NIUSI

part of the Education Reform Networks

Engagement

• "School's Not Really a Place for Reading": A Research Synthesis of the Literate Lives of Students With Severe Disabilties
  Developmental and connectionist research describing a student's development of competent reading and writing skills commonly evokes the image of a normative ladder to literacy. Each rung of the ladder is believed to constitute certain sets of increasingly complex subskills.
• A "Tempest" Project: Shakespeare and Critical Conflicts
  Describes a 4-week unit of study that focuses on Shakespeare's "The Tempest," a text that has been especially controversial in today's climate of increased multicultural awareness. Involves students in a larger conversation about the possibilities for reading and interpreting literature and prepares them to write mature analyses of the play.
• A Longitudinal Measure of the Perceptual Impact of a Cultural Diversity Teaching Practicum on the Interpersonal Competency of Student Teachers
  Student teachers in agricultural education (n=18) and family and consumer sciences (n=6) completed a multicultural attitudes survey before, immediately after, and 1 year after a practicum in a diverse setting. Their greatest gain was in teacher-student relationships.
• A Nation of Minorities?
  Describes the new demographic transition the United States is currently undergoing; that it is becoming a multicultural society which may someday have no ethnic majority. Stresses the point that the main question is not what the demographics of future America will be, but how the different ethnic groups will relate to one another.
• A Qualitative Study of College Social Adjustment of Black Students from Lower Socioeconomic Communities
  Uses elements of the Ecological Model as a framework for examining the methods by which students develop social relationships and determining whether these relationships support college retention. An oral composite was constructed from the comments of Black commuter students from lower socioeconomic communities.
• A Response to Rose Hernandez Sheets
  Responds to an essay that examined the role of whites in multicultural education and reviewed three books on the subject, agreeing with the essay's assertion that having a positive white racial identity does not an antiracist educator make; questioning the essay's interpretation of the term marginalization regarding diverse students; and agreeing that whites must take the responsibility for educating themselves about people of color. (SM).
• A Self-Study in Teacher Education: Collective Reflection as Negotiated Meaning
  This self-study highlights two teacher educators' evolving collaborative relationship, viewed within the larger research study of their praxis in teaching. It is part of a multi-layered research methodology, developed to inquire into graduate preservice teachers' understandings of multicultural education.
• A Study of the Gender Role Orientations of Beginning Counselors
  Counseling literature and the Council for Accreditation of Counseling and Related Educational Programs' (1994) accreditation standards advocate gender-sensitive counseling practices. However, the effects of socialization processes on counselor education students concerning gender role orientation may interfere with that mandate.
• Affirming Diversity: The Sociopolitical Context of Multicultural Education. Third Edition
  This book examines the meaning, necessity for, and benefits of multicultural education for students of all backgrounds, providing a conceptual framework and suggestions for implementing multicultural education in today's classrooms. It presents case studies, in the words of students from a variety of backgrounds, about home, school, and community experiences and how they influence school achievement.
• African American Acculturation and Black Racial Identity: A Preliminary Investigation
  Examines the relationship between acculturation and racial identity among African Americans. One hundred eighty-seven African American students completed the Black Racial Identity Attitude Scale and the African American Acculturation Scale (AAAS).
• African American and White Adolescents' Strategies for Managing Cultural Diversity in Predominantly White High Schools
  Examined 3 strategies used by 77 African American and 138 White high school students to manage cultural diversity: multicultural, separation, and assimilation strategies. Discusses results in relation to forces supporting adolescents' strategy development and the implications of strategy use for adjustment in predominantly white schools.
• After the Tsunami, Some Dilemmas: Japanese Language Studies in Multicultural Australia. Language Australia Research Policy and Practice Papers
  This paper describes responses to linguistic pluralism in Australian policy in relation to Australia's Asian language context, and the teaching and learning of Japanese within these two frameworks.
• All of Us Together Have a Story to Tell
  Outlines questions for teachers to consider when selecting books which may be challenged. Looks at two different stories of challenges to multicultural education, regarding whether an "outsider" has the right to relate the stories of another culture.
• An assessment framework for professional development schools: Going beyond the leap of faith
  Discusses the challenges in assessing Professional Development School (PDS) impacts, noting examples of assessments from the literature. The paper outlines a conceptual framework for assessment and explains how it may help organize more systematic thinking about PDS evaluation.
• Beautiful Me! Celebrating Diversity through Literature and Art
  Describes the "Beautiful Me!" kindergarten unit, which uses children's literature to help children develop a rich vocabulary to describe themselves, their friends, and family, and to avoid words placing people into categories and stereotypes. Activities include providing various skin-tone crayons for drawing and using craft materials to depict hair with different textures, colors, and thickness.
• Becoming an Intercultural Mediator: A Longitudinal Study of Residence Abroad
  Examines the long-term learning of a cohort of students who had participated in a study abroad year. Draws on research that took place during the study abroad year and 10 years later.
