This article considers the notion of difference as we experience it in our daily lives, and specifically, within the classroom between pupils and teachers. Drawing on research and work with schools in the south of England, the paper describes how the Working with Others Unit at the University of Brighton has developed a practical process approach…

This teacher handbook provides the foundation for a multicultural curriculum for kindergarten through grade 8. The presentation has two major components: a multicultural knowledge base and learning activities that provide equity for diverse students. A major assumption is that multicultural understanding is fundamental to the education of all…

Analysis of reform efforts must include the school as a whole unit, since teachers and policy makers alike face challenges when they try to implement change in the larger context of the school. Four key constructs provide a framework for study of school-level reform: collective action, student experiences in mathematics, equity, and ideal…

Three interrelated, principal factors bearing on the concept of "individualized instruction" are critically examined in this study. They include the notions of: (1) "integrity of the discipline," (2) "democratization" of instruction, and (3) academic accountability. Discussion of the growing mythology surrounding individualized instruction reveals…

The traditional history of higher education in the United States, especially during the nineteenth century, is outlined. The new revisionist historians' findings regarding the curriculum's content, mode of instruction, believed theory of learning, quality of college leadership, and egalitarianism are reviewed. (MSE)

Cambre and Hawkes offer a framework for thinking about technology as it impacts teaching and learning today. "Toys, Tools, and Teachers" takes a hard look at the benefits and the trade-offs of a technology-saturated education. The authors look at technology through a trifocal lens: as teaching aid, as a threat, and as progress. They also explore…

This monograph discusses criteria for judging the alignment between expectations of student achievement and assessment. Alignment is central to current efforts of systemic and standards-based education reforms in mathematics and science. More than four-fifths of the states have content frameworks in place in mathematics and science, and a large…

The Mid-South Educational Research Association (MSERA) is a nonprofit organization with the purpose of encouraging quality educational research in the mid-south and promoting the application of results of quality research in the schools. This volume contains summaries of the papers, discussion sessions, display sessions, symposia, and training…

This book contrasts British programs for vocationally and academically minded students and looks at differences and similarities in practice in General National Vocational Qualifications (GNVQs) and Advanced level (A level) courses. "Contrasts in Learning?" (Tony Edwards) provides background. "Educating Leaders and Training…

This guide contains two checklists for evaluating educational materials and classroom activities to ensure that they meet requirements for equity for all students. The first checklist is for teachers and administrators to use when evaluating instructional materials. It asks questions about the depiction of men and women, diverse cultural and…

College students from minority groups in the United States, Canada, and Tanzania were asked how they could be helped to learn effectively in a university mainstream culture. Eleven groups of undergraduate students and six groups of graduate students were involved in the study over 7 years, with the number of students per group ranging from 11 and…

Discusses ways to promote mathematical thinking by using effective questioning. Presents an instructional example to encourage students to think in mathematics class. (KHR)

An approach to supervision that is closely linked to multicultural teaching and educational equity is needed within teacher education. A rationale for a specific conception of multicultural teacher education is presented. Its supervisory derivative, multicultural supervision, is examined along with concepts and implementation strategies from a…

This essay is written in direct response to Barajas' and Higbee's (2003) call to treat Univer sal Instructional Design (UID) as part of a multicultural educational project. I contend that inclusivity and the use of UID should be combined with the political project of Critical Pedagogy (CP). In so doing, inclusivity will not reproduce the relations…

The principal concern of this paper is the implication of the increasing diversity of higher education provision in South Africa for equity of access and opportunity for historically disadvantaged social groups, high-quality provision, and social and economic responsiveness in distance higher education. This diversity is signalled by a variety of…