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Join us in celebrating the 25th anniversary of James A. Banks's Multicultural Education Series published by Teachers College Press--a dynamic series consisting of more than 70 published books with many more in the pipeline. This commemorative volume features engaging, incisive, and timely selections from the bestselling and most influential books in the series. Together, these selections address how multicultural education should be transformed for a nation and world that are becoming increasingly complex due to virulent racism, pernicious nationalism, mass migrations, interracial mixing, social-class stratification, and a global pandemic. The volume is divided into five parts: (1) History and Foundations of Intergroup and Multicultural Education; (2) Structural and Institutional Racism in Schools; (3) Culture, Teaching, and Learning; (4) Curriculum Reform: History, Ethnic Studies, and English Language Learners; and (5) School Reform. All chapters are authored by eminent education scholars, including Tyrone C. Howard, Sonia Nieto, Carol D. Lee, Guadalupe Valdés, Christine E. Sleeter, Linda Darling-Hammond, Pedro A. Noguera, and James W. Loewen. This book features: (1) Informative and engaging selections from the most important and influential publications in the Multicultural Education Series; (2) An introduction by James A. Banks that integrates and interrelates the chapters and describes how they can be used to transform multicultural education for a changing world; and (3) An afterword by Margaret Smith Crocco that synthesizes the book and describes ways to implement school reform that expands educational opportunity. [Afterward written by Margaret Smith Crocco.]

This important book offers an inclusive approach to preparing students to be responsible participants in a democratic society. Civic education generally operates through the lens of citizenship, where students learn what good citizenship is and what good citizens do. Yet the citizenship lens fails to identify the wide range of schoolchildren and their families who participate in economic, political, and social life. "Civic Education in the Age of Mass Migration" examines the exclusionary aspects of citizenship and offers democratic societies an alternative approach that includes all long-term residents regardless of citizenship and immigration status. Banks reimagines a civic education curriculum that gives secondary students the knowledge and skills needed to move the United States toward a more perfect union. The book features: (1) A brief overview of the history of civic education and why citizenship status and immigration status should be explicitly addressed; (2) An examination of the economic, political, and social forces shaping immigration law; (3) A new way to conceptualize membership based on three principles: popular sovereignty, participation, and the jus nexi principle; and (4) Classroom activities and discussion questions to help civic educators incorporate the idea of citizenship boundaries into their curriculum.

As diversity continues to increase in the United States, ethnic, cultural, social-class, and linguistic gaps are widening between teachers and their students. The rapidly changing educational landscape presents unique challenges and opportunities for addressing diversity both creatively and constructively in schools. "Multicultural Education" helps current and future educators fully understand sophisticated concepts of culture; become more effective practitioners in diverse classrooms; and view race, class, gender, social class, and exceptionality as intersectional concepts. Now in its tenth edition, this bestselling textbook assists educators to effectively respond to the ways race, social class, and gender interact to influence student behavior and learning. Contributions from leading authorities in multicultural education discuss the effects of class and religion on education; differences in educational opportunities for male, female, and LGBTQ students; and issues surrounding non-native English speakers, students of color, and students with disabilities. Contemporary in relevance, this timely volume promotes multicultural education as a process of school reform. Practical advice helps teachers increase student academic achievement, work effectively with parents, improve classroom assessment, and benefit from diversity. Chapters include: (1) Multicultural Education: Characteristics and Goals (James A. Banks); (2) Culture, Teaching, and Learning (Christina Convertino, Bradley A. Levinson, and Norma González); (3) Social Class and Education (Lois Weis, Seong Won Han, and Hyunmyung Jo); (4) Christian Nation or Pluralistic Culture: Religion in American Life (Charles H. Lippy); (5) Gender Bias: Past, Present, and Future (David Sadker, Karen Zittleman, and Melissa Koch); (6) Classrooms for Diversity: Rethinking Curriculum and Pedagogy (Mary Kay Thompson Tetreault); (7) Queer Lessons: Sexual and Gender Minorities in Multicultural Education (Cris Mayo); (8) Approaches to Multicultural Curriculum Reform (James A. Banks); (9) Backstage Racism: Implications for Teaching (Leslie H. Picca and Ruth Thompson-Miller); (10) Language Diversity and Schooling (Rachel Snyder and Manka Varghese); (11) Civic Education for Non-Citizen and Citizen Students (James A. Banks); (12) Educational Equality for Students with Disabilities (Sara C. Bicard and William L. Heward); (13) Culturally Responsive Special Education in Inclusive Schools (Luanna H. Meyer, Hyun-Sook Park, and Saili Kulkarni); (14) School Reform and Student Learning: A Multicultural Perspective (Sonia Nieto and Patty Bode); (15) Communities, Families, and Educators Working Together for School Improvement (Cherry A. McGee Banks); and (16) Classroom Assessment and Diversity (Catherine S. Taylor and Susan B. Nolen).

This groundbreaking book describes theory, research, and practice that can be used in civic education courses and programs to help students from marginalized and minoritized groups in nations around the world attain a sense of structural integration and political efficacy within their nation-states, develop civic participation skills, and reflective cultural, national, and global identities. This book includes chapters that describe the problems that 18 nations around the world are experiencing trying to create and implement effective civic education programs for students from diverse racial, ethnic, cultural, and linguistic groups and case studies of effective ways that teachers and other educators are working to resolve these problems.

