BN.com Gift Guide

Annual Editions: Multicultural Education 06/07 / Edition 13

Paperback (Print)
Used and New from Other Sellers
Used and New from Other Sellers
from $1.99
Usually ships in 1-2 business days
(Save 93%)
Other sellers (Paperback)
  • All (13) from $1.99   
  • New (2) from $33.50   
  • Used (11) from $1.99   
Close
Sort by
Page 1 of 1
Showing All
Note: Marketplace items are not eligible for any BN.com coupons and promotions
$33.50
Seller since 2014

Feedback rating:

(310)

Condition:

New — never opened or used in original packaging.

Like New — packaging may have been opened. A "Like New" item is suitable to give as a gift.

Very Good — may have minor signs of wear on packaging but item works perfectly and has no damage.

Good — item is in good condition but packaging may have signs of shelf wear/aging or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Acceptable — item is in working order but may show signs of wear such as scratches or torn packaging. All specific defects should be noted in the Comments section associated with each item.

Used — An item that has been opened and may show signs of wear. All specific defects should be noted in the Comments section associated with each item.

Refurbished — A used item that has been renewed or updated and verified to be in proper working condition. Not necessarily completed by the original manufacturer.

New
Brand New Item.

Ships from: Chatham, NJ

Usually ships in 1-2 business days

  • Canadian
  • International
  • Standard, 48 States
  • Standard (AK, HI)
  • Express, 48 States
  • Express (AK, HI)
$45.00
Seller since 2014

Feedback rating:

(194)

Condition: New
Brand new.

Ships from: acton, MA

Usually ships in 1-2 business days

  • Standard, 48 States
  • Standard (AK, HI)
Page 1 of 1
Showing All
Close
Sort by

More About This Textbook

Overview

This thirteenth edition of ANNUAL EDITIONS: MULTICULTURAL EDUCATION provides convenient, inexpensive access to current articles selected from the best of the public press. Organizational features include: an annotated listing of selected World Wide Web sites; an annotated table of contents; a topic guide; a general introduction; brief overviews for each section; a topical index; and an instructor’s resource guide with testing materials. USING ANNUAL EDITIONS IN THE CLASSROOM is offered as a practical guide for instructors. ANNUAL EDITIONS titles are supported by our student website, www.dushkin.com/online.
Read More Show Less

Product Details

  • ISBN-13: 9780073545868
  • Publisher: McGraw-Hill/Contemporary
  • Publication date: 10/21/2005
  • Series: Annual Editions Ser.
  • Edition description: Older Edition
  • Edition number: 13
  • Pages: 240
  • Product dimensions: 8.22 (w) x 10.84 (h) x 0.53 (d)

Table of Contents

UNIT 1. The Social Contexts of Multicultural Education

1. Challenging Assumptions About the Achievement Gap, Al Ramirez and Dick Carpenter, Phi Delta Kappan, April 2005

The authors challenge stereotypes regarding the achievement gap between majority and minority students and say that we have to avoid group stereotypes. They examine school performance of Latino students as an example of a minority group. The authors conclude that both school-based factors and home-based factors are important to the success of every child regardless of racial or ethnic differences.

2. A Wider Lens on the Black-White Achievement Gap, Richard Rothstein, Phi Delta Kappan, October 2004

The author claims that structural school reforms alone cannot close the achievement gap. The author discusses the limitations of the current testing program that is going on in various states as well as what he refers to as non-cognitive skills and character traits such as perseverance, self-confidence, and self-discipline.

3. The Biology of Risk Taking, Lisa F. Price, Educational Leadership, April 2005

The author clearly discusses the physiological bases of adolescence and illuminates the wonders of puberty. Educators need to have a positive outlook on kids in early puberty.

4. Metaphors of Hope, Mimi Brodsky Chenfeld, Phi Delta Kappan, December 2004

The author describes thepromising examples of four wonderful teachers and how their students have responded to their teaching. Teaching since 1956, the author has traveled the nation observing students and teachers in classroom interaction.

5. Where Are We Now?, Gary Orfield and Erica Frankenberg, Teaching Tolerance, Spring 2004

The authors assess where the United States is now regarding interracial and cultural relations in American society. They argue that today the American public schools are more racially segregated than they were in 1970. They also note that today Latino students are the most segregated and Asian American students are the most integrated.

