Trent, Judith S., Ed. (2002). Included in Communication: Learning Climates That Cultivate Racial and Ethnic Diversity. This collection of essays is designed for the faculty member and others who care about the retention and success of students of color in gateway courses in Communications. The book examines assumptions about diversity and teaching and learning, and provides strategies for enacting learning environments that are more inclusive and conducive to the success of all students. The chapters in part 1, "Pedagogical Issues," are: (1) "Toward Good Global Warming: Improving the Interracial Communication Climate in Departments of Communication" (Thomas J. Socha and Kelly Fudge Albada); (2) "Coloring the Communication Experience: Using Personal Narratives To (Re)define Success of Students of Color in Communication" (Olga Idriss Davis, Jacqueline M. Martinez, and Thomas K. Nakayama); (3)"Difference Is Not Disorder: Diagnosis in the Basic Communication Course" (Cheryl D. Gunter); (4) "Contextualizing the Success of African-American Students in… [PDF]

Landsman, Julie, Ed.; Lewis, Chance W., Ed. (2006). White Teachers/Diverse Classrooms: A Guide to Building Inclusive Schools, Promoting High Expectations, and Eliminating Racism. Stylus Publishing, LLC For African Americans, school is often not a place to learn but a place of low expectations and failure. In urban schools with concentrations of poverty, often fewer than half the ninth graders leave with a high school diploma. In this book, Black and White teachers provide an insightful approach to inclusive and equitable teaching and illustrate its transformative power to bring about success. This book encourages reflection and self-examination, and calls for understanding how students can achieve and expecting the most from them. It demonstrates what is involved in terms of recognizing often-unconscious biases, confronting institutional racism where it occurs, surmounting stereotyping, adopting culturally relevant teaching, connecting with parents and the community, and integrating diversity in all activities. This book is replete with examples of practice and telling insights that will engage teachers in practice or in service. It should have a place in every classroom in… [Direct]

de Klerk, Gerda, Ed.; Lee, Enid, Ed.; Ramirez, J. David, Ed.; Wiley, Terrence G., Ed. (2000). Ebonics in the Urban Education Debate. [Revised]. This book is a collection of conference proceedings, papers, comments, and other documents that was compiled as a response to the national controversy that erupted in the aftermath of the resolution on Ebonics by the Oakland Unified School District in late 1996. That resolution affirmed the need to incorporate an explicit focus on Ebonics in instruction as a means to combat allegedly racist practices in the schooling of African American children. The contributors to this volume are generally supportive of the inclusion of Ebonics into curricula and support the concept of language diversity in general. The book has two parts. Part one is entitled: "Ebonics in the Urban Education Debate: A Dialogue" and has nine titles: "Ebonics: Background to the Current Policy Debate"; "Response to 'Ebonics: Background to the Current Policy Debate'"; "Using the Vernacular To Teach the Standard"; "Educational Implications of Ebonics"; "Response…

Gormley, Kathleen A., Ed.; McDermott, Peter C., Ed. (1995). The Language and Literacy Spectrum, 1995. A Journal of the New York State Reading Association. The Language and Literacy Spectrum, v5 Spr. Sharing concerns and interests of New York State educators in the improvement of literacy, this annual journal raises educational issues such as appropriate, effective instruction and assessment for all of New York's children. A central thread found in many of the articles is the importance of authenticity and inclusion. A second strand reflects classroom and college educators' experiences with effective instruction. Articles in the journal are "An Introduction to Clarence Page" (Dorothy R. Troike); "Black Voice Adds Richness to a Maligned Class" (Clarence Page); "Making Connections, Opening Minds: An Author's Perspective" (Betsy Maestro); "Making Connections, Opening Minds: An Illustrator's Perspective" (Giulio Maestro); "P.S. 272: A Work in Progress" (David N. Berg); "Access to Books: Variations in Schools and Classrooms" (Richard Allington and others); "Making and Sharing Meaning: The Power of Response… [PDF]

