National Institute for Urban School Improvement
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Relevance (Education)

  • Developing a Rationale for Multicultural Education in Rural Appalachia
    Because of their ethnic/racial homogeneity, Appalachian schools often see multicultural education as irrelevant. Teacher education must link the oppression of Appalachia with that of more visible minority groups; show how knowledge is subjective; and emphasize that true national unity results from honoring diversity.
  • Embracing Diversity
    Illustrates integration of multiculturalism into science curriculum and instruction and outlines the principles that should be reflected in multicultural science classrooms. Offers strategies for science teachers in developing science programs, shaping classroom climate, and using learning styles.
  • Looking Back: Teachers' Reflections on an Innovative Teacher Preparation Program
    Discusses an evaluation of the Comprehensive Teacher Institute, an innovative, multicultural, urban teacher preparation program. Reflections by teachers who completed the program indicated that one of the most important contributions to their professional development was fostering a network of colleagues and university faculty who continued to provide support and guidance.
  • Models of Multiculturalism: Enhancing Immediacy and Relevance When Teaching Cultural Diversity
    Considers today's students the "postguilt generation." Proposes that teachers reconsider the way that students are exposed to issues of race, gender, class, and sexuality, creating class activities that allow students to experience the boundaries and definitions of identity. Presents three models of classroom activities.
  • Pharmacy Students' Perceptions About the Need for Multicultural Education
    A study assessed pharmacy students' perceptions about the importance of learning about health beliefs and behaviors of ethnic minority groups, views on the mechanisms by which such cultural information should be conveyed, and differences in perceptions related to student demography. Students believed this information was important but did not make the connection between having knowledge and impacting patient outcomes.
  • Reflections on Leonard Covello: Teacher with a Heart
    Leonard Covello was an Italian immigrant who taught in East Harlem (New York City) from 1911 to 1956. This article, composed of excerpts from other works about or by him, illustrates his dedication to reciprocal relationships between school and community that are relevant today for both urban and rural communities.
  • Respond to Stories with Stories: Teachers Discuss Multicultural Children's Literature
    Describes a literature discussion group consisting of eleven social studies representatives involved in a discussion of children's multicultural literature and articles. Focuses on story as a resource for exploring diversity and for sharing personal experiences and responses with others.
  • Teaching and Learning about the Holocaust through Visiting an Exhibition
    Evaluates a teaching initiative that aimed to teach about the Holocaust through a traveling exhibit on Anne Frank. Data from 10 case study schools show the success of the approach and some ways in which the teaching relevance might have been strengthened.
  • Teaching through Diversity
    Argues that one of the richest vehicles for enhancing students' classroom learning is the diversity of the student body itself. Integrating diversity into the classroom process also increases motivation and facilitates development of social, cognitive, and communication skills necessary for today's multicultural workforce.
  • The 21st-Century College Student: Implications for Athletic Training Education Programs
    Discusses impending demographic changes in the 21st-century college-student population, addressing implications for athletic training education programs and the profession. The paper discusses multicultural diversification and nontraditional student status, noting that 21st century higher education must offer multicultural training, flexible scheduling, accelerated programs, and practical learning experiences.
  • The Culture Wars on Two Fronts: Curriculum and Financing
    A college professor who sometimes appears as a guest on a local radio call-in program discussing contemporary higher education, talks about the nature of the changes occurring in the college curriculum and student population, multicultural education, teaching styles and objectives, trends in access to a college education, and the financial crisis facing colleges and universities. (MSE).
  • The Politics of Multicultural Education in South Africa: Vogue, Oxymoron or Political Paralysis
    Argues against using American-style multicultural education in South African higher education and suggests that transitory nation-states would first need to adopt Africentric reformism in order to recapture their value system before incorporating multiculturalism into the curriculum. The relevance of the multicultural model to South Africa and why its implementation should be deferred is discussed.
  • Unpacking Adventure
    Anecdotes are used to illustrate how White, male, European values are embedded in adventure education. Traditional European assumptions about risk, challenge, and individual accomplishment may not be relevant to other cultures, women, or disadvantaged people.
  • What Makes a Teacher Education Program Relevant Preparation for Teaching Diverse Students in Urban Poverty Schools? (The Milwaukee Teacher Education Center Model)
    Urban teachers need a set of attributes that enable them to connect with children and youth in poverty and to function in dysfunctional school districts. The Milwaukee Teacher Education Center's (MTEC's) urban mission is to prepare educators to teach in the real world classroom of urban schools.