Ware, Helen (1977). Language Problems in Demographic Field Work in Africa: The Case of the Cameroon Fertility Survey. Scientific Reports, No. 2. This report is the result of a two-month study commissioned by the World Fertility Survey prior to the inclusion of Cameroon in the WFS program, in order to examine the problem of linguistic diversity and the obstacles this problem might pose to a demographic survey of the country. The study was to propose a strategy which would uphold the WFS standards for translation. The main recommendation of the study is that the WFS Questionnaires, in French and English, be translated into and adapted to as many Cameroonian languages and social conditions as possible. The introduction of the study is followed by discussions of: (1) the linguistic problem and its solution; (2) the survey staff; (3) inherent problems in using local language questionnaires; and (4) the WFS Core questionnaire in translation. Appendices contain the core questionnaire in French and in Pidgin, and a list of local languages used in Radio Cameroon broadcasts. (AM)…

Hannon, Sandra Wills (1997). Almost Ten Years Later: An Analysis of Ethnic Inclusion in Public Relations Textbooks and Reference Books for the Years 1991-1997 as Compared to Kern-Foxworth's Analysis of Books for the Years 1979-1988. A study examined the contents of 18 public relations textbooks published between 1991-1997 to determine the quality of minority inclusion. Results indicated that, of the 8,071 pages examined, 97 pages included minorities. Findings suggest that the results of this study were not significantly different from those of a similar, earlier study of public relations textbooks published between 1979-1988. Textbooks should include information about different ethnic groups because they act as socializing agents for students not exposed to cultural diversity, and students would get a more accurate depiction of the environment within which their public relations strategies and tactics would take place. Further research is recommended to assess whether a textbook that excludes discussion of minorities adequately provides students with the insight and information necessary to design and implement public relations campaigns in a heterogeneous society. (Contains a table of data and 10 references; a… [PDF]

(1987). Women in the Workplace. Annual Report. The Women in the Workplace Vocational Education Project, an 8-hour workshop, was presented in fall 1986 to 15 women between 17 and 25 years of age who were enrolled at either Elizabethtown (Kentucky) Community College or Vocational School and who were at or below the poverty level. A spring 1987 workshop, "Sex Bias in the Workplace," included both men and women (N=19). The project explored the effects of learned cultural values and traits on sex bias and stereotyping. The project decreased sex bias using several techniques: controlling nonproductive nonverbal communication, using learned affiliation values, dealing with cultural values, and maximizing personality strengths. According to evaluation results, four segments were most beneficial: assertiveness training; self-understanding; awareness of sex bias; and the inclusion of male participants in the spring workshop. For future workshops, continued emphasis will be placed on accepting responsibility and on the role… [PDF]

Dimmock, Clive (2005). The Leadership of Multi-Ethnic Schools: What We Know and Don't Know about Values-Driven Leadership. Education Research and Perspectives, v32 n2 p80-96. For too long, leadership has been researched and written about without taking account of context and societal culture. This article takes as its context under researched multi-ethnic urban schools, and looks at leadership–specifically five successful head teacher case studies–of these schools. The research project that it reports was carried out for the National College for School Leadership in the United Kingdom, but the implications from the study cross national boundaries. The findings confirm the centrality of passionate promulgation of values-driven leadership as the hallmark of successful leaders of these schools. Realising that global events and hostilities now for the first time penetrate inside schools to effect their micro-management, the study suggests that notions of head teacher as leader of local learning communities are now obsolete and need replacing with leaders as connected to communities at local, national and global levels. However, the project raised more… [PDF]

Pezzulich, Evelyn (1997). Diversity in the Canon and the Composition Class: Rethinking the Role of Literature in the Writing Classroom. Writing teachers are currently faced with another paradigm shift. Some 25 years ago, a fledgling field of composition studies advocated the switch from a traditional product view to a process view of teaching writing. Recently, new studies and books are emerging which critique this view as insufficient. The pragmatic view of writing instruction uses the process view as its foundation and builds on it by increasing the emphasis on the social aspects of writing. It also advances a whole-language approach to teaching. In conjunction with this paradigm shift, several other pedagogical movements are afoot, including becoming aware of cultural diversity both within the literary canon and the classroom. Yet another issue concerns whether literary text should be used in the composition classroom. Inclusion of literary texts in the classroom that model the move from silence toward language, especially by marginalized characters, are important in promoting a liberal education that seeks to… [PDF]

