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• Culturally Responsive Teaching for American Indian Learners
  Teachers in a multicultural society need to respect cultural differences, know the cultural resources their students bring to class, and be skilled at tapping into learners' cultural resources in the teaching-learning process. They must believe that all students are capable of learning, and they must implement an enriched curriculum for all students.
• 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.
• An Observational Study of Multicultural Education in Urban Elementary Schools
  Presents an observational study of multicultural educational practices within 12 elementary schools in a major metropolitan area of the south central region of the United States. Reveals the use of the Multicultural Teaching Observation Instrument in measuring teacher support of students, classroom equity, and integration of students' culture within a multicultural education setting.
• Promising Practices
  Examines selected programs and methodologies in multicultural education designed to foster greater understanding of diverse cultures and lessen racial, class, and gender biases. Highlighted programs include a doctoral program in multicultural education and a staff development program for dealing with workplace diversity.
• Multicultural Strategies for Community Colleges: Expanding Faculty Diversity. ERIC Digest
  This digest explores the community college's mission to increase student attendance and performance by improving faculty diversity. Community colleges are filled with multicultural, diverse students who bring different knowledge and skills to educational institutions.
• We Teach Them All. Teachers Writing about Diversity
  This anthology of 30 stories, poems, and personal essays on diversity grew out of a writers' retreat for teachers. It features: reflections on diversity--how it can be a positive, strengthening force in teaching and learning; effective strategies for teaching and learning within a diverse population; and practical information about running a writer s retreat for teachers, including a sample writing workshop plan.
• Bridging the Cultural Divide: Reflective Dialogue about Multicultural Children's Books
  Reflects candidly upon the author's commitment to multicultural education and the resistance she initially encountered from white, female preservice teachers. Relates how the author and her undergraduate students found ways to break the silence and bridge their cultural divide through the use of multicultural children's and adolescent literature, reader response journals, and dialogue.
• Cultural Stereotypes and Preservice Education: Moving Beyond Our Biases
  Examines one teacher's attempt to bring positive changes in students' perceptions about people from cultures other than their own. Highlights an education course that helped students change their stereotyped perceptions of an Asian instructor and her culture and their superficial understanding of multicultural education.
• Discomfort Zones: Learning about Teaching with Care and Discipline in Urban Schools
  Multicultural principles, discipline, and curriculum theory should be integrated and revisited across the teacher-education program via case studies, portfolio assessment, and field experiences. Authors deplore prescriptive, procedural approaches to teaching and value ongoing faculty/student conversations, university alliances with "best" teachers and principals, and trust in children's power.
• Learning about Culture through Dance in Kindergarten Classrooms
  Describes how dance was incorporated into African and Native American cultural study units. Notes that when dance was used, children's participation level was high and they showed evidence of integrating new knowledge into current information.
• Placing "Diverse Voices" at the Center of Teacher Education A Pre-Service Teacher's Conception of "Educacion" and Appeal to Caring
  Presents a case study of the way in which one preservice male teacher of color constructed his drama work with culturally diverse elementary school children. Identifies three key dimensions in his perspective on teaching that center around being a caring teacher who knows his students, balances motivation and discipline, and implements a "real" curriculum in a culturally affirming classroom environment.
• Ethnic Minorities and Achievement: The Fog Clears. Part I (Pre-16 Compulsory Education)
  Quantified ethnic elementary school student underachievement data in the compulsory subjects of mathematics, science, and English, with a focus on Black and African Caribbean students. Negative influences to academic achievement in the school environment, including student-teacher relationships and lack of parental involvement, are discussed.
• 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).
• Breaking the Silence (Teaching and Learning about Cultural Diversity)
  Discusses the policy of silence (and its complex reasons) that often rules when it comes to teaching and learning about race, religion, ethnicity, and sexuality. Discusses briefly five books and articles that deal with breaking this silence, and offers observations about effective multiculturalism in the classroom.
• Walking on Eggs: Mastering the Dreaded Diversity Discussion
  Nine strategies for opening and sustaining discussion of cultural pluralism in the college classroom are offered, including use of powerful evocative quotations, evocative visuals, student self-identification in cultural terms, pictographic autobiographies, student personal narratives, metaphors for America, concentric identity circles exercise, models for interpreting cultural experience, and paired readings. Guidelines for discussion management are also given.
• Other people's children: Cultural conflict in the classroom.
  This collection of nine essays suggests that many academic problems attributed to children of color actually stem from a power structure in which the worldviews of those with privilege are taken as the only reality, while the worldviews and culture of those less powerful are dismissed as inconsequential or deficient.
• The Academic Language Gap
  Discusses reasons for the deep resistance students feel about assuming the role of self-conscious intellectualizer and contentious argument-maker that is demanded by academic courses. Argues that educators will miss the point if, in their dwelling on texts, canons, and political philosophies, they ignore or romanticize this resistance.
