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The No Child Left Behind Act (NCLB), 2008.
An analysis of the impact on a local school of the No Child Left Behind Act.
971 words (approx. 3.9 pages), 3 sources, APA, $ 34.95
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Abstract
This paper discusses how the No Child Left Behind Act (NCLB) initially posed significant issues for local schools. The paper then presents an interview with a county office administrator, superintendent and principal at a local public school who relate the NCLB's impact on their functioning and education in general. Additionally, the paper highlights the leadership in the school system that served to motivate teachers and staff members. The paper discusses how schools still experiencing issues with NCLB would benefit from this school's approach to the issue.
From the Paper
"The No Child Left Behind Act (NCLB) was signed into law in 2001 and was intended to ensure that all children were in receipt of an appropriate education in the United States ("A Guide", 2005). By appropriate education, the government meant that all children, regardless of race or ethnic origin, socioeconomic status or locale would be capable of graduating from public school systems with the ability of progressing toward a positive existence in society. This law was passed at a time when it was evident that many high school graduates could not read or write and lacked the basic skills needed to compete within the adult workforce. Therefore, the president and congress believed that the only manner of addressing the issue was to create a law that would ensure that basic educational skills were being taught and learned. The manner of measuring success of these tasks has been through annual standardized testing that all schools must undergo in order to display their adherence to the law."
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Internet Learning: "Kim's" Online Timeline, 2008.
A critical examination of Kimberly Steele's webpage "Writing process timeline".
1,324 words (approx. 5.3 pages), 7 sources, APA, $ 44.95
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Abstract
This paper describes an online tutorial that contains formatting and deadline instructions intended to assist educators in teaching children to handle writing assignments successfully. The author examines each component of this approach in detail, pointing out its flaws and discrepancies, and concludes that this approach may actually be counter-productive of its desired effect.
From the Paper
"In light of the fact that surveys of older university students have uncovered how they prefer to know well in advance when their deadlines are due (Brown, 2004), it seems intuitive to suggest that young children will be even more reliant upon firm deadlines simply because they are less likely to be self-starters, have not yet developed the sophisticated organizational skills of college students, and - owing to their cognitive and psychological immaturity - are in greater need of guidance. With that in mind, if Kim cannot provide firm deadlines for these young people, then the least she can do is remove a punitive marking system that breeds fear and anxiety."
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Parenting Guidelines for the Hispanic Community, 2008.
A discussion of parenting guidelines for the Hispanic community in America.
5,590 words (approx. 22.4 pages), 26 sources, APA, $ 135.95
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Abstract
This paper discusses parenting guidelines for the Hispanic community in the United States. The paper explains that the success of any set of parenting guidelines for a particular ethnic group hinges on the author's ability to take on an ethnic-sensitive approach that incorporates the group's specific traditions, culture, religion, and experiences with the new and daunting culture. This paper then attempts to prove that a setting down of concrete parenting techniques (communication, conflict resolution, and the like) must take into account the specific experiences of the Hispanic community in the United States. The paper explains that, in order to prove the validity of this assertion, it is necessary to point to and elaborate on the conflicts that characterize this community. The paper also points out that these conflicts include the traumas of immigration and racism, the unique structure and role of the Hispanic family, and the Hispanic family's role in the acculturation process. The paper then reviews the relevant literature on the topic. In conclusion the paper shows that the ultimate goal of this research is to enlighten both immigrants and American born individuals to the real and perceived experiences those from other countries go through, as they attempt to raise their families in a sometimes stressful and uncomfortable climate. A revised outline for the paper is included with this document.
Outline:
Introduction: Summary of Purpose and Thesis
Racism and the Trauma of Immigration
Acculturation
The Structure and Function of the Hispanic Family
Conclusion
From the Paper
"The United States, with its fondness for the oft-quoted "bootstrap mentality," often discourages immigrants from dwelling on troubled pasts or inherited traumas. It is hardly shocking to read that immigrant groups (particularly those from non-European countries) encounter racism upon arrival in the United States, but Hispanics, with the large number of the immigrants from Spanish-speaking countries, experience discrimination of considerable magnitude. In their Latinos and Education, Darder, Torres, and Gutierrez argue that Hispanic students, before they even enter their first American classrooms, internalize the racism that seems to blossom in highly industrial countries."
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Consumer Motivations for Establishing a School, 2008.