This resource guide focuses on handling library materials that are too deteriorated to benefit from other preservation treatments. Hopeless case items, that would require an unreasonable amount of conservation work to fix, can be resolved through a process of reselecting items by replacing them or reformatting them. The reselection integrates preservation with collection development, acquisitions, cataloguing, circulation, and public service. The following articles are presented as guides to replacement and reformatting: (1) "Replacement for Brittle Items" (Emory University) and "Preservation Decision Making: A Descriptive Model" (Yale University) (Association of Research Libraries Office of Management Services); (2) "Brittle Book Preservation Policies" and"Replacement/Reformatting Options for Brittle and Missing Materials" (Columbia University Libraries); (3) "Cornell, Yale Advance with Digital Technologies" and "Special Report: Research on the Use of Color Microfilm" (Commission on Preservation and Access); (4) "RLG Preservation Microfilming Handbook: Operational Impact of Filming Projects on Library Units" (Nancy E. Elkington, Ed.); (5) "Preservation Microfilming" and "Preservation Decision Flow Chart" (Nancy Gwinn); and (6) "Preserving Harvard's Collections: The Acidic and Brittle Paper Problem and its Solutions" and "Preservation Workflow for a Worn, Damaged, or Deteriorated Book in the Research Collection" (Harvard University). A list of 13 selected resources recommends additional reading. (SLD)

This historical novel for young readers tells of the experiences of Annie Rising Fawn Stuart or Agin'agili,, an 11-year-old, half-Cherokee girl who moves to New Echota, the Cherokee capitol in Georgia, around the time of the Indian Removal of 1838. It characterizes the inhuman treatment of the Cherokee people by the State of Georgia and the United States government as they were rounded up from their land and forced to embark upon the Trail of Tears to Arkansas. The novel tells of Annie's move to her uncle's wealthy plantation, her school experiences, the friendship of Annie and a young slave girl, and their escape from the fate of the rest of the Cherokee. Woven into the tale are several historical figures such as the Cherokee leader John Ross and White missionaries Elizur Butler and Samuel Worcester who were jailed for opposing the governments' actions. (RAH)

Mass migration and globalization are creating new and deep challenges to education systems the world over. In this volume, some of the world's leading researchers in multicultural education and immigration discuss critical issues related to cultural sustainability, structural inclusion, and social cohesion. The authors consider how global migration is forcing nationstates to reexamine and reinvent the ways in which they socialize and educate diverse groups for citizenship and civic engagement. These chapters also address how schools can help migrant and immigrant groups attain the knowledge, values, and skills required to become fully participating citizens, while retaining important aspects of their home, community, languages, and culture. Case studies from the United States and Israel are used to illustrate how these concepts are manifested in two immigrant nations. Book features include: (1) An examination of the theories, empirical findings, and promising practices related to education for citizenship; (2) Descriptions of large-scale migration and its influences on curricula, modes of teaching, and civic education; (3) An interdisciplinary overview of the issues facing immigrant children in schools by Carola SuárezOrozco and Amy K. Marks; (4) Implications for reforming schools in ways that will help students from diverse racial, ethnic, cultural, and linguistic groups become effective citizens; (5) A comprehensive chapter on second language learning by Guadalupe Valdés, a leading expert; and (6) Recommendations for preparing teachers to meet the needs of diverse student populations. [Contributors include: Tali Aderet-German, Ayman K. Agbaria, James A. Banks, Zvi Bekerman, Miriam Ben-Peretz, Amy K. Marks, Minas Michikyan, John P. Myers, Sonia Nieto, Carola Suárez-Orozco, Marcelo M. Suárez-Orozco, Guadalupe Valdés, and Gregory White.]

Early childhood education (ECE) has always been intertwined with the use of developmentally appropriate practice (DAP). To support excellence in ECE, it is critical how the knowledge about individual children and child development principles combined with the knowledge of effective early learning practices. Effective early childhood education involves an interdisciplinary collaborative process that is influenced by many factors. These aforementioned realities are presented in "Educating Young Children With and Without Exceptionalities: New Perspectives." In addition, the authors argue that general and special educators need to focus on applying new knowledge to better address critical issues that advance the field of educator preparation and improve educational outcomes for young children. Early childhood research confirms the need for intensive intervention and remedial education--we need to avoid approaches that are "too little" or "too late." Also proven to yield positive results for children are practices familiar to early childhood educators. These practices include relationship-based teaching and learning; partnering with families; adapting teaching for children from different backgrounds and for individual children; active, meaningful, and connected learning; and smaller class sizes. Evidence of the benefits of these practices suggests that they should be extended more widely into the elementary grades. Following the foreword and preface, this book contains the following chapters: (1) Educating Young Children With and Without Exceptionalities: The Rationale (Tachelle Banks, Festus E. Obiakor, Anthony F. Rotatori, and Maurice Stinnett); (2) Identification and Assessment Tools for Young Children (Ramel L. Smith, Edgar X. Jordan, and Alan Livingston); (3) Placement of Young Students With Exceptionalities: To Include or Not to Include (Lenwood Gibson, Jr.); (4) Innovative Teaching Methods for Young Children With and Without Disabilities (Shaunita Strozier, Cindy Head, and Stephanie Marshall); (5) What School Leaders Can Do to Provide Quality Education for Young Children With Autism (Alana Telesford, Floyd D. Beachum, and Carlos R. McCray); (6) Empowering Parents of Young Atypical Learners (Mateba K. Harris); (7) School-Community Partnerships: Educating Young Children (Bridgie A. Ford, Shernavaz Vakil, and Lynn S. Kline); (8) Optimizing the Physical and Mental Health of Young Children With and Without Exceptionalities (Eugene Asola and Sonya Sanderson); (9) Using Technology to Educate Young Children With and Without Disabilities (Emily C. Bouck, Emma Sipila, Sarah Byrnes, and Jeffrey P. Bakken); (10) The Role of Educator Preparation Programs in the Education of Young Children (Ying Hui-Michael, Kalli Kemp, and Beth Pinheiro); and (11) Educating Young Learners: Future Perspectives (Sunday O. Obi, Festus E. Obiakor, Jessica Graves, and Bob Algozzine).

