Corntassel, Jeff J. (2003). An Activist Posing as an Academic?. American Indian Quarterly, v27 n1-2 p160-171 Win-Spr. A few years ago, while interviewing for a tenure-track position at a large, public institution in the Midwest, the author was informed that several faculty members suspected him of being \an activist posing as an academic\ because the faculty thought that his research lacked \objectivity.\ Based on subsequent conversations the author had during the interview process, he deduced that their ideal academic was someone who applied reductionist, social scientific methodologies to parochial, data-driven research questions. As a Tsalagi (Cherokee) scholar, who initially found the label of \activist posing as an academic\ personally offensive, the author now takes pride in it, knowing that his dedication to Tsalagi people and Indigenous communities did not conveniently fit into a Western conceptualization of \objectivity.\ He is also proud that these guardians of disciplinary turf so clearly recognized the \applied\ nature of his research and community outreach. In this article, the author… [Direct]

Helland, Turid; Kaasa, Randi (2005). Dyslexia in English as a Second Language. Dyslexia, v11 n1 p41-60 Feb. This study focused on English as L2 in a group of Norwegian dyslexic 12 year olds, compared to an age and gender matched control group. Norwegian school children learn English from the first grades on. The subjects were assessed with a test battery of verbal and written tasks. First, they were given a comprehension task; second, a model sentence task; third, two pragmatic tasks, and fourth, three tasks of literacy. The verbal tasks were scored according to comprehension, morphology, syntax and semantics, while the literacy tasks were scored by spelling, translation and reading skills. It was hypothesized that the results of the control group and the dyslexia group would differ on all tasks, but that subgrouping the dyslexia group by comprehension skills would show heterogeneity within the dyslexia group. The data analyses confirmed these hypotheses. Significant differences were seen between the dyslexia group and the control group. However, the subgrouping revealed minor differences… [Direct]

Auger, Vincent A.; Overby, L. Marvin (2005). Teaching and Learning in Nanjing: Community, Communities, and Politics in an Overseas Program. Journal of Political Science Education, v1 n2 p233-247 May. One of the environments in which political science faculty most directly face issues of community, communities, and politics is when they find themselves teaching in programs abroad. The rigors of international teaching force faculty to confront issues of community identity, assumptions about political orientation, and presumptions about how communities interact that often remain unstated or unexplored at home institutions in the United States. In this paper, we will explore these matters based on our experiences teaching in the Johns Hopkins University-Nanjing University Center for Chinese and American Studies during the late 1990s. The Hopkins-Nanjing Center brings together Chinese and international (mainly American) graduate students in a unique living-learning environment. Chinese students take graduate-level course work in political science, American history, economics, and ESL in English from visiting American faculty members, while international students take analogous classes… [Direct]

Betta, Silvia, Ed.; Moeller, Adeiline J., Ed.; Theiler, Janine, Ed. (2008). Turning Today's Students into Tomorrow's Stars. Selected Papers from the 2008 Central States Conference. Central States Conference on the Teaching of Foreign Languages The 2008 Central States Conference on the Teaching of Foreign Languages, a joint conference with the Michigan World Language Association, focused on learning about the diverse backgrounds and needs of today's students and discovering new ways to help them succeed in reaching the goal of language proficiency. A wide variety of workshops and sessions offered practical advice on how to deal with reluctant learners on a variety of levels. Immersion-type workshops and sessions were offered to help participants brush up on their language skills, and participants were brought up-to-date on topics such as foreign language advocacy, advanced placement, technology, assessment, culture, brain-based learning, and much more. In addition to "Best of" presentations from 15 states, the program included several encore presentations from last year's "All-Star" presenters. This volume offers the reader a wealth of research based approaches and strategies to language teaching and… [PDF]

Benjamin, Lehn M. (1994). Feminist Teaching Methods for Adult and Popular Educators. An Annotated Bibliography. This bibliography contains annotations of 69 articles that were chosen from a range of education journals between the years of 1990-1993. Popular education and feminist methodologies are the reference points. The bibliography contains resources that explore the intersections of gender, race, class, and culture and resources that link women and popular education and that examine key concepts such as power, empowerment, resistance, difference, and dialogue. All these areas are inherent in the educational encounter and critical in informing popular education and feminist methodologies. Articles have been drawn from over 30 education journals and 12 other journals that had a development or women's focus. Each entry follows this format: author(s), title, source, date, and annotation. A list is attached of 21 books that relate directly or indirectly to feminist pedagogy. (YLB)… [PDF]

