|
Cultural Dimensions
Title |
Description |
| Best
Teacher USA |
Background information and activities to incorporate multicultural
teaching in the classroom. |
| Digital Divide Where we are today |
Articles and white paper reports published by GLEF |
| Capacity Building |
Website devoted to policy issues related to the international
community |
| Center
for Heritage Resource Studies |
Located at the University of Maryland, College
Park, the Center was formed to bring scholars and practitioners
together to support a comprehensive approach to the study of
heritage. |
| Check
out the bias interactive quiz, surveys and other tolerance resources
|
|
| Cinderella WebQuest Page |
Developed for students--language arts unit |
| “Crosscurrents:
Cultural Dimensions and Global Web User-Interface Design.”
Interactions: New Visions of Human-Computer Interaction. ACM
Volume VII.4 - July/August 2000 pp. 32-46 |
Note: This has been scanned in as jpeg
files and may be a little difficult to read - (3MB PDF) |
| Cultural
Differences |
Scavenger Hunts related to Cultural differences |
| Cultural Orientation
Resource Center |
Background information of cultures of recent immigrant
groups. |
| Culture
Web Scavenger Hunt |
|
| Current Anthropology |
Transnational journal devoted to research on humankind, encompassing
the full range of anthropological scholarship on human cultures
and on
the human and other primate species. Communicating across the
subfields, the journal features papers in a wide variety of
areas,
including social, cultural, and physical anthropology as well
as
ethnology and ethnohistory, archaeology and prehistory, folklore,
and
linguistics. |
| Dispelling the Myth: A Study of Cultures |
A study of Cultures through a webquest on cultural Diversity
for 5th and 6th graders
|
| Educational Simulations |
The life simulation that gives you the opportunity to learn
how people really live in other countries. |
| Edutopia George Lucas Educational Foundation |
George Lucas Educational Foundation (GLEF) is a nonprofit
operating foundation that documents and disseminates information
about exemplary programs in K-12 schools to help these practices
spread nationwide |
| Examining the Relationship Between Home and School Computer
Use and Students' English/Language Arts Test Scores |
by Laura M. O'Dwyer, Michael Russell, Damian Bebell, & Kevon
R. Tucker-Seeley This paper (1) examines previous research
on the relationship between student achievement and technology
use, (2) discusses the methodological and psychometric issues
that arise when investigating such issues, and (3) presents
a multilevel regression analysis of the relationship between
a variety of student and teacher technology uses and fourth
grade test scores on the Massachusetts Comprehensive Assessment
System (MCAS) English/Language Arts test. [Archived
PDF] |
| HomeSite
Tolerance.org |
Check out the bias interactive quiz, surveys and other tolerance
resources |
| ICONS |
Developed here at University of Maryland, College Park. Take
a tour. |
| International
Online Training Program On Intractable Conflict—Cross-Cultural
Communication Strategies |
Articles on resolving conflicts which may come about as a
result of cross-cultural misunderstanding. |
| Kamehameha
Early Education Program |
Research concerning the development of positive relationships
among culture, language, and schooling includes Au and Mason's
(1981, 1983) work with the Kamehameha Early Education Program
(KEEP) to construct a curriculum that was attentive to the native
language structures of Hawaiian children. Their research shows
the importance of a match between native language and dominant
language as key to moving children into successful literacy
experiences. [Note: For more information on KEEP, refer to Kamehameha
Early Education Program (KEEP).] |
| Literacy
Tool Kit from NCREL |
Highlights literacy and other accessibility and choices for
multiple populations |
| Local
Immigrants |
Focusing on Hispanic immigrant communities in Montgomery
and Prince Georges counties in Maryland |
| Mary
Lou McClosekey's resource |
Plethora of resources related to cultural
and linguistic differences (Bookmark she keeps it updated) |
|
Materials on Philosophy, Transcultural Communication and Multiculturalism |
|
| Norfolk State University paper on Cross-Cultural
Communication in the Classroom in the New Millennium |
Ideas for teaching to students of diverse backgrounds |
| Novak,
T.P. & Hoffman, D. L. (2000). Bridging the Digital Divide:
The Impact of Race on Computer Access and Internet Use |
|
| The value of oral history
|
Oral history provides benefits that other primary sources cannot. First in a series by Kathryn Walbert. |
| Oral
History Society |
The Oral History Society is a national and international organisation
dedicated to the collection and preservation of oral history.