Today's classrooms are more diverse than ever before. In order to reach these students, educators must be aware of the issues facing their various cultural, racial, ethnic, and language groups. Focusing on the pertinent issues in multicultural education, this new edition raises these critical issues and facilitates meaningful discussion. It has been completely updated with the latest developments in the field to provide the educator with all the tools necessary to become effective practitioners. This book is divided into the following five parts and 17 chapters. Part I, Issues and Concepts, contains the first set of chapters: (1) Multicultural Education: Characteristics and Goals (James A. Banks); (2) Culture in Society and in Educational Practices (Frederick Erickson); and (3) Race, Class, Gender, and Disability in the Classroom (Carl A. Grant and Christine E. Sleeter). Part II, Social Class and Religion, contains the next two chapters: (4) Social Class and Educational Equality (Caroline Hodges Persell); and (5) Christian Nation or Pluralistic Culture: Religion in American Life (Charles H. Lippy). Part III, Gender, contains: (6) Gender Bias: From Colonial America to Today's Classrooms (David Sadker and Karen Zittleman); (7) Classrooms for Diversity: Rethinking Curriculum and Pedagogy (Mary Kay Thompson Tetreault); and (8) Transforming the Curriculum: Teaching about Women of Color (Johnnella E. Butler and Deirdre Raynor). Part IV, Race, Ethnicity and Language, contains the next set of chapters: (9) Culturally Responsive Teaching: Theory and Practice (Gloria Ladson-Billings); (10) Approaches to Multicultural Curriculum Reform (James A. Banks); (11) The Colorblind Perspective in School: Causes and Consequences (Janet Ward Schofield); and (12) Language Diversity and Schooling (Tom T. Stritikus and Manka M. Varghese). Part V, Exceptionality, then presents: (13) Educational Equality for Students with Disabilities (William L. Heward, Sara Ernsbarger Bicard, and Rodney A. Cavanaugh); (14) School Inclusion and Multicultural Issues in Special Education (Luanna H. Meyer, Jill Bevan-Brown, Beth Harry, and Mara Sapon-Shevin); and (15) Recruiting and Retaining Gifted Students from Diverse Ethnic, Cultural, and Language Groups (Donna Y. Ford). Part VI, School Reform, contains the final two chapters: (16) School Reform and Student Learning: A Multicultural Perspective (Sonia Nieto); and (17) Families and Teachers Working Together for School Improvement (Cherry A. McGee Banks). Also included are: (1) Appendix Multicultural Resources; (2) Glossary; (3) (list of) Contributors; and (4) Index. [For "Multicultural Education: Issues and Perspectives. 5th Edition, Update," see ED493655.]

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 Classroom (Carl A. Grant and Christine E. Sleeter). Part II, Social Class and Religion, contains the next two chapters: (4) Social Class and Educational Equality (Caroline Hodges Persell); and (5) Christian Nation or Pluralistic Culture: Religion in American Life (Charles H. Lippy). Part III, Gender, then presents: (6) Gender Bias: From Colonial America to Today's Classrooms (David Sadker and Myra Sadker); (7) Classrooms for Diversity: Rethinking Curriculum and Pedagogy (Mary Kay Thompson Tetreault); and (8) Transforming the Curriculum: Teaching about Women of Color (Johnnella E. Butler). Part IV, Race, Ethnicity, and Language, contains: (9) Educational Equality for Students of Color (Geneva Gay); (10) Approaches to Multicultural Curriculum Reform (James A. Banks); (11) The Colorblind Perspective in School: Causes and Consequences (Janet Ward Schofield); and (12) Language Diversity and Education (Carlos J. Ovando). Part V, Exceptionality, then offers: (13) Educational Equality for Students with Disabilities (William L. Heward, Rodney A. Cavanaugh, and Sara C. Ernsbarger); (14) School Inclusion and Multicultural Issues in Special Education (Luanna H. Meyer, Jill Bevan-Brown, Beth Harry, and Mara Sapon-Shevin); and (15) Recruiting and Retaining Gifted Students from Diverse Ethnic, Cultural, and Language Groups (Donna Y. Ford). Part VI, School Reform, presents the final two chapters: (16) School Reform and Student Learning: A Multicultural Perspective (Sonia Nieto); and (17) Communities, Families, and Educators Working Together for School Improvement (Cherry A. McGee Banks).

The future of our society depends on our gifted children--the population in which we'll find our next Isaac Newton, Albert Einstein, or Virginia Woolf. Yet the gifts and talents of some of our most brilliant kids may never be recognized because these children fall into a group known as twice exceptional, or "2e." Twice exceptional kids are both gifted and diagnosed with a disability--often ADHD or an Autism Spectrum Disorder--leading teachers and parents to overlook the child's talents and focus solely on his weaknesses. Too often, these children get lost in an endless cycle of chasing diagnostic labels and are never given the tools to fully realize their own potential. Bright Not Broken sheds new light on this vibrant population by identifying who twice exceptional children are and taking an unflinching look at why they're stuck. The first work to boldly examine the widespread misdiagnosis and controversies that arise from our current diagnostic system, it serves as a wake-up call for parents and professionals to question why our mental health and education systems are failing our brightest children. Most importantly, the authors show what we can do to help 2e children, providing a whole child model for parents and educators to strengthen and develop a child's innate gifts while also intervening to support the deficits. Drawing on painstaking research and personal experience, Bright Not Broken offers groundbreaking insight and practical strategies to those seeking to help 2e kids achieve their full potential.