Butler, Karen L. (1994). Prospective Teachers' Knowledge, Attitudes, and Behavior Regarding Gay Men and Lesbians. Although student populations of public schools are becoming increasingly diverse, the teacher population has remained relatively homogeneous, and many teachers do not have sufficient knowledge of or experience with other cultural groups to deal with differences in the classroom. Gay men and lesbians comprise one such cultural group. A survey of 42 prospective teachers enrolled in the Human Diversity in Education course at Kent (Ohio) State University measured general attitudes toward homosexuality, knowledge, educator-specific attitudes, and anticipated educator behavior. The prospective teachers identified themselves as being "predominantly heterosexual." Results indicated that the group held slightly homophobic general attitudes and educator-specific attitudes. The group also exhibited a general lack of knowledge about homosexuality. The high percentages of incorrect responses on items alluding to stereotypes regarding gay men and lesbians suggest that misinformation is… [PDF]

(1992). The Contribution of Education to Cultural Development. This document provides descriptions of the themes adopted for the plenary and the four working groups of an United Nations Educational, Scientific, and Cultural Organization (UNESCO) international meeting. After the introduction, section 1 discusses the plenary theme, "Education, Culture, and Development: Co-ordinated Policies and Strategies," by presenting the concepts of education, culture, and development and the policies and strategies of choosing priorities, setting up structures, choosing partners, funding, and budgeting. Section 2 presents the theme of working group 1, "Taking the Cultural Dimension into Account in Educational Programmes," and discusses teaching cultural heritage, developing intercultural education, and promoting languages at school. The theme for working group 2, "The Role of Education in the Cultural and Artistic Development of the Individual," presents the role of artistic/aesthetic, moral, and science education. The theme for… [PDF]

(1980). Experimental, Developmental and Demonstration Programs, Projects and Activities. Information & Dissemination Series 11. Part of a series of publications prepared by Hawaii's state department of education, this report details some of the curriculum development projects in progress during 1979-80. Each project description lists objectives; needs served; products anticipated upon completion as well as at the end of the 1979-80 school year; major activities; number and types of schools, teachers, and students involved; evaluation processes; and contact persons. The projects include, among others, instructional programs for the mentally handicapped, for students of limited English proficiency, on basic skills, and on energy use. (Author/WD)… [PDF]

Schoorman, Dilys (2002). Increasing Critical Multicultural Understanding via Technology: \Teachable Moments\ in a University-School Partnership Project. Journal of Teacher Education, v53 n4 p356-69 Sep-Oct. A university-school correspondence partnership project was designed to enhance student teachers' multicultural awareness and understanding. This electronic mail-based project had undergraduates interact with culturally and experientially diverse students. The project provided many teachable moments, which resulted in contextualized understanding of concepts, awareness of biases and experiential gaps, increased self-reflection, and orientation toward action for greater educational and social equity. (SM)…

Austin, Anna (1991). Different in Color, Similar in Treatment. Teaching Education, v4 n1 p189-90 Sum-Fall. Teacher educator discusses challenges in preparing teachers for diverse student populations. She remembers being the only African American in one seventh grade class. It was the only public school experience in which she forgot her differences because the teacher taught to benefit all students, forever influencing her educational beliefs. (SM)…

Kivel, Paul (1996). Uprooting Racism. How White People Can Work for Racial Justice. This book is about the uprooting of racism, explaining how individual beliefs and actions need to be reexamined in order for people to participate effectively in that uprooting. It serves as an invitation to join the tradition of white people who have been committed to ending the effects of racism. The first step is for white people to talk together and to explore the fact that whiteness is a many faceted phenomenon, a fiction that seeks to protect the power that accrues to white people. Following the examination of what whiteness means in our society, there is an exploration of the dynamics of racism and a discussion of what it can mean to be an ally of people of color. The effects of history are reviewed, and some ideas are given for fighting institutional racism. Of particular interest is the discussion of racism in education and the schools and the problems of educational inequity and low academic achievement. How to promote democratic and antiracist multiculturalism is the…

