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Papers on the Intersection of Education, Culture,
and Context
ACADEMIC ENGLISH: A CONCEPTUAL FRAMEWORK. (2003). Linguistic Minority Research Institute, Technical Report 2003-1, University of Southern California (Robin Scarcella, University of California, Irvine) - Reviews approaches to the teaching and learning of academic English and presents a framework for analyzing this along linguistic, cognitive, and sociocultural/psychological dimensions. Also describes the relationship between English used in everyday situations and in academic situations, and includes a discussion of research implications for instruction, assessment, and professional development. Full text.
http://lmri.ucsb.edu/resdiss/2/pdf_files/scarcella_finalreport.pdf
BEST OF BOTH WORLDS: A CRITICAL PEDAGOGY OF PLACE. (2003). The Educational Researcher (David A. Grunewald, Washington State University) -- Analyzes the relationship between educational practices and students' ecological place, and delineates a pedagogy of place that contributes to educational discourses that examine the place-specific nexus between environment, culture, and education. Full text.
http://www.aera.net/pubs/er/pdf/vol32_04/AERA320402.pdf
CULTURE AND LANGUAGE IN NATIVE AMERICAN EDUCATION. (2003). Northwest Regional Educational Laboratory -- With support from the federal Institute of Education Sciences, a NWREL-led coalition has been examining the research base on Native American education, and reviewing past and present Native education projects across the country. This is a search for studies that show a causal link between culturally based education (CBE) and academic achievement, as well as existing projects that might lend themselves to rigorous scientific study. This site summarizes events and studies leading to this effort and provides a link to the full text of A Review of the Research Literature on the Influences of Culturally Based Education on the Academic Performance of Native American students (NWREL, 2003).
http://www.nwrel.org/indianed/cbe/
EXAMINING LATINO PARAEDUCATORS' INTERACTIONS WITH LATINO STUDENTS. (2000). Center for Research on Education, Diversity, and Excellence - Discusses the findings of research that examined the impact of sociocultural factors on the interactions between Latino language-minority students and Latino paraeducators. The study also explored whether a knowledge of students' culture and communities, primary language, and interaction styles helps paraeducators and their cooperating teachers to meet students' academic and social needs. Full text.
http://www.monarchcenter.org/pdfs/ericlatino.pdf
FIFTEEN MISCONCEPTIONS ABOUT MULTICULTURAL EDUCATION. (2000). Focus on Elementary, distributed by the Association for Childhood Education (Jerry Aldridge & Charles Calhoun, University of Alabama at Birmingham, & Ricky Aman, Sumatra, Indonesia) - Addresses some widespread misconceptions about what multicultural education is (and is not) and how it should be implemented. Full text.
http://www.udel.edu/bateman/acei/misconceptions.htm
LISTENING TO INNER CITY TEACHERS OF ENGLISH LANGUAGE LEARNERS:
DIFFERENTIATING LITERACY INSTRUCTION. (2001). Center for Improvement of Early Reading Achievement (Laurie MacGillivray & Robert Rueda, University of Southern California) - Argues that learning problems are more often situated within specific contexts than within individuals, and that a single approach to instruction is not appropriate for all schools, teachers, or children. Sets forth seven broad guidelines for differentiating instruction, drawn from the authors' research with teachers. Full text.
http://www.ciera.org/library/archive/2001-05/0105McRued.htm
MEXICAN IMMIGRANT YOUTH AND RESILIENCY: RESEARCH AND PROMISING
PROGRAMS. (November 2000). ERIC Clearinghouse on Rural Education and Small Schools (Nancy Feyl Chaykin, Southwest Texas State University, & John Gonzalez, Heritage Health Systems) - Examines resiliency that propels many youth to overcome odds to succeed and reviews some promising programs for immigrant youth from Mexico. Full text.
http://www.monarchcenter.org/pdfs/ericmexicanyouth.pdf
SCHOOL PRACTICES FOR EQUITABLE DISCIPLINE OF AFRICAN AMERICAN STUDENTS. (2001). ERIC Clearinghouse on Urban Education (Wendy Schwartz,
Ed.) - Addresses discipline disparities based on race that can prevent the educational success of an entire category of youth, and suggests practices for effective behavior management. Full text of a digest.
http://www.monarchcenter.org/pdfs/ericschoolpractices.pdf
SIGNIFICANCE OF LANGUAGE AND CULTURAL EDUCATION ON SECONDARY ACHIEVEMENT: A SURVEY OF CHINESE-AMERICAN AND KOREAN-AMERICAN STUDENTS. (2002). Bilingual Research Journal Online (Steven K. Lee, California State University, Dominguez Hills) - Report of a study showing that students who adapted to the mainstream -- while preserving their language and culture -- had superior academic achievement levels, as compared with students who were most interested in the acculturation process and adopted the views and lifestyles of the dominant culture. Full text.
http://brj.asu.edu/content/vol26_no2/pdf/ART7.PDF
SOCIAL CONSTRUCTIVISM. (2001). In Michael Orey (Ed.), Emerging Perspectives on
Learning, Teaching, and Technology. eBooks (Beaumie Kim) - A useful review of the
assumptions underlying the theory of social constructivism. Includes a discussion of four
general perspectives on how learning can be facilitated within a framework of social
constructivism. Full text.
http://itstudio.coe.uga.edu/ebook/SocialConstructivism.htm
SOCIAL CONSTRUCTIVISM AND THE SCHOOL LITERACY LEARNING OF STUDENTS OF DIVERSE BACKGROUNDS. (1998). Journal of Literacy Research, Vol. 30, No. 2 (Kathryn H. Au, University of Hawaii) - A theoretical review building on the idea that social constructivism offers implications for reshaping schools in ways that may correct the gap between the literacy achievement of students of diverse backgrounds and the achievement of mainstream students. Scroll down for full text.
http://www.nrconline.org/jlr/archive/v30/issue_30_2.html
STEREOTYPES OF ASIAN AMERICAN STUDENTS. (2002). ERIC Clearinghouse on Urban Education (Angela Kim & Christine J. Yeh) - Discusses the various negative and positive Asian American stereotypes, and explores how school practices and individual educators may reinforce them, consciously or unconsciously. Full text.
http://www.monarchcenter.org/pdfs/ericstereotypesasian.pdf
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