NIUSI

part of the Education Reform Networks

Recognition

• "Challenge Us; I Think We're Ready": Establishing a Multicultural Course of Study
  Discusses how students can relate to Mark Mathabane's autobiographical novel "Kaffir Boy"--his questioning why he must attend school, his open defiance of his father, and his struggle to resist peer pressure. Examines where an all-white high-school faculty started in terms of developing a multicultural literature program, where they have been, and where they see the program in the near future.
• "Other" Encounters: Dances with Whiteness in Multicultural Education
  Reviews four books in order to examine the contradictory and ambivalent spaces occupied and co-occupied with multicultural education, locating multicultural education within the Eurocentric regimes of truth (democracy, pluralism, and equality) and addressing how the books rectify or contest the regimes of truth moving within and against the parameters of the white studies configuration of higher education. (SM).
• A Call for Change in Multicultural Training at Graduate Schools of Education: Educating To End Oppression and for Social Justice
  Graduate-level multicultural training is important for preparing future teachers to work effectively with diverse students. Professionals experienced in multiculturalism must revise and refine multicultural training to better address immigrants' diversity issues and issues around sexuality, disability, and spirituality.
• A Comprehensive Approach to Identifying and Addressing Issues of Disproportionate Representation.
  Focuses on the effect of disproportionate representation of minority students. Evaluation on the educational performance of the students; Identification of special education disability category; Terms of educational classification.
• A Lingering Miseducation: Confronting the Legacy of "Little Tree."
  The popular book, "The Education of Little Tree," written by a Ku Klux Klansman, perpetuates popular stereotypes about American Indians and advances the author's ideology about segregation and staunch individualism. This type of fraud is especially damaging to children, both White and Indian, who internalize such stereotypes as more authentic than the realities of living American Indians.
• A professional development school partnership: Conflict and collaboration
  The Professional Develpment School (PDS) is one of the most prominent, compelling, and recent models of teacher education reform. For decades efforts have been made to reform the U.S.
• Across-Program Collaboration to Support Students With and Without Disabilities in a General Education Classroom
  We conducted a program evaluation of a multi-component intervention using general education/special education collaborative teaming to increase the academic achievement and social participation of students with and without disabilities.
• Adolescent Violent Behavior: An Analysis across and within Racial/Ethnic Groups
  Analysis of data from a national longitudinal study of adolescent health found that adolescent involvement in four types of violent behaviors was related to race/ethnicity, gender, and family structure. Family cohesion was a protective factor against all types of violence.
• AFRICAN AMERICANS AND MULTICULTURAL EDUCATION.
  This article examines the root causes for the overrepresentation of African American students in special education classes and their underrepresentation in gifted and talented programs in America's public schools. The article (a) provides a historic overview of the legal struggles for educational equity, (b) examines key issues surrounding the academic status of African American students, (c) discusses multicultural education as a remedy, and (d) recommends an appropriate course of action for educators and policy makers.ABSTRACT FROM AUTHOR.
• Alternative Perspectives on Orality, Literacy and Education: A View from South Africa
  Examines theoretical concerns about discourses associated typically with what has come to be referred to as the oral tradition and discourses associated typically with academic contexts in order to see how these may relate to students' experiences of higher learning. Looks at the writing of students who are predominantly Xhosa speakers and analyzes the kinds of discourses they seem to display.
• Application of the Theory of Multiple Intelligences to Second Language Learners in Classroom Situations
  This paper argues for the "nurture" side of the "nature versus nurture" debate of the nature of intelligence. It argues for the theory of multiple intelligences in relation to sociocultural and cognitive perspectives of second language learning.
• Art-Centered Approach to Diversity Education in Teaching and Learning
  Describes the advantages of an art-centered approach to diversity education in teaching and learning, which provides students with both a window into others' reality and a mirror that reflects their own cultural identity and community. Explains how to craft an art-centered approach to diversity education, offering examples of instructional activities and strategies and sample ethnographic research projects.
• Asking the Right Questions: Helping Mainstream Students Understand Other Cultures
  Two common tendencies that lead many mainstream students to misinterpret other cultures are the combative response and the exoticizing response. These misinterpretations, however, can be excellent learning moments for helping students understand the constructed nature of culture and the contextual nature of learning.
• Assessing the Impact of a Prejudice Prevention Project
  Reports on the effectiveness of a prejudice prevention intervention that was used among a culturally diverse group of students in Hawaii. Results indicate that teachers observed significant improvement in the students' cooperative social skills as a result of participating in the multicultural guidance activities.
• Basque, Spanish, French and English in the Basque Country
  This paper analyzes the demographic, sociolinguistic, and educational status of Basque in the whole of the Basque country: the Basque Autonomous Community (BAC), Navarre in Spain, and the Northern Basque Country in France. It also discusses English as a third language within the bilingual educational system in the BAC.
• Behavioral Support
  1 Assumptions About Behavior Problems and Behavior Change 2 Individualized Behavioral Support Plans: Problem Identification and Functional Assessment 3 Individualized Behavioral Support Plans: Designing, Using, and Evaluating Plans 4 Teaching Social Interaction and Self-Management Skills 5 The Classroom Community: Mutual Respect, Self-Direction, and Solving Problems Together.
