In the summer of 1970, the members of the New Orleans Fifth Circuit Court of Appeals understood clearly the realities of race in the South. Houston, Texas, like other Southern cities, had made haste toward racial school desegregation as slowly as the White Southern Federal courts would allow. When the High School of Performing and Visual Arts opened its doors in Houston a year later, a new superintendent and liberal-dominated Board of Education wished to demonstrate the positive potential of a voluntarily desegregated student body. HSPVA was the first United States public school for the arts specifically used for racial desegregation purposes, the prototype for the first public urban magnet program of desegregation used to replace a standing court order, and a continuing prototype for other public magnet schools for the arts across the United States. Talent Knows No Color is a 35-year history of HSPVA, exemplary in both arts and academics, which chronicles multi-perspective participant experiences within the context of ever-changing district education policies and demographics. Ten years of school system and HSPVA archival research, examination of local newspapers, and oral history interviews allow a rich narrative unusual among the already limited number of scholarly histories of individual public schools. It is the description and analysis of everyday occurrences that assist the reader in understanding what Series Editor O. L. Davis, Jr. refers to as "the continuing, likely never ending, practical development of one particular high school and its curriculum."

Teacher effectiveness and licensure in the United States continue to be scrutinized at the state and national levels. At present, 40 states plus the District of Columbia have adopted edTPA to inform initial teacher licensure and/or certification decisions (American Association of Colleges for Teacher Education, n.d.). edTPA is designed to measure novice teachers' readiness to teach their content area, with a focus on student learning and principles from research and theory (SCALE, 2015). Composed of planning, instruction, and assessment tasks, edTPA portfolios seek to provide evidence of teacher candidate readiness in three areas: (1) intended teaching, (2) enacted teaching, and (3) the impact of teaching on student learning. Specifically, edTPA measures teacher candidates' ability to: develop knowledge of subject matter, content standards, and subject-specific pedagogy develop and apply knowledge of varied students' needs consider research and theory about how students learn reflect on and analyze evidence of the effects of instruction on student learning (p. 1) Teacher candidates create extensive portfolios that include written commentaries explaining each task and video excerpts of a recorded teaching event. Teacher candidates must submit evidence to show their teaching prowess and pay $300, at present, to Pearson Education for their portfolio to be evaluated by external reviewers. In this volume, researchers share their experiences working with edTPA in three areas of language learning: English Language Arts, English to Speakers of Other Languages, and World Languages. The volume provides empirical research in the areas of multicultural perspectives, pedagogical practices, and edTPA (in)compatibility. Findings are of interest to multiple stakeholders such as teacher candidates, mentor teachers, teacher preparation faculty members and program coordinators, and administrators.

The monograph Promising Practices for Teachers to Engage Families of English Language Learners provides practical activities, communication skills, events, resources, and policies to work with families who are English language learners. This book is primarily targeted toward preservice and novice teachers who are searching for ways to connect with families from diverse cultures and varying proficiency levels in English. However, the contents contain an array of practices that are useful for teachers at all levels, parents, other educator groups, and administrators.

In "Teaching Equality," Adam Fairclough provides an overview of the enormous contributions made by African American teachers to the black freedom movement in the United States. Beginning with the close of the Civil War, when "the efforts of the slave regime to prevent black literacy meant that blacks . . . associated education with liberation," Fairclough explores the development of educational ideals in the black community up through the years of the civil rights movement. He traces black educators' connection to the white community and examines the difficult compromises they had to make in order to secure schools and funding. Teachers did not, he argues, sell out the black community but instead instilled hope and commitment to equality in the minds of their pupils. Defining the term teacher broadly to include any person who taught students, whether in a backwoods cabin or the brick halls of a university, Fairclough illustrates the multifaceted responsibilities of individuals who were community leaders and frontline activists as well as conveyors of knowledge. He reveals the complicated lives of these educators who, in the face of a prejudice-based social order and a history of oppression, sustained and inspired the minds and hearts of generations of black Americans.

This collected volume examines the multifaceted contexts and experiences of Chinese students, teachers and scholars in Australia, Denmark, France, Japan, the UK and the US. It can serve both as an introduction to Chinese people's mobility and migration in Higher Education and as a thorough review for more knowledgeable readers.

