Bell, Bella Zi (1981). The Status of Native Hawaiian Education. This review of the educational status of native Hawaiian students suggests the need for special programs that: (1) promote self-esteem and appreciation of multiculturalism while improving cognitive skills; and (2) encourage parent participation and the involvement of community leaders as role models. The effects of Federal programs (such as those administered under Title I, the Comprehensive Mathematics Project, and the Right to Read program) and the impact of State compensatory programs are discussed. Also discussed are financial assistance alternatives, the educational needs of Hawaiian students as summarized in the 1979 Native Hawaiian Education Bill, adult education and special education training programs for teachers, the objectives of the Advisory Council on Native Hawaiian Education, and economic benefits of these programs to society. (JCD)…

(1980). New York City Russian Bilingual Program. ESEA Title VII Final Evaluation Report, 1979-1980. The New York City Russian Bilingual Program operated in three public and eight private secondary schools and served 740 students from families that immigrated from the Soviet Union. The program offered instruction in English as a Second Language, native language arts, and bilingual instruction in academic subjects. Program participants were mainstreamed for some areas of instruction. Additional program components included curriculum development, supportive services, staff development, parent and community involvement, and extracurricular activities. The program was evaluated through criterion referenced tests of student achievement, interviews with staff members, and evaluator observation. The program was found to be operating effectively. Tables of data are included. Translated competency examinations and program correspondence are appended. (MK)… [PDF]

Kumagai, Gloria L. (1980). Integrating Cultural Diversity into Non-Sex-Biased Curriculum. Final Program Performance Report. The Integrating Cultural Diversity into Non-Sex-Biased Curriculum project focused on training teachers and developing instructional materials for teaching elementary and secondary level students about minority group women. This report describes the final phase of the project. The project staff conducted inservice training workshops and developed materials for teacher-training and classroom use. Included in this performance report are project staffing patterns data, dissemination information, the project evaluation, a description of the problems experienced during project implementation, and a list of project products. The appendices include the first year evaluation report, the initial program performance report, project newsletters, evaluation instruments, and the project brochure. (MK)… [PDF]

Arce, Aaron; Sosa, Xavier (1975). ESAA Bilingual/Bicultural Project. 1974-1975 Final Evaluation Report. The 1974-75 Austin Independent School District bilingual/bicultural program was designed as a comprehensive program of bilingual (Spanish and English) education for schools with the highest concentrations of Spanish-dominant Mexican American students. Bicultural instruction was inherent in the program which used both languages for a portion of all the curriculum. On a budget of $271,530 the program served over 1400 elementary students in six schools using 6 1/2 professional staff, 20 teacher aides, and 7 support staff. Students receiving Spanish instruction met objectives regarding acquisition of basic concepts and improved language proficiency, but not Spanish reading skills. Students receiving English instruction met English reading objectives. The program met most objectives regarding staff training, supervision, materials, team teaching, and bilingual aides, but not the important objectives regarding curriculum development and parental involvement. Compared to students not in… [PDF]

Gerdes, Paulus (1988). On Possible Uses of Traditional Angolan Sand Drawings in the Mathematics Classroom. Educational Studies in Mathematics, v19 n1 p3-22 Feb. Both industrialized and Third World countries see the need to \multi-culturalize\ their mathematics curricula. Following a brief description of the drawing tradition of the Tchokwe people (Angola), some possible uses of their pictograms in the mathematics classroom are suggested. Examples given in this paper include the study of arithmetical relationships, progressions, symmetry, similarity, and Euler graphs. (Author/PK)…

Grassby, A. J. (1983). Education despite the Law. Educational Perspectives, v22 n2 p4-11 Sum. Surveys the history and influence of native and non-Anglo ethnic groups who contribute to Australia's cultural diversity. Focuses on the struggle to preserve the Aboriginal language and asserts that legislation is needed to expedite pro-bilingual education policies. Describes several efforts made to promote cultural pluralism in Australia. (KH)…

LaRue, Charles; LaRue, Pamela (2001). Newcomers and the Environment: Teaching Guide–Answer Key [and] ESL Textbook. Intermediate Level. This intermediate level teaching guide, answer key, and English-as-a-Second-Language (ESL) textbook package provides nine career and personal profiles of immigrants to the United States from a variety of countries presently working in the field of environmental protection and regulation. A glossary translates numerous more specialized, environment-related vocabulary into six languages other than English, including Russian, Hmong, Serbocroatian, Somali, Vietnamese, and Spanish. (KFT)… [PDF]