• Beyond an Epcot Nation: Reinventing the Multicultural for Transformative Pedagogy
  This paper critiques multiculturalism from a range of fronts and asks what underlying influence ties together its widespread criticisms. In naming this principal influence, the paper considers what new paths are possible for reinventing the multicultural in composition studies.
• Black Teachers and the Struggle against Apartheid: Oral Histories from South Africa
  Presents the oral histories of three black educators who resisted apartheid and helped raise students' self-esteem despite the demeaning Bantu Education curriculum, experiencing multiple failures and successes in the era between the 1976 Soweto uprising and the end of apartheid in the early 1990s. All three resisted calls for "liberation before education" and fought to provide skills and self-esteem students would need to challenge injustice.
• Breaking the Cultural Cycle: Reframing Pedagogy and Literacy in a Community Context as Intervention Measures for Aboriginal Alienation
  This paper presents an alternative view to the pedagogical needs relating to literacy for Aboriginal students. The question posed is how to utilize this knowledge to lessen the impact of perceived failure in early schooling of entrenched non-attendance patterns for Aboriginal students of compulsory school attending ages.
• 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.
• Bridging the Gap between Theory and Practice: Integrating Multicultural Theory into an Undergraduate Foundations of Education Class
  This paper describes an action plan for integrating multicultural theory into a teacher education social foundations course and presents results from an evaluation of this effort. The action plan for the course was to integrate the theory and practice of multicultural education across five master questions posed by T.
• Building a New Life: The Role of the School in Supporting Refugee Children
  Investigated refugee children's experiences adjusting to life in England. Interviews and surveys involving refugee and non-refugee children ranging from early to mid-adolescence provided data on: children, war, and persecution; flight to safety; early days in Britain; starting school; the importance of English; coping with the past; and providing support for parents.
• Building an International Student Teaching Program: A California/Mexico Experience
  This paper describes the first year of an international student teaching project conducted in Mexicali, Mexico, which was successful in helping U.S. participants develop cultural understanding and critical teaching skills needed to work with English learners.
• Building Bridges: A Peace Corps Classroom Guide to Cross-Cultural Understanding.
  Understanding the concept of culture helps people live with others of different backgrounds within the classroom, the local community, and the worldwide scale of political, social, and economic interaction. The lessons presented in this book help students begin to more fully understand their own culture and how it has shaped them; to understand the perspectives of other cultures; and to provide an increased awareness of the value and practicality of social service within and beyond the bounds of schools.
• Building Cross-Cultural Bridges--Cultural Analysis of Critical Incidents
  Culture forms the basis for cross-cultural awareness and understanding. The initial response to a new culture is to find it fascinating, exotic, and thrilling.
• Buried Treasures in the Classroom: Using Hidden Influences To Enhance Literacy Teaching and Learning. Kids InSight, K-12
  The lessons learned by this book's authors, who observed literacy events in third- and fourth-grade classrooms, altered their vision of teaching and learning. The book shares their observations of how students engage in literacy events and construct meaning within these events, focusing on three factors that significantly influence the construction of meaning in classroom settings: stance, social positioning, and interpretive authority--as well as how tensions can arise between students and teachers based on the relationship among these factors.
• Career as Story: An Introduction to the Haldane Idiographic Method of Career Assessment for Multicultural Populations
  In order to take into consideration the unique experiences, background and language differences inherent among multicultural populations for the purposes of career assessment, the process must allow for the counselee to construct their own story.
• Children of Mixed Race--No Longer Invisible
  Schools often ignore the existence and special concerns of multiracial and multiethnic students, whose numbers are increasing faster than those of monoracial children. Serving these students requires changing teacher education, recording heritage sensitively, assessing formal and informal curricula, revising ethnic and racial celebrations, addressing harassment, and promoting anti-bias activities.
• Children of War: A Curriculum
  Emphasizes the importance of examining the position of children in war as they provide insight into the conflicts themselves that cannot be attained elsewhere. Presents a secondary curriculum entitled "Children of War" designed to promote an understanding of the phenomenon of children in war from multiple perspectives, including sociocultural, historical, and personal.
• Children's Ways with Words in Science and Mathematics: A Conversation across Disciplines (Durham, New Hampshire, December 4-7, 1999). Special Report
  At a time when children from culturally and linguistically diverse backgrounds represent the fastest growing school-age population in the United States, too many of these children are failing in school science and mathematics. This report discusses the events and recommendations of the Children's Ways with Words in Science and Mathematics conference which brought together educators and researchers from diverse backgrounds and disciplines to explore issues related to learning and achievement in science and mathematics for poor and minority students.
• Collaborative action research projects: Enhancing teacher development in professional developmnet schools
  Investigated how collaborative action research projects affected five pre-service teachers' professional development while working with on-site teacher educators within a Professional Development School. Data from interviews, conferences, journals, action research, student writings, and field notes indicated that these experiences helped pre-service teachers gain valuable insights about self as teacher, students, curriculum, teaching, and teacher roles and responsibilities.