This book analyzes how Arabic teachers develop the cultural awareness of their high school students. Featuring face-to-face conversations with educators about integrating Arabic culture into the language classroom, this study highlights the complexities that characterize Arabic cultural awareness in a post-9/11 world. This book proves that increasing cultural awareness in the classroom facilitates the Arab language learning process.

The heart of this study is a detailed narrative account of a teacher in an inner-city school. For two years, the author collaborated with an immigrant teacher from the Caribbean, studying her practice from three perspectives: place--the community and school landscape; temporality--the history of the school and current programs; and interaction--the teacher's relationship with the school, parents, and students. Current ways of examining multicultural issues focus on the analysis of broad factors affecting large groups of people. In the process, the individual is subsumed within catagories and the subtle nuances of experiences are lost. The narrative approach outlined in the book offers a new perspective on multiculturalism and research into multicultural education, one the author terms narrative multiculturalism.

Narrative multiculturalism begins with experience as it is shaped by the contexts in which people live and work. It is also shaped by broader societal and global forces. In this approach, multiculturalism is viewed as a fluid process, continually evolving, changing, and transforming. Narrative multiculturalism develops an in-depth understanding of individual experiences and thereby creates an alternate perspective on multiculturalism.

Rarely do we find books in educational research that are both thick in context and rich in theory. Usually books emphasize one over the other. Authors that engage in thick descriptions tend to fall short of explaining what larger theoretical issue their case stands for. Vice versa, authors who make a case for a particular theory do not always describe their case in sufficient detail. From Sites to Occupation to Symbols of Multiculturalism is a remarkable exception. The book is a major break-through in case study methodology, multiculturalism and policy borrowing/lending research. The book investigates a puzzle: how is it that one and the same system, the system of separate schooling for Latvian and Russian speakers, is seen as a site of occupation during one period (1987-1990) and as a symbol of multiculturalism in the next (1991-1999)? The system has stayed in place, but the meaning attached to it has been completely inverted. Is cultural change without structural change possible? Does it mean that the dual school system has become anachronistic, and will eventually disappear in light of the cultural changes of the past decade? The book is the story of a great metamorphosis of one and the same system of separate schooling that, at first unbelievable, gradually makes sense.

This book traces the recent socio-historical trajectory of educational language policy in Arizona, the state with the most restrictive English-only implementation in the US. Chapters, each representing a case study of policy-making in the state, include: * an overview and background of the English-only movement, the genesis of Structured English Immersion (SEI), and current status of language policy in Arizona; * an in-depth review of the Flores case presented by its lead lawyer; * a look at early Proposition 203 implementation in the context of broader educational 'reform' efforts; * examples of how early state-wide mandates impacted teacher professional development; * a presentation of how new university-level teacher preparation curricula misaligns with commonly-held beliefs about what teachers of language minority students should know and understand; * an exploration of principals' concerns about enforcing top-down policies for SEI implementation; * an investigation of what SEI policy looks like in today's classrooms and whether it constitutes equity; * and finally, a discussion of what the various cases mean for the education of English learners in the state.

The editors and their contributors explore the world from a pluralistic perspective. There are several models proposed and used by authors that could serve as a framework for multicultural and diversity programs in both education and the workplace. The implementation of programs which target the workplace and specific strategies for success are identified. The international implications of globalization and the need for international as well as "at home" experiences are addressed by several authors. Regional research-based programs and strategies, in particular academic disciplines to promote pluralism, are explored from the university perspective. These models, strategies, and research findings should prove to be most useful for individuals seeking to implement programs to promote pluralism.

A state-of-the-art resource concentrating on the practical applications, philosophical and social policy motivations, and historical development of various approaches to multicultural education in the United States. In this comprehensive introduction to multicultural education, author Peter Appelbaum reveals that Native American-run schools in the early 19th century produced nearly 100 percent literacy rates-higher among western Oklahoma Cherokees than among whites in nearby Texas or Arkansas. Today, as the country rapidly becomes more racially and ethnically diverse, he discusses how success in diversity education requires that administrators, teachers, and students change the way they look at each other, the curriculum, and the structures and policies that govern schools. Diversity and Multicultural Education: A Reference Handbook examines the political and educational arguments for and against multicultural education, provides a range of curriculum approaches, describes the dilemmas of assessment, and explores political and legal issues. Also included are a chronology, directories, and bibliographies. Bibliography contains print resources covering community building and curriculum such as Venture into Cultures: A Resource Book of Multicultural Materials and Programs, along with nonprint resources such as websites for state standards on culturally responsive schools and online magazines devoted to multicultural education Provides a chronology of the evolution of the concept of multicultural and diversity education in the United States from the introduction of the term multiculturalism in the 1970s to the reexamination of the concept as a culturally valued term in the 1990s

