A longitudinal action-research project began with professional development to help elementary teachers understand differences between the collectivist values of most Latin Americans and the individualistic values of the dominant U.S. culture. Teachers could then capitalize on the collectivist values of helping others to support Latino student…

This study investigated two questions: (1) will student selection of instructional materials motivate them to learn and (2) are female students reacting to discrimination in textbooks? Tested an instructional method that included discussion, brainstorming, and keeping journals and logs. Concludes that students' performance improves when they see a…

Examines the loss of an individual's culture while learning the discourse of academia. Suggests writing topics and assignments that not only help students mediate between school and home cultures, but serve as a base for ongoing teacher research into the ways in which home and university cultures interact. (RAE)

Asserts that the relationship between students and faculty is the result of responses to a negotiated social setting. Reports on a study of 132 college students on factors that might affect class participation. Offers four recommendations for faculty to encourage student participation and responses to questions. (CFR)

Explains and presents the results of a survey that asked teachers to rank in importance, and provide time spent on, broad topics (rise of fascism) and related subtopics (Hitler's approach to power). Two-hundred four K-12 teachers responded and provided personal information such as gender and class period length. (MJP)

Asserts that citizens are aware of growing global diversity and interdependence. Maintains that simply providing children with information about other cultures is not enough. Provides a bibliographic essay divided into eight themes related to cultural diversity. (CFR)

An account of one first grader's growth in writing and how his steady progress toward competence changed the way his teacher evaluated all children's writing growth. Chronicles the teacher's developing professional growth as she learned to look for the things mastered instead of the things still not understood. (ET)

Asserts that tolerance is a fundamental part of democracy. Presents a lesson plan to help students understand tolerance as it applies to homosexuality. Includes student objectives, step-by-step instructional procedures, and a student handout featuring Oregon's proposed minority status and Child Protection Act. (CFR)

Maintains that teachers can develop a drama skit known as "el acto" for studying Hispanic American history and contemporary themes. Discusses the history of this dramatic form and how it has been used in the schools. Presents a seven-step set of procedures for implementing and evaluating this classroom technique in the classroom. (CFR)

Asserts that music teachers increasingly are interested in music that originates outside the Western European tradition. Presents an interview with David P. McAllester on world music, the musical culture of the Navajo people, and how it should be taught in music classrooms. (CFR)

Examines aspects of an African-centered pedagogy that should let children understand their identities as people of African heritage. Data are from an ethnographic study of "liberatory" pedagogy that was used by four black women teachers. Three vignettes illustrate liberatory practice as it explicitly addresses issues that are often…

Presents a method for teaching about cultural landscapes in introductory geography classes by comparing Italian Renaissance gardens with Japanese Zen gardens. Discusses the background and attributes of both garden types. Maintains that, by contrasting the two traditions, it is possible to illustrate cultural landscapes. (CFR)

Discussion of teaching complex knowledge domains through exploration highlights two experiments that investigated the educational value of a Dutch computer simulation program which models the relationship between erosion and agriculture in a developing country as part of the secondary school geography curriculum. Learning by doing versus learning…

Preschool and kindergarten programs for poor and middle-class children fell into three types: (1) didactic programs, which stressed academic skills and had relatively negative social environments; (2) child-centered programs, which deemphasized academic skills and had positive social environments; and (3) intermediate programs, which fell between…

Describes implementation of an elementary science program, Developmental Approaches in Science and Health (DASH). The discussion centers on changes in the teaching-learning process suggested by various views on learning and on instructional strategies that can be gleaned from these views and applied to elementary science instruction. (SM)