And Others (1975). Annual Evaluation Report for Migrant Programs Fiscal Year 1975 (School Year 1974-1975) [Iowa]. During fiscal year 1975, 4 school attendance centers were operated: (1) Migrant Action Program, Mason City; (2) Reinbeck Community, Reinbeck; (3) Muscatine Community, Muscatine; and (4) Muscatine-Scott County, serving Muscatine and West Liberty schools. Although each local educational agency (LEA) approached the migrant child's educational problems differently, the individualized instruction concept was central in all programs. There were 229 migrant children served during the year. Standardized testing, Migrant Student Record Transfer System printouts, and teacher judgement determined the grade level instructional activities. Normal age-grade criteria was used for grade classification during the regular school term; during the summer, instructional grouping was established by attainment level with the actual age range limited to a 3-year differentiation. Although summer programs were integrated with the regular Title I summer programs in the morning, afternoon sessions were for… [PDF]

Evans, Joyce (1976). Identification and Supplementary Instruction for Handicapped Children in a Regular Bilingual Program. Early identification and supplementary instruction for the Mexican American child who is also handicapped are essential. The purposes of the Ability Development Programs are to identify the child with existing and/or potentially handicapping conditions, to develop and test supplementary materials, and to determine the efficacy of supplementary instruction within the regular bilingual classroom. In the first project for Four-Year-Olds, completed in 1975, 40 out of 99 children enrolled had some type of problem, 29 severe enough to interfere with learning. Following five months of supplementary instruction, the experimental group out-performed the comparison group not receiving supplementary instruction and were learning at the level of non-handicapped peers. In the second project for Five-Year-Olds, scheduled for completion in 1977, materials for continuous observation and supplementary instruction on a lesson-by lesson basis are in initial developmental stages. Materials developed… [PDF]

Matos, Reinaldo; And Others (1973). Lunaria and Solario: A Puerto Rican Folk Tale [and] Teacher Guide. These two illustrated elementary readers contain the Spanish and English versions of a Puerto Rican folk tale, "Lunaria y Solario," accompanied by a teacher's guide in both languages. They are part of a series of reading materials for elementary-level migrant children. The teacher's guide provides suggestions for activities and outlines their objectives. These materials are intended to help the child relate to his culture, develop an interest in knowing about it and take pride in his identity as a Puerto Rican. (CLK)… [PDF]

Wong, Ruth H. K. (1974). Educational Innovation in Singapore. Experiments and Innovations in Education, No. 9. Asian Series. The first in the Asian series on experiments and innovations in education, this study describes the historical background generating the present Singapore education system and provides a detailed report on reform and changes introduced in the past ten years. Innovations have occurred in curriculum development where secondary education received more flexibility, a broader subject-matter base, fewer exams, and increased extra-curricular activities. An unplanned, unsystematic teacher education program was structured into a planned curriculum with behavioral objectives to develop professional competence. Innovation in the integration policy brought two languages into one common curriculum. Other areas of innovation include the development of educational technology, expansion of secondary technical training, and the development of educational research. The characteristics of change in Singapore are seen in purposefulness, connectedness, and pragmatism progressing through four stages of… [PDF]

Johnston, Betty (1968). Early Childhood Education in American Samoa, 1968. In 1968, a new phase of the total educational play for American Samoa aimed at increasing power in language and thinking. An in-school program, including a televised component was designed for all the 5-year-olds entering school in September. A curriculum was devised to encourage the use of the Samoan language. Materials were imported when commercially available products were too expensive or did not reflect Samoan culture. A pilot project with 15 Samoan 5-year-olds was conducted to determine the appropriateness of the curriculum materials, to observe the response of the children and their parents to the program, and to begin to train Samoans who would be teaching. The program was repeated using two groups of children who were observed by 111 Samoan teachers and assistant principals participating in the 5-week workshop. During August and part of September, 800 Samoan children who would be entering school, participated in the Early Childhood program. The groups averaged 15 in number… [PDF]