Jalongo, Mary Renck, Ed. (1999). Resisting the Pendulum Swing: Informed Perspectives on Education Controversies. Designed to offer more than slogans and buzzwords to practitioners who are grappling with an array of education controversies, this book provides classroom teachers with a spectrum of information about current controversies so that they will be better equipped to blend action with reflection. The book deliberately resists extremes and argues for less contentious points of view. The book's introduction explores the five overarching goals for this collaborative project: (1) to resist faddism and false dualisms; (2) to promote a deeper understanding of education controversy; (3) to examine the beliefs that underlie the battles; (4) to respond more thoughtfully to educational debates; and (5) to expose the barriers to informed perspectives. The book's chapters, which address various controversies, are: (1) \Censorship–Evaluating Quality without Imposing Agendas\ (Anne Drolett Creany); (2) \Inclusion–Celebrating Contributions while Meeting New Challenges\ (Kay A. Chick and Deborah M…. [PDF]

Frye, Daniel; And Others (1991). The Role of "Self" and "Other" in Developing a Theoretical Base for the Concept of Infusion in a Multicultural Model. This paper discusses the perception of "self" and "other" in the relationship between teacher and student as well as in all human relations. The dialogical philosophy of Martin Buber that defines an "I-Thou" relationship as one where the relationship exists in concert and not singly is described. The "I" is not independent, but rather interdependent with "thou." Within the context of the teacher-student dynamic, the role of the teacher can only equate with the "I"; however the student who assumes the role of "other" within this dynamic, may, in fact, become the "I" in subsequent personal relationships. In considering the method and content of education, Buber believes that rather than impressing a vast array of facts on the students' memories, teachers must educate them so that knowledge becomes an organic part of their existence. This position provides grounding for the infusion of multicultural… [PDF]

(2021). NOAA Education Strategic Plan: Advancing NOAA's Mission through Education, 2021-2040. National Oceanic and Atmospheric Administration The 2021-2040 National Oceanic and Atmospheric Administration (NOAA) Education Strategic Plan is a reflection of the knowledge and dedication of the NOAA education community. Strategic planning provides guidance for NOAA Education and a framework for tracking and reporting progress. This plan builds on the foundation of the 2015-2035 NOAA Education Strategic Plan (ED571869). Input on the 2015 plan was gathered to identify areas that needed improvement. Activities were reviewed that occurred across the agency to identify core work and find commonalities. NOAA presents five education goals based on the mission, portfolio, and future needs. The five goals presented in this plan are the desired, long-term outcomes for society: (1) Science-Informed Society; (2) Conservation and Stewardship; (3) Ready, Responsive, and Resilient; (4) Future Workforce; and (5) Organizational Excellence…. [PDF]

Beech, Jason; Gvirtz, Silvina (2004). From the Intended to the Implemented Curriculum in Argentina: Regulation and Practice. Prospects: Quarterly Review of Comparative Education, v34 n3 p371-382 Sep. In this paper, the authors offer an analysis of the relation between the intended and the implemented curriculum for primary education in Argentina, from the origins of the Argentine education system to the present day. They introduce the concept of "curricular regulation" as a method of analysis that includes not only the processes defining a given curricular policy and its contents, but also the processes through which this curricular policy is transmitted to the agents who have to put it into practice, and the processes through which this curriculum is enforced. Their point of view is that two models of curricular regulation can be identified in the history of the Argentine education system. The first model, which is analysed in the first part of this paper, was the initial centralized system that was designed when the Argentine education system was being consolidated and expanded–a period that started during the last decades of the 19th century and started to collapse… [Direct]

