Kaltsounis, Theodore (1994). Democracy's Challenge as the Foundation for Social Studies. Theory and Research in Social Education, v22 n2 p176-93 Spr. Contends that social studies suffers from a lack of a clear and solid foundation. Maintains that the principles, content, and practices of democracy should be considered as the foundation for social studies education. (CFR)…

Ovando, Carlos J. (1994). Change in School and Community Attitudes in an Athapaskan Village. Peabody Journal of Education, v69 n2 p43-59 Win. Reports a study that examined the attitudes of students, parents, and teachers toward school and community issues in Nulato, a remote Athapaskan village, noting changes in attitude between 1983 and 1992. Results suggested the community valued the maintenance of cultural heritage, and cultural and language restoration were becoming high priorities in 1993. (SM)…

Tuttle, Harry Grover (1995). From Productivity to Collaboration. Part I: School Networks Deliver Innovative Education. MultiMedia Schools, v2 n2 p31-35 Mar-Apr. Examines the use of various networks in schools for productivity, including student assignments, interactive learning systems, attendance, student schedules, student placement, electronic mail, classroom presentations, library automation, and shared CD-ROMs; and collaboration, including curriculum discussions, constructivist activities, interdisciplinary activities, multicultural learning, and distance learning. (LRW)…

O'Brien, Joe (1995). Divided We Stand? Teaching Strategy. Update on Law-Related Education, v19 n1 p4-6,32 Win. Maintains that each new generation strives to define itself and the nation. Presents a lesson plan focusing on legal issues and principles related to cultural diversity. Includes student objectives, step-by-step instructional procedures, and two student handout sheets. (CFR)…

Kurzweil, Edith, Ed. (1992). Education beyond Politics. Partisan Review, v59 n3 p343-419 Sum. Presents ideas addressed at a discussion of the changing culture of the university attended by 17 academics from diverse disciplines, who have recently spoken or written against the "politically correct" academic trends. Discussion, based on the transcript, considers why democratic institutions were being undermined in the name of democracy. (JB)…

Wellhousen, Karyn (1994). Using the 1930s'"Here and Now" Curriculum to Teach Cultural Diversity in the '90s. Social Studies and the Young Learner, v6 n3 p9-11 Jan-Feb. Discusses the curriculum approach recommended by Lucy Sprague Mitchell in the 1930s that emphasized real life experiences and discoveries. Asserts that the underlying principles of the "here and now" curriculum are appropriate for today's educational environment. Describes five instructional strategies using this approach. (CFR)…

DiBacco, Thomas V. (1993). Historical Writing: Looking toward the Year 2000. Journal of the Middle States Council for the Social Studies, v14 p45-50 1992-93. Discusses changes in history textbooks and historical research during the past three decades. Asserts that popular history and social history are emphasized much more than in the past. Recommends that teachers experiment with new ways of teaching history, including using photographs, music, and other primary sources. (CFR)…

Brophy, Michael (1991). Global Science. School Science Review, v73 n262 p59-66 Sep. Approaches taken by a school science department to implement a global science curriculum using a range of available resources are outlined. Problems with current curriculum approaches, alternatives to an ethnocentric curriculum, advantages of global science, and possible strategies for implementing a global science policy are discussed. (27 references) (KR)…

Spencer, Liz (1993). A Personal Reflection on Teaching Art to Vietnamese Children. Multicultural Teaching to Combat Racism in School and Community, v11 n3 p29-30 Sum. Presents the author's personal experiences teaching art to Australian children of Vietnamese background. Most Vietnamese art students feel most comfortable with a formal approach to schooling and to artwork. Understanding students' culture assists the teacher in planning projects that affirm their skills and talents. (SLD)…

Begler, Elsie (1998). Visualizing the Vision. Social Studies Review, v37 n2 p13-14 Spr-Sum. Presents a lesson plan that is designed to engage school staff in thinking about, developing, and sharing their conception of what it means to be a \global school.\ Staff is divided into small groups with an emphasis on diversity. These groups then discuss and draw illustrations of global school models. (MJP)…