6. Five Things You Should Know About Poverty Around the World, Habitat World, June/July 2003

This statement by the United Nations Children’s Fund on the conditions of poverty around the world. It is brief and informative, and it contributes to our comprehension of the reality of human suffering.

7. Five Things You Should Know About Poverty in the United States, Habitat World, April/May 2003

The editors of Habitat World have put together, from different sources, five things we need to know about poverty in the United States. It is a brief but important report.

UNIT 2. Teacher Education in Multicultural Perspectives

8. Learning to Teach in Urban Settings, Valerie Duarte and Thomas Reed, Childhood Education, 2004

The authors discuss teaching in urban school settings, and they describe the issues involved in helping preservice teachers and student teachers learn how to teach in urban schools. In doing this, they also discuss curriculum and instruction possibilities in urban school settings.

9. Caught in a Bind: Student Teaching in a Climate of State Reform, Janet Ferguson and Beverly Brink, Teacher Education Quarterly, Fall 2004

The authors discuss issues relating to student teaching in a climate of state school reform and they point out issues that relate to helping student teachers become aware of cultural differences. They describe what they refer to in curriculum as a social constructivist program of preservice teacher education to prepare people to teach in culturally diverse school settings.

10. Exploring the Perspectives of Teacher Educators of Color: What Do They Bring to Teacher Education?, A. Lin Goodwin, Issues in Teacher Education, Fall 2004

The author engages in an exploration of the professional perspectives of teacher educators of color and what they bring to teacher education. Also discussed are professional perspectives on how the schools of education should prepare teachers for culturally diverse settings and from the point of view of teacher educators of color.

11. Autobiography of a Teacher: A Journey Toward Critical Multiculturalism, Sarah J. Ramsey, Scholar-Practitioner Quarterly, Vol. 2, No. 3

This is an autobiographical description by the author of her experience on learning how to understand culturally diverse student populations and race relations in school settings. She revisits her own white privileged background and how she came to a journey toward critical multiculturalism. In the process of doing this, she discusses issues related to racial conflict and intercultural relations in schools and how a teacher has to avoid cultural stereotypes.

12. An Investigation of Students’ Perceptions of Multicultural Education Experiences in a School of Education, Ambika Bhargava et al., Multicultural Education, Summer 2004

In this article the authors report on a study they did on students’ perception of the multicultural educational experiences they received in their preservice training in school. They describe four types of open-ended questions that came at the end of the empirical part of the survey and evaluate the student responses, saying they found the student narratives very important. The authors’ study attempts to describe issues in terms of the implementation of multicultural education in the curricula of schools of education.

13. Culturally Relevant Teaching, James C. Jupp, Multicultural Review, Spring 2004

The author speaks of how teachers often cross cultural borders, especially in multicultural teaching environments. Also discussed are what teachers need to know about pedagogical caring in the classroom as well as bridging the gaps between educational theory and practices.

UNIT 3. Multicultural Education as an Academic Discipline

14. Whose World Is This?, Jayne R. Beilke, Multicultural Education, Spring 2005

The author discusses issues in terms of how to improve the critical conscientiousness of students with reference to multicultural issues. Discussed is what critical multicultural education must involve and how this relates both to teacher education as well as to pedagogical practice in elementary and secondary schools.

15. Expanding Appreciation for “Others” Among European-American Pre-Teacher Populations, Carolyn Slemens Ward, Multicultural Education, Winter 2003

The author focuses on the preparation of European-American Pre-Service teachers to teach students from differing cultural backgrounds. Specific teaching and learning strategies based on multiculturally relevant educational goals are described briefly.

16. Dewey, Freire, and a Pedagogy for the Oppressor, Rick A. Breault, Multicultural Education, Spring 2003

Author Rick Breault outlines a critical theoretical perspective for the transformatory and liberating reconceptualization of our efforts in the field of multicultural education. He lays out a conceptual map for possible future directions. This is an interesting effort to link the educational theories of John Dewey and Paulo Freire to a critical, theoretical conception of educative reality.

