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| Theory into Practice | 10 |
Author
| Bloome, David | 1 |
| Carter, Stephanie Power | 1 |
| Delpit, Lisa D. | 1 |
| Elsasser, Nan | 1 |
| Foster, Michele | 1 |
| Green, Joe L. | 1 |
| Harris, Violet J. | 1 |
| Myers, Linda James | 1 |
| Ogbu, John U. | 1 |
| Porter, Julia Damron | 1 |
| Sims, Michele Jean | 1 |
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| Journal Articles | 10 |
| Reports - Descriptive | 6 |
| Reports - Evaluative | 4 |
| Reports - General | 2 |
| Guides - Non-Classroom | 1 |
| Historical Materials | 1 |
| Information Analyses | 1 |
| Opinion Papers | 1 |
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| Louisiana | 1 |
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Peer reviewedBloome, David; Carter, Stephanie Power – Theory into Practice, 2001
Discusses six dimensions for analyzing lists used in reading education reform documents (type of list, nominalization, exclusivity and inclusivity, transivity, reading content, and intertextuality), explaining that lists frame who a good reader/good reading teacher is, what they do, and how they behave in particular institutional contexts. This…
Descriptors: Educational Change, Educational Policy, Elementary Secondary Education, Reading Instruction
Peer reviewedMyers, Linda James – Theory into Practice, 1981
The nature of pluralism, especially in education, is discussed. The dominant culture in the United States is compared with the African culture. The uniqueness of African Americans and the implications for pluralism are investigated. Specific examples of ways educational personnel might promote educational pluralism are presented. (CJ)
Descriptors: African Culture, Biculturalism, Blacks, Cultural Differences
Peer reviewedVogel, Albert W.; Elsasser, Nan – Theory into Practice, 1981
A high percentage of Rom (Gypsy) families do not send their children to school. Most Rom in the United States are illiterate. Rom families believe that from the viewpoint of their culture, formal education is a destructive force. The strictures that govern their everyday lives influence standards of personal cleanliness, food preparation, sex…
Descriptors: Cultural Differences, Cultural Isolation, Cultural Traits, Ethnic Bias
Peer reviewedGreen, Joe L. – Theory into Practice, 1981
One of America's oldest and most distinctive ethnic minorities are the Cajuns of Louisiana. Cajuns are typically Roman Catholic, rural, emphasize kinship relations, and speak or understand both English and Louisiana French. The schools attended by Cajuns are reasonably well-supported and dynamic. (JN)
Descriptors: Bilingual Schools, Cultural Background, Cultural Differences, Cultural Pluralism
Peer reviewedPorter, Julia Damron – Theory into Practice, 1981
Most Appalachians are similar to mainstream America--White, Anglo-Saxon, and Protestant. However, the similarity has created an invisibility which has resulted in Appalachians being one of the most neglected of minority groups. Appalachians differ markedly from the mainstream in values and history. (JN)
Descriptors: Cultural Pluralism, Culture Lag, Curriculum Development, Economically Disadvantaged
Peer reviewedHarris, Violet J. – Theory into Practice, 1992
Sociohistorical analysis of literacy among African Americans notes that acquiring access to literacy has involved continuous struggle against unrelenting opposition from most segments of society. The article traces conceptions of literacy held by African Americans from 1700-1992, concluding that lessons from the past provide insight into current…
Descriptors: Access to Education, Black Students, Educational History, Elementary Secondary Education
Peer reviewedOgbu, John U. – Theory into Practice, 1992
Examines community forces underlying the educational problems of African Americans and other voluntary and involuntary minorities. Community forces differentiate minority groups facing similar barriers in society and in schools. Options created by community forces allow choices of action that result in individual differences in schooling outcome.…
Descriptors: Academic Achievement, Academic Failure, Black Students, Elementary Secondary Education
Peer reviewedDelpit, Lisa D. – Theory into Practice, 1992
Teachers must acknowledge and validate minority students' home language without using it to limit their potential. Educators who are committed to teaching all students can help such students transcend their home language, acquire a secondary discourse, and succeed in mainstream schools without losing respect for their home culture. (SM)
Descriptors: Access to Education, Black Students, Classroom Environment, Consciousness Raising
Peer reviewedSims, Michele Jean – Theory into Practice, 1992
The article describes how an urban African-American teacher inquired into, reflected upon, and analyzed her beliefs and assumptions about her practice and reconciled the need for personal and professional truth. Because teacher inquiry shapes curriculum and attitudes, literacy teachers must examine the pretexts under which they make assumptions.…
Descriptors: Access to Education, Black Students, Black Teachers, Collegiality
Peer reviewedFoster, Michele – Theory into Practice, 1992
Shared cultural backgrounds and norms about how to use language can influence classroom interactions for minorities, including African Americans. Research finds serious problems when teachers' interactional styles differ from that of students' home communities. The differences can prevent full student participation and limit academic progress.…
Descriptors: Academic Achievement, Academic Failure, Access to Education, Black Dialects