Rather than buying individual books about professional learning communities (PLCs), differentiated instruction (DI), and Response to Intervention (RTI), invest wisely in one resource that synthesizes all three. The text uses a tapestry analogy to weave together these critical topics to form a comprehensive framework for achieving continuous school improvement. The result is a stronger foundation for administrators' leadership direction and teachers' instructional decisions based on: (1) Utilizing PLCs as the framework for sharing new strategies and understandings; (2) Discussing data collected through assessments; and (3) Evaluating data against benchmarks. Included are walk-through checklists, learning-style surveys, and examples that illustrate practical strategies for integrating DI and RTI and collaborating with colleagues to assess student learning and adapt instruction and interventions. This timely resource efficiently provides all the information you need to optimize instruction for outstanding results. The following chapters are contained in this book: (1) Elements and Principles of the Integrated Model; (2) Professional Learning Communities; (3) Differentiated Instruction; (4) Response to Intervention; and (5) Weaving a Tapestry for School Change. Appended are: (1) Forms and Templates; (2) Activities and Protocols; and (3) Resources.

This volume is the first authoritative reference work to provide a truly comprehensive international description and analysis of multicultural education around the world. It is organized around "key concepts" and uses "case studies" from various nations in different parts of the world to exemplify and illustrate the concepts. Case studies are from many nations, including the United States, the United Kingdom, Canada, Australia, France, Germany, Spain, Norway, Bulgaria, Russia, South Africa, Japan, China, India, New Zealand, Malaysia, Singapore, Indonesia, Brazil, and Mexico. Two chapters focus on regions--Latin America and the French-speaking nations in Africa. The book is divided into ten sections, covering theory and research pertaining to curriculum reform, immigration and citizenship, language, religion, and the education of ethnic and cultural minority groups among other topics. With forty newly commissioned pieces written by a prestigious group of internationally renowned scholars, "The Routledge International Companion to Multicultural Education" provides the definitive statement on the state of multicultural education and on its possibilities for the future.

Multicultural education is a metadiscipline, a field of study designed to increase educational equity for all students. It incorporates concepts, principles, theories, and models from history, from the social and behavioral sciences, and from ethnic and women's studies in particular. This handbook assembles in one volume the major research and scholarship devoted to multicultural education that have developed since the field began to emerge in the 1960s and 1970s. The 47 chapters reflect the diverse disciplinary roots of the field and are grouped into the following parts: (1) History, Goals, Status, and Issues; (2) Research and Research Issues; (3) Knowledge Construction; (4) Ethnic Groups in Historical and Social Science Research; (5) Immigration Policy and the Education of Immigrants; (6) The Education of Ethnic Groups; (7) Language Issues; (8) Academic Achievement: Approaches, Theories, and Research; (9) Intergroup Education Approaches to School Reform; (10) Higher Education; and (11) International Perspectives on Multicultural Education. Each chapter contains references. (SLD)

In this second edition of "Educating Citizens in a Multicultural Society", Banks advocates that an effective citizenship education helps students to acquire the knowledge, skills, and values needed to function effectively within their cultural communities, nation states, regions, and the global community. It also helps students to acquire cosmopolitan perspectives and values needed to attain equality and social justice for people around the world. In three new chapters, Banks draws upon his work focusing on how students in multicultural nations around the world can be educated in ways that will help them to develop the knowledge, attitudes, and values needed to make decisions and to take action to create a more just and humane world.

