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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
1994
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=ED377458 |
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| _version_ | 1867181102123188224 |
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| author | Saykanic, Donna M. |
| author_facet | Saykanic, Donna M. Saykanic, Donna M. |
| collection | Education Resources Information Center |
| contents | Increasing Multicultural Understanding and Interaction through a Library Based Effort in a Culturally Heterogeneous Urban Elementary School. Saykanic, Donna M. Cognitive Style Cultural Awareness Elementary Education Elementary School Curriculum Intergroup Relations Library Role Multicultural Education Urban Education A practicum was designed for students, faculty, and administrators in an urban elementary school to acquire an increased understanding of other cultures. The practicum setting was a library media center with a student population of 1,205. Two inservice training workshops to inform staff members about the numerous cultures of their students (63% Hispanic, 23% Black, 7% White, and 7% Asian) and the differences in the learning style preferences of students of different cultural groups were conducted; new multicultural books were purchased with a state grant; two fundraising book fairs were held; "Booktalks" were given to teachers and students; pretesting and posttesting of students' multicultural knowledge was administered; books and materials checked out of the library were logged; a questionnaire of teachers' multicultural activities was administered; and a report was obtained from the school principal. Results indicated that: (1) all 55 faculty members implemented multicultural curriculum units in their classes and used learning activities to suit cultural groups' learning style preferences; (2) students in grades 4-6 demonstrated significant gains in knowledge of the history and culture of different cultural groups; (3) the portion of books and materials with multicultural content checked out of the library increased significantly; and (4) no negative interactions between students of different cultural groups were reported to the principal during the last month of the practicum. (Contains 29 references and 8 tables of data. Appendixes present a paragraph from the state monitoring review on multicultural education; data on books checked out of the library; a sample teacher's form to report multicultural activities; examples of four "culture quizzes"; a checklist; and the principal's report.) (RS) |
| format | Recurso educativo Open Access |
| id | eric_ED377458 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 1994 |
| record_format | eric |
| spellingShingle | Increasing Multicultural Understanding and Interaction through a Library Based Effort in a Culturally Heterogeneous Urban Elementary School. Saykanic, Donna M. Cognitive Style Cultural Awareness Elementary Education Elementary School Curriculum Intergroup Relations Library Role Multicultural Education Urban Education Increasing Multicultural Understanding and Interaction through a Library Based Effort in a Culturally Heterogeneous Urban Elementary School. Saykanic, Donna M. Cognitive Style Cultural Awareness Elementary Education Elementary School Curriculum Intergroup Relations Library Role Multicultural Education Urban Education A practicum was designed for students, faculty, and administrators in an urban elementary school to acquire an increased understanding of other cultures. The practicum setting was a library media center with a student population of 1,205. Two inservice training workshops to inform staff members about the numerous cultures of their students (63% Hispanic, 23% Black, 7% White, and 7% Asian) and the differences in the learning style preferences of students of different cultural groups were conducted; new multicultural books were purchased with a state grant; two fundraising book fairs were held; "Booktalks" were given to teachers and students; pretesting and posttesting of students' multicultural knowledge was administered; books and materials checked out of the library were logged; a questionnaire of teachers' multicultural activities was administered; and a report was obtained from the school principal. Results indicated that: (1) all 55 faculty members implemented multicultural curriculum units in their classes and used learning activities to suit cultural groups' learning style preferences; (2) students in grades 4-6 demonstrated significant gains in knowledge of the history and culture of different cultural groups; (3) the portion of books and materials with multicultural content checked out of the library increased significantly; and (4) no negative interactions between students of different cultural groups were reported to the principal during the last month of the practicum. (Contains 29 references and 8 tables of data. Appendixes present a paragraph from the state monitoring review on multicultural education; data on books checked out of the library; a sample teacher's form to report multicultural activities; examples of four "culture quizzes"; a checklist; and the principal's report.) (RS) |
| title | Increasing Multicultural Understanding and Interaction through a Library Based Effort in a Culturally Heterogeneous Urban Elementary School. |
| topic | Cognitive Style Cultural Awareness Elementary Education Elementary School Curriculum Intergroup Relations Library Role Multicultural Education Urban Education |
| url | https://eric.ed.gov/?id=ED377458 |