedings consist of 44 presentations in these categories: distance education and evaluation; community issues and research; multicultural issues and research; teaching and learning; research methods; and organizational development.
• How Do District Management and Implementation Strategies Relate to the Quality of the Professional Development That Districts Provide to Teachers?
  Study uses the data from a national probability sample of district professional development coordinators in districts that received federal funding from the Eisenhower Professional Development Program. Results found that management/implementation strategies, such as aligning professional development to standards and assessments, continuous improvement efforts, and teacher involvement in planning, are associated with the provision of higher quality professional development for teachers.
• Human Services and the Full Service School: The Need for Collaboration
  A full service school is one that meets the most basic needs of children and their families. This book discusses how these needs can be met within the school setting in order to produce the key desired outcomes of increased learning and easier teaching.
• Impact of Two-Way Immersion on Students' Attitudes toward School and College. ERIC Digest
  This digest reports on a study that examined the impact of participation in a two-way immersion program on the language and achievement outcomes of former program participants and on their current schooling path and college plans. The study explored outcomes for three groups of students: (1) Hispanic students who began the two-way program as English language learners; (2) Hispanic students who began the program as English-only or English-dominant speakers; and (3) European American students who entered the program as monolingual speakers of English.
• Implementing NOVA's Group Crisis Intervention Model in Multicultural School Settings
  With the increasing diversity of the United States population, there is a growing awareness of the need for culturally specific responses to help survivors of disasters and violence. When school psychologists are called upon to intervene, they need to be able to link survivors to support systems.
• Improving Education: The Promise of Inclusive Schooling
  The mission of the National Institute for Urban School Improvement is to partner with RRCS to develop powerful networks of urban LEAS and schools that embrace and implement a data-based, continuous improvement approach for inclusive practices. Embedded within this approach is a commitment to evidence-based practice in early intervention, universal design,literacy and positive behavior supports.
• Improving Pupil Attendance: Inclusive and Sensitive Approaches
  Describes a British secondary school's efforts to improve student attendance by promoting social inclusion. The project involved a first day absence monitor, school counselor, Education Welfare Officer, and specialist teacher.
• 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.
• Inclusive education for the 21st century: A new introduction to special education.
  Include everyone--regardless of intelligence, disability, ethnicity--in supportive, mainstream classrooms and schools in which all student needs are met and all students are offered the same opportunities for success.
• Inclusive Schooling in a Plural Society: Removing the Margins
  A multi-centric model of education is proposed that actively works to de-center dominant Eurocentric knowledge and incorporate other worldviews throughout all aspects of teaching and learning. The model has four primary learning objectives: integrating multiple centers of knowledge, affecting social and educational change, recognizing and respecting difference, and teaching youth and community empowerment.
• Inclusivity and Alignment: Principles of Pedagogy, Task and Assessment Design for Effective Cross-Cultural Online Learning
  Offers a framework for culturally inclusive pedagogy that can be applied to online environments. Proposes a theoretically grounded framework linking culturally inclusive learning with curriculum and assessment design, using the principle of constructive alignment so that instruction is flexible and relevant to students from a diverse range of cultural and language backgrounds.
• Indiana's Best Practices Celebrating Diversity: Many Communities...One Indiana. A Resource Manual of Diversity Programs & Activities. Update 2000
  This updated resource manual of racial diversity programs and activities should help promote racial reconciliation and understanding among diverse communities.
• Infusing Multicultural Counseling Competencies into Counselor Training Curriculum
  Multicultural counseling competencies have become an increasingly important component of counselor training. This article presents rationale for infusing multicultural competencies into select CACREP course areas, which are assessment, helping relationships, professional identity, and career development.
• Integrating Lifelong Learning Perspectives
  This publication is comprised of 43 papers on the topic of promoting lifelong learning.
• International Education: Flying Flags or Raising Standards?
  Contends that many national schools are trying to establish an international mindset, while researchers in the field of International Education have found little uniformity in such institutions. Asserts that meeting standards, such as those of the Alliance for International Education, would provide a clearer idea of what constitutes quality for international schools.
• International Programs at Community Colleges. AACC Research Brief
  The American Association of Community Colleges conducted a year 2000 survey that was designed to determine the involvement of U.S. community colleges in international programs and services.
• Internationalizing the Community College
  Global competency is defined as a continuum of behavior that begins with personal awareness of cultural differences and culminates in a person successfully functioning in another culture or country. The importance of increasing the numbers of community college students who will live, study, or work abroad is stressed.
• Introduction to Culturo-Metrics: Measuring the Cultural Identity of Children and Teachers
  The attainment of a cultural identity is a major challenge of social development for many children from minority groups in today's fast-changing multicultural societies. Culturo-metrics is a new area of research that teachers and researchers can use to measure cultural identity and to explore culturally preferred behaviors of children and teachers in multicultural classrooms.
• Issues and Trends in Literacy Education. Second Edition
  Noting the field of literacy education is vast and complicated, this book identifies the most significant issues and trends facing literacy educators today and to locate sources that explain principal viewpoints on these issues. Each chapter is made up of four parts: a brief introduction to the topic, the articles themselves, an annotated bibliography, and suggestions for further involvement.
• It's about People: A Successful School/University Partnership
  Utah State University and a rural elementary school attended by Navajos cooperated on a science education program for grades 4-6. The program used take-home science kits; field trips; parental input; and Navajo staff, language, and culture to make the program culturally relevant.
• Kaleidoscope: A Multicultural Booklist for Grades K-8. Fourth Edition. NCTE Bibliography Series
  The fourth edition of this annotated bibliography collection offers students, teachers, and librarians a helpful guide to the best multicultural literature (published from 1999 to 2001) for elementary and middle school readers.
