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Elementary Education

• "Leyendas" (Legends): Connecting Reading Cross-Culturally
  Describes how using the Hispanic tale "La Llorona" can help teachers connect cross-culturally with their students for enhanced literacy instruction. Describes ways "La Llorona" may be used in courses for preservice education majors and in elementary and middle-grade classes.
• "Life Took Me Elsewhere." The Roma Tutoring Project in Romania
  Describes the plight of the Roma (the preferred word for "Gypsy") in Romania, and the Roma Tutoring Project, intended to help Roma children succeed in school. Discusses the project's activities to sponsor the writing of children's books in Romania based on Roma children and culture, and with a tutor training project based on the language experience approach.
• "Survival": A White Teacher's Conception of Drama with Inner-City Hispanic Youth
  Profiles how and why a White, upper-middle-class teacher who was trained in aspects of play production and theater education changed her conception of educational drama as she worked in an inner-city magnet school with impoverished, inner-city Hispanic youth. Discusses culture shock, cross-cultural functioning, and survival in terms of ethos, gang subculture, language, and staff authority.
• "The Multicultural Math Classroom: Bringing in the World" by Claudia Zaslavsky. Book Review
  Argues for the place of mathematical literacy in a just society, and examines the value of the reform movement in mathematics education toward multiculturalism and whole language from the experience of a fifth-grade teacher of mathematics. Critically examines classroom activities suggested by Zaslavsky's book in terms of appropriateness for achieving the goals of a multicultural curriculum.
• "Water as Rough as an Elephant's Foot..." Learning Geography through Poetry Writing at KS2
  Describes how bilingual fourth and fifth graders at one London elementary school learned geography by writing poetry. This effort involved: engaging with the topic, consolidating knowledge and understanding, and extending knowledge and understanding.
• A Computerized Screening Instrument of Language Learnability
  This article presents further analyses of a pilot study that examined the effectiveness of a computerized language screening instrument for 60 multicultural children (ages 7-8). Results suggest that because of its computerization and language learnability features, this innovative instrument may be an effective alternative to current screening procedures.
• A Convergence of Transformative Multicultural and Mathematics Instruction? Dilemmas of Group Deliberations for Curriculum Change
  Reports on efforts to produce a multicultural mathematics curriculum for grades K-6 that was socially transformative. Describes the perplexity of issues related to the definition of multicultural and mathematics curricula for social transformation, the complexities of group deliberation, and the demands involved in the teacher-research process.
• A Multicultural Career Fair for Elementary School Students
  Emphasizes the importance of early experience on later career development as described in previous research. Notes that children rule out occupational choices that they believe are not appropriate for them due to their race, gender, and/or socioeconomic status.
• A Successful Program for Struggling Readers
  Notes that a "staggering number" of struggling readers in the United States are African American children and other students of color. Outlines characteristics of successful schools for struggling readers, and details effective teaching techniques.
• An Examination of Gender Differences among Teachers in Jamaican Schools
  Examines the history of education in Jamaica, then discusses why there is an absence of male teachers in younger grades. Interviews with teachers and principals from six primary and elementary schools indicate that, similar to educational staff in North America, respondents have stereotyped attitudes regarding the teaching of young children being the realm of women.
• An Observational Study of Multicultural Education in Urban Elementary Schools
  Presents an observational study of multicultural educational practices within 12 elementary schools in a major metropolitan area of the south central region of the United States. Reveals the use of the Multicultural Teaching Observation Instrument in measuring teacher support of students, classroom equity, and integration of students' culture within a multicultural education setting.
• An Urban Field Experience for Rural Preservice Teachers: "I'm Not Afraid--Should I Be?"
  Investigated the impact of an urban field experience on rural/suburban preservice teachers, examining what they learned and how they applied their learning. Data from observations and student self-reports indicated that the experience was very positive for the participants, and it raised their consciousness about urban education.
• 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.
• Blending Cultural Anthropology and Multicultural Education: Team Teaching in a Teacher Education Program
  Describes how a large urban university and K-6 classroom teachers collaborated to design an undergraduate teacher education program in elementary and special education, creatively combining subject matter curriculum with educational issues and pedagogy to better prepare teachers to succeed in diverse urban schools. The result was the team-taught Liberal Studies Seminar in Anthropology.
• Bridging Differences of Time, Place, and Culture Using Children's and Young Adult Literature
  Focuses on the use of children's and young adult literature in the social studies classroom, addressing the New York state standards at the third- to sixth-grade levels. Provides an annotated bibliography of books that can be utilized in areas, such as U.S.
