Farahani, Gohar (1993). Charles County Community College Performance Accountability Report. Prepared pursuant to new Maryland accountability requirements, this report offers information on access and equity; student goal achievement; transfer preparation; employment and economic development; and student involvement, community involvement, and cultural activities at Charles County Community College (CCCC). The report's preface provides background on the accountability requirements, CCCC's mission, and the use of faculty and staff focus groups to explore the college's mission and outcomes. The accountability focus group calendar and questions are included. The next section presents data on CCCC's provision of educational access and equity, focusing on such indicators as the enrollment of minority, at-risk, and economically disadvantaged students; staff and faculty diversity; and nontraditional instructional offerings and enrollment. Next, CCCC's long-range objectives with respect to student goal achievement are outlined, and information is provided on graduate… [PDF]

Hsu, Philip, Jr. (1993). Educational Policy-Making as Power Struggle in a Multi-Cultural Society: The Malaysian Case. Revised Draft. This essay demonstrates how politics affected educational policy making at the national level in Malaysia. A historical and social overview describes the country's ethnic diversity and the passage of legislation that was designed to promote universal access to education. The government's higher education policies are evaluated, based on a process model of policy formation that includes the components of effectiveness, efficiency, legitimacy, and equity. From the standpoint of the Malaysian government, the higher education policies were successful in ensuring the Bumiputeras (Malays and other indigenous tribal groups) access to and representation in the universities, which reinforced the dominance of Malaysian culture. The government's higher education policies receive an "A" in effectiveness, a "B" in efficiency, a "B minus" in legitimacy, and an "F" in equity. New social injustices have been created by the Malaysian government as part of its… [PDF]

(1994). Transfer: Preparing for the Year 2000. A Report on the California Community Colleges Transfer Symposium (California, 1994). In April 1994, a Transfer Symposium was held by the California Community Colleges to bring educational analysts and policymakers together to discuss trends and issues affecting the transfer process and other aspects of educational access. This report presents transcripts from the two panel presentations and minutes from the three discussion sessions that comprised the Symposium. The first panel presentation, "The Role of Community Colleges in California Higher Education: Looking Forward," discusses the issue of access in the face of spiraling costs and declining enrollments, and the urgency of finding new solutions for access problems. The second panel presentation, "Community College Overview: Roles and Responsibilities in the Transfer Process," examines student access in the community college transfer process and what colleges are and are not doing to promote transfer. Next, minutes from the first discussion session, "Student Equity and Diversity in the… [PDF]

Guralnick, Eva, Ed.; Jensen, Susan, Ed.; Lucich, Mardi, Ed.; Zamani, A. Rahman, Ed. (2003). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 16, Number 6. November-December 2003. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]

Guralnick, Eva, Ed.; Kunitz, Judith, Ed.; Zamani, Rahman, Ed. (2002). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 16, Number 1. January-February 2002. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]

Guralnick, Eva, Ed.; Kunitz, Judith, Ed.; Zamani, Rahman, Ed. (2003). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 16, Number 3. May-June 2003. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]

Calder, Judy, Ed.; Guralnick, Eva, Ed.; Walsh, Eileen, Ed.; Zamani, A. Rahman, Ed. (2005). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 18, Number 1. January-February 2005. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]

Calder, Judy, Ed.; Guralnick, Eva, Ed.; Lucich, Mardi, Ed.; Walsh, Eileen, Ed.; Zamani, A. Rahman, Ed. (2004). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 17, Number 5. September-October 2004. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]

Calder, Judy, Ed.; Guralnick, Eva, Ed.; Kunitz, Judith Ed.; Lucich, Mardi, Ed.; Walsh, Eileen, Ed.; Zamani, A. Rahman, Ed. (2004). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 17, Number 4. July-August 2004. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]

Guralnick, Eva, Ed.; Kunitz, Judith Ed.; Zamani, Rahman, Ed. (2003). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 16, Number 4. July-August 2003. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]

Guralnick, Eva, Ed.; Kunitz, Judith Ed.; Zamani, Rahman, Ed. (2003). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 16, Number 2. March-April 2003. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]

Guralnick, Eva, Ed.; Lucich, Mardi, Ed.; Zamani, A. Rahman, Ed. (2004). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 17, Number 2. March-April 2004. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]

Calder, Judy, Ed.; Guralnick, Eva, Ed.; Kunitz, Judith, Ed.; Lucich, Mardi, Ed.; Zamani, A. Rahman, Ed. (2004). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 17, Number 3. May-June 2004. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]