• Keeping It Real: Teaching and Learning about Culture, Literacy, and Respect
  Describes one teacher education program designed to broaden students' thinking about the influences of culture in society, and teaching and learning about literacy. Offers an "unromanticized glimpse" into the lives of teacher education students as they struggle to come to terms with their transformation as literacy educators preparing to teach literacy in multiracial, multiethnic, multilingual classrooms of the 21st century.
• Keeping the Faith & Climbing One Mountain at a Time:Reflections of Two Mothers on their Children’s Educational Journeys
  In this OnPoint we share the accounts of two mothers who have faced many challenges posed by schools and other human services agencies. Despite these challenges, discouragements, and setbacks, these two families, like many others of their “generation,” have endured, met the challenges, and developed a remarkable resiliency.
• Leadership and Change for the 21st Century: Preparing Educational Leaders To Foster Persistence and Achievement among Hispanic Students
  This document describes the Hispanic Border Leadership Institute (HBLI). The HBLI is both a leadership-development initiative and a doctoral fellowship program for educational leaders.
• Learning and Living Difference That Makes a Difference: Postmodern Theory and Multicultural Education
  Multiculturalism that both transforms and informs is important. Recommends applying postmodern theory to transformative understanding of multiculturalism.
• Learning Styles, Culture and Inclusive Instruction in the Multicultural Classroom: A Business and Management Perspective
  Examines the learning style profile exhibited by students in a multicultural class of international business management and how cultural conditioning is reflected in the learning style preferences of students. Explains the use of the Index of Learning Styles and discusses implications for the design of business management curriculum.
• Leaving Authority at the Door: Equal-Status Community-Based Experiences and the Preparation of Teachers for Diverse Classrooms
  Describes a cross-cultural, equal status internship designed to prepare teachers for diverse classrooms, examining its influence on prospective teachers' emerging sociocultural perspectives and raced identities and exploring successes and challenges of this experience and what has been learned about supporting more mature anti-racist identities in the 3 years that students have been engaged in this internship.(SM).
• 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.
• Legal perspectives on school outcomes assessment for students with disabilities.
  Shows assessment of educational results for students with disabilities. IDEA '97 includes specific provisions regarding the participation of students with disabilities in general education assessment of student progress at both the district and state levels.
• LEP Parent Involvement Project: A Guide for Connecting Immigrant Parents and Schools
  This guide is a set of materials developed for use in adult education settings such as English-as-a-Second-Language (ESL) classes, community-based organizations, and parent groups for the purpose of helping immigrant parents see themselves as active participants in their children's learning.
• Listening to Their Voices Connect Literary and Cultural Understandings: Responses to Small Group Read-Alouds of "Malcolm X: A Fire Burning Brightly."
  Explores the kinds of literary understandings that become evident in African American second graders' unprompted oral and physical responses to "Malcolm X" and the cultural resources that children draw as they demonstrate these literary understandings. Concludes that discussion of multicultural literature can prompt the construction of complex literary understandings.
• Literacy & Libraries: Learning from Case Studies
  This book presents 22 personal narratives in which library directors, program administrators, teachers, tutors, librarians, and adult learners explain firsthand how literacy programs at libraries across the United States have changed people's lives.
• Literacy, Power and Social Justice
  This book examines how in a multicultural, multilingual society, schools must involve parents and community members in literacy teaching and learning. By building on existing literacy, schools can become catalysts in empowering children, families, and teachers.
• Living (and Teaching) in an Unjust World: New Perspectives on Multicultural Education
  This collection of essays is a response to educators who limit multicultural education to "culture of the quarter" or "country of the week." The essays examine the issues of multicultural education deeply, exploring the just and unjust issues of schooling, the need to move beyond teaching about culture to facilitating self discovery, and the way classrooms mirror larger society.
• Looking at the Evidence More Carefully: Achieving the Ideal?
  Schools could make a major contribution toward a racist-free society by stressing more emphatically the need for teachers and students to critically examine all the evidence before making judgements or taking action. By instilling into children a basic set of rules enabling them to make appropriate judgements, teachers can help people rationally defend their beliefs, opinions, and behaviors.
• Making Diversity Awareness Part of Your Teaching
  This paper presents a series of interactive activities designed to help educators make diversity awareness part of their teaching. The activities are: "Best Friends," which helps people recognize the role race plays in their perceptions of people and in their values; "Conclusion Jumping," which helps people identify common stereotypes and raise awareness of common attitudes and feelings toward other individuals' sexual orientation and gender (pointing out that most people have commonly held stereotypes that are triggered by certain words); "Banana Exercise," which introduces the concept of stereotypes and illustrates how generalizations influence people's thinking; and "Cultural Differences in Communication," which points out the impact culture has on communication style and comfort level.
• Making science accessible to all: results of a design experiment in inclusive classrooms.
  Findings from study of four elementary classrooms indicated that with advanced instructional strategies to support special needs students, all students demonstrated significant learning gains, and that special needs and low-achieving students in three of four classes showed changes in understanding comparable to those of normally achieving students.
• Making the grade: Reinventing America’s schools.
  Describes how schools of today- and schools of the future- must respond to sweeping societal changes or they will remain mired in an obsolete and ineffective system of education.
• Math lessons: A case study in the adoption of an innovative math curriculum.
  Provides information on a case study regarding the adoption of an innovative math curriculum. Discusses how teachers responded to the changes and the process.
• Mediating Boundaries of Race, Class, and Professorial Authority as a Critical Multiculturalist
  Presents one college professor's reflections on the challenges of mediating the boundaries of race, class, and professorial authority in an undergraduate multicultural education course. After discussing current debates about multicultural education, the paper examines assumptions underlying a multicultural discourse, poses questions about pedagogy, and discusses the usefulness of theories of critical pedagogy in addressing the questions.