17. Knowledge Construction Awareness, César A. Collazos, Luis A. Guerrero, and José A. Pino, Journal of Student Centered Learning, Volume 1, Number 2, 2003

The authors of this article discuss issues relating to how knowledge is constructed and how computer technology can be used to enhance intergroup knowledge construction. This is a case study exploring the concept of computer-supported collaborative learning.

UNIT 4. Identity and Personal Development: A Multicultural Focus

18. Transcending Spaces: Exploring Identity in a Rural American Middle School, Jean Ketter and Diana Buter, English Journal, July 2004

The authors describe attempts to help students at the middle school level explore and develop their identities as a person.

19. The Challenge of Declaring an Interethnic and/or Interracial Identity in Postmodern Societies, Marta I. Cruz-Janzen, Edith W. King, and Francis Wardle, SAGE Race Relations Abstracts, 2003

The authors argue that broader interethnic and interracial conceptions of one’s identity are necessary. The authors go on to describe the development of multiethnic and multicultural identities, and they argue for a person’s right to define their own personal identity.

20. When Parallel Lives Intersect: Experiencing Multiple Perspectives in Our Own Journeys, Nancy P. Gallavan and A. Maria Whittemore, Multicultural Perspectives, 2003

The authors describe their respective journeys in their struggle to define themselves and they describe the processes of identity development.

21. Profoundly Multicultural Questions, Sonia M. Nieto, Educational Leadership, December 2002/January 2003

The author discusses the concept of culturally responsive pedagogy as it relates to its implementation in schools. She argues that multicultural education programs in schooling should embrace all areas of schooling and deal with all equity issues affecting students and teachers. The author identifies specific curricular areas in schools which can affect students’ identity development.

UNIT 5. Curriculum and Instruction in a Multicultural Perspective

22. Increasing Diversity in Challenging Classes, Eileen Gale Kugler and Erin McVadon Albright, Educational Leadership, February 2005

The authors discuss issues and challenges in multiculturally diverse high school settings, and they use a case study and describe its result. They describe the international baccalaureate program and how it was used to enhance student learning.

23. Arts in the Classroom: ‘La Llave’ (The Key) to Awareness, Community Relations, and Parental Involvement, Margarita Machado-Casas, Journal of Thought, Winter 2004

The author discusses how the arts can be used in classroom instruction and how she attempted to implement Freire ideas about critical theory in education as well as the theories of others in teaching students.

24. Getting Back to Basics: Teaching Our Children What It Means to Be American, Lamar Alexander, Carnegie Reporter, Spring 2005

The author of this article explores how civic education can be used to help understand basic American values that unite us all. He discusses ideological foundations of American civilizations and how we need to come back to the basics in helping all students to learn what it means to be an American.

25. Literacy Coaches: An Evolving Role, Barbara Hall, Carnegie Reporter, Fall 2004

The author discusses the concept of literacy coaches and how coaches can help students to learn and improve their school performance. Also given is a brief history of the concept of literacy coaches and how it dates back to the 1920s.

26. Changing the Image of Teachers Through Cases, Patricia Goldblatt, Multicultural Review, Summer 2005

The author discusses the use of cases in which students read literature about urban as well as multicultural education and how media and literature can be implemented in the classroom to enhance student understanding of cultural differences and student perceptions of their teachers. The author discusses how case study discussions of literature and media can be implemented in the classroom.

27. Issues in a Multicultural Curriculum Project, Irma M. Olmedo, Urban Education, May 2004

The author reports on a curriculum research project to address the needs of culturally and linguistically minority students in a major American city (Chicago). The author develops an argument regarding what we can learn from assisting cultural minority students.

28. Urban Teachers’ Professed Classroom Management Strategies: Reflections of Culturally Responsible Teaching, Dave F. Brown, Urban Education, May 2004

The author discusses classroom management strategies used by teachers in urban school systems as these strategies relate to “culturally responsive teaching.” Specific classroom management strategies are noted and recommended.

29. When Central City High School Students Speak: Doing Critical Inquiry for Democracy, Karina Otoya-Knapp, Urban Education, March 2004

The author argues for the teaching of critical inquiry into social issues in schools. It is a case study as to how critical inquiry can be taught at the high school level to foster the creation of a more democratic school environment as well as a more democratic social order.