An analysis of consumer motivations for the establishment of an English as a second language (ESL) school for Chinese students in Vancouver, Canada.
3,196 words (approx. 12.8 pages), 10 sources, APA, $ 92.95
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Abstract
This paper looks at the issue of international education and considers the consumer decision-making process that motivates, in particular, Chinese students to enroll in educational institutions in Vancouver, Canada. It also examines the pressures and incentives that may induce Chinese students to study in Vancouver and offers a marketing plan for the successful development of a new English as a second language (ESL) school. The paper discusses the social, cultural and educational considerations, as well as a general economic outlook for the future.
Table of Contents:
Introduction
Industry Overview
Consumer Identification
Analysis of Consumer Motivation
Marketing implications
Conclusion
From the Paper
"Another important point to be addressed in the literature is the quick turnaround offered by the school. As an intensive, short-duration course, the academy will offer students the most efficient methods of learning and using English to pass the exam (if this is their stated goal). As we have also seen, there is a tremendous amount of money in the ETL book publishing industry. This is a market which is largely unregulated and there are few standard texts accepted by all institutions. Therefore, the development of a unique teaching curriculum supported by an in-house publishing wing may offer a long-term and lucrative source of income. As Vancouver is home to a number of universities, colleges and other educational institutions, as well as a thriving Chinese community, it may be possible to co-develop a series of educational books that take into account the realities - and pressures - faced by Chinese ESL learners."
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The Multiple Intelligence Theory, 2008.
A review of "Intelligence Reframed: Multiple Intelligences for the 21st Century" by Howard Gardner.
784 words (approx. 3.1 pages), 1 source, MLA, $ 27.95
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Abstract
The paper relates that Gardner wrote "Intelligence Reframed" to assess how well his theory of multiple intelligences had been accepted, to dispel the myths of the theory and to examine its practical applications. The paper lists the various intelligences and their neurological characteristics and then looks at how Gardner discusses the importance of his theory in education and its implications for schools.
From the Paper
"Intelligence Reframed is a 1999 update on how Howard Gardner's theory of multiple intelligences has changed and evolved since it was first discussed in his 1993 book Frames of Mind. The theory of multiple intelligence sets forth that all individuals develop each intelligence to some extent, but some do so much more than others do. Each one of these intelligences can be nurtured and directed in specific ways to enhance an individual's life experience. These multiple intelligences learning type descriptors are strongly linked to their own neurological characteristic."
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No Child Left Behind Act, 2008.
This paper assesses the federally legislated education initiative, No Child Left Behind and argues that, while there are some shortcomings to NCLB, it has produced a generally positive impact.
775 words (approx. 3.1 pages), 3 sources, APA, $ 27.95
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Abstract
This essay assesses No Child Left Behind (NCLB), an act developed by federal legislation that authorizes programs intended to improve academic performance through new standards of accountability by schools, school districts, and states. The author makes the argument that, while there have been inconsistent findings regarding NCBL's effectiveness, the act has stimulated the adolescent to greater academic achievement by involving various forms of competition, while motivating students to identify with the school, to excel over self and over other schools.
Outline:
Overview of the NCLB Act
Mandates of the NCLB (2002)
Mission Viejo High School and District Scores
How Teachers and School Districts Meet NCLB Demands
Impact of the NCLB on US Adolescent Education
From the Paper
"Another means by which teachers and school districts meet NCLB demands consists of incentives and resources provided by law. Annual testing is done against standards, and achievement results are analyzed and reported. Technical assistance is provided. As of 2006, highly qualified teachers were provided for core academic subject areas, along with highly qualified aides (Ruiz, 2002). The law also provides support for students with special needs or who have difficulty meeting the standards. The law also provides scientifically proven programs and strategies to help teachers and school districts to meet the standards. Funding for the same purpose to districts and states has amounted to one billion dollars. That money is used for teacher professional development, reading readiness programs for preschool children, and education technology (Ruiz, 2002)."
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Terling's Article on Private Schools: A Reaction Paper, 2008.
A summary and reaction to the article "Private Schools are not Emotional Havens for Teens", by Toni Terling.
1,010 words (approx. 4.0 pages), 1 source, MLA, $ 35.95
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Abstract
This paper summarizes the article by Toni Terling, "Private Schools are not Emotional Havens for Teens", which states that while private schools do show a higher level of achievement, for example, they also show increased risk of suicide and weapon use, among other negative outcomes. The author then goes on to discuss his personal reaction to the article's finding and how it relates to his experiences in the American school systems.
