NCCRESt

part of the Education Reform Networks

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Student School Relationship

• Beyond the Rhetoric: Moving from Exclusion, Reaching for Inclusion in Canadian Schools
  A 3-year study in Toronto (Ontario) schools examined educational practices that engender exclusion or inclusion, especially of racially marginalized groups. Findings suggest that an inclusive learning environment introduces topics of race, critically examines cultural stereotypes, has high expectations for minority students, encourages cultural-identity groups, and has equitable school hiring practices.
• Black Students in Teacher Education
  Examines black student's experiences in initial teacher education, and reveals what still needs to be done before these students can receive the same positive treatment as their white colleagues. The author presents research revealing the various forms of racism, discrimination, and stereotyping that create these negative educational experiences and suggests what teacher education can do to prevent replicating them.
• Moving Marginalized Students Inside the Lines: Cultural Differences in Classrooms
  Discusses what the author has learned in her job at an elementary school in Northeast Mississippi as liaison between English-speaking school personnel and Spanish-speaking students and parents, most of whom are recent immigrants from Mexico. Discusses what the author learned, through extensive talking and questioning of students and parents, about how cultural differences affect classroom activities and interaction.
• Responding to Undocumented Children in the Schools. ERIC Digest
  This digest discusses public schooling for undocumented immigrant children--children born outside the United States who live here without permission of the federal government. Most are children of agricultural workers.
• Social and Emotional Distress among American Indian and Alaska Native Students: Research Findings. ERIC Digest
  Many American Indian and Alaska Native (AI/AN) youth are repeatedly exposed to opportunities to participate in self-destructive and illegal behaviors. This digest examines risk factors associated with four contexts: peers, family, school, and community.
• Social and Emotional Distress among American Indian and Alaska Native Students: Research Findings. ERIC Digest
  Many American Indian and Alaska Native (AI/AN) youth are repeatedly exposed to opportunities to participate in self-destructive and illegal behaviors. This digest examines risk factors associated with four contexts: peers, family, school, and community.