• Bringing Stories into the Classroom
  This annotated bibliography was prepared to supplement a discussion of "low tech," low cost alternatives to use in teaching. It lists 63 children's books and folktales that present messages about human nature and that can be used to add a multicultural element to the classroom.
• But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy
  Describes the centrality of culturally relevant pedagogy to academic success for minority students who are poorly served in public schools, discussing linkages between school and culture, examining the theoretical grounding of culturally relevant teaching in the context of a study of successful teachers of black students. Provides examples of culturally relevant teaching practices.
• Celebrating Cultural Diversity: We Are the Children of the World
  Describes a series of activities presented at the 1996 Annual Cultural Diversity Celebration. The activities are designed to provide teachers with ideas that focus on family values, traditions, and homes.
• Celebrating Linguistic Diversity (Talking about Books)
  Offers brief annotations of 45 illustrated children's books that offer a vision of a linguistically rich world where language difference is a resource, not an obstacle. Groups the books in the following categories: codeswitching as authentic language; dual language texts; language and cultural traditions; alternate forms of communication; and personal and community voices.
• Challenging Old Assumptions: Preparing Teachers for Inner City Schools
  Researchers analyzed journals and essays from an elementary teacher education course, examining white prospective teachers' changing views about inner-city schools with minority children as they completed fieldwork and relevant readings. The experiences helped them question old assumptions about urban students and teaching and about the value of multicultural education.
• Children's Literature as a Springboard for Music
  Maintains that children's literature is a treasure waiting to be discovered by music educators. Describes how children's literature can enhance student motivation, creativity, and foster multicultural education.
• Complements or Conflicts: Conceptions of Discussion and Multicultural Literature in a Teachers-as-Readers Discussion Group
  Examines effectiveness of a teachers-as-readers discussion group in (1) suggesting how teachers can use multicultural literature to foster an ethical respect for others and (2) engaging teachers in conversations about multicultural literature that challenge prevailing patterns of school literature discussions. Suggests success of the second aim may have come at the cost of the first aim.
• Confronting White Privilege and the "Color Blind" Paradigm in a Teacher Education Program
  Reports on an effort developed in 1997 to expose elementary education majors to issues of social inequality through immersion in a 2-day symposium. Responses of 527 participants suggest that the impact of the symposium on student attitudes was significant.
• Constructing Multiple Subjectivities in Classroom Literacy Contexts
  Demonstrates ways in which three students in a multi-age, literature-based grade 3/4 classroom constructed and reconstructed their subjectivities based on demands of the social setting. Notes that each student's participation was influenced by gender, social class, ethnicity, and the task.
• Critical Multiculturalism and Racism in Children's Literature
  Multicultural literature can help elementary students learn about cultural differences and racial bias and examine their prejudices and stereotypes. Critiques five children's books that emphasize the African American experience.
• Cultivating Hybrid Texts in Multicultural Classrooms: Promise and Challenge
  Explores the potential of hybridity for supporting critical pedagogies that seek to transform the knowledge, texts, and identities of the school curriculum. Draws on microanalyses of oral and written texts constructed by a Latina student perceived to be struggling academically.
• Cultural Diversity and Conflict Resolution: An Interdisciplinary Unit for the California Fourth-Grade Classroom
  Proposes an interdisciplinary, fourth-grade conflict resolution curriculum that integrates content area activities that take into consideration the cognitive and moral development of fourth graders. The curriculum focuses on conflict resolution skills, diversity and conflict, and mediation.
• 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.
• Development and Implementation of a Program of Study To Prepare Teachers for Diversity
  Examines the development and implementation of a multicultural education workshop designed to help future elementary school teachers prepare for classroom student diversity. Student journals and faculty perceptions are used in an outcome analysis that reveals an increase in participant knowledge, skills, and attitudes necessary for the multicultural classroom.
• Distinguishing Language Differences from Language Disorders in Linguistically and Culturally Diverse Students
  Describes a methodology that educators can use to appropriately classify students who are linguistically and culturally diverse. The article lists the student behaviors to observe when distinguishing a language difference from a language disorder and illustrates how educators can conceptualize student background and current status in selecting various alternatives in special education.
• Effective Elementary Social Studies
  This book advocates providing high-quality K-6 social studies instruction. The text provides practical information on how teachers can conduct high-quality social studies programs in their classrooms.
• Effects of a Hmong Intern on Hmong Students
  A program on Hmong culture, language, and history was implemented in a diverse, urban, public elementary school. Observations of two Hmong students while in the Hmong program and in their regular classroom were compared.
