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• "Making Democracy Real": Teacher Union and Community Activism To Promote Diversity in the New York City Public Schools, 1935-1950
  Examines how an interracial coalition of radical teachers from the Teachers Union of New York City and community activists from Harlem promoted black history and intercultural curriculum and collaborated with parents for school reform during the 1930s-40s. Their efforts to develop more culturally responsive schools were derailed in the late 1940s by the red-baiting of progressive scholars and teacher union activists during the cold war.
• A Dialogue About Race and Ethnicity in Education: Struggling To Understand Issues in Cross-Cultural Leadership
  A dialogic approach explores some of the complex issues related to race and ethnicity to identify implications for more effective cross-cultural leadership in diverse schools. Revisited field notes, as well as data from interviews and surveys from various research projects, provide the background about the difficulties of understanding race and ethnicity across different school settings and among educators with different perspectives.
• African Studies in Canada: Problems and Challenges
  Examines the marginalization of African studies in the Canadian public school system and how educators might promote these studies to allow blacks to have a greater knowledge of themselves and increase their self-worth. Various challenges facing curriculum reform and future directions for African studies in Canada are discussed.
• African Studies in Canada: Problems and Challenges
  Examines the marginalization of African studies in the Canadian public school system and how educators might promote these studies to allow blacks to have a greater knowledge of them and increase their self-worth. Various challenges facing curriculum reform and future directions for African studies in Canada are discussed.
• An America Curriculum?
  Using data from a one-year field study of elementary and secondary social studies classes, the paper examines images of America actually being conveyed in elementary and secondary school classrooms, considering how schools are serving the purposes of Americanization and assimilation while the traditional study of America is being renegotiated and discussing what is influencing the provision of certain messages. (SM).
• Arts Curriculum Framework: The Practice of Creating. Curriculum Framework. Corp Author(s): Massachusetts State Dept. of Education, Boston
  This curriculum framework presents a philosophy of arts education, synthesizes current research, and sets learning standards for students from pre-kindergarten through 12th grade in the Commonwealth of Massachusetts. The curriculum framework's core concept is that experience in the creative process is essential for all learners, and that, in the arts, this process involves solving problems with skill and imagination, discovering new questions, ideas, and objects, or interpretations of existing works.
• 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.
• Continuing Tensions in Education
  Introduces this special theme issue discussing tensions in education stemming from public school reform. Discusses the issue's focus on (1) standardized testing; (2) developmentally appropriate practice; and (3) full inclusion.
• Critical Pedagogy: Translation for Education that Is Multicultural
  Examined the translation of multicultural learning activities in a college classroom into critical pedagogy in public school classrooms. Practicing teachers enrolled in the course completed interviews and surveys.
• Delta Pi Epsilon National Research Conference Proceedings (Indianapolis, Indiana, November 14-16, 1996)
  It is a collectio of 34 papers.The papers contains articles related to attitude and motivation;teacher student;government university collaboration relationship etc.
• 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.
• Forty Years After Brown: The Impact of Immigration Policy on Desegregation
  Examines how current legal trends and policies shape the efforts of educators in urban schools serving the multicultural communities where immigrant families reside. Relevant laws and policies are reviewed, as well as the strategies educators use to meet the needs of immigrant children, including access to schools and programs, assessment and placement, and engineered school climates.
• From Rhetoric to Reality: Opportunity-to-Learn Standards and the Integrity of American Public School Reform
  Focusing on national policy and practice, this paper suggests key recommendations for consideration in the context of standards-based reform, including: produce teachers who are multiculturally literate; re-assess ability grouping and tracking practices; reduce K-3 class size and elementary and secondary school size; expand and improve federal compensatory education programs; and incorporate school reform into broader social reform. (SM).
• Immigrant Students in New York City Schools
  The immigrant population residing in New York City has expanded enormously in recent years and profoundly affected the public school system. As significant as the expansion of immigrant students enrolled in New York City public schools has been, even more remarkable is the diversity in the countries of origin of new students.
• Immigrant Students in New York City Schools
  The immigrant population residing in New York City has expanded enormously in recent years and profoundly affected the public school system. As significant as the expansion of immigrant students enrolled in New York City public schools has been, even more remarkable is the diversity in the countries of origin of new students.