Walkup, Nancy; Warwick, Sharon (1996). Milagros: Symbols of Hope=Milagros: Simbolos de Esperanza. Teacher's Guide [and] Student Booklet. A milagro is a little metal pendant that symbolizes a request, a prayer, or a wish. This "Teacher's Guide" and bilingual "Student Booklet" accompany a bilingual videotape and color wall poster in a multimedia package intended to introduce students in grades 3-8 to the folk art tradition of milagros. The videotape, presented first in English and then in Spanish, presents the narrated story of Alfonso's Milagro in Part 1. Part 2: Symbols of Hope, presents historical/cultural content on milagros. Part 3: Symbols in Relief, illustrates the steps involved in a production activity. The teacher's guide includes introductory information, a vocabulary list, discussion topics and questions, and lesson plans for a mixed-media relief rubbing and a metal tooling relief activity. Interdisciplinary extensions, a time line of milagros, and assessment activities are included. The student booklet, printed in both English and Spanish, contains a summary of the video program,…

Young, Jocelyn (1996). Japanese Radio Exercises. Revised. This unit focuses on Japanese radio exercises which became popular in Japan just after World War II and are still used among students and workers in companies to help raise morale and form group unity. The exercises reflect the general role of exercise in Japanese culture–to serve as a symbol of unity and cooperation among the Japanese, as well as to raise energy levels and encourage good health. The purpose of the exercises is not to encourage students to become athletes but to push themselves and develop unity with their classmates. There are 13 exercises and a pronunciation guide. Students learn how to count from 1 to 10 in Japanese and to understand the cultural and historical context in which the exercises developed. (EH)…

(1990). Religion in Japan and a Look at Cultural Transmission, Grades 7-12. This unit focuses on the periods in Japanese history up to the reign of Prince Shotoku (A.D. 592-622) and his role in the transmission of Chinese culture to Japan. A special focus is made on the joint practice of Buddhism and Shinto in Japan. Each lesson's materials and format are described in detail with specific objectives noted and the procedure for conducting the lessons. The five lessons include: (1) "Transmission of Culture to Japan: Setting the Historical Context for the Study of Religion in Japan"; (2) "History and Tenets of Buddhism and Shinto"; (3) "Joint Practice of Buddhism and Shinto"; (4) "Differing Perspectives on the Sacred"; and (5) "Three Personal Profiles." A pronunciation guide is part of the six appendices to the unit, along with background essays on Buddhism, Christianity in Japan, guidelines for teaching about religion, references and a bibliography. (EH)…

Shlensky, Jane (1994). Short Course in South Asian Literature and Culture. Fulbright-Hays Summer Seminar Abroad 1994 (India). This syllabus describes a college course developed to address South Asian literature and culture with a focus on India. Suggestions for student readings and discussion, oral communication, listening, writing, and field trips are included. The empires of South Asia, its religions, social stratification, parallels of history and religion with the arts, and a discussion of gender roles and social issues are addressed in the study. (EH)… [PDF]

(1995). Voices for Diversity. Future Teacher, v1 n2 May-Jun. Prominent Americans were asked to reflect on the diversity challenge facing America's teacher workforce. The following leaders from several fields voiced their support of teachers and their beliefs America needs more diverse and culturally responsive teachers: (1) Mary Hatwood Futrell, President of Education International; (2) Carol Moseley-Braun, U.S. Senator; (3) Dominque Wilkins, professional basketball player; (4) Joseph A. Unanue, President, Goya Foods, Inc.; (5) Norbert S. Hill, Sr., Executive Director, American Indian Science and Engineering Society; (6) Sandy McBrayer, 1994 National Teacher of the Year; (7) Shunthea Renee Ward, winner of the 1995 FEA Essay Competition; (8) Dexter Scott King, Chief Executive Officer, the King Center; (9) Delores Escobar, President, American Association of Colleges for Teacher Education; (10) Andrew Hacker, professor and author; (11) Dee Brown, professional basketball player; (12) Edward James Olmos, actor and activist; (13) Albert Shanker,… [PDF]