• Electronic and Linguistic Connections in One Diverse 21st-Century Classroom
  Explores one vision of a multifaceted classroom community (comprised of teachers, an intern, cross-age tutors, students, and parent volunteers, all from a variety of language and ethnic backgrounds) in a classroom where authentic discourse and language diversity flourish as children develop many electronic and non-electronic literacies. Notes that learning events involve teaching by assisting performance rather than by repetition and recitation.
• Ethnic Minorities and Achievement: The Fog Clears. Part I (Pre-16 Compulsory Education)
  Quantified ethnic elementary school student underachievement data in the compulsory subjects of mathematics, science, and English, with a focus on Black and African Caribbean students. Negative influences to academic achievement in the school environment, including student-teacher relationships and lack of parental involvement, are discussed.
• Everybody's Story
  Describes Happy Medium School, Seattle (Washington), a school in which diversity is respected and exploring diversity is an essential part of the curriculum. Teachers at this school regard school as a part of each student's extended family and consider things that happen at home to be a legitimate topic for classroom discussion.
• Examining Children's Historical and Multicultural Understandings: The Dialectical Nature of Collaborative Research
  Describes the research process engaged in by a group of teacher researchers as they examined students' historical and multicultural understanding. Explores the complex and messy nature of the relationship of teaching and researching.
• Examining the Relationship among Opportunity, Inclusion, and Choice
  Describes the multicultural language practices used at Western Hills Elementary School in Denver, Colorado. Discusses social and cultural dimensions of learning and their relationships to second language acquisition.
• Finding the Literature We Need: A Look at Current Bibliographies
  Discusses six specialized bibliographies that can help teachers and librarians find literature that supports on-going inquiries or that feeds children's interest in the newest hot topic. Includes specialized bibliographies on Native American Literature; math books; children's literature in social studies (teaching to the standards); children's books from other countries; literature of diversity; and best books for children.
• 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.
• Gender Stereotypes in Children's Picture Books
  Research has examined how gender stereotypes and sexism in picture books affect the development of gender identity in young children, how children's books in the last decade have portrayed gender, and how researchers evaluate picture books for misrepresentations of gender. A review of the research indicated that gender development is a critical part of the earliest and most important learning experiences of a young child.
• Helping Students Learn to Get Along: Assessing the Effectiveness of a Multicultural Developmental Guidance Project
  Tested the effectiveness of a framework that linked developmental and multicultural counseling theories for use among elementary-school-age students (n=117). Designed to help students develop a variety of social and interpersonal skills that would increase their ability to resolve conflicts resulting from negative prejudices, the intervention was successful.
• Hmong Paj Ntaub: Using Textile Arts to Teach Young Children about Cultures
  Argues that textile arts offer opportunities for students to explore other cultures and to illustrate themes contained in the National Council for the Social Studies Standards. Describes the use of Hmong "paj ntaub" textiles to teach elementary students about the Hmong people of Laos and Hmong immigrants in the United States.
• 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.
• Integrating Irish Children's Literature into a Multicultural Curriculum
  Examines ways in which children's literature reflecting the Irish can be effectively integrated into a multicultural curriculum. Uses J.
• Integrating Western and Aboriginal Sciences: Cross-Cultural Science Teaching
  Addresses issues of social power and privilege experienced by Aboriginal students in science classrooms. Presents a rationale for a cross-cultural science education dedicated to all students making personal meaning out of their science classes.
• Involving Parents in Children's Learning: A Strategy To Raise Standards in an Inner-City Primary School
  Describes a strategy to raise standards in a British inner-city school through parent involvement in learning and decision making and the recognition of religious and cultural diversity. Communication, particularly with language minority parents, is vital to the program's success.
• It's Elementary: Special Topics in Elementary Education
  As elementary teachers work to educate and meet the needs of the students in their care, their job has become increasingly challenging and demanding. This volume addresses a variety of issues and topics related to elementary education around eight sectional themes relevant to the work of elementary teachers: celebrating diversity, classroom configurations, reading revisited, writing world, content connections, todays classroom, artistic avenues, and assessment alternatives.
• Joining the Canadian Tribe: Building a Pluralistic Community in a B.C. School
  Immigrants often comprise most of the student body in urban Canadian schools. An elementary school in suburban Vancouver (British Columbia) provides sheltered classes and bilingual student partners for beginning English language learners.
