NCCRESt

part of the Education Reform Networks

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Cooperation

• Building Collaborative Cultures: Seeking Ways To Reshape Urban Schools
  This monograph concentrates on the components of collaborative cultures and how schools develop such collaborative cultures. Urban schools face unique challenges in the frequent lack of resources and the special needs of their often disadvantaged populations.
• Collaborative and Experiential Learning in a Human Diversity Course
  A series of collaborative and experiential activities was designed to provide learning opportunities for students enrolled in an interdisciplinary human diversity course. Students were required to participate in a group project and were given class time to work with the group designing the presentations.
• Education in Black and White: How Kids Learn Racism--And How Schools Can Help Them Unlearn It
  Before educators can help children unlearn racial prejudice, they should realize that children develop societal stereotypes and biases by age 3 or 4. A Seattle multiculturalism expert suggests that schools create an overall cooperative atmosphere, sponsor cross-school events that bring kids from different backgrounds together, and ensure equal status for students of all races.
• Improving Student Perceptions and Academic Performance in the Multiethnic Classroom
  Describes a study that examined the effects of collaborative group learning within a multiethnic classroom at the community college level. Confirms that when community college teachers utilize collaborative learning skills in conjunction with traditional learning skills, academic performance increases and student ethnic perceptions improve.
• The Effect of Cross-Cultural Dialogue on Child Welfare Parenting Classes: Anecdotal Evidence in Black and White
  Chronicles the efforts of two social workers--one black, one white--to collaborate and create a parenting class format that recognizes the psychosocial and cultural influences inherent in facilitating these classes. Evaluates juxtaposition of the clinical concepts of projections and projective identification against the backdrop of the social concepts of empowerment and diversity.
• Using Student-Generated Film To Create a Culturally Relevant Community
  Encourages modification of teaching strategies to facilitate academic achievement among students from diverse groups. Describes how the author collaborated with professionals from the Folger Library's Teaching Shakespeare Institute to develop a better way to teach Shakespeare to her predominantly African-American students.