It encourages people of all ages to tape, video or write down
their own and other people's life stories. It offers practical
support and advice about how to get started, what equipment
to use, what techniques are best, how to look after tapes, and
how to make use of what you have collected. |
| PBS:
The New Americans -- Teacher Guide |
Oral Histories Students select a first- or second-generation
immigrant to interview for the purpose of creating an oral history. |
| Quality
Education for Minorities (QEM) |
The QEM Network provides technical assistance on mathematics
and science-related issues to educators.
|
| References
& Website Links on Transcultural Health Care and Cultural
Competence (2000-2005) |
|
| Scholastic Launches New English Language
and Literacy Programs |
A web-based professional development course
will assist educators, while the new Read 180 Enterprise Edition
offers new instructional lessons for English language learners. |
| Study:
More young adults 'disconnected' |
Despite marked improvement in the lives of American children,
a new study finds rising numbers of "disconnected" young adults
-- those who have no job, are not in school and have not progressed
beyond a high school diploma. |
| Tiny Giant
magazine |
Activities on cross-cultural communication that can be used
in a classroom; links to information on Asian countries. |
| UMCP
Diversity Database |
The University of Maryland's Diversity Database is a comprehensive
index of multicultural and diversity resources |
| USAID
Building Bridges to Peace and Prosperity Website |
|
| Using
Oral History: Lesson |
This lesson presents social history content and topics through
the voices of ordinary people. It draws on primary sources from
the American Memory Collection. |
| Vectors:
Journal of Culture and Technology in a Dynamic Vernacular |
Operating at the intersection of culture,
creativity, and technology, the journal focuses on the myriad
ways technology shapes, transforms, reconfigures, and/or impedes
social relations, both in the past and in the present. |
| Working
on Common Cross-Cultural Communication Challenges |
General information on six fundamental cultural differences,
respecting differences and working together, and guidelines
for multicultural collaboration. |
| World
Council of Comparative Education Societies |
Promotes the study of comparative and international education
throughout the world and enhance the academic status of this
field and brings comparative education to bear on the major
educational problems of the day by fostering co-operative action
by specialists from different parts of the world. |
Digital Divide
Title
|
Description
|
| America
Connects |
The site is organized in seven sections: Resources, News
and Events, Learn, Interact, In the Field, Research, and About
ACC. |
| Can We Really Bridge the Digital Divide? |
What is it going to put technology into the
hands of all our children? Is our goal of "bridging the
digital divide" really attainable? |
| Children and Computer Technology |
This new, comprehensive analysis on children
and computers, the authors, "some of the nation's leading
experts," who contributed to The Future of Children address
the effects of computer use on children's development, whether
technology increases the disparity between rich and poor, and
what uses of technology has been demonstrated to enhance learning. |
| Closing the Equity Gap in Technology Access
and Use |
Visitors to this site select one of six topics
(Access Issues; Access Strategies, Type of Use Issues; Type
of Use Strategies; Curriculum Issues; and Curriculum Strategies)
and answer questions on screen |
| Closing the Equity Gap in Technology Access
and Use: A Practical Guide for K-12 Educators |
Provides summaries of issues and strategies
for addressing issues of access and equity for all students.
Also provides forms for use by school districts to evaluate
how well the district is addressing these issues, along with
selected links to other relevant sites. |
| Computer and Internet Use Among People with
Disabilities |
This article studies an aspect of the digital
divide that is often overlooked, the divide for people with
disabilities. While the new technologies have much to offer
in terms of improving the lives of such people, there is still
low computer ownership and Internet usage among this population. |
| Computers for Youth |
Computers for Youth Foundation, a non-profit
organization that places computers in homes of disadvantaged
children and provides their families with a network of support
and services. |
| The Digital Divide Network |
This site provides information and resources
that try to define and address the impact of the digital divide
- the gap between those who have access to technology and information
skills, and those who do |
| Digital Equity: It's Not Just about Access
Anymore |
Article describing new definitions of digital
equity and access |
| Ensuring Equitable Use of Education Technology |
Discusses equitable access for urban, rural, and disadvantaged
schools, equity for students at risk, and gender equity. Numerous
audio file interviews with educators discussing their experiences.
An outline of goals and ”action options” is provided.
