(1995). The Challenge of Effectively Preparing Teachers of Limited-English-Proficient Students. Journal of Teacher Education, v46 n5 p381-89 Nov-Dec. Discusses the effect of inservice and preservice education emphasizing the educational needs of limited-English- proficient students, examining a study of the effects of English language proficiency on teachers' assessment of students' understanding. Results indicated that despite inservice education, teachers did not accommodate students' needs and maintained their teaching biases. (SM)…
(2001). From Rhetoric to Reality: Opportunity-to-Learn Standards and the Integrity of American Public School Reform. Teacher Education Quarterly, v28 n1 p169-87 Win. Focusing on national policy and practice, this paper suggests key recommendations for consideration in the context of standards-based reform, including: produce teachers who are multiculturally literate; re-assess ability grouping and tracking practices; reduce K-3 class size and elementary and secondary school size; expand and improve federal compensatory education programs; and incorporate school reform into broader social reform. (SM)…
(2007). Teaching City Kids: Understanding and Appreciating Them. Counterpoints, Studies in the Postmodern Theory of Education Volume 306. Peter Lang New York This book examines the maligned students who populate urban schools and finds a talented group of resilient young people who deserve the support of the larger society. The editors and authors explore the ways such students are undermined, in the process developing new ways of teaching based on an understanding and appreciation of them. Contemporary political leaders have used the fear of the poor, non-white, and immigrant \city kids\ studied here to push racist and class-biased social and educational agendas. This book challenges these tactics, while laying out a pedagogy of respect and hope. Following an introduction, this book is divided into four parts. Part I, Introduction, presents: (1) City Kids–Not the Kind of Students You'd Want to Teach (Joe L. Kincheloe). Part II, Understanding City Kids, continues with: (2) Latinas in Single-Sex Schools: An Historical Overview (Rosalina Diaz); (3) How Multicultural Curriculum Development Often Misses the Mark (Pepi Leistyna); (4) Urban… [Direct]
(2002). Integrating Lifelong Learning Perspectives. This publication is comprised of 43 papers on the topic of promoting lifelong learning. The papers in Part 1, Overcoming False Dichotomies, are "Lifelong Learning in the North, Education for All in the South" (Torres); "Practice of Lifelong Learning in Indigenous Africa" (Omolewa); "Gender and Information Societies" (Youngs); and "Lifelong Learning for a Modern Learning Society" (Somtrakool). Part 2, Scanning Developments in the Regions, consists of these papers: "Challenges of Lifelong Learning in Africa" (Tapsoba); "Promoting Community-Based Learning Centers in Asia-Pacific" (Oyasu); "European Union (EU) Memorandum on Lifelong Learning" (Smith); "Hungarian Response to the EU Memorandum on Lifelong Learning" (Istvan); "Regional Framework for Action for Adult and Youth Education in Latin America and the Caribbean (2001-10)" (Jauregui de Gainza); and "Lifelong Learning" (Essefi). Part… [PDF]
(1983). Office for Advanced Research in Hispanic Education: Project Activities and Accomplishments 1979-1983. Final Report. The Office for Advanced Research in Hispanic Education, funded from 1979 to 1983, was established to support research and to disseminate findings that focused on policy formation or policy implications for Hispanic education at all levels. During its 3 years of funding, the Office supported 16 research proposals in Texas, New Mexico, California, Arizona, and Virginia. The Office also supported two round table seminars (on bilingual education and Title VII programs) and an invitational symposium on Hispanics in higher education. The report includes a description of 15 of the funded projects, giving the title, the investigators and their affiliations, and an abstract of the project. The projects included studies of immigrant and Hispanic children in public schools, Hispanic administrators, Chicano students in higher education, college attrition, Chicano student retention and achievement, bilingual education, early childhood bilingual education, interdependent/cooperative bilingual… [PDF]
(1980). Education North Evaluation Project. The First Annual Report. The first annual report and evaluation of Education North (a project designed to encourage parents, community members, and teachers in small, isolated, primarily Native and Metis communities in northern Alberta to work together to meet the educational needs of all community members) concentrates on the inner workings of the organizations (local education societies) which work under the Education North umbrella. Divided into three parts, the report consists of an overview, a description of the local projects, and an analysis. Part 1 first describes the evaluation design, which consists primarily of interviews, observations, questionnaires, and document analysis procedures for data-gathering purposes. Next, a history section reviews Education North's origins in leaders' concern over poor school attendance and high drop out rates, particularly among Native and Metis children. Part 2 describes the development of the local societies and highlights accomplishments of each society. Part 3,…