Beynon, June D.; Philpott, Rhonda J. (2005). Pause to Reflect: Exploring Teachers' Notions of Social Responsibility. Alberta Journal of Educational Research, v51 n1 p34-49 Spr. The struggle, or interrelationship, between [authoritative and internally persuasive] discourses, determine the history of an individual's \ideological consciousness.\ (Bakhtin, 1981, p. 348) The \ideological consciousness\ of 11 elementary schoolteachers in a linguistically and culturally heterogeneous school about meanings of social responsibility is central in this inquiry. In analyzing what social responsibility might imply for educators' practices, we draw on the works of pedagogical theorists (Casey, 1993; Dei, 1996; Delpit, 1995; Freire, 1970; Hooks, 1994; Ladson-Billings, 1994; Sleeter, 1993; Toh & Floresca-Cawagas, 2000) concerned with equity in education. Discourses of social and educational philosophers (Greene, 2000; Ignatieff, 2000; noddings, 1992; Naht Han, 1992; Saul, 1995; Vanier, 1998) and sociocultural theorists (Bakhtin, 1981; Holland, Lachicotte, Skinner, & Cain, 1998) also inform this research. This inquiry was stimulated by our respective perspectives as a… [Direct]

Abu-Saad, Huda Huijer; Hosman, Clemens; Kok, Gerjo; Kraag, Gerda; Zeegers, Maurice P. (2006). School Programs Targeting Stress Management in Children and Adolescents: A Meta-Analysis. Journal of School Psychology, v44 n6 p449-472 Dec. Introduction: This meta-analysis evaluates the effect of school programs targeting stress management or coping skills in school children. Methods: Articles were selected through a systematic literature search. Only randomized controlled trials or quasi-experimental studies were included. The standardized mean differences (SMDs) between baseline and final measures were computed for experimental and control groups. Experimental groups were groups that either received an intervention of (a) relaxation training, (b) social problem solving, (c) social adjustment and emotional self-control, or (d) a combination of these interventions. If no baseline measurement was available, SMDs were calculated between final measures of the groups. The overall pooled effect size was calculated and the pooled effect sizes of improvement on stress, coping, (social) behavior, and self-efficacy by random effects meta-analysis. The dependence of the results on study characteristics (i.e. methodological… [Direct]

Cohen, Joel E. (2006). Goals of Universal Basic and Secondary Education. Prospects: Quarterly Review of Comparative Education, v36 n3 p247-269 Sep. This essay discusses educational goals for universal basic and secondary education. It suggests some of the difficulties that may explain the great diversity of educational goals. The purposes of this essay are to (1) stimulate attention to educational goals on the part of individuals, families, educational professionals, community leaders in business, religion, and politics, local governments, national governments, and international organizations; and (2) to provide some starting points for future discussions. Several major themes are included. Rich countries and poor should devote more attention to the goals of basic and secondary education. At least three broad kinds of educational goals are important: (1) political (or civic); (2) economic; and (3) individual. These categories are not mutually exclusive. The goals of basic and secondary education should support making a bigger pie (better technology), bringing fewer forks to the table (lower fertility, rational consumption), and… [Direct]