Three illustrative cases are given, plus a list of organizational
contacts for further information. |
| Equal Access to Software and Information (EASI): K to 12
Education Technology Center |
Provides information about adaptive technologies and services,
including descriptions of adaptive devices and information
about vendors. |
| The
Evolution of the Digital Divide: How Gaps in Internet Access
May Impact Electronic Commerce |
Even as the Internet races ambitiously toward critical mass,
some social scientists are beginning to examine carefully the
policy implications of current demographic patterns of Internet
access and usage. |
| Internet
Self-Efficacy and the Psychology of the Digital Divide |
Internet self-efficacy, or the belief in
one's capabilities to organize and execute courses of Internet
actions required to produce given attainments, is a potentially
important factor in efforts to close the digital divide that
separates experienced Internet users from novices. |
| NetDay Compass |
The main part of the site includes an organized
directory of web resources and information in five categories:
planning, infrastructure, grants and funding, classroom support,
and best practices. |
| Northeast and the Islands Regional Technology
in Education Consortium |
NEIRTEC focuses on helping educational leaders
at the state, district, and school levels put technology to
effective use in schools. NEIRTEC places a particular emphasis
on the needs of schools in underserved urban and rural communities. |
| NTIA
Reports |
Feports released by the U.S. Department of
Commerce examining the use of computers, the Internet, and
other information technology tools by the American people including
the Falling through the Net series. |
| Tech-savvy: Educating Girls in the New Computer
Age |
This report is published by the American
Association of University Women Educational Foundation and
is the product of two years of work by the Foundation's Commission
on Technology, Gender, and Teacher Education. The report is
a synthesis of the insights of the Commission's members (researchers,
educators, journalist, and entrepreneurs), an online survey
of 900 teachers, qualitative focus groups of more than 70 girls,
and research reviews. [Archived
PDF] |
Equity
Title |
Description |
| Adger, C.T. (1996, October). Language-minority
students in school reform: The role of collaboration. |
ERIC Digest [Online]. |
| America Reads Challenge. (n.d.). Educators:
What you can do . |
[Online] |
| Applying Principles of Universal Design to Test Delivery:
The Effect of Computer-based Read-aloud on Test Performance
of High School Students with Learning Disabilities |
by Robert P. Dolan, Tracey E. Hall, Manju Banerjee, Euljung
Chun, & Nicole Strangman pilot study applies principles
of Universal Design for Learning to the creation of a prototype
computer-based test delivery tool that provides students with
a flexible, customizable testing environment with the option
for read-aloud of test content. [Archived
PDF] |
| Arrowhead Library System. (n.d.). African-American
voices in children's fiction |
[Online]. |
| Attinasi, J. (1994). Academic
achievement, culture, and literacy: An introduction
|
[Online]. |
| Blosser, P.E. (1990). Procedures to increase the entry of women in science-related careers.
|
ERIC Digest [Online]. |
- Bowman, B.T. (1990). Educating
language-minority children.
|
ERIC Digest [Online]. |
| Building
Bridges to Peace and Prosperity |
|
| Burnett, G. (1994). Varieties
of multicultural education: An introduction. |
ERIC Digest [Online]. |
| Capacity Development |
Website devoted to policy issues related to the international
community |
| CAST
TES (Teaching Every Student) Resource Portal |
A must to bookmark-you could spend days here |
| Center
for Family Involvement in Schools-Rutgers |
The Center provides equity-focused professional development
programs and resources (including Family Math and Family Science"
that strengthen family-school-community partnerships and support
the academic, intellectual, and social development of all children. |
| Center for the Improvement of Early Reading Achievement.
(1998). Improving
the reading achievement of America's children: 10 research-based
principles |
[Online] |
| Chisholm, I.M. (1994, Winter). Preparing
teachers for multicultural classrooms. Journal of Educational
Issues of Language-Minority Students, 14, 43-68. - Archived |
|
| Clegg, L.B., Miller, E., Vanderhoof, B., Ramirez, G., &
Ford, P.K. (1996). How
to choose the best multicultural books |
[Online]. |
| Coballes-Vega, C. (1992, January). Considerations
in teaching culturally diverse children. |
ERIC Digest [Online]. |
| Cohen, C.B. (1986, August). Teaching
about ethnic diversity. |
ERIC Digest [Online]. |
| Collier, V. (1995, Fall). Acquiring a second language for
school. Directions
in Language and Education, 1(4). - Archived |
|
| Community
Learning Network |
A great starting point for teachers on a multitude of subjects.