• Community Update, 2000.
  This document consists of ten issues (covering January through December 2000) of the Newsletter, "Community Update," containing articles on community and family involvement in education.
• 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.
• Connecting Employers and Multicultural Student Organizations
  Describes how the University of Virginia's Student Career Services built on the successes of a Minority Career Day by incorporating a networking opportunity for student groups into the event. (GCP).
• Considering Culture in the Selection of Teaching Approaches for Adults. ERIC Digest
  Cultural differences, including the personal cultures of learners and educators and the culture of the larger social-political environment, are relevant to adult learning. Culture includes those values, beliefs, and practices shared by a group of people.
• Counseling Multiracial/Multiethnic Children
  There are two central issues that must be addressed when counseling multiracial and multiethnic children in the United States. The first is that, although the United States is fixated on race, only single-race group membership is recognized.
• Creating Highly Motivating Classrooms for All Students: A Schoolwide Approach to Powerful Teaching with Diverse Learners. The Jossey-Bass Education Series
  This book focuses on teaching diverse students, providing a pedagogical framework and concrete strategies that school staff and educators can use in the context of: professional development related to school renewal; professional development related to K-12 teaching; and teaching strategies for K-12 classrooms. The book also describes how school-based teams can be prepared to serve as staff developers, school renewal facilitators, and instructional leaders.
• Creating Safety To Address Controversial Issues: Strategies for the Classroom
  Presents seven elements of a safe classroom in controversy-driven courses, where students can exchange ideas rather than emotions as they learn and discuss. The elements are: collegiality, empowerment, role modeling, preparation, shared purpose, reflection, and commitment.
• Creating the will; Hispanics achieving educational excellence: A report to the President of the United States, the Secretary of Education and the nation
  This report provides data on the current educational condition of Hispanics from early childhood through graduate and professional education. It also offers strategies for multiple sectors, parents, schools, communities, the private sector, and the government, to improve Hispanic educational achievement.
• Cultural Knowledge in African American Children
  Fifty-eight African American children (grades 4-6) responded to the Test of Core Knowledge, a divergent task that required free associations about mainstream and African American topics. Participants' knowledge of both mainstream and African American cultural items increased significantly between grades 4 and 5.
• Current Research in Multilingualism and Education in Lebanon: A Report
  Examines 11 research projects on multilingualism and education in Lebanon, many of which focus on multilingualism and language learning. The research emphasizes three areas: different multicultural aspects of life and communication; specific patterns of multilingual communication (e.g., emphasizing home communication and children's language preference); and various language-related issues in multilingual elementary, secondary, and higher education.
• Deconstructing Whiteness as Part of a Multicultural Educational Framework: From Theory to Practice
  Based on emerging theoretical work on White racial identity, argues that a central problem of multicultural education involves challenging the universalization of Whiteness. Proposes a theoretical framework to advance a multicultural perspective in which the exploration and deconstruction of Whiteness is key.
• Developing a Rationale for Multicultural Education in Rural Appalachia
  Because of their ethnic/racial homogeneity, Appalachian schools often see multicultural education as irrelevant. Teacher education must link the oppression of Appalachia with that of more visible minority groups; show how knowledge is subjective; and emphasize that true national unity results from honoring diversity.
• Developing Intercultural Communication and Understanding through Social Studies in Israel
  Discusses the problems related to cultural pluralism, differences among the groups living in Israel, and social studies education within Israel. Focuses on the sociology curriculum, offering a rationale, description, and information about intercultural education.
• Developing Preservice Teachers' Perspectives on Reader Response
  Examines preservice teachers' developing conceptions of reader response theory, specifically focusing on the importance of aesthetic response to students' engagement with and motivation for reading. Finds that the aesthetic reader stance predominated in students' written responses and discussions; and that written response did not influence the quality of the discussion.
• Dewey, Freire, and a Pedagogy for the Oppressor
  Asserts that cultural diversity and democracy will always be in conflict with each other, examining oppression in a democratic society; an oppressor's view of the world; a pervasive dualism in perspectives; the inadequacy of current efforts to overcome the conflict between the oppressors and the oppressed; traits of oppressors that must be changed; a three-pronged approach to consciousness raising; common themes within this approach; and underlying assumptions. (SM).
• Diversity and International. [SITE 2001 Section]
  This document contains the papers on diversity and international issues from the SITE (Society for Information Technology & Teacher Education) 2001 conference.
• Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities
  This book examines the relationship between a person's success and his or her ability to understand, respect, and value diversity. It also explores how people can develop diversity consciousness.
• Diversity Education for Preservice Teachers: Strategies and Attitude Outcomes
  Analyzed the impact of emphasizing diversity in a foundations of education course. Various instructional strategies addressed issues of intolerance and promoted understanding of the importance of multicultural education for teachers.
• Diversity/Equity. [SITE 2002 Section]
  This document contains the following papers on diversity/equity from the SITE (Society for Information Technology & Teacher Education) 2002 conference.