Wyss, Esther, Ed. (1989). Introductory Guide to Africa. This guide seeks to be a tool for action and a resource for understanding some of the key issues concerning Africa today. Through a series of six sessions, participants focus on a particular theme or issue that links their community with the African context. The six sessions focus on: (1) "Building Connections with Africa"; (2) "Culture Connections"; (3) "Economic Connections"; (4) "Issue Connections" (Children and Youth, Environment, Food and Hunger, Health); (5) "The Military Connection"; and (6) "Where Do We Go from Here?" Maps, recipes, historical timelines, and contact addresses with brief descriptions of regional organizations involved in work in Africa are included. (EH)… [PDF]

Hoepli, Nancy L., Ed. (1993). Great Decisions [and] Great Decisions Activity Book. 1993 Edition. This briefing book provides background information on current foreign policy issues. This edition discusses the following major issues: (1) "U.S. in a New World: What Goals? What Priorities?"; (2) "United Nations: What Role in the New World?"; (3) "Germany's Role: In Europe? In the Atlantic Alliance?"; (4) "China: New Reforms, Old Politics?"; (5) "Trade and the Global Economy: Projecting U.S. Interests"; (6) "Russia and the Central Asian Republics: After Independence, New Directions?"; (7) "India and Pakistan: Collision or Compromise?"; and (8) "Children at Risk: Abroad and at Home." The activity book contains activities on each subject and five handout mastersheets related to world areas and topics. (EH)… [PDF]

Hoepli, Nancy L., Ed. (1994). Great Decisions [and] Great Decisions Activity Book. 1994 Edition. This book discusses foreign policy issues and provides background information on current topics. This edition examines the following major issues: (1) "Conflict in Former Yugoslavia: Quest for Solutions" (Susan L. Woodward); (2) "South Africa: Forging a Democratic Union" (Jean Herskovits); (3) "Environmental Crisis in Former Soviet Bloc: Whose Problem? Who Pays?" (William Sweet); (4) "Trade with the Pacific Rim: Pressure or Cooperation?" (Jinny St. Goar); (5) "Defense: Redefining U.S. Needs and Priorities" (David C. Morrison); (6) "Argentina, Brazil, Chile: Democracy and Market Economics" (Jacqueline Mazza); (7) "Islam and Politics: Egypt, Algeria, and Tunisia" (Lawrence G. Potter); and (8) "New World Disorder? U.S. in Search of a Role" (James Chace). The activity book contains activities on each subject and six handout master sheets pertaining to the world area under study. (EH)… [PDF]

(1994). [North American Indians: A Collection of Bibliographies, Resource Lists, Questions and Answers, and Other Leaflets Prepared by the National Museum of Natural History]. This extensive collection of information and resource materials about North American Indians includes: (1) "A General Introduction to North American Indian Art"; (2) "Selected References on Native American Silverwork"; (3) "Selected References on Southwestern Native American Pottery"; (4) "Selected References on Southwestern Indian Textiles and Weaving"; (5) "Selected References on Native American Women"; (6) "Selected References on Native American Symbolism and Design"; (7) "Native Peoples of the Americas: Photographs of Exhibits in the Museum of Natural History"; (8) "Native American Resources: Books, Magazines, and Guides"; (9) "Selected References on Native American Games, Dances, and Crafts"; (10) "Selected References on Native American Indian Food"; (11) "Selected References Relevant to European and Native American Contact"; (12) "Introductory Bibliography on… [PDF]

Politzer, Robert L.; Ramirez, Arnulfo G. (1975). Development of Spanish/English Bilingualism in a Dominant Spanish Speaking Environment. Atisbos: Journal of Chicano Research, 31-51, Sum 75. A Spanish/English oral-proficiency test battery was administered to 40 Spanish-surnamed pupils equally divided by sex at grade levels 1, 3, 5, and 7. (Author/NQ)…

Meyerson, Marion D.; Nelson-Burgess, Shirley A. (1975). MIRA: A Concept in Receptive Language Assessment of Bilingual Children. Language, Speech, and Hearing Services in Schools, 6, 1, 24-8, Jan 75. …