• Literature Discussion in the Elementary School Classroom: Developing Cultural Understanding
  One effective instructional technique for promoting cultural awareness and understanding among elementary school students is literature discussion. Literature discussions help children explore multicultural ideas and issues, reading works of culturally relevant literature, then coming together to discuss their personal responses.
• Making Connections: Literature as a Basis for Multiple Perspectives and Interdisciplinary Education. Revised Edition.
  This booklet presents a description of Making Connections, a multicultural core curriculum program, and a list of recommended literature for interdisciplinary units. The first section discusses materials, using the Making Connections program, integrating relevant content areas, the stages of the research process, assessment, and making connections using the historical novel "Friedrich.".
• Mexican-American Preservice Teachers and the Intransigency of the Elementary School Curriculum
  Investigated how Mexican-American student teachers expressed their cultural knowledge in lesson planning and implementation. Semistructured interviews with Mexican-American student teachers working in elementary Professional Development Schools revealed little ethnic expression, even when teaching Mexican-American children.
• Mosaics (Children's Books)
  Presents brief annotations of 49 illustrated children's books, categorized into the following groupings: multicultures, odds and ends, solutions, animals, individuals, celebrations, and settings. (SR).
• Multicultural Children's Literature in the Elementary Classroom. ERIC Digest
  Arguing that schools need to prepare all children to become competent citizens and to create an environment that fosters mutual understanding, this Digest discusses multicultural children's literature in the elementary classroom. It discusses the importance of multicultural children's literature and presents guidelines for selecting multicultural children's literature.
• 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.
• Multicultural Illiteracy
  Schools' treatment of diversity categorizes students and applies ineffectual learning methods to resulting stereotypes. The author's study of basal readers showed that today's multiculturalism suppresses most white immigrant groups' stories, omits references to first discoveries and inventions, and substitutes foreign expressions for literate English vocabulary.
• Multicultural Literature in Rural Schools: A Social Studies Unit that Promotes Cultural Awareness
  Presents a study in which 12 multicultural literature selections were used in a unit on families in order to facilitate the cultural awareness of second-grade students who live in a predominately African American, rural community. Discusses the themes that emerged.
• Multicultural Picture Books: Perspectives from Canada
  Conveys that multicultural children's literature can support and encourage tolerance and understanding among children. Presents information about multiculturalism in Canada and gives criteria to help teachers select multicultural literature.
• 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.
• Multilingualism Is Basic
  Demographic, economic, and social realities make linguistic and cross-cultural competence essential skills for today's students. This article discusses three innovative program types that build on basic education while enriching it through second languages: second-language immersion for native English-speaking students; developmental bilingual programs for language-minority students and two-way bilingual immersion programs for all students.
• Our Education, Our Future: Look to the Lower Grades
  In order for local Native American cultures to be included in the curricula of the lower grades of public schools, Indian parents and community members must represent their community to the school board and establish a presence in the wider school community. Presents assertive, persistent, and well-informed strategies to build positive relationships with teachers and schools.
• Oyster School Stands the Test of Time
  Describes Oyster Elementary School's award-winning two-way bilingual (Spanish-English) program. The school's success has been maintained by strong parent and community support, high academic standards, and ongoing professional development efforts.
• Pedagogic Discourse and Equity in Mathematics: When Teachers' Talk Matters
  Discusses the role and nature of pedagogic discourse. Suggests that teacher talk plays an important role in the learning of radically, ethnically, and linguistically diverse students.
• Pinunuuchi Po'og'ani: Southern Ute Indian Academy
  Describes the Pinunuuchi Po'og'ani, the Southern Ute Indian Academy, providing Montessori education for Southern Ute tribal members ages 6 weeks through 10 years and reviving the use of the Southern Ute language and culture among young students and their families. Describes how the program supports families, students, and staff, and incorporates Montessori-style materials covering Ute language, history, culture, arts, timelines, and traditional games.
• Placing "Diverse Voices" at the Center of Teacher Education A Pre-Service Teacher's Conception of "Educacion" and Appeal to Caring
  Presents a case study of the way in which one preservice male teacher of color constructed his drama work with culturally diverse elementary school children. Identifies three key dimensions in his perspective on teaching that center around being a caring teacher who knows his students, balances motivation and discipline, and implements a "real" curriculum in a culturally affirming classroom environment.
• Preparing Tomorrow's Teachers: The Field Experience. Teacher Education Yearbook IV
  This yearbook provides educators with current research and practical guidelines for improving the education of teacher candidates and beginning teachers. The book has four sections, each on a particular topic and containing an overview and a response (reflections and implications).