• 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.
• Breaking the Silence: The Stories of Gay and Lesbian People in Children's Literature
  Discusses how for gay or lesbian youth, the issues of identity and acceptance that are ignored both in life and in literature are not only profound but also dangerous. Notes that books that include gay or lesbian characters usually elicit a strong negative reaction to their content by vocal conservative groups.
• Brothers of the Academy: Up and Coming Black Scholars Earning Our Way in Higher Education
  This book offers 26 papers by black male scholars that examine the experience of being a black man in the academy and demonstrate what black men have contributed to the scholarly enterprise.
• Business vs. Cultural Frames of Reference in Group Decision Making: Interactions among Austrian, Finnish, and Swedish Business Students
  Examines ways business and cultural frames of reference affect decision making in multicultural groups. Finds students' reactions to two class activities shows how "groupthink" arose in both exercises; cultural interference paralyzed group decision making in one group; and cultural interference demonstrated the importance of a cultural negotiation in finding common ground.
• Celebrating Bidialectalism: Reconceptualizing the Role of Language and Culture in the Acquisition of Literacy and Literary Skills among African American and Other Ethnically Diverse Students
  This paper addresses the issue of how to make school matter to historically disenfranchised, inner city African American youth, as well as youth from other struggling ethnic minority groups. It asserts that one way to do this is to reconceptualize approaches to the acquisition of literacy and literacy skills in teaching, engaging, and motivating African American and other ethnic minority students.
• Celebrating Cultural and Linguistic Diversity in Head Start
  Noting that the dramatic demographic changes in the United States in the last 30 years require that Head Start programs learn how to access new populations, encourage their participation, and tailor programs to meet their unique needs, this study was commissioned to better understand the diversity in language and culture of the Head Start population.
• Children's Literature in a Time of National Tragedy. ERIC Digest
  This digest is intended to guide parents and teachers in helping children deal with the attacks of September 11, 2001 through the use of literature. It begins with suggestions, guidelines, and strategies which parents and teachers can use to help children deal with the tragedy, and it discusses the role of literature in helping children at a time of national disaster.
• Chronicle of a Battle Foretold: Curriculum and Social Change
  Argues an English curriculum infused with multicultural literature and perspectives will not cause the educational and social outcomes attributed to it. The crux of the problem is to help students acquire, from their own experience with literature, a greater desire for literature.
• Cityscapes: Eight Views from the Urban Classroom
  The Urban Sites Network of the National Writing Project was conceived, designed, and implemented as a national teacher inquiry network for urban sites of the National Writing Project. The goal of the Urban Sites Network has been to develop, articulate, and implement a new agenda for National Writing Project sites serving larger cities.
• Community-based Service Learning for Multicultural Teacher Education
  Creates a topology of preservice teachers' responses to community-based service learning within several courses, investigating meanings they made from their community experiences. Data came from interviews and student essays and papers.
• 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.
• Continuing Professional Education in the Multilingual and Multicultural Environment of the 21st Century
  Offers lessons learned about working in multicultural and multilingual environments: (1) carefully plan communication requiring interpreters/translators; (2) strive for mutual knowledge creation; and (3) allow for sufficient time and process in workshops to support participants' need for clarification. (JOW).
• Critical Citizens for an Intercultural World: Foreign Language Education as Cultural Politics. Languages for Intercultural Communication and Education
  This book explores the development of critical cultural awareness through the process of teaching and learning about foreign cultures. It draws upon theoretical foundations relating to inter- and intra-cultural communication from contemporary philosophical movements, namely critical theory and postmodernism.
• Curricular Modifications, Family Outreach, and a Mentoring Program: Impacts on Achievement and Gifted Identification in High-Risk Primary Students
  A study investigated the efficacy of specific interventions (mentoring, parental involvement, and multicultural curricula) on academic achievement of 273 elementary students from low-socioeconomic environments. The interventions had no statistically significant effect on student achievement in any grade.
• Defining reflection: Another look at John Dewey and reflective thinking. .
  Restores some clarity to the concept of reflection and what it means to think, by going back to the roots of reflection in the work of John Dewey.
• Dismantling White Privilege: Pedagogy, Politics, and Whiteness. Counterpoints: Studies in the Postmodern Theory of Education, Vol. 73
  Challenging the assumption that the study of race focuses only on "people of color," many scholars are investigating the historical and social construction of "Whiteness." This book critically interrogates whiteness across contexts; contends that "marking" Whiteness--illuminating veiled cultural assumptions of Whiteness as the norm--is an important step toward social justice; and links analyses of Whiteness to the discourse of critical pedagogy. Topics include critical analysis of whiteness as part of multicultural education, invisible white hegemony in distance education and instructional technologies, experiences of a Mexican American poet in graduate school, studying blues music to raise student awareness of cultural images, professional identity formation among White women teachers in northern aboriginal schools, and consciousness raising strategies in the classroom.
