(1997). Serving Under Represented Diverse Populations: Five Institutions Reflect on Progress. This paper describes how five medium sized state institutions from various parts of the country have progressed in meeting the needs of under-represented, diverse populations over the past four years. The five institutions are: Central Washington University, Jacksonville State University (Alabama), State University of New York at Plattsburgh, Montana State University, and Saginaw Valley State University (Michigan). Data from each institution are included in the appendix. (Author/ND)… [PDF]
(1996). Social Cartography: Mapping Ways of Seeing Social and Educational Change. Garland Reference Library of Social Science, Volume 1024; Reference Books in International Education, Volume 36. This volume of essays enables readers to see utility in the practice of social mapping as it opens traditional cartographic representation to multiple perspectives and the play of difference. This book argues that social mapping is useful in constructing more comprehensive and reasonably accurate representations of social and cultural phenomena. Of benefit to comparative educators and other knowledge workers, social mapping allows better visualization of all the social \scapes\ seen to constitute the challenging new world. The book is divided into four parts with nineteen chapters. The preface introduces \Four Principles for a Non-Innocent Social Cartography\. Part 1, \Mapping Imagination,\ includes (1) \Social Cartography: A New Metaphor/Tool for Comparative Studies\ (Rolland G. Paulston; Martin Liebman); (2) \From Modern to Postmodern Ways of Seeing Social and Educational Change\ (Val D. Rust); (3) \Constructing Knowledge Spaces and Locating Sites of Resistance in the Modern…
(1988). An Evaluation of the Strengths and Weaknesses of State Education Department Syllabuses and Related Instructional Issuances for Effective Teaching of Africian American Students and Other Nontraditional Students. A Pilot Study with Recommendations. This study found that syllabuses and instructional supplements issued by New York State lacked the amount and kind of information essential for optimal education of African American and other minority group students in inner city schools and have a "chilling effect" on teacher initiative and creativity. The following types of documents were reviewed: (1) key general issuances of the Board of Regents and the State Education Department that set policy parameters for the entire spectrum of educational programs; (2) social studies syllabuses for grades 7 and 8; (3) language arts syllabuses for grades K through 12; and (4) State Education Department supplementary publications relating to black history. The following findings and recommendations for improvement are discussed: (1) the documents appear to adversely impact the academic achievement of African American and other minority students; (2) the content of the syllabuses does not include sufficient amounts of current…
(1978). Art & Indian Children of the Dakotas: An Introduction to Art & Other Ideas. Series Number 3. The third volume of a bicultural educational series designed and produced especially for use in Aberdeen area schools with predominantly western Sioux populations has educational import for children and teachers everywhere who have an interest in the art and culture of the western Sioux. A description of decorative art among the Lakota people and its connection with ceremonial life and everyday life is given. Through a visual and verbal approach to art appreciation, the volume emphasizes beauty, the senses, and texture in various art media. The section on quills describes the historical methods used by Lakota women to gather, prepare, dye, and sew quills and depicts many of the articles decorated with quills. It includes diagrams of the ways quills were worked. The sections on beads describe various early beads made from shell (dentalium), stone, bones of fish and animals, deer hoofs, seeds, and teeth, and the bright glass beads acquired later. Also included are many photographs of… [PDF]
(2001). Changing Views about International Activities in American Teacher Education Programs. This paper provides a historical overview of international education trends in U.S. colleges, including teacher education programs, comparing current research with data from the 1970s. In 2000, deans and department chairs of the American Association of colleges for Teacher Education's (AACTE's) 735 member institutions were sent a 31-item questionnaire, and 59 institutions from 29 states responded. The survey examined institutional demographics and the presence or absence of several international activities over the past 5 years (institutional profile; faculty involvement; international student enrollment; curriculum; inter- institutional, international agreements, distance education, and networking; and issues and priorities). Overall, most international activities increased with time, but not at the same rates or in the same places. The most frequent type of faculty involvement was travel abroad. Foreign student enrollment increased significantly since the 1970s. Study abroad… [PDF]
(1996). Can Arts and Sciences Faculty Prepare Quality Teachers?. American Behavioral Scientist, v40 n2 p233-41 Nov-Dec. Articulates a challenge for today's arts and science faculties to help prepare teacher candidates who are predominantly white and female to work in schools with increasingly diverse populations. Argues for a more culturally responsive curriculum and modeling culturally responsive teaching. (MJP)…
(1994). Learning and Instruction. Learning and Instruction, v4 n3 p193-271. Articles in this companion volume to the \International Journal of Educational Research\ discuss evaluation of computerized mathematics instruction for mentally retarded children; conceptions of science learning and instruction by academics; effects of language arts tasks on motivation and learning; and effects of study strategies on learning. (SLD)…
