(1998). Like Stone Soup: The Role of the Professional Development School in the Renewal of Urban Schools. This monograph critiques professional development schools (PDSs) and their role in the renewal of urban schools. Chapter 1 clarifies what is meant by the PDS model and describes the central goals of PDS initiatives. Chapter 2 critically assesses the value of PDSs to school renewal and the preparation of teachers for effective work in diverse urban schools and communities. It addresses the question of why the PDS framework is insufficient for effective, quality educational practice in diverse urban communities and critically reinterprets the notion of the PDS in light of the critical knowledge required for successful work in diverse urban contexts. A summary of problems related to applying the PDS framework to work in urban schools is included. This includes political status quo regarding problems of urban schooling, people being excluded from the PDS, organization of the PDS, and inadequacy of PDS theory. Chapter 3 explores alternative approaches for collaborative teacher… [PDF]
(2004). Multicultural Education: Issues and Perspectives. 5th Edition, Update. Jossey-Bass, An Imprint of Wiley With this collection of chapters by leading scholars and researchers in the field, the reader can develop the knowledge and skills needed to maximize the opportunities that diversity offers while minimizing its challenges. The reader will explore current and emerging research, concepts, debates, and teaching strategies for educating students from different cultural, racial, ethnic, language, gender, social class, and religious groups. This book is organized into the following six parts and 17 chapters. Part I, Issues and Concepts, contains the first group of chapters: (1) Multicultural Education: Characteristics and Goals (James Banks), with Feature: Introduction to High-Stakes Testing; and High Stakes: Testing for Tracking, Promotion and Graduation–National Research Council's Committee on Appropriate Test Use (Jay P. Heubert, Ed. and Robert M. Hauser, Ed.); (2) Culture in Society and in Educational Practices (Frederick Erickson); and (3) Race, Class, Gender, and Disability in the… [Direct]
(2004). Evaluation of the Implementation of Culturally Relevant and Responsive Education. Publication No. 218. Online Submission The main purpose of this study was to gather evidence regarding the existence of a Culturally Relevant and Responsive Educational program (CRRE) in schools and especially classrooms. The CRRE conceptual framework presents a comprehensive model dealing with all aspect of instruction and education (Maddahian, and Bird, 2004). To examine the prevalence of an instructional program based on a CRRE framework a random sample of 40 schools was selected for observation and data collection. The sample included 16 elementary schools 12 middle schools and 3 high schools. A team of fifteen trained data collectors observed teachers and classrooms, documenting evidence of culturally relevant and responsive instruction through detailed field notes and direct classroom observation. In relation to the inclusion of student's prior knowledge and experience, and use alternative learning styles and modalities, we found evidence related to this domain in that less than half of the classroom observations…. [PDF]
(1998). Inclusion and Technology: A Marriage of Convenience for Educational Leaders. Inclusive education (i.e., the elimination of special education as a separate classroom in isolation from the mainstream of the education process) poses a significant challenge to educational leaders of the 21st century. Leaders of the next generation need to commit teachers to acquiring a repertoire of new teaching practices that weave technology into the curriculum–all within heterogeneous groupings of students. A prevalent issue that emerges for educational leaders in the use of instructional technology concerns access and equity. Cost benefit versus cost efficiency in improving educational outcomes is also a consideration for administrators. Educational leaders must prioritize computer acquisition, installation, and replacement as crucial to the success of an educational organization; they need to focus on the role of the computer in providing vocational skills and in easing the transition from school to work. The vision of inclusion is one in which students, both regular and… [PDF]
(1998). First Year Site Visits to Milwaukee Urban Systemic Initiative Schools. A Report on the Milwaukee Public Schools Milwaukee Urban Systemic Initiative. The Urban Systemic Initiatives (USI) program is an effort sponsored by the National Science Foundation (NSF) that targets large urban school systems with the goal of sustainable implementation of high-quality, standards-based teaching for the purpose of attaining system-wide increases in students' learning of challenging mathematics and science. The Milwaukee Public Schools joined USI in 1996 with the Milwaukee Urban Systemic Initiative (MUSI). The goal of this report is to contribute data to the formative evaluation of MUSI. It consists of information obtained from 1997 site visits to the First Wave schools towards the end of the first year of implementation. The purpose of the site visits was to develop an understanding of the science and mathematics program at each school and to gain an understanding of the impact of MUSI. Site visits were conducted at 18 of 51 First Wave MUSI schools which consisted of eight elementary, six middle schools, one K-8 school, and three high schools…. [PDF]