This authoritative volume puts the schooling of Native American children in the broader context of the country's educational agenda and demonstrates how Native American learning continues to be a challenge to minority education in the United States. This fascinating overview provides a comprehensive introduction to the education of Native Americans in the United States. Historically, schools were seen as essential to formal education but also as the custodians of community values, a way to socialize Native Americans into the European way of life. Native American Education: A Reference Handbook describes the role played by various churches and missionaries and their different approaches to education against a backdrop of mostly unfamiliar social and legal history. For example, most Americans probably do not know that Indians helped write the Constitution and that an Indian served as vice president of the United States. Author Lorraine Hale provides strategies for preserving Indian culture within the framework of modern American education. Presents a historical background on the evolution of Native American education from the advancing colonization of North America beginning in the 1700s to the increasing government involvement in running Native American schools through the 1900s Includes coverage from the efforts of the Jesuits beginning in 1492 to teach Native Americans in Spanish and convert them to Catholicism to the publication in 1991 of Indian Nations at Risk by the Department of Education

While exploring your nearby history, you will find that your community's schools have helped to shape its traditions and culture. Yet, how do you go about digging into your educational past? Fortunately, Local Schools provides this information, aiding you in your search. Prompting questions concerning educational experiences in your community and pointing you toward places to find answers, Local Schools will help you figure out what the schools in your community do and how they fit into the social and cultural context of your area. Local Schools is Volume 1 in The Nearby History Series.

Virtual exchanges provide language learners with a unique opportunity to develop their target language skills, support inter-cultural exchange, and afford teacher candidates space to hone their teaching craft. The research presented in this volume investigates the role of virtual exchanges as both a teaching tool to support second language acquisition and a space for second language development. Practitioners obtain guidance on the different types of exchanges that currently exist and on the outcome of those exchanges so that they can make informed decisions on whether to include this type of program in their language teaching and learning classrooms. To this end, this edited volume contains chapters that describe individual virtual exchanges along with results of research done on each exchange to show how the exchange supported specific second language teaching and learning goals.

Creative Activities for Teaching Pupils with English as an Additional Language is a unique collectionof 150 enjoyable and inspiring games and activities to help support learners of English as an Additional Language (EAL) in the inclusive classroom. This bank of ideas will support you in helping newly arrived pupils settle into their class and school, and are easy to integrate into your planning to support your learners across the curriculum. Designed with busy teachers in mind, the Classroom Gems series draws together an extensive selection of practical, tried-and-tested, off-the-shelf ideas, games and activities, guaranteed to transform any lesson or classroom in an instant. Easily navigable, allowing you to choose the right activity quickly and easily, these invaluable resources are guaranteed to save you time and are a must-have tool to plan, prepare and deliver first-rate lessons.

This book introduces the application of drama and arts-related activities to the teaching of English as a second or additional language in early education. Joe Winston draws on both his own scholarly expertise and experience as a practitioner to provide a theoretical rationale, practical examples, tips and easy-to-read teaching guides intended to help busy professionals apply drama related methods in an efficient and accessible way. Detailed examples of schemes of work are included for all year groups and developmental stages between the ages of 3 and 7 years of age. Each scheme centres on a popular and easily obtainable picturebook or children's story. Detailed guidance on how to plan and structure lessons with specific learning objectives is offered, as is extensive advice on issues of classroom management. The practical approaches have been used successfully in early years settings in China and primary and pre-primary settings in the UK, and are adaptable to a variety of national and cultural contexts.

Given the National Curriculum Council's failure to issue any formal guidance on the subject, multicultural education is becoming increasingly marginalized and left to individual schools. This book provides guidance and advice to schools on issues of racial equality and cultural diversity. It helps teachers, managers and governors implement the requirements and expectations of new educational legislation since the 1988 Education Reform Act and its associated non-statutory advice and guidance.; Within a whole school curriculum framework, chapters provide analysis and practical guidance for each subject area of the National Curriculum. With responsibility for multicultural education resting largely on individual schools, this book sets out to aid schools of all kinds, primary, secondary, grant maintained and LEA, to ensure that issues of racial equality and cultural diversity are addressed throughout the whole curriculum.; It is aimed at teachers at all levels, Heads of Education Departments, Mentors, Governors, Advisers, INSET course tutors, students on PGCE, BEd.MEd. courses and those doing a BA in Education.