(1990). Aspects of Intercultural Education and Curriculum Decision-Making. European Journal of Teacher Education, v13 n3 p113-21. Analyzes intercultural education, looking at the dynamics of agenda building as a political process. Theoretical and ideological assumptions underlying the concept of intercultural education are discussed. The article says use of this concept serves the purpose of issue containment within the arena of conflict where educational policy alternatives are determined. (Author/SM)…
(1994). The Reform Movement in Geographic Education: A View from the Summit. Journal of Geography, v93 n1 p61-64 Jan-Feb. Contends that geographic education has received increased attention during the past decade from professional geographers, K-12 educators, and the general public. Reviews current efforts and future directions of geographic education and states that all geographic educators share the responsibility for continuing the progress of the reform movement. (CFR)…
(1997). More Than a Pretty Cloth: Teaching Hmong History and Culture Through Textile Art. Theory and Research in Social Education, v25 n2 p137-67 Spr. Argues that textile arts, often created by women, provide a valuable, but frequently overlooked, resource for learning about a culture. Describes an effort to learn about Hmong culture and history through a study of textile arts and to teach preservice teachers in a social studies methods course about this culture. (DSK)…
(2001). A Good Start: A Progressive, Transactional Approach to Diversity in Pre-service Teacher Education. Bilingual Research Journal, v25 n4 p417-34 Fall. A study examined what three English-as-second-language preservice teachers learned in a progressive, transactional methods course about teaching culturally and linguistically diverse children. Although the course did not instill the deep cross-cultural understanding necessary for bicultural competence, it did cultivate the student teachers' desire to value and respect other cultures. (Contains 20 references.) (TD)…
(1999). Seeing a World in a Grain of Sand: Science Teaching in Multicultural Context. Science and Education, v8 n6 p633-44 Nov. Describes the Imagining Nature Project at Deakin University in Australia, and the Native Eyes Project at the Institute of American Indian Art in New Mexico. Both projects entail the teaching of science and technology to non-science majors of highly diverse cultural origin. They also incorporate innovative strategies to make science and technology more credible and relevant to indigenous peoples. (Author/WRM)…
(1990). Education for Peace and Mutual Understanding: A Perspective from the Soviet Union: Valentina Mitina and the Project "Preparedness for Peace." Reprints and Miniprints, No. 689. As part of an effort by the project group "Preparedness for Peace", this publication presents a conversation with Dr. Valentina Mitina of the Research Institute of General Pedagogy, USSR Academy of Pedagogical Sciences. Dr. Mitina, a senior researcher specializing in comparative education, is also an activist in nongovernmental organizations. Mitina offers her definition and views of peace education and explains what role the Soviet Union can play in the field. She explores the terms "disarmament education" and "education for international understanding" and the difficulties of introducing peace studies into a curriculum. The document includes notes about Mitina and presents an appendix that describes the Soviet committee of the movement "Educators for Peace and Mutual Understanding." (SG)… [PDF]
(1982). The Teacher Education Socio-Ethnic Requirement of the College of Education, University of Washington: A Study of Enrollment Patterns. In the fall of 1977, the College of Education of the University of Washington (Seattle) instituted a socio-ethnic course requirement for teacher certification candidates. To satisfy the requirement, candidates must successfully complete a course from each of two categories: Category A courses provide the student with a broad look at socio-ethnic differences, while courses in Category B focus on specific ethnic and social groups. A descriptive research study evaluated the effectiveness of the socio-ethnic course requirement through examination of student enrollment patterns in the socio-ethnic courses. The study population included all students enrolled in the certification program in the spring and autumn quarters of 1981. Five variables were used to construct comparisons with the socio-ethnic enrollment data: (1) sex; (2) student teaching placement (urban, suburban); (3) level (elementary, secondary); (4) ethnic group (White, Asian, Other Minority); and (5) major (broadly… [PDF]
(1995). Increasing Secondary African American and Latino Students' Opportunities To Critically Read, Think, and Write about Cultural and Gender Diverse Literature. The goal of this practicum was to increase the opportunities of secondary African American and Latino students to critically read, think, and write about literature that was diverse both in terms of culture and gender. Although the students (61 students in grade 11) had completed 2 years of high school English classes, the overwhelming majority of them said they had been given virtually no opportunity to read literary works by culturally diverse authors or by authors of different genders; further, they had not read works that address subjects concerning culture or gender. During the 9-month practicum period, strategies were effectively employed that enhanced the students' abilities to critically read, think, and write about literature and life. By using teaching styles and activities that were congruous with the students cultural learning style, a nurturing, supportive classroom environment was created that promoted students' interests in improving their integrated skills and desire… [PDF]