Thompson, Becky W., Ed.; Tyagi, Sangeeta, Ed. (1993). Beyond a Dream Deferred: Multicultural Education and the Politics of Excellence. This multidisciplinary anthology with chapters by faculty members, administrators, and students consolidates moral and political views of multicultural education and the institutional changes that have taken place in the past 20 years in higher education. Selections include: (1) "Rethinking America: The Practice and Politics of Multiculturalism in Higher Education" (Evelyn Hu-DeHart); (2) "The New Cultural Politics of Difference" (Cornel West); (3) "On Race and Voice: Challenges for Liberal Education in the 1990s" (Chandra Talpade Mohanty); (4) "Clarence Thomas, Affirmative Action, and the Academy" (Evelynn Hammonds); (5) "The Politics of Inclusion: Reskilling the Academy" (Becky W. Thompson and Sangeeta Tyagi); (6) "Community Ties and Law School Faculty Hiring: The Case for Professors Who Don't Think White" (Ian Haney Lopez); (7) "The Responsibility of and to Differences: Theorizing Race and Ethnicity in Lesbian and…

Phillips, Roy G. (1991). African Roots of Cultural Diversity in American Society: Rationale for a Critical Analysis and Reform in American Higher Education. The view that people of black African descent have made few significant contributions to the history of mankind is a widely held concept in the social science and humanities curricula of U.S. secondary and higher education. Prior to celebrating the cultural diversity of the United States, the curriculum and materials should be analyzed and reformed. Recognition of minority contributions often are presented in isolation during special events of ethnic heritage, and this exclusion may be the cause of widespread racial unrest on campuses across the United States. A summary overview of the historical literature with respect to the planned and purposeful exclusion of people of black African descent as contributors to the diversity of classical Western culture is provided, and the issues surrounding this exclusion are examined. The impact of this exclusion on the psychological and cognitive development of children of black African descent within the U.S. education system also is… [PDF]

(2021). Equity Lessons Learned from Schools in the Time of COVID-19: Education Resources for State Leaders. Education Trust As state leaders continue to help their districts and schools respond to the COVID-19 crisis, they must not forget the lessons learned during the last 18 months. The $125 billion allocated through the American Rescue Plan is an opportunity for state leaders to support districts and schools in meeting students' most immediate academic, social, and emotional needs during these unprecedented times — and to reimagine what is possible for public schools so that they emerge from this crisis a more equitable and just education system — and society. This resource is a collaboration of 12 organizations seeking to advance educational equity state leaders about how to transform systems to better serve and support improved outcomes for underserved students and ensure that existing and new resources are used to drive significant change in the education system. [Additional collaborators of this resource are SchoolConnection and Teach Plus.]… [PDF]

Kjerland, Linda; And Others (1995). Project Dakota Outreach: Replicating Family Centered, Community Based Early Intervention Policy and Practice, 1991-1994. Final Report. This project worked to help community programs and interagency groups develop fluid organizational structures and better assist staff and parents in the provision of family-centered, community-based early intervention services for young children with disabilities and their families. Highlights of the service model include transdisciplinary teamwork, pre-assessment meetings with families, and inclusion in both formal and informal settings. Major objectives included: provision of assistance to Minnesota Part H leadership in the formation of a statewide Individualized Family Service Plan process and document as well as corresponding personnel development; support for progress by local communities and interagency groups toward family-centered, community-based practices; support for Part H efforts in other states through consultation with state leaders, presentations at state conferences, and intensive community work; and dissemination of project products. Results of the project and… [PDF]

Darling-Hammond, Linda (2004). "Steady Work": The Ongoing Redesign of the Stanford Teacher Education Program. Educational Perspectives, v36 n1-2 p8-19 Spr. For many years, teacher education has been the subject of persistent concerns, many of which were reflected in a 1997 evaluation of the Stanford Teacher Education Program (STEP). The evaluation noted the lack of a common view of the purpose of STEP, resulting in "contradictory practices and mixed messages"; fragmented coursework; faculty turnover; lack of collaborative planning; inadequate attention to classroom management and other pragmatic concerns; lack of attention to reading instruction and the use of technology; disconnects between the vision of STEP and the pedagogy embodied in courses and placements; and the proverbial lack of connection between theory and practice. Teacher educators have struggled for years to place student teachers in classrooms that reflect state-of-the-art practice and are in synch with program coursework and with research on effective teaching. The articulation and sustenance of a common vision, and the development of a shared understanding of… [PDF]