• 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: 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 Within Unity: Essential Principles for Teaching and Learning in a Multicultural Society
  Discusses 12 essential principles to help schools teach democratic values in a multicultural society. Derived from findings of the Multicultural Education Consensus Panel to review and synthesize research on diversity, principles are organized into five categories: Teacher learning; student learning; intergroup relations; school governance, organization, and equity; and assessment.
• Effective Communication in Multicultural Classrooms
  This research tries to determine effective intercultural classroom communication in the American higher education setting. Theories on classroom communication and intercultural communication (Uncertainty Reduction and Communication Accommodation) are used to build the framework.
• Effects of Teacher Preparation Experiences and Students' Perceptions Related to Developmentally and Culturally Appropriate Practices
  Case study of preservice early childhood teachers in a course on cultural diversity inquired how the course's structure prepared them for working with and understanding diverse students and families. Pre- and post-course surveys indicated that students perceived that they had made gains in their understanding of cultural diversity issues and were positively affected through their teacher preparation experiences.
• Emotional Intelligence and Empathy: Their Relation to Multicultural Counseling Knowledge and Awareness
  Study examines the relationship among school counselors' emotional intelligence, empathy, and self-reported multicultural counseling knowledge and awareness. Findings revealed that school counselors' previous multicultural education, emotional intelligence scores, and personal distress empathy scores accounted for significant variance in their self-perceived multicultural counseling knowledge.(Contains 42 references.) (GCP).
• Encouraging and Recruiting Students of Color To Teach
  Examined the impact of the Teaching as a Career Workshop, which stressed the need for minority teachers, on high school students' perceptions about teaching. Participants considered it important for people of color to become teachers and believed the workshop influenced them to select teaching careers.
• Essentializing Dilemma and Multiculturalist Pedagogy: An Ethnographic Study of Japanese Children in a U.S. School
  Examined Japanese children's experiences at a U.S. elementary school, noting their teachers' pedagogical responses.
• Estrategias para mejorar los resultados academicos para las latinas (Strategies for Improving the Educational Outcomes of Latinas). ERIC Digest
  The educational experiences of Latinas are affected by the interaction of many factors, including poverty, racism, sexual harassment, and lack of English language proficiency. This Spanish-language digest presents a range of strategies that schools can employ to promote the academic achievement of Latinas.
• Ethical Issues in Professional Counseling, 2001
  Volume of 4 and 5 contain lessons that provide expert information on a variety of ethical issues in professional counseling. The lessons included in these volumes may be applied toward continuing education credits.
• Ethics in Qualitative Research: Multicultural Feminist Activist Research
  Explores a self-reflexive effort to engage teachers, administrators, and community leaders in qualitative inquiry within a multicultural feminist framework. In graduate courses emphasizing feminist pedagogy and research in urban settings, students conducted research projects designed to transform existing social inequities in their lived experiences.
• Exploring Culture, Language and the Perception of the Nature of Science
  Explores the views some First Nations (Cree) and Euro-Canadian grade 7-level students in Manitoba have about the nature of science. Uses both qualitative and quantitative instruments to explore student views.
• Focus on Elementary (Ages 7-10): A Quarterly Newsletter for the Education Community, 1999-2000
  This document consists of four issues of a newsletter for educators at the elementary level. Each issue features articles on a specific theme along with regular columns.
• Gathered Around the Fire of the Heart
  Examines the sacredness of language from the early history of language, and how poetry from all times and cultures connects and heals. Describes the author's work in a poets-in-the-schools program and how the children's poems healed the heart of a Chumash Indian elder.
• Global Perspectives for Young Readers: Easy Readers and Picture Book Read-Alouds from around the World
  Discusses how early childhood educators can use reading lessons as part of a global curriculum and help children develop an understanding of other peoples and their customs. Includes criteria for choosing international books as early reader selections, and annotated lists of picture books for beginning readers, chapter books for young readers, and translated books for read-aloud sessions.
• Graduates of professional development school programs: Perceptions of the teacher as change agent
  Investigated whether graduates of Professional Development Schools perceived themselves as change agents, implemented practices supporting change, and chose schools supportive of change. Teacher surveys indicated that most respondents believed they were change agents, that they were viewed as change agents, and that they practiced behaviors indicative of change.
• Home Support for Bilingual Development of Turkish 4-6-Year-Old Immigrant Children in the Netherlands: Efficacy of a Home-Based Educational Programme
  Reports the results of an intensive 2-year home-based educational program for 4-6 year old Turkish minority children in the Netherlands. Mothers who worked with their children at home carried out the structured program in Turkish.
• Hong Kong Students' Attitudes Towards Cantonese, Putonghua, and English After the Change of Sovereignty
  Examined the attitudes of Hong Kong secondary school students toward English, Cantonese, and Putonghua. Compared the language attitudes of two main groups of Hong Kong students, middle class elite and working class low achievers.