• Early Positive Predictors of Later Reading Comprehension for African American Students: A Preliminary Investigation
  A longitudinal study examined the performance of 50 African American children (ages 4-6) from low- and middle- income homes on a reading comprehension test. Preliminary results indicate two measures predicted later reading comprehension for children from low income homes, use of complex syntax and shape matching.
• 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.
• Effective Approaches to Teaching Young Mexican Immigrant Children. ERIC Digest
  Of the 22 million children currently enrolled in U.S. schools, more than 2 million have limited English proficiency.
• Embedded Preservice Teacher Education: Sophomore Multicultural Internship
  This paper describes the Sophomore Multicultural Internship for preservice teachers at Moorhead State University, Minnesota. From 1990-95, the program immersed preservice teachers in cross-cultural encounters and K-12 clinical experiences intended to: engender enlightened tolerance; provide an embedded context for making moral choices to pursue careers in teaching; prepare beginning teachers to address increasingly diverse groups of learners in contemporary classrooms; and affirm the connective tissue between professional education coursework and the kinds of decisions that confront teachers in diverse contexts.
• 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 Rehabilitation Education and Research
  Reviews ethical issues that rehabilitation educators may face in meeting their everyday teaching and research responsibilities. Issues presented include dual relationships; selection of students; measurement of student competence; supervision of students; confidentiality concerning student information; faculty competence; multicultural issues; and the design, conduction, and publication of research.
• Ethics, Power, and Privilege: Salient Issues in the Development of Multicultural Competencies for Teachers Serving African American Children with Disabilities
  This article addresses educators' ethical responsibility for recognizing the inherent dignity and worth of African American students with disabilities. It opens with a brief overview of multicultural education and continues with a three-pronged model for addressing multicultural competencies: awareness, knowledge, and skills.
• Excelencia Para Todos--Excellence for All: The Progress of Hispanic Education and the Challenges of the New Century. Remarks as Prepared for Delivery by U.S. Secretary of Education, Richard W. Riley (Bell Multicultural High School, Washington, DC, March 15, 2000)
  The main theme of Richard W. Riley's speech is the importance of quality education to America's Latino community.
• Expectations Great and Small: The Mental Maps of Teachers and Systems
  Discusses how high and low expectations are communicated to British students both directly by what teachers say and indirectly through the systems and processes through which teachers work. Examines racial and social biases and notes that expectations can be self-fulfilling prophesies.
• Exploring the Nature of Race-Related Guilt
  In a hermeneutic phenomenology study, the main purpose of which was to explore how White graduate students made meaning of being White, race related guilt was found to be a prominent emotion. This article explores race related guilt and suggests liberation therapy as a counseling tool to transform guilt to positive action.
• Exploring Values through Literature, Multimedia, and Literacy Events: Making Connections
  The essays collected in this book highlight the important links among home, school, and global society that will help students understand one another and contribute to a cohesive community. They describe the work of educators and children, and the materials and strategies they use to explore values such as compassion, caring, sharing, respect, and appreciation of cultural differences.
• Fostering Community through the Use of Technology in a Distributed Learning Environment
  With the technology revolution, the importance of creating a sense of community in the learning environment is as significant as ever. This article shares the lessons learned in developing and teaching a multicultural counseling course via distance and distributed education.
• Future Directions with Troubled Children
  A leader in the education of troubled children identifies issues for the future. They include: (1) recognizing emotional and behavior disorders as a disability; (2) enhancing multicultural education with knowledge about commonalties; and (3) basing practices on scientific knowledge.
• General and Special Educators' Perceptions of Teaching Strategies for Culturally and Linguistically Diverse Students
  A survey of 403 general and special education teachers found most had received no training in multicultural education even though most reported that cultural knowledge would help them understand the influence of their students' verbal and nonverbal learning/behavioral styles. Knowledge about the language of multicultural students and child language development were cited as important training needs.
• Home Language and Language Proficiency; A Large-Scale Longitudinal Study in Dutch Primary Schools
  Reports on a large-scale longitudinal study into the development of language proficiency of Dutch primary school children aged 7-10. Data on language proficiency and a range of background variables were analyzed.
• How to differentiate instruction in mixed ability classroom
  Greater number of students are diagoned with attention deficit and related disorder, so in todays diversed classroom setting it has become important to understand the diffferentiating teaching methods.
• Implementing IDEA: A Guide for Principals
  Implementing IDEA: A Guide for Principals is offered as a tool for ensuring that all children with disabilities learn, and that principals have the supports they need to implement IDEA.
• Implementing Multicultural and Global Studies: Selected Resources about Materials and Their Uses by Teacher Educators, Inservice Providers, and K-12 Educators
  Presents an annotated bibliography that represents the varieties of materials which may be useful for those who plan, develop, and implement multicultural and global studies; infuse them throughout the curriculum; and strive to develop personnel with the attitudes and skills to collaborate and empathize with youth. (SM).
• Improving Teacher Quality.
  Presents a chart depicting results of teacher assessments by state in the United States. Grade in the evaluation of teacher quality; Requirement of written test in licensing beginning-teachers; Incentives provided by a state on teachers earning National Board certification.