(1998). Unscrambling the Semantics of Canadian Multiculturalism. This paper explores the evolution of multiculturalism in the Canadian context. Some opponents of multiculturalism in Canada detect in the ideology an undermining of a unique Canadian identity in favor of hyphenated Canadians, while proponents see the hyphenation as adding richness and color to the Canadian character. This controversy is nothing new. In Canada, as in the Untied States, citizens have been struggling with the issue of reconciling diversity into national identity. The United States and Canada have dealt with cultural and ethnic diversity in two different ways, with the "melting pot" the goal for U.S. society, and the "mosaic" the goal for Canadian. The multicultural reality of Canada is enshrined in the Charter of Rights enacted in 1982 as an official policy for the Federal government. However, much of the work to promote multiculturalism falls into the purview of education, a responsibility of the provinces, and each has been free to commit to the…
(1978). A Useful Evaluation of Sex Role Materials: Possibility or Pipe Dream?. An evaluation design for educational equity materials was utilized with seven instructional units on sex roles and sex stereotyping for teachers and teacher educators. The instructional units were developed by the Project on Sex Stereotyping in Education in the areas of human growth and development, mathematics education, science education, language arts education, educational history, social studies education, and physical education. Each unit was reviewed by experts in sex stereotyping, subject area, and multi-cultural education. In embarrassment field tests, education students completed questionnaires identifying possible unit improvements. Multiple-choice cognitive tests incorporated alternatives to stereotyped behaviors and myths about males and females. An adaption of the Bem Sex Role Inventory (BSRI), in which subjects rate themselves on characteristics which are given masculinity, femininity, or androgyny scores, was used as an affective instrument for unit evaluations. The… [PDF]
(2001). Resource Guide: Selected Early Childhood/Early Intervention Training Materials. 10th Edition. The purpose of this resource guide is to identify and describe teaching, training, and staff development materials that meet three basic criteria: they are good, they are readily available, and they are inexpensive. These resources may assist educators, trainers, supervisors, and other personnel preparation decisionmakers in designing quality preservice and inservice experiences. The guide is divided into two sections: materials on instructional content and materials on the instructional process. The instructional content section provides annotated listings of materials with which to enrich preservice and inservice personnel preparation in 14 key early childhood/early intervention content areas. These include: assistive technology, diversity, early care and development, evaluation/assessment, family-professional collaboration, Individualized Family Service Plans/Individualized Education Programs, inclusion, interagency collaboration, legislation, service coordination, specific… [PDF]
(2000). Resource Guide: Selected Early Childhood/Early Intervention Training Materials. 9th Edition. Systems Change in Personnel Preparation. This resource guide identifies and describes early childhood education teaching, training, and staff development materials that meet three basic criteria: good, readily available, and inexpensive. It is designed to provide educators, trainers, supervisors, and other personnel preparation decision makers with resources for designing quality preservice and inservice experiences. The guide is divided into two sections: materials on instructional content and materials on the instructional process. The instructional content section provides annotated listings of materials with which to enrich preservice and inservice personnel preparation in fourteen key early childhood/early intervention content areas. These include: assistive technology, cultural diversity, early care and development, evaluation/assessment, family-professional collaboration, Individualized Family Service Plans/Individualized Education Programs, inclusion, interagency collaboration, legislation, service coordination,… [PDF]
(1995). Forensic Evolution: Influences upon Local Program Development. Forensic program alumni returning for reunions or speech tournaments sometimes find difficulty in keeping pace with changing forensics practices and procedures. Elements influencing the evolutionary process in forensics include: a growing number of debate philosophy formats, bringing diversity in competitive options; expansion of standard individual event choices; and continued experimentation with new and creative speech, interpretation, and debate tournaments. The separate but often united functions of director and coach exert significant influence on local programs. Decisions regarding team inclusion and the relationship of a program with its publics comprise essential philosophical elements. Entry level participation and the use of public forums enhance student development and program growth and stability. Funding and team commitment are strong influences on program development. Further evaluation is needed in determining specific dimensions for local programs, in the roles of… [PDF]