(1974). Texas Child Migrant Program, Migrant and Preschool Programs, February 1974. The basic goal of the Texas Child Migrant Programs is to implement a comprehensive and total educational program that will help develop the migrant children's highest potential and will prepare them to take their place in the mainstream of the educational program. This bulletin is published as an information source for participating school districts and for others interested in the education of migrant children. Major topics are the goals and objectives of the program, descriptions of the 7 month program and the enrichment program, project activities, and the Texas Plan. The Texas Plan includes the Child Migrant School Program, the Early Childhood Program for 4 years olds, a demonstration school, staff and program development, summer institutes for migrant school personnel, interstate cooperation, film for dissemination purposes, the Migrant Media Center, Regional Education Service Centers, Summer School Programs, and future expectations. A list of Texas Migrant Project Schools in… [PDF]

Fields, Cheryl M. (1987). Closing the Education Gap for Hispanics: State Aims to Forestall a Divided Society. Chronicle of Higher Education, v34 n3 pA1,36,38 Sep 16. California's problems of educational and occupational underachievement for Hispanics, a large and growing proportion of the state's population, are examined in light of the state's efforts and concerns in providing equal education, lowering the language barrier, and encouraging academic persistence. (MSE)…

Stansfield, Charles W. (1998). English Language Learners and State Assessments. All states are addressing the problems of accommodations for English Language Learners (ELL's) in state assessment systems, but Massachusetts is noteworthy for the way in which it handles this problem. Since the early 1980s, over 40 states have created a statewide assessment program. Testing in these states is typically modeled on the National Assessment of Educational Progress. ELL's, sometimes called limited English proficient students, have traditionally been exempted from state assessments and other standardized tests. Since no data on their achievement was available, reports often provided a skewed picture of how students in schools and districts were progressing. This policy, usually designed to protect ELL's from the unpleasantness of taking a test for which they were not prepared, has had a negative impact on educational equity for language minority students. As a result, there has been a move to incorporate ELL's into state assessments. States are beginning to modify… [PDF]

Hanson, Ralph A.; And Others (1981). The Implications of Intra-Program Placement Decisions for the Understanding and Improvement of Schooling. Studies in Educational Evaluation, v7 n2 p193-210. A study of Spanish-speaking elementary school students enrolled in an English as a second language program revealed a significant relationship between pupil placement status and subsequent student achievement. Methods and findings relevant to identifying schooling effects and linking these to school practices, and study of bilingual programs are presented. (AEF)…

Sizemore, Barbara A. (1979). The Four M Curriculum: A Way to Shape the Future. Journal of Negro Education, v48 n3 p341-56 Sum. Discusses: (1) David Hawkins' theory that humans are equal, free, and rational; (2) the kinds of curricular, methodological, and administrative changes required by schools in order to bring about equality, freedom, and rationality; and (3) application of the findings to the Four M (multilingual, multicultural, multimodal, and multidimensional) Curriculum. (Author/GC)…

McCarty, T. L. (1989). School as Community: The Rough Rock Demonstration. Harvard Educational Review, v59 n4 p484-503 Nov. Rough Rock, Arizona, in the Navajo Reservation, is the first school to be run by a locally elected all-Indian school board and the first to incorporate systematic instruction in native language and culture. This demonstration program has led to changes in the community's social, economic, and political structures. Federal funding has both enabled and constrained community control of education. (SK)…

Gersten, Russell; And Others (1995). Toward an Understanding of Effective Instructional Practices for Language Minority Students: Findings from a Naturalistic Research Study. READ Perspectives, v2 n1 p55-82 Spr. Reviews the results of a 1991 U.S. Department of Education report entitled \A Descriptive Study of Significant Features of Exemplary Special Alternative Instructional Programs.\ The features of nine exemplary special alternative instructional programs are described that appeared to contribute to positive outcomes for students from diverse linguistic and cultural backgrounds. (Contains 36 references.) (MDM)…

Lasky, Beth (1992). How Long Will They Have to Wait? The Demand for Teachers to Instruct the LEP Students. Teacher Education Quarterly, v19 n3 p49-55 Sum. The article summarizes recent reports on the numbers of limited English proficient (LEP) students nationwide and the current supply and future demand for adequately prepared teachers. Recommendations for teacher preparation programs, institutions of higher education, school districts, local education agencies, state certification agencies, and the federal government are included. (SM)…