Satterlee, Brian (1999). International Culture and Management Education: A Synopsis of the Literature. This paper reviews the literature on the effects of international culture on management education. Morden (1995) notes that what works well in one country may be entirely inappropriate in another. Obaldeston (1993) explains that business schools must employ teaching faculty with international experience, enroll a high proportion of students from other nations, and use teaching materials based on international business. Finegold (1994) points out that in response to increasing questions about the usefulness of the MBA degree, U.S. institutions are re-engineering programs to integrate contemporary topics such as information technology and internationalization into the curriculum. Other authors provide specific criticisms of graduate business programs in the United States, noting that MBA programs focus on technical skills to the exclusion of communication and cross-cultural skills; do not teach leadership, creativity, and entrepreneurship; ignore the importance of group dynamics; lack… [PDF]

Matthews, Brian; Sweeney, Joni (1997). Collaboration in the Science Classroom To Tackle Racism and Sexism. Multicultural Teaching, v15 n3 p33-36 Sum. Describes techniques used in a British secondary school classroom to encourage collaborative learning to promote science while addressing sexism and racism in the classroom. Group work practices were extended to include students monitoring of themselves and their interactions, with feedback and discussion of the social processes. (SLD)…

Subedi, Janardan; Wagenaar, Theodore C. (1996). Internationalizing the Curriculum: Study in Nepal. Teaching Sociology, v24 n3 p272-83 Jul. Describes a program of summer study in Nepal that exposes students to a multicultural and international perspective. Examines the content, goals, and objectives of the program. The objectives include active learning, structuring learning communities, and developing higher-order thinking skills. Provides suggestions for setting up similar programs. (MJP)…

Rosenberg, Joe, Ed. (1995). Aplauso! Hispanic Children's Theater. This collection contains eight children's plays in English, Spanish, and bilingual formats. Intended participants and audiences range from preschool children to young adults; most scripts encourage audience participation. Most authors are Americans of Latin American descent or birth, and characters in the plays come from Mexican, Puerto Rican, and other Hispanic cultures, as well as from Hispanic intercultural life in the United States. \Fred Menchaca and Filemon\ (\Fred Menchaca y Filemon\) (Jose G. Gaytan), presented separately in English and Spanish, is an actor's monologue about cultural differences. \The Caravan\ (\La caravana\) (Alvan Colon), presented separately in English and Spanish, uses songs, dance, and magic to address the effects on one's behavior of being in power.\Bocon\ (Lisa Loomer) is a bilingual script that uses such folkloric characters as La Llorona to present a theme of protest against dictatorial power of all kinds. \The Day They Stole All the Colors\ (\El dia…

Strouse, Joan (1987). Hmong Refugees and Educational Policy. The relationship between Hmong refugees, immigration policies, and the United States educational system is examined. First, the immigration process and policy development are discussed. Federal intentions toward the Hmong refugees and the educational reality are then contrasted, and the reasons for policy failure are examined. It is contended that the encounter between the Hmong and the educational system may be regarded as a case study of the inherent inability of the system to accommodate differentness and to respond to the real need of newly-arrived refugees. The schools failed to reach across a substantial cultural gap and provide access to the larger society, attempting instead to hurry the Hmong into adjusting to a substitute culture radically different from any they had known before. The educational system has failed to keep Hmong adults enrolled and has not made available comprehensive preparation of this population for the labor market. It is argued that a better…

Jarrett, Von; Noyes, Marilyn (1985). Saving Energy around the House = Tien Tan Trong Viec Tieu Thu Nang Luc Trong Nha. This bilingual booklet is intended to help Vietnamese refugees learn basic energy conservation skills. Included in the booklet are Vietnamese and English translations of basic energy conservation practices related to the following areas: heating, cooling, cooking, using refrigerators and freezers, lighting, water heating, doing laundry, pursuing recreation and entertainment activities, driving and maintaining the family auto, and taking community action. (MN)…