The focus of this book is on educational equity issues affecting immigrants and refugees around the world. Chapters highlight educational approaches that build from experiential knowledge, draw upon multiple languages, consider group identity, grapple with the complexities of inclusion, address family concerns, promote parental involvement, involve liaison with community agencies, and view cultural differences as educational strengths. While the book does not shy away from exploring the more challenging aspects of the refugee and immigrant experience, it avoids dwelling on victimology and rejects applying a deficit framework. Rather it offers hope, emphasizing the potential strengths of refugees, including their cultural capital and survival skills. The authors also make cogent suggestions for structural, pedagogical, and conceptual reform, with targets ranging from individual teachers to educational systems to social, economic, political, and cultural contexts.

Born during the turbulent years of the 1960s, multicultural education has attempted to help students acquire a more sophisticated understanding of the pluralistic populations of the United States. And as the United States becomes increasingly multicultural, it is necessary for students to learn to live and work effectively with members of different racial and ethnic groups. Each state's experiences with multicultural education vary, and states have emphasized multicultural education to greater and lesser degrees. This reference book is a guide to multicultural education initiatives in the 50 states.

After an introductory essay on the development of multicultural education programs, the volume presents alphabetically arranged entries on the status of multicultural education in each state. Because the programs in each state have developed in response to the particular characteristics and experiences of the state's population, each entry begins with a brief history that places special emphasis on the state's cultural groups. The second section discusses the state's educational system, since the system provides a framework for the state's multicultural education initiatives. The third section analyzes the state's creation and implementation of multicultural education policies and programs and draws on responses to a questionnaire. Each entry closes with bibliographic references, and the volume concludes with a selected, general bibliography.

Through fun, music, and action, "Medical Spanish Mix and Match" provides health care professionals with effective tools to communicate in Spanish with your patients. Relying on more than forty years of teaching experience, author Murnez Blades shares simple, direct methods to learn medical Spanish. Using this program, you can learn to greet and part effectively, extract the information you need from your patients, and further develop your Spanish-speaking skills. This guide presents lessons to help you be courteous to your patients and to begin communicating immediately. It includes practice exercises and answers; bilingual tables for mix-and-match sentence building; a bilingual clinical history structured for yes/no responses; a bilingual intake exam; bilingual translations in word groups for further language acquisition; and conversations using first-responder questions.

Chapters also include information on communication, respect in Hispanic culture, and the nature of learning. Medical Spanish Mix and Match can help you find satisfaction in making effective contributions to the health care delivery system through communicating in the language of your patients. "This book makes learning medical Spanish easy and fun. I can now communicate effectively with my patients." --Judy Hayes, RN

Classroom Behavior Management for Diverse and Inclusive Schools utilizes a three-stage approach to classroom behavior management to assist teachers in avoiding behavior problems, managing those that cannot be avoided, and resolving those that cannot be managed. It enables teachers to accommodate their management techniques to students' diverse developmental, gender, ethnic, and socioeconomic class characteristics in today's inclusive schools. Distinctive Features: -Preventive: suggests management techniques that research indicates can help prevent most behavior problems from occurring -Inclusive: describes "best practice" in inclusive education -Developmental: shows the best ways to establish rules that are appropriate for students' developmental, gender, socioeconomic, and ethnic characteristics so that students are likely to follow them -Relationships and Values: maintaining positive teacher-student relationships, promoting group cohesiveness, creating classroom environments that motivate students, and enhancing students' belief in the value of school -Problem-solving: techniques teachers can use with most students to solve behavior problems New in This Edition: -Greater emphasis on appropriately mixing management techniques as classrooms increasingly represent varying ethnic and socioeconomic backgrounds -Using both male- and female-friendly classroom behavior management techniques in the same classroom to accommodate varying learning and behavior styles -More on students with disabilities -Covers problems caused by tracking and ability grouping and helps teachers to deal with them -New additions on making classrooms and schools safe through eliminating bullying and sexual and ethnic harassment. -Comprehensive coverage of the research literature from Australia, Canada, New Zealand, Scandinavia, United Kingdom, United States and other regions of the world -Coverage of recent and emerging controversial issues in the field -References and examples in the "self quizzes