Day, Christopher W., Ed.; van Veen, Dolf, Ed. (2000). Educational Research in Europe. Yearbook 2000. The first Yearbook of the European Educational Research Association (EERA) is based on a selection of texts presented at the EERA annual meeting in 1999, which took place in Lahti, Finland. It is intended to be part of the development of a European conversation about educational research. The chapters of part 1, Teaching and Teachers, are: (1) Hope as a Factor in Teachers Thinking and Classroom Practice (Vivienne Collinson, Maureen Killeavy, and H. Joan Stephenson); (2) Regular Classroom Teachers Perceptions of Inclusion: Implications for Teacher Preparation Programmes in Spain (Cristina M. Cardona); (3) Early Childhood Educators in England and Finland: An Explanatory Study (Anne Chowne); (4) ICT To Optimise Didactic Management in Early Education (Ton Mooij); (5) Change for the Better? The Impact of Baseline Assessment on Reception Class Teaching (Jane Stout, Peter Tymms, and Linda Thompson); (6) Collaboration and Authenticity in Technologically Enriched and Virtual Learning…

Prescott, Sabia (2019). Supporting LGBTQ-Inclusive Teaching: How Open Digital Materials Can Help. New America "Supporting LGBTQ-Inclusive Teaching," the first report of its kind to examine the possibilities inherent in LGBTQ-inclusive materials for training classroom teachers, explores the biggest challenges to creating, implementing, and scaling up this kind of PreK-12 teacher professional learning. It is also the first to consider the opportunities in harnessing digital materials, particularly open educational resources (OER), as tools for helping to overcome those challenges and enabling queer inclusion. Situated within the broader context of culturally responsive teaching (CRT), this report aims to help set a research and practice agenda for education leaders that envisions ways to combine lessons learned from both the LGBTQ advocacy and open education fields…. [PDF]

Ciske, Stuart J.; Lohr, Neah J.; Potter, Calvin; Sanders, Stephen N. (2001). Wisconsin Educational Technology Plan PreK-12: 2000 Addendum. A Supplement Marking Progress and Extending the Vision. Since the development of the Educational Technology Plan PK-12 in 1996, the state of Wisconsin has made great strides to ensure that the technologies necessary for fostering student growth and achievement are available to urban, suburban, and rural children alike. This addendum, intended to supplement the 1996 plan, will provide Wisconsin's school districts with a clear vision for educational technology on a statewide level by: (1) addressing trends and issues; and (2) focusing on the use of instructional technology in teaching and learning to improve student achievement. Emphasis is on continued collaboration among state, regional, and local entities to build on the many good practices and policies implemented since 1996. The first section presents an overview, discussing the background, purpose, and process of developing this addendum, and the revised vision and mission for educational technology in Wisconsin. The next section provides information on the current status and… [PDF]

Garibaldi, Antoine M., Ed.; Reed, Wornie L., Ed.; Willie, Charles V., Ed. (1990). Assessment of the Status of African-Americans. Volume III: The Education of African-Americans. In 1987 a project was undertaken to assess the status of African Americans in the United States in the topical areas to be addressed by the National Research Council's Study Committee on the Status of Black Americans: education, employment, income and occupations, political participation and the administration of justice, social and cultural change, health status and medical care, and the family. Six volumes resulted from the study. This volume, the third, considers education, ranging from early childhood through postsecondary education. The following essays are included: (1) "The Civil Rights Movement and Educational Change" (Meyer Weinberg); (2) "The Social and Historical Context: A Case Study of Philanthropic Assistance" (Charles V. Willie); (3) "School Desegregation since Gunnar Myrdal's American Dilemma" (Robert A. Dentler); (4) "The Future of School Desegregation" (Charles V. Willie); (5) "Meeting the Needs of Black Children in… [PDF]

Mulhearn, Gerry (1999). Youngest Learners First: One System's Experience in Planning a Curriculum Continuum for Learners from Birth to Eighteen Years. This paper documents the background of a curriculum framework, the Foundation Areas of Learning, for children from birth to age 3 in South Australia. The paper examines some of the dilemmas in creating such a framework and some of the rewards as the system coped with the challenge of including its youngest learners in a clearly articulated curriculum framework for learners aged birth to 18 while striving to maintain the integrity of quality programs for this age group. Foundation Areas of Learning was designed to: (1) assist child care professionals in observing children and using the information in planning, implementing, and evaluating programs; (2) identify and articulate a range of developmental outcomes for children aged birth to 3 in center-based care; (3) define best practice and the competencies required by child care professionals to achieve the desired outcomes for young children; (4) encourage child care professionals to reflect on their beliefs and practices; (5) provide… [PDF]