Cichon, Donald J.; And Others (1987). Promoting Local Adoption of a BVT Model: Final Report of the Training and Technical Assistance Project. A technical assistance effort was conducted to help local agencies develop and implement bilingual vocational training (BVT) programs without direct federal support or to help agencies that provide some BVT-type services develop their programs into more extensive BVT models. A series of three regional meetings were held for prospective BVT programs. These meetings articulated the basic concepts of BVT models, presented resources, and led participants in preliminary planning for program implementation. Eight agencies were selected as aspirants that received customized on-site technical assistance to help develop and implement BVT programs. As a result, one project put in place a BVT program, and three other projects developed BVT programs to a point where they were awaiting clearance of external factors to implement them fully. Two of those three were expected to be operating shortly. Recommendations were made for the continued support of the type of technical assistance that was… [PDF]

(1980). Bilingual Evaluation Technical Assistance: Workshop Text V. Planning for Management. This text is designed to accompany workshop instruction in evaluating bilingual programs. It is addressed to those involved with bilingual programs generally, educators directly involved in planning and implementation, and research and evaluation specialists. The workshop covers the tasks associated with conducting a bilingual evaluation within the framework of a management system that begins with a listing of tasks and resources. The basic planning and estimating procedures described are: reviewing the program plan; scheduling evaluation tasks; estimating staff needs; budgeting for the evaluation; monitoring the evaluation effort; and reporting the results. Each task is discussed and accompanied by examples and the procedures for completing them. Participation in the workshop should engender performance of the following tasks: completing a schedule for evaluation; constructing a staff-time allocation plan; proposing ways a budget can be modified to meet budget constraints; building…

Wozniak-Stephens, Melaine (1982). Vocational Programming for the LEP. Part 2: The Project Mainstream Experience. This monograph is intended as a resource for persons planning or administering a vocational program for limited English proficient (LEP) students. It describes the structure and operations of Project Mainstream, a bilingual vocational program serving Korean and Spanish speaking persons. Material is organized around three major topics. The first topic, \Planning,\ examines areas of concern in the process of establishing the project. Discussion covers needs assessment, financing, objectives, components, materials development, and scheduling of vocational training, bilingual assistance, Vocational English as a Second Language (VESL), and English as a Second Language (ESL) classes. The second section, \Student Services,\ gives a detailed account of the support structure provided for students and its development within the project. Student services described include recruitment, intake, registration, orientation, advising, vocational tutoring, bilingual tutoring, VESL, ESL, field trips,…

Okutsu, Jim (1980). Japanese American Studies in Higher Education. This paper reviews the results of a survey of institutions of higher education which offer coursework focusing on Japanese Americans and emphasizes the program in Japanese American Studies at San Francisco State University. The results showed a distribution of twenty-eight courses offered at fifteen institutions in California, Washington and Hawaii, with the greatest number of courses being offered at San Francisco State University. A review of course content showed that thirteen are survey courses on the Japanese American experience; seven are about the American concentration camps set up during World War II; and six are on Japanese American culture. The paper stresses the importance of a balanced curriculum including courses in Japanese American history, community, social sciences and culture. (JCD)…

Gue, Leslie R. (1979). Preparation of Educational Administrators in a Multicultural Nation–Political, Social and Historical Perspectives. Canada has been throughout its history a multicultural nation as evidenced by its two official languages, and the French Canadian Roman Catholic school and English Canadian Protestant schools publicly supported in many parts of Canada. Since confederation, both legislative and administrative acts have attempted to meet multicultural needs. For example, both a Catholic and Protestant minister of education were appointed in 1964. Legislative action includes laws regarding Indian education, the Official Languages Act of 1969, and Quebec's Bill 101. Sociocultural problems in Canada concern such issues as tax support for separate schools, the Manitoba school question, and Hutterite, Mennonite, and Doukhobor schools. In spite of Canada's multiculturalism, very little has been written on the preparation of school administrators for multicultural education. Although the old apprenticeship system for preparing educational administrators is being replaced by one requiring a graduate degree in…

Anderson, R. D.; And Others (1963). Matematicas Para El Primer Ciclo Secundario, Volumen II (Parte 1). Traduccion Preliminar de la Edicion en Ingles Revisada. (Mathematics for Junior High School, Volume II, Part 1. Preliminary Translation of the Revised English Edition). This is part one of a two-part SMSG mathematics text for junior high school students. Key ideas emphasized are structure of arithmetic from an algebraic viewpoint, the real number system as a progressing development, and metric and non-metric relations in geometry. Chapter topics include number line and coordinates, equations, scientific notation, applications of percent, and congruence and the Pythagorean property. (RH)… [PDF]