(1993). Fact File: 1994 Appropriations for Health Research; 1994 Appropriations for Education. Chronicle of Higher Education, v40 n11 pA28-29 Nov 3. Data on federal appropriations for health research and education are presented in a variety of categories, including dollar amounts of fiscal 1993 actual spending, fiscal 1994 President's request, fiscal 1994 amounts approved by the House of Representatives and by the Senate, and fiscal 1994 amounts approved by the President. (MSE)…

Krustchinsky, Richard; Torres-Karna, Higinia (1998). The Early Entry Program. An Innovative Program for Recruiting and Training New Bilingual Teachers. Teacher Education and Practice, v14 n1 p10-19 Spr-Sum. Texas's Teacher Early Entry Paraprofessional training program is a collaborative effort between several Texas school districts and a teacher preparation program to help remedy severe teacher shortages in programs serving limited-English-speaking students. The paper describes the program's essential programs, its benefits, and the challenges faced by teacher educators and school districts. (Author/SM)… [Direct]

Rodrigue, Christine M. (1996). Imaginary Migration Exercise in Multicultural Geography. Journal of Geography, v95 n2 p81-85 Mar-Apr. Describes a writing assignment designed to educate students about an ethnic group different than their own. Students first wrote a factual account of how their family arrived at the local region. They then wrote an account from the perspective of a fictional student from a different ethnic group. (MJP)…

Perkins, J. Helen (2001). Listen to Their Teachers' Voices: Effective Reading Instruction for Fourth Grade African American Students. Reading Horizons, v41 n4 p239-55. Identifies effective teaching methods that can enhance the reading skills of fourth grade African American students. Notes that the teachers identified independent reading and writing, phonics and vocabulary, teacher modeling, the use of multicultural materials, engagement of parental involvement, incorporating prior knowledge, and cooperative learning as the methods they believed were most effective with the group. (SG)…

Andriessen, Iris; Lens, Willy; Phalet, Karen (2004). How Future Goals Enhance Motivation and Learning in Multicultural Classrooms. Educational Psychology Review, v16 n1 p59-89 Mar. This review examines the impact of future goals on motivation and learning in multicultural classrooms. Across cultures, schooling is a future-oriented investment. Studies of minority students' school achievement have advanced future goals as a crucial protective factor in the face of frequent school failure. At the same time, cultural discontinuities and limited opportunities in minority students' school careers may weaken the motivational force of the future. Our review of the seemingly contradictory evidence on the role of the future in minority students' school achievement calls for a more fine-grained motivational theory of the future. Specifically, converging findings support conceptual distinctions (a) between positive and negative perceptions of the instrumentality of school tasks for future goals, and (b) between internal and external regulation of classroom behaviour by future goals. Thus, \positive\ instrumentality and \internal\ regulation enhance intrinsic motivation and… [Direct]

Calvert, Laurie B.; Johnson, Pauline S.; McGlinn, Jeanne M. (2003). University-School Connection: A Reading Circle for Teachers. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v77 n2 p44-49 Nov-Dec. The authors describe the creation of their monthly reading circle, in which teachers can discuss new books for their classroom, and get credit for doing so. They claim that after three years, the reading circle has become a passionate community of lifelong learners and educators striving to expand their own learning and ways of teaching. Details about the teacher reading circle and its impact on teachers are discussed…. [Direct]

Sercu, Lies (2002). Implementing Intercultural Foreign Language Education. Belgian, Danish and British Teachers' Professional Self-Concepts and Teaching Practices Compared. Evaluation and Research in Education, v16 n3 p150-165. In foreign language education, new professional demands are made on teachers. Foreign language teaching can no longer be regarded as a mainly linguistic task. Teachers are now required to teach intercultural communicative competence. Internationally, the assumption seems to be that teachers are already moving in the advocated direction and are willing to support the new objectives put forward. The observation that this belief remains largely intuitive with little rigorous evidence to support it, constituted the rationale for the research we report on here. The study's aim was to inquire into how Flemish English, French and German teachers' current professional self-concepts and teaching practices relate to the envisaged profile of the intercultural foreign language teacher, and to compare these findings to those obtained with respect to Danish and British teachers in an earlier study. Our findings inspire optimism that progress is being made and that teachers in the different… [Direct]