(1994). Collective Perspectives on Issues Affecting Learning Disabilities. Position Papers and Statements. Position papers of the National Joint Committee on Learning Disabilities during 1981-1994 and information about this committee's history, mission, and operational procedures are presented. The position papers and statements are as follows: "Learning Disabilities: Issues on Definition" (1981); "In-service Programs in Learning Disabilities" (1981); "Issues in the Delivery of Services to Individuals with Learning Disabilities" (1982); "Learning Disabilities: Issues in the Preparation of Professional Personnel" (1982); "Adults with Learning Disabilities: A Call to Action" (1985); "Learning Disabilities and the Preschool Child" (1986); "Issues in Learning Disabilities: Assessment and Diagnosis" (1987); "The Need for Subject Descriptors in Learning Disabilities Research: Preschool through High School Years" (1989); "Learning Disabilities: Issues on Definition" (1990); "Providing Appropriate…
(1993). Special Education Issues, Trends, and Future Predictions. This paper identifies and discusses major issues and trends in special education in the United States, including implications of these trends for future developments. Trends are discussed for the following areas: (1) philosophy and law (a communitarian philosophy is emerging); (2) labels and terminology (a trend toward declassification); (3) assessment and evaluation (there will be an increase in ecological assessments); (4) early childhood and postsecondary education (special education will be viewed as lifespan schooling); (5) transitions and life skills (these will receive greater emphasis); (6) inclusion and integration (issues will remain unresolved in the near future); (7) consultation and collaboration (more emphasis, but problems remain); (8) cultural diversity; and (9) gifted and talented (mor emphasis on multiple facets). There is also likely to be more effort to coordinate various agency services to bring about improved affordability of assistive technology devices to… [PDF]
(1996). Technical Assistance Guide for Community College Administrators and Program Coordinators. This guide provides information and guidelines to community college personnel who are administering and coordinating programs designed to prepare paraprofessionals to work with individuals with developmental disabilities in community settings. The guide is specifically for individuals managing the "Paraprofessional Curriculum for Community Inclusion" program offered at Michigan community colleges. The guide describes the Community College Initiative developed by Wayne State University's Developmental Disabilities Institute, especially its features of systems change, student diversity, a values-based curriculum, academic skill development, and career path development. The guide outlines the importance of "person first" language, program needs assessment, community linkages, program certification, staffing, disability support, and job placement. A chapter on curriculum development focuses on the core curriculum which stresses seeing people first (not their… [PDF]
(1997). Preparing Teachers for Tomorrow: A Constructivist Approach. A 12-hour curriculum/methods block designed to lead elementary education teacher candidates through a constructivist, integrated model of teaching and learning is outlined. This block is part of a graduate level program that leads to licensure and a master's of Curriculum and Instruction in Curriculum and Instruction called Initial Teacher Education (ITE). The major concepts of the course are: intelligence as a capacity to learn, diversity, constructivism, integration, holistic approach, inclusion, technology as a tool, collaboration, and reflection. Activities to build knowledge and understanding include developing a lesson plan based on research of a downtown urban community, and an extended classroom activity allowing for real life application of earth science, mathematics, social studies, expressive arts, and literacy. Activities to apply curriculum content include an extended classroom activity in which teacher candidates plan an integrated day based on the content of Colorado… [PDF]
(1998). Focus on Ability: Serving Girls with Special Needs. This handbook is designed to introduce adults in Girl Scouting to the rewards, pleasures, and challenges of working with girls who have disabilities. Included in the book are definitions of various disabling conditions, ways in which activities can be adapted, and behavioral expectations. Also included are activities for simulation of the disabling conditions. Chapter 1 of the handbook discusses diversity in girl scouting, the continuum of differences in learning, communication, motor and physical ability, emotional adjustment, sensory abilities, legal definitions of disabilities, and inclusion in girl scouting. Chapter 2 provides strategies for preparing leaders, troops, and the meeting environment for including a girl scout with a disability. Key considerations for meeting sites are outlined, and adaptations for activities are provided. Chapter 3 describes 12 simulations for creating disability awareness. Chapters 4-10 each provide information on specific types of disabilities,…