Hughes, Steven (1998). Multiple Views: Valuing Diversity. Social Studies Review, v37 n2 p15-17 Spr-Sum. Maintains that in an increasingly multicultural and globally interdependent world, learning to value diversity will become a curriculum imperative. Outlines two activities designed to facilitate this goal. The activities consist of students examining either random facts or visual images that reflect global perspectives, and responding to discussion questions. (MJP)…

Foster, Stuart J.; Rosch, Richard (1997). Teaching World War I from Multiple Perspectives. Social Education, v61 n7 p429-34 Nov-Dec. Outlines a multicultural approach to World War I that emphasizes the truly international character of the war, in which many soldiers and support workers from European colonies were compelled to participate. Discusses the fighting in East Africa and Asia, as well as, the contributions of the Indian Expeditionary Forces. (MJP)…

Holmes, Ramona (1996). An Overture to Africa for Beginning String Class. Teaching Music, v3 n4 p32-34 Feb. Provides a lesson plan for beginning string students using a basic rhythm from Zimbabwe's Shona people and then building upon that rhythm. Briefly discusses simple yet effective techniques for playing and adapting African music. Includes musical scores, teaching tips, and selected recordings. (MJP)…

Rhoads, Robert A. (1995). Multiculturalism and the Community College: A Case Study of an Immigrant Education Program. To gather data on the goals and effectiveness of a postsecondary program organized from the perspective of multiculturalism, a case study was conducted of Nuevos Horizontes (NH), an immigrant education program at Triton College, in Illinois. NH is designed to facilitate access to higher education for Hispanics and other minority students; provide educational programs for immigrant adults; and inform the community of educational and cultural opportunities available at Triton. In a 3-day site visit, interviews were conducted with 14 students and 27 faculty and staff participating in NH and program reports and materials were collected and analyzed. Results of the case study included the following: (1) in 1993, over 8,000 students utilized NH's services; (2) outstanding program elements included a festival celebrating Hispanic culture, an HIV/AIDS education and prevention program, and a swearing-in ceremony for citizens prepared through NH; and (3) keys to NH's effectiveness were the… [PDF]

Zeichner, Ken, Ed.; And Others (1996). Currents of Reform in Preservice Teacher Education. This book provides an analysis of efforts to improve the education of preservice teachers and of the limitations of contemporary teacher education reform proposals. Following Chapter 1, "Introduction" (Ken Zeichner), the book is divided into three parts. Part 1, "Regulation and Standards in Teacher Education," consists of four chapters: (2) "External Influences on Teacher Education Programs: National Accreditation and State Certification" (Alan R. Tom); (3) "Reforming Teacher Education through Legislation: A Case Study from Florida" (Susan Melnick); (4) "The Continuing Reform of a University Teacher Education Program: A Case Study" (Dorene Ross and Elizabeth Bondy); and (5) "Traditional and Alternative Routes to Teacher Certification: Issues, Assumptions, and Misconceptions" (Trish Stoddart and Robert Floden). Part 2, "Preparing Teachers for Cultural Diversity," is in three chapters: (6) "Prospective…

Merrill, Celia (1977). Language Variability in a South Texas Bilingual Community. This paper describes a method for determining whether the language variations of Spanish-English bilingual speakers are anomalous, idiosyncratic, or truly dialectical, and reports the testing of that method. Elements of the method include presenting sentences that have grammatical/syntactic language variations, having subjects perform operational changes on the sentences (to indicate subjects' natural language usage), and eliciting subjective judgments about the sentences' compliance with grammatical rules. To test this method, 125 high school English students in a Texas-Mexico border town performed the tasks and answered questions about their language usage (exclusively English, exclusively Spanish, or combinations of English and Spanish). Although the test failed to show that any particular features of the test sentences were clearly part of a Chicano dialect, it did show that some language variations were not dialect-based, such as dropping \to\ from infinitive phrases and adding…