UNIT 6. Special Topics in Multicultural Education

30. Influences of Three Presidents of the United States on Multicultural Education, H. Prentice Baptiste and Emil J. Michal, Jr., Multicultural Education, Summer 2004

This article explores both positive and negative impacts that three Presidents of the United States had on the development of multicultural values in American Society. The Presidents studied were Theodore Roosevelt, John Quincy Adams, and Harry S. Truman. There is a critical evaluation of the policies and impact these Presidents of the United States had.

31. American Presidents and Their Attitudes, Beliefs, and Actions Surrounding Education and Multiculturalism; Fourth Installment, H. Prentice Baptiste and Rebecca Sanchez, Multicultural Education, Fall 2004

The authors explore how the terms of three presidents impacted the development of attitude, beliefs, and actions surrounding education and multiculturalism. The Presidents discussed in this article are George Washington, James K. Polk, and Franklin D. Roosevelt. The critical evaluation of the impact of their policies on intercultural relations in the United States is offered.

32. International Education: A Needed Curriculum, Sharon Lynn Kagan and Vivien Stewart, Phi Delta Kappan, January 2005

The authors advocate the increased development of international education curricula in American schools. They give the reasons for this and how public support for the idea can be developed. They also give a brief summary of the history of international education.

33. Queer Life and School Culture: Troubling Genders, Marla Morris, Multicultural Education, Spring 2005

The author of this article makes the sensitive distinction between human sexuality and the development of gender identity. This is a very special article on sexual minorities in high school and how most high school educators encourage students to reject these populations. The field of multicultural education is incorporating gender into their perspective world.

34. Alternative Paths to Teacher Certification, Anne Grosso DeLeon, Carnegie Reporter, Spring 2005

The author explores the nature of alternative teacher certification plans some states have approved for licensing teachers. Alternative teacher education processes and how they relate to minority-majority relations in teaching are explored. It is, in some urban school systems, necessary to alternatively certify teachers because of shortages of licensed teachers.

35. Programming for Participation: Building Partnerships with the Immigrant Newcomer Community, Chryss Mylopoulos, Multicultural Review, Summer 2004

The author describes a program based in Toronto, Canada, which helps recent immigrants to settle in Canada. The linkage of the Public library and the schools in providing information to children and teenagers as well as their families has helped greatly to assist immigrant families in adjusting to life in a new country and learning a new language.

36. Linguistic Imperialism in the United States: The Historical Eradication of American Indian Languages and the English-Only Movement, Margery Ridgeway and Cornel Pewewardy, Multicultural Review, Summer 2004

The authors describe the struggle of Native Americans to save their indigenous languages. Many Native American languages have been lost. They review the history of the treatment of Native Americans as well as the reasons that they believe the United States is guilty of “linguistic imperialism.”

UNIT 7. For Vision and Voice: A Call to Conscience

37. Language Learning: A Worldwide Perspective, Donna Christian, Ingrid U. Pufahl, and Nancy C. Rhodes, Educational Leadership, December 2004/January 2005

The authors provide an international perspective on language learning around the world and certain hopes as to how it can be implemented by the United States and other countries in terms of students learning languages of other cultures. There is a sensitive issue in this article and successful international models around the world for students learning languages are discussed.

38. Making History, Justin Ewers, U.S. News & World Report, March 22/29, 2004

The author traces and discusses the visions of people who sought the end of racial segregation in American life through the vehicle of reviewing the history of the U.S. Supreme Court decision in Brown v. Board of Education (1954). The opposition to racial integration and the struggle to achieve it are summarized.

39. 50th Anniversary: Brown v. Board of Education, Debbie O’Leary, Chalkboard, Spring/Summer 2004

The struggle to achieve equality of opportunity in the 1950’s and 1960’s is summarized along with how the dramatic demographic shifts of recent years are causing more de facto segregation and re-segregation of neighborhoods in the United States.
Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star

(0)

4 Star

(0)

3 Star

(0)

2 Star

(0)

1 Star

(0)

Your Rating:

Your Name: Create a Pen Name or

Barnes & Noble.com Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & Noble.com that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & Noble.com does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at BN.com or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation

Reminder:

  • - By submitting a review, you grant to Barnes & Noble.com and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Noble.com Terms of Use.
  • - Barnes & Noble.com reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & Noble.com also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on BN.com. It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

 
Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)