Duff, Patricia A. (1991). Innovations in Foreign Language Education: An Evaluation of Three Hungarian-English Dual-Language Schools. Journal of Multilingual and Multicultural Development, v12 n6 p459-76. The results of the first year of an ongoing evaluation of Hungarian-English dual-language programs in Hungary are reported, including foreign language proficiency for secondary school students, parent and student attitudes and motivation regarding participation in the programs, and problems in implementing the immersion model in Hungary. (seven references) (Author/LB)…

Zaslavsky, Claudia (1991). World Cultures in the Mathematics Class. For the Learning of Mathematics, v11 n2 p32-36 Jun. Introduces a cultural perspective in the teaching of mathematics. Describes the mathematical practices of African peoples and of the indigenous peoples of the Americas in relationship with numbers and numeration, design and pattern, architecture, and games of chance and skill. (MDH)…

Renyi, Judith (1991). Whose Religion? Intolerances Old and New. OAH Magazine of History, v6 n1 p18-24 Sum. Discusses the growing disagreement between Afrocentrists and supporters of Western tradition. Addresses separatism, ethnocentrism, and the push for a pluralistic national curriculum with national testing. Suggests that the more important question may be how and whether schools can function in the profound religiosity of both sides. (DK)…

Volker, Joseph A. (1992). Communicative Competence in the Multicultural Classroom. Journal of the Middle States Council for the Social Studies, v13 p30-37 1991-92. Maintains that communicative competence is the primary way of teaching about and learning to live in a multicultural society. Asserts that multiculturalism confronts errors of educational theory and illustrates how life's struggle is always a struggle for freedom and to assume responsibility. (CFR)…

Hood, John (1991). A Passage to Africa. Diversity: A Critical Journal of Race and Culture, v1 n4 p9-13 Jun-Jul. The Afrocentric curriculum in many schools tends to oversimplify history in general and African history in particular. Although Afrocentrists want a curriculum that informs and strengthens African-American students, they forget the real need to teach that Western Civilization is a truly multicultural body of knowledge, ideas, and values. (SLD)…

Tye, Barbara B.; Tye, Kenneth A. (1998). Global Education as a Strategy for School Improvement. Social Studies Review, v37 n2 p9-12 Spr-Sum. Outlines the processes, and some of the obstacles encountered in promoting global education within the schools. Identifies the most prominent obstacle as competing demands for time and resources. Maintains that teachers and principals must take the lead in integrating global education into their local curriculum. (MJP)…

Freeman, Robert E. (1998). Guide to the Concept: Conflict. Social Studies Review, v37 n2 p27-30 Spr-Sum. Presents a working definition of the concept of conflict and considers this phenomena from a political science, psychological, and historical perspective. Discusses conflict in terms of its nature and origin, universality, dynamics, development, and resolution. Includes a student activity illustrating each of these components. (MJP)…

Cloud, Jaimie P. (1998). School Community Partnerships that Work. Social Studies Review, v37 n2 p45-48 Spr-Sum. Profiles a number of working partnerships between schools and community organizations that involve service learning. The various projects include neighborhood mapping, study of local ecology, environmental testing, recording local ethnographies, and letter-writing campaigns. Includes a list of helpful hints for starting a school community partnership project. (MJP)…

Carson, Terry; Johnston, Ingrid (2000). The Difficulty with Difference in Teacher Education: Toward a Pedagogy of Compassion. Alberta Journal of Educational Research, v46 n1 p75-83 Spr. In a course preparing student teachers for culturally diverse classrooms, passionate debate about racism and affirmative action revealed some students' entrenched resistance to \difficult knowledge\ about oppression and white privilege. A pedagogy of compassion builds trust by recognizing the need to learn about other peoples' realities through acknowledging each person's subject position and point of departure. (TD)…

Gibson, Linda S. (1998). Teaching as an Encounter with the Self: Unraveling the Mix of Personal Beliefs, Education Ideologies, and Pedagogical Practices. Anthropology & Education Quarterly, v29 n3 p360-71 Sep. By audiotaping and analyzing class discussions with graduate students in education, the teacher confronted her own personal beliefs in the context of cross-cultural perspectives on child rearing and traditional educational ideologies. Examining the intersection of belief and practice resulted in more culturally aware teaching. (SLD)…