• Improving Upper Grade Math Achievement via the Integration of a Culturally Responsive Curriculum
  This report describes an intervention program for increasing mathematical achievement of African American students. Within the targeted population, it was evident that the disparity in math achievement between African American and White students was increasing each year.
• 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.
• Increasing African-American Teachers' presence in American Schools: voices of students who care.
  Presents the narratives of several African American students to illustrate the impact on students of having or not having African American teachers. Students' descriptions of their interactions with and praise for African American teachers illuminate why recruiting more teachers of color is important not only to the profession but also to the students themselves.
• Increasing Awareness and Implementation of Cultural Competence Principles in Health Professions Education
  Cultural competence is being recognized as an essential skill by allied health accrediting and professional organizations. However, more information is needed on the types and content of courses or other activities intended to explore cultural, ethnic, and racial diversity issues related to health care.
• Increasing Critical Multicultural Understanding via Technology: "Teachable Moments" in a University-School Partnership Project
  A university-school correspondence partnership project was designed to enhance student teachers' multicultural awareness and understanding. This electronic mail-based project had undergraduates interact with culturally and experientially diverse students.
• Increasing Multicultural Awareness through Correspondence: A University-School Partnership Project
  This paper describes an e-mail-based correspondence project between 56 pairs of university-school partners: pre-service teachers enrolled in a multicultural education course, and middle school students enrolled in language arts classes in a culturally diverse, economically depressed community. The purpose of the critical action research project was to offer the pre-service teachers an opportunity to interact with students of diverse cultural backgrounds and to offer the middle school students an interesting way to engage in literacy development.
• 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.
• Internationalizing the Public Relations Curriculum
  Discusses broadening public relations to an international level by incorporating the topics of culture, international practices, and culturally sensitive theory development. Discusses rationale, design, and execution of an undergraduate course in international public relations.
• 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.
• L'enseignement de la diversite culturelle, c'est une responsabilite collective (The Teaching of Cultural Pluralism, a Collective Responsibility)
  Following September 11, some students in a computer-assisted journalism lab in Canada made disgraceful comments based on ignorance and misinformation regarding the school's Arabic-speaking members. However, a few articles and two news reports helped change the atmosphere as students began to recognize the individuals within stereotyped groups.
• Le multiculturalisme dans la formation initiale des maitres du primaire: un defi incontournable pour le systeme scolaire Quebecois (Cultural Pluralism within the Preservice Education of Elementary School Teachers: An Inescapable Challenge for the Quebec School System)
  Until recently, Quebec has been largely white, francophone, and Catholic. But now, with a wide variety of immigrants, Quebec education must allow all students to recognize themselves as full-fledged members of society despite their differences.
• Learning To Listen: Cross-Ethnic Therapeutic Recreation Service Delivery
  Suggests that is it important for therapeutic recreation organizations, training institutions, and certifying bodies to require cross-ethnic understanding in their curriculums and professional organizations, describing system directed service delivery and presenting several approaches, which include the bridging approach, multicultural agency approach, ethnic community organizations approach, and partnership model approach. (SM).
• Linguistic Diversity
  Discusses 14 books for young readers, chosen for the diversity of their languages, cultures, and uniqueness. (SR).
• Looking for Leverage: Issues of Classroom Research on "Algebra for All."
  In the United States, African Americans, Latinos, and Native Americans have lower success rates and higher drop-out rates in mathematics than other racial or ethnic groups. Given that quantitative competency serves increasingly as a vehicle for economic enfranchisement, these differential success rates make mathematics achievement a civil rights issue.
• Making the Journey: Being and Becoming a Teacher of English Language Arts. Second Edition
  This book takes a look at the realities of classroom life, offering specific suggestions for dealing effectively with today's students. More than a compendium of activities, the first edition of the book introduced educators to a philosophy of teaching illustrated and implemented by workable, realistic techniques.
• Meeting the Needs of English Language Learners
  Presents key questions reflecting research in first/second language acquisition and whole language principles: is curriculum organized around "big" questions?; are students involved in authentic reading and writing?; are students given choices?; is content meaningful?; do students work collaboratively?; do students read, write, speak, and listen during learning?; are students' primary languages and cultures valued?; and do learning activities build self-esteem? (RS).
• Meeting the Special Needs of Dual Language Learners with Disabilities: Integrating Data Based Instruction and the Standards for Teaching English for Speakers of Other Languages
  This paper on meeting the needs of students with disabilities who are learning English as a second language suggests integrating principles from the Teaching English to Speakers of Other Languages (TESOL) Standards and Data Based Instruction (DBI).
• Methods and Resources for Elementary and Middle-School Social Studies
  Designed for preservice elementary and/or middle school teachers, this methods and resources volume compiles well-researched information on social studies education. It uses the standards recommended by the National Council for the Social Studies (NCSS) as a foundation, thoroughly discussing the core disciplines and thematic strands.
• 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.
• 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 Education: Issues, Policies, and Practices. Research in Multicultural Education and International Perspectives, Volume 1
  This book presents recent research findings on different aspects of multicultural education, informing teachers of the issues, policies, and new approaches prevalent around the world.
