Hood, Marian White (1994). The Delta Team: Empowering Adolescent Girls. Schools in the Middle, v3 n3 p24-26 Feb. In response to adolescent girls' concerns about teen violence, rumors, grooming, careers, and equity, four women teachers and a woman administrator at a Maryland middle school developed the Delta Program. The program provides positive learning experiences, teaches social skills and conflict management techniques, empowers girls through mentoring and leadership training, and fosters multiethnic bonding. (MLH)…

Anderson/Sankofa, David A. (1993). Kwanzaa: A Resource for Resourceful Educators. MultiCultural Review, v2 n4 p36-38 Dec. Kwanzaa, the African-American cultural holiday, can be a valuable resource for teachers to help students develop as partners in a democratic society. The origins and practices of the celebration are explored, and several resources are described to help teachers and librarians develop programs to observe Kwanzaa and its seven principles. (SLD)…

Sage, Cherryl (1993). Of Pilgrims and Turkey: A Look at Thanksgivings Past and Present. Teacher's Roundtable. Social Studies and the Young Learner, v6 n2 p18-19 Nov-Dec. Asserts that patriotic holidays are an important aspect of the social studies curriculum and provide opportunities to study history. Gives a set of questions and answers about the origins of Thanksgiving. Includes references to recommended children's literature related to the topic. (CFR)…

Alawiye, Osman; Thomas, John I. (1993). American Elementary School Texts: Dignity for Blacks?. Social Science Record, v30 n1 p37-42 Spr. Reports on a review of nine elementary social studies textbooks for their treatment of African-American history and culture. Finds that the West African origins and culture of African Americans is largely ignored. Determines that textbooks present a biased and incomplete picture of slavery in early U.S. history. (CFR)…

Blair, Kristine (1998). Literacy, Dialogue, and Difference in the \Electronic Contact Zone.\. Computers and Composition, v15 n3 p317-29. Discusses a first-year writing class composed of both Hispanic-American and Anglo students, arguing that rather than regarding online conflicts between students as mere \flaming,\ such conflicts can be seen as a way of helping students develop as literate citizens more aware of difference. (SR)…

Galda, Lee; West, Jane (1998). Working with Young Adolescent Readers. New Advocate, v11 n4 p379-82 Fall. Discusses six books (published in 1997 or 1998) for educators that deal with teaching young adolescents and teaching with literature. (SR)…

Hubbard, Ruth Shagoury (1998). \The Place I Will Always Remember\: Drawing on Experiences through the Quilt Project. Voices from the Middle, v6 n1 p12-16 Sep. Discusses a quilt project in which ninth-grade English-as-a-Second-Language students wrote, drew, and talked about what they knew, remembered, and felt on the topic \Where I Came From,\ creating an anthology and a quilt. Describes how students' speaking practice, written language abilities, and self-confidence improved. (SR)…

Henze, Rosemary C. (1999). Curricular Approaches To Developing Positive Interethnic Relations. Journal of Negro Education, v68 n4 p529-49 Fall. Examines how curricular approaches have helped build positive interethnic relations in a large, ethnically diverse high school, documenting four curricular approaches teacher leaders used to address issues of race and ethnicity and exploring the impact of those approaches on student learning. Illuminates how teacher leaders and administrators created the conditions for these curricular reforms to be sustainable. (SM)…

Lewis, Valerie (1994). With Many Voices: Talking about Multicultural Children's Literature. Instructor, v103 n6 p38-41 Feb. The article presents advice from children's book authors and illustrators about choosing and using multicultural literature, discussing what to look for in multicultural literature and why multiculturalism matters. The article includes lists of multicultural resources for the classroom and of authors who write specifically about their cultures. (SM)…

Callahan, Carolyn M.; Moon, Tonya R. (2001). Curricular Modifications, Family Outreach, and a Mentoring Program: Impacts on Achievement and Gifted Identification in High-Risk Primary Students. Journal for the Education of the Gifted, v24 n4 p305-21 Sum. A study investigated the efficacy of specific interventions (mentoring, parental involvement, and multicultural curricula) on academic achievement of 273 elementary students from low-socioeconomic environments. The interventions had no statistically significant effect on student achievement in any grade. However, by the end of the program, students were on grade level. (Contains references.) (Author/CR)…

