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ERIC Number: ED417253
Record Type: Non-Journal
Publication Date: 1994-Oct
Pages: 100
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Project RICE (Responsive Inner City Education).
Mattai, P. Rudy
Project RICE (Responsive Inner City Education) prepared a cadre of 36 teachers drawn from majority and minority populations in 3 inner-city schools in Buffalo (New York) to complement mastery of subject matter with appropriate pedagogical styles. The project was designed to test the hypothesis that minority students in inner-city schools do not need to be taught by teachers of the same race, ethnicity, or gender to become academically successful. Through inservice and summer workshops, teachers were exposed to the pre-eminence of alienation among the complex factors that largely account for the poor academic performance of minority inner-city students. Preliminary evaluation data from classes of 24 teachers who participated for at least 1 year suggest that teachers who participated in Project RICE tended to be more effective with such students regardless of the racial background of the teacher. Students taught by Project RICE participants displayed significant positive changes in their attendance and achievement in school as well as in their attitudes toward learning. One clear lesson from Project RICE was that different schools have different cultures that affect the ways teachers teach. Another was that majority teachers working with minority students need a nurturing environment to encourage them to approach issues of culturally relevant pedagogy. Projects of this sort need to be expanded to larger institutional objectives to ensure their continuing relevance. It is also suggested that projects of this type give higher education faculty an entree into the school system that is beneficial to both levels of the educational system if conscious efforts are made to conduct most activities in the school system. Three appendixes present data on two of the three participating schools (one high school and one elementary school), the RICE evaluation instruments, and a bibliography of 32 sources. Attachments include press releases and an article by Douglas R. Cochrane, P. Rudy Mattai, and Barbara Huddleston-Mattai titled "Non-College Bound Urban Minority Youth: Issues of Transition." (SLD)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Fund for the Improvement of Postsecondary Education (ED), Washington, DC.
Authoring Institution: State Univ. of New York, Buffalo. Coll. at Buffalo.