• 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.
• Hopes of a New Harvest: Sowing Seeds of Understanding with Contemporary Literature
  Argues that English and Language Arts teachers can counter the lessons of hate, violence, and bigotry by offering lessons that promote understanding and caring, through choices for reading and writing of literature that represent all ethnic groups. Discusses the author's experiences teaching for many years in Mississippi, addressing the heritage of racial divide by including literature by African American writers.
• Impact of Sociodemographic Characteristics on the Identification Rates of Minority Students as...
  Investigates the relationship between ethnic disproportionality and sociodemographic factors among minority students with mental retardation in the United States. Sociodemographic factors associated with mental retardation; Efforts exerted by the U.S.
• In the Process of Becoming Multicultural: Reflections of a First Year Teacher
  Discusses how although the author knew she only had meager training in teaching multicultural literature, she was committed to teaching it because she believes in its importance and influence on impressionable minds. Describes an incident where she was confronted with an anonymous note criticizing her teaching of African American Literature.
• Inclusion of Students with Moderate or Severe Disabilities in Educational and Community Settings: Perspectives from Parents and Siblings
  This study used qualitative research methodology to investigate parent and sibling perspectives on the educational and community inclusion of school aged students with moderate or severe disabilities. Interviews with parents from twenty-one families identified the type and extent of inclusive educational and community settings in which the student and his or her parents and siblings were involved.
• Increasing Preservice Teachers' Diversity Beliefs and Commitment
  Explored the attitudes, beliefs, and commitments to diversity of a predominantly Anglo-American population of preservice teachers enrolled in a diversity course. Results described beginning ethnorelative attitudes, beliefs, and commitments after participation in the diversity course; some theoretical underpinnings for understanding change (or lack of change); and a framework for facilitating positive multicultural experiences.
• Infusion of Multicultural Issues in Curricula: A Student Perspective
  Current or graduated students (n=132) at Colorado State University identified classroom incidents that had strengthened their understanding of multiculturalism. The 155 incidents were sorted into 18 categories of pedagogical techniques and classroom composition or dynamics that promoted multicultural awareness.
• Intercultural Literacy and the International School
  Defines intercultural literacy as the understandings, competencies, attitudes, language abilities, participation, and identities that enable effective engagement with a second culture.
• Introduction to emotional and behavioral disorders:Recognizing and managing problems in the classroom
  The purpose of this text is to serve as a practical manual to help general education and special education teachers recognize the behavior problems common to some children and youth in their classrooms.
• Journey toward Sensitivity: An Examination of Multicultural Literature
  Uses the portrayal of Native Americans in children's literature to describe the impact of racially biased reading materials and argue for greater cultural sensitivity. Offers tips for identifying culturally insensitive books.
• Kindern das Wort geben: Ein interkulturell-kreativer Arbeitsansatz, aufgezeigt an der Arbeit mit tibetischen Migrantenkindern. (Tell the Children: A Beginning for Intercultural-Creative Work, Focusing on the Children of Tibetan Families.)
  Explains the pedagogical and psychological concepts behind the approach developed by UNESCO that encourages children to express themselves freely on the subject of international understanding and peace in writing and art. Describes a project in which these concepts were applied focusing on a minority dispersed over many parts of the world: children of Tibetan families.
• La Dicha de Los Libros--Children's Books in Spanish
  Reviews a collection of high-quality books in Spanish which can help encourage Spanish-speaking children and adolescents to read. From creative books for the very young to the lives of famous women, to fantasies and animated traditional tales, these recently published books are designed to appeal to Spanish speakers and those wishing to learn Spanish.
• Language Policy and Pedagogy: Essays in Honor of A. Ronald Walton
  This edited volume brings together 14 diverse articles dealing with various aspects of language policy and pedagogy. Chapter titles include the following: "Language Practice, Language Ideology, and Language Policy" (Bernard Spolsky and Elana Shohamy); "The Status Agenda in Corpus Planning" (Joshua A.
• Learning Communities, First Year Programs and Their Effectiveness: The Role of the IR Office. AIR 2002 Forum Paper
  Several learning communities and first-year programs have been developed at Bowling Green State University, a public doctoral-research intensive university in the midwest, over the last few years. Such programs include the Bowling Green Effect Mentoring Program, the Literacy Serve and Learn program, the Honors Program, the Center for Multicultural and Academic Initiatives, the President's Leadership Academy, UNIV 100 (a voluntary two credit hour course for first-year students), and the University Program for Academic Success.
• Learning How To Ignore Racism: A Case Study of One White Beginning Teacher in "The White Highlands" and the Two Black Boys in Her Care
  This paper focuses on the experiences of one beginning teacher, studying the ways issues of race and ethnicity are dealt with in a predominately white elementary school. Faced with issues of racism in the classroom, the teacher had no strategies to handle either overt or covert racism, both of which appeared to be condoned by those responsible for her training.