• Mentoring: Sea Change or Athene's Deceit
  Four case studies of mentor/student relationships show an organic model of mentoring among black educators in the United Kingdom that is an alternate to common conceptions of mentoring. This self-selecting and race-specific type of mentoring is not generally acknowledged or studied, but is related to classical types of mentoring in antiquity.
• Reading "Whiteness" in English Studies
  Considers the role of the "white ground" in English studies at a critical period, the late 1960s and early 1970s, when the discipline, along with the rest of the academy and country, struggled mightily with issues of race. Describes the author's interest in constructing a narrative about the relationships between discourse and identity with students.
• Acceptance and Caring Are at the Heart of Engaging Classroom Diversity
  Offers examples from Arizona and Oregon to show how rapidly changing demographics in some regions are accelerating the momentum of restructuring curriculum and assessment to accommodate multicultural students. Argues that organizations structured around the principles of collaboration and process tend to be more caring, to affirm diversity, and to be more successful in generating literacy among their multicultural students.
• Multicultural Strategies for Community Colleges: Expanding Faculty Diversity. ERIC Digest
  This digest explores the community college's mission to increase student attendance and performance by improving faculty diversity. Community colleges are filled with multicultural, diverse students who bring different knowledge and skills to educational institutions.
• 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.
• "Survival": A White Teacher's Conception of Drama with Inner-City Hispanic Youth
  Profiles how and why a White, upper-middle-class teacher who was trained in aspects of play production and theater education changed her conception of educational drama as she worked in an inner-city magnet school with impoverished, inner-city Hispanic youth. Discusses culture shock, cross-cultural functioning, and survival in terms of ethos, gang subculture, language, and staff authority.
• Teaching the Third Culture Child
  Examines experiences of a 5- and 7-year-old entering a U.S. early childhood program in context of child development theory, constructivist philosophy, and the Japanese social teaching model.
• Multicultural Education: Powerful Tool for Preparing Future General and Special Educators
  This article argues that multicultural education is a powerful and necessary tool for preparing future general and special educators to provide services to students with disabilities from culturally and linguistically diverse backgrounds. It presents ideas for educators willing to assist multicultural learners in maximizing their fullest potential in inclusive settings.
• The Transition of Gambian Children to New York City Public Schools
  Noting the need to develop strategies to ease the transition of children from families recently arriving in the United States from Gambia into the public school system in New York City, this paper compares the school life in Gambia with that of Bronx, New York. Information on school life in Gambia was obtained through literature and through interviews of 2 parents and 4 children, ages 8 to 10 years, from Gambia presently living in the Bronx.
• Professional Growth: Teaching Truth
  Emphasizes teacher's role in imparting multicultural education to students by relating personal experience of a teacher who unravels his family history and discovers with pride his multicultural heritage. (BAC).
• Barriers to Effective Mentoring across Racial Lines
  Discusses barriers to the effective mentoring of students of color by white faculty members and presents concrete approaches for dealing with sensitive issues that often arise in the course of the mentoring relationship. The main stumbling block is the faculty member's fear of the task.
• Teaching 4- to 8-Year-Olds: Literacy, Math, Multiculturalism, and Classroom Community
  The next decade will see a dramatic increase in public finding for programs serving young children. Prekindergarten and early elementary programs will received more scrutiny in line with a growing awareness that school success is heavily influenced by the skills and attitudes children have when they enter school and quality of initial school experiences.
• Making Space: Merging Theory and Practice in Adult Education
  This book represents the beginning dialogue and critique of social, political, economic, and historical forms of hegemony operating in the adult education field.
• The Ethic of Caring: Clarifying the Foundation of Multicultural Education
  Caring-centered multicultural education is based on a framework of values and behaviors that foster high achievement motivation in all students. It takes place within a social justice context that addresses discrimination, respects diverse cultural knowledge, and recognizes the need for working knowledge of mainstream culture.
• Understanding the School Community: A Field-Based Experience in Teacher Education
  Canadian preservice teachers were sent to volunteer in an inner-city Native American elementary school in order to gain some understanding of other cultures and thus examine their own attitudes toward race and culture. The program helped students understand the role of communication in communities and in teaching.
• 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.
• Obstaculos al aprendizaje--obstaculos a la ensenanza en contextos (Barriers to Learning--Barriers to Teaching in Multicultural Contexts). Papers on Teacher Training and Multicultural/Intercultural Education 25
  This study focused on identifying learning difficulties with a view to incorporating both understanding of those difficulties and methods for minimizing or neutralizing them in multicultural classroom settings. Discussion gives guidelines for teachers to use in analyzing student concepts and approaches to learning, particularly in the question-and-answer format.