Calder, Judy, Ed.; Guralnick, Eva, Ed.; Walsh, Eileen, Ed.; Zamani, A. Rahman, Ed. (2005). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 18, Number 4. July-August 2005. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]

Calder, Judy, Ed.; Rose, Bobbie, Ed.; Zamani, A. Rahman, Ed. (2005). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 18, Number 6. November-December 2005. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]

Calder, Judy, Ed.; Guralnick, Eva, Ed.; Lucich, Mardi, Ed.; Walsh, Eileen, Ed.; Zamani, A. Rahman, Ed. (2004). Child Care Health Connections. A Health and Safety Newsletter for California Child Care Professionals. Volume 17, Number 6. November-December 2004. California Childcare Health Program "Child Care Health Connections" is a bimonthly newsletter published by the California Childcare Health Program (CCHP), a community-based program of the University of California, San Francisco School of Nursing, Department of Family Health Care Nursing. The goals of the newsletter are to promote and support a healthy and safe environment for all children in child care reflecting the state's diversity; to recreate linkages and promote collaboration among health and safety and child care professionals; and to be guided by the most up-to-date knowledge of the best practices and concepts of health, wellness and safety. Information provided in the newsletter is intended to supplement, not replace, medical advice. Regular features include columns on resources or current information related to infant/toddler care, school-age child care, public health, staff health, nutrition, inclusion, diversity, health consultancy, product information, pending legislation, available resources,… [PDF]

Tunstall, Dorothy F. (1995). Is Your School Ready for the 21st Century? A General Overview for Planning Purposes. Three factors–demographic changes, economic changes, and high technology–will cause increasing diversity and consequently result in changes in school curriculum and policy priorities for the 21st century. Demographic trends will change because of changing birth patterns, aging of the population, changing family status, and increasing demand for education, and thus will call for: (1) individualized learning; (2) familiarity with cultural diversity; (3) alternative funding sources for schools; and (4) assumption by schools of a nurturing role for children. Economic changes will result in more schools as sites for retraining; more home-based schooling; increased management of schools/districts by private business; increased demands for minority teachers; and an increased high school drop-out rate, especially for minorities. The impact of technological changes will be reflected in more "expert" teaching via use of computers and videotapes, and replacement of the conventional… [PDF]

Sternberg, Robert J. (2006). The Rainbow Project: Enhancing the SAT through Assessments of Analytical, Practical, and Creative Skills. Intelligence, v34 n4 p321-350 Jul-Aug. This article describes the formulation and execution of the Rainbow Project, Phase I, funded by the College Board. Past data suggest that the SAT is a good predictor of performance in college. But in terms of the amount of variance explained by the SAT, there is room for improvement, as there would be for virtually any single test battery. Phase I of the Rainbow Project, described here, uses Sternberg's triarchic theory of successful intelligence as a basis to provide a supplementary assessment of analytical skills, as well as tests of practical and creative skills, to augment the SAT in predicting college performance. This assessment is delivered through a modification of the Sternberg Triarchic Abilities Test (STAT) and the development of new assessment devices. Results from Phase I of the Rainbow Project support the construct validity of the theory of successful intelligence and suggest its potential for use in college admissions as an enhancement to the SAT. In particular, the… [Direct]

Symeonidou, Simoni (2022). Teacher Education for Inclusion and Anti-Oppressive Curriculum Development: Innovative Approaches Informed by Disability Arts and Narratives. International Journal of Inclusive Education, v26 n7 p659-673. This paper engages with the issue of teacher education for inclusion and particularly with the approach of employing disability arts and narratives of people with disabilities in university based courses for inclusion. It draws on three examples of anti-oppressive curricula that were developed as part of a graduate university module in Cyprus that encouraged student teachers to engage with disability arts and narratives in order to understand key ideas developed in disability studies and inclusive education. The three examples presented in this paper are representative of the three approaches all the participating student teachers followed, and indicate the strategies they used and the nature of the materials they chose. The discussion considers how these approaches can further inform teacher education for inclusion and how using disability arts and narratives can inform the discussion on other issues concerning teacher education of inclusion…. [Direct]

Benson, Carol (2005). Girls, Educational Equity and Mother Tongue-Based Teaching. UNESCO Bangkok Mother tongue-based education perpetuates equity in education, especially among girls who are often regarded as disadvantaged in access to education. The Asia and Pacific region is characterized by its rich ethnic, cultural, and linguistic diversity. Such diversity is found missing in many school systems in the region which often leads to gaps in accessibility and inclusiveness in education regardless of wealth, background or sex. Marginal groups such as ethnic minorities (also referred to as linguistic minorities) are often deprived of access to the "prestige language" used in education and governance. In some countries, speakers of mother tongue languages outnumber the speakers of "prestige language". For linguistically diverse countries such as Papua New Guinea, Indonesia and India, studies found that the poorest groups are only engaging in the informal sector which makes their access to the dominant language unfeasible. Girls and women being confined to their… [PDF]