• Preservice Teachers' Views of Inclusive Science Teaching as Shaped by Images of Teaching, Learning, and Knowing
  Interpretive analysis of preservice teachers' writings and discussions during an elementary-science methods course identified the teachers' positivist views of knowledge, learning, and teaching as prominent tools for guiding understanding of and reaction to ideas of teaching science to diverse student populations. Discusses the impact on teachers' views of pedagogy and makes suggestions for teacher education.
• Professional Growth: Teaching Truth
  Emphasizes teacher's role in imparting multicultural education to students by relating personal experience of a teacher who unravels his family history and discovers with pride his multicultural heritage. (BAC).
• Prospective Teachers' Attitudes toward Urban Schools: Can They Be Changed?
  Studied the impact of urban-based field experience on the attitudes of 75 elementary-education majors. The effects of the field experience were generally positive, with 55% of the urban placement group indicating that they were inclined to pursue inner-city teaching, compared to 20% of the suburban placement group of 101 students.
• Redirecting Our Voyage through History: A Content Analysis of Social Studies Textbooks
  Examines the extent to which social studies textbooks include diverse perspectives on U.S. history through a content analysis of the treatment of slavery in 17 5th-grade texts in Connecticut.
• Reflections on the Challenges, Possibilities, and Perplexities of Preparing Preservice Teachers for Culturally Diverse Classrooms
  Describes one professor's personal struggle and growth in facing the challenges and perplexities of planning and developing strategies to initiate the critical process of teaching multicultural concepts to teacher education students early in their education by providing them field experiences in urban schools. Student attitudes and attitude changes are discussed.
• Resources for Multicultural Awareness and Social Action
  Contends that many teachers do not educate elementary age students about prejudice because they lack access to appropriate resources. Provides teachers with an annotated list of curriculum, journals, and organizations they may use to help young students make connections between institutionalized prejudice, intercultural competency, and their own power to produce change.
• Rethinking Culture in the Pedagogy and Practices of Preservice Teachers
  Examines questions about culture and cultural identity that surfaced as student teachers in their elementary practicum attempted to learn about their students' communities and use culture in the classroom, illustrating how culture can be used in classrooms to frame and limit children and suggesting how to reframe classroom practices and multicultural goals in light of potential problems. (SM).
• 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.
• Seeding Ethnomathematics with 'Oware': Sankofa
  Explains the game of Oware, an African board game that provides rich opportunities for all children to build and extend arithmetical ideas and number sense, develop strategic thinking, and explore important social behaviors. (Contains 22 references.) (ASK).
• Sharing the Responsibility: A Study of a Comprehensive Approach to Teacher Preparation for Cultural and Linguistic Diversity in Urban Middle Level Schools
  Examined effectiveness of a teacher education program emphasizing skills and knowledge needed in multicultural, multilingual urban middle school settings. Found that candidates were already culturally/linguistically sensitive, and became more so during the program; felt prepared to meet student needs; and still had difficulty envisioning the "practice" of these new teaching methods.
• Standards and Practices: Children's Literature and Curricula Reform for the Twenty-First Century
  Maintains that implementing the new social studies curriculum standards has been a challenge for many elementary teachers. Asserts that high-quality children's literature is essential for an integrated, multicultural curriculum.
• Steps in the Plantain Project: The Ideas, Activities, and Experiences of the Plantain Project, a Scheme To Safeguard Children and their Environment
  The Plantain Project focuses on the vulnerable aspects of children's local environments. The project is designed to safeguard children in their own communities in Kristiansand, Norway through the participation of local elementary schools.
• Teacher-Researchers Entering into the World of Limited-English-Proficiency (LEP) Students: Three Case Studies
  Examines three white teacher researchers' classroom inquiries on their limited English proficiency students. Teachers were investigating students' way of perceiving, learning, and using their native and second language in different circumstances.
• Technology-Transformed Dictionary Compilation: Drudgery into Desired Desktop Lexicographer Enchantment
  Describes how grade 3-8 inner-city students created multimedia, multicultural dictionaries. Highlights student reflections on the project using Kid Pix software, and their ideas for future uses for the dictionaries.
• The Attitudes of Bilingual Children to Their Languages
  Examined bilingual Australian elementary students' attitudes toward their first and second languages, noting attitudes they attributed to significant others in various contexts and investigating the impact of demographic and educational factors. Interviews indicated that children held significantly different attitudes toward first and second languages which differed across contexts.