LeVeen, Deborah (1994). From Practice to Theory: Strategies for Encouraging Analytic Learning about Concrete Internship Experience. This paper describes strategies developed in the urban studies internship program at San Francisco State University (California). Interns are encouraged to relate practice to theory in their own concrete experience, using their own academic coursework. The strategies involve both structured writing assignments and regular seminar discussion to evoke reflection on a variety of issues and how they relate to the interns' experiences. The paper addresses: (1) a brief description of the context of the course, the students, and academic programs it serves; (2) the central goals of the internship course and how they relate to the students; (3) the general approach, underlying rationale, and specific strategies for the course; and (4) the effectiveness of the strategies and suggestions for improvement still to be done. Appendices list internship placements for 1993-94 and journal supplements for the writing section of the course. (EH)… [PDF]

Martorella, Peter H. (1996). Teaching Social Studies in Middle and Secondary Schools. Second Edition. This revised text adds chapters to address the urgent issues surrounding how to prepare students to live in a global and culturally diverse world, as well as keep pace with rapid developments in emerging microprocessor based technologies. The book is divided into 3 major parts with 13 chapters. Part 1 examines the origins and evolving state of social studies and citizenship education across the United States. Part 2 focuses on the art, science, and craft of social studies teaching against the backdrop of engaging students in knowledge construction. Part 3 examines approaches to analyzing and improving social studies instruction, while incorporating emerging technologies. Several special features are designed to enhance readability and facilitate learning. Each chapter opens with a detailed outline to serve as an advance organizer. At the end of each chapter, group and individual activities are suggested to extend discussions. Field-tested lessons and activities from a variety of…

Legowski, Margaret; Puchalski, Shirley (1990). Destination: Poland. Video Guide. This video guide was developed for teachers and students participating in the Peace Corps World Wise Schools program. The primary purpose of the study/video series is to enhance each class's correspondence with its Peace Corps Volunteer and help students gain a greater understanding of regions and cultures different from their own. The specific purpose of this video guide on Poland is to provide teachers and students with a structured approach to learning about people and places in Poland. The specific goals for this guide are to present basic information on the geography of Poland; to present basic information on the political and economic changes currently taking place in Poland; and to introduce two aspects of Polish culture: history and symbols. Activities have been designed for three grade levels: A (grades 3-5), B (grades 6-9), and C (grades 10-12). For ease of selection the activities have been categorized first by grade level and then by topic. The guide concludes with a…

Kasubaite-Binder, Rima; Sheffield, Elise Sprunt (1994). Destination: Lithuania. Study Guide. This study guide was developed for teachers and students participating in the Peace Corps World Wise Schools program. The primary purpose of the study guide series is to enhance each class's correspondence with its Peace Corps Volunteer and to help students gain a greater understanding of regions and cultures different from their own. The specific purpose of the guide on Lithuania is to provide teachers and students with a structured approach to learning about people and places in Lithuania, one of the newly-independent countries of the former Soviet Union. Divided into three sections, part 1, "Information for Teachers," provides background information on Peace Corps, geography themes and an introduction to Lithuania. Part 2, "Activities," features supplemental activities grouped for three academic levels, grades 3-5, grades 6-9, and grades 10-12. Part 3, "Resources," provides a variety of resources including worksheets, maps and a 23-item bibliography…. [PDF]

Becker, Terry; Downs, Cynthia (1991). Bievenidos: A Monthly Bilingual/Bicultural Teacher's Resource Guide to Mexico & Hispanic Culture. This resource guide, designed for elementary level students, presents activities focusing on the language and customs of Mexico. The material is organized in 12 chapters that correspond with the curriculum calendar. Whenever possible, the thematic topic presented in each chapter refers to calendar appropriate festivals or events. Following an introductory section, which gives useful teacher information and a selection of classroom games for incorporating Spanish language into the classroom, the chapter themes include: (1) August: The Aztecs; (2) September: New Spain Independence; (3) October: Day of the Dead; (4) November: Lady of Guadalupe; (5) December: Looking for the Inn; (6) January: The Legend of the China Poblana; (7) February: Celebration–Food; (8) March: Art–Sports; (9) April: The Mayans; (10) May: Cinco de Mayo Revolution–Music; (11) June: Holidays; and (12) July: Today–Famous Mexicans. Stories, songs, dances, art activities, recipes, reproducible student pages, and…