Outline:
Article Summary
Response to Article
How This Relates to My Own Personal Experiences
Insights the Article Adds to My Experience
Works Cited
From the Paper
"Alternatively, the many friends I had that attended private school had an overwhelmingly more positive experience than I encountered in public school. If a student became depressed or violent in their private school, the issue was noticed immediately due to the small setting and was taken care of swiftly. Of course, cliques, being a product of human nature, existed on a smaller scale in my friends' schools, however, these cliques were less cohesive. This appears to be because the small setting gave everyone the feeling of belonging to the same big group, which allowed them to avoid splintering into smaller ones as is common in the larger public school environment."
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Can We Know Anything Independently of Experience?, 2008.
A discussion detailing the processes in which a person acquires knowledge.
1,219 words (approx. 4.9 pages), 1 source, MLA, $ 41.95
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Abstract
The paper questions the manner in which we obtain knowledge and refers to intuition, experience and the senses as sources of knowledge. The paper proposes that the things that we are aware of are not entirely dependent on the senses but rather from experience that starts with the senses. Continuing on this theme, the paper states that children have the ability to acquire knowledge but that this has to be done through a learning process, the first of which is through the senses. The paper concludes that knowledge is obtained through custom or repetition, intuition and imagination.
From the Paper
"The most important issues we will ever encounter concern the ultimate questions such as those pertaining to God and life after death. Of these matters we can have no sensory information and experience is utterly useless. When sensory impressions are present, the only purpose they serve is as a springboard for reasoning. However, a priori reasoning is possible, as is observed in mathematics. Certain types of knowledge are outside the sphere of all experience and also are beyond the realm of the senses (Kant 184). A priori knowledge is certain and progresses in a logical manner; such is the case with mathematical propositions which are never based in experience and instead are based in necessity. Propositions in the natural sciences also are a priori and necessary as well as synthetic. Kant (188) uses as one example of such propositions "that in all communication of motion, action and reaction must always be equal". The principles of a priori knowledge only have one source which is the faculty of reason. The only means through which we can know anything a priori is pure reason."
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No Child Left Behind Act of 2001, 2008.
Looks at the leadership of Secretary of of Education Rod Paige during which the controversial No Child Left Behind Act (NCLB) of 2001 was passed and implemented.
895 words (approx. 3.6 pages), 4 sources, MLA, $ 31.95
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Abstract
This paper explains that the Secretary of the Department of Education (DOE) from 2001 through 2005, Rod Paige, is a controversial figure. The paper describes Secretary Paige's primary responsibility for the initial passage and implementation of the No Child Left Behind Act (NCLB), which has been the most sweeping educational reform legislation in a generation, intended to raise all schoolchildren in the United States to a uniform level of achievement by 2014. The paper then presents several important issues contributing to the failure of the DOE to fully come to terms with the complexities and enforced uniformities of NCLB. The paper concludes that Paige's own controversial stances and excessively strident political viewpoint may have reduced his potential effectiveness during his term.
From the Paper
"Paige went on to note that with over 15,000 individual school districts in the nation, with assessment and governance standards varying almost on a district-by-district level (and certainly on a state-by-state level), he made it a priority for his department to work closely with each state to institute appropriate assessment and accountability programs. He stated that this first goal was accomplished (in 2003) for all fifty states, in large part due to the cooperation of delegations from many states, which had been invited to meet with DOE leadership in Washington, D.C., to discuss their issues and concerns."
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Bilingual Education in Ontario, 2008.
This paper looks at bilingual education and special education in Ontario.
3,145 words (approx. 12.6 pages), 18 sources, MLA, $ 91.95
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Abstract
In this article, the writer notes that Canada's two official languages and growing demand for bilingual or French immersion education beyond Francophone areas challenges special education teachers, as they must explore different teaching methods and novel approaches to second language studies. The writer points out that other special education teachers face students from new Canadian backgrounds who must acquire French quickly in areas where French is the usual language and medium of instruction. The writer also notes that others speak French in the home but in dialects that demand instruction towards French as it is spoken in Canada. Moreover, in Anglophone areas of Canada, the special education student is entitled to study French, like all students, just as he or she is entitled to studies as much as possible resembling those of mainstream students. The writer reflects on what is understood by the term of bilingual education as it appears to have several implications depending upon the situation, languages or kinds of students involved.