Rush, Ramona R. (1989). Global Eco-Communication: Assessing the Communication and Information Environment. It is no longer "new" news that the "new" media, separately or in convergence with the traditional mass media, are often reinforcing old ways and traditional patterns. Concentration of ownership; under- or misappropriate employment patterns for certain groups and classes of people; and inadequate, inappropriate, and inaccurate content have been identified in the traditional media–patterns and trends which seem likely to continue in the new media. Basic and applied research should concentrate on analyzing inequities in traditional societal structures, where better and more appropriate communication and information is needed. Potential and already existing new societal structures, especially those built around communication and information where "flow-keeping" agendas predominate need to be identified and used as models. Current theories, conceputal frameworks, and research approaches should be tried for their "fit" for the information age….

Green, Jessica, Ed. (2001). Science Learning for ALL: Celebrating Cultural Diversity. An NSTA Press Journals Collection. This publication includes 17 of the best articles from recent additions of The Science Teacher, the National Science Teachers Association's (NSTA) journal for secondary educators. The articles are written by science educators who offer ideas and strategies for bringing multicultural education into the classroom and providing opportunities for all students to learn science. Organized in three sections, suggestions are given for helping students learn the language of science while learning English as a second language, embracing the cultural and scientific contributions of a variety of heritages, and using strategies and tips for teaching in a diverse classroom. All articles are correlated to the National Science Education Standards. Articles include: (1) "Cultural Inclusion" (H. Prentice Baptiste and Shirley Gholston Key); (2) "Embracing Diversity" (Gerry M. Madrazo, Jr.); (3) "Encouraging Equitable Enrollment" (Stan Hill and Paul B. Hounshell); (4)…

Halsall, Anna; Roebben, Bert (2006). Intercultural and Interfaith Dialogue through Education. Religious Education, v101 n4 p443-452 Fall. In this paper, the authors describe an agenda for future research in religious education in Europe, originating from their experiences in the Russian Federation, and discuss a project, facilitated by the Council of Europe and the Ministry of Education and Science of the Russian Federation, that explores greater "intercultural" and "interfaith" inclusion through education. The project focuses on intercultural and interfaith dialogue and, more recently, on the religious dimension of social and cultural diversity and on the implications for schools and learning communities. Here, the authors describe how the common project of the Council of Europe and the Russian Federation was conducted, and how the Western European "common sense" ideas about religious education in a multicultural environment have been challenged through the project. The authors also highlight five issues that powerfully struck and affected them during their work on the project. These… [Direct]

Shapland, Ceci (2000). Sexuality Issues for Youth with Disabilities and Chronic Health Conditions. Healthy & Ready To Work (HRTW) Policy Brief. This policy paper addresses sexuality issues of youth with disabilities and chronic health conditions. The first section introduces the problem of teen pregnancy and pregnancy prevention. The second section provides definitions of disabilities including both visible and invisible disabilities. Risk factors for teen pregnancy are identified and discussed next, including risks for all youth, risks for youth with disabilities, poor academic achievement/high dropout rate, low expectations for post high school outcomes, sexual abuse, cognitive difficulties, poor social skills, poor self-esteem and body image, and lack of information. The final section recommends needed actions and focuses on accommodating community programs for youth with disabilities. This section addresses: sex education, community family planning services, comprehensive programs, community partnerships, inclusion of young men, physical accessibility, contraceptive needs, acknowledgment of cultural diversity, and a… [PDF]

Dahl, Harry; Sanche, Robert (1997). Special Education Policy: A Retrospective and Future Prospective–A View from Saskatchewan. This paper reviews the history of special education in Saskatchewan (Canada) since the 1960s and proposes policy initiatives for future changes. Emphasis in the discussion is on trends and Canadian reports that led to Saskatchewan's 1971 passing of legislation mandating an "appropriate" free public education with procedural due process, individualized education programs, and least restrictive environment. Overall, the legislation reflected a major change in policy, from congregating students with special needs to mainstreaming and inclusion. Also mentioned as influencing the policy changes are charismatic advocates (such as Wolf Wolfensberger, Frederick Weintraub, and Lloyd Dunn), policy development and legislation in both Canada and the United States, and the development of Developmental Centers and Early Childhood Intervention Programs. The paper then looks at emerging policies in the following areas: economics, professional staffing, advocacy, technology, diversity, and… [PDF]