Laforge, Rolfe; Yee, Leland Y. (1974). Relationship Between Mental Abilities, Social Class, and Exposure to English in Chinese Fourth Graders. Journal of Educational Psychology, 66, 6, 826-34, Dec 74. No relationship was found between social class and 12 Wechsler Intelligence Scale (WISC) for children subtests, the WISC Overall total, the WISC Verbal Subtests, the WISC Verbal total, or the WISC Performance total. A relationship was found between social class and the six WISC Performance subtests. (Author/BJG)…

Haupt, Edward J.; Leonardis, Arline (1981). The Relationship of Comprehension and Oral Reading Speed in Normal, Slow, and Retarded Readers. Adolescent Portuguese-English bilingual students participated in a study that examined the relationship between reading rate and reading comprehension. The 31 subjects were placed in one of three groups: (1) normal readers, reading at grade level as indicated by IQ test scores; (2) slow readers, reading at least two years below expected grade level; and (3) retarded students who were reading at grade level. Each subject read narrative passages that had been written at the third and fourth grade reading levels. Half of the passages had been transliterated to a Portuguese orthography that produced the English sounds of the passage. The findings indicated that reading rate and comprehension are independent of each other. The three groups did not demonstrate a precise correlation of comprehension and rate, since the slow readers showed high comprehension while reading at a slow rate (this occurred regardless of the orthography of the passage). In addition, analyses of covariance showed…

BLOSSOM, GRACE; WEBB, MARY M. (1963). OPENING THE DOOR, THE TEACHING OF ENGLISH AS A SECOND LANGUAGE. THE RELATIONSHIP BETWEEN A CHILD'S LANGUAGE DEVELOPMENT AND A STIMULATING CLASSROOM ENVIRONMENT IS DISCUSSED. A PROGRAM FOR NON-ENGLISH SPEAKING PRESCHOOL CHILDREN ENABLES THESE CHILDREN TO UNDERSTAND AND COMMUNICATE WITH THEIR TEACHERS IN THE FIRST GRADE. THE PROGRAM CONSISTS OF 400 BASIC ENGLISH WORDS TAUGHT IN A 6- OR 8-WEEK PERIOD IMMEDIATELY PRECEDING ENTRY INTO THE FIRST GRADE. A LIST AND DISCUSSION OF EFFECTIVE CHILDREN'S BOOKS FOR BILINGUAL STUDENTS IS PRESENTED. THE CAREERS FOR YOUTH ORGANIZATION PROGRAM COMBATS THE DROPOUT PROBLEM AMONG CHILDREN FROM THE LOW ECONOMIC AREA IN PHOENIX, ARIZONA. THIS PROGRAM MOTIVATES MEXICAN-AMERICANS, NEGROES, AND ANGLO-AMERICANS. ENGINEERS, NURSES, AND LAWYERS VISIT THE STUDENTS, STUDENTS VISIT FACTORIES, HOSPITALS, AND THE COURTHOUSE. FUNDS ARE SUPPLIED TO THOSE WHO CANNOT AFFORD TO BUY BOOKS. REAL EXPERIENCES PROVIDE MORE UNDERSTANDING OF THE ENGLISH WORDS THAN DO PICTURES OR DESCRIPTIONS. BILINGUAL CHILDREN MUST BECOME INVOLVED IN SUCH…

Metcalf, Allan A. (1979). Chicano English. Language in Education: Theory and Practice, No. 21. The English spoken by Spanish-surnamed Americans of the southwestern United States often has a Spanish flavor, even though the speakers may have no competence in Spanish. This Chicano English is discussed in a series of descriptions based on a number of previous studies of regional variations. Each description covers pronunciation, intonation, stress, vocabulary, and syntax. Regions covered include California (East Los Angeles, Riverside and vicinity, Redwood City, Los Angeles, Long Beach, and Whittier), Arizona, New Mexico (Las Vegas), and Texas (San Antonio in the 1950's and in 1970, Fort Worth-Dallas, and Austin). From the evidence of the individual descriptions, certain general conclusions are drawn about the linguistic feature of Chicano English, and especially about its dependence on Spanish influence. Pedagogical implications of this Spanish background are briefly discussed. A partially annotated bibliography is appended. (JB)… [PDF]