It has helpful links to women's issues and technology. "CLN
is designed to help K-12 teachers integrate technology into
their classrooms. We have over 240 menu pages with more than
4,400 annotated links to educational WWW sites, as well as over
100 WWW resources of our own -- all organized within an intuitive
structure. |
| Constitutional Rights Foundation |
Constitutional Rights Foundation http://www.crf-usa.org/ *Constitutional Rights Foundation seeks to instill in our nation's youth a deeper understanding of citizenship through values expressed in our Constitution and its Bill of Rights and to educate young people to become active and responsible participants in our society. CRF is dedicated to assuring our country's future by investing in our youth today.
- Current Issues of Immigration, 2006 - CRF has created these lessons and made them available free of charge to educators. The six lesson modules are designed to put the current controversies about illegal immigration into historical and political context.
|
| Council for Exceptional Children. (1991, May). Communicating
with culturally diverse parents of exceptional children.
|
ERIC Digest [Online]. |
| Covert, R.W., & Others. (n.d.). Our
initial thoughts on multicultural education |
[Online]. |
| Coyle,
K. (1994). "Access: Not Just Wires". |
|
| Digital Age Equity from NCREL |
Guiding Question: Do resources and strategies
address the digital divide by ensuring that all students are
engaging in an educational program aligned to the vision? |
| The Digital Equity Toolkit |
The Digital Equity Toolkit is a free service
of the National Institute for Community Innovations' Digital
Equity Service Center |
| Discourse and Multimedia Analysis |
|
| Dunham, P.H. (1990). Procedures
to increase the entry of women in mathematics-related careers.
|
ERIC Digest [Online]. |
| Education Reform - Five Dimensions of Digital
Equity |
One perspective of dimensions have been chosen
as fundamental categories by educators and professionals working
in the field. If you are just beginning to learn about this
field then these categories should help you address your basic
needs. |
| Eisenhower
National Clearinghouse: High Standards for all - Equity indicators
and Equity Measures |
|
| EQUALS |
EQUALS programs work to increase access and equity in mathematics
for all students, particularly underrepresented groups. |
| EQUITY
2000 |
This research-based K-12 education reform program was established
to enhance minority preparation for, and success in, higher
education and the world of work. |
| Falling
through the Net |
|
| FANS
|
FANS stands for "Families Achieving the New Standards" in
mathematics, science, and technology education. The site provides
workshops to inform parents about the mathematics, science,
and technology standards, to involve parents in helping children
reach the standards and to encourage parents to support eh local
implementation of standards. |
| Richard
Felder's short article on Learning Styles and Strategies |
|
| Foertsch, M. (1997). Exemplary
reading programs in Illinois public schools. Oak Brook,
IL: North Central Regional Education Laboratory. |
|
| Foertsch, M. (1998). A
study of reading practices, instruction, and achievement in
District 31 schools. Oak Brook, IL: North Central Regional
Education Laboratory. |
|
| Glass Ceiling Commission. (1995). A
solid investment: Making full use of the nation's human capital.
Washington, DC: U.S. Department of Labor. |
|
| Gollnick, D.M., & Chinn, P.C. (1991, May). Multicultural
education for exceptional children. |
ERIC Digest [Online]. |
| Gomez, R.A. (1991). Teaching
with a multicultural perspective. |
ERIC Digest [Online] |
| Hancock, C.R. (1994, July). Alternative
assessment and second-language study: What and why? |
ERIC Digest [Online]. |
| HandsNet |
Aggregated current human services and community development
information important to low-income communities and communities
of color. We seek to foster comprehensive thinking on approaches
to improving the lives of people living in these communit |
| Haury, D.L. (1995, February). African
Americans in science: Books for young readers. |
ERIC Digest [Online]. |
| International
Perspectives |
|
| International Reading Association & National Association
for the Education of Young Children. (1998). Learning
to read and write: Developmentally appropriate practices for
young children |
[Online]. |
| Investigating Children's Emerging Digital Literacies |
Harouna Ba, William Tally, & Kallen Tsikalas completed
a i-year comparative study of
children’s use of computers in low- and middle-income
homes. [Archived PDF] |
| Just Us Books. (1995). What
is an authentic multicultural book? |
[Online]. |
| Knowing What All Students Know: Procedures for Developing
Universal Design for Assessment |
By Leanne R. Ketterlin-Geller This article discusses the
application of universal design to assessment and describes
how these principles are applied to a test of 3rd grade mathematics
ability. [Archived
PDF] |
| Knuth, R. A., & Jones, B. F. (1991). What
does research say about reading? |
[Online]. |
| Learning Disabilities in Depth |
Explores new developments in technology, and practical insights
into the promise and realities of making technology work for
all students |
| Maryland State Department of Education. (n.d.). Teaching and Learning: English and
language arts |
[Online]. |
| McLaughlin, B., & McLeod, B. (1996, June). Educating
all our students: Improving education for children from culturally
and linguistically diverse backgrounds |
[Online].- Archived |
| Mid Atlantic Equity Consortium
|
|
| Milk, R., Mercado, C., & Sapiens, A. (1992, Summer).
