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AFRICAN SCIENTIFIC RESEARCH INSTITUTE
"We are forever indebted to those who paid the supreme price of slavery in the land of the free"
PERMANENT FIELD SCHOOL IN ARCHAEOLOGCIAL AND LABORATORY TECHNIQUES
LOCATED ON THE BLUE ANGLE EDUCATIONAL THEME RANCH
Jihad Muhammad, jihadm@uic.edu
Research design
March 19, 2005
Research design for evaluating Accelerated school Program at African Scientific Research Archaeology Field School,
Hopkins Park , Illinois .
Definition of multicultural education
Multicultural education is a philosophical concept built on the ideals of freedom, justice, equality, equity, and human dignity as acknowledged in various documents, such as the U.S. Declaration of Independence. It affirms our need to prepare student for their responsibilities in an interdependent world. It recognizes the role schools can play in developing the attitudes and values necessary for a democratic society. It values cultural differences and affirms the pluralism that students, their communities, and teachers reflect. It challenges all forms of discrimination in schools and society through the promotion of democratic principles of social justice.
Multicultural education is a process that permeates all aspects of school practices, policies and organization as a means to ensure the highest levels of academic achievement for all students. It helps students develop a positive self-concept by providing knowledge about the histories, cultures, and contributions of diverse groups. It prepares all students to work actively toward structural equality in organizations and institutions by providing the knowledge, dispositions, and skills for the redistribution of power and income among diverse groups.
Statement of Purpose: Socially, culturally, and economical marginalized communities have been a burden to the general citizenry and stifled societal advancements. It is necessary that all Americans contribute to the advancement of America becoming a global society. I pose a comprehensive approach to utilize multicultural school curriculums to improve schooling for children in “at-risk” communities.
Casual Relationship: Through numerous research studies, The National Center for the Accelerated Schools Project and National Center for Gifted Education and Talent Development at the University of Connecticut have affirmed that the utilization of multicultural school curriculums implemented by dedicated teachers, staff, students, and parents build successful school communities.
Statement of Construct:
- School staff, students, parents, district office representatives, and local community members’ work together to accelerate learning, providing all students with challenging activities that have been traditional reserved for students identified as gifted or talented.
- Accelerated schools are designed to bring all students into the educational mainstream by building their natural strengths and consistently having high expectations for them regardless of background.
- The accelerates school model is not a set “package” but a philosophy about children and learning accompanied by a process for change.
A) Philosophy
- Based on three democratic principles and a commitment to providing powerful learning to all students. The systematic transformation process is a vehicle for getting from the “here and now” to the school’s vision of success for all students.
- Three interrelated principles largely absent from traditional schools
- Unity of Purpose: All members of school share a dream for the school and work together toward a common set of goals that will benefit students.
- Empowerment coupled with responsibility: Ever member of the school community is empowered to participate in a shared decision-making process to share in the responsibility for implementing these decision-making processes, and held accountable for the outcomes of these decisions.
- Building on strengths: In creating their dream school accelerate school communities recognize and utilize the knowledge, talents and resources of every member of the school community.
Statement of Hypothesis:
The implementation of a regional multicultural field school curriculum by dedicates interdisciplinary school staffs with the support of students, parents, and community organizations will further the advancement of marginalized communities to contribute to the transformation of Hopkins Park Community an African-American town into a global society.