The increasing ethnic, racial, cultural, religious, and language diversity in nations throughout the world is forcing educators and policymakers to rethink existing notions of citizenship and nationality. To experience cultural democracy and freedom, a nation must be unified around a set of democratic values such as justice and equality that balance unity and diversity and protect the rights of diverse groups. This book brings together in one comprehensive volume a group of international experts on the topic of diversity and citizenship education. These experts discuss and identify the shared issues and possibilities that exist when educating for national unity and cultural diversity. This book presents compelling case studies and examples of successful programs and practices from twelve nations, discusses problems that arise when societies are highly stratified along race, cultural, and class lines, and describes guidelines and benchmarks that practicing educators can use to structure citizenship education programs that balance unity and diversity. Beginning with a foreword (Will Kymlicka), followed by a preface (James A. Banks), this book is divided into seven parts. Part One, Crosscutting Issues and Concepts, contains an introduction, Democratic Citizenship Education in Multicultural Societies (James A. Banks), followed by the first set of chapters: (1) Migration, Citizenship, and Education (Stephen Castles); (2) Higher Learning: Educational Availability and Flexible Citizenship in Global Space (Aihwa Ong); and (3) Unity and Diversity in Democratic Multicultural Education: Creative and Destructive Tensions (Amy Gutmann). Part Two, The United States and Canada, contains the next two chapters: (4) Culture versus Citizenship: The Challenge of Racialized Citizenship in the United States (Gloria Ladson-Billings); and (5) Citizenship and Multicultural Education in Canada: From Assimilation to Social Cohesion (Reva Joshee). Part Three, South Africa and Brazil, contains the following chapters: (6) Citizenship Education and Political Literacy in South Africa (Kogila A. Moodley and Heribert Adam); and (7) Citizenship and Education in Brazil: The Contribution of Indian Peoples and Blacks in the Struggle for Citizenship and Recognition (Petronilha Beatriz Goncalves e Silva). Part Four, England, Germany and Russia, contains the next group of chapters: (8) Diversity and Citizenship Education in England (Peter Figueroa); (9) Ethnic Diversity and Citizenship Education in Germany (Sigrid Luchtenberg); and (10) Citizenship Education and Ethnic Issues in Russia (Isak D. Froumin). Part Five, Japan, India, and China, then presents chapters: (11) Expanding the Borders of the Nation: Ethnic Diversity and Citizenship Education in Japan (Stephen Murphy-Shigematsu); (12) Crisis of Citizenship Education in the Indian Republic: Contestation between Cultural Monists and Pluralists (T. K. Oommen); and (13) Ethnic Diversity and Citizenship Education in the People's Republic of China (Wan Minggang). Part Six, Israel and Palestine, contains: (14) Diversity and Citizenship Education in Israel (Moshe Tatar); and (15) Educating for Citizenship in the New Palestine (Fouad Moughrabi). Part Seven, Curriculum for Diversity, Democracy, and Citizenship Education, contains the final chapter: (16) Diversity, Globalization, and Democratic Education: Curriculum Possibilities (Walter C. Parker). The book concludes with: (1) Diversity, Democracy, Globalization, and Citizenship: A Bibliography; (2) Name Index; and (3) Subject Index.

Taking advantage of user-friendly technology, Audience Response Systems (ARS) facilitates greater interaction with participants engaged in a variety of group activities. Each participant has an input device that permits them to express a view in complete anonymity, and the composite view of the total group appears on a public screen. ARS can then be used to support summative and formative activities with groups ranging in size from as small as five through to large groups of several hundred. The data can be used to help the facilitator adjust the pace of teaching to match the requirements of the learners, gauge understanding, or trigger discussion and debate. "Audience Response Systems in Higher Education: Applications and Cases" reveals some of the history behind these systems, explores current theory and practice, and indicates where technology may move in the future. Cases are used to present the work of educators in a wide range of subject areas and with differing levels of experience with these systems. This book contains 25 chapters: (1) A Brief History of Networked Classrooms (Louis Abrahamson); (2) Audience Response Systems (Eugene Judson and Daiyo Sawada); (3) The Use and Evolution of an Audience Response System (Ray Burnstein and Leon Lederman); (4) ARS Evoltion (Harold Horowitz); (5) Practical Lessons from Four Years of Using an ARS in Every Lecture of a Large Class (Quintin Cutts); (6) Using an Audience Response System to Enhance Student Engagement in Large Group Orientation (Sally Kift); (7) Question Driven Instruction (Ian Beatty, William Leonard, William Gerace and Robert Dufresne); (8) Anonymous Polling in an Engineering Tutorial Environment (Steven Durbin and Kristi Durbin); (9) Using Audience Response Systems to Develop Critical Thinking Skills (Robert Webking and Felix Valenzuela); (10) Using the Personal Response Systems to Enhance Student Learning (Kevin Hinde and Andrew Hunt); (11) Evaluating Electronic Voting Systems to Enhance Student Learning (Gregor Kennedy, Quintin Cutts and Stephen Draper); (12) Theorizing the Transformed Classroom (William Penuel, Louis Abrahamson and Jeremy Roschelle); (13) Wireless Interactive Teaching by Using Keypad-Based ARS (Jiankun Hu, Peter Bertok, Margaret Hamilton, Graeme White, Anita Duff and Quintin Cutts); (14) The Audience Response System (Vivienne O'Connor, Michele Groves and Sandy Minck); (15) Learning and Anxiety (Sam Groves, Tony Gear, Cath Jones, Michael Connolly and Martin Read); (16) The Trial of an Audience Response System to Facilitate Problem-Based Learning in Legal Education (Kelley Burton); (17) Live Assessment by Questioning in an Interactive Classroom (Michael McCabe); (18) Eight Years of Asking Questions (Jim Boyle); (19) Interactive Response Systems in Higher Education (Mick Wood); (20) CommuniCubes (Stephen Bostock, Julie Hulme and Mark Davys); (21) Creating a Constructed Response System to Support Active Learning (Tim Pelton and Leslee Pelton); (22) Instructor Mobile Audience Response System (Jay Dominick and Anne Bishop); (23) Using Mobile Phones and PDAs in Ad Hoc Audience Response Systems (Matt Jones, Gary Marsden and Dominic Gruijters); (24) Reflections on the Use of ARS with Small Groups (David Banks); and (25) Selected and Constructed Response Systems in Mathematics Classrooms (Leslee Pelton and Timothy Pelton).