Rethinking
the education of teachers of language-minority children: Developing
reflective teachers for changing schools - Archived |
[Online]. |
| Mills, G. (2002). Action
research |
[Online]. |
| Murfin, B. (1992, March). African
science in school curriculum. Paper presented at the
National Science Teachers Association national convention, Boston,
Massachusetts. |
|
| A
Nation Online |
|
| North Central Regional Educational Laboratory. (2000).
Literacy program
evaluation tool |
[Online]. |
| NCREL: Additional
Resources |
|
| Padak, N., & Padak, G. (1994). Research
to practice: Guidelines for planning action research projects
|
[Online]. |
| Parla, J. (1994, Summer). Educating
teachers for cultural and linguistic diversity: A model for
all teachers. New York State Association for Bilingual
Education Journal, 9, 1-6. - Archived |
|
| Roberts, C. (1994, Spring). Transferring
literacy skills from L1 to L2: From theory to practice.
Journal of Educational Issues of Language Minority Students,
13, 209-221. - Archived |
|
| Sanchez, W. (1995). Working
with diverse learners and school staff in a multicultural society.
|
ERIC Digest [Online]. |
| Schwartz, W., & Hanson, K. (1992, February). Equal mathematics education for female students. |
ERIC Digest [Online]. |
| Scroll
down to the UDL model lesson examples |
|
| Snow, C., Burns, M., Griffin, P. (Eds.) (1998). Preventing
reading difficulties in young children. Washington,
DC: National Academy Press. |
|
| Student
Guide to Globalization |
Interactive |
| Sweet, A. P. (1993). State
of the art: Transforming ideas for teaching and learning to
read. Washington, DC: U.S. Government Printing Office. |
|
| A
Team Approach to Oral History The result of this active process
will be a student-written publication of their own community
using the skills obtained in their English classes. |
|
| Tharp, R.G. (1994, September). Research
knowledge and policy issues in cultural diversity and education
|
[Online]. |
| Thomas, W. P., & Collier, V. (1997).
School effectiveness for language minority students
(NCBE Resource Collection Series, No. 9). Washington, DC: National
Clearinghouse for Bilingual Education. - Archived PDF |
|
| U.S. Department of Education. (1999). Start
early, finish strong: How to help every child become a reader
|
[Online]. |
| USAID
Building Bridges to Peace and Prosperity Website |
|
| Using Instant Messaging for Collaborative Learning |
Note: This article was originally published in Innovate (http://www.innovateonline.info/) as:
Sotillo, S. 2006. Using instant messaging for collaborative
learning: A case study. Innovate 2 (3). http://www.innovateonline.info/index.php?view=article&id=170 (accessed
March 26, 2006). The article is reprinted here with permission
of the publisher, The Fischler School of Education
and Human Services at Nova Southeastern University. [Archived
PDF] |
| Walker, B.J. (Ed.). (1994, Fall/Winter). Funds
of knowledge: A look at Luis Moll's research into hidden family
resources, CitySchools, 1(1), 10-21. |
|
Hispanic/Latino(a)
Title |
Description |
| ASPIRA Association,
Inc. |
A national nonprofit organization devoted solely to the education
and leadership development of Puerto Rican and other Latino
youth. |
| Becoming
Bilingual The Challenges of Teaching English Language Learners
to Read |
|
| Building
Bridges to Peace and Prosperity |
|
| Center for
the Study of Latino Health and Culture (CESLAC)
|
Since 1992, California has enjoyed a resource for cutting-edge
research, education, and public information about Latinos, their
health, and their roles in California. |
| Chaika,
M. (1999). Ethical Considerations in Gender-Oriented Entertainment
Technology. Crossroads, Association for Computing Machinery.