Units of measurement
1) Creation of an official Accelerator Program Executive committee, Steering committee, and sub-committees responsible for the Accelerator Enrichment Program at Illinois Early African Humanity/Scientific Field School
- Regularly scheduled meetings with school staff, students, parents, district office representatives, local officials, alderman and local community members’ to:
- Discuss the development of the Accelerator Program
- Creation of tangible goals
- Implementation of procedures to reach outlined goals
- Assignment of duties
- Increased community development and organizational activities
- Adopt a Block clean-up teams
- Block parties
- Cultural festivals
- Creation of RFP / Neighborhood plan by all stakeholders
- Publication of RFP for economic development
- Inclusion of students on research and development committees
- Improvement of student academic achievement (test scores and evaluation tools)
- Lowering of unemployment rate
- Lowering of reports of student misconduct
- Lowering of crime
- Lowering of drug activity
- Improved mental and physical health conditions of residents
AFRICAN SCIENTIFIC RESEARCH INSTITUTE
"We are forever indebted to those who paid the supreme price of slavery in the land of the free"
PERMANENT FIELD SCHOOL IN ARCHAEOLOGCIAL AND LABORATORY TECHNIQUES
LOCATED ON THE BLUE ANGLE EDUCATIONAL THEME RANCH
Jihad Muhammad, jihadm@uic.edu
Research design
March 19, 2005Research design for evaluating Accelerated school Program at African Scientific Research Archaeology Field School,
Hopkins Park , Illinois .Definition of multicultural education
Multicultural education is a philosophical concept built on the ideals of freedom, justice, equality, equity, and human dignity as acknowledged in various documents, such as the U.S. Declaration of Independence. It affirms our need to prepare student for their responsibilities in an interdependent world. It recognizes the role schools can play in developing the attitudes and values necessary for a democratic society. It values cultural differences and affirms the pluralism that students, their communities, and teachers reflect. It challenges all forms of discrimination in schools and society through the promotion of democratic principles of social justice.
Multicultural education is a process that permeates all aspects of school practices, policies and organization as a means to ensure the highest levels of academic achievement for all students. It helps students develop a positive self-concept by providing knowledge about the histories, cultures, and contributions of diverse groups. It prepares all students to work actively toward structural equality in organizations and institutions by providing the knowledge, dispositions, and skills for the redistribution of power and income among diverse groups.
Statement of Purpose: Socially, culturally, and economical marginalized communities have been a burden to the general citizenry and stifled societal advancements. It is necessary that all Americans contribute to the advancement of America becoming a global society. I pose a comprehensive approach to utilize multicultural school curriculums to improve schooling for children in “at-risk” communities.
Casual Relationship: Through numerous research studies, The National Center for the Accelerated Schools Project and National Center for Gifted Education and Talent Development at the University of Connecticut have affirmed that the utilization of multicultural school curriculums implemented by dedicated teachers, staff, students, and parents build successful school communities.
Statement of Construct:
- School staff, students, parents, district office representatives, and local community members’ work together to accelerate learning, providing all students with challenging activities that have been traditional reserved for students identified as gifted or talented.
- Accelerated schools are designed to bring all students into the educational mainstream by building their natural strengths and consistently having high expectations for them regardless of background.
- The accelerates school model is not a set “package” but a philosophy about children and learning accompanied by a process for change.
A) Philosophy
- Based on three democratic principles and a commitment to providing powerful learning to all students. The systematic transformation process is a vehicle for getting from the “here and now” to the school’s vision of success for all students.
- Three interrelated principles largely absent from traditional schools
- Unity of Purpose: All members of school share a dream for the school and work together toward a common set of goals that will benefit students.
- Empowerment coupled with responsibility: Ever member of the school community is empowered to participate in a shared decision-making process to share in the responsibility for implementing these decision-making processes, and held accountable for the outcomes of these decisions.
- Building on strengths: In creating their dream school accelerate school communities recognize and utilize the knowledge, talents and resources of every member of the school community.
Statement of Hypothesis:
The implementation of a regional multicultural field school curriculum by dedicates interdisciplinary school staffs with the support of students, parents, and community organizations will further the advancement of marginalized communities to contribute to the transformation of Hopkins Park Community an African-American town into a global society.
Units of measurement
1) Creation of an official Accelerator Program Executive committee, Steering committee, and sub-committees responsible for the Accelerator Enrichment Program at Illinois Early African Humanity/Scientific Field School
- Regularly scheduled meetings with school staff, students, parents, district office representatives, local officials, alderman and local community members’ to:
- Discuss the development of the Accelerator Program
- Creation of tangible goals
- Implementation of procedures to reach outlined goals
- Assignment of duties
- Increased community development and organizational activities
- Adopt a Block clean-up teams
- Block parties
- Cultural festivals
- Creation of RFP / Neighborhood plan by all stakeholders
- Publication of RFP for economic development
- Inclusion of students on research and development committees
- Improvement of student academic achievement (test scores and evaluation tools)
- Lowering of unemployment rate
- Lowering of reports of student misconduct
- Lowering of crime
- Lowering of drug activity
- Improved mental and physical health conditions of residents
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