Paciotto, Carla (2004). Language Policy, Indigenous Languages and the Village School: A Study of Bilingual Education for the Tarahumara of Northern Mexico. International Journal of Bilingual Education & Bilingualism, v7 n6 p529-548. In 1991, the Bilingual Bicultural Education Program (BBEP) was launched in Chihuahua, Mexico, as a way of responding to the educational needs of the indigenous Tarahumara populations and the growing threat to their language and culture. Using a conceptual framework based on the literatures of curriculum inquiry, language shift and maintenance, and literacy studies, this 10-month ethnographic case study examines the sociocultural contexts of the implementation of the BBEP in a federal school serving Tarahumara and the role of the school and the BBEP in indigenous language maintenance. Specifically, the paper reports and discusses findings on how state-developed BBEP goals relate to the teachers' and parents' expectations of school and literacy and biliteracy. As the findings show, the school is the place of children's first intense contact with mestizo culture and language and the agency where children are expected by parents and teachers to acquire Spanish oral and literacy skills…. [Direct]

Danker, Anita C. (2003). Multicultural Social Studies: The Local History Connection. Social Studies, v94 n3 p111-117 May-Jun. Local history can help prepare students for standardized tests by helping them enhance their memories and possess solid understanding of the concepts that are fundamental to a particular discipline or field of study. Although it can effectively be argued that the study of local history may aid in the mastery of U.S. history topics, another often overlooked benefit is its significance as an authentic vehicle for conveying multicultural themes. Because local history is so grounded in social and cultural developments and largely embodies the stories of various racial, ethnic, and religious groups responsible for settling and building the communities of the nation, the integration of local content would naturally present multicultural perspectives. A multicultural unit designed for students at all levels of proficiency is described. (Contains 1 table.)… [Direct]

Hurt, Douglas A.; Wallace, Michael L. (2005). Teaching American Indian Geography and History with New Perspectives: The Lodge Pole River Project Example. Journal of Geography, v104 n5 p187-193. A three-year institute called \The Lodge Pole River Project\ was designed to change educator perceptions of American Indian historical geography and encourage the creation of balanced and culturally sensitive American Indian K-12 curriculum. This project offered unique opportunities to assess a geography institute's impact upon teacher knowledge and perceptions towards Native people and pedagogical approaches to teaching about American Indians and their landscapes. The assessment suggests that three weeks of field work, archival research, and curriculum writing increased participant knowledge of American Indian history and culture, solidified sympathetic perceptions and attitudes towards native people, and strengthened the ability of educators to offer different interpretations of American Indian geography and history to their students…. [Direct]

Davis, Louise E.; Whitener-Lepanto, Vicki (1994). Preservice Teachers and Culturally Diverse Families: How Do They Perceive One Another?. This paper discusses a study that explored the concerns and perceptions of culturally diverse families and the attitudes of preservice teachers toward students from culturally diverse families. To begin with, a qualitative study was conducted in which five international families and six American families were interviewed to examine concerns of parents who have their children in a culturally diverse setting. A descriptive quantitative study followed to determine if elementary preservice teachers were culturally sensitive as a total group to the culturally diverse families. The Cultural Diversity Awareness Inventory (CDAI) was used to determine the level of sensitivity of 637 preservice teachers who were enrolled in the student teaching phase of elementary teacher education programs. Findings included the following: (1) international families were concerned that their culture be maintained through opportunities for their children to eat native food, practice native customs, and… [PDF]

Rosenberg, Jan, Comp. (1992). A Bibliography of Works in Folklore and Education Published between 1929 and 1992. This bibliography presents books, journal articles, reports, and teaching guides published between 1929 and 1992 related to folklore education. The bibliography includes over 200 entries covering the history of education, community centered education, intercultural education, folklore and education, oral history projects conducted by students, and anthropology and education. Each entry includes author, date of publication, title, publisher, and library catalog number, when appropriate. (LP)… [PDF]