|
|
| Chicago Fact
Finder |
Changing demographics in Chicago |
| Chicano Latino
Affairs Council |
The Chicano Latino Affairs Council (CLAC), is a statewide
government agency created by the legislature in 1978. The primary
mission of CLAC is to advise the governor and the state legislature
on the issues of importance to Minnesota's Chicano Latino community. |
| Chicano
Studies Research Center (CSRC) |
The UCLA Chicano Studies Research Center (CSRC) was founded
in 1969 with a commitment to foster multidisciplinary research
efforts as part of the land grant mission of the University
of California . |
| ¡Colorín
Colorado! |
|
| Congressional Hispanic
Caucus Institute (CHCI) |
The mission of the Congressional Hispanic Caucus Institute
(CHCI) is to develop the next generation of Latino leaders.
Our vision is an educated and civically active Latino community
who participates at the local, state, and federal policy decision-making
levels. |
| Consejo Latinoamericano
de Ciencias Sociales |
In Portuguese, Spanish, and French |
| Cuban Research
Institute |
The Cuban Research Institute (CRI) is the nation’s leading
institute for research and academic programs on Cuban and Cuban-American
issues. |
| Education
Policy Institute |
Study Release: Latino Students and the Educational Pipeline |
| Boston. The
Gastón Institute at the University of Massachusetts
|
Latino community activists and scholars founded the institute
to respond to a need for improved understanding of Latino experiences
and living conditions in Massachusetts |
| Hispanic Agenda
for Action (HAA) |
Within the Office of Minority Health (OMH) under the U.S.
Department of Health and Human Services (HHS). |
| HAHR-The
Hispanic American Historical Review |
Here on campus - UMCP |
| Hispanic
Association of Colleges and Universities (HACU) |
The national association representing HSIs (Hispanic Serving
Institutions) with a view towards bringing together institutions
of higher learning, corporations, governmental entities, and
individuals. |
| Hispanic Association
on Corporate Responsibility (HACR) |
A nonprofit organization whose mission is the inclusion of
Hispanics in corporate America. |
| Hispanic College
Fund (HCF) |
The Hispanic College Fund is the product of a dedicated group
of Hispanic businessmen and women who were inspired to respond
to the alarming growth in the number of talented Hispanic students
who could not afford a college education. |
| Hispanic/Latino
Institute (HLI) |
4-day Institute is for Hispanic/Latino prevention providers
working with volunteers, community residents, leaders, and advocates.
(online module) |
| Hispanic National Bar
Association (HNBA) |
A professional association dedicated to the advancement of
Hispanics in the legal profession. |
| Hispanic Scholarship
Fund (HSF) |
The Hispanic Scholarship Fund (HSF) is the nation's leading
organization supporting Hispanic higher education. |
| Inter-University
Program for Latino Research |
A consortium of 16 Latino research centers based at major
universities across the United States. |
| The
Iowa Division of Latino Affairs |
Provides a broad spectrum of training and technical assistance
to schools, community organizations, social service agencies,
businesses, health organizations and government agencies. |
| IRIS Media |
IRIS Media develops and distributes research-based educational
materials on videotape, DVD, and DVD ROM for schools and for
youth and adults with developmental disabilities |
| Latin America and
the Caribbean Regional Cooperation Center for Adult Education
/Centro de Cooperación Regional para la Educación
de Adultos en América Latina y El Caribe (CREFAL) |
In Spanish |
| Latin American and
Caribbean Center (LACC) |
Founded in 1979, LACC is a federally funded, Title VI National
Resource Center for Latin America and the Caribbean area and
language studies, in partnership with the University of Florida’s
Center for Latin American Studies. |
| Latino
Education Institute |
|
| Latino Issues Forum
(LIF) |
A nonprofit corporation whose purpose is to address major
statewide and national issues of concern to Hispanics. Its primary
focus is on broader immigration issues, education, citizenship,
and integration of Hispanics into the economic, educational,
and political fabric of the nation. |
| Latino USA |
A radio journal of news and culture from a Latino perspective. |
| League of United Latin
American Citizens (LULAC) |
A nonprofit organization whose primary goals are to improve
the economic condition, educational attainment, political influence,
health and civil rights of Hispanic Americans. |
| MANA |
A National Latina Organization whose mission is to empower
Latinas through leadership development and community action. |
| Mexican American
Legal Defense and Educational Fund (MALDEF) |
A national nonprofit organization whose principal objective
is to protect and promote the civil rights of U.S. Latinos through