Radulovich, Mary Lou (1975). Indians Must be Indians: Education on Manitoulin Island. Northian, 11, 1, 13-14, Spr 75. …

Downing, John (1978). Learning to Read in Different Languages-Universals and Specifics. In learning to read, children must first understand the objectives of that skill: that the visible symbols communicate meaning and code certain features of speech. If a child does not understand this, learning will be impaired. For instance, children who are taught to read a language other than their native language learn better if instructions are given in their native language. Also, when children who were initially taught reading in their native tongue were transferred to reading in a second language, they overtook the children who from the beginning had read only in the second language. This was in spite of the fact that the native tongue beginners had learned to read in two languages instead of in one and had spent less time in learning to read the second language. The explanation for these results was that those who learned to read in their native tongue first could better understand instructions and concepts used by the teachers because they could relate them to their past…

Greenlee, Mel (1980). Specifying the Needs of a \Bilingual\ Developmentally Disabled Population: Issues and Case Studies. Linguistic and cognitive assessment of children whose home language is not English involves a number of complex issues: minority labeling, the relationship between cognition and bilingualism, \normal\ data on bilingual development, and monolingual versus bilingual environment for children experiencing delay. This paper concentrates on reviewing what has been reported about the course and result of \normal\ bilingual development of Spanish and English, mentioning briefly studies of monolingual Spanish learners that have been conducted in the United States, and it presents sketches of three children who might be called bilingual, but who show various developmental problems and a diverse set of abilities. These sketches illustrate graphically the heterogeneity of linguistic skills and different program requirements of bilingual developmentally disabled children. (HOD)…

Beatty, Leslie; And Others (1967). Matematicas Para La Escuela Primaria, Grado 4 (Parte 2), Comentario. Traduccion Preliminar de la Edicion en Ingles Revisada. (Mathematics for the Elementary School, Grade 4, Part 2, Teacher's Commentary. Preliminary Translation of the Revised English Edition). This is Part 2 of the teacher's commentary for the grade 4 mathematics program. Part 2 includes the commentary for chapters 6 through 10. Topics covered include addition and subtraction, multiplication and division, geometrical figures, lines and lineal measurement, and fractions. (RH)… [PDF]

Foster, Charles R. (1980). Instruction of Haitian Bilingual Children in the United States. Language Problems and Language Planning, v4 n2 p101-06 Sum. Haitians immigrating to the United States speak Creole; at the same time, they frequently claim French as their native language and want their children to be educated in French as well as in English. The teacher of the Haitian immigrant child soon learns that the language which will influence the child's learning of English is not French, but Creole. The Haitians themselves are experiencing conflicts over their social identity in American society and express their conflicts in their views on language use. French language and culture is a prestige factor here as well as in Haiti. An important task of the school, therefore, becomes parent training. Parents could be enabled to understand that the child may make the transition directly from Creole into English instead of via French. At the same time, opportunities should be made for older children who are fluent in English and Creole to learn French because it is the official language of Haiti and is part of its culture. Because of the…

(1980). Assessment of Non-English Speaking Students in Rhode Island. Final Summary Report. In 1979, Rhode Island legislators mandated an assessment of the number of non English speaking children in the State. The resulting study was comprised of two main phases. The first, a census of non English speaking students, included (1) a teacher survey, in which every teacher listed his/her students and indicated an observed primary language for each student; and (2) the collection of language information for every student on a home language survey form. The second phase of the assessment process sought information procedures for estimating potential costs of meeting the instructional needs of non English speaking children. This phase included (1) the determination of a procedure for estimating the number of students eligible for bilingual services; and (2) the collection of information from other States and communities regarding factors that must be considered in estimating program costs. This report contains a detailed description of the assessment methods and process employed,…

Clute, Myron; And Others (1979). The Cradle Board and Infant Care. This unit deals with Iroquois culture of the past and the aspects of that culture which continue to exist in the longhouse tradition at the present time. The unit contains three sections: (1) an outline of the concept, Indian infant care, and the vocabulary, objectives, and materials; (2) a lesson plan on the mode of caring for infants in Native American culture, which includes instructional objectives, background information, materials, method, and evaluation; and (3) a similar lesson plan for the construction of a cradleboard. Each lesson plan has appropriate illustrations in pen-and-ink drawings. (AMH)… [PDF]

