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Program Evaluation

• 25 Years of Multiculturalism--Past, Present, and Future, Part 1
  Reviews the implementation and early successes and failures of multicultural education in Canada. Although multicultural education was officially adopted as an educational policy in 1971, it has been reworked and revamped as problems and challenges have arisen.
• A Two-Way Bilingual Program: Promise, Practice, and Precautions
  In spite of political pressure, bilingualism is emerging as a strategy for improving the academic achievement of all students. Two-way bilingual or dual-language programs integrate language-minority and language-majority students for instruction in two languages.
• An assessment framework for professional development schools: Going beyond the leap of faith
  Discusses the challenges in assessing Professional Development School (PDS) impacts, noting examples of assessments from the literature. The paper outlines a conceptual framework for assessment and explains how it may help organize more systematic thinking about PDS evaluation.
• Assessing Students' Attitudes and Achievements in a Multicultural and Multilingual Science Classroom
  Takes a qualitative and quantitative look at the curriculum and teaching of a two-way immersion eighth-grade solar energy science classroom and examines its implications for education policy and reform. Results for a class of 25 students indicate that the approach increases the retention rate of Hispanic students.
• Assessment and Testing: Measuring Up to Expectations. ERIC Digest
  As a result of increasing pressure from external constituencies, community colleges have been called upon to demonstrate accountability through assessment activities and research on institutional effectiveness based on student outcomes. Since community colleges include transient student populations, students with a wide range of ability and academic goals, and large numbers of adjunct faculty, assessment should focus on the improvement of campus instructional and support programs to increase student success, rather than on national comparisons.
• Carter v. Florence County School District No. 4
  HASH(0x18ba940).
• 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.
• Down with School Improvement--Some Polemical Notes
  Criticizes England's School Improvement Ideology (SCIMPI) campaign. It argues that SCIMPI underplays the basics of school improvement, ignores school practices that damage racial relations, place more emphasis on individual schools rather than the school system, and has clandestinely embedded within it destructive improvement practices that can further damage already disadvantaged students.
• Early Childhood Special Education for Children with Disabilities, Ages Three through Five: An Introduction. Revised
  This introduction to a reference guide for early childhood special education personnel in North Dakota discusses the purpose of the guidelines, the North Dakota philosophy on the importance of early intervention programs, and quality indicators of early intervention programs.
• Effects of a Hands-on Multicultural Education Program: A Model for Student Learning
  Describes the Center for Human Origin and Cultural Diversity program that is a model for multicultural education in which students learn about the human fossil record, the value of biological variation, and the characteristics common to all humans. Presents results from a study that support the use of this program.
• Improving Minority Student Success: Crossing Boundaries and Making Connections between Theory, Research, and Academic Planning
  This paper reports how multi-institutional, theoretical research influenced the design and development of intervention programs at a large, predominantly African-American community college.
• Markers of Multicultural/Antibias Education
  Contends that creating a program that reflects diversity and equity is an evolving process. Presents common markers whereby programs can judge individual levels on the multicultural and antibias education journey.
• Multicultural Education outside the Classroom: Building the Capacity of HIV Prevention Peer Educators
  Describes the Wisconsin Youth HIV Prevention Institution, a program to enhance HIV prevention peer education for reaching youth at high risk, focusing on its intensive multicultural education and empowerment approach. Summarizes evaluation findings related to participation in the program and discusses implications of the program for HIV prevention peer education and other forms of multicultural education.
• Multicultural Education Program Evaluation, 1995-96. Assessment/Accountability Report
  In 1993-94, the Board of Education of the City of New York distributed more than $1 million to augment existing multicultural initiatives in professional or curriculum development. Districts and superintendencies in the city also designed a 3-year program to facilitate the planning and scope of these initiatives.
• On the Power of Separate Spaces: Teachers and Students Writing (Righting) Selves and Future
  Studied the effect of programs within desegregated schools that serve an identified population of students for cultural affirmation and advancement. Ethnographic data from a girls' group at an urban magnet school and a Vietnamese students' homeroom, focusing on 20 high school students, in an urban comprehensive school demonstrate both the power of such "spaces" and the contradictory impulses within such arrangements.
• Partner schools: Centers for educational renewal
  This book addresses three questions: Is the partner school concept a passing fad? What do educators need to know in order to initiate a partnership and a partner school? What can we anticipate, with regard to costs and benefits, from partner schools in the future?.
• Preschool Children's Classification Skills and a Multicultural Education Intervention To Promote Acceptance of Ethnic Diversity
  Examined the impact of an 8-week intervention program designed to reduce racial/ethnic stereotyping among preschoolers varying in classification skill. Found that children in the experimental group had increased in classification skills at posttest and were less likely to sort photo cards by race/ethnicity and more likely to sort them by gender and age than were control group children.
• Professional Development School Trade-Offs in Teacher Preparation and Renewal
  Examined the preparation of student teachers at four Professional Development Schools (PDSs) longitudinally, comparing their experiences with those of traditional student teachers. Data from meetings with administrators; site visits; document analysis; graduation and professional status information; student teacher surveys; and graduate surveys indicated that students appreciated PDSs' camaraderie, support, collaboration, and effectiveness.
• Reducing Stereotyping among 4th through 6th Grade Students by Strengthening Self-Esteem, Interpersonal Relationships, and Multicultural Appreciation
  This practicum study devised and evaluated a program designed to reduce overt incidents of stereotyping among diverse fourth through sixth graders in a large urban K-8 school.
• Science Motivation in the Multicultural Classroom
  Discusses how to integrate into the curriculum the interests of children of all ethnic backgrounds. Includes a rubric for multicultural contributions to science.
• 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.
• 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 Status of Multicultural Counseling Training at Counseling Center Internship Sites
  The current status of multicultural-counseling training at university counseling-center predoctoral internship sites was evaluated. Fifty training directors completed a mailed survey, and the results contribute to an understanding of graduate training programs.
• Three Ways To Achieve a More Equitable Representation of Culturally and Linguistically Different Students in GT Programs
  This article posits that increasing minority teachers in gifted and talented (GT) programs will lead to an increase of minority students in GT programs. Ways to recruit and prepare minority teachers are discussed, as are multicultural and bilingual options for GT programs.
• Transformative Training: A Year-Long Multicultural Counseling Seminar for Graduate Students
  Describes a year-long multicultural training seminar for psychology and social work interns in a university counseling center. Discusses the experiential, cross-disciplinary, peer-based multiformat structure of the group.
• Using Standards and Assessments To Support Student Learning
  Many districts and states across the nation are developing standards for student learning that describe what students should know and be able to do as a result of their schooling. These standards are intended to provide educators with guidelines for curriculum and teaching that will ensure that students have access to the knowledge believed to be necessary for their later success.