• Mental Health in Urban Schools
  Many people hear the term mental health and they think mental illness. Others hear mental health in schools and they think it’s only about therapy and counseling.
• Mental Health in urban schools
  Many people hear the term mental health and they think mental illness. Others hear mental health in schools and they think it’s only about therapy and counseling.
• Missed opportunities: How we keep high-quality teachers out of urban classrooms. .
  The New Teacher Project provides an in-depth study of urban district hiring practices and their effect on applicant attrition and teacher quality by analyzing data from four "hard to staff" districts. Data reveal that late hiring practices contribute more to the loss of high quality applicants than any other practice or policy of district human resource offices.
• Mixing It Up: Multicultural Support and the Learning Center
  Reports on Macalester College's (Minnesota) Learning Center peer-mentoring, speaker, and workshop programs, which were designed to focus on anti-racism activism and reorganization of multicultural affairs. Analyzes ambiguity of terms "racism" and "multiculturalism" and argues that a systematic approach is necessary to move toward realizing the vision of a vibrant multicultural and multiracial learning community.
• Monocultural versus Multicultural Teaching: How To Practice What We Preach
  Although counseling and counseling psychology have experienced a rapid growth of professional preparation courses and have seen a proliferation of literature on multicultural counseling, few changes have been reported on how to teach from a multicultural perspective. Provides personal account of how one professor structures a multicultural counseling course.
• Multicultural Activities throughout the Year
  Describes how early childhood teachers and caregivers can provide experiences that implement meaningful multicultural understandings into their curriculum, focusing on: where to begin; diversity within the classroom; celebrating birthdays in different countries; classroom displays that positively represent different cultures; evaluating learning centers; and providing dramatic play, art, language arts/library, science/discovery, music, math/manipulative, and block centers. (SM).
• Multicultural Career Counseling: Ten Essentials for Training
  Critical areas in which career counselors need training are as follows: demographics, world of work, career and multicultural counseling competence, career counseling process, multicultural counseling theories, career development models, career assessment, barriers to career development, culturally sensitive career centers, and continuing professional development. (Contains 49 references.) (SK).
• Multicultural Counseling: Historical Context and Current Training Considerations
  Describes how three interrelated systems of psychology contributed to the development and maintenance of racist practices within psychology and how such practices defined a need for the subsequent emergence of multicultural counseling. Discusses the development of competence in multicultural attitudes, beliefs, and skills, examining the current status of graduate training in psychology with respect to competence in multicultural counseling.
• Multicultural Education and School Leadership
  Report of a study of principals' and teachers' perceptions of implementing multicultural education. The results are presented for four areas: (1) a multicultural education plan; (2) limitations and constraints of implementing multicultural education; (3) expectations of administrators' support; and (4) administrators' plans of support.
• Multicultural Education and Technology: Perfect Pair or Odd Couple? ERIC Digest
  This digest examines how technology can support multicultural education. Multicultural education represents an approach to education and the teaching-learning process that is grounded in the democratic ideals of justice and equality.
• Multicultural Education in Teacher Training (Curriculum Guide for Universities)
  The Slovak society is in the process of transformation. The main direction of transformation is political, from the totalitarian to the democratic society.
• Multicultural Education outside the Classroom: Building the Capacity of HIV Prevention Peer Educators
  Describes the Wisconsin Youth HIV Prevention Institution, a program to enhance HIV prevention peer education for reaching youth at high risk, focusing on its intensive multicultural education and empowerment approach. Summarizes evaluation findings related to participation in the program and discusses implications of the program for HIV prevention peer education and other forms of multicultural education.
• Multicultural Education: Common Problems Experienced by Various Cultures
  The United States today is a pluralistic society, and a multicultural curriculum is a necessary component of the overall school curriculum. Multicultural education should address the culturally and the linguistically diverse student.
• Multicultural Infusion in the Counselor Education Curriculum: A Preliminary Analysis
  Counselor educators agree on the necessity of preparing counselors in training to work in a diverse society. Traditional training programs have no special accommodations and are characterized by unawareness of the impact of cultural factors in counseling.
• Multicultural Strategies for Community Colleges: Expanding Faculty Diversity. ERIC Digest
  This digest explores the community college's mission to increase student attendance and performance by improving faculty diversity. Community colleges are filled with multicultural, diverse students who bring different knowledge and skills to educational institutions.
• Multicultural Training in Doctoral School Psychology Programs: In Search of the Model Program?
  The multicultural training (MCT) of APA-accredited School Psychology programs was studied. The sample included faculty and students from five programs nominated for strong MCT and five comparison programs randomly selected from the list of remaining APA-accredited programs.
• Multiculturalism: Moral and Educational Implications
  Considers multiculturalism as a moral issue. Notes scarcity of authentic multicultural classrooms and identifies four underlying factors.
• Multiliteracies and Life Transitions: Language, Literacy and Numeracy Issues in Aboriginal Health Worker Training--An Investigation
  The issues of language, literacy, and numeracy (LL&N) in Aboriginal health worker (AHW) training in Australia were explored to determine how these issues interrelate, overlap, and influence the types of literacy practices required in indigenous contexts.
• My Eyes Have Been Opened: White Teachers and Racial Awareness.
  Examines the narratives of 6 White teachers of racially diverse classrooms who had been nominated as being "aware of race and racism" by a diverse panel of experts. Provided implications for restructuring teacher education programs include revising candidate selection criteria, increasing the racial diversity of students and faculty, experiencing "immersion" in communities of color, and using autobiographical narrative as a pedagogical tool.
• National Board Certification: Time To Accentuate The Positive
  Presents a chart on teacher quality improvement in schools in the United States. Requirement of written tests for beginning teachers; Discouragement of out-of-field teaching; Encouragement of professional support and training for teachers; Need for teachers to acquire a clinical experience.
