A r c h i v e d  I n f o r m a t i o n

7. Meeting the Needs of Diverse Learners

Center for the Development and Study of Effective Pedagogy for African American Learners. (1996). Success stories of CPAL exemplary and recognized Title I schools/communities: A resource for training. Houston, TX: Center for the Development and Study of Effective Pedagogy for African American Learners, Texas Southern University.

This report documents how 30 Title I schools in Texas provide an equitable education for significant numbers of African American or low-income students. Researchers identified several common elements among the successful schools, including: (1) clear vision; (2) knowledge of curriculum; (3) high mutually determined performance expectations; (4) demonstrative professionalism; (5) parent and community involvement; (6) strong leadership; (7) attitude formation; (8) ability to implement change; (9) school climate and morale; (10) flexibility; (11) use of technology; (12) high-quality teaching and learning; and (13) effectively targeting resources.

Delpit, L. (1995). Other people's children: Cultural conflict in the classroom. New York: The New Press.

This analysis of cultural conflict in the classroom explores cultural bias and ignorance in the nation's public schools and suggests that many of the academic problems attributed to children of color are actually the result of miscommunication. The author introduces the concept of teachers as "cultural translators" for students and acknowledges the voices of nonmainstream students and teachers. The book offers recommendations to teachers and policy makers and includes an essay on multicultural education.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass Publishers.

This book documents the practices of teachers who were successful in reaching African American students. Drawing on her own experiences as an African American student, teacher, and parent, the author highlights exemplary teachers who share an approach to teaching that strengthens cultural identity. The book offers practical suggestions for improving the learning of African American students.

Lee. C.C. (Ed.). (1995). Counseling for diversity: A guide for school counselors and related professionals. Boston, MA: Allyn & Bacon.

This guide provides elementary, middle, and secondary school counselors and others in related professions with suggestions for developing, implementing, and evaluating important components of counseling programs for culturally diverse student groups.

Siccone, F. Celebrating diversity: Building self-esteem in today's multi-cultural classrooms. Boston, MA: Allyn & Bacon Publishers.

This book includes 75 classroom activities for students in grades K-8 that are designed to help teachers build self-esteem and appreciate cultural diversity in the classroom. The activities
emphasize cultural identity, working cooperatively, personal responsibility, and conflict management. The book also includes bibliographies of readings linked to the activities and a bibliography of children's books organized by cultural groups.

Additional Publications about Meeting the Needs of Diverse Learners

Arraf, S. (1996). Schoolwide designs: Effective models for diverse learners. CC-VI Forum, 1(1), 3-8.

August, D., Hakuta, K., Olguin, F., & Pompa, D. (1995). LEP students and Title I: A guidebook for educators. Washington, DC: Office of Bilingual Education and Minority Language Affairs, U.S. Department of Education.

Banks, J. (1996). Teaching strategies for ethnic studies (6th Edition). Boston: Allyn and Bacon.

Committee on Goals 2000 and the Inclusion of Students with Disabilities. (1997). Educating one
and all: Students with disabilities and standards-based reform. Washington, DC: National Academy Press.

Committee on Policy for Racial Justice. (1989). Visions of a better way: Improving schools for black children. Equity and Choice, 6(1), 5-9, 49-54.

Connors, J. (1996). Cultural diversity in the classroom: Reaching out to Native American students. CC-VI Forum. 1(1), 11-12.

Council of Chief State School Officers. (1990). School success for limited English proficient students: The challenge and state response. Washington, DC: Author.

Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56, No.1, 18-36.

Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

Funkhouser, J., Fiester, L., O'Brien, E., & Weiner, L. (1995). Extending learning time for disadvantaged students: An idea book. Washington, DC: U.S. Department of Education.

Giangreco, M. (1996). A teacher's guide to including students with disabilities. Educational Leadership, 53(5), 56-59.

Harvard Education Review. (1996). Inclusion and special education (Focus series 1). Cambridge, MA: Harvard Graduate School of Education.

Harvard Education Review. (1996). Motivation, achievement, and testing (Focus series 2). Cambridge, MA: Harvard Graduate School of Education.

Heath, S.B., & McLaughlin, M.W. (Eds.). (1993). Identity and inner-city youth: Beyond ethnicity and gender. New York: Teachers College Press.

Herman, R., & Stringfield, S. (1997). Ten promising programs for educating disadvantaged students: Review of research on implementation and potential effects. Arlington, VA: Educational Research Service.

Hirabayashi, L.R. (Ed.). (1997). Teaching Asian America: Diversity and the problem of community (Pacific Formations). Unpublished manuscript.

Kemple, J.J. (1997, December). Career academics. San Francisco: Manpower Research Development Corporation.

Martin, R. (1995). Practicing what we teach: Confronting diversity in teacher education. Albany, NY: State University of New York.

Marzano, R.J., Pickering, D., & McTighe, J. (1993). Assessing student outcomes: Performance assessment using the dimensions of learning model. Alexandria, VA: Association for Supervision and Curriculum Development.

McLaughlin, M.W., & Talbert, J., Kahne, J., & Powell, J. (1990). Constructing a personalized school environment. Phi Delta Kappan, 72(3), 230-235.

Meinberg, S.L. (1993). Into the hornet's nest: An incredible look at life in an inner city school. Saratoga, CA: R&E Publishers.

Metti, J. (1996). Is it "bilingual" or "bithinkual" education? CC-VI Forum, 1(1), 10-11.

Meyers, M. (1994). Teaching to diversity: Teaching and learning in the multi-ethnic classroom. Menlo Park, CA: Addison-Wesley Publishing Company.

Nieto, S. (1996). Affirming diversity: The sociopolitical context of multicultural education. New York: Longman Publishing Group.

Northeast and Islands Regional Educational Laboratory. (1997). Looping: Supporting student learning through long-term relationships. Providence, RI: Brown University.

O'Neil, J.O. (1998, January/1997, December). "Why are all the black kids sitting together in the cafeteria?" and other conversations about race: A conversation with Beverly Daniel Tatum. Educational Leadership, pp. 12-17

Ovando, C.J., & Collier, V.P. (1997). Bilingual and ESL classrooms. New York: McGraw-Hill.

Phelan, P., & Davidson, A.L. (Eds.). (1993). Renegotiating cultural diversity in American schools. New York: Teachers College Press.

Putnam, J.W. (1993). Cooperative learning and strategies for inclusion: Celebrating diversity in the classroom. Baltimore, MD: Paul H. Brookes.

Rasool, J., & Curtis, C. (1997). A primer for diversity in middle and secondary school classrooms. San Francisco: Wadsworth Publishing Company.

Secada, W., Fennema, E., & Adajian, L.B. (1995). New directions for equity in mathematics education. Reston, VA: NCTM.

Stringfield, S., Herman, R., & Stringfield, S. (1997). Ten promising programs for educating disadvantaged students: Review of research on implementation and potential effects. Arlington, VA: Educational Research Service.

Tiedt, P.L., & Tiedt, I.M. (1986). Multicultural teaching: A handbook of activities, information, and resources (2nd ed.). Boston: Allyn & Bacon.

Tomlinson, T.M. (1993). Motivating students to learn: Overcoming barriers to high achievement. Berkeley, CA: McCutchan Publishing Corporation.

Weis, L., & Fine, M. (Eds.). (1993). Beyond silenced voices: Class, race, and gender in United States schools. Albany, NY: State University of New York Press.

Wlodkowski, R.J., & Ginsberg, M.B. (1995). Diversity and motivation: Culturally responsive teaching. San Francisco: Jossey-Bass Publishers.

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[6. Technology]

[8. Research-based Instructional Models and Approaches]