• On Exclusion and Inclusion in Classroom Texts and Talk. Report Series 7.5
  To analyze some of the processes through which student voices and lived experiences can be either excluded or included, a study focused on elements of the classroom environment already addressed in previous analyses, examining "texts and talk" in two middle school English classrooms. This study analyzed how the classroom environments that the teachers constructed--through literature choices, classroom pedagogy, interactions with students, and responses to linguistic and cultural diversity--work in ways that either affirm or exclude the voices and lives of nonmainstream students.
• Multicultural Reasoning and the Appreciation of Art
  Explicates a multicultural approach to art education that enhances critical thinking. Grounds this approach in the philosophical principles of constructivism that emphasize the student's construction of meaning rather than the passive transmission of knowledge from a teacher.
• On Exclusion and Inclusion in Classroom Texts and Talk. Report Series 7.5
  To analyze some of the processes through which student voices and lived experiences can be either excluded or included, a study focused on elements of the classroom environment already addressed in previous analyses, examining "texts and talk" in two middle school English classrooms.
• Affective Thought, Personalized Democracy, and the Council's Multicultural Mission
  Visualizes what embodied learning and shared authority looks like in an alternative high school for mostly Latino students. Argues for an approach to teaching that looks to teacher-student relationships.
• The Academic Achievement of Minority Students: Perspectives, Practices, and Prescriptions
  This book presents a collection of papers by educators and researchers who discuss various methods of improving minority student achievement.
• Telling Their Side of the Story: African-American Students' Perceptions of Culturally Relevant Teaching
  Examined African American elementary school students' interpretations of culturally relevant teachers within urban contexts. Student responses indicated that culturally relevant teaching strategies had a positive effect on student effort and engagement in class content.
• Increasing African-American Teachers' presence in American Schools: voices of students who care.
  Presents the narratives of several African American students to illustrate the impact on students of having or not having African American teachers. Students' descriptions of their interactions with and praise for African American teachers illuminate why recruiting more teachers of color is important not only to the profession but also to the students themselves.
• Pedagogic Discourse and Equity in Mathematics: When Teachers' Talk Matters
  Discusses the role and nature of pedagogic discourse. Suggests that teacher talk plays an important role in the learning of radically, ethnically, and linguistically diverse students.
• Toward an Empowering Multicultural Assessment Technique
  Discusses the move toward teaching strategies designed to empower students, sharing one university professor's experiences with a cooperative learning method of student assessment in a teacher training multicultural education course that utilized an empowering model. (SM).
• Fulfilling the Promise of Access and Opportunity: Collaborative Community Colleges for the 21st Century. New Expeditions: Charting the Second Century of Community Colleges. Issues Paper No. 3
  This document is part of the New Expeditions series, published by the American Association of Community Colleges. Addressed specifically in this paper is the need for collaboration within and between community colleges if they are to fulfill their role as democratic agencies concerned with access and equity issues.
• Getting from the Outside In: Teaching Mexican Americans When You Are an "Anglo."
  A midwestern university provides cross-cultural student teaching experiences in a southwestern city with a large Mexican-American population. Features include two classroom placements, a course in multicultural education, and bicultural mentors.
• Learner Centered Schools as a Mindset, and the Connection with Mindfulness and Multiculturalism
  After acknowledging that learning and knowing are coconstructed social processes created and shared by teachers and students as learners, the paper examines mindfulness and multiculturalism as learner-centered processes. Mindfulness, multiculturalism, and learner centeredness are interdependent mindsets that encourage interplay between teacher, student, and content and that mediate the classroom environment.
• Links between Family Life and Minority Student Achievement: Removing the Blinders
  Contends that a range of theories exists in the social science literature about the effects of family processes on the social and academic success of a family's offspring. Identifies major theoretical perspectives that have dominated the literature on families and minority student achievement.
• The Role of Empathy in Teaching Culturally Diverse Students: A Qualitative Study of Teachers' Beliefs
  Investigated teachers' beliefs about the role of empathy in their effectiveness with culturally diverse students. All respondents had participated in a multicultural professional development course geared to fostering culturally responsive practice.
• Cultural Diversity in Catholic Schools: Challenges and Opportunities for Catholic Educators
  This book examines sociocultural factors that affect teaching and learning in today's Catholic elementary and secondary schools. The first chapter, "Cultural Diversity: An Important but Problematic Issue," discusses how demographic and societal changes have created a greater need for cultural diversity in education, and stresses the ambiguities inherent in addressing this diversity.
• The Transition of Gambian Children to New York City Public Schools
  Noting the need to develop strategies to ease the transition of children from families recently arriving in the United States from Gambia into the public school system in New York City, this paper compares the school life in Gambia with that of Bronx, New York.
• 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.