Hawkins, Joseph A.; Heller, Carol (1994). Teaching Tolerance: Notes from the Front Line. Teachers College Record, v95 n3 p337-68 Spr. The Southern Poverty Law Center's (Alabama) Teaching Tolerance Project provides free products and services to teachers and schools working to promote racial tolerance. Other programs combatting racism include the Westridge Young Writers Workshop, Facing History and Ourselves, the Sidewalk Theatre of New York, the Fratney School (Wisconsin), and the Highlander Research and Education Center (Tennessee). (SM)…

Peters-Johnson, Cassandra (1996). ASHA Completes National Schools Survey. Language, Speech, and Hearing Services in Schools, v27 n2 p185-86 Apr. A national survey of speech-language pathologists working in school-based settings examined such topic areas as caseload characteristics, service delivery models, bilingual/bicultural services, support personnel, shortages of speech-language pathologists, and demographic information. (DB)…

Eisikovits, Rivka A. (1995). An Anthropological Action Model for Training Teachers to Work with Culturally Diverse Student Populations. Educational Action Research, v3 n3 p263-77. Describes the Teacher-as-Ethnographer inservice training program, an anthropological model for training Israeli educators to diagnose and cater to the learning needs of culturally diverse students. Participants, including teachers of all levels and other school staff, learned and used ethnographic methods of data collection and analysis to conduct research projects. (SM)…

Ross, Ann (1996). Welcoming Bilingual Pupils: Admissions and Induction. Multicultural Teaching, v14 n2 p18-21 Spr. Describes the development of procedures, strategies, and resources to welcome new students into a British elementary school. Parent visits to the school and supporting the child's language needs were important features. A truly multicultural school is welcoming and accepting of diversity from the child's first entrance. (SLD)…

De La Torre, William (1996). Multiculturalism: A Redefinition of Citizenship and Community. Urban Education, v31 n3 p314-45 Sep. Argues that urban public schools' multicultural curriculum either bridges or fragments students' racial and ethnic differences. Further, it maintains that racial and ethnic conflict intensifies when school officials attempt to design their multicultural curriculum around the themes of citizenship and community which makes student differences transparent and masks existing economic inequality. Suggestions for providing an effective curriculum are provided. (GR)…

Carder, Maurice (2002). Intercultural Awareness, Bilingualism and ESL in the International Baccalaureate, with Particular Reference to the Middle Years Programme. International Schools Journal, v21 n2 p34-41 Apr. Describes the ESL Program at the Vienna International School (VIS). States that students who come to international schools with poor English skills are those who struggle the most. Advocates separating ESL programs, diversity awareness training for instructors, and mother tongue programs. (NB)…

Tan, Gerdean (2001). \I Want My Teachers To Like Me\: Multiculturalism and School Dropout Rates among Mexican Americans. Equity & Excellence in Education, v34 n2 p35-42 Sep. Investigated Mexican American high school students' perceptions of multiculturalism, noting whether perceptions affected academic achievement, intention to graduate, and postsecondary educational aspirations. Surveyed, interviewed, and observed students and staff at schools with low and high Hispanic dropout rates. Students who considered their teachers to be knowledgeable about their cultural experiences and backgrounds were more likely to succeed. Low-dropout schools had higher numbers of bilingual and Hispanic staff. (SM)…

Barclay-McLaughlin, Gina; Benner, Susan M. (2005). Simultaneous Curricular Reform in Urban Education and Teacher Preparation: A Partnership Approach. Teacher Education and Practice, v18 n1 p96-112 Win. The authors of this article present a synopsis of one simultaneous reform effort of a teacher preparation program and a partner urban elementary school. We have attempted to blend the realities of urban teaching and teacher preparation without compromising our beliefs in constructivist theories of learning, cooperative learning, and inclusion. We accept the responsibility to create parallel opportunities for growth and development for ourselves, school-based personnel, and teacher education candidates. Through our partnership we have collaborated with school-based personnel to identify and implement methods that improve student outcomes in the bureaucratic context of mandated programs and curricula. Using the research in effective urban education as a guide, we present specialized curricular content and activities used in our teacher education program designed specifically for urban teaching. Our combined efforts continue to be aimed at improving the academic success of children in… [Direct]

