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This study examines the scholarly literature identified by multicultural teacher educators in the United States as most influential to their work. More than 200 multicultural teacher educators were surveyed about the books and the journals that have most influenced the ways they conceive and practice multicultural teacher education (MTE). Responses were tabulated, creating lists of the most-identified books and journals. These lists were analyzed around three primary questions: (1) What do these data suggest about the philosophical frameworks and operationalizations of MTE among multicultural teacher educators?; (2) What do they reveal about the issues multicultural teacher educators consider more or less integral to MTE?; and (3) What might they uncover about the "null curriculum" of MTE? Findings suggest that, in contrast with much of the existing scholarship, MTE practitioners do engage with critical approaches to MTE, even if this might not be reflected consistently in their practice, and that MTE practitioners identify more strongly with literature concerning race and racism than with that concerning other identities and oppressions. Implications of these findings are discussed.

As state-defined standards of learning and standardized tests become more and more closely identified as measures of achievement, not only for students, but also for teachers, administrators, schools and school districts, teachers are feeling less empowered to employ creative means for make their curricula more inclusive and accessible to all students. Even as the Internet and other new educational media broaden classroom access to a virtually endless stream of new resources, perspectives, and interactive capabilities, most curricula are necessarily built around textbooks and standardized tests. These and other contextual factors highlight some of the formidable challenges to any process of curriculum transformation. An additional set of challenges emerges when one attempts to develop a process for curriculum transformation within a multicultural education paradigm. One such challenge is a set of critiques regarding multicultural education, usually coming from educational conservatives. (These critiques and responses to them are listed here.) A second challenge is a lack of training or preparation on the part of teachers for developing inclusive multicultural curricula, and a lack of training or preparation on the part of administrators to support teachers in such efforts. This section of the Multicultural Pavilion will serve as a starting point for teachers who, despite these challenges, are determined to create a more inclusive, multicultural curriculum for their students.

Concerns over recruiting and retaining minority students in gifted education programs have persisted for several decades, and, although many educators, policymakers, and researchers have deliberated about the underrepresentation of minority students in gifted education, few articles, reports, or studies exist on this topic. This article seeks to fill this void, describing factors that inhibit the recruitment and retention of minority students in gifted education programs. These factors include screening and identification issues (e.g., definitions and instrumentation); educational issues (e.g., quality of students' education); and personnel issues (e.g., lack of teacher training in gifted and urban education, low teacher referral). Also discussed are retention issues, namely, factors that may affect the decision of minority students to remain in gifted education programs. Finally, recommendations for recruiting and retaining minority students are offered.

Rethinking Schools began as a local effort to address problems such as basal readers, standardized testing, and textbook-dominated curriculum. Since its founding, it has grown into a nationally prominent publisher of educational materials, with subscribers in all 50 states, all 10 Canadian provinces, and many other countries. While the scope and influence of Rethinking Schools has changed, its basic orientation has not. Most importantly, it remains firmly committed to equity and to the vision that public education is central to the creation of a humane, caring, multiracial democracy. While writing for a broad audience, Rethinking Schools emphasizes problems facing urban schools, particularly issues of race. Throughout its history, Rethinking Schools has tried to balance classroom practice and educational theory. It is an activist publication, with articles written by and for teachers, parents, and students. Yet it also addresses key policy issues, such as vouchers and marketplace-oriented reforms, funding equity, and school-to-work. Brazilian educator Paulo Freire wrote that teachers should attempt to "live part of their dreams within their educational space." Rethinking Schools believes that classrooms can be places of hope, where students and teachers gain glimpses of the kind of society we could live in and where students learn the academic and critical skills needed to make that vision a reality. Rethinking Schools attempts to be both visionary and practical: visionary because we need to be inspired by each other's vision of schooling; practical because for too long, teachers and parents have been preached at by theoreticians, far-removed from classrooms, who are long on jargon and short on specific examples.

Outlines a proposed additional knowledge base that can be adopted by beginning teachers of American Indian and Alaska Native students. This additional knowledge base is above and beyond what is now in most mainstream teacher education programs. First, we discuss the idea of a knowledge base for teacher education and explain the need for a specialized knowledge base for Native education. Second, various aspects of that specialized knowledge base are outlined. We begin with the area of educational foundations, and then we describe specialized instructional methodologies and curriculum appropriate for Native students. Finally, we describe needed internship and student teaching opportunities. 1993 Tribal College Journal article.

In many classrooms across America, race and ethnicity are very much on the table. Teachers dream of seeing their students discuss difference in a constructive way. Some educators actively encourage their classes to get outside their comfort zones and confront the country's racial history. But in many faculty rooms, there's little to no talk about race. Whether the topic is a racial disparity in students' academic achievement, a teacher who feels victim to racial discrimination or even simply a question about a black student's hair, teachers often elect to keep their mouths shut. If teachers can't have the race talk with each other, how can schools effectively educate their students about difference?

In the current climate of increasing nativism and intolerance as reflected in recent anti-affirmative action and English-only initiatives, and increasing acts of racist violence,(n1) we should anticipate that the racial divide will intensify in our schools as it has in the larger society. Yet teacher education, like higher education generally, often seems oblivious to the magnitude of this problem. By and large, teacher education does not require a serious study of race relations or critical multicultural education as preparation for teaching in our multiracial and racially divided society (Zeichner and Hoeft, 1996). Where multicultural education courses are offered, race is often marginalized under the multicultural umbrella (Kailin, 1996; McCarthy, 1995; Ng, et.al., 1995). In this article I will argue that to properly prepare teachers to teach in our schools and communities we need to incorporate an anti-racist perspective in teacher education.

