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This article problematizes evidence-based policies in the USA, using Dewey&rsquo ; s (1916) education theory and findings from a school development project in 71 culturally diverse Arizona schools. The study asked three questions: (1) How do formal and informal school leaders work in teams to mediate between evidence-based policy requirements at federal, state, and district levels and the needs of culturally diverse students? (2) What leadership team practices contribute to school development as measured by improved student outcomes in school letter grades? (3) What values from evidence-based policies and democratic education are evident in effective school development? Evaluation methods featured qualitative interviews with leadership team members in 71 schools as well as a descriptive analysis of school letter grades based primarily upon student outcomes. Results indicated improved student outcomes in letter grades and enhanced leadership capacity and democratic values as well as evidence-based values that contributed to school development. The article concludes with next steps to expand the project to another region of the USA and a call for a balanced use of evidence (including standardized test scores) constructed through Dewey&rsquo ; s notion of democratic values of education.

This article problematizes evidence-based policies in the USA, using Dewey's (1916) education theory and findings from a school development project in 71 culturally diverse Arizona schools. The study asked three questions: (1) How do formal and informal school leaders work in teams to mediate between evidence-based policy requirements at federal, state, and district levels and the needs of culturally diverse students? (2) What leadership team practices contribute to school development as measured by improved student outcomes in school letter grades? (3) What values from evidence-based policies and democratic education are evident in effective school development? Evaluation methods featured qualitative interviews with leadership team members in 71 schools as well as a descriptive analysis of school letter grades based primarily upon student outcomes. Results indicated improved student outcomes in letter grades and enhanced leadership capacity and democratic values as well as evidence-based values that contributed to school development. The article concludes with next steps to expand the project to another region of the USA and a call for a balanced use of evidence (including standardized test scores) constructed through Dewey's notion of democratic values of education. ; Improving Teacher Quality grants through Arizona Board of Regents; Arizona Department of Education ; Open access journal ; This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.

The intention of this book is to engage educators in transforming the public school curriculum for a culturally diverse society. This means more than including knowledge about diverse populations. It means reconceptualizing school practices through debate, deliberation, and collaboration involving the diverse voices that comprise the nation. The authors of the essays in this book address critical perspectives from which a framework is constructed for a discourse on planning curriculum for a culturally diverse society.

Cases on communication disorders in culturally diverse populations / Diane Scott -- Working with deaf and hard-of-hearing children from linguistically diverse backgrounds / Karen Garrido-Nag, James McCann -- Dysphagia management in culturally-linguistically diverse populations / Kellyn Hall -- Healthcare considerations for the Hispanic population / Leslie Johnson -- Traumatic brain injury in culturally diverse populations : navigating healthcare intervention for adults / Leslie Johnson -- A case study of Emanuel, a child diagnosed with autism spectrum disorders (ASD) / Sheila Bridges-Bond -- Factors influencing aphasia assessment / Leslie Johnson -- Working with a culturally and linguistically diverse individual with specific learning disability : a case study / Ruixia Yan -- The preassessment process for English learners with potential language impairment : best practices for public school professionals / Celeste Roseberry-McKibbin -- Systems based approach to speech language pathology service delivery in school age children / RaMonda Horton -- Intervention services for a child with multiple disabilities / Yolanda Keller-Bell -- Hearing loss and diabetes in an African American adult / Diane Scott -- Language, social pragmatic communication, and childhood trauma : the case of Isidra / Yvette Hyter.

Using material from American, Australian and British empirical studies, this book examines children's interests, needs, assets and capacities in multicultural classrooms and provides international comparisons on what it is like to ""be"" and ""have"" friends

RésuméCet article analyse les façons dont le raisonnement s'attache aux contextes culturels et pondère les fondements de la prise de décision dans une sorte de terrain commun ou dans une reconnaissance de la diversité. Il considère la critique féministe de l'éthique du discours selon Habermas et les efforts de Benhabib de réviser cette approche pour répondre à la diversité culturelle. Alors que la bonne volonté et de bonnes procédures peuvent certes créer les conditions de lacommunicationtransculturelle, le défi est autre de créer les conditions pour arriver à desdécisionsconsensuelles ou qui lient les parties. L'auteur rejette la possibilité de standards universels de décisions raisonnées sur trois points. Les raisons conformes aux standards d'un public multiculturel ne peuvent s'appuyer sur une mesure unique. Le raisonnement ne peut être détaché, de manière cartésienne, de l'être incorporé qui raisonne. L'acte de raisonner n'est pas un exercice mental privé et privilégié qui se conforme à un ensemble unique de règles. S'appuyant particulièrement sur les traditions de la rhétorique, d'Aristote à Perelman, l'article conclut que les raisons doivent s'adresser à diverses audiences, que la spécificité affective et corporelle de ceux qui délibèrent est d'une importance cruciale (il importequisont les juges) et que nous devons tous poursuivre notre «éducation morale» en dialoguant avec divers groupes et manières de penser.

California's Proposition 10, a tax on tobacco products passed in 1998, provides counties with funds to improve the health, education and school readiness of children up to age 5. A foundation-sponsored Civic Engagement Project (CEP) seeks to promote inclusive participation in Proposition 10 decisions by engaging a broad spectrum of parents and other community members. Based on our systematic evaluation of the CEP's initial years of work, we describe six different civic engagement tools adopted by counties, strengths and weaknesses of each, and what we learned about the conditions under which they are most effective. The results illuminate a key public challenge — how to welcome culturally and linguistically diverse Californians as active and valued participants in local civic processes while obtaining meaningful guidance for decision-making.