Lynch, James, Ed.; Modgil, Celia, Ed.; Modgil, Sohan, Ed. (1997). Equity and Excellence in Education for Development. Education and Development: Tradition and Innovation, Volume Two. This volume focuses on the exclusion of two major populations, girls and those with special educational needs, from their human right to primary education. Contributions address the entitlement to primary education in a context broader than that of education alone, including health and nutritional dimensions, and exposing infringements of human rights in special populations. The following are included: (1) \In the Name of Tradition: Human Rights Abuses of Women\ (Eva Gamarnikow and Monika Reinfelder); (2) \Where Women Are Respected, Gods Roam There\ (Jean Anderson); (3) \Developing a Gender-Based Approach to Planning\ (Diane VanBelle-Prouty and Shirley Miske); (4) \Education and Training for Work: A Gender Perspective\ (Fiona Leach); (5) \Curricular Interventions: A Means To Promote Girls' Education\ (Momtaz Jahan); (6) \Access and Empowerment through Distance Learning: Women into Technological Education\ (Karen Evans); (7) \Helping Teachers To Respond to Student Diversity in…

Anderson, Noel (2004). \A Good Student, Trapped\: Urban Minority Males and Constructions of Academic Achievement. Perspectives in Education, v22 n4 p71-82 Dec. This article centres on the findings of an interpretive case study conducted at a college preparation program at a prestigious university in a major U.S. city that is grappling with a high attrition of poor and working class African American and Latino young men. The purpose of the study is to examine the underlying assumptions about equity and opportunity in the design of the program and to understand how this approach to increasing educational opportunity plays out in the lived experience of the students served. Using the framework of interpretive interactionism developed by Norman Denzin as well as the critical theoretical works of welfare economist, Amartya Sen and educator, Paulo Freire, this case study reveals the underlying belief systems that inform the program development and intended outcomes. Through this interpretive case study, we capture the voices, emotions, and actions of those studied as they strive to succeed in an educational program that is designed to serve them…. [Direct]

(1992). Building a Sense of Community. Rural, Small Schools Network Information Exchange: Number 13, Fall 1992. This packet includes reprints of journal articles and other resources concerning building a sense of community among staff and learners in small, rural schools. The four sections of the packet cover involving the community in education, establishing a learning community within the school, using the community as a resource for the classroom, and policy decisions regarding communities. Articles include: (1) "Teaching and Practice: When the Walls Come Tumbling Down" (Paula Lawrence Wehmiller); (2) "Distress and Survival: Rural Schools, Education, and the Importance of Community" (Bruce A. Miller); (3) "Schools and the Communities They Serve" (James S. Coleman); (4) "Schools Reaching Out: Family, School, and Community Partnerships for Student Success" (Don Davies); (5) "Community Schools: A Vision of Equity and Excellence for Young Children" (Jenifer Van Deusen); (6) "Allies in Excellence" (Tony Stansberry, David Westbrook);… [PDF]

Rosemberg, Fulvia (2004). Early Child-Care and Educational Policies for the Developing World: The Brazilian Case. Prospects: Quarterly Review of Comparative Education, v34 n4 p481-491 Dec. This article intends to show that contemporary proposals for early child-care and education (ECCE), typical of the modern process of neo-liberal policies, have been familiar to developing countries since the 1960s. Their heralds continue to announce the same news; they have just changed their clothes. These heralds are the international organizations that defend programmes receiving low State investment, yet are kept alive through the inadequate remuneration of women's labour. They thus reinforce ideologies that create and sustain the domination of gender, class, race and age. Beginning in the 1970s, this influence came particularly from UNESCO and UNICEF. They developed and disseminated the model for expanding "non-formal" provision supported through low public investment using simple buildings, unused or community spaces, plus the use of voluntary or semi-voluntary work (low paid) by lay persons, i.e. women without professional training. During the 1990s, the strongest… [Direct]