(1979). TEFL/TESL Newsletter, Volume 4, Number 1. Several articles of interest to teachers of English as a second language (ESL) are included. In "Syllabus Design and the Adult Beginner," Keith Johnson discusses the various choices the course organizer must make to make a syllabus communicative. Among the ideas for "Developing Writing Skills" offered by Patricia A. Denham are fully controlled exercises, structurally determined exercises, model based writing, cue based writing, and topic based writing. Elizabeth Joiner presents several "Communicative Activities for Beginning Language Students." E. F. Austin and S. Galvin examine a specific adult ESL course in use in Australia in "'All's Well That Starts Well': An Evaluation." Finally, Alan S. Milne addresses the problem of heterogeneous ESL classes in "Coping with Different Language Levels: Small Group Work." (JB)…

Cruz, Sylvia; And Others (1975). A Further Examination of the Effects of Administering the Metropolitan Reading Tests in Spanish and English to Spanish-Speaking School Entrants. In a study designed to assess effects of administering the Metropolitan Reading Test (MRT) in Spanish versus English, 100 Puerto Rican kindergarten pupils were randomly split into two groups. The MRT was administered in English to one group and in a Spanish translation to the other group. The group who took the Spanish version significantly surpassed the group who took the English version with respect to total score and all but the two most nonverbal subtests. These differences were particularly evident for, but were not exclusive to, the subsample from the bilingual classes. (Author/DEP)… [PDF]

(1974). High School Peer Tutoring (Homework Helpers) Program, New York, N.Y. This program, included in "Effective Reading Programs…," annually serves about 4000 disadvantaged students in grades nine through twelve in 50 high schools. Many of the students are black or Spanish-speaking and come from low-income homes in the inner city. The program, begun in 1969, is designed to provide individualized tutoring in reading and math by high school students to other high school students. Students are invited into the program through announcements, bulletin boards, and teacher recommendations. They are tested when they initially come for tutoring and, on the average, entering students are four to six years behind grade level in reading and math. The tutors, working with one or two students at a time, assist in vocabulary development, oral reading, comprehension, and math skills. The remedial teachers in many schools serve as informal consultants for tutoring techniques and materials. However, tutors primarily work under the supervision of master teachers… [PDF]

Benjamin, Richard C. (1969). A Bilingual Oral Language and Conceptual Development Program for Spanish-Speaking Pre-School Children. The Michigan Department of Education runs a comprehensive program serving the social, physical, occupational, and educational needs of its approximately 90,000 migrants. Described in this paper are materials prepared as a part of the education program for migrant preschoolers, most of whom speak a nonstandard dialect of Spanish. The Oral Language Lessons, the "heart" of this program, provide the teacher who has little background in either linguistics or in teaching English as a foreign language with linguistically controlled activities while at the same time preparing her to develop similar activities of her own. The 59 English and 61 Spanish lessons, each taking approximately 15 minutes, are designed to be used at the rate of about three per day for eight weeks. The non-English speaking children are taught to understand and discuss basic ideas about size, color number, time and space; identify and describe familiar objects and relationships; and ask questions, all in… [PDF]

(1969). Study of Modified School Programs for Migrant Children. The findings, implications, and recommendations of a Texas migrant education study were presented in this report. Objectives were to determine how educational achievement of migrant students in 6-month programs compares with that of students in 9-month modified programs for migrants and with other students in the community, the effects of differences in resources, and the comparison of achievement of migrant pupils enrolled in out-of-state schools while in transit with those not enrolled in out-of-state schools. It was found that none of the programs were making an adequate change in the performance of migrant children and that for all 3 groups the Stanford Achievement Test performance was substantially below national norms. An evaluation of the 6-month extended day migrant school program showed that it required a thorough and constructive review. The major implication was that an in-depth study of migrant education is necessary if adequate solutions are to be developed. (PS)…

Elerick, Charles An Instructional Model for Teaching \University\ English to Mexican-American Bilinguals. The data and observations offered here represent a model for the organization of relevant facts of Spanish and English for use in teaching English composition to bilingual Mexican-Americans. This approach, amplified to include material from many facets of the grammars of Spanish and English, can provide the basis for teaching English to bilinguals in a way that respects bilingualism as an asset and as an accomplishment, while helping the student draw the lines that distinguish his two languages. (Author/SK)… [PDF]

