This historiography chronicles educators' efforts to teach for diversity through heightening awareness of immigrant experiences as well as discrimination against minoritized religious and racial groups in public school classrooms from the 1920s through the 1970s. This curriculum and pedagogical work was couched under various terms, such as…

This book, a collection of materials which grew out of a teacher workshop on desegregation and intergroup relations, is intended to be of practical value to teachers and administrators in desegregated schools. Dealing with a variety of actual day-to-day problems faced by educators at the classroom and individual school building level in a…

This intergroup institute was comprised of thirty secondary school teachers of the City of Chester, Pennsylvania who were chosen because of the need for teachers to be trained in the attitudes and skills most useful for desegregation, so that they may be change agents among the faculty; others needed assistance because of special problems in their…

Of the eighty-two participants who attended the institute from August 2 to August 13, 1965, fifty-three were classroom teachers from the elementary and secondary levels. Administrators and other school personnel made up the remainder of those enrolled. The primary objectives of the Institute were as follows: (1) understand the historical…

Reviews research on instructional methods designed to operationalize the principal elements of Allport's contact theory of intergroup relations. These cooperative learning methods, which employ ethnically mixed learning groups who are rewarded for learning as a group, have had positive effects on intergroup relations and on the academic…

Team-learning interventions may improve intergroup relations within a desegregated classroom, but their effects are lessened outside of the school setting. Research suggests that generalized outgroup acceptance will be produced by (1) an interpersonal orientation toward team members; and (2) the assignment of persons to teams on the basis of their…

this paper reviews the research on cooperative learning methods, with an emphasis on understanding the complex changes that occur in both classroom organization and student friendship patterns when cooperative, integrated learning groups are used in the desegregated classroom. Cooperative learning methods explicitly use the strength of the…

THIS BIBLIOGRAPHY OF RESEARCH, THEORETICAL, HISTORICAL, AND ANECDOTAL MATERIAL IS A BRIEF, REPRESENTATIVE LIST OF REFERENCES WHICH REFLECT THE CURRENT THINKING ABOUT THE TRAINING NEEDS OF THE TEACHER OF SOCIALLY DISADVANTAGED CHILDREN AND YOUTH. THE APPROXIMATELY 110 WORKS CITED INCLUDE JOURNAL ARTICLES, BOOKS, SPEECHES, DOCTORAL DISSERTATIONS,…

The primary objectives of the Institute were defined as (1) helping school officials understand the historical background and the social-psychological context of conditions resulting in educational disadvantage and the relation between these forces and desegregation problems in the schools, (2) helping individuals responsible for the content of…

A total of thirty participants, mostly teachers, underwent an in-service training program to develop "cultural awareness" in 1969-1970. The project plan was as follows: (1) cultural sensitivity training; (2) cultural awareness, curriculum objectives, and development training; (3) instruction methods and strategies, philosophy of human…