Outline:
Introduction
Background
Special Abilities & Problems
Acquiring an Approach
Assessment Pitfalls
Withdrawing Children
Concluding Remarks
From the Paper
"Special Education has been an important issue in the Province of Ontario's francophone boards that sometimes receive students who do not speak French in the home or otherwise encounter the French-medium school as a place of language acquisition. Only in 2004 did the Ontario government resolve to step up funding for Special Education classes, assessment and support services so that all francophone schools do cater to the roughly 10% of students, as in Anglophone boards, to require Special Education for some or all of their education. In areas where bilingualism is usual or valued, Francophone Special Education students have sometimes been assigned to local English-medium schools that do offer Special Education.
Where bilingual schools exist, similarly, the expectation in some boards has been that Special Education will be taken in English. French immersion schools in Ontario are charged with providing French-medium Special Education for students in need. In Anglophone areas, bilingual schools and classes have expanded greatly, along with French immersion facilities that a generation ago were seen as suiting advanced or 'gifted' students but now serve generic students, French immersion schools offer their French-medium Special Education classes, too."
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Maternal Breastfeeding Program, 2008.
A research proposal for an education program for expectant and new nursing mothers.
2,762 words (approx. 11.0 pages), 15 sources, APA, $ 82.95
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Abstract
This paper examines the prevalence of breastfeeding through a critical literature review and the impact of a pro-breastfeeding education program delivered to expectant and new mothers. The paper also looks at how the information communicated through the education program can be enhanced through contact with peers, as peer mediation may potentially improve the subjects' acceptance of the information contained within the education program. The paper explains that breastfeeding is the traditional method of nourishing a child and is a physiological response to childbirth on the part of the new mother. The paper then points out that despite this naturally-occurring link between the new mother and her child, breast milk substitutes - commonly referred to as formula - were developed in the late 1950s and were increasingly marketed to new mothers through the 1980s as a superior means of nourishment. The paper shows that breastfeeding and the clinical trials related to the practice are of the utmost significance since the immediate and long-term well being of both mother and child depend on its success. The paper concludes that nurses play a major role in effective breastfeeding and need to be completely knowledgeable about appropriate and successful strategies.
Outline:
Introduction
Statement of the Problem
Purpose of the Study
Literature Review
- Socio-Cultural Influences and Breastfeeding
- Health Outcomes Associated with Breastfeeding
- Challenges within the Literature
Theoretical Framework
Research Question/Hypotheses
- Hypothesis 1
- Hypothesis 2
Conclusion
From the Paper
"Research was ongoing during this time and the majority of credible information stressed that breastfeeding was sufficient in terms of the nutritional content required for infants. Additional benefits were also isolated: children who breastfed during infancy demonstrated enhanced immune systems and were less likely to succumb to childhood and adolescent illnesses (Cunningham, Jelliffe, & Jelliffe, 1991; Saarinen & Kajossaari, 1995); breastfeeding was linked to improved cognitive development in children; research even suggested that the emotional development and attachment abilities of the child were improved and that the child may demonstrate improved psychosocial stability as an adult (Lawrence & Lawrence, 2005) and that breastfeeding "yields health care savings by reducing illness events" (Ahluwalia et al, 2000; 85)."
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School Readiness, 2008.
This paper examines the differences in the level of school readiness in Canadian preschool children.
1,838 words (approx. 7.4 pages), 8 sources, APA, $ 58.95
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Abstract
The paper interviews three school teachers and a Coordinator from the Home Instruction for Parents of Preschool Youngsters (HIPPY) program who all discuss how and why children in Canada come to school with varying levels of readiness. The paper explains the differences in family background and the impacts of socio-economic factors. The paper also discusses how parent education is necessary in order to emphasize that they are their children's first and most important teachers. Additinaooy, the paper notes that children can benefit from high quality preschool programs, which can help to compensate for the limitations of their family backgrounds.