Anderson, R. D.; And Others (1963). Matematicas Para El Primer Ciclo Secundario, Volumen II (Parte 2). Traduccion Preliminar de la Edicion en Ingles Revisada. (Mathematics for Junior High School, Volume II, Part 2. Preliminary Translation of the Revised English Edition). This is part two of a two-part SMSG mathematics text for junior high school students. Key ideas emphasized are structure of arithmetic from an algebraic viewpoint, the real number system as a progressing development, and metric and non-metric relations in geometry. Chapter topics include real numbers, similar triangles, variation, polyhedrons, volumes and surface areas, permutations and combinations, and probability. (RH)… [PDF]

Waggoner, Dorothy (1977). The States and the Educational Needs of Limited-English-Speaking Persons from Non-English-Dominant Backgrounds: A Report on the Records of State Education Agencies. Supplement: Individual State Descriptions. Narrative reports and tabular data on the status of efforts in each of the territories and states of the United States to meet the needs of limited English speaking students are presented. The information was collected as part of a national survey. (JB)… [PDF]

LaBelle, Thomas; And Others (1979). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. A Qualitative/Quantitative Data Gathering Approach (with Addendum). This 1978 report advises concerned persons and agencies of the nature and extent of plans developed by Juarez and Associates to use qualitative data in the evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Contractual responsibilities, multimethod data collection strategies, objectives and procedures are described. Additionally, evaluation procedures, data management and analysis considerations as well as the integration of psychometric and ethnographic data in statistical analysis are discussed. An addendum to the report: (1) summarizes and integrates qualitative and quantitative aspects of the evaluation design, (2) describes procedures recommended for remaining phases of the contract, and (3) provides revisions to previous reports. Related materials are appended. (Author/RH)…

Chapin, Georganne, Comp.; And Others (1977). Annotated List of Some Commercially Available Learning Materials Often Considered for a Bilingual/Multicultural Urban Classroom. This annotated list of materials is intended for use by teaching teams in a bilingual multicultural urban preschool program. The works listed are those currently present in the resource center of the !ALERTA! Bilingual/Multicultural Preschool Curriculum Development Project. The bibliography is divided into four sections: (1) African-American focus, (2) Hispanic focus; (3) urban orientation; and (4) general concept development. Bibliographic information, a brief plot summary and critique, and comments on format, illustrations, language and ethnic focus, relevance for urban children and appropriate age level are offered for each item. Brief cross references, including author, title, and a note on primary focus are provided at the end of each section. The complete document is provided in two forms, one in English and one in Spanish. (Author/SS)…

San Miguel, Guadalupe, Jr. (1975). No One Single Solution. Recently a great deal of attention has been given to Chicano education. Much of the agitation for Chicano recognition within the educational system has been spearheaded by the youth in the public schools and by a small number of older and respectable Chicano activists and educators. This paper analyzes various educational reforms suggested by some influential educational leaders. The educational ideas of 8 Chicano and 1 Anglo leaders who appeared before the Select Committee on Equal Educational Opportunity of the U.S. Senate in Washington, D.C., on August 18-21, 1970 are examined. The ideals of these educators and some of the underlying assumptions that they make about the nature of changes schools can make and the nature of social change are discussed, pointing out the direction Chicano educators are going. These leaders' ideas display a shift away from the cultural determinist perspective, which has dominated sociological and anthropological literature since the late 50's. Only…

Kwok, Irene; Sung, Robert (1974). Practical Cantonese for Teachers. Level 1. This handbook, the first of two levels, is designed to help teachers refine and expand their language skills in spoken Cantonese. The handbook is written in spoken Cantonese form, which means that many Chinese characters are included that represent Cantonese expressions not found in standard written Chinese. The handbook is divided into 15 units, each containing pattern drills, practice of common terms and expressions, and conversations. The contents include vocabulary items and dialogues useful in a school setting; the principal topics are names, the school building, classroom items, directions, colors, the playground, parent-teacher conferences, and Parts of the body. An outline of Cantonese phonetic symbols is provided. The appendix includes a list of classifiers, a list of the titles of school staff and officials, and a sample Progress report for evaluating individual students. (CLK)…