Finch, Mary Ellen; Rasch, Kathe (1992). Preparing Preservice Students for Diverse Populations. The Education Division of Maryville University (Missouri) believes in preparing teachers for student diversity. It encourages teachers to be reflective practitioners and suggests that the quality of a teacher's reflections and actions depends on a developmental ability to integrate concrete teaching experiences, models and strategies of others, and principles of research in teaching into an integrated whole. Maryville's teacher education program has four conceptual strands: (developmental, curriculum and instruction, sociological, and research). The paper describes the Roblee Project, which builds upon the experiences and curriculum permeating Maryville's preservice teacher education program. The project began in 1991 with several activities: faculty and focus group meetings on cultural diversity designed to critique preservice teacher education; data collection from new students, student teachers, and first-year teachers; and resource list collection. Data analysis showed that: (1)… [PDF]

Cammaert, Marie-France (1987). Interculturalism: Theory and Practice. Seminar (Limbourg, Belgium, April 14-15, 1987). The CDCC's Project No. 7: "The Education and Cultural Development of Migrants.". As follow-up to a five-year Council for Cultural Cooperation project on migrants, a seminar and roundtable discussion on the theory and practice of intercultural education in Europe is presented. Seminar participants include educators and administrators from Belgium, West Germany, the Netherlands, and Sweden as well as a representative from the Council of Europe. The participants concur on the need for intercultural or "contact" education for all school children as a response to the on-going presence of immigrant families in Europe. Agreement is also apparent on the need to retrain teachers for intercultural education and to establish a link between centers of research and teacher-practitioners. There is no consensus on the objectives of intercultural education, which is variously believed to be necessary to: (1) promote knowledge and understanding of ethnic relations; (2) combat ethnic prejudice; (3) condemn racism; (4) explain the history of migration and the balance of…

Edinger, Lois V., Ed.; And Others (1981). Education in the 80's: Curricular Challenges. The essays in this book are intended to stimulate dialogue about education in the 80s. The essays are organized under five broad categories. The first category is social expectations for public education. The second category is teachers and students of the 80s. Topics discussed include teacher education, the effects of declining student populations, and teacher stress and burnout. The third category is the nature of the curriculum for the 1980s. Topics dealt with in this section include educational equity, the impact of technology, multiethnic education, and evaluation procedures. Politicalization of education is the fourth topic. The essays in this section deal with topics such as the role of citizen participation in the schools, leadership, and problems imposed on education by an ever increasing school bureaucracy. The essay in the fifth and final category entitled the \Unfinished Agenda\ discusses the purposes, objectives, content, and standards of education in the 80s. (Author/RM)… [PDF]

Allain, Violet Anselmini; Pettus, Alvin M. (1998). Teaching Diverse Students: Preparing with Cases. Fastback 429. The use of short cases (or case scenarios) and a case method of instruction can help teachers and other educators in both preservice and inservice contexts learn ways of implementing curriculum and providing effective instruction for diverse students. This \Fastback\ from the Phi Delta Kappa Educational Foundation illustrates such use of the case method. The booklet's contents are: (1) \Introduction\; (2) \Case Scenarios and Case Methods\ (using the case method, case scenarios for diversity preparation); (3) \Strategies for Using Case Scenarios\ (providing appropriate direction, sample directions for scenario analysis, sample case scenario and responses, comparing responses to short and long versions); (4) \Case Scenarios for Practice\ (language and nationality, gender and content construction, curriculum and content integrity, sexual orientation and recognition, class or socioeconomic conditions); and (5) \Conclusion.\ (Contains 29 references.) (EV)…

Morton, Claudette (1997). The Understanding of Local Context in Teacher Education. Rural Educator, v19 n1 p1-6 Fall. The teacher education program at Western Montana College helps preservice teachers understand how the local context of the rural school and its community impacts student learning and the teacher's role. Coursework and multiple field experiences help preservice teachers identify their own cultural background and give them experience in teaching culturally diverse students. Contains 27 references. (LP)…

Anderson, S. E. (1990). Worldmath Curriculum: Fighting Eurocentrism in Mathematics. Journal of Negro Education, v59 n3 p348-59 Sum. Contends that institutionalized Eurocentric curricula constantly reinforce racial and sexual inferiority complexes among people of color and women. Calls for the incorporation of world mathematical and scientific history and knowledge in the curriculum. Describes a radical pedagogy encouraging minority students to feel positive and self-assured about their mathematics abilities. (AF)…

Buell, Frederick (1993). World Studies for a Multicultural Era. Social Studies, v84 n2 p58-62 Mar-Apr. Asserts that U.S. global awareness has been heightened significantly during the past decade. Contends that increasing economic interdependence has been a primary reason for this trend. States that the objectives of the world studies program at City University of New York Queens College help student understanding of global interdependence and reduces ethnocentrism. (CFR)…