(1995). Issues of Education at Community Colleges: Essays by Fellows in the Mid-Career Fellowship Program at Princeton University. This collection includes essays on contemporary issues facing community colleges written by fellows in Princeton University's Mid-Career Fellowship Program. The following essays are provided: (1) "A Human Development Workshop on Cultural Identity for International Students," by Cecilia Castro-Abad; (2) "Generating Moral Dialogue on a College Campus," by Francis H. Conroy; (3) "A is for Average: The Grading Crisis in Today's Colleges," by Barbara L. Farley; (4) "Interdisciplinary Study: Towards the Millennium," by Maryanne M. Garbowsky, arguing against extreme specialization in academia; (5) "One-Person Criminal Justice Programs: An Exploratory Study," by Peter Horne, examining issues confronting criminal justice programs with only one full-time faculty member; (6) "Amateur Nursing: Delegating Nursing Tasks to Unlicensed Assistive Personnel," by Jane Pamela Meehan; (7) "A Small Example of Reverse Discrimination,"… [PDF]
(1996). Educating a New Majority: Transforming America's Educational System for Diversity. This book presents 20 papers on the current status and future needs of disadvantaged minority students in the elementary, secondary, and higher education systems. Papers are grouped into four sections: current challenges to minority education; restructuring schools to foster minority student success; reforming higher education; and leadership imperatives. Papers are: (1) "An Educational System in Crisis" (Laura I. Rendon, Richard O. Hope); (2) "Education, the Economy, and Tomorrow's Workforce" (Ray Marshall, Robert W. Glover); (3) "Ending the Crisis in the K-12 System" (Jose A. Cardenas); (4) "Responding to the New Demographics in Higher Education" (Shirley Vining Brown); (5) "Changing State and Federal Roles in Improving Minority Education" (Dewayne Matthews); (6) "Understanding the Need for Restructuring" (Ruth S. Johnson); (7) "Promoting Effective Teaching for Diversity" (Vinetta C. Jones, Rochelle Clemson);…
(1996). Adult Education: Profiles in Diversity and Strength. Even Start is a family literacy and support program for families with young children. This paper identifies several characteristics of adult learners in order to suggest effective approaches for working with adults to improve literacy skills. The first section presents five case studies illustrating adults with different histories, circumstances, and motivations for improving language and literacy skills. The second section argues that adult learners are diverse in the areas of age, learning abilities and challenges, and culture, which requires adult educators to create opportunities that will be meaningful for different adult learners. The third section proposes that despite much diversity, there are also shared characteristics, including experience, managing changing environments, and parenthood. Meaningful curricula should therefore include real-world, task-oriented transactions and work that reflects values, behavior, and beliefs. The fourth section discusses developing literacy… [PDF]
(1996). Campus Trends 1996. Adjusting to New Realities. Higher Education Panel Report, Number 86. For the 13th year, a national survey of changes in the academic and administrative practices of American colleges and universities was undertaken. Senior administrators at 403 colleges and universities completed and returned survey questionnaires (80 percent of a sample of 506). Responses were statistically weighted so that results were representative of all American colleges and universities that offer a general program of undergraduate instruction. Selected highlights of the findings include: (1) for half of the institutions, increased attention to teaching and learning ranked among their most significant program changes in the last decade; (2) increased use of technology has become a major focus but only 29 percent of respondents gave strong ratings to their ability to keep up with the latest technological advances; (3) about 20 percent of institutions reported smaller faculties than a year earlier and 23 percent expected faculty size to decrease over the next 5 years; (4)… [PDF]