• Increasing Teacher Diversity by Tapping the Paraprofessional Pool
  To increase the representation of people of color in teaching, the potential candidate pool must expand beyond those who are likely to attend college. Paraprofessional school personnel, who typically are from minority groups, constitute a ready source for increasing the supply of diverse teachers.
• Influencing Latino Education: Church-Based Community Programs
  This article discusses a case study about the educational projects of two church-based community programs in Harrisburg, Pennsylvania. The author examines the understanding that five women community workers in these organizations have about community.
• Multicultural Education in the United States: A Historical Review
  Examines the development, fluctuations, and growth of U.S. multicultural education from a historical perspective, from colonial times through the 20th century, concluding with some reflections on its future course.
• Perceptions of Chicano/Latino Students Who Have Dropped Out of School
  Reports on qualitative study of focus group interviews with Chicano/Latinos who had dropped out of school. Responses revealed themes of alienation and discrimination in the school setting.
• Recentering Multiculturalism: Moving Toward Community
  Educators (n=21) in the New York Public School system were interviewed about multicultural education. Some viewed multiculturalism as diversity, others as difference.
• San Antonio School Choice Research Project. Final Report. Corp Author(s): North Texas Univ., Denton. Center for the Study of Education Reform
  The findings of an investigation of both a private and a public school-choice program in San Antonio, Texas, between 1992 and 1996 are evaluated in this report.
• San Antonio School Choice Research Project. Final Report. Corp Author(s): North Texas Univ., Denton. Center for the Study of Education Reform
  The findings of an investigation of both a private and a public school-choice program in San Antonio, Texas, between 1992 and 1996 are evaluated in this report. The private program, sponsored by the Children's Educational Opportunity (CEO) Foundation, provides scholarships to low-income parents to enroll their children in private schools, while the public program, offered by the San Antonio Independent School District, selects students from across the district to study foreign language and culture ("the multicultural program").
• Teaching Asian American Students
  Uses data from interviews with parents of Asian American students, observations, and literature reviews to identify cultural and language issues that must be considered in teaching this population. The paper discusses the history of Asian immigrants, attitudes toward education among Asians, the relationship between teaching styles and Asian culture, and suggestions for teachers working with Asian American students.
• Ten Points of Debate in Teacher Education: Looking for Answers to Guide Our Future
  Introduces a theme issue by examining 10 dichotomies that describe concerns marking contemporary teacher education in the U.S.: quality versus quantity, majority versus minority, preservice versus inservice, campus versus school site, time versus money, specialization versus generalization, theory versus practice, professional versus public, information versus myth, and long-range versus short-range. (SM).
• The Accelerating Change of American Diversity
  Discusses three aspects of changes underlying the "New Multiculturalism": intermarriage, "tipping" of racial and ethnic balances (due to differential birthrates and immigration patterns), and transnational cultures. Educational ramifications include changes in administrative record keeping, evolving student identities, acculturation, intergroup relations, and curriculum.
• The Admission and Induction of Refugee Children into School
  Examines induction and admission practice for refugee school children into Britain's public schools, highlights the educational issues and concerns of newly-arrived refugee families, and discusses what schools can do to make their entry into the school system less problematic. The author explains how good admission and induction practices can build strong school/parent partnerships that benefit children.
• The State of Public Education in the United States: Teacher Education Students' Perspectives
  This study examined the opinions of 44 teacher education majors, prior to student teaching, about the state of public education in the United States. It also investigated their perceptions of the opinions of faculty and practicing teachers regarding the same issue.
• The Universal Classroom
  Explores the progress of multicultural education as an aspect of educational reform and as a form of accountability to significant constituencies of the present public education system. Discusses multicultural education as the effort by the public schools to cope with patterns of social change that highlight the issue of an academic underclass.
• Using Effective Teaching Strategies To Improve the Academic Performance of Culturally Diverse Students in a Public Elementary School
  This report describes a practicum project designed to help first- through fourth-grade teachers acquire the knowledge, skills, attitudes, and strategies necessary to work effectively with a diverse student population; improve the social and academic performance of culturally diverse students; and increase parent involvement at school.
• Why Language Learning Matters
  Most education systems prepare their students to function in the national language and at least one additional language. However, only one-third of U.S.