Outline:
Introduction and Literature Review
Description of Participants and Procedures
Summary and Discussion of Interview Data
From the Paper
"There are many reasons for the differences in levels of school readiness. For example, it is important to bear in mind that family backgrounds vary enormously in Canada, as it is a multicultural country with an active immigration policy. This impacts crucial aspects of the family background. For example, more and more parents do not speak English; and some parents may be dealing with cultural dissonance and acculturation (King and Goodwin, 2002). Further, King and Goodwin (2002) point out that by 2020, 46% of the public school population will be children of colour. They also quote from parents who have difficulty communicating with teachers because they (the parents) do not speak English, or they do not think in English."
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Parking at George Brown College, 2008.
A discussion of the parking issues at George Brown College, Saint James campus.
755 words (approx. 3.0 pages), 1 source, MLA, $ 26.95
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Abstract
The paper addresses the insufficient and poorly managed parking at the George Brown College and relates that these parking problems can have a long-term negative impact on the overall reputation of the college and can impact student registration levels. The paper's authors undertook an informal survey of students and then conclude that the George Brown College should implement the recommendations of the students who live with the shortcomings of the campus parking issue on a daily basis. The paper itself recommends allocating funding for the construction of an underground parking facility.
Outline:
Introduction
Goals & Objectives
Background
Survey Results
Respondent Observations
Conclusions & Recommendations
From the Paper
"The campus of George Brown College has a recognized problem with parking for student and staff alike. Not only is their insufficient parking at the George Brown College, Saint James campus, but the parking that does exist is poorly managed and unfairly mediated by campus parking services. It has been determined that unless these issues are rectified in an equitable manner, they will manifest a long-term negative impact on the overall reputation of the college as well as potentially impact student registration levels. The fact of this negative impact of parking services on long-term student enrolment and performance has been substantiated in other academic research studies which have shown that such issues as campus parking form an important component of the overall academic environment of a college or university that directly impacts both student and institutional performance (Karemera, Reuben & Sillah). These issues should be taken very seriously by the college administration at risk of long-term enrolment and viability."
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Being Gifted in Ontario, 2008.
An examination of gifted students in Ontario.
932 words (approx. 3.7 pages), 5 sources, MLA, $ 33.95
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Abstract
This paper examines all aspects of being a gifted learner in Ontario Canada. The paper explains that depending on how one interprets the purposes of education, what is discussed as giftedness in Ontario education may need revision. The paper also points out that matters of identifying the gifted child should center on the child genuinely hampered by general classes, and when giftedness is identified consideration should be made as to whether the child wants to be streamed towards a gifted program or not. The paper concludes that the numbers of children identified as gifted do prefer to remain in the mainstream and have no objection to their experiences of being different or more advanced. The students enjoy positive relations with peers, and attend to other aspects of their development beyond the scholastic achievement that tends to preoccupy adults.
Outline:
Introduction
Critique
Concluding Discussion
From the Paper
"Such 'gifted' tendencies as showing impatience, diverse interests, faster learning than other students or having a 'zany sense of humour' may not always indicate the outstanding potential that Weber & Bennett assert. (2004) Listed traits nearly all refer to the extroverted child, so that an alert reader questions how many perhaps strongly gifted children are missed who manifest a withdrawn and serious manner, shyness, a failure to speak out in class, some difficulty in learning class materials but other abilities at high level. Perhaps every reader can think of a person considered average or even challenged, later given IQ testing and found to be in the 99th percentile. Weber & Bennett's stereotype of giftedness, moreover, does not fit well with children from cultures valuing fine manners, a solemn attitude towards education, and a lack of North American outspokenness that may be mistaken for intelligence or aptitude for school."
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Academic Self-Analysis, 2008.
A self-analysis by a student as part of a course in counseling adolescents.
1,245 words (approx. 5.0 pages), 1 source, APA, $ 42.95
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Abstract
This paper is an analysis by an A+ mature student, mother of two children, who takes learning very seriously. The author discusses the issues in the Counseling Psychology program, which interest her the most: modern adolescent sexual relationships, adolescent drug use, suicide and childhood development especially the concept of attachment. The paper relates these topics to the author's own experiences.
From the Paper
"Childhood development in general is a field of concern to me. I learned early on in my professional education that creating a safe environment is the foundation for healthy development. I suppose this also comes from my own reflections of my life experiences and who I am. I understand the importance of children and adolescents developing a sense of belonging, positive attachments, and being exposed to a safe and encouraging learning environment."
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The Cost of College, 2008.
Argues that the cost of a college education is the responsibility of the child, not the parent.