Darling-Hammond, Linda; Hammerness, Karen (2002). Meeting Old Challenges and New Demands: The Redesign of the Stanford Teacher Education Program. Issues in Teacher Education, v11 n1 p17-30 Spr. Teacher education in the United States has been the subject of persistent and abiding concerns. Teacher educators have struggled for years to connect theory and practice, to place student teachers in classrooms that reflect state-of-the-art practice, and to construct program coursework that illuminates research on effective teaching in ways that are practice-relevant. The articulation and sustenance of a common vision, and the development of a shared understanding of the goals of student teaching, are similarly long-standing challenges. The creation of a curriculum that is systematic and synergistic across courses and across the university and school components of preparation has been difficult in most institutions. Finally, teacher education programs remain the stepchildren of most universities, underfunded and under resourced by many and treated with intellectual disdain by nearly all. Dissatisfaction with these conditions provoked a redesign of Stanford's Teacher Education Program… [Direct]

Valenciana, Christine (2006). Unconstitutional Deportation of Mexican Americans during the 1930s: Family History and Oral History. Multicultural Education, v13 n3 p4-9 Spr. Many educators are committed to multicultural education and are constantly seeking an inclusive curriculum voicing the diversity of the many cultural groups in the United States. The influential work of James Banks (1981, 1997, 2001) has encouraged a generation of educators to design a multicultural curriculum. Yet while this task remains an important goal for all educators so students may develop an understanding of their own history as well as a respect for the history of others, exclusion of the historical experience of the other is still apparent in many social science textbooks adopted by local and state boards of education. This article explores the topic of the unconstitutional deportation of Mexican Americans (American born citizens) during the 1930s and advocates for its inclusion in elementary and secondary social studies curricula, especially through the use of family history and oral history. Actual quotes from oral history interviews conducted by the author and others… [PDF] [Direct]

Grunig, Larissa A. (1989). Applications of Feminist Scholarship to Public Relations: Displacing the Male Models. Feminist scholarship has the potential of modifying the assumptions, values, and methodologies of any discipline because it examines that field from the viewpoint of both men and women. Faculty development programs across the country are aimed at incorporating this new scholarship into the curriculum. One such program, the University of Maryland's \Thinking about Women,\ is used as the model for this paper. Curricular transformation projects share the goal of teaching about women and diversity with sensitivity in the classroom. Statistics show that women comprise 51 percent of the public relations field. This feminization of the field is cause for concern to both males and females, for history shows that shifting from a male to a female majority brings with it a depressed salary schedule and loss of prestige. Since men remain in positions of power in public relations, public relations educators should feel compelled to sensitize them to their responsibilities to the entire… [PDF]

Reimers, Fernando, Ed. (2000). Unequal Schools, Unequal Chances: The Challenges to Equal Opportunity in the Americas. The David Rockefeller Center Series on Latin American Studies. This book aims to unveil some of the intricacies and paradoxes in the links among education, poverty, and inequality in the Americas by offering a current account of the status of educational opportunities for low-income groups. The goal is to offer various frameworks to conceptualize the dynamics of educational inequality at the micro-level and to discuss, based on empirical evidence, the short- and long-term impact of various policy efforts aimed at expanding the learning opportunities of poor children. The book covers Argentina, Chile, Colombia, Mexico, Peru, and the United States, with two chapters on Latin America as a region. Analyses frequently point out the particular disadvantagement of rural and indigenous children. Chapters are: (1) "What Can We Learn from Studying Educational Opportunity in the Americas and Why Should We Care?" (Fernando Reimers); (2) "Perspectives in the Study of Educational Opportunity" (Fernando Reimers); (3) "Excellence,…