• Learning To Teach Science in Contemporary and Equitable Ways: The Successes and Struggles of First-Year Science Teachers
  Examines views and practices of first-year science teachers, graduates of a teacher education program in California, focusing on gender equity and multicultural education. Explores teachers' attempts at the nature of science and implementing equitable instruction in classrooms.
• Lessons from Turtle Island: Native Curriculum in Early Childhood Classrooms
  Responding to the current level of bias with regard to Native peoples in preschool education and providing opportunities for preschool children to better understand issues of cultural diversity, this curriculum guide explores Native American issues.
• Lessons learned from students about assessment and instruction.
  Analyzes the alignment between the task, a released item from the 1996 Fourth-Grade National Assessment of Educational Progress and Geometry Standard, and whether the task elicits student thinking that matches the quality of the learning goals.
• 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.
• Mentoring: Creating Connected, Empowered Relationships
  This book is an effort to explore the ways in which mentoring and counseling are related and can be applied to one another. To meet the needs of a diverse audience, the authors present the advantages of initiating mentoring relationships with people of different genders, age groups, and cultural backgrounds.
• Mrs. Boyd’s fifth-grade inclusive classroom: A study of multicultural teaching strategies.
  Presents a case study of one exemplary multicultural fifth-grade classroom teacher provides educators with accommodation activities that support and encourage all students without limiting or impeding their academic or social development.
• 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 Content and Class Participation: Do Students Self-Censor?
  Through survey and focus group data, examined student discomfort in social work courses, reasons for self-censorship, and solutions to self-censorship. Found that general classroom factors (being too shy or being unprepared), not political correctness, were more likely to be reasons for self-censorship.
• 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 Teaching: African-American Faculty Classroom Teaching Experiences in Predominantly White Colleges and Universities
  Explored classroom teaching challenges faced by African American faculty at a predominantly white college. Focus group interviews with black faculty indicated that the teachers believed white students felt their standards were too high and did not match white professors' expectations.
• Overrepresentation of bilingual and poor children in special education classes: A continuing problem.
  Investigates factors affecting the overrepresentation of poor and bilingual children in special education classes. Lack of educator knowledge in language learning and association of bilingualism with disability; Poor educational policy in assessing of bilingual children; Influence of bilingualism on special education classroom.ABSTRACT FROM AUTHOR Sufficient research has not been directed toward the effect of language and dialect on the placement of children in special education classes.
• PDS Partnerships Come of Age
  Describes professional-development schools, partnerships between university teacher-education programs and schools, involving professors, teachers, and teacher interns. Tells how mutual respect and collaborative innovation developed in one such professional-development school in Camden, New Jersey.
• Perceptions of alienation among students with learning disabilities in inclusive and resource settings.
  Students with learning disabilities who received pull-out academic support daily for 45 minutes reported significantly higher levels of alienation students who were fully included in the regular classroom.
• Polynesian Folklore: An Alternative to Plastic Toys
  Argues that folklore goes beyond plastic toys and popular media symbols to share the humanness of a people. Suggest ways to use Polynesian folklore (nature fables, tales, and legends) to deepen children's understanding of Polynesian culture.
• Pre-Creating the HyperNews Classroom Community: (Not)Speaking, (Not)Writing the Subtext
  As two groups of teachers met to set up a HyperNews network for a grant project, it became clear that politics cannot be kept out of the classroom. In creating a community of diverse writers via HyperNews, six composition classes were linked for online discourse among departments: Asian American Studies, Chicano Studies, Pan African Studies, and English participated in each group.
• Prejudice and Pride: Japanese Americans in the Young Adult Novels of Yoshiko Uchida
  Discusses five books for young adults by author Yoshiko Uchida. Notes that these books, accessible to children in grades 5 and above, describe the prejudice against Japanese Americans, internment camps, and upheaval, sorrow, and anger spawned by the American government's racist actions.
• Preparing K-12 Teachers To Teach for Social Justice: An Experimental Exercise with a Focus on Inequality and Life-Chances Based on Sico-Economic Status
  Describes a preservice multicultural education and social foundations course designed to expand awareness of and encourage an appreciation and respect for diversity, highlighting an experiential exercise that focuses on institutional inequities of socioeconomic status and that promotes critical thinking, cooperative group work, and making use of multiple intelligences. (SM).
• Preparing Teachers of Color at a Predominantly White University: A Case Study of Project TEAM
  Examined the experiences of preservice teacher participants in Project TEAM, an initiative at a predominantly white university to increase the number of minority students who completed teacher education and became teachers. Case study data highlight three themes: developing a sense of community with minority student peers, developing a stronger ethnic identity, and working for social justice through multicultural education.
