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Participating schools developed individualized plans for adult and student cultural awareness, built leadership and support networks, and used shared planning, training, and evaluation over time. Educators reported personal and professional growth, strengthened respect for other cultures, and carried the work forward with local resources and creative, school-defined 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is the EMPIRE project and where was it implemented?","Question",{"text":112,"@type":113},"EMPIRE (Exemplary Multicultural Practices in Rural Education) enabled schools in Arizona and Washington to reflect on multicultural education in both rural and urban environments.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the project support schools and guide implementation?",{"text":117,"@type":113},"A leadership team in each state of administrators, officials, faculty, and community members guided school selection and provided access to resources and training, while teams of educators shared planning and implementation.",{"name":119,"@type":110,"acceptedAnswer":120},"What changes did schools and educators report as a result of EMPIRE?",{"text":121,"@type":113},"Participating schools developed greater respect for and understanding of other cultures, and educators described personal and professional growth, seeing themselves as conduits bringing new perspectives to students and communities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},569675,1791876978,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Vol.5,No.6  \n# In This Issue\n\nWhat's WorkingLate-Comer TeachersBenefit Schools........3Students Become LeadersThrough Study Groups...4Fishery Computer GameHooks Students.......4  \nEM Digest  \nWorking With Parents..5Student Support.....7Administration........9  \nFYI  \n\"There is nothing more difficultto take in hand,more perilous toconduct or more uncertain in thesuccess than to take the lead inthe introduction of a new orderof things.\"  \nNiccolo Machiavelli  \n\"Children have to be educated,but they have also to be left toeducate themselves.\"  \nErnest Dimnet,The Art of Thinking,1928  \n\"The best way to have a goodidea is to have a lot of ideas.\"  \nLinus Pauling  \nMarch 24,1992  \n# Multicultural Program Broadens VisionOf Educators,Students\n\nAmulticultural education program has helped educators intwo western states gain personal and professional wisdom.  \n# The Exemplary Multicultural Practices in Rural Educationproject(EMPIRE)enabled several schools in Arizona andWashington to reflect on what multicultural education meansin both urban and rural environments.\n\nThe result for participating schools,which include some onreservations and others in predominantly white communities,was a heightened sense of respect for and understanding ofother cultures.  \n\"There were a lot of really very deep personal revelations,\"says Roz Clark,principal of DeMiguel Elementary School inFlagstaff.\"It's kind of from that personal growth that theprofessional growth was to come.\"  \nALittle Money,ALot Of Support  \nThe project,begun in 1990 by the Rural Clearinghouse forLifelong Education and Development at Kansas State Univer-sity with funds from the Ford Foundation,gave eight schoolsa bit of money and a lot of guidance to develop individualizedplans for heightening adult and student cultural awareness.  \nResponsibility for action --and for continuing efforts after the  \nfoundation money was gone--would lie solely with schools.  \nThe project aimed to use new research on rural multiculturaleducation,which indicates that rural schools need multicultu-ral programs tied to their communities.Research also showsthat educators basing change at the school site,working with-in existing structures and collaborating with colleges andstate education agencies have the best chances for success.  \nTo help schools develop a support network,the Clearinghousebuilt a leadership team in each state of administrators,stateeducation officials,higher education faculty and communitymembers This group guided the school selection process and(more)  \n02                 \nand provided access to resources and training.Also,teams of educators at each school sharedplanning and implementation.  \n## Creative Freedom\n\nThe teams from different schools met as theproject started,later to share ideas and con-cerns,and after a year to evaluate progres8.They also communicated via electronic mail.  \nAt year's end,educators said they saw them-selves as conduits bringing new perspectivesto students,staff and community,says JennyOliver,a Clearinghouse researcher.  \nDirection came from the bottom up,saysLinda Shadiow,associate English and educa-tion professor at Northern Arizona Universityand coordinator of Arizona's team.Unlikemany collaborations,Shadiow says EMPIRE'sgoal is to help schools define multiculturaleducation themselves(see synopsis below).  \n# The Work Goes On\n\nWhile many schools have used up their origin-al grant,the project continues with local re-sources.For instance,one will try to expand  \n# Multicultural Program Broadens Vision Of Educators(Cont.)\n\nInventing their own multicultural programsenabled schools in the EMPIRE project toserve their specific student populations andhelp staff and students become sensitive tolocal cultures and cultures worldwide.  \nFollowing are some examples of the schools'various approaches to multicultural learning:  \n■ At Marshall Elementary School in Flagstaff,Ariz.,students and teachers worked with aNative American artist and began after-schoolSpanish classe","cbCaikoqtGOxava3","https://ap.wps.com/l/cbCaikoqtGOxava3","pdf",3750885,11,"English","# In This Issue\n## EM Digest\n## Multicultural Program Broadens Vision Of Educators,Students\n## Creative Freedom\n# The Work Goes On\n## Multicultural Program Broadens Vision Of Educators (Cont.)","[{\"question\":\"What is the EMPIRE project and where was it implemented?\",\"answer\":\"EMPIRE (Exemplary Multicultural Practices in Rural Education) enabled schools in Arizona and Washington to reflect on multicultural education in both rural and urban environments.\"},{\"question\":\"How did the project support schools and guide implementation?\",\"answer\":\"A leadership team in each state of administrators, officials, faculty, and community members guided school selection and provided access to resources and training, while teams of educators shared planning and implementation.\"},{\"question\":\"What changes did schools and educators report as a result of EMPIRE?\",\"answer\":\"Participating schools developed greater respect for and understanding of other cultures, and educators described personal and professional growth, seeing themselves as conduits bringing new perspectives to students and communities.\"}]","EM Digest - Multicultural Program Broadens Vision Of Educators,Students | PDF",28]