Tag » multicultural
(46 Results) Page: 1 2 3
- 1/24/08 - Diane L. Ferguson, Kozeski, Elizabeth B., Smith, Anne, Equity Alliance at ASU
Multicultural education is not merely a set of skills and procedures learned at one point in time and applied over and over again. It is a process through which educators and other service providers learn to interpret and adapt to their personal encounters with one another. Through multicultural education, teachers and students become culturally responsive and competent, creating new pathways for communication and knowledge sharing (Liston & Zeichner, 1996).
- 1/1/08 - Bemak, Fred, Chung, Rita Chi-Ying
The transformed role of school counselors as advocates is key in reducing the academic achievement gap. Redefining the school counselors' role requires culturally competent practitioners, social justice advocates, and organizational/social change agents. A major obstacle to implementing culturally responsive social justice advocacy and change in schools is referred to as the nice counselor syndrome (NCS). This article discusses the insidious effects of NCS and outlines a set of...
- 1/1/99 - Tatum, Beverly D.
- 1/1/93 - Takaki, R.
- 1/1/90 - Gay, Geneva
Deals with how to school curricula should be reformed to equalize educational opportunities for culturally different students in the U.S. Emergence of a dual system of access to knowledge and accountability for performance; Persistence of unequal learning opportunities; Discussion on the general pattern of curriculum; Direction of curricula development.
- 1/1/08 - Simanski, Claire
An effort must be made to close the achievement gap. This effort should involve addressing social, disciplinary, and cultural challenges. Art has a role to play in this regard.
- 1/1/07 - Mitcham-Smith, Michelle
A commentary on an article by Hipolito-Delgado and Lee that appeared in this issue of Professional School Counseling is provided. In the article, Hipolito-Delgado and Lee proposed that school counselors draw on empowerment theory to help marginalized and oppressed students. The writer discusses the potential of this empowerment framework for developing a multicultural, comprehensive school counseling program.
- 1/1/96 - Nieto, S.
- 1/1/97 - Saldana, D. C., & Waxman, H. C.
- 1/1/94 - Gay, G.
- 1/5/09 - Cathy Kea, Gloria D. Campbell-Whatley, Heraldo V. Richards
This practitioner brief deals with designing teacher education programs (TEPs) that are mindful of student diversity. It applies to all teacher educators, teachers and parents. Despite the steadily increasing numbers of culturally and linguistically diverse student populations in schools, not all TEPs readily embrace multicultural education or culturally responsive teacher education pedagogy. In this brief, the authors demonstrate the need for rethinking current approaches to teacher...
- 1/1/05 - Gloria Ladson-Billings
- 1/1/08 - Wallitt, Roberta
This article discusses one aspect of a research study that explored the school experiences of Cambodian American students. Due to their invisibility in the school setting and also in the literature on school reform, these children from refugee families are often overlooked as schools attempt to "close the achievement gap." Through their own words, the young people provide insight as to why the schools are so ineffective in educating them, resulting in disproportionate dropout rates and...
- 1/1/06 - VanSciver, James H.
The article discusses why there is a need to close the diversity gap in advanced placement course enrollment in the U.S. Issues of diversity are alive the public schools. As school officials across the U.S. exert efforts in closing the achievement gap, that dilemma is not the only one confronting educators as they struggle to plug holes and close gaps with respect to students who represent the diverse cultures in the country.
- 1/5/09 - Tandria Callins
This paper is one of the practitioner-oriented briefs produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). It applies to all teachers of culturally and linguistically diverse students who are interested in improving literacy instructions. In order for culturally and linguistically diverse students to become productive members of society, they need to be fully functional participants in literate communities. Literacy is pervasive not only in school but in...
- 1/1/05 - Bemak, Fred, Chung, Rita Chi-Ying, Siroskey-Sabdo, Linda A.
Twenty-first-century urban schools face unique challenges in being culturally responsive and providing quality education to culturally diverse and low-income students. The academic achievement gap for low-income and ethnic youth poses the need for new and innovative interventions by educational institutions. School counselors are in a unique position in schools to assume leadership roles in reducing academic disparity. This article discusses the experience of urban youth identified as being...