• Multicultural Transformations through LATTICE: An Evaluation of a Model of Professional Development for Teachers
  This paper describes a 5-year inservice teacher professional development project to improve teachers' abilities to work in diverse settings, Linking All Types of Teachers with Intercultural Education (LATTICE). LATTICE involved K-12 public school teachers in Michigan and international graduate students and internationally oriented faculty at a large state university.
• Multiethnic Children's Literature: Its Need for a Permanent Place in the Children's Literary Canon
  This literature review emphasizes teaching from a multicultural perspective with a focus on integrating multiethnic literature into the core curriculum. Multiethnic literature has been defined as literature dealing with peoples of diverse backgrounds within the United States, including African Americans, Asian Americans, Hispanic Americans, and Native Americans.
• Multigroup Ethnic Identity Measure with Art Therapy Students: Assessing Preservice Students after One Multicultural Self-Reflection Course
  Graduate art therapy students enrolled in a multicultural art therapy course were given the Multigroup Ethnic Identity Measure as a pretest and posttest to assess their own cultural identity. Results indicate that stronger cultural identification is possible following the completion of one multicultural art therapy course.
• On...Transformed, Inclusive Schools: A Framework To Guide Fundamental Change in Urban Schools
  This report presents a systemic change framework for creating inclusive urban schools. It explains that if a key feature of reform focuses on multicultural education as a fundamental social and educational transformation, then opportunities for all students to achieve educational equity will be realized in U.S.
• Other People’s Children: Cultural conflict in the classroom.
  Suggests that many of the academic problems attributed to children of color are actually the result of miscommunication as schools and “other people’s children” struggle with the imbalance of power and the dynamics of inequality.
• Perceptions versus Preferences: Adult International Students' Teaching-Learning Experiences in an American University
  International students' perceptions of and preferences for the teaching-learning process in a U.S. university was assessed.
• Personal Transformations from the Inside Out: Nurturing Monocultural Teachers' Growth toward Multicultural Competence
  Contends that the transformation of incoming preservice teachers into multiculturally competent, committed advocates for all students can be achieved through a combination of sound multicultural research and best practice, discussing mediated cultural immersions, the role of attending faculty in student growth, and the three phases of mediated cultural immersion. The origins of mediated cultural immersion programs are described.
• Perspectivas sobre las escuelas charter: Una resena para padres de familia (Perspectives on Charter Schools: A Review for Parents). ERIC Digest
  Recently, charter schools have gained popularity with parents, students, and others as alternatives to public schools, but what are charter schools and what effects are they having? This Spanish-language Digest defines charter schools and clarifies some of the administrative and legal details surrounding such schools.
• Perspectives on Charter Schools: A Review for Parents. ERIC Digest
  Recently, charter schools have gained popularity with parents, students, and others as alternatives to public schools, but what are charter schools and what effects are they having? This digest defines charter schools and clarifies some of the administrative and legal details surrounding such schools.
• 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.
• Preservice Teachers Integrate Understandings of Diversity Into Literacy Instruction: An Adaptation of the ABC's Model
  Investigated preservice teachers' understandings of their own and their students' cultural backgrounds, examining how they integrated those understandings into literacy instruction. The ABC model (autobiographies, biographies of students, cross-cultural analysis, analysis of cultural differences, and classroom practices) helped stimulate students to continue examining their lives, their cultural/linguistic backgrounds, and the impact of those factors on teaching diverse students.
• Principles of Pedagogy in Teaching in a Diverse Medical School: The University of Capetown South Africa Medical School
  This paper describes a 2-month project developed by the Sage Colleges (New York) and the University of Capetown Medical School in South Africa to help the medical faculty at the Capetown Medical School teach its newly diverse student body. The program is intended to improve student retention and it emphasizes the need for faculty to assure students coming from nonacademic backgrounds of their competence and to celebrate multicultural diversity in higher education.
• Programming for Multicultural Competencies
  Reviews resources for and examples of effective diversity programming and suggests multicultural competencies for program planners and their students. Argues that practitioners must consider multicultural competencies for themselves and their students as well as the issue of free speech.
• Promoting a Global Community through Multicultural Children's Literature
  Children's literature reflecting authentic multiethnic cultures can help young minds recognize the diversity of their families and communities. Books that allow children to see themselves in a positive role give them an opportunity to affirm their identities.
• 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 Enhancement for Deaf and Hard-of-Hearing Children through Multicultural Empowerment
  Considers how learning to read can be difficult for Deaf students, but the task is even harder for Deaf minority students. Explores strategies to inspire an interest in reading and multicultural acceptance for Deaf and hearing students alike.
• 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 Multiculturalism in Developmental Education
  Reports on an effort to better understand the impasse and create conditions for constructive local discussions and reforms relating to multiculturalism. Reports how a group of developmental education professionals in a large, interdisciplinary developmental education unit understand multiculturalism.