Bellm, Dan (2005). Establishing Teacher Competencies in Early Care and Education: A Review of Current Models and Options for California. Building California's Preschool for All Workforce. A Series of Policy Briefs. Center for the Study of Child Care Employment, University of California at Berkeley This policy brief provides guidelines grouped into five areas: personal and professional behavior; classroom environment; health, safety and nutrition; working with families and communities; and administration and management. The document discusses the topics that teacher competencies generally cover, options for how they might be developed and structured in California, and examples of major efforts by national organizations and other states. National and state early childhood teacher competencies are compared in tabular and textual form using the following categories: (1) National Board of Professional Teaching Standards; (2) Understanding Young Children; (3) Equity, Fairness and Diversity; (4) Assessment; (5) Promoting Child Development and Learning; (6) Knowledge of Integrated Curriculum; (7) Multiple Teaching Strategies for Meaningful Learning; (8) Family and Community Partnerships; (9) Professional Partnerships; and (10) Reflective Practice. It is concluded that the process of… [PDF]

Walker, William, Ed.; And Others (1991). Advancing Education: School Leadership in Action. To Mark the Twentieth Anniversary in 1990 of the Commonwealth Council for Educational Administration (CCEA). Aimed primarily at practitioners, this book's main objectives are to illuminate significant educational administration issues, sensitize readers to rapid and inevitable changes in the field, guide well-informed administrative action, review emerging developments, and demonstrate the Commonwealth Council for Educational Administration's leadership as a professional association. Section 1 briefly describes changes in the concept of the Commonwealth, highlights the Commonwealth Secretariat's role, and describes the development of the CCEA as an international leader in educational change. Section 2 analyzes key issues such as centralization and decentralization, autonomy and accountability, effective schooling, teacher professionalization, and equity and diversity in multicultural studies. Section 3 describes and analyzes the roles played by the principal/head teacher and the superintendent/education officer. The final section identifies some significant resources to illuminate,… [PDF]

Becker, Joanne Rossi, Ed.; Pence, Barbara J., Ed. (1993). International Group for the Psychology of Mathematics Education, North American Chapter. Proceedings of the Annual Meeting (15th, Pacific Grove, California, October 17-20, 1993). Volumes 1 and 2. This two-volume document provides the proceedings of a conference on the psychology of mathematics education. Plenary session themes were "Diversity and Equity," (with papers by Gilah Leder; Walter Secada; and Ubiratan D'Ambrosio), "Teacher Education," (with a paper by Thomas Cooney), and "Technology" (with papers by Jere Confrey; Sharon Dugdale; Celia Hoyles and Richard Noss; and Carolyn Kieran, Maurice Garancon, Lesley Lee, and Andre Boileau). The 2 volumes also contain 59 research papers, 45 short orals, and descriptions of 6 posters and 14 discussion groups presented at the conference. The research papers are organized into the following categories: (1) Advanced Mathematical Thinking; (2) Algebraic Thinking; (3) Assessment and Evaluation; (4) Epistemology and Cognitive Processes; (5) Functions and Graphs; (6) Language and Mathematics; (7) Modeling; (8) Number and Proportion; (9) Probability and Statistics; (10) Problem Solving; (11) Social and… [PDF]

Brooks, Ann, Ed.; Mackinnon, Alison, Ed. (2001). Gender and the Restructured University: Changing Management and Culture in Higher Education. This collection explores the impact of globalization and organizational change on academic institutions and their staff. It considers the restructuring of universities as part of a broader process of restructuring academic identities for the global knowledge economy and focuses on how women managers handle change within their institutions. The chapters of part 1, "Restructuring Global Knowledge," are: (1) "Restructuring Bodies of Knowledge" (Ann Brooks); and (2) "Women Leaders in the Restructured University" (Jill Blackmore and Judyth Sachs). Part 2, "Gendered Work Cultures," contains: (3) "Academia, Management, and Men: Making the Connections, Exploring the Implications" (Jeff Hearn); and (4) "Globalization and Gendered Work Cultures in Universities" (Jan Currie and Bev Thiele). Part 3, "Women Managing Change," contains: (5) "Managing Equity: Mainstreaming and 'Diversity' in Australian Universities"…