Douglass, Malcolm P., Ed. (1974). Claremont Reading Conference 38th Yearbook: Reading, Thought, and Language; Proceedings of the Claremont Reading Conference (41st, Claremont, California, February 9-10, 1974). The essays in this book represent the substance of the 40th annual Claremont Reading Conference, the theme of which was \Reading, Thought, and Language,\ Among the nineteen essays included are \Cognitive Development and Reading\ by David Elkind; \Behavioral Objectives and Teaching Instruction\ by Herbert Simons; \Toward Personal Growth through Reading\ by David Greene; \Realism in Children's Books\ by Robert Burch; \How Should the Culturally Different Child Be Taught to Read? by Sarah Moskovitz; \Diverse Aspects of Language Development as Related to Reading\ by Alice Paul; \Discovering Thinking by Listening to Language\ by John Regan; and \Reading and the Home Environment\ by Albert H. Koppenhaver. (TS)… [PDF]

Trevino, Albert D. (1976). Designing a Non-Remedial Freshman Composition Course for Mexican-Americans. This paper briefly examines the viability and potential of a non-remedial college freshman composition course designed for those Mexican-American students who are capable of entering and successfully completing the regular freshman English class. The rhetorical concepts and skills of composition normally taught in Freshman English can more easily be taught using content which is potentially of more interest to the Mexican-American student. This paper offers a few examples of the way in which certain selected materials may be used to teach various types of composition. (Author/DB)… [PDF]

(1972). The Language Experience Approach Teaching Reading. An overview of the language experience approach and suggestions for implementing it at all levels of instruction are presented in this booklet. Based on the assumption that it is impossible to isolate reading instruction from other language functions, a multimethod approach is described which focuses on the linguistic, conceptual, and perceptual experiences of children. The following topics are discussed: history and rationale of the language experience approach, beginning reading instruction, the classroom as a learning laboratory, organization for learning, the language experience approach in upper elementary, middle, and high schools, adult literacy programs, and bilingual programs. (LL)… [PDF]

(1974). Andrews Elementary School Reading Improvement Program. This program, included in "Effective Reading Programs…," is used schoolwide for 327 children in kindergarten through grade six, including bilingual and educationally disadvantaged children. Begun in 1966, the program uses a multimedia, multimethod approach to reading instruction that is based on individual diagnosis and prescription. An extensive diagnostic battery is available when needed, but the core of the diagnosis is an individual reading test. On the basis of test results, students are grouped for some reading skills and programed with individualized materials for other skills. Activities include machine-assisted instruction, language-experience activities, and the use of flashcards, games, and other commercial and teacher-prepared materials. Children are encouraged to make personal charts, experience charts, and individual personal storybooks to build self-direction and self-esteem. Teachers try to plan activities in series that will provide success at each step….

Taylor, Thomasine Hughes (1969). A Comparative Study of the Effects of Oral-Aural Language Training on Gains in English Language for Fourth and Fifth Grade Disadvantaged Mexican-American Children. The study reported in this dissertation was conducted with the cooperation of the San Antonio Independent School District as part of the Language Research Project (formerly the San Antonio Language Research Project), Department of Curriculum and Instruction, the University of Texas. (For the author's descriptive abstract of the project, see AL 002 445.) Chapters in this document are (1) Introduction; (2) Review of Related Literature; (3) Description of Research Design, Procedures and Data Analyses; (4) Statistical Analyses of the Hypotheses; (5) Summary, Limitations, Conclusions and Recommendations. Appendixes contain (1) Prerecorded instruction for students who were tested; (2) Sample of Sanborn sound tape record; (3) Visual presentation of testing procedure; (4) Scoring sheet; and (5) Rating form supplied teachers in order to determine relationship between numerical scores and teacher ratings. A bibliography concludes the work. (AMM)… [PDF]