Carsrud, Karen Elizabeth (1980). Evaluation of Achievement Outcomes: Austin's Experience. Publication No. 80.33. Austin's 5-year Title VII project was intended to improve the achievement of elementary students in the following areas: oral language proficiency, knowledge of basic concepts, reading ability in Spanish, and proficiency in English reading and math. Results indicated that program participants gained in knowledge of basic concepts at the kindergarten level and, to some extent, in Spanish reading ability. Fifth grade project students showed greater achievement than their nonproject peers in English reading. However, in fifth grade math and fourth grade reading and math, project students and nonproject students did not differ in their rate of gains. The gap in achievement between Spanish-dominant or bilingual students and their English-dominant peers remained. The program raised several problems for consideration: (1) difficulty in locating appropriate instruments for measuring achievement objectives in bilingual programs; (2) difficulty in obtaining an appropriate sample of students;… [PDF]

Thonis, Eleanor Wall (1976). Literacy for America's Spanish Speaking Children. In the United States, Spanish speaking children have been placed in English reading programs for more than 100 years. This volume relates the nature and background of Spanish speaking children, including the preliterate, the literate, and the functionally illiterate, to their success in reading; explores alternatives for helping Spanish speaking pupils achieve literacy levels commensurate with their potentials; and reviews the developmental nature of reading within the framework of literacy in first and second languages including concepts of maturation and readiness, speech/print relationships, sensorimotor abilities, and reading-skills acquisition. Lists of selected references and suggested readings conclude the booklet. (JM)… [PDF]

Cillizza, Joseph; Devine, John M. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.07; Developing and Extending an English Reading Vocabulary (K-6). Teacher Corps Bilingual Project. This teaching module concerns vocabulary as it relates to reading comprehension. Development of an extensive and accurate reading vocabulary is deemed essential for good comprehension. While most children have little trouble with concepts and vocabulary necessary for beginning reading (unless they speak a language which is not of the dominant culture), they may have trouble with meaning, starting at about the third grade. Upon completion of the teaching module, participants should be able to develop at least five methods or formats for teaching a vocabulary list of 20 words. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)… [PDF]

Cillizza, Joseph; Devine, John M. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.09; Survey and Examination of Methods and Materials for the Teaching of Reading in English. Teacher Corps Bilingual Project. The purpose of this teaching module is to examine materials and methods in the area of reading instruction. Upon completion of the module, participants should be able to (a) explain and give an example of a published program for seven approaches to beginning reading, (b) evaluate four published reading programs, and (c) state which approach they feel would be most successful with bilingual students and why. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)… [PDF]

Cillizza, Joseph; Devine, John M. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.11; The Informal Reading Inventory. Teacher Corps Bilingual Project. The introduction of this teaching module states that successful construction and implementation of a reading curriculum which meets and satisfies the growth potential of individual students depends on the teacher's ability to assess individual needs. The Individual Reading Inventory (IRI) provides a diagnostic framework for integrating and synthesizing previous modules into cohesive reading programs. The purpose of this module is to enable participants to (a) define the four reading levels that the IRI measures; and (b) analyze the reading behavior of students based on the informational yield of an IRI, and determine at what level the students function. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)… [PDF]

Colombani, Serafina Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.13; Teaching Reading Affectively/Effectively in a Bilingual Program. Teacher Corps Bilingual Project. The introduction to this teaching module states that mounting research evidence supports the linguistic and academic benefits of early instruction through the vernacular, based on the premise that non-English speaking students who learn to read in the vernacular (and accelerate their conceptual development in their mother tongue as they learn English) will not become academically retarded; they will in fact learn English more efficiently and their feeling of \belonging\ to the majority culture might be established. The purpose of this module is to enable participants to do the following: (a) identify their feelings about nonstandard dialects and discuss how teacher attitudes affect teaching in the vernacular; (b) define an English as a Second Language (ESL) approach, a transitional bilingual approach, and a balanced bilingual/bicultural approach; and (c) write a vernacular reading lesson including an affective, a cognitive, and a psychomotor objective. Participants complete a… [PDF]