• Reinvented inclusive schools: A framework to guide fundamental change
  This report presents a systemic change framework for creating inclusive urban schools. It explains that if a key feature of reform focuses on multicultural education as a fundamental social and educational transformation, then opportunities for all students to achieve educational equity will be realized in U.S.
• Relationships among Multicultural Training, Moral Development, and Racial Identity Development of White Counseling Students
  Surveys counselor education students (N=68) using Defining Issues Test and White Racial Identity Scale to determine relationships among multicultural training and moral racial identity development. Results indicated that training could help change modes of information processing about racial attitudes, but may not promote cognitive complexity needed for moral development.
• Rethinking Our Classrooms: Teaching for Equity and Justice. Volume 2
  This companion volume to the first "Rethinking Our Classrooms" presents a collection of articles, curriculum ideas, lesson plans, poetry, and resources designed for educators seeking to pair concerns for social justice with student academic achievement.
• 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 Choice and Social Justice
  This book presents a view of what constitutes social justice in education, arguing that justice requires that all children have a real opportunity to become autonomous people, and that the state use a criterion of educational equality for deploying educational resources.
• School Health Education in a Multicultural Society. ERIC Digest
  School health education needs to build a broad base of awareness, tolerance, and sensitivity to different expressions of healthy behavior while maintaining scientific accuracy. This can only be accomplished through exposing children to the various types of health knowledge found in different cultures.
• Seeing through Race, Gender and Socioeconomic Status
  This paper discusses the history of discrimination in the United States and the length of time it took to abolish the legal support of racism. The paper then discusses the problems of diversity in the United States.
• Special Education's Changing Identity: Paradoxes and Dilemmas in Views of Culture and Space.
  In this article, Alfredo Artiles identifies "paradoxes and dilemmas" faced by special education researchers and practitioners who are seeking to create socially just education systems in a democratic society that is currently marked by an increasing complexity of difference.
• State Variation in Gender Disproportionality in Special Education.
  Gender disproportionality in special education has been apparent for many years, reflected in male-to-female ratios that range from about 1.5:1 to 3.5:1. The purpose of this study was to investigate the extent of disproportionate representation for the disability conditions of learning disability (LD), serious emotional disturbance (SED), and mental retardation (MR) at the state, regional, and national levels.
• Student Voices across the Spectrum: The Educational Integration Initiatives Project
  The Educational Integration Initiatives Project (EIIP) was a multidisciplinary study designed to explore the complexities of the interaction of race and education. The EIIP also evaluated how the environment in which students are educated affects their educational performance and personal development.
• Tackling Racism in Our Schools: A Perspective from Telford and Wrekin and Shropshire
  Describes the approach taken to address racial discrimination in schools in an area of England that has relatively few minority students. Also describes a brochure that was prepared to alert parents about the existence of racism in the schools, and what they can do about it.
• Taking It Personally: Racism in the Classroom from Kindergarten to College. Teaching and Learning Social Justice Series
  This book chronicles two teachers and their own educational progress in antiracist education. When one, a female African American elementary school teacher, accepted an invitation from the other, a White college professor, to speak to her graduate preservice teacher education class (a required multicultural education course), an explosive classroom incident occurred.
• 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.
• Teachers' Views of the Nature of Multicultural Literacy and Implications for Preservice Teacher Preparation
  Describes a study to investigate teachers' views of multicultural literacy and how it relates to teacher preparation. Analyzes data from three focus groups.
• Teaching about Diversity Issues
  Describes a course designed to help preservice teachers get in touch with their own attitudes and beliefs during an assignment that involves individuals from different backgrounds. Students' and teachers' perspectives on this learning experience are presented, focusing on such issues as religion, culture, social class, race, and teenage mothers.
• Teaching and Learning with the Seventh Generation: The "Inward Bound" Experience
  Pre-health freshmen from a New York university worked at a traditional Mohawk community in return for lessons in Iroquois spirituality, healing, and ecology. Reciprocity between community members and students alleviated problems related to appropriation of Native American traditions and "great white hope" philanthropy, and deepened students' recognition of compassion and understanding of healing.
• Teaching to Transform: From Volatility to Solidarity in an Interdisciplinary Family Studies Classroom
  Describes a transformative experience in an interdisciplinary course on multicultural families and the xenophobia they experience. The course was created in collaboration with students in order to achieve a more authentic teaching-learning experience.
• The Concept of Academic Politeness in a Multicultural University Classroom
  This study explored a context-embedded concept of politeness in a discussion-type, multicultural university classroom. The graduate-level class, Language Planning, had 33 students from a variety of cultural backgrounds.
• The Culturally Diverse Classroom: A Guide for ESL and Mainstream Teachers
  This handbook is for teachers and administrators involved with international students in English-as-a-Second-Language (ESL) and mainstream settings. It is intended to raise awareness of the new American classroom.
• The Effectiveness of Minority Teachers on Minority Student Success
  This paper examines the shortage of minority teachers and explores the high priority that exists among parents, teachers, and the business community to work toward a diversified teaching force, focusing on the U.S. Hispanic population and investigating whether minority teachers in the classroom can result in minority student success in school.