"This guide to over 50 web sites was created to assist multicultural educators in locating educational resources on the Internet. World wide access to multicultural information and current events in other regions makes the Internet an important educational tool. Teachers through the internet have access to lesson plans, on-line photo galleries, stories, maps, virtual field trip, international radio programming, and e-mail pen pals. In the multicultural classroom these resources can be used to create thematic units. Other sites, such as those devoted to art and geography can supplement an existing lesson. Many of the sites listed are source sites with lessons, pictures, problems and quizzes on-line, and other sites are Index sites which provide extensive links related to a subject of interest. Teachers should keep in mind that the Internet is a temporary resource, and sites move and change rapidly. A listing of professional organizations for multicultural educators is also provided. Highly recommended sites are marked by an "*"."

The mission of INTIME is to help educators improve student learning at all levels (PK thru University work) and in all content areas. We work with PK thru 12th grade teachers and university faculty to accomplish this mission. We use contemporary technology, high quality conceptual models, online streaming videos, case studies and probing questions analysis to help educators learn the skills necessary for improving student learning. Our conceptual models include the latest research on the use of standards to improve learning as well as the most contemporary strategies available from cognitive psychology and learning research. Additional models are used to show educators how to support learning, including democracy in the classroom, information processing and in-depth analysis of teacher knowledge and behavior. Our mission is not to divide the work of the educator into small parts but rather to functionally view the complex system that promotes quality learning.

This article places the problem of disproportionate representation of African American students in special education in the context of the White privilege and racism that exist in American society as a whole. The author discusses how educational resource allocation, inappropriate curriculum and pedagogy, and inadequate teacher preparation have contributed to the problem of disproportionate representation. More important, she argues that remedies designed to address the disproportionality challenge must place the aforementioned structural forces at the center of education research, policy, and practice.

Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these affect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved significantly by using instructional programs and practices that reflect their cultural heritages, experiences, and perspectives. Several components of this ``culturally responsive teaching'' are explained, along with some research findings about its effects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society.

RADICAL TEACHER, founded in 1975, is a socialist, feminist, and anti-racist journal dedicated to the theory and practice of teaching. It serves the community of educators who are working for democratic process, peace, and justice. The magazine examines the root causes of inequality and promotes progressive social change. RADICAL TEACHER publishes articles on classroom practices and curriculum, as well as on educational issues related to gender and sexuality, disability, culture, globalization, privatization, race, class, and other similar topics. We welcome inquiries and ideas for articles, issues, or conferences from people actively engaged in progressive education. Radical Teacher is a peer-reviewed journal.

Incorporated in 1966, Teachers of English to Speakers of Other Languages, Inc. (TESOL), is a global association for English language teaching professionals headquartered in Alexandria, Virginia, USA. TESOL encompasses a network of approximately 52,000 educators worldwide, consisting of more than 12,000 individual members and an additional 40,000 educators within the 100 plus TESOL affiliate associations. Representing a multifaceted academic discipline and profession, TESOL offers members serial publications, books, and electronic resources on current issues, ideas, and opportunities in the field of English language teaching. TESOL also conducts a variety of workshops and symposia, including an annual convention, regarded as the foremost professional development opportunity for English language educators worldwide. TESOL's mission is to develop and maintain professional expertise in English language teaching and learning for speakers of other languages worldwide.

Two major premises are developed in this discussion. One is that many students of color are disproportionately assigned to special education because educators lack knowledge about or appreciation for their cultural values and socialization, and how these a€ ect learning behaviors. The other premise is that the educational quality of students of color in both special and regular education can be improved signi®cantly by using instructional programs and practices that re¯ect their cultural heritages, experiences, and perspectives. Several components of this ``culturally responsive teaching'' are explained, along with some research ®ndings about its e€ ects on student achievement. These include critical cultural consciousness of teachers; culturally pluralistic classroom climates; diverse communities of learners; and multicultural curriculum and instruction. The author concludes that without culturally responsive teaching education can never be the best it should be for students who are not part of the majority and mainstream of schools and society.

Each year, Young Women's Leadership Charter School (YWLCS), the only all-girls public school in Chicago, takes nearly 350 urban girls grade 7-12 and prepares them with the tools to graduate high school, continue through post-secondary education, and go on to lead fulfilling and productive lives. Any young woman residing in Chicago and of the right age is eligible to attend YWLCS, but admission is based on lottery. With a waiting list of more than 300 students, YWLCS students and families know their experience is unique. What distinguishes YWLCS from other Chicago public schools? Single-sex education provides a cooperative, supportive working environment Emphasis on math, science, and technology Small classroom size with teacher to student ratio of 1:12 On-site social workers and school clinic Highly developed college preparatory program Enrichments programs and external partnerships Highly qualified staff and faculty

Federal law prohibits sex discrimination in schools, yet inequities remain. For examples, teachers often treat boys and girls differently when it is not appropriate to do so. Other issues include limiting access or dissuading girls from participating in science, technology, engineering and mathematics (STEM) courses, over-representation of boys in disciplinary actions, and the impact of stereotyping on access and inclusion. Frances Guzmán, M.Ed., an IDRA education associate, discusses where gender inequities tend to show up in classrooms and how educators can make changes to ensure equity for girls and boys. Frances is interviewed by Aurelio M. Montemayor, M.Ed., director of the IDRA Texas Parent Information and Resource Center.

When cultural expectations collide with classroom expectations, the result can be misunderstanding. Discussion among teachers, parents, and administrators can increase sensitivity to students from diverse backgrounds.

The purpose of this article is to present an overview of the overrepresentation of students of color in special education programs. For this purpose, we outline background history on the problem and discuss its magnitude. We also identify several forces that shape this problem such as poverty, structural factors, instructional and assessment issues, and the cultural discontinuity between teachers and students. We conclude with a brief discussion about ways to address overrepresentation.