Neuburger, Wayne F.; Pettibone, Timothy J. (1970). Disruptive Behavior in the Bilingual Child as a Function of Teacher Training. Videotapes were used to determine disruptive versus relevant student behavior exhibited (1) with teachers trained under the Oral Language Program (OLP) implemented by the Southwest Cooperative Educational Laboratory and (2) with non-OLP teachers. Five categories of disruptive behaviors–gross motor, noise making, verbalization, orienting, and aggression–were identified. Data collection consisted of observing a child's behavior for 2 minutes. OLP-trained teachers elicited fewer gross motor and noise making behaviors from students. Non-OLP-trained teachers elicited fewer verbalization, orienting, and aggression behaviors. That different patterns of student responses resulting may have been due to teacher reinforcement since close physical distance is stressed in OLP training. (JH)… [PDF]

(1969). Bibliography of Literature Books Related to Spanish History and Culture. Approximately 90 books, published between 1946 and 1969, related to Spanish-speaking people and their culture, are presented in this annotated bibliography. It is intended as a guide for schools wishing to develop literature selections depicting the culture and history of Spanish-speaking people at the elementary level. Books written in both Spanish and English, and in only Spanish are included. Each annotated entry also includes the volume price and the grade level for which it was intended. (DK)… [PDF]

Petrini, Alma Maria (1969). ESOL-SESD Guide: Kindergarten. This guide consists of 135 lessons designed to teach English to speakers of other languages, or to teach standard English as a second dialect. Each lesson guides the kindergarten teacher through a day's activities. Each activity is identified with a heading, a brief descriptive paragraph, and an example of suggested dialogue. Lessons also list various materials such as pictures, toys, and puppets to be used during the activities. The program, presented in a linguistic sequence, emphasizes oral speech development. Children hear the language patterns modeled by the teacher and then repeat what has been said. Directions like "guide,""help," and "with the teacher's help" indicate when the teacher should model the pattern for the children. Once the children are able to control a pattern automatically through several oral repetitions, they can use the language in meaningful situations. Though the guide has been planned to cover 1 year, the time required to… [PDF]

Kaagan, Stephen S. (1974). Executive Initiative Yields to Congressional Dictate: A Study of Educational Renewal, 1971-72. Renewal was initially designed to consolidate certain of the Office of Education's categorical discretionary programs and put them to work in a limited number of local sites where educational needs of the Country were most pronounced. The Objectives of Renewal were later expanded to include specific performance or achievement gains by children from low income families, an information base sufficient for 100 percent of OE's decisionmaking needs and 50 percent of State needs, and a substantial degree of communication with local districts about promising innovations. In 1972, Renewal reached an impasse of sizable dimension — Congressional opposition enacted into law. In this study, the author interviewed about 40 people, who were actors in the Renewal story, to determine the reasons for the demise of the endeavor. Interviewees came from three different segments of the education community: (1) the Office of Education and the Office of the Secretary of HEW, (2) Congress menbers and… [PDF]

Saenz, Mary D. (1970). Using Fairy Tales, Written in Spanish, Which Are Parallels to Fairy Tales Written in English, for Enrichment. The study shows that there are Spanish fairy tales which are parallels to some well-known fairy tales written in English. These fairy tales are not merely translations of the English, but have certain character and plot similarities that allow them to be compared. This study compares eight fairy tales–the English tale is discussed first, then the Spanish, focusing on the characters and the plot of each story. A comparison of both tales follows. Finally, the Spanish tale is translated into English so that it can be used for bilingual enrichment in the classroom. The Spanish fairy tales have been simplified to a certain extent so that they can be used with children; thus, they do not appear as they were originally written. Translations of the Spanish tales were done with simplicity and comprehension. (NQ)…