Back to NCTM San Diego: Presentation Summary
Banks, C. A. M. (1993, September). Restructuring schools for equity: What we have learned in two decades. Phi Delta Kappan, 75(1), 42-48.Banks, J.A. (1988). Ethnicity, class, cognitive, and motivational styles: Research and teaching implications. Journal of Negro Education. 57(4), 452-466.
Banks, J.A. (1989). Multicultural education; Characteristics and goals. In J.A. Banks & C.A.M. Banks (Eds.), Multicultural education: Issues and perspectives (pp. 2-26). Boston: Allyn and Bacon.
Banks, J.A. (1993a). The canon debate, knowledge construction, and multicultural education. Educational Researcher, 22 (5), 4-14.
Banks, J. A. (1993b, September). Multicultural education: Development, dimensions, and challenges. Phi Delta Kappan, 75(1), 23-28.
Banks, J. A. (1993c). Multicultural education: Historical development, dimensions, and practice. In L. Darling-Hammond (Ed.), Review of Research in Education (pp.3-49). Washington, DC: American Educational Research Association.
Banks, J.A. (1995). The historical reconstruction of knowledge about race: Implications for transformative teaching. Educational Researcher. 24 (2), 15-25.
Callahan, W. (1994, February). Teaching middle school students with diverse cultural backgrounds. The Mathematics Teacher, 87(2), pp.122-126.
Cohen, D. K. (1991, Fall). A revolution in one classroom: The case of Mrs. Oublier. Educational Evaluation and Policy Analysis, 12(3), 327-346.
Dossey, J. A., Mullis, I. V. S., Lindquist, M. M., & Chambers, D. L. (1988). The mathematics report card. Princeton, NJ: National Assessment of Educational Progress.
Epstein, J. L. & MacIver, D. J. (1989). Education in the middle grades: Overview of a national survey on practices and trends. Baltimore, MD: Center for Research on Elementary and Middle Schools, Johns Hopkins University.
Kozol, J. (1991). Savage Inequalities. New York: Crown.
Ladson-Billings, G. (1990, Spring). Culturally relevant teaching: Effective instruction for black students. The College Board Review, 155, 20-25.
Ladson-Billings, G. (1995). Making math meaningful in cultural contexts. In W. Secada, E. Fennema, & L. Byrd (Eds.) New directions in equity for mathematics education (pp.126-145). New York: Cambridge University Press.
Leslie, L.L., & Leslie, J.W. (1972). The effects of a student centered special curriculum upon the racial attitudes of sixth graders. Journal of Experimental Education, 41, 63-67.
Lessing, E.E., & Clarke, C. (1976). An attempt to reduce ethnic prejudice and assess its correlates. Educational Research Quarterly, 1, 3-16.
Litcher, J.H., & Johnson, D.W. (1969). Changes in attitudes toward Negroes of White elementary school students after use of multiethnic readers. Journal of Educational Psychology, 60, 148-152.
Litcher, J.H., Johnson, D.W., & Ryan, F.L. (1973). Use of pictures of multiethnic interaction to change attitudes of White elementary school students toward Blacks. Psychological Reports, 33, 367-372.
National Council of Teachers of Mathematics (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics (1991). Professional standards for teaching school mathematics. Reston, VA: Author.
National Council of Teachers of Mathematics (1995). Assessment standards for school Mathematics. Reston, VA: Author.
National Research Council (1989). Everybody counts. Washington, DC: National Academy Press.
Oakes, J. (1990). Multiplying inequalities: The effect of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: The Rand Corporation.
Pallas, A.M., Natriello, G., & McDill, E.L. (1989). The changing nature of the disadvantaged population: Current dimensions and future trends. Educational Researcher, 18 (5) 16-22.
Secada, W. G. (1992). Race, ethnicity, social class, language, and achievement in mathematics. In D. A. Grouws (Ed.). Handbook of research on mathematics teaching and learning (pp. 623-660). New York: Macmillan.
Silver, E. A. (1993, March). QUASAR Project Summary. Pittsburgh, PA: Learning Research and Development Center, University of Pittsburgh.
Silver, E. A., Smith, M. S., & Nelson, B. S. (1995) The QUASAR project: Equity concerns meet mathematics education reform in the middle school. In W. Secada, E. Fennema, & L. Byrd (Eds.) New directions in equity for mathematics education (pp. 9-56). New York: Cambridge University Press.
Sleeter, C, E. & Grant, C.A. (1987). An analysis of multicultural education in the United States. Harvard Educational Review, 7, 421-444.
Tate, W. F. (1994, February). Race, retrenchment, and the reform of school mathematics. Phi Delta Kappan, 75(6), pp. 477-484.
Taylor, L., Stevens, E., Peregoy, J. J., & Bath, B. (1991, February). American Indians, mathematical attitudes, and the Standards. Arithmetic Teacher, 38(6), pp.14-21.
Zaslavsky, C. (1991, February). Multicultural mathematics education for the middle grades. Arithmetic Teacher, 38(6), pp. 8-13.
Grover/Seeley NCTM 1996
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