Burnette, Jane; Schrag, Judy (1994). Inclusive Schools. Research Roundup, v10 n2 Win 1993-94. This review of five recent (1992 and 1993) books and journal articles is intended to illuminate characteristics of inclusive schools. The review defines inclusion as more than merely regular class placement for students with disabilities, to include a philosophy which celebrates diversity and the provision of a continuum of educational options. The following publications are reviewed: "Curriculum Considerations in Inclusive Classrooms" (Susan Stainback and William Stainback); "Inclusive Practices Transform Special Education in the 1990s" (Richard Schattman and Jeff Benay); "Helping Teachers Manage the Inclusive Classroom" (Barbara Ayres and Luanna H. Meyer); "Co-Teaching: An Overview of the Past, a Glimpse at the Present, and Considerations for the Future" (Marilyn Friend, Monica Reisling, and Lynne Cook); and "Co-Assessment of Special Learners: A Call for Special and General Education To Unite" (Joyce S. Choate). (DB)… [PDF]

Bucalos, Anne B.; Price, Christine G. (2005). Navigating Murky Waters: The Challenge of Assessing Teacher Candidate Dispositions. AILACTE Journal, v2 p33-43 Fall. Interest in, and debate about, teachers' attitudes, perceptions, and dispositions is not new (Cruickshank & Haefele, 2001). What is new is the inclusion of dispositions in the standards of the National Council for Accreditation of Teacher Education (NCATE, 2003), the National Board for Professional Teaching Standards (NBPTS, 1998), and the Interstate New Teacher Assessment and Support Consortium (INTASC, 1992). Despite this renewed interest in dispositions and their effects on the learning of P-12 students, there is no consensus among teacher education programs about which dispositions are essential, or how they may be used to select and educate teachers (Maylone, 2002; Taylor & Wasicsko, 2000). This article explores the dispositions debate through one university's attempt to define and assess dispositions and addresses several key questions. Will there be tolerance for diversity in dispositions? Are there professionals genuinely qualified to assess \appropriate\ dispositions? Can… [PDF]

Appleby, Judith A. (1995). Case Study Evaluation of Training for ACCESS (Attractive Careers in Childhood Education for Second Language Speakers). Final Report. A California program to train childhood educators so they can, in turn, attract, train, and motivate limited-English-proficient (LEP) individuals for child care occupations is evaluated based on three participant case studies. In in-depth interviews, three of the 30 program participants discussed what they had learned during training, the variables with greatest impact on ability to implement program training locally, successful and unsuccessful training elements, the forms of training they anticipated implementing locally, program experiences most useful in local problem-solving, and whether they would recommend the program to others. Findings are summarized here. Three major recommendations for future trainer training programs are made: incorporation of a cultural diversity component; inclusion of institutional administrators early in the training of their staff for innovation; and ensuring that participant needs and institutional readiness for training, especially when concerned… [PDF]

Gay, Geneva (1994). A Synthesis of Scholarship in Multicultural Education. Urban Monograph Series. This synthesis includes various conceptions and definitions of multicultural education and outlines the implications of these definitions for practice. Definitions of multicultural education vary widely, with some relying on the cultural characteristics of diverse groups, and some emphasizing social, political, and economic factors. Most have in common the following: agreement that the content of multicultural programs should include: ethnic identities; cultural pluralism; unequal distribution of resources and opportunities; and recognition of other sociopolitical problems stemming from oppression. Multiculturalists value diversity and agree that content, structures, and practices of multicultural education will vary depending on circumstances. Goal clusters of multicultural education are: (1) ethnic and cultural literacy, (2) personal development, (3) attitude and values clarification, (4) multicultural social competence, (5) basic skills proficiency, (6) educational equity and… [PDF]

Vavrus, Michael; And Others (1996). An Analysis of a School District's Multicultural/Non-Sexist Policy: Implications for Classroom Practices and Pedagogy. This study investigated the success of the Dubuque Community School District (Iowa) in meeting its policy goal for equity and diversity through related policies and practices for staff development, curriculum development, and site-based school initiatives. A survey instrument was developed and pilot tested in collaboration with teachers, administrators, community members, and college researchers and was correlated to measure the intervention of 32 hours of staff development through workshops in diversity and student achievement. The 594 teachers employed by the district completed the survey in November 1995, and an additional random sample responded to an open-ended questionnaire during the spring of 1996. All 48 dependent variables showed significant growth in the multicultural attitudes and behaviors of the district, the schools, and the teachers. Even teachers who expressed resentment about the staff development activities acknowledged the positive effect it had in their approach… [PDF]