• Newcomers and the Environment: ESL Textbook with Teaching Guide--Answer Key [and] ESL Textbook. Advanced Level
  This advanced level teaching guide, answer key, and English-as-a-Second-Language (ESL) textbook package, provides nine career and personal profiles of immigrants to the United States from a variety of countries presently working in the field of environmental protection and regulation. A glossary translates numerous more specialized, environment-related vocabulary into six languages other than English, including Russian, Hmong, Serbocroatian, Somali, Vietnamese, and Spanish.
• 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 the Nexus of Race, Disability, and Overrepresentation: What Do We Know? Where Do We Go?
  America’s schools are more culturally diverse and complex than at any time in the nation’s history. The schools continue to have problems with overrepresentation as long as they develop educational structures, systems, routines, and pedagogies without understanding more about how the belief systems, biases, prejudices, and socioeconomic inequities that have existed for centuries in the American society are played out and perpetuated in our nation’s schools.
• 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.
• Outcomes for students with and without learning disabilities in inclusive classrooms.
  Focuses on intensive staff development for general and special educators that taught the educators how to implement instructional strategies with students who had a wide range of abilities in an inclusive classroom.
• Overcoming Resistance to Multicultural Discourse through the Use of Classroom Simulations
  Describes how simulations, role plays, and other experiential exercises can be used in educational settings to reduce resistance and encourage discourse on equity issues. These techniques can bring new insights into professional development in multicultural education, raising awareness of hidden biases so teachers feel more comfortable in the classroom and do not reinforce stereotypes and negative patterns.
• Pedagogy, Politics, and Schools: Films about Social Justice in Education
  Reviews six films about issues related to multicultural and social justice education in the United States: "It's Elementary: Talking about Gay Issues in School"; "Starting Small: Teaching Children Tolerance"; "In Whole Honor?"; "Children Talk about AIDS"; "Fear and Learning at Hoover Elementary"; and "'Good Morning Miss Toliver.'" (SM).
• Pinunuuchi Po'og'ani: Southern Ute Indian Academy
  Describes the Pinunuuchi Po'og'ani, the Southern Ute Indian Academy, providing Montessori education for Southern Ute tribal members ages 6 weeks through 10 years and reviving the use of the Southern Ute language and culture among young students and their families. Describes how the program supports families, students, and staff, and incorporates Montessori-style materials covering Ute language, history, culture, arts, timelines, and traditional games.
• Planning for school change: School-community collaboration in a full service elementary school.
  Presents a qualitative study of a planning year for a full-service elementary school, with a focus on conflicts and tensions arising from the school-community cooperation.
• Poverty, class, and disability: A historical, social and political perspective.
  Presents a historical, social and political perspective on poverty, class and disability particularly regarding benefits to students who have been classified as having "special needs," and the necessity of inclusion and special education reform.
• Practices for English Language learners: An overview of instructional practices for English Language Learners: Prominent themes and future directions
  Anyone involved with schools — especially urban schools — knows firsthand how often discussions of bilingual education generate more heat than light. In such a politically charged context, it is often difficult to know where to look for up-to-date and fair summaries of what research is discovering about best practices.
• Preparing Classroom Teachers for Delivering Health Instruction. ERIC Digest
  This digest examines the preparation of classroom teachers in health, noting what teachers should know to effectively provide school health education. Most states and school districts require some health education.
• Preparing for Culturally Responsive Teaching.
  Discusses improving the school success of ethnically diverse students through culturally responsive teaching and for preparing teachers in pre-service education programs with the knowledge, attitudes, and skills needed to do this.
• Preparing Teachers for Diversity: Lessons Learned from the U.S. and South Africa
  Analyzed U.S. and South African teachers' discourses, investigating differences in development of commitment among teachers who engaged in talk-related activities within teacher education versus those who engaged in talk-related activities plus theory-enacting activities within diverse classrooms.
• Preschool Children's Classification Skills and a Multicultural Education Intervention To Promote Acceptance of Ethnic Diversity
  Examined the impact of an 8-week intervention program designed to reduce racial/ethnic stereotyping among preschoolers varying in classification skill. Found that children in the experimental group had increased in classification skills at posttest and were less likely to sort photo cards by race/ethnicity and more likely to sort them by gender and age than were control group children.
• Presence of Mind: Education and the Politics of Deception: A Dialogue with Pepi Leistyna
  Pepi Leistyna's book "Presence of Mind" discusses how schools of education deter teachers from understanding the world's complex political, historical, social, and economic realities. Educators must develop what C.
• 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 .