Badar, Jeanmarie; Hallenbeck, Betty A.; Kauffman, James M.; Schumaker, Jean B. (2019). Where Special Education Goes to Die. Exceptionality, v27 n2 p149-166. We suggest that special education could die among common myths about it. That is, special education could cease to exist, at least as we know it, because its true nature and requirements for its functioning are misunderstood. We discuss only 12 common myths about special education, recognizing that there are many more myths and that the ones we write about could be stated differently. We conclude with comments about how the long roots of the idea that special education could become unnecessary might be traced to a publication by Evelyn Deno in 1970 and express our hope that special education will continue as a separate entity…. [Direct]

Glasgow, Jacqueline N., Ed.; Rice, Linda J., Ed. (2007). Exploring African Life and Literature: Novel Guides to Promote Socially Responsive Learning. International Reading Association (NJ3) In today's interconnected and global society, socially responsive learning is an integral part of educational excellence. This book encourages socially responsive learning by showing the reader how to use traditional African folk tales and quality children's books, young adult novels, classic literature, and film media about Africa as the mode for examining diversity, equity, and human rights issues in high school and university classrooms. Each Novel Guide chapter in this unique and remarkable resource offers the following features to provoke critical thinking and challenge students to become socially responsive learners: (1) An overview of the novels and activities how those activities are aligned with standards; (2) An exploration of each novel's social and historical context; (3) About the author descriptions and plot summaries; (4) "Making Connections" question sets; (5) A critical exploration of themes; (6) "Teacher Talk" questioning strategies; (7)… [Direct]

(2021). NOAA Education Accomplishments Report: Advancing NOAA's Mission through Education, Fiscal Year 2020. National Oceanic and Atmospheric Administration In January 2021, the National Oceanic and Atmospheric Administration (NOAA) Education Council released an updated Education Strategic Plan (ED615369). This guiding document outlines the five strategic plan goals and supporting objectives that help advance NOAA's mission through education: (1) Science-Informed Society; (2) Conservation and Stewardship; (3) Ready, Responsive, and Resilient; (4) Future Workforce; and (5) Organizational Excellence. In this report NOAA introduces an education program in Alaska that has been bringing in young students to learn about ocean creatures for five decades, a citizen science project that now engages over 20,000 volunteers around the country in gathering crucial weather data, and dozens of programs that changed directions mid-year in response to the pandemic. Highlighted is the NOAA Diversity and Professional Advancement Working Group and many of the other ongoing efforts to create more equitable and inclusive education programs. These efforts show… [PDF]

Callard-Szulgit, Rosemary (2005). Teaching the Gifted in an Inclusion Classroom: Activities that Work. Rowman & Littlefield Education As the educational system extends its resources and efforts to help make schools and classrooms more accessible to handicapped and special education students, teachers are finding themselves overwhelmed with increased demands, overcrowding, and lack of adequate training in managing all the necessary demands of an inclusion classroom. Inadvertently, instructional time and resources are often taken away from gifted children. Jam-packed with very successful ideas and activities that the author has used in her 37 years of teaching gifted students, this resource guide contains field-tested activities that have excited and worked for all educational levels. It offers educators and parents the best of all worlds, containing educational activities and competitions not just for the gifted child, but for all children. After a preface and an introduction, this book is divided into the following 35 chapters: (1) Accelerated Reader; (2) Angels in Action; (3) Brainstorming; (4) Bringing… [Direct]

Evans, Ian M.; And Others (1995). Staying in School: Partnerships for Educational Change. Faced with alarming dropout rates, educators must find ways to encourage students at risk of dropping out to remain in school. This book describes a variety of prevention programs based on partnerships between universities and local elementary and secondary schools. Among the innovative approaches were combining education and social services in early intervention, collaborating with the families of young children and adolescents, and arranging participatory visits to college campuses for high school students. Guidelines are offered for creating a program that fits the individual needs of schools, obtaining funding, staffing the program, selecting students to participate, and evaluating the program's effectiveness. Following the prologue, \The Evolution of a School-University Partnership (John Devine), are: (1) \New York State's Stay-in-School Partnership Program: Overview and Evaluation\ (Charles F. Graber, and others); (2) \Home-School Partnerships: Involving Families in the…