(1995). Asia Pacific: Grade 7 to Senior 4, A Bibliography. The materials listed in this bibliography of resources on Asia Pacific Islands are part of the collection of the Manitoba Education and Training Library. The materials on Asia Pacific include: (1) books (74 items); (2) database (1 item); (3) compact discs (5 items); (4) multi-media kits (4 items); (5) audio cassettes (3 items); (6) videos and films (4 items); and (7) miscellaneous (1 item). The citations for the books (nonfiction and fiction) contain the author, title, publisher, publication date, and the library call number. The citations for the compact discs, multi-media kits, audiocassettes, and the videos/films contain the title, producer, distributor, production date, running time, a summary, and audience level. (EH)… [PDF]

Sparapani, Ervin F.; And Others (1995). Pre-Service Teacher Education Majors' Understanding of Issues Related to Diversity and Exceptionality. A survey instrument was developed to examine preservice teachers' understanding of classroom issues related to exceptional needs and cultural diversity. The instrument was administered to 832 preservice teachers at universities in Alabama, Michigan, Montana, New York, and Washington at 3 levels (beginning, middle, and end of program). Data are displayed in 18 tables showing responses by state and number of methods courses for exceptional needs, by state and methods courses for cultural diversity, and for all states by methods courses. Preservice teachers generally agreed that students with learning disabilities took more time to master skills, disagreed that it was easier to work with gifted students, agreed that special needs students should be evaluated differently than regular students, preferred to teach in a school setting similar to that in which they grew up, knew about ways to encourage parents from multicultural backgrounds to participate in the educational process, and… [PDF]

Kleinfeld, Judith, Ed.; Steiger, Neil (1991). On a White Horse. Teaching Cases in Cross-Cultural Education No. 8. This teaching case was written by "Neil," a student teacher who tried to teach brilliantly, who put himself to the test, and concluded he failed. Neil uprooted his family to move to Alaska to reenter school in order to obtain a teaching certificate. He also wanted to escape the fast-paced life of California and a stagnant job. Neil believed teaching would allow him to spend more time with his family, to pursue personal interests, and enable him to be creative. Neil's student teaching experience at the Vonnegut Bay School in rural Alaska did not meet these expectations. First, the same social and economic problems he had encountered in California were also prevalent in rural Alaska. Secondly, his experience as a teacher was not what he expected. Neil confronted conflicts between sports and academics and issues of teacher responsibilities besides instruction. He was overwhelmed by trying to meet the needs and expectations of students, other teachers, his family, and himself…. [PDF]

Back, Don; Coppinger, Barry; Freed, Erin; Fuderich, Rob; Hope, Judy; Jacob, Mary; Perera, Jay; Pfeiffer, Kay; Ramos, Flavia; Styles, David; Styles, Patti Driscoll (1988). A Global Education Resource Directory for Western Massachusetts. This directory offers a variety of resources and teaching ideas for addressing global education issues across the school curriculum. The directory was developed by teachers from all grade levels and represents only a fraction of materials available for teaching from a global perspective. The book is divided into sections for elementary, middle, and secondary schools, along with a section on the International Resource Center Collection at the World Affairs Council, Springfield, MA. Suggestions are offered for lesson planning, the use of country case studies, inclusion of literature and other arts in the curriculum, and the use of maps. Each section contains a bibliography related to the specific grade levels. (EH)… [PDF]

Luellen, Janice E. (1991). An Abstract of \A Study of the Native American Early Childhood Education Curriculum 'The Circle Never Ends.'\. This paper summarizes an ethnographic study conducted in 1989-1990 assessing the effectiveness of the Denver Indian Center's preschool program in preparing Native American children for the transition to public school. The Center, a fully licensed child care facility, serves an intertribal community of approximately 18,200 Native Americans. The development of literacy, pre-math and other cognitive skills, fine and gross motor skills, social emotional growth, and knowledge of Native American culture is stressed through the curriculum. The researcher, as a nonparticipant observer for the school year, recorded teacher's and children's activities and teacher child interactions. The public school teachers were interviewed to assess their evaluation of the Native American students' achievement. The Iowa Test of Basic Skills, administered by the classroom teachers, provided information about Native American students' achievment in kindergarten, first, and second grade. Results of the study…