Tieso, Carol (2004). Through the Looking Glass: One School's Reflection on Differentiation. Gifted Child Today, v27 n4 p58-62 Fall. Teachers must deal with a diversity of students' abilities, strengths, and interests in their classrooms while at the same time covering the material, prepping students for standardized tests, and preparing themselves to be \highly qualified.\ Legislation requiring services for gifted and talented students and the paucity of quality programs for such students has left the classroom teacher to fill the void, which brings up the question: How do class room teachers address issues of equity and excellence while pursuing curricular and instructional innovations that fundamentally change the way schools operate? Further, how do classroom teachers receive the training they need to teach to students' varying abilities, interests, and learning styles? There has been one innovation introduced that has demonstrated initial and lasting change: peer or technical coaching (Joyce & Showers, 1995) combined with strategies and techniques for enhancing and differentiating curricula for high ability… [PDF]

Nakanishi, Don T., Ed.; Nishida, Tina Yamano, Ed. (1995). The Asian American Educational Experience. A Source Book for Teachers and Students. In recent years a body of research has begun to emerge to document, analyze, and offer practical suggestions and policy-oriented recommendations on the contemporary and historical educational experiences and issues of Asian Americans and Pacific Islanders. Among the many factors that contributed to the prior neglect of these issues was the monolithic view of Asian American academic achievement and the idea of a model minority. This book provides diverse readers, teachers and students, with a collection of recent studies in the field of Asian American/Pacific Islander educational research. The 24 selections are grouped into: (1) "Historical Perspectives on the Schooling of Asian/Pacific Americans"; (2) "Academic Achievement and the Model Minority Debate": (3) "Elementary and Secondary Educational Issues: The Challenges of Growth and Diversity"; and (4) "Higher Educational Issues and Experiences: Access, Representation, and Equity." These…

(1980). Third Annual Report, Calendar Year 1979. Overview of Committee Research. The National Advisory Committee on Black Higher Education and Black Colleges and Universities was established as part of an effort to effectively administer federal programs for equity in educational opportunity. Its charter requires the examination of all approaches to higher education for Black Americans and the needs of historically Black institutions. In this annual report an overview is given of the committee: its purpose, functions, membership, meetings, and special activities. Highlighted in the report is the research the committee has commissioned; 16 studies are briefly outlined. In a brief descriptionof the committee's plan of action, five major goals are outlined, including (1) access (increasing participation); (2) opportunities for success (quality improvements); (3) opportunity/options (institutional diversity); (4) national program objectives and system supports for research and needs assessment; and (5) development of a 25-year plan. Appended are lists of committee… [PDF]

Douglass, John Aubrey (2005). A Comparative Look at the Challenges of Access and Equity: Changing Patterns of Policy Making and Authority in the UK and US Higher Education. Higher Education Policy, v18 n2 p87-116. This essay compares and contrasts approaches to access and equity in these two nations, focusing largely on higher education (HE) in England and public HE in select states in the US. Three general themes are offered in the following narrative. The first is the transition of admission policy making from an internal academic decision to an increasingly external and politically driven process, and linked to the drive to develop mass systems of HE. Seven general phases are identified in the effort to expand access, and to increase the diversity of students, particularly within public universities. A second theme compares the cultural differences between the UK and the US and their influence on policymaking. A third theme relates to the contrasting organization of HE and the influence on admission policies. There are significantly different sources of power and authority in the US and in the UK. Even with these differences, however, one sees a pattern of convergence in policy goals, and… [Direct]

Teitel, Lee (2004). Two Decades of Professional Development School Development in the United States. What Have We Learned? Where Do We Go from Here?. Journal of In-service Education, v30 n3 p401-416 Mar. In the close to 20 years since the Holmes Group first introduced the term professional development school (PDS), PDSs have grown in the United States from a concept to become a cornerstone of serious attempts to simultaneously improve teacher education and public schools. In the course of this maturation process, PDSs have come in from the margins and there has been a coalescence and a codification of what it means to be a PDS, along with a growth in networks to support and help develop PDSs. A sharper focus on the impacts of PDSs has evolved, especially on P-12 students, and, overall, there are now stronger conceptualizations about assessment in PDSs, connecting PDS processes to desired outcomes for students, pre-service teachers and experienced educators. Finally, there has been an increase in attention, and some slow movement toward using PDSs to address the diversity and equity challenges of the country. The article addresses these trends, and the implications–challenges and… [Direct]