A reference guide from leading experts in the field, this book covers the repair, maintenance, and preservation of library or archive collections, providing a definitive and authoritative analysis of how to plan for and ensure the long-term health of an institution's collection in this digital age. Chapters include: (1) "Defining the Library Preservation Program: Policies and Organization" (Carolyn Clark Morrow); (2) "Preservation Programs in High-use Library Collections" (Sara R. Williams); (3) "Preservation Program Planning for Archives and Historical Records Repositories" (Christine Ward); (4) "Programs, Priorities, and Funding" (Margaret Child, with assistance of Laura J. Word); (5) "Planning for Preservation in Libraries" (Jutta Reed-Scott); (6) "Issues in Digital Archiving" (Peter S. Graham); (7) "Environment and Building Design" (Paul N. Banks); (8) "Collections and Stack Management" (Duane A. Watson); (9) "Preservation Management: Emergency Preparedness" (Sally A. Buchanan); (10) "Library and Archives Security" (Richard Strassberg); (11) "Exhibition Policy and Preparation" (Roberta Pilette); (12) "Selection for Preservation" (Carolyn Harris); (13) "The Conservation of General Collections" (Jan Merrill-Oldham and Nancy Carlson Schrock); (14) "Commercial Library Binding" (John F. Dean); (15) "Preservation Microfilming and Photocopying" (Eileen F. Usovicz and Barbara Lilley); (16) "Special Collections Conservation" (Eleanore Stewart); (17) "Digitization for Preservation and Access" (Paula de Stefano); (18) "Preservation of Information in Nonpaper Formats" (Eleanore Stewart and Paul N. Banks). Contains an index. (AEF)

The material presented in this publication is an outgrowth of an inservice program focusing on multi-ethnicity which was presented for teachers and administrators. The paramount emphasis was two-fold: (1) to provide teachers with an indepth exposure to the methodology utilized in the inquiry process via lectures and demonstration lessons, and (2) to provide teachers with a concentrated and systematic program approach to ethnic studies in the K-12 social studies curriculum. The authors of the 13 articles in this document were the consultants for the program. Articles deal specifically with American Indians, Jews, and black Americans in United States history, as well as general ethnic concepts. The document also contains strategy models and practical considerations for effective inquiry teaching. Other topics deal with cultural pluralism, the melting pot theory, the theories of Christopher Jencks, and a critical assessment of the Kerner Report. The use of community resources and school community relations in ethnic studies concludes the work. (Author/JR)

This paper delineates some basic characteristics of ethnic groups in contemporary American society and develops a typology for defining and classifying ethnic groups which is more consistent with the current characteristics of ethnic groups than many existing definitions and typologies. Several social forces have changed the characteristics and relationships of ethnic groups in the United States since the major concepts and theories related to ethnic groups and ethnicity were formulated. As a result, new concepts and generalizations are needed to adequately describe the characteristics of the "new" ethnicity. The functions served by ethnic group affiliation suggest that there are several ways of classifying ethnic groups and determining the degrees to which various racial and ethnic groups manifest these identified characteristics. Several types of ethnic groups are identified, including cultural, economic, political, eco-political, and holistic. While every American is a member of an ethnic group, the authors conclude that ethnicity manifest itself in diverse forms in modern American life, and that Americans belong to many different kinds of ethnic groups. The degree to which a particular cultural, nationality, or racial group is ethnic varies with a number of social, economic, and political conditions within the society. (Author/JR)

This book consists of articles and papers written over a 10-year period that examine issues, concepts, perspectives, and possibilities for educating citizens in a pluralistic democratic society. Part I (Chapters 1through 3), which includes an introductory essay written for this volume, describes the challenges and possibilities of educating students for citizenship in a pluralistic democratic society. Part II (Chapters 4 and 5) discusses the ways in which knowledge is constructed by social scientists and the ways in which it influences teachers and students. Part III (Chapters 6 through 8) describes the five dimensions of multicultural education, focusing on three in depth: knowledge construction, equity pedagogy, and prejudice reduction. Part IV (Chapters 9 through 11) describes issues related to the effective education of teachers, scholars, and other educational leaders so that they can promote citizenship in free societies. The following chapters are included: (1) "Reconstructing Citizenship Education"; (2) "Citizenship Education in a Multicultural Society"; (3) "Teaching Social Studies for Decision-Making and Citizen Action"; (4) "Ethnicity, Social Science Research, and Education"; (5) "The Persistence of Ethnicity: Research and Teaching Implications"; (6) "Multicultural Education and Curriculum Transformation"; (7) "Equity Pedagogy and Multicultural Education" (with Cherry McGee Banks); (8) "Citizenship Education and the Development of Democratic Racist Attitudes"; (9) "Teaching Multicultural Literacy to Teachers"; (10) "Multicultural Education: Goals for the Twenty-First Century"; and (11) "Cultural Democracy and Citizenship Education." (Contains numerous references.) (SLD)

This book is a guide to help teachers develop performance-based curriculum projects that include authentic assessments. Section 1, Project-Based (or Performance-Based) Learning and Performance Assessment, describes and gives a rationale for this type of learning and assessment and project-based classrooms. It also notes the role of teachers and discusses performance assessment and student outcomes. Section 2, Essential Learnings and Performance-Based Project Ideas, highlights essential learnings in each of the curriculum areas, covering grades K-8. It also presents performance-based project ideas related to curriculum areas, learning styles, and multiple intelligences. Section 3, the Inquiry Approach to Developing Higher-Level Thinking Skills, discusses how and why to use the inquiry approach when designing science and social studies projects with authentic performance assessment tasks, noting Bloom's Taxonomy of Cognitive Objectives. Section 4, the Components of Performance Assessment Tasks, lists the components considered when developing performance assessment tasks. Section 5, Directions for Designing Project-Based Performance Tasks, includes detailed instructions showing how teachers can plan, write, and assess project-based performance tasks. Section 6, Teacher's Guide and Worksheets for Planning, Writing and Assessing Project-Based Performance Tasks, includes teacher's guide pages for use with the worksheets while planning, writing, and assessing project-based performance tasks. (SM)