litigation, advocacy, educational outreach, and the awarding
of law school scholarships. |
| Mexico-North Research
Network |
A non-profit working in Northern Mexican and the American
Southwest. It also maintains a formal relationship with IUPLR. |
| The National
Alliance for Hispanic Health (COSSMHO) |
The National Alliance for Hispanic Health (the Alliance) is
the Nation’s oldest and largest network of Hispanic health
and human services providers. Alliance members deliver quality
services to over 12 million persons annually making a daily
difference in the lives of Hispanic communities. |
| National Association
for Chicana and Chicano Studies (NACCS) |
The National Association for Chicana and Chicano Studies is
the academic organization that serves academic programs, departments
and research centers that focus on issues pertaining to Mexican
Americans, Chicana/os, and Latina/os. |
National Association
for Multicultural Education |
The Founders of NAME envisioned an organization that would
bring together individuals and groups with an interest in multicultural
education from all levels of education, different academic disciplines
and from diverse educational institutions and occupations |
| National Association
of Bilingual Education |
The National Association for Bilingual Education is the only
professional organization at the national level wholly devoted
to representing both English language learners and bilingual
education professionals. |
| National Association
of Hispanic Journalists (NAHJ) |
An association dedicated to the recognition and professional
advancement of Hispanics in the news industry. |
| National Association
of Hispanic Publications (NAHP) |
An association whose primary goal is to promote Hispanic media. |
| National Association
of Latino Elected and Appointed Officials (NALEO) and NALEO
Educational Fund |
An association that promotes the participation of Latinos
in the nation's civic life. |
| National
Center for Cultural Competence |
The mission of the National Center for Cultural Competence
(NCCC) is to increase the capacity of health and mental health
programs to design implement, and evaluate culturally and linguistically
competent service delivery systems. |
| National Clearinghouse
for English Language Acquisition & Language Instruction
Educational Programs |
OELA's National Clearinghouse for English Language Acquisition
& Language Instruction Educational Programs (NCELA) collects,
analyzes, synthesizes and disseminates information about language
instruction educational programs for English language learners
and related programs. |
| National Coalition
of Hispanic Health & Human Services Organizations (COSSMHO)
|
An organization committed to improving the health and psychological
well-being of all Hispanics. |
| National Council of
La Raza (NCLR) |
A private, nonprofit, nonpartisan organization created to
address issues of inequality and discrimination among Hispanic
Americans as well as to improve life opportunities for that
group. |
| National Hispana Leadership
Institute (NHLI) |
Participants are taught to reflect on themselves so that they
may look ahead with renewed and expanded perspectives. By examining
how as Hispanics and women they have historically looked at
community issues, they prepare to reach out and build bridges
with other groups of society. |
| National Hispanic
Corporate Council (NHCC) |
An organization comprised of Fortune 500 companies that concentrates
on the business interests of corporate America and the Hispanic
community. |
| National Hispanic
Council on Aging (NHCOA) |
The National Hispanic Council on Aging (NHCOA) was established
in 1979 as an advocate organization with the primary purpose
of improving the quality of life for Latino elderly, families
and communities |
| National Hispanic
Medical Association (NHMA) |
Established in 1994 in Washington, DC, the National Hispanic
Medical Association is a non-profit association representing
36,000 licensed Hispanic physicians in the United States. The
mission of the organization is to improve the health of Hispanics
and other underserved populations. |
| National
Latino Children's Institute. |
Focuses the nation's attention on policies, programs, and
community initiatives that lead to the full and healthy development
of Latino children. |
| National Puerto
Rican Coalition, Inc. (NPRC) |
An organization whose primary mission is to strengthen and
enhance the social, economic, and political well-being of all
Puerto Ricans throughout the U.S. and Puerto Rico. |
| Office of Minority
Health Resource Center |
The mission of the Office of Minority Health (OMH) is to improve
and protect the health of racial and ethnic minority populations
through the development of health policies and programs that
will eliminate health disparities. |
| Pew Hispanic
Center |
Founded in 2001, the Pew Hispanic Center is a nonpartisan
research organization supported by The Pew Charitable Trusts.
