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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.

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.

The Knowledge Loom is a place for educators worldwide to do the following: -Review research that identifies promising practices related to various themes -View stories about the practices in real schools/districts -Learn to replicate the success of these practices in your own organization -Add your own stories and knowledge to the collections -Discover supporting organizations and resources, including annotated Web links More importantly, using the Knowledge Loom makes you part of an active online teaching and learning community.

Many school districts are making efforts to inform administrators and teachers about the religious practices of their students. Knowledge about students' religious needs and requirements promotes understanding between parents and school officials and prepares teachers for questions or concerns when they arise.

"Multicultural education means different things to different people. However, the differences are not as great, confusing, or contradictory as some critics and analysts claim. Many of these differences are more semantic than substantive, a reflection of the developmental level in the field and the disciplinary orientation of advocates. One should expect people who have been involved in a discipline or educational movement for a long time to understand and talk about it differently from those who are new to it. Similarly, educators who look at schooling from the vantage point of sociology, psychology, or economics will have differing views of the key concerns of schooling. Yet, these disparate analysts may agree on which issues are the most critical ones. Such differences over means coupled with widespread agreement on substance are naturally found in discussions of multicultural education. But this diversity should not be a problem, especially when we consider that multicultural education is all about plurality. The field includes educational scholars, researchers, and practitioners from a wide variety of personal, professional, philosophical, political, and pedagogical backgrounds. Therefore, we should expect that they will use different points of reference in discussing ethnic diversity and cultural pluralism. Yet, when allowances are made for these differences, a consensus on the substantive components of multicultural education quickly emerges. Such agreement is evident in areas such as the key content dimensions, value priorities, the justification for multicultural education, and its expected outcomes. Only when these fundamentals are articulated do variations emerge. Some advocates talk about expected outcomes, while others consider the major determining factor to be the group being studied; the arena of school action is the primary focus for one set of advocates, and still others are most concerned with distinctions between theory and practice. Some people

"Multicultural education is more than just teaching about "heroes and holidays" (Lee et al., 1998). It goes beyond teaching tolerance of differences, and it is much deeper than studying or celebrating Black History Month in February. So, what is multicultural education? To answer the question, we must first understand the goals, definitions, and a predominant model of multicultural education (Banks, 1998). Although I am not an adult basic educator, multicultural education as it is studied, conceptualized, and practiced in K-12 and higher education is applicable to adult basic education as well. In the next sections, I review the goals of multicultural education and provide a theoretical framework for implementing multicultural education into adult basic education programs. "

Established at Johns Hopkins University in 1996, NNPS invites schools, districts, states, and organizations to join together and use research-based approaches to organize and sustain excellent programs of family and community involvement that will increase student success in school. "Based on more than three decades of research on parental involvement, family engagement, and community partnerships, NNPS's tools, guidelines, and action team approach may be used by all elementary, middle, and high schools to increase involvement and improve student learning and development," explains Dr. Joyce L. Epstein, Founder and Director of NNPS. NNPS also guides district leaders to help their schools develop goal-oriented programs of family involvement and community connections, and to meet NCLB requirements for parent involvement. In addition, NNPS assists state departments of education and organizations to develop policies and take actions that will support districts and schools in strengthening their partnership programs. Researchers and facilitators at the Center on School, Family, and Community Partnerships at Johns Hopkins University work with the members of NNPS to study the nature and results of involvement. NNPS aims to increase knowledge of new concepts and strategies; use research results to develop tools and materials that will improve policy and practice; provide professional development conferences and workshops; share best practices of parental involvement and community connections; and recognize excellent partnership programs at the school, district, organization, and state levels. This website provides NNPS members with updated information, research results, and ideas for action from the NNPS staff and members across the country. The site also informs prospective members about NNPS approaches, benefits, and services.

This Policy Brief looks at how to improve equity in education in three key policy domains: the design of education systems, practices both in and out of school, and resourcing. It proposes ten steps which would help reduce school failure and dropout rates, make society fairer and help avoid the large social costs of marginalised adults with few basic skills.

"The Journal of Multiculturalism in Education is a peer reviewed professional research journal whose primary purpose is the collection and dissemination of Multiculturalism in Education research, theory, and practice on all multiculturally related aspects of primary, secondary, and post-secondary education around the world."