• Proceedings of the 2001 ASCUE Summer Conference (34th, North Myrtle Beach, South Carolina, June 10-14, 2001)
  This 2001 Association of Small Computer Users in Education (ASCUE) conference proceedings briefly describes ASCUE and its listserver, lists the 2000-2001 ASCUE Board Members, and provides abstracts of the pre-conference workshops. The conference papers and abstracts of papers that follow include: "Microsoft Project 2000--Keeping Projects on Time and within Reasonable Budget"; "Add Streaming Media for the Web to Your Technological Toolkit"; "Distance Education for Technology Related Courses"; "Personal Knowledge Management: Framework for Integration and Partnerships"; "Distance Education, E-Core and Faculty-Instructional Design Collaboration"; "MOUS Certification Solutions"; "SAM 2000 Skills Assessment Manager"; "Faculty Support in a 'Time of Inconvenience'"; "Implementing a Campus-Wide Event Scheduling System"; "E-Mail: Just What Sort of Communication IS This?"; "Fast Track Network Certifications and Competition from Non-Traditional Educational Institutions"; "Preparing Tomorrow's Teachers To Use Technology"; "Web Abroad: Sharing the Learning, Staying in Touch"; "Online Learning at Mercer with WebCT"; "Distance Education for Printing Employee Training: A Model for Certificate Based Education"; "Multi-Tier Online Interventions: Forging Partnerships with a Virtual Business Training Center"; "Developing and Deploying Intelligent Agents in Education"; "A Web-Based Testing System for Introductory Mathematics Courses II"; "Using Microsoft Terminal Server To Support Mathematics Courses"; "Developing and Maintaining an On-Line Catalog as a Cohesive, Integral Part of your .edu Web Site"; "Becoming a Cisco Networking Academy"; "Breaking Away from the Desktop: Applications that Synchronize Pocket PCs and Campus Database Systems"; "Tailoring ASP Services for Institutions of Higher Education: The Importance of Performance Contingency Planning"; "Comprehensive Ubiquitous Computing: Beyond the Laptop Initiative"; "The Possibilities and Perils of Streaming Multimedia to Students"; "Progress Report-Microsoft Office 2000-Lynchburg College Tutorials"; "Technology and Education in a Rural Environment: Booth Teacher Training Initiative"; "Introducing Disciplinary Thinking Through the Development of an On-Line Tutorial"; "Technology in the Classroom, I'm Scared 'A Professor's Journey'"; "Stakeholder Impact on the.
• Proceedings of the Annual Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education (21st, DeKalb, Illinois, October 9-11, 2002)
  This document contains 41 papers and 11 poster session presentations from a conference on research-to-practice in adult, continuing, and community education.
• Project Change Evaluation Research Brief
  Project Change is a community-driven anti-racism initiative operating in four communities: Albuquerque, New Mexico; El Paso, Texas; Knoxville, Tennessee; and Valdosta, Georgia. The formative evaluation of Project Change began in 1994 when all of the sites were still in planning or early action phases.
• Promoting a collaborative professional culture in three elementary schools that have beaten the odds.
  Three-year study examined the dynamics of school culture in 3 elementary schools that have beaten the odds in improving low-income and minority student achievement.
• Promoting Multiculturalism in Developmental Education
  Asserts that the teaching profession needs to recognize the natural connections between multicultural and developmental education. Presents eight steps developmental educators can take to promote pluralism, including (1) establishing a clear link between cultural pluralism and institutional and programmatic mission and goals; (2) striving for diversity at all levels; and (3) embedding multiculturalism in the curriculum.
• Provocative and Powerful Children's Literature--Developing Teacher Knowledge and Acceptance of Ethnic and Cultural Diversity
  A study examined personal written responses of novice white teachers to address methods, patterns, and implications of teachers' responses to powerful and provocative multicultural children's literature.
• 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.
• Reading researchers in search of common ground.
  Reveals that teachers need the flexibility to select methods, approaches, and materials to fit the particular child and situation.
• Reasons for and Solutions to Lack of Parent Involvement of Parents of Second Language Learners
  Noting that one of the most challenging tasks educators face in improving parent involvement, particularly among parents of English as a Second Language (ESL) students, this paper describes categories of parent involvement, examines several barriers to parent involvement, and offers suggestions for improving parent involvement.
• Reciprocal Distancing: A Systems Model of Interpersonal Processes in Cross-Cultural Consultation
  A longitudinal consultation project with teachers in an early education program for Ethiopian immigrant children in Israel is presented to illustrate the application of the reciprocal distancing model in cross-cultural consultation. Evidence for disengagement as well as joining of teachers and challenging children despite frustration and difficulty was found.
• Reconsidering Rigoberta
  Examines the appropriateness of Rigoberta Menchu's book, "I, Rigoberta: An Indian Woman in Guatemala," which examines the Mayan civil rights struggle, for high school and college classes studying multicultural experiences, explaining that teachers who understand the various challenges to the book will be prepared to lead thoughtful examinations of the story and its subtext. An annotated recommended bibliography is included.
• Repertoire, Authenticity, and Instruction: The Presentation of American Indian Music in Oklahoma's Elementary Schools. Native Americans: Interdisciplinary Perspectives--A Garland Series
  This book examines the presentation of American Indian music by elementary music educators in Oklahoma, which has the largest American Indian population of any state. A literature review covers an historical profile of multicultural music education, ethnomusicological studies of American Indian music, dissertations pertaining to American Indian music in the classroom, analysis of American Indian content in general music textbooks, and surveys assessing inclusion of American Indian music in curricula.
• Reporting on Teacher Quality:The Politics of Politics.
  Critiques of Secretary of Education Rod Paige’s report to Congress on the status of teacher quality in the nation, Meeting the Highly Qualified Teachers Challenge. Analysis - secretary’s report ignores empirical evidence that contradicts its recommendations.
• School Counseling in the Twenty-First Century: A Systemic Multicultural Approach
  School counseling educators and practitioners frequently find themselves so focused on the daily activities of serving their schools that rarely do they have the luxury of considering a long-term and large-scale vision for the profession. Yet a vision that anticipates the future needs of school counseling in a proactive manner is just what the profession must develop in order to survive, prosper, and be truly effective.
• 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 principals as standards-based educational leaders: looking across policy contexts.
  Compared the work of principals/heads in two policy contexts. Context 1, standards for student performance were common and well-established, and authority was devolved to the school level for reshaping the school to meet those standards.
• Schools Fit for All
  In teacher-education programs, discussions of multiculturalism have been largely separate from those about inclusion of students with disabilities. Classrooms have always been heterogeneous.
• 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.
• So each may learn: Integrating learning styles and multiple intelligences
  One of the greatest challenges faced by every school and every educator is encouraging and accommodating a full range of student diversity while simultaneously promoting a uniformly high level of academic achievement for all students.