• Professional development school trade-offs in teacher preparation and renewal
  Examined the preparation of student teachers at four Professional Development Schools (PDSs) longitudinally, comparing their experiences with those of traditional student teachers. Data from meetings with administrators; site visits; document analysis; graduation and professional status information; student teacher surveys; and graduate surveys indicated that students appreciated PDSs' camaraderie, support, collaboration, and effectiveness.
• Recommended Books about Latinos for Children and Adolescents
  Reviews children's and adolescents' literature on the influence of Latinos in the United States, focusing on books in the following categories: the arts, fiction, literature, simple and interesting, and reference materials (encyclopedias and reference guides). (SM).
• Reflections on Multicultural Education: A Teacher's Experience
  Describes a high school-level multicultural course designed to challenge the predominantly white students to reflect upon system power inequities that benefitted many of them directly. Students engaged in social action projects, working with people unlike themselves in organizations that had social justice orientations.
• Reflections on the "White Movement" in Multicultural Education
  Responds to an essay that examined the role of whites in multicultural education and reviewed three books, critiquing five of the essay's assumptions (e.g., there is a white movement in multicultural education, attention to whites' role in multicultural education is very recent, and the focus on white identity development in multicultural education signals a shift away from equity pedagogy). (SM).
• Respond to Stories with Stories: Teachers Discuss Multicultural Children's Literature
  Describes a literature discussion group consisting of eleven social studies representatives involved in a discussion of children's multicultural literature and articles. Focuses on story as a resource for exploring diversity and for sharing personal experiences and responses with others.
• Revolutionizing Multicultural Education Staff Development: Factor Structure of a Teacher Survey
  Investigated African American and white elementary teachers' beliefs about and knowledge of multicultural education and their interest in staff development, noting differences by race. Survey data indicated that teachers considered multicultural education beneficial to students, but they were not very motivated to participate in training sessions.
• Rolling Up Our Sleeves in Social Justice Research: A Collaborative Study of School-Based Coalitions
  This study examined the shared experiences of student and teacher activists in light of current theoretical and political contexts of interest to social justice activists. The study involved collaborative in-depth interviews with and observations of seven student and four teacher activists in Alberta, Canada.
• School Counselors' Universal-Diverse Orientation and Aspects of Their Multicultural Counseling Competence
  Explores the relationship between school counselors' universal-diverse orientation (UDO) and their self-reported multicultural counseling knowledge and awareness. It was hypothesized that after accounting for the number of previous multicultural counseling courses taken, school counselors' UDO would contribute significant amounts of the variance to their self-perceived multicultural counseling knowledge and awareness.
• Science Motivation in the Multicultural Classroom
  Discusses how to integrate into the curriculum the interests of children of all ethnic backgrounds. Includes a rubric for multicultural contributions to science.
• Service Learning and Multiculturalism: Integrating Cultural Knowledge of Native Elders into the Writing Classroom
  Service-learning experiences can introduce students to locations they typically might not encounter in the composition classroom. This paper discusses a unique program at the University of Alaska Fairbanks that provides a rich and productive contact zone for students.
• Shared Control: Community Voices in Multicultural Service Learning
  A field experience involving community service learning was linked to multicultural education for preservice teachers. Results suggest that community service learning motivated, engaged, and gratified community leaders, tapping into local community associations.
• Small-Town College to Big-City School: Preparing Urban Teachers from Liberal Arts Colleges
  Describes a model program to prepare teachers from midwestern liberal arts colleges for urban teaching careers. Student teachers come to Chicago and live together, student teaching in local urban schools and completing regular professional development and cultural diversity activities.
• Spear Fishing in Wisconsin: Multicultural Education as Symbolic Violence
  Describes how multicultural teacher education can preserve familiar institutional and ideological mechanisms that validate social inequalities, analyzing student discourse collected during activities concerning recent conflict between Native American groups and groups opposed to the exercise of their treaty rights to fish on nonreservation lakes. Discusses differences between positions taken by state university students and liberal arts college students.
• 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.
• State Teacher Policies Tied to Student Results.
  Provides information on the study conducted by Linda Darling-Hammond, education professor at Stanford University on the ties between state policies on teacher quality and statewide student performance in the United States. Predictors of students' improvement on the National Assessment of Educational Progress; Federal databases of teachers' qualifications and student performance; Comments from Darling-Hammond.
• Strategies for Improving the Educational Outcomes of Latinas. ERIC Digest
  Latinas' educational experiences are affected by the interaction of many factors, including poverty, racism, sexual harassment, and lack of English language proficiency. With guidance from educators, Latina adolescents can make fulfilling educational choices.
• Student Associations at a South African Medical School: Implications for Educators
  Describes the student interactions of second-year medical students at the University of Natal (South Africa), until recently an historically black institution. Notes student associations are predominantly along racial/ethnic and gender lines, and offers an analysis from historical, political, and cultural perspectives.
• Students’ use of time outside of school: A case for after school programs for urban middle school youth.
  Implications for designing after school programs are discussed in light of the students’ highly unproductive use of time outside school.