The 18 chapters of this book document persistent themes in the struggle for human freedom in the United States since the late nineteenth century, as exemplified in the scholarship and actions of people of color and their white supporters. One theme is that the margins of U.S. society, to which people of color have often been confined, have usually been the sites for preserving and defending the freedoms and rights stated in the country's founding documents when they were most severely challenged. The conceptual framework around which the book is organized and the historical roots of multicultural education are described in part 1. Part 2 presents case studies of individuals whose work exemplifies the contributions of multicultural education. In part 3, the work of women scholars and activists in transforming society is discussed. Part 4 describes the rise and fall of the intergroup education movement and research related to prejudice in the 1930s and 1940s. The final section, part 5, bridges the past and the present in describing the school reforms that are needed to promote educational equity and guidelines for changing schools to make them more consistent with a diverse and multicultural society. References follow each chapter. (Contains two figures and five tables.) (SLD)

Intended for teachers who have asked for information on how to manage a multi-age classroom, this book outlines the ideal classroom as it exists when all of the multi-age components are put in place. Opening sections of the guide discuss creating the multi-age classroom, and the advantages and principles of multi-age instruction. The next sections provide overviews of classroom organization, instructional strategies, curriculum, assessment and evaluation, and getting started. Each of these sections includes the overview, results of the changes brought about by multi-age instruction, and advice from the experts. Additional sections address scheduling, grouping strategies, working with Bloom's taxonomy, projects for active learners, using novels for literature instruction, and helping children discover themselves and others. Separate sections address the management of mathematics, authentic assessment and evaluation, and student record forms, with sample forms included. A glossary of terms for multi-age instruction and a listing that includes references, resources, and credits conclude the book. (DR)

This article, part of the magazine's annual book review issue, provides brief sketches of seven recently published books that focus on racial issues. (MLF)

This book is designed to introduce preservice and practicing educators to the major concepts in multicultural education. It is intended for the reader who can devote only limited time to the topic. Chapter 1 discusses multicultural education goals, the debate over the canon of instruction, and approaches to multicultural education. Chapter 2 describes the ways in which multicultural education tries to transform the curriculum so that all students will be prepared to be effective citizens in a pluralistic and democratic society. School reform and intergroup education are discussed in Chapter 3. The knowledge components that teachers need to acquire to function effectively in multicultural classrooms and schools are examined in Chapters 4 and 5. Chapters 6 and 7 highlight and summarize some of the major issues in multicultural education; they close with a discussion of major benchmarks that can be used to determine whether a school is actualizing multicultural education. Appendix A contains a 35-item bibliography on multicultural issues, and Appendix B is the New York City Board of Education multicultural education policy. (Contains 183 references.) (SLD)

A major goal of this fifth edition is to help present and future teachers acquire the knowledge, concepts, strategies, and resources needed to integrate information about ethnic groups into the mainstream curriculum. This edition incorporates new terms and concepts that are emerging in the field of multicultural education. Information on ethnic groups has been updated, and a new discussion of the nativism and xenophobia of the 1980s and 1990s is added. Part 1 presents a rationale for incorporating ethnic content into the school curriculum. Parts 2 through 5 contain chapters on these major ethnic groups: (1) First Americans (indigenous peoples) and African Americans; (2) European Americans; (3) Hispanic Americans; and (4) Asian Americans. For each group and subdivision the chapter contains a chronology of key events, a historical overview, illustrative key concepts and teaching strategies, an annotated bibliography for teachers, and an annotated bibliography for elementary and secondary school students. Part 6 highlights and summarizes the major points and illustrates how they can be used. Five appendixes contain a chronology of ethnic-history events, and bibliographies of videotapes and films, books about people of color, the Carter G. Woodson Award books, and 20 landmark books in ethnic literature. (SLD)

The purpose of this six-part curriculum of articles was to provide future teachers and in-service teachers with the knowledge, insight, and understanding needed to work effectively with both male and female students, with exceptional students, and with students from various social classes and religious, ethnic, and cultural groups. A major assumption is that substantial reforms must be made in schools to give each student an equal chance to succeed academically. These reforms are conceptualized as an institutional process that involves changing the total school environment through multicultural education. Part I, "Issues and Concepts," concerns the implications of culture for teaching in a pluralistic society, and comprises the following chapters: (1) "Multicultural Education: Characteristics and Goals" (J. A. Banks); (2) "Culture: Its Nature and Meaning for Educators" (B. M. Bullivant); and (3) "Race, Class, Gender, Exceptionality, and Educational Reform" (C. A. Grant and C. E. Sleeter). Part II, "Social Class and Religion," concerns the effect of these two variables on student behavior and the educational process, and comprises the following chapters: (4) "Social Class and Educational Equity" (C. H. Persell); and (5) "Religious Diversity and Education" (J. K. Uphoff). Part III, "Gender," takes up the questions of how educational opportunity differs for female and male students and how schools can foster gender equity, and comprises the following chapters: (6) "Gender and Educational Equality" (M. Sadker et al.); (7) "Integrating Content about Women and Gender into the Curriculum" (M. K. T. Tetreault); and (8) "Transforming the Curriculum: Teaching about Women of Color" (J. E. Butler). Part IV, "Ethnicity and Language," treats the problems of and opportunities for educating racial, ethnic, and language minorities, and comprises the following chapters: (9) "Ethnic Minorities and Educational Equality" (G. Gay); (10) "Integrating the Curriculum with Ethnic Content: Approaches and Guidelines" (J. A. Banks); and (11) "Language Diversity and Education" (C. J. Ovando). Part V, "Exceptionality," describes the issues involved in creating equal educational opportunity for handicapped and gifted students, and comprises the following chapters: (12) "Educational Equality for Exceptional Students" (W. L. Heward and M. D. Orlansky); (13) "Teaching Handicapped Students in the Regular Classroom" (J. B. Schulz); and (14) "Teaching Gifted Students" (R. F. Subotnik). Part VI, "School Reform," focuses on multicultural education as a process of school reform, and comprises the following chapters: (15) "Alternative Paradigms for Assessment in a Pluralistic Society" (J. R. Mercer); and (16) "Parents and Teachers: Partners in Multicultural Education" (C. A. M. Banks). Each chapter includes a summary, a list of questions and activities, and a list of references. Some chapters include illustrations and statistical data on tables and graphs. A glossary, a list of contributors, and an index are included. A bibliography of 113 multicultural resources is appended. (FMW)