Hornbeck, Becky (2002). Out of School Time Matters: What Community Foundations Can Do. This publication presents a tool for community foundations interested in developing out-of-school-time programs in their communities. It explores what is being learned about efforts to build quality systems and to challenge community foundations to help their communities sustain them. The accounts it presents were gathered through a survey of over 650 U.S. community foundations and from the work of community foundations that received grants from the Coalition of Community Foundations for Youth. The publication presents the following sections: "Out of School Time Matters to Youth, Families and Communities"; "Building Blocks of an Out of School Time-Friendly Community: Equity and Diversity"; "Quality"; "Financing"; "Policie: 21st Century Community Learning Centers"; "Partnerships";"Youth Engagement"; "Intermediary and Governance Entities"; and "Playing Many Roles: Going the Distance." Three… [PDF]

Torrez, Nena (1999). Exploratory Comparisons from the Field: Study of Students from Two Teacher Credentialing Programs of Cross-Cultural, Language, and Academic Development (Professional Development Schools and Regular Teacher Education Programs). This paper discusses development of the Crosscultural, Language, and Academic Development (CLAD) credential in California's preservice teacher education. CLAD focuses on first and second language development, educational equity, linguistic and cultural diversity, equal access to core curriculum, respect for cultural and linguistic issues, materials that capitalize on students' prior experiences and learning styles, and communication with parents. The paper compares regular on-campus CLAD programs with those offered within a Professional Development School (PDS) model, highlighting the Temecula PDS, which is in its first 2 years of operation. The paper focuses on the ability of new teachers within the Temecula PDS to (1) effectively challenge students in core content areas, (2) work effectively with diverse populations, (3) work effectively with colleagues, and (4) become reflective practitioners. Exploratory results from the first two cohorts of the Temecula PDS have generated… [PDF]

Ng, Gan Che, Ed.; And Others (1993). International Conference of the Australasian Association of Institutional Research (3rd, Auckland, New Zealand, November 25-27, 1992). Selected Papers. Journal of Institutional Research in Australasia, v2 n1 Nov. Eight papers presented at the Third International Conference of the Australasian Association of Institutional Research (AAIR) are published in this journal issue. They represent the diversity and richness of the field of Planning in the Public Sector" (Jack Smith); (2) "Futures Planning for Tertiary Education: Curricula for the 21st Century: The Student and the Problem" (Graham J. Logan); (3) "An Infra-Structure for the Provision of Campus Information Services" (J. Dockerill); (4) "Educational Pathways in a Multi-Sectoral Institution: Challenges and Strategies for the Future" (Gan Che Ng and others); (5) "Quality of Student Outcomes: Concepts and Issues of Measurement" (Gan Che Ng and others); (6) "Integrating Total Quality Management into Review of Educational Institutions" (K. K. Navaratnam and Rory O'Connor); (7) "RPL Building Equity into the Assessment Model" (Mary Jones and others); (8) "A Potpourri of… [PDF]

Copple, Carol, Ed. (2003). A World of Difference: Readings on Teaching Young Children in a Diverse Society. As teachers encounter a wider variety of children and families than ever before, dealing with all the differences can be demanding. This book provides a collection of 45 readings reflecting the strong, continuing current of thoughtful work on teaching young children in a diverse society to help teachers and prospective teachers respond to the challenges and opportunities posed by classroom diversity. The readings are grouped into eight areas, each with a brief overview describing how all the pieces of the section fit together. The sections are: (1) "Teaching in a Multicultural, Multilingual Society"; (2) "Forging a Caring Classroom Community"; (3) "Building Relationships with All Families"; (4) "Regarding Social Class and Family Circumstances"; (5) "Promoting Gender Equity, Respecting Gender Differences"; (6) "Creating an Inclusive Classroom"; (7) "Educating in a Religiously Diverse World"; and (8) "Growing…