• Social Inclusion: Would Dickens Approve?
  Discusses exclusion of ethnic minority students from school in Britain as it reflects the operation of complex differential expectations and assumptions. Data from several studies show that exclusions have been racialized and that black boys are often excluded or disciplined for showing culturally specific behaviors.
• Sociocultural Issues in Education: Implications for Teachers
  Exclusion, hatred, and injustice have caused much pain in U.S. society.
• Sociopedagogy: A Move beyond Multiculturalism toward Stronger Community
  Examines how teacher educators can confront diversity while addressing preservice teachers' individual uniquenesses, describing one university's required course on pluralism. By critically examining their histories, educators learned the importance of going beyond issues of race and ethnicity.
• Standing Ovations and Profound Learning: Cultural Diversity in Theatre
  Describes the profound learning that took place at the International Children's Theatre Festival in Toyama City, Japan in July 2000. Argues that participation by the Japanese-American Drama Ensemble, a youth group from the public schools in Lexington, Massachusetts, and more than 400 children from all over the planet, showcased the cultural diversity that should be taught in the theater.
• Stories from the Edge: Doctors and Their Learning
  Biographical insights from general practitioners suggest that, for many, initial training was inadequate for work in marginalized, multicultural communities. A split between personal and academic ways of knowing evidences distrust of experiential and emotional learning, which are essential for effective medical practice.
• Strategies for improving professional development: A guide for school districts.
  Guide explained how school districts can review current professional development programs and policies and realign them into a coherent system.
• Teacher Education and Knowledge in "The Knowledge Society": The Need for Social Moorings in Our Multicultural Schools
  Considers the missing elements of race, class, gender, and power relations in the knowledge base for teacher education, suggesting a knowledge base for the missing ideas, especially in the area of questioning the effects of social, cultural, and historical movements and power relationships. The concept of social mooring is applied to make connections between academic discussions and social movements.
• Teacher learning, professional community, and accountability in the context of high school reform.
  Study of two restructured, high performing schools in which the active engagement in change by teachers underpins school improvement efforts and outcomes for students.
• Teacher Quality: Issues and Research
  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.
• Teacher Self-Evaluation of Renewal Efforts of Their Teaching Practices To Improve Student Achievement
  This study evaluated how teachers perceived their efforts to improve their teaching practices by participating in the Jacksonville Urban Educational Partnership (JUEP), a Professional Development School (PDS). The JUEP was designed to create sustained, high quality, professional development systems for inservice educators in three PDSs.
• Teacher temporal orientation and management of urban school reform and change process.
  Recommendations and strategies for enhancing classroom teacher participation in urban school reform activities are presented.
• Teachers engaged in evidence-based reform: Trajectories of teacher’s inquiry, analysis, and action.
  Summarizes the results of a study of the Bay Area School Reform Collaborative in which teachers used the inquiry process as a means for learning and changing their school and classroom practices.
• Teachers engaged in evidence-based reform: Trajectories of teacher’s inquiry, analysis, and action.
  Summarizes the results of a study of the Bay Area School Reform Collaborative in which teachers used the inquiry process as a means for learning and changing their school and classroom practices.
• Teachers of Gifted Students: Suggested Multicultural Characteristics and Competencies
  This article discusses desired characteristics and competencies in teachers of gifted students who are culturally, ethnically, or linguistically diverse. These include: culturally relevant pedagogy, equity pedagogy, a holistic teaching philosophy, a communal philosophy, respect for students' primary language, culturally congruent instructional practices, culturally sensitive assessment, student-family-teacher relationships, and teacher diversity.
• Teaching in America: The slow revolution.
  Grant and Murray describe the evolution of the teaching profession over the last hundred years, and then focus in depth on recent experiments that gave teachers the power to shape their schools and mentor young educators.
• Teaching Preservice Teachers To Incorporate the World Wide Web To Promote Respect of Cultural Diversity
  This paper describes how preservice teachers at one university are introduced to computer technology in a nonthreatening manner and how they learn to use the World Wide Web to promote cultural pluralism.
• Teaching What's Dangerous: Ethical Practice in Music Education
  Proposes the educational activities in a modern, multicultural society and explains that these aims have strong implications for the ethical import of music education. States that music has a significant role in the personal and social development of students.
• Technology as a Tool in Multicultural Teaching
  Explores various applications of multimedia, interactive, Internet, and Web-based electronic tools to multicultural teaching, asserting that while sound classroom pedagogy and constructive dialogue are still very important in education, technology integration is a useful addition. Suggests that these new media broaden the form of materials available to students in multicultural contexts.
• The building Leadership team
  A Building Leadership Team (BLT) is a school-based group of individuals who work to provide strong organizational process for school renewal and improvement. BLTs orchestrate the work of school professionals, administrators, families, and students through the school improvement process.
• The Culturally Competent Art Educator
  Focuses on the importance of preparing teachers to be culturally competent art educators, addresses the qualities of a culturally competent teacher, delineates Mazrui's seven functions of culture, and explores how to comprehend multicultural practice. Discusses how teachers can acquire cultural knowledge through literature, films and videos, and museums and galleries.
• The effects of a study-group process on the implementation of reform in mathematics education.
  Three consecutive year study of 48 elementary school teachers. Surveys, interviews, and site visits showed that teachers underwent significant changes in their knowledge, beliefs, and teaching practices.
• The Hunt for Democracy: The Lion's Perspective
  An art historian discusses the importance of developing a more inclusive globalized curriculum that includes perspectives of multiple cultures and develops a respect for the intricacies of human knowledge. Examples are from the author's art history classes at the University of the District of Columbia.