This book is designed to help contemporary and future teachers attain the content, strategies, concepts, and resources needed to teach comparative ethnic studies and to integrate ethnic content into the regular curriculum. The book is divided into two major parts. Part one presents a rationale for teaching comparative ethnic studies, goals, key concepts for ethnic studies programs, and practical ways to organize lessons and units. Part two consists of chapters on the major American ethnic groups. Each chapter contains a chronology of key events, a historical overview of the group discussed, illustrative key concepts and teaching strategies, an annotated bibliography for teachers, and an annotated bibliography for elementary and secondary school students. The final chapter illustrates how a teacher can use the previous information to develop units focusing on two or more ethnic groups. The appendices include a chronology of key events in the history of ethnic groups, a list of films and filmstrips, a selected list of ethnic periodicals, and criteria for evaluating textbooks and other learning materials. (Author/DE)

Effective instructional management processes come in many guises, but all share four essential components: (1) a set of educational goals toward which progress can be measured; (2) a means of assessing students' instructional needs and determining placement and grouping; (3) an organizational structure and instructional delivery process capable of providing alternatives and flexible uses of resources; and (4) a method for monitoring progress toward goals. This handbook discusses these components and their implications for effective education and suggests the procedures by which school districts can implement them. Among the specific topics addressed are (1) planning, including selecting planners, ensuring commitment to systematic planning, and establishing agreement on definitions, philosophies, and direction; (2) assessing and prioritizing instructional needs in such areas as school climate, management practices, and instructional subject areas, and setting goals to meet them; (3) obtaining effective leadership from administrators, staff members, teachers, and parents; (4) teaching effectively within an instructional management framework; (5) evaluating the program, its application, and its results; and (6) working toward consensus concerning the purposes of education. Throughtout the book, the experiences of several school districts using instructional management serve as illustrations or provide models for reader consideration. (PGD)

This book is designed to help preservice and inservice educators clarify the philosophical and definitional issues related to pluralistic education, and design and implement effective teaching strategies that reflect ethnic diversity, and prepare sound guidelines for multiethnic programs and practices. It describes actions that educators can take to institutionalize educational programs and practices related to ethnic and cultural diversity. The book is divided into five parts. Part I discusses the history, goals, and practices in multiethnic education. Conceptual issues and problems related to education, ethnicity, and cultural diversity are the focus of Part II. The major research and programmatic paradigms related to ethnicity and education are described. The philosophical and ideological issues related to ethnicity, education, and citizenship are discussed in Part III. Part IV focuses on the curriculum, including efforts made in the last two decades to reform it, the nature and goals of a multiethnic curriculum, and how this curriculum can be reformed to reflect the ethnic characteristics of students. Planning units that focus on social issues, reducing prejudice in students, language diversity, and curriculum guidelines are discussed in Part V. The appendix consists of an inventory that will help educators to determine the extent to which their institutions reflect the ethnic diversity within their society. Figures and graphs illustrate the data. An index and numerous references are included. (BJV)

Western democratic societies share an egalitarian ideology which maintains that a major goal of the state is to protect human rights and promote equality and the structural inclusion of all racial, ethnic, and cultural groups into the fabric of society. Educational initiatives taken to implement reforms that reflect ethnic diversity and promote equality have created lively and sometimes embittered controversy because little agreement exists within each nation about what should be the proper role of public schools in the ethnic education of both majority and minority students. This book is divided into three major parts. Part I formulates a descriptive typology of the phases of ethnic revitalization movements, the paradigmatic responses that educators have made to these movements, and the limitations which characterize educational reforms that are based on single-factor paradigms. Part II describes examples of these paradigms and concepts by discussing multicultural education in the United States, Canada, the United Kingdom, Australia and Western Europe. is the difficulty that nation-states have trying to formulate educational policies that simultaneously respect the cultural integrity of students from diverse groups, help students attain the knowledge and skills needed to live productive lives, and help students develop a commitment to the overarching ideals and ethos of the nation-state. The final part of the book is devoted to a consideration of the rationale and components of an effective multicultural teacher-education program, and a summary of the major issues raised in the book, together with an outline agenda for policy and action. (BZ)

The traditional Western conception of human rights has focused upon political and civil liberties. Recent trends are bringing social and economic rights to the fore. This chapter considers the kinds of contributions that statisticians might make in this area and how issues of equity might be framed from a mathematical perspective. The emphasis is upon identifying problems and proposing methods, rather than analysis of specific applications. [ABSTRACT FROM AUTHOR]