Bedell, Frederick; And Others (1992). Educational Needs of Minorities with Disabilities [and] Reactions. This paper by a public school teacher and elected official with 32 years' experience in public education discusses the placement of minority students and service delivery to minorities in special education programs in public school systems. The paper argues that various school practices often cause a disproportionate placement of minorities in special education programs and that a number of societal factors make the problems of at-risk minority students even more difficult and unpredictable. In addition, the demographic revolution of the past decade has brought about a degree of linguistic and cultural diversity that profoundly influences the country's social institutions. Schools are ill-equipped to deal with language minority students because of inadequate teacher training or inappropriate curricula, and, as a consequence, those students are placed in a special education programming track, as are many minority youngsters at-risk for other reasons, such as low self-esteem, peer… [PDF]

Greive, Donald, Ed. (1997). Adjunct Info: A Journal for Managers of Adjunct and Part-Time Faculty, 1994-97. Adjunct Info: A Journal for Managers of Adjunct and Part-Time Faculty, v3-5 1994-97. This document consists of the twelve issues of the quarterly journal \Adjunct Info\ during the three-year period 1994-1997. Individual issues contain articles, editorials, columns, teaching tips, and suggested resources related to management of adjunct and part-time faculty. Major articles include: \A Message to Managers: From an Adjunct\ (June Stoll); \Let's Do It for the Students\ (Eugene Arden); \Utilizing a Standardized Computer-Based Approach for Curriculum Development and Revision\ (Jerry Hagmeier et al.); \Collaborative Teamwork for Continuous Part-Time Faculty Development Utilizing Department Chairs\ (R. Darby Williams); \Diversity–How To Walk the Talk\ (Janie Jensen); \Distance Education and Part-Time Adjunct Faculty\ (A. Cathleen Greiner); \Independent Contractors or Employees– The Saga Continues…\ (Sharon Dwyer); \Presentation Skills: From Boardroom to Classroom\ (Judith Simons Gold); \The Adjunct Faculty Project under the Center for Teaching: An Example from… [PDF]

Walsh, Kate (2006). Teacher Education: Coming Up Empty. Fwd: Arresting Insights in Education. Volume 3, Number 1. Thomas B. Fordham Foundation & Institute Kate Walsh, president of the National Council on Teacher Quality, takes on teacher education in this essay published for the Thomas B. Fordham Foundation's white paper series \Fwd: Arresting Insights in Education.\ Walsh highlights a 2005 study, \Studying Teacher Education,\ a nearly 800-page report by a panel of the American Educational Research Association Panel on Research and Teacher Education, in which the nation's leading teacher educators admit that there is little evidence to prove the effectiveness of the methods used to prepare the nation's teachers. While applauding the panel's admission of this failure, she calls them out on a lack of attention to both the achievement gap and scientific reading strategies. Walsh writes that \The achievement gap, unquestionably the primary education problem of the 21st Century, is mentioned by name only once in the volume, and then only to assert a baseless theory that the gap may be caused (partially) by too many White teachers in the… [PDF]

Irvin, Judith L., Ed. (1997). What Current Research Says to the Middle Level Practitioner. This volume provides recent research findings on important topics related to the still-expanding middle school movement. They are divided into seven parts, addressing teaching/learning, curriculum, teacher education, social context, organization, leaderships, and issues and future directions. Following an introduction to middle level education research, by Irvin and Hough, the chapters are: (1) \Young Adolescent Development\ (Eccles and Wigfield); (2) \Enhancing Self-Concept/Self-Esteem in Young Adolescents\ (Lipka); (3) \Motivation and Middle School Students\ (Anderman and Midgley); (4) \The Effects of Interdisciplinary Teaming on Teachers and Students\ (Arhar); (5) \Teaching with Time on Your Side: Developing Long-Term Relationships in Schools\ (McLaughlin and Doda); (6)\Middle Level Discipline and Young Adolescents: Making the Connection\ (Bennett); (7) \Ability Grouping: Issues of Equity and Effectiveness\ (Mills); (8) \Differing Perspectives, Common Ground: The Middle School and… [PDF]