• The International Assembly
  Looks at the missions and goals of the International Assembly of the National Council of Teachers of English, a global multicultural network promoting communication and cooperation for international exchange of teaching practices, literature, literacy, curriculum development, and research in English. Suggests some criteria to look at when developing an international curriculum.
• The Multicultural Movement and Its Euphemisms
  Discusses educational implications of the multicultural movement, highlighting: relativism versus anti-relativism; consequences of institutionalizing differences; implications of confusing culture with identity; tensions involved in cultural identification; African Americans as an example of race, class, and education; the neglected variable of social class; black culture versus black identity; subjective culture, self-esteem, and community; and positive approaches to these debates. (SM).
• The Multicultural Science Framework: Research on Innovative Two-Way Immersion Science Classrooms
  Reviews the different approaches to multicultural science teaching that have emerged in the past decade, focusing on the Spanish-English two-way immersion classroom, which meets the needs of Spanish speakers learning English and introduces students to the idea of collaboration across languages and cultures. Two urban two-way immersion classrooms in Texas and New York are described.
• The National Conversation on Youth Development in the 21st Century. Final Report.
  To commemorate 2002 as the centennial year of America's 4-H Movement, the National 4-H Council held a national conversation to identify ways of improving youth development programs.
• The next generation of teachers: Changing conceptions of a career in teaching
  Based on information from interviews with 50 first and second-year teachers in Massachusetts, proposes a mixed model for the teaching career: one that would be responsive to the needs of both teachers who envision long-term careers and those who envision short-term stays in teaching. Draws implications for teacher recruitment and retention strategies.
• The Normal School and Some of Its Abnormalities: Community Influences on Anti-Racist Multicultural Education Developments
  Identifies external communities of interest, among other factors, affecting secondary-level anti-racist multicultural education, analyzing schools' representations of their cultural characteristics to different communities of interest for different purposes. Concludes that schools must adopt more principled, explicit, organizational learning strategies in order to gain support for anti-racist multicultural education school improvements from their communities of interest.
• The Perceived Influence of Culture and Ethnicity on the Communicative Dynamics of the United Nations Secretariat
  Investigates managerial perceptions in the United Nations Secretariat with regard to communicative dynamics in an organization founded on the precepts of cultural and ethnic diversity. Finds several pillars of deep diversity at the Secretariat, including multicultural and multiethnic understanding; an inclusive charter or mission; managers' commitment to that charter or mission; linguistic diversity; and respect and appreciation of similarities and differences.
• The Power of Performance in Multicultural Curricula. "Screams of Tyranny, Cries of Hope," a Script and Workshop Project for High School Students
  Describes a play written for performance by high school students entitled, "Screams of Tyranny, Cries of Hope," that is explicitly for use in encouraging multicultural acceptance. The play features performative, role playing and interpretation workshops that include both students and educators.
• The promise of urban schools.
  Discusses issues impacting urban schools with implications of policy change.
• The Quick Reference Guide to Educational Innovations: Practices, Programs, Policies, and Philosophies
  In their struggle to identify successful solutions for their schools, teachers, administrators, board members, and parents must wade through reams of educational rhetoric and sales hype. This resource is designed to serve a broad audience of practicing teachers, preservice teachers, administrators, resource teachers, college professors, parents, and others who would like to stay abreast of new education programs and innovations.
• The Reflective Principal
  This booklet was developed as part of the activities of the Principal’s Project, a federally funded grant from the U.S. Department of Education, Office of Special Education Programs.
• The Research Base for Teacher Education: Metaphors We Live (and Die)
  Editorial of research based teacher preparation practices. Analysis – conclusions about the research base for teacher education are often dependent on different assumptions in the first place about teaching, learning, and schooling.
• 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 Critical Multicultural Education and Feminist Critical Thought in Teacher Education: Putting Theory Into Practice
  Identifies current problems in teacher education, recognizing larger social dilemmas and the need for change; discussing the need to acknowledge one's perpetuation of social problems; and examining how to transform schooling through a major shift in critical reflection on social issues, noting teachers' role in achieving educational and social reform by integrating critical multiculturalism, critical feminism, and ethics. (SM).
• The Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers' Beliefs.
  Provides a description of 34 practicing teachers' beliefs regarding the role of empathy as an attribute in their effectiveness with culturally diverse students. Results underscore the importance of creating contexts in teacher education and professional development programs for teachers and pre-service teachers to use and nurture empathetic dispositions and behaviors.
• The School Improvement Process
  The School Improvement Process can help school communities to develop an information system to guide the improvement of services to all students and their families. This process engages families and students in new roles as active participants and leaders in the process.
• The Spirit of Chinese Shadow Puppet Theater
  Presents a project where fourth- and fifth-grade students created Chinese shadow puppets, designed scenery for puppet theater, built the theater, wrote plays, and put on performances in a Chinese theater festival. Lists a collection of resources.
• The theoretical foundations of professional development in special education: Is socio-cultural theory enough?
  Focuses on the relevance and contributions of socio-cultural theory and multicultural and critical pedagogies to professional development in special education. Vignettes illustrating such dilemmas, with reference to the 1998 Council for Exceptional Children professional standards, are presented.
• The Vocational Situation and Country of Orientation of International Students
  A culturally relevant career development needs assessment survey was administered to 227 international college students. Factor analysis indicates that the participants' vocational needs centered on obtaining work experience, overcoming interview barriers, and developing job search skills.
• The World She Dreamed, Generations She Shared, Visions She Wrote: A Tribute to Virginia Hamilton 1936-2002
  Presents a tribute to Virginia Hamilton. Notes that at a time when Black people, especially girls, were seriously beginning to struggle with self-acceptance and self-worth, Hamilton's "bold and imaginative writing was nothing short of revolutionary." (SG).
