NCCRESt

part of the Education Reform Networks

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Skill Development

• 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.
• CES--Cultural, Experiential, Skill Building: The Cognitive Foundation
  Critiques the assimilation strategy and the hero-heroine-ritual approach to multicultural education, and offers a third model, the Cultural, Experiential, Skill Building (CES) approach, as an alternative for teacher training. Effects of the CES model on potential teachers and the implications for teacher training are addressed.
• Changing the World: A Directory of Global Youth Work Resources
  This directory lists resources that can help young people explore, understand, and question the world around them. Most of the materials use active learning methods, which promote skills in discussion, cooperation, and small group work.
• Cultural Diversity and Social Skills Instruction: Understanding Ethnic and Gender Differences
  This book affirms that the behaviors of young people from culturally diverse populations need to be viewed from a cultural perspective, and that instruction should affirm students and empower them to achieve maximally as well as to benefit others. A theme that underlies the entire book is the advocacy of direct instruction in social skills, followed by opportunities for practice and conditions for maintenance.
• Culture-Centered Counseling Skills as a Preventive Strategy for College Health Services
  Successful counseling is possible if health care providers learn to interpret behaviors within cultural context. The paper describes a culture-centered approach, using a grid that matches same/different behaviors and expectations.
• Developing Writing Skills To Raise Achievement in Science and English at KS2
  Studied the development of writing skills as a way to raise academic achievement for four year-6 ethnic minority students in an English classroom. Identifies strategies that increased achievement and confidence of students and parent participation in their schooling.
• 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.
• Developmental Outcomes of College Students' Involvement in Leadership Activities
  Using longitudinal data from 875 students, assesses whether student participation in leadership education and training programs has an impact on educational and personal development. Results indicate that leadership participants showed growth in civic responsibility, leadership skills, multicultural awareness, understanding of leadership theories, and personal and societal values.
• Inclusive Schooling Practices: Pedagogical and Research Foundations: A Synthesis of the Literature that Informs Best Practice About Inclusive Schools
  This monograph summarizes the literature base that informs current understanding of the best approaches to support students with disabilities in inclusive settings.
• Mediation and Conflict Resolution in a Multicultural Context: New Skills for Student Development Professionals
  With the increase in violence over the past few decades, academic and human development practitioners have tried to better understand the dynamics of conflict and develop effective intervention and prevention strategies. There is an ever-deepening appreciation for the mediation process.
• Multicultural Conflict Resolution: Development, Implementation and Assessment of a Program for Third Graders
  Presents an intervention that outlines the formulation, implementation, and assessment of one counselor's attempt to increase student skills in the area of conflict resolution through a 6-week, curriculum-based, conflict resolution program for third-graders. Program evaluation indicates that it was successful in challenging students' conceptualization of conflict, shifting their associations with the word from negative to positive.
• Multicultural Training Needs for Counselors of Gifted African American Children
  Identifies problems related to a counselor's lack of training to assist gifted African American children and proposes steps toward appropriate counselor training. A good multicultural training program has components of consciousness raising, antiracism, and knowledge and skill development.
• Process versus Content: Integrating Personal Awareness and Counseling Skills To Meet the Multicultural Challenge of the Twenty-First Century
  Describes a study in which there was a strong relationship between personal awareness and multicultural counseling skills during group supervision. Suggests that during supervision, supervisors should help counselors-in-training to attain wisdom.
• Teaching Multicultural Counseling Prepracticum
  Focuses on the value of a multicultural counseling prepracticum course for counselors in training at Virginia Commonwealth University (Richmond). States that the course helps students develop their skills in multicultural counseling.
• 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.
• Why Johnny Can't Write
  Examines why the U.S. educational system often produces students who graduate without adequate writing skills and how the stage was set through a political climate that created lowered expectations of student skills.