"American Indians have an enduring heritage of connections with the natural universe. These connections are the focus of Carnegie Museum of Natural History's Alcoa Foundation Hall of American Indians. Through exploration of four different visions of living in and with the natural world-those of the Tlingit of the Northwest Coast, the Hopi of the Southwest, the Iroquois of the Northeast, and the Lakota of the Plains-North, South, East, West: American Indians and the Natural World examines the belief systems, philosophies, and practical knowledge that guide Indian peoples' interactions with the natural world. Though all of these peoples have chosen different pathways and strategies for making a life in their various environments, one similar concept is voiced by all-that a reciprocal connection exists between people and the world. "

Noting that the terms "Native American" and "American Indian" are both legitimately used to refer to the indigenous people of North America, this digest identifies stereotypes about Native Americans that children gain from media portrayals and classroom role playing, and suggests strategies for teachers to use to counter stereotyped portrayals and to reflect cultural diversity among Native Americans. Stereotypes are perpetuated by television, movies, and children's literature when these media depict Native Americans as uncivilized savages or as romanticized heroes. Many teaching materials and children's books present a generalized image of Native American people with little regard for differences among tribes. In their classrooms, teachers can use specific positive strategies to counter these stereotypes and generalized images. Suggested strategies are to: (1) provide knowledge about contemporary Native Americans; (2) prepare units about specific tribes; (3) use books that show contemporary children of all cultures engaged in their usual daily activities; (4) obtain posters that show Native American children in contemporary contexts; (5) use dolls with different skin colors in the dramatic play area; (6) cook ethnic foods; (7) be specific about which tribes use particular items when discussing cultural artifacts; (8) critique a Thanksgiving poster depicting stereotyped pilgrim and Indian figures; and (9) at Thanksgiving, shift the focus away from reenacting the "First Thanksgiving" to items children can be thankful for in their own lives. Besides engaging in these positive practices, teachers can avoid: using over-generalized books and lesson plans; using a "tourist curriculum" that teaches predominantly through celebrations and holidays; presenting sacred activities in trivial ways; and introducing the topic of Native Americans on Columbus Day or at Thanksgiving.

Our mission: the Urban Institute gathers data, conducts research, evaluates programs, offers technical assistance overseas, and educates Americans on social and economic issues - to foster sound public policy and effective government. The Urban Institute builds knowledge about the nation's social and fiscal challenges, practicing open-minded, evidence-based research to diagnose problems and figure out which policies and programs work best, for whom, and how.

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.

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.

The Partnership for Family Involvement in Education The work of the Partnership for Family Involvement in Education addresses issues, provides information, expands professional development, and offers opportunities for sharing and networking, all in the area of educating America's children. The Partnership for Family Involvement in Education, with the assistance of partner members, seeks to help other collaborative initiatives at local, state, and national levels: Hold regional and national forums and conferences to educate their partners about current, relevant family-friendly policies and exemplary practices; Provide these partners (from families, business, education, religious and community groups, and government agencies) with comprehensive partnership building, management, and assessment tools; and Use resources and research provided by the U.S. Department of Education and other national, local, and state partners, to mobilize interest, energy, and expertise through convened meetings, directed research, materials (guides, kits, reports, and CDs), hosted teleconferences, a monthly newsletter, a Web site, and extended technical assistance.

The mission of SEDL is to solve significant problems facing educational systems and communities to ensure a quality education for all learners. SEDL is committed to long-term, systematic, research- and experience-based solutions derived from research, development, evaluation, information provision, technical assistance, and professional development. SEDL's primary efforts are in five program areas: improving school performance, strengthening teaching and learning in content areas, integrating technology into teaching and learning, involving family and community in student learning, and connecting disability research to practice. Work in these areas concentrates on K-16 education and on underserved students, particularly those living in poverty. SEDL is a private, nonprofit corporation dedicated to fulfilling its mission with clients and other education stakeholders on a national, regional, state, and local basis through diverse and interrelated funding, partnerships, and projects.

"The North Central Regional Laboratory (1995) has developed the following checklist to determine the quality of a school's multicultural practices: "

This teacher's guide is intended to move beyond the confusion and conflict that has surrounded religion in public schools since the early days of the common school movement. For most of our history, extremes have shaped much of the debate. On one end of the spectrum are those who advocate promotion of religion (usually their own) in school practices and policies. On the other end are those who view public schools as religious-free zones. Neither of these approaches is consistent with the guiding principles of the Religion Clauses of the First Amendment. This guide is not intended to render legal advice on specific legal questions; it is designed to provide general information on the subject of religion and public schools.

"Schools that experience rapid demographic shifts can meet the challenge by implementing five phases of professional development."

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.