(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]
(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]
(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…
(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]
(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]
(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]
(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]
(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…
(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]
(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]
(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]
(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]
(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…
(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]