Berendzen, Harry (1972). The First Indian Bilingual Projects, Title VII Meeting: A Report. Language in American Indian Education, Spr. The purpose of the First Indian Bilingual Projects, Title VII Meeting was to discuss experiences and exchange ideas on the development of evaluation design and measurable objectives, the involvement of parents and community, and the development of materials. Sessions were held on unobtrusive measures, measuring language dominance, parent and community involvement, small group instruction for the classroom, and materials development. Suggestions included that at least 2 meetings be held per year; that the entire project staff be given an opportunity for input and agreement in the area of evaluation; that more community members be present for future meetings; that native speakers be trained to become bilingual teachers; and that presentation, display, and demonstration of project-developed materials be a major part of future meetings. (PS)… [PDF]

Beuhring, Trisha; Kee, Daniel W. (1978). Verbal and Pictorial Elaboration Effects on Children's Long-Term Memory for Noun Pairs. Journal of Educational Psychology, v70 n5 p745-53 Oct. Effects of verbal and pictorial elaboration on long-term memory were assessed. Second-graders learned a list of nouns by the paired-associate method, and long-term retention was assessed after seven days. Results indicated that although elaboration facilitates initial acquisition, it neither helps nor hinders long-term retention. (Author/RD)…

Pitts, Ruth Ann (1978). The Effects of Exclusively French Language Schooling on Self-Esteem in Quebec. Canadian Modern Language Review, 34, 3, 372-80, Feb 78. A discussion of a study concerned with the French-speaking Quebecker's overall life adjustment which, in Quebec, is largely determined by the language of one's schooling. The hypotheses connecting self-esteem with deprivation are not confirmed. The hypotheses regarding culture are confirmed, and those regarding interaction with English-speaking people need qualification. (AMH)…

Mottram, Freda (1978). A Baby Learns French. Educational Research, v20 n3 p201-09 Jun 1978, Jun78. The author records her experiment with her daughter from birth to the age of four and a half to determine whether a child in a monolingual environment could grow up speaking two languages. The record traces the child's development in both English and French. (MF)…

Burt, Marina; Dulay, Heidi (1978). Some Guidelines for the Assessment of Oral Language Proficiency and Dominance. TESOL Quarterly, 12, 2, 177-92, Jun 78. Four dimensions of bilingual measurement are defined, and three major topics in the assessment of language proficiency and language dominance are discussed: selection of the language components to be assessed; appropriateness of certain elicitation tasks used; and general checkpoints that can be used to evaluate language proficiency dominance instruments. (Author/RM)…

Andersson, Theodore (1977). Preschool Biliteracy: Historical Background. Hispania, 60, 3, 527-530, Sep 77. This background article provides a general discussion of the possibilities of teaching preschool children to read in one or more languages. If external stimulation can match the rapid inner development of young children, rapid and extensive learning can occur. (CHK)…

Lado, Robert (1977). Acquisition and Learning in Early Reading. Hispania, 60, 3, 533-535, Sep 77. The definitions of and differences between language acquisition and learning in early reading are discussed. Preschool children who are bilingual can learn to read Spanish more easily than English; early and bilingual reading would be a great educational benefit. (CHK)…

Macias, Reynaldo F. (1978). El Debate Bilingue/The Bilingual Debate. Nuestro, 2, 2, 36-40, Feb 78. Like so many issues in a democratic society, bilingual programs have become entangled in a series of related problems, from other schooling policies to economics and, even, political squabbles. As a result, the whole subject of bilingual schooling seems to be dimly seen and easily misunderstood. Adding to the difficulties, the national media have been less than enthusiastic–or intelligent–on the subject. (Author/NQ)…

Hannum, Thomasina (1978). Attitudes of Bilingual Students toward Spanish. Hispania, 61, 1, 90-4, Mar 78. A survey of 64 University of New Mexico undergraduates examined their attitudes toward the different varieties of Spanish and the use of Spanish. (HP)…