775 words (approx. 3.1 pages), 2 sources, APA, $ 27.95
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Abstract
This paper explains that the rising cost of college can place a burden on the family. The author points out that, if a high school graduate holds off from attending college until they are no longer legally a dependent, the family will be better off financially. The paper also relates that the choice of a college also widens because students are no longer hindered by their parents' financial woes and poor planning for their future. The paper concludes that the rising cost of higher education need not affect the family, but rather the child who is willing to work for the privilege of a higher education.
From the Paper
"How many students begin saving for their college education in high school? How many students are in work study programs or working while they go to college? Where are parents in this equation? Many begin a college saving account when their son or daughter is born. Others never think about college for their children and never save a penny. Which is the best route for a family to go no one knows."
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Portfolio: Why I Decided to Return to School, 2008.
A narrative essay examining the reasons why, despite many professional accomplishments, the writer decided to return to school at the age of forty four.
1,868 words (approx. 7.5 pages), 2 sources, MLA, $ 59.95
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Abstract
This paper is a narrative essay that discusses why the writer decided to return to school at the age of forty four and how the choice not to finish school in the past has made her what she is today. It discusses the catalyst to the writer's decision and describes the writer's professional life since finishing high school. The paper also discusses why, despite her many accomplishments, she decided to study further.
From the Paper
"I hope my decision to return to school at the age of 44, will inspire others who are in their 40s, 50s, 60s, and beyond to follow their dreams no matter what age they may be. As long as a body is living and breathing on this earth, goals and desires can be achieved with hard work and initiative. As I stated, this was not an easy decision for me, but it should not be for anyone, as pursuing a university degree is a serious endeavor and should not be taken lightly. My son has taken his education as seriously as I have and soon both of us will be educational equals. I have always strived to be a role model for him, but in the end, even with my financial success and career flight up the corporate ladder, in a strange twist of fate, he became that role model for me, and I will always be indebted to him for that."
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Multicultural Education as an Academic Discipline, 2008.
An analysis of the inherent conflict always present between democracy and diversity and the need for multicultural education in schools.
723 words (approx. 2.9 pages), 3 sources, MLA, $ 25.95
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Abstract
This paper discusses the importance of teaching multicultural education as an academic discipline. The paper discusses the inherent conflict always present between democracy and diversity and how this is present in the United States. It suggests that American students are not aware of the problems and that multicultural education therefore must be taught from a young age.
From the Paper
"An example might be an activity like that described by Callazos, Guerrero and Pino in Knowledge Construction Awareness. In the activity students must work cooperatively to find their way out of a labyrinth. (Collazos, et. al.) Knowledge Construction Awareness Success is based on developing blind trust and working cooperatively. In this convergent activity students must trust. The common experience of playing the game together can lead to trust - as a first step toward accepting diversity.
"This activity is also an example of Progressive and Constructionist pedagogy. Curricular 'Constructionists' seek to have students construct their own knowledge based on experience, rather than by 'telling' students what they should know or believe."
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Multicultural Teaching, 2008.
This paper discusses the debate about the precise role of multicultural educational programs for teachers.
815 words (approx. 3.3 pages), 2 sources, MLA, $ 29.95
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Abstract
The paper looks at an argument that urban schools, which tend to be the most culturally diverse, tend to be more economically disadvantaged than suburban schools. The paper also discusses the assertions that teachers can find themselves with a hierarchically-imposed curriculum and student testing standards that conflicts with a training where innovation, active participation and broader social contexts are taken into consideration. The paper concludes that teachers should see the concept of multicultural education as an integral foundation for their teaching.
From the Paper
"The role of multicultural education in terms of teacher training is one that has certainly evolved over the years. From starting out as a simple acknowledgement that teachers throughout the school system should have some basic familiarity with the diverse backgrounds of their students, it has grown into a more complex and more comprehensive series of philosophies, concepts and pedagogical methodologies to enable teachers to much more effectively reach students from a wide variety of cultural backgrounds. This growth is welcome as the numbers and proportion of children from minority and/or multicultural backgrounds has continued to increase in school districts across the country, instilling more urgency and immediacy into the task of multicultural teacher training, especially given the downward trending of student achievement scores in some areas (Duarte.) As might be expected, this phenomenon has also created some points of disagreement about the precise role of multicultural educational programs for teachers."
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