• Support for children with developmental disabilities in inclusion classrooms through self-management.
  Implementation of self-management resulted in high levels of appropriate performance of schoolwork activities, negligible levels of disruptive behavior and elimination of time spent in time-out.
• Taylor’s Story: Full Inclusion in Her Neighborhood Elementary School
  Analysis of the experience of a student with severe mental retardation who experienced full inclusion in her neighborhood elementary school revealed that the student’s opportunities for social participation and friendship improved, several adaptive skills were developed, the classroom teacher played a critical role in orchestrating the level of academic inclusion, and transition planning was essential. (Author/JDD).
• Teach ESP through Critical Thinking and Problem-Solving Skills
  Students registered in courses for English for special or occupational purposes usually already have a good command of the language. Their objective is not to acquire fluency in the language as such, but rather to learn to use the language adequately in specific professional contexts.
• 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 and Student Performance in New York City's Low-Performing Schools
  Evaluated achievement data on low- and high-performing urban elementary and middle school students and data on teacher characteristics, investigating relationships between teacher quality and student achievement. While poverty and minority status may have negatively influenced school achievement, they were exacerbated by stresses created by the school system.
• Teachers Leading Teachers: Enhancing Multicultural Education through Field-based Partnerships
  Argues that partnerships between early childhood teacher preparation programs and public school teachers will strengthen the discourse on multicultural education and its institutionalization. Presents strategies for gaining a personal connection to multicultural education ideals, including developing cultural biographies, examining stereotypes and prejudices, examining the construction of a personal identity, and critically examining the media.
• Teachers' Beliefs, Antiracism and Moral Education: Problems of Intersection
  Explores the potential problems of intersection between the defining aims of antiracist education and teachers' beliefs about the aims of education. Identifies a framework for differentiating three ethical perspectives that teachers often take in articulating and justifying their beliefs about the ideal aims of education.
• Teaching about Multicultural and Diversity Issues from an Humanistic Perspective
  This paper describes how one Educational Psychology professor prepares predominantly white, female, middle-class student teachers for experiences with diverse learners by providing a learning task or activity that engages them in new experiences with someone different from themselves. This requires them to integrate principles related to teaching a diverse population of students as discussed in the an educational psychology text.
• Teaching Gifted Kids in the Regular Classroom: Strategies and Techniques Every Teacher Can Use To Meet the Academic Needs of the Gifted and Talented. Revised, Expanded, Updated Edition
  This book offers teachers of all grades teaching/management strategies for providing gifted students in regular classes the enriched curriculum they need. Chapter 1 describes the learning and behavioral characteristics of gifted students, especially noting underserved groups such as gifted children from multicultural and low socioeconomic populations and those considered "twice exceptional" (gifted and disabled).
• Teaching Social Studies Multiculturally: Implications for Teachers
  The changing demographics in U.S. institutions have contributed to the increasingly multicultural nature of classrooms.
• Teaming for Learning Success
  Describes how team teaching benefited two first-grade classrooms, one a bilingual instruction classroom and the other an English instruction classroom, by expanding opportunities for language use and transforming the two classrooms into a more inclusive community of learners as these young children used first and second languages to build bridges to each other and their curriculum. (SR).
• Teens Working: Turning Earning into Learning. Facilitator Guide [and] Critical Workplace Issues [and] Student Guide.
  These guides are part of a toolkit designed to help young people make connections between the jobs they now hold, the classes they are taking, and the goals they may have for the near and distant future. The guides contain a variety of materials and activities appropriate for all skill levels.
• Text and Context: Using Multicultural Literature To Help Teacher Education Students Develop Understanding of Self and World
  This study compares the responses of black and white preservice teachers as they engaged about a young adult novel which addressed racial and sexual diversity. Student teachers used young adult literature with protagonists from diverse backgrounds as one means of coming to understand and value children of all backgrounds.
• The Asset of Cultural Pluralism: An Account of Cross-Cultural Learning in Pre-Service Teacher Education
  Highlights a Canadian preservice educator in a cross- cultural course who worked with student teachers to understand how they encountered one another's diverse attitudes and values, promoting a theory of cross-cultural education that validated experiential interactions as moments of learning. This led to a vision of pluralism where diversity helped create interpretive competence through encounters of difference and self-study.
• 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 collaboration process in professional development schools: Results of a meta-ethnography, 1990-1998.
  Examined the characteristics of the college-school collaboration process in Professional Development Schools (PDSs), using meta-ethnography to analyze 20 case studies about the PDS collaboration process. Results yielded 12 themes about the collaboration process (e.g., unwillingness to work with others, prior relationships, sustained funding, miscommunication, strains in intra-organizational relations, and conflicting organizational goals).
• The Critical Literacy Process: Guidelines for Examining Books
  Recommends that children, teachers, and parents critically read children's literature to identify and clarify ideological perspectives. Lists types of books for multicultural collections, presents guidelines for critical discussions about books, and identifies types of biases in books.
