National Institute for Urban School Improvement
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part of the Education Reform Networks

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Classroom Environment

  • A Community Approach to Learning Calculus: Fostering Success for Underrepresented Ethnic Minorities in an Emerging Scholars Program
    The Wisconsin Emerging Scholars Program (WESP) is a nonremedial, multicultural workshop approach to learning calculus that emphasizes community and collaboration. This approach is designed to foster substantial participation of underrepresented ethnic minority students and alleviate the problems of isolation and lack of support in a large, predominantly white university.
  • Classroom Multiculturalism: A Closer Look
    Uses field data gathered in two school districts to explore multicultural activity in social studies classrooms. The focus is on the source, treatment, and incorporation of multiculturalism into the lessons.
  • Cyber Diversity
    A Central Michigan University course in African-American literature, attended mostly by whites, is joined by black students and their professor at the University of Arkansas, Pine Bluff, for lectures and discussions by teleconference. Technology is the tool used for increasing diversity in the teaching/learning experience.
  • Developmentally Appropriate Practice. ERIC/EECE Report
    Annotates selected ERIC documents and journal articles discussing issues related to developmentally appropriate practice (DAP). Topics include DAP in early childhood and elementary settings and regular and special education, the current debate regarding DAP and multicultural education, student evaluation, teachers' and parents' beliefs regarding DAP, and the relationship to whole-language orientation.
  • Enhancing Achievement for Language Minority Students: Classroom, School, and Family Contexts
    Presents an ecological model for examining the educational and familial contexts that influence the educational achievement of language minority students. The framework outlines conceptual and philosophical bases to serve as guiding principles for urban school reform efforts committed to developing multicultural, pluralistic environments where all students can learn.
  • Focus on Middle School (Ages 11-13): A Quarterly Newsletter for the Education Community, 1997-1998
    This document consists of four issues of a newsletter for educators at the middle level. The issues each contain a main article, along with shorter articles and regular columns.
  • Language Barriers and Teaching Music
    Maintains that every public school student deserves an opportunity to study a musical instrument. Asserts that a limited command of English should not prevent a student from being accepted into instrumental music class or hinder that student's progress.
  • Making Peace: A Narrative Study of a Bilingual Liaison, a School and a Community
    Explores the role of bilingual liaisons in resolving conflicts and building bridges of understanding between schools and diverse communities, discussing the representation of individuals' voices and narrative forms that engage readers aesthetically and critically; addressing multiple conflicts affecting the lives of minority language students, their families, and schools; and noting the need to move to a paradigm of making peace. (SM).
  • Multicultural Education. Theory to Practice
    Teachers from two urban elementary schools completed surveys about their multicultural education practices. The surveys examined demographics, content integration, instructional and grouping practices, and parent-community involvement practices.
  • Telling Their Side of the Story: African-American Students' Perceptions of Culturally Relevant Teaching
    Examined African American elementary school students' interpretations of culturally relevant teachers within urban contexts. Student responses indicated that culturally relevant teaching strategies had a positive effect on student effort and engagement in class content.
  • World Saver Center
    Conservation is a concern for all cultures, and children are familiar with this concept because of recycling in their homes and home towns. The World Saver Center, an example of the thematic approach to learning, is designed to allow children to experiment with concepts of conservation in a familiar setting.