A RESOLUTION ON SCHOOL INTEGRATION

"Altogether the sources of inequality of educational opportunity appear to lie first in the home itself and the cultural influences immediately surrounding the home . . . It is important to replace this family environment as much as possible . . . This suggests thai internal changes in the Negro, changes in his conception of himself . . . and have more effect on Negro educational achievement than any other single factor . . .”     

SCHOOL INTEGRATION IN ENGLAND

Following is the text of a memorandum prepared in January, 1970, for submission to members of the Select Subcommittee on Education of the U.S. House of Representatives Committee on Education and Labor. These Congressmen visited Israel during the same month.     

SCHOOL INTEGRATION and related topics

This five-year study examined the effectiveness of an innovative approach to service-learning embedded in a one year site-based alternative route to teacher certification. The ten-week school-based study investigated the influence of service-learning on the multicultural perceptions, cross-cultural communication skills, and social justice cognizance of future teachers. The study participants consisted of 73 secondary pre-service teacher candidates. Data sources included: participant reflective journals, debriefings and final reports, letters from and discussions with host school service recipients, and investigator interviews and field notes. Study results indicate that service-learning within the time constraints of a one-year alternative route to teacher certification can provide future teachers with insight into the politics of education, increase their interactive proficiency with culturally diverse students, teachers and administrators, raise their level of multicultural consciousness, and augment their educational foundations and content knowledge while connecting theory to classroom practice.