• On Exclusion and Inclusion in Classroom Texts and Talk. Report Series 7.5
  To analyze some of the processes through which student voices and lived experiences can be either excluded or included, a study focused on elements of the classroom environment already addressed in previous analyses, examining "texts and talk" in two middle school English classrooms. The study analyzed how the classroom environments that the teachers constructed--through literature choices, classroom pedagogy, interactions with students, and responses to linguistic and cultural diversity--work in ways that either affirm or exclude the voices and lives of nonmainstream students.
• Preparing English Teachers To Teach Diverse Student Populations: Beliefs, Challenges, Proposals for Change
  Argues a need for in-depth consideration of principles and practices to prepare teachers for classrooms they will face in the future. Notes problems created by the disparity between increasing student diversity and their overwhelmingly white, female English/language arts teachers.
• Multicultural Strategies for Community Colleges: Expanding Faculty Diversity. ERIC Digest
  This digest explores the community college's mission to increase student attendance and performance by improving faculty diversity. Community colleges are filled with multicultural, diverse students who bring different knowledge and skills to educational institutions.
• Melting Pot to Tossed Salad
  Encourages teachers to interact with students and students to interact with each other to facilitate cultural awareness and respect for differences. Proposes a number of classroom activities, such as "how to" presentations, studies of cultural folklore, and a puppet show.
• Electronic and Linguistic Connections in One Diverse 21st-Century Classroom
  Explores one vision of a multifaceted classroom community (comprised of teachers, an intern, cross-age tutors, students, and parent volunteers, all from a variety of language and ethnic backgrounds) in a classroom where authentic discourse and language diversity flourish as children develop many electronic and non-electronic literacies. Notes that learning events involve teaching by assisting performance rather than by repetition and recitation.
• Revista de Investigacion Educativa, 2000 (Journal of Educational Research, 2000)
  Articles in this volume focus on the following: teacher evaluation and quality management in education.
• Multicultural Teaching: African-American Faculty Classroom Teaching Experiences in Predominantly White Colleges and Universities
  Explored classroom teaching challenges faced by African American faculty at a predominantly white college. Focus group interviews with black faculty indicated that the teachers believed white students felt their standards were too high and did not match white professors' expectations.
• From Remedial to Gifted: Effects of Culturally Centered Pedagogy
  Describes a culturally relevant Spanish program in a high school that helped native speakers avoid failure due to culturally inappropriate teaching. The class maintained Latino students' native language and increased language fluency by developing thinking, oral, and written Spanish skills.
• Distinguishing Language Differences from Language Disorders in Linguistically and Culturally Diverse Students
  Describes a methodology that educators can use to appropriately classify students who are linguistically and culturally diverse. The article lists the student behaviors to observe when distinguishing a language difference from a language disorder and illustrates how educators can conceptualize student background and current status in selecting various alternatives in special education.
• Multiculturally Challenged
  Voices the lament and the anger of a lone black teacher in an all-white school district in Wyoming trying to teach the "other" while simultaneously representing the "other." (SR).
• The Benefits of Dialogue Journals: What Prospective Teachers Say
  Investigated preservice teachers' perceptions of the benefits and drawbacks to using dialogue journals in a multicultural teacher education course. Students perceived many benefits related to facilitation of learning, self-reflection, self-understanding, procedural convenience, expression of ideas, feedback, and teacher student relationships.
• To Touch the Spirit of the Child: A Multicultural Perspective
  Describes educational thinkers who pursue the intangibles in relation to children's education, and argues these intangibles are equally important as developing cognitive, affective, and psychomotor skills. Enumerates the universal needs of the educational process as including dialog (good listening and observation), bonding, and a spiritual perspective on the human condition.
• An Internal Journey of the Heart: Building Community and an Empowerment Model of Graduate Education through Diversity
  The concept of the learning community and the transition of both students and teachers to the teaching/learning relationship has become a focus of graduate programs at Heritage College (Toppenish, Washington). The mission of Heritage is to provide quality, accessible higher education to a multicultural population which has been educationally isolated.
• Then the Beauty Emerges: A Longitudinal Case Study of Culturally Relevant Teaching
  Explores the classroom curriculum and instructional strategies of a white, second career teacher who created a culturally relevant teaching practice. Longitudinal data chronicled the development of her beliefs, values, and dispositions for meeting diverse student needs.
• Social Constructivism and the School Literacy Learning of Students of Diverse Backgrounds
  Suggests social constructivism offers implications for reshaping schooling to correct the gap between the literacy achievement of students of diverse backgrounds and that of mainstream students. Proposes a conceptual framework.
• Multicultural Strategies for Community Colleges: Expanding Faculty Diversity. ERIC Digest
  This digest explores the community college's mission to increase student attendance and performance by improving faculty diversity. Community colleges are filled with multicultural, diverse students who bring different knowledge and skills to educational institutions.