Its mission is to improve understanding of the U.S. Hispanic
population and to chronicle Latinos' growing impact on the entire
nation. |
| Project
1000 |
A national program created to assist underrepresented students
applying to graduate school. |
| Puerto Rican Legal
Defense And Education Fund |
Through Litigation, policy analysis and education, the Puerto
Rican Legal Defense and Education Fund works to secure, promote
and protect the civil and human rights of the Puerto Rican and
wider Latino community. |
| Smithsonian Institution
|
James Smithson's Gift
"I then bequeath the whole
of my property...to the United States of America, to found at
Washington, under the name of the Smithsonian Institution, an
Establishment for the increase & diffusion of knowledge..."
James Smithson (1765-1829) |
| Southwest
Hispanic Research Institute |
Located in the geographic center of the Southwest, the Southwest
Hispanic Research Institute at the University of New Mexico
was established in 1980 to serve as the interdisciplinary center
for the study of the Hispanic experience within the context
of the southwestern region. |
| Stanford
Center for Chicano Research |
|
State
of Connecticut
Latino & Puerto Rican Affairs Commission |
|
| Tomás Rivera
Policy Institute (TRPI) |
An independent, nonprofit, nonadvocacy policy research organization
that fosters sound public policies and programs relevant to
the nation's Latino community. |
| University
of Iowa Latino Institute - Institute for the Support of Latino/a
Families and Communities (ISLFC). |
An effort to create an organizing framework for our current
and future projects that focus on working with Latino/a families
and communities. |
| US Census Bureau
|
|
| US
Census Hispanic Information |
|
| United Farm Workers
|
|
| United States Hispanic
Chamber of Commerce (USHCC) |
The leading organized business group whose goal is to promote
Hispanic economic interests. |
| White House Initiative
on Educational Excellence for Hispanic Americans |
On October 12, 2001, President George W. Bush signed Executive
Order 13230 to establish the President's Advisory Commission
on Educational Excellence for Hispanic Americans. The Commission
is charged with strengthening the nation's capacity to provide
high quality education while increasing opportunities for Hispanic
American participation in federal education programs. |
Gender
Title |
Description |
| AAAS
Special Project |
This project works toward fairness for girls and women in
science and mathematics education. |
| Addressing
a Gendered Digital Divide. |
This article from the Harvard Graduate School of Education
provides information about a website co-developed by Julie Wood
called “Exploring
Gender and Technology in Learning Environments.” |
| American
Association of University Women |
This national organization promotes education and equity for
women. |
| The Bibliography on Gender and Technology in Education |
Center for Women and Information Technology (CWIT)
|
| Celebrating
Women Theme Page |
This is a good source of materials for teachers looking to
provide gender education. It has suggestions for "girl-friendly"
sites, lesson plan ideas, and information on minimizing gender
bias. |
| An
Educator's Guide to Gender Bias Issues |
|
| Gender and Digital Media in the Context of a Middle School
Science Project |
This paper reports on a two year ethnographic study focusing
on gender, science education , and the introduction of networked
digital media for learning in middle schools. |
| Gender-based Preferences toward Technology Education Content,
Activities, and Instructional Methods |
The purpose of this study was to identify the types of learning
activities,
topics, and instructional methods in technology education that
are preferred by
middle and high school females and males.
[Archived
PDF]
|
| Gender Equity Links |
Jo Sauders links to Gender equity |
| GirlGeeks Site
|
|
| Informing
Reform: Research on Gender and Technology Offers Lessons for
Educational Reform By Kirsten Johnson, Education Development
Center, Inc. (EDC) |
|
| Miller,
Leslie, Chaika, Melissa, Groppe, Laura. “Girls' Preferences
in Software Design: Insights from a Focus Group.” Center
for Technology in Teaching and Learning and Center for Research
on Parallel Computations, Interpersonal Computing and Technology:
An Electronic Journal for the 21st Century, 1996. |
|
| “Tech-Savvy”
American Association of University Women |
|
| WEEA
Equity Resource Center |
The national WEEA (Women's Educational Equity Act) Equity
Resource Center works with schools, community organizations,
businesses, and individuals to publish and disseminate resources
for multi-cultural, gender-fair education |
| Women's
College Coalition |
The Coalition provides information to parents and teachers
about role models, ways to support mathematics and science in
the home, and resources about programs for girls. |
|
|