(1994). Multicultural Reading and Thinking: A Three Year Report–1989-92. McRAT Report, n2 Spr. A report on implementation of the Multicultural Reading and Thinking (McRAT) Program in Arkansas from 1989-92 chronicles the program's development, operation, and results. McRAT is a staff development program designed to help teachers infuse higher order thinking processes and multicultural concepts into regular classroom curricula (grades 3 to 8). The program provides teachers with explicit strategies for teaching reasoning and problem solving throughout the curriculum; it trains teachers in state-of-the art alternative assessment approaches to evaluating student progress, emphasizes intercultural concepts as a meaningful context for application of thinking and problem- solving strategies, and includes methods for integrating direct instruction with other effective strategies such as cooperative learning, process writing, and facilitated group discussion. Data on the program were from evaluation of student essays using scoring consistent with those of other large-scale writing… [PDF]
(1998). Cultural Connections: Promoting Self-Esteem, Achievement, and Multicultural Understanding through Distance Learning. This case study focused on the effects of collaborative activities between two teachers and their students. The authors explored the effectiveness of distance learning for adolescents in promoting self-esteem, achievement, and multicultural understanding. In Cultural Connections, diverse students across Texas collaborated on multicultural activities, which helped them grow in self-esteem, achievement, and multicultural understanding. Student participants were 14 randomly placed eighth-grade students and ten gifted and talented fifth-grade students. This project demonstrated that, in networked classrooms, students can connect with distant others to learn about their perspectives and increase their multicultural understandings. Four overarching themes emerged from the data: growth, empowerment, comfort with technology, and mentorship. In addition, distance technologies can foster team teaching across cultures and geographical distances. Technology used included interactive compressed… [PDF]
(1991). On the Road to Success: Students at Independent Neighborhood Schools. Independent neighborhood schools are meeting the academic, social, and cultural needs of African American, Hispanic American, Latino American, Native American and Asian American children when viewed from a broad spectrum of criteria for individual and institutional success. Hundreds of these institutions provide full-time academic programs, usually in inner city areas. They are called "independent neighborhood schools" to distinguish them from more traditional private schools. These schools are a response to educational needs not being met by public school systems. This study attempts to fill the information gap about independent schools by focusing on a sample to show their environments and resources as pre-collegiate and pre-employment institutions. Of the 300 neighborhood schools identified, 82 schools (27%) responded to a survey. The 11,068 students in these schools in 1989 represented African American (89%), Hispanic (10%), and Native American (1%) ethnic groups….
(1989). Through Indian Eyes. Books without Bias. Revised Edition. This collection contains poems and stories by Native Americans, articles on American Indian stereotypes and on providing unbiased reading materials for Native American children, and book reviews and bibliographies. In several articles, Beverly Slapin, Doris Seale, and Michael A. Dorris discuss American Indian stereotypes in children's books and school activities, their effects on children's self-concept and attitudes, and efforts to persuade educators and libraries to eliminate children's books that preserve racial stereotypes. In two articles, Joseph Bruchac discusses the use of traditional Native American stories as lessons for children and adults, problems related to the telling of American Indian stories by non-Indian storytellers, and suggestions for the non-Indian storyteller to follow. Other authors of articles and poems include Ceni Myles, Mary Gloyne Byler, Paula Gunn Allen, Marilou Awiakta, Beth Brant, Diane Burns, Chrystos, Jimmie Durham, Gogisgi/Carroll Arnett, Linda…
(1981). Children's World View: The Basis for Learning Activities. Responsive Multicultural Basic Skills Handbook for Teachers & Parents. Strategies for devising primary grade academic learning activities that promote cultural diversity are provided. Based on the responsive multicultural basic skills (RMBS) approach, the strategies emphasize skill development, incorporate content from a diversity of cultural groups into all parts of the curriculum, and provide each child with opportunities for using his or her own world view as an asset for learning. Following a brief introduction, section 2 of the handbook discusses how to use the combined or infused curriculum. The third section focuses on teaching and learning methods for using the RMBS approach. Procedures for combining academic and multicultural learning activities are presented in section 4. Examples of multicultural/academic classroom activities are provided in section 5. Included are activities to motivate children's interest in a culture, activities that assess growth and help students integrate new information, and exercises that combine multicultural… [PDF]