• The Business Education Index 1996. Index of Business Education Articles and Research Studies Compiled from a Selected List of Periodicals Published during the Year 1996. Volume 57
  This index, which was compiled from a selected list of 45 periodicals published in 1996, lists more than 2,000 business education articles and research studies. Articles are listed under the following subject categories and subcategories: basic business, communications, curriculum, document, general educational issues,information systems, personnel issues,teaching issues,teaching strategies .
• The Challenge of Effectively Preparing Teachers of Limited-English-Proficient Students
  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.
• The Chula/Fish Creek Connection
  Describes a social studies cultural exchange program between a public school and a Canadian native school in Calgary, Alberta, Canada. Outlines how the students became mutual inquirers into one another's cultures.
• The Colorful Flags Program: A Proactive-Interactive Approach to Bridging Cultural Differences
  Describes the Cultural Flags program, which teaches students to be proactive in engaging in cultural learning through learning a few basic phrases in the five most spoken languages in their community along with cultural facts about other countries. Some program evaluation results and project guidelines are presented.
• The Fight Free Classroom
  Describes implementation of the Fight Free Classroom intervention (designed to decrease fighting and aggressiveness by helping students take ownership of their behavior) in an urban elementary school that included students with emotional and behavioral disorders (EBD). Overall, aggressive acts among students with and without EBD decreased immediately after participation in the intervention.
• The Place of Political Education in the Classroom
  Demonstrates the ability of children to understand global and political issues in a framework of interdependency and justice, as established in the "Children and Worldviews" Project. Children's responses and thinking are provided as well as examples of classroom strategies.
• The Use and Role of Multiethnic Children's Literature in Family Literacy Programs: Realities and Possibilities
  Reviews the recent professional literature on family literacy programs, with a focus on the use and role of children's literature, specifically multiethnic texts, within those programs. Describes children's literature in family literacy and discusses the role of multiethnic literature in family literature.
• Tradition and Story: Intergenerational Ties of Past to Present
  This 32-item annotated bibliography details picture books, realistic fiction, poetry, and biographies (most of which were published in 1994) that deal with intergenerational relationships. Each entry in the bibliography indicates the literary genre and recommended age level of the book.
• Transforming Elementary Social Studies: The Emergence of a Curriculum Focused on Diverse, Caring Communities
  Examines six elementary social studies textbook series for the absence or presence of multicultural perspectives. Identifies Houghton Mifflin and Macmillan as opposite ends of the spectrum.
• Using Analogy To Develop an Understanding of Deaf Culture. A K-5 Curriculum
  Presents a model for a multicultural curriculum in which aspects of deaf culture are introduced to hearing students, noting the rationale for developing it. Discusses using analogy and empathy as catalysts for change in multicultural settings, describes a conceptual model of culture, and explains what deaf culture is.
• Using content analysis to evaluate the success of a professional development school
  Interviews with participants in a professional development school identified expectations of the partnership (student focus, better trained teachers), positive outcomes (real-world experience for student teachers, extra attention for students, professional growth for participating teachers), and problems (communication between school and university and within the school).
• Visiting South Africa through Children's Literature: Is it Worth the Trip? South African Educators Provide the Answer
  Shares South African educators' perspectives on 17 selected picture books about South Africa. Finds that they highly recommend these books.
• Voices from the Vineyard: Gifts of Diversity from Catholic Elementary School Educators
  Studies elementary Catholic-school educators, with a focus on cultural diversity. Discusses key experiences in diverse settings, transforming the curriculum, staffing and hiring practices, and the role of parents in student education.
• What Counts and How: Mathematics Teaching in Culturally, Linguistically, and Socioeconomically Diverse Urban Settings
  Examined urban teachers' efforts to embrace mathematics reform with culturally, linguistically, and socioeconomically diverse student populations, noting teachers' roles in providing accessible and valuable mathematical learning opportunities to diverse students. Data from two third grade teachers indicate that such work is complex.
• Who Owns History? (Teaching and Learning about Cultural Diversity)
  Notes that history is always based on someone's vision of truth, expressed through a process of distillation, selection, inclusion, exclusion, reorganization, and prioritizing. Argues that the shorthand, watered-down, or warped history of mainstream textbooks regarding cultural diversity should be supplemented with original documents, fiction, and the voices of real people telling their own stories.
• Young Children Learn about Immigrants to the United States
  Describes a program at an inner-city day care and after-school program (Brooklyn, New York) designed to help children express, share, and take pride in their family cultures, and to respond to increasing hostility toward new immigrant groups. Includes an annotated bibliography of resources for teaching about immigrants to the United States.