• The European School Model Part II
  Argues that in the European School (ES) program, younger students should learn in their own language, as opposed to in English, which is widely practiced at international schools. Suggests specific language learning according to ES' four stages: (1) nursery school; (2) primary school; (3) middle school; and (4) upper school.
• The Experiences of Adult Undergraduate Students--What Shapes Their Learning?
  The Model of College Outcomes for Adults explains why adults might do as well as traditional students, despite limited participation and involvement in traditional residential learning experiences.
• The High-Quality Learning Conditions Needed To Support Students of Color and Immigrants at California Community Colleges. Policy Report.
  California Tomorrow, a non-profit research organization that supports the development of a fair and inclusive multicultural society, conducted this study.
• The Impact of an International Cultural Experience on Previously Held Stereotypes by American Student Nurses
  Examined stereotypes held by U.S. student nurses before and after participating in an educational experience in Russia.
• The Impact of Undergraduate Diversity Course Requirement on Students' Racial Views and Attitudes
  Describes a study that found that students who were about to complete their undergraduate diversity requirement exhibited significantly less prejudice and made more favorable judgements about African Americans, compared with students who were just beginning this requirement. Emphasizes the educational value of diversity-related curricular initiatives.
• The Influence of Sociodemographics and Gender on the Disproportionate Identification of Minority Students as Having Learning Disabilities.
  Investigates the influence of sociodemographics and gender on the disproportionate identification of minority students having learning disabilities (LD) in the United States. Association between ethnicity and gender; Implication of the logistic regression model; Illustration on how the likelihood of identifying LD changes.
• The Myth Ritual Theory and the Teaching of Multicultural Literature
  Grapples with the difficult task of helping students differentiate between "myth" as a false belief or lie and "myth" as a cultural phenomenon embedded in sophisticated systems of meaning and action. Outlines four goals for the world mythology unit that help explore this greater sophistication with ninth graders.
• The Pit Boss: A New Native American Stereotype?
  Stresses the importance of U.S. history textbooks containing information that is accurate, realistic, and comprehensive, noting that while there are increased portrayals of Native Americans in today's history textbooks, portraying them in a stereotypical manner that suggests a single type of Indian culture is inappropriate and may affect students' attitudes toward Native Americans or their own self-esteem.
• 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.
• 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).
• Understanding the Context of the "Other" Education: Black and White Students Talk about Their Experiences at Lone Star University, a Predominantly White Institution of Higher Education in the South
  This study examined students perceptions of campus racial climate and the effects it has on their growth and development while attending a predominantly white research university (Research 1 classification) where black students are less than 3% of the student body. The study sought to illuminate the perceptions of campus climate and development as experienced by black and white students.
• Universal-Diverse Orientation and General Expectations about Counseling: Their Relation to College Students' Multicultural Counseling Expectations
  Examines universal-diverse orientation, general counseling expectations, and multicultural counseling expectations in a sample of 186 culturally diverse college students. Findings reveal that college students' universal-diverse orientation and general counseling expectations were positively related to their multicultural counseling expectations.
• Using Solution-Focused Intervention to Address African American Male Overrepresentation in Special Education: A Case Study.
  Highlights the problem of overrepresentation of African American males in special education. Case example; Two phases of intervention to address aggression and unhappiness of an African American male; Outcome of intervention.
• Walking Ourselves Back Home: The Education of Teachers with/in the World
  Shares the insights and knowledge that one African American teacher gleaned about the historical and cultural understandings of Africa that, although sometimes unconscious to her as an African American, run through her veins and are manifested in her teaching, focusing on her work in Ghana and noting the tensions, contradictions, struggles, and joys available to teachers when they engage and work in international or inter-cultural sites. (SM).
• What about Our Girls? Considering Gender Roles with "Shabanu."
  Argues that the young adult novel "Shabanu" by Suzanne Fisher Staples is a book that can capture students' interest, allow them to experience a strong female protagonist, address social issues around the roles of women, and provide teachers with a rich resource for discussing and cultivating positive views toward women. (SR).
• What Helps Students of Color Succeed? Resiliency Factors for Students Enrolled in Multicultural Educators Programs
  This study investigated factors that helped students of color enrolled in multicultural educator programs succeed academically, focusing on resiliency factors that supported their academic success (defined as college graduation or current enrollment at the sophomore level or higher). First an initial focus group with several minority students verified whether resilience factors from prior research were sufficient.
• 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.
• What's a (White) Teacher To Do about Black English?
  Argues that it is important for Black students and for all students to understand that Black English is indeed a language with rules, beauty, and power so that they come to respect it, respect its history, and respect their own bilingualism. (SR).
• Women and Minorities in High-Tech Careers. ERIC Digest No. 226
  Women and minorities are underrepresented in technology-related careers for many reasons, including lack of access, level of math and science achievement, and emotional and social attitudes about computer capabilities.
• Women Faculty of Color in the White Classroom: Narratives on the Pedagogical Implications of Teacher Diversity
  This book compiles narratives by women professors of color who examine their classroom experiences in predominantly white U.S. campuses, focusing on the impact of their social positions upon their classroom practices and teaching-learning selves.