(1995). Black History: Kindergarten to Senior 4, A Bibliography. The materials listed in this bibliography of resources on black history are part of the collection of the Manitoba Education and Training Library. The materials on black history include both Canadian and U.S. listings in: (1) books (139 items); (2) multi-media kits (3 items); and (3) videos and films (9 items). The U.S. section also contains listings for compact discs (5 items). The citations for the books (nonfiction and fiction) contain the author, title, publisher, publication date, and the library call number. The citations for the videos and films and compact discs, contain the title, producer, distributor, production date, running time, a summary, and audience level. (EH)… [PDF]

La Belle, Thomas J.; Ward, Christopher R. (1994). Multiculturalism and Education: Diversity and Its Impact on Schools and Society. SUNY Series, Frontiers in Education. Although this book reviews pedagogical and curricular approaches to multiculturalism and addresses the issues of educating the student from different social and cultural backgrounds, it is not about how to teach multiculturalism in the classroom or how to ensure success for the student from a national minority population. Instead, it is an educational foundations text written for someone who wants to learn more about the issues surrounding multiculturalism in the United States and other selected countries. Ethnicity, race, class, and education are explored as they interact to integrate populations and affect group status and identity. In most societies, multiculturalism has a long history. The first two chapters introduce multiculturalism from historical and contemporary views. The second section, Chapters 3 and 4, discuss relationships among social class and cultural groups. Section 3 considers educational institutions, focusing first on patterns of interactive behavior and second…

Harik, Elsa Marston (1987). The Lebanese in America. In America Series. The history of Lebanese immigrants to the United States is reviewed, and the contributions of this ethnic group to the American fabric are explored in this book which is part of a series for children. For at least 1,500 years Lebanon was a sort of haven for religious sects that would not have been allowed such freedom elsewhere. As a result, the country's population has been extremely diverse. Immigration to the United States was largely spurred by overcrowding and economic necessity. The first Lebanese immigrants arrived in the United States in the late 1870s. Education provided by Americans in Lebanon was a factor in influencing the choice of destination for many who came to the United States. In recent years, civil conflict in Lebanon has been a further impetus for immigration to the United States. One of the most striking features of Lebanese immigrants has been their conviction that education leads to success. Many Lebanese immigrants have made significant contributions to life…

Janlert, Gunilla (1992). Getting To Know You: Fiction as a Tool To Create a World of Mutual Understanding and Respect. The world has not previously experienced migration to the extent that it does today, and the situation is likely to intensify in the future. Millions of people leave their homes because of war, persecution, and other disasters, or simply in search of work. Migration often creates problems in the receiving areas, and ignorance often engenders hatred toward newcomers. The school and the school library have big responsibilities in neutralizing this hatred. Examples are provided of how fiction can be used as a preventive measure in working with such problems. Fiction is one of the most effective means of making children understand what is happening and making them respect other cultures and religions. Fiction is often superior to fact because facts often become abstract, while fiction, since it is about "real" people, makes the problems questions of human beings. Examples of children's fiction that can be used to promote understanding are given, drawing on Swedish culture and… [PDF]

Schwartz, Wendy (1998). The Schooling of Multiracial Students. ERIC/CUE Digest, Number 138. The purpose of this digest is to help educators develop a curriculum for multiracial students that fosters their ability to develop a positive identity and achieve academically. To this end, the digest briefly reviews identity formation in multiracial children and then presents schoolwide and classroom strategies that have been shown to be particularly effective with multiracial students and that also promote all children's understanding of racial issues. Multiracial identity development is a complex process that is only now being defined, as researchers have determined that models of minority identity development are not appropriate for multiracial individuals and that models based on deficits in development seriously shortchange multiracial individuals. A model recently developed by W. Poston (1990) provides a typology of stages through which some families progress as they help their children define themselves personally and develop connections to their heritages. It is important… [PDF]