NCCRESt

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Elementary School Teachers

• "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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• Playing Korean Ethnic Games To Promote Multicultural Awareness
  Provides information to help early childhood teachers recognize the diverse ethnic groups within the Asian community and shows how to use Korean traditional games to promote children's multicultural awareness. Describes four traditional games.
• Pre-Kindergarten to Eighth Grade Teachers Become Change Agents through Active Participation in School Reform
  This practicum project used organized professional development to increase involvement of teachers at a preK-8 school in the school's reform process. All members of the school community actively participated in planning, data collecting, and sharing of pertinent reform information.
• 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.
• Teachers' Perspectives on Their Work with Families in a Bilingual Community
  Reviews research on teacher-parent relations, integrating three teachers' perspectives on their work with families in a bilingual community. Describes observations and interviews with teachers and parents over a school year that offer data for an in-depth analysis of teachers' perspectives on teacher-parent interactions in this setting.
• 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.
• Women of Color: Perspectives within the Profession
  To effectively interact with their students, leaders and teachers in sport and physical activity must be familiar with their students' cultural backgrounds. This collection of articles discusses how women of color deal with and have been affected by their racial and ethnic identities in relationship to physical activity and sport.