(2001). Education Technology Must Be Included in Comprehensive Education Legislation. A Policy Paper. Founded in 1996, the CEO Forum on Education & Technology is a unique five-year partnership between business and education leaders committed to assessing and monitoring progress toward integrating technology in America's schools. In this document, the CEO Forum makes a series of strategic recommendations on the most effective role of technology in education policy reform. The CEO Forum offers three major recommendations to federal policymakers, based on three critical areas of education technology that are discussed in detail. The first recommendation is: broaden student achievement to include 21st century skills. Development of 21st century skills is critical to students' success in the digital age. These skills need to be included in the standards, curriculum and assessment. The Department of Education should establish accountability models for inclusion of 21st century skills as an additional discipline. These models should establish approaches that can be followed to create… [PDF]

Au, Wayne, Ed.; Bigelow, Bill, Ed.; Karp, Stan, Ed. (2007). Rethinking Our Classrooms: Teaching for Equity and Justice. Volume 1. New Edition–Revised and Expanded. Rethinking Schools, Ltd Since the first edition was published in 1994, Rethinking Our Classrooms has sold over 180,000 copies. This revised and expanded edition includes new essays on: (1) science and environmental education; (2) immigration and language; (3) military recruitment; (4) teaching about the world through mathematics; and (5) gay and lesbian issues. Creative teaching ideas, compelling classroom narratives, and hands-on examples show how teachers can promote the values of community, justice, and equality while building academic skills. This book is divided into six parts. Part One, Points of Departure, contains the following: (1) "Lions" (Langston Hughes); (2) Unlearning the Myths That Bind Us: Critiquing Cartoons and Society (Linda Christensen); (3) Rethinking "The Three Little Pigs" (Ellen Wolpert); (4) 10 Quick Ways to Analyze Children's Books for Racism and Sexism (Council on Interracial Books for Children); (5) Celebrating the Joy in Daily Events (Linda Christensen); (6)… [Direct]

Hansuvadha, Nat; Pavri, Shireen; Reese, Leslie; Richards-Tutor, Cara; Xu, Shelley (2018). Teachers for Inclusive, Diverse Urban Settings. Issues in Teacher Education, v27 n1 p17-27 Spr. In this article, the authors discuss the creation of an Urban Dual Credential Program (UDCP) at a large, comprehensive state university in California, a program meant to prepare dually-certified teachers in general education (California Multiple Subject Credential) and special education (California Education Specialist Credential in mild/moderate disabilities) to work with and meet the needs of culturally and linguistically diverse students, including those with special needs, in urban settings. In California alone, according to December 2012 figures, approximately 700,000 of California's school-age population were identified with a disability, and of these children, 73% were from culturally and linguistically diverse backgrounds (CBEDS, 2014). Through coursework and clinical practice in local elementary school sites, participating candidates in the UDCP acquire the knowledge and skills to implement research-based,culturally responsive,and inclusive instructional practices,… [PDF]

(2006). All Students Succeeding: A Master Education Plan for a System of Great Schools. District of Columbia Public Schools The mission of the District of Columbia Public Schools (DCPS) is to ensure that all students acquire the knowledge, skills and values necessary to live rich and fulfilling lives as responsible, productive and enlightened members of a democratic society. It is the vision of the District of Columbia School System that it will be known as one of the best urban school districts in the country. It will offer an outstanding education to every student within a safe, healthy and educationally appropriate environment, and will be among the first major urban school districts to eliminate the achievement gap among all sub groups of the student population. The District of Columbia Schools will dynamically engage parents and the community in the lives of students and schools, and will be the first and best choice for families living in the District of Columbia. This Master Education Plan details how the District of Columbia Public Schools intend to achieve this vision, and goals by addressing… [PDF]