• The Diversity Project: Institutionalizing Multiculturalism or Managing Differences?
  Institutions embrace diversity in theory, but they do not do much to implement it. Their inadequate support for ethnic studies is a case in point.
• The Influence of Teacher Background on the Inclusion of Multicultural Education: A Case Study of Two Contrasts
  Examined the impact of preservice teachers' backgrounds on their multicultural perspectives in teaching secondary social studies, highlighting two student teachers with widely different backgrounds and beliefs. Data from papers, interviews, and observations showed significant differences in perspectives.
• 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 Mommy and Daddy Guide to Kindergarten: Real-Life Advice and Tips from Parents and Other Experts. A to Z
  Noting that kindergarten is a time of dramatic change for parents as well as for the kindergarten child, this book presents information on a variety of topics related to kindergarten education. The book is based on interviews with kindergarten teachers, principals, parents, and several experts from higher education involved in kindergarten education.
• The Pearl in the Shell: Author's Notes in Multicultural Children's Literature
  Notes that an increasing number of contemporary multicultural children's books aid readers' text comprehension with an author's note, foreword, or afterword. Describes ways teachers can use these author's notes, and ways to make the most of this author information.
• 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 Relationships between Situated Cognition and Rural Preservice Teachers' Knowledge and Understanding of Diversity
  A study examined the influence of situated knowledge embedded in 17 rural preservice teachers' autobiographies on their perspectives on diversity and future classroom practices. Four themes emerged in interviews: situative cognition in rural contexts; cultural groups being together but existing apart; understanding group similarities and differences; and desire to teach in a small rural school.
• The Role of Education in Preventing Ethnic Conflicts: The Case of Roma in the Czech Republic. GSFI Occasional Paper
  This paper discusses conflicts between Romani minority people and the dominant majority in the Czech Republic, suggesting solutions based on improvements in teacher education. Chapter 1 outlines the situation of the Romani minority in the Czech Republic, highlighting the main factors that influence the negative relationship between the two groups.
• The 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 Unintended Classroom: Changing the Angle of Vision of International Education
  Appeals to international schools to help widen the angle of vision through which students view the world. Cautions that this broadening of vision must be balanced with the understanding that national educational communities fear a loss of identity in the "global village." (Contains 20 references.) (EMH).
• The Use of Culturally Relevant Videos To Draw Attention to Cultural Diversity: A Preliminary Study
  Videos celebrating Hispanic Heritage and Black History month were presented at two regionally and ethnically distinct college campuses. Students (N=62) were interviewed regarding what attracted them to the video.
• Thematic Literature and Curriculum for English Language Learners in Early Childhood Education. ERIC Digest
  The incorporation of age- and language-appropriate thematic literature into the early childhood curriculum can stimulate content-based academic learning for English language learners (ELLs). This systematic approach is particularly beneficial to young ELLs ages 3 through 8, because it provides background knowledge and cultural information along with opportunities to hear, speak, and interact with carefully crafted language in thematic and story contexts.
• TIPS Pamphlets for Parents
  This manual presents 99 one-sheet informational brochures designed to improve parenting skills for children with and without disabilities. Each brochure is in a format suitable for duplicating, folding, and distributing.
• Trends in the Scholarship on Teachers of Color for Diverse Populations: Implications for Multicultural Education
  This paper reviews patterns in the literature on minority teachers and teacher preparation. The study involved an extensive literature search using the following database selections: Books in Print A-Z; ERIC Database 1966-2000; Education Abstracts FTX 6/83-12/99; PsycINFO 1984-2000/02; Sociological Abstracts 1963-1999/12; and Social Sciences Abst FTX 2/83-12/99.
• What Constitutes Effective ESL Instruction: Common Themes from the Voices of the Students
  To redress the perceived gap in the definition of effective language instruction, students at an intensive English program were asked to participate in interviews in which they were asked to respond to questions about classes they were attending and they defined as effective. A discourse analysis was performed on the transcripts of several interviews.
• What Really Happens? A Look inside Service-Learning for Multicultural Teacher Education
  This qualitative, interpretive case study used ethnographic techniques to explore preservice teachers' experience of service learning in a multicultural education course. Three roles and perspectives related to multicultural learning are described and analyzed: playing it safe, teacher/helper, and companionship.
• White Teachers at the Crossroads
  Two multicultural educators discuss how white teachers can help dismantle a legacy of racial domination and injustice. One describes the role for white teachers in multicultural education and their need to address issues of white privilege.
• Whiteness and White Identity in Multicultural Education
  Reviews two books on white identity in multicultural education, examining trends toward linking white race consciousness to effective multicultural pedagogy (which multicultural proponents either embrace or ignore) and discussing whether this discourse advances the field. Suggests that if these texts are designed for preparing white teachers for diverse students, they do not move multicultural education beyond hope and advocacy.
• 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.