• Theory and Research on Stereotypes and Perceptual Bias: A Didactic Resource for Multicultural Counseling Trainers
  Theories and selected research on stereotyping and cognitive automaticity are presented as a resource base for multicultural counselor educators. Three multicultural competencies are identified: (1) personal beliefs/attitudes; (2) cultural knowledge; and (3) multicultural skills.
• To Improve the Academy. Resources for Faculty, Instructional and Organizational Development. Volume 18
  The year 2000 volume of this annual publication contains 18 articles on issues relating to organizational change, collaboration and partnerships, and teaching and faculty development in higher education.
• Tools for Tapping an Intercultural Gold Mine: Integrating International Staff into Your Camp Program
  International camp counselors can enhance the camp environment and improve marketability. Guidelines for achieving a mutually beneficial international camp experience include hiring staff from a variety of countries, establishing a relationship before arrival, actively incorporating international staff into the camp community, incorporating international activities into the routine, including support staff in all-camp activities, and developing a buddy system.
• Tools of Exclusion: Race, Disability, and (Re)segregated Education.
  This article we explore the dynamic interplay between racism discrimination against someone based on perceived "ability”in the resistance to school desegregation and inclusion of students with disabilities in general education. In attending to the workings of power that connect these two histories, we show how racialized notions of ability functioned to uphold segregated schooling and justify the use of special education as a tool of racial resegregation.
• Transformative Teaching for Multicultural Classrooms: Designing Curriculum and Classroom Strategies for Master's Level Teacher Education
  Teacher educators have done relatively little to develop multicultural curricula specific to continuing professional education of inservice teachers. Presents one professor's approach to educating for cultural diversity in a master's level course, "Cultural Issues in Classrooms and Curricula," describing experiences that participants had during the class, explaining the instructional framework, and discussing six teachers' approaches to educational diversity.
• Transforming the Multicultural Education of Teachers: Theory, Research, and Practice. Multicultural Education Series
  This book recognizes the important role teacher education programs can play in providing culturally responsive teachers for 21st century public school classrooms. It provides a range of transformative perspectives on the multicultural education of teachers, emphasizing race, racism, anti-racism, and democracy .
• Trends in the Scholarship on Teachers of Color for Diverse Populations: Implications for Multicultural Education
  Reviews patterns from literature on teachers of color and teacher preparation, including: recruitment and retention; role models; assessment; alternative programs for particular populations; and perceptions of programs and teaching. Analyzes 90 records that appeared when combining the descriptors multicultural education and teachers of color.
• 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.
• Understanding Diversity: How Do Early Childhood Preservice Educators Construct Their Definitions of Diversity
  Because of the increasing diversity of ethnic, cultural, religious, and socioeconomic groups in public schools, the preparation of teachers for multiethnic, multicultural settings is a critical issue facing teacher educators. This study investigated preservice early childhood education students' definitions of multicultural education, sources of information from which they constructed their definitions, how multicultural education was actually implemented in school, and their perceptions of the ways multicultural education should be implemented.
• Understanding Factors that Contribute to Disproportionality
  Inequities in the quality of leadership and instruction in inner-city schools exacerbate efforts to reduce the disproportionality placement of culturally and linguistically diverse students into special education.
• Urban school reform from a student- of-color perspective.
  This article looks at one school community’s efforts to fundamentally alter the structure, curriculum and instructional practices in ways that would help to provide greater educational opportunities for all students.
• Using data-based inquiry and decision making to improve instruction.
  Teacher inquiry groups using data-based inquiry and decision making helps to create (DBDM) helps to create a more professional culture where teachers can be reflective about their practice and can base their instructional programs on objective data.
• Variation in Teacher Preparation: How Well Do Different Pathways Prepare Teachers To Teach?
  Examines data from a 1998 survey of nearly 3000 beginning teachers in New York City regarding their views of their preparation for teaching, their beliefs and practice, and their plans to remain in teaching. Findings indicate that teachers who were prepared in teacher education programs felt significantly better prepared across most dimensions of teaching than those who entered teaching through alternative programs or without preparation.
• When Should Bilingual Students Be in Special Education?
  Focuses on the challenges in special education for culturally and linguistically diverse students in the U.S. Overrepresentation of diverse students in special education; Exclusionary clause included in the definition of learning disabilities under the Individual With Disabilities Education Act; Factors that affect the test performance of diverse students.
• Why All the Counting? Feminist Social Science Research on Children's Literature
  Addresses the question of why counting has figured so prominently in feminist social sciences studies of children's literature. Documents the quantitative approach to children's books used by both liberal and radical feminists; gives an account of why this approach has been so popular among feminist social scientists; and outlines some of the achievements and limitations of this approach.
• Why Aren't Teachers Being Prepared To Teach for Diversity, Equity, and Global Interconnectedness? A Study of Lived Experiences in the Making of Multicultural and Global Educators
  Investigated why and how teacher educators bridged the gap between multicultural and global education to prepare teachers for diversity and equity. Respondents wrote about lived experiences which shaped their world views.
• Why Language Learning Matters
  Most education systems prepare their students to function in the national language and at least one additional language. However, only one-third of U.S.
• Written Testimony of Thomas J. Nussbaum, Chancellor of the California Community Colleges, [presented to the] Senate Budget and Fiscal Review Subcommittee No. 1: Overview of the California Community Colleges
  This testimony presents an overview of the budgetary needs of the California Community College system for the fiscal year 2001-2002. Thomas J.
• YA Spaces of Your Dreams: Welcome to the Reading Room: Lindbergh Middle School, North Long Beach, California
  Describes the transformation of the school library in Lindbergh Middle School, North Long Breach CA that serves a predominantly lower income, multicultural area whose students are struggling readers. Highlights include painting, new furniture, and other physical changes; collection development and circulation increases; hours of operation; staffing; and programming.