Bernal, Ernesto M. (2002). Three Ways To Achieve a More Equitable Representation of Culturally and Linguistically Different Students in GT Programs. Roeper Review, v24 n2 p82-88 Win. This article posits that increasing minority teachers in gifted and talented (GT) programs will lead to an increase of minority students in GT programs. Ways to recruit and prepare minority teachers are discussed, as are multicultural and bilingual options for GT programs. The need for evaluation data is stressed. (Contains references.) (CR)…

Westley, David (1992). Language and Education in Africa: A Select Bibliography, 1980-1990. Comparative Education Review, v36 n3 p355-67 Aug. Presents a bibliography of approximately 130 books, journal articles, dissertations, and UNESCO reports (in English and French) about language usage and policies in education in subsaharan Africa. Most items were published in the 1980s. Examines the complexities and politics of language in South Africa, Nigeria, and Tanzania. (SV)…

Reynolds, Gretchen (1998). Welcoming Place: An Urban Community of Inuit Families. Canadian Children, v23 n1 p5-11 Spr. Describes a visit by an early childhood educator to the Tungasuvvingat Inuit Head Start Program in Ottawa. Explains how this program, funded by Health Canada under the Aboriginal Head Start Initiative, emphasizes retention of the Inuit culture and language in its curriculum activities and materials, special events, daily routines, parent education and resources, and staffing. (TJQ)…

Garcia, Georgia Earnest (1992). The Literacy Assessment of Second-Language Learners. The first part of this report reviews the different types of formal assessment measures that have been used to evaluate the language and literacy performance of second-language learners of English in the United States, including language proficiency tests, reading readiness tests, standardized reading tests, basal reading tests, and statewide reading tests. The second part of the report explains informal assessment and describes the various types of classroom activities that teachers can use to evaluate and facilitate the literacy development of second-language students in both bilingual and non-bilingual settings. Activities presented include classroom observation, oral miscue analysis, story retellings, tape recordings of oral reading, reading logs, reading response logs, think-alouds, writing folders, and student-teacher conferences. The report concludes by noting some of the limitations of informal assessment and by pointing out that an informal assessment program can provide… [PDF]

Hofmeister, Alan; Thorkildsen, Ron (1983). The Application of Videodisc Technology to the Diagnosis of Math Skills. Briefly presented are the rationale and procedures used to develop and validate an interactive videodisc program to assist in diagnosing difficulties in mathematics in grades 1-3. The mathematics assessment program is described as 408 criterion-referenced items divided into seven strands. Questions are administered until a student makes three consecutive errors; then the student is branched to the next section in a strand. At the teacher's option, the test can be administered in either English or Spanish. Information is also included on equipment configurations possible among videodisc players, microcomputers, touch screens, and printers, and disc capacity is noted. Finally, comments on formative evaluation needs are given. (MNS)… [PDF]

Day, Elaine M.; Shapson, Stan M. (1983). Evaluation Studies of Bilingual Programs in Canada. A synthesis of two evaluation studies is presented. The first study describes an early immersion school-based program in the province of British Columbia conducted on a longitudinal basis from kindergarten to grade 7, and sponsored by parents to extend their children's school-based bilingual experience. The longitudinal study of the early immersion program examined the effects of the program on children's performance in English language arts and mathematics, French language skills, and attitudes toward French language and culture. Comparisons were made with students in the regular English program and with those in other types of French second language programs. The second study involves a bilingual exchange program for grade 7 early immersion students which had two aspects: a cultural-lecture component on various aspects of French-Canadian culture given during the year, and a 2-week visit to the province of Quebec during which the early immersion students studied with French…

Berney, Tomi D.; Stern, Lucia (1990). Eligibility and Programming in Chapter I English as a Second Language (E.S.L.) Programs, 1988-89. OREA Report. Chapter I/Pupils with Compensatory Educational Needs programs in English as a Second Language (ESL) served students at 78 high schools in New York City, supplementing tax-levy-funded ESL classes in those schools serving limited-English-proficient (LEP) students. Chapter I of the Educational Consolidation and Improvement Act funded ESL and bilingual classes, bilingual guidance counselors, and paraprofessionals. Three program models were provided, each for a different type of high school, with specific formulas for allocation of funds at different instructional levels. Evaluation was conducted through interviews, data collection, and observation. Each participating school had diverse problems requiring different Chapter I programs, including native language illiteracy, increases in the number of immigrant students unprepared for the high school curriculum, social and economic difficulties facing new immigrant students, and large classes. In some cases, the constant influx of new… [PDF]

Garcia, Delia C. (1990). Creating Parental Involvement: A Manual for School Children and Parents Interacting Program. The Children and Parents Interacting program is a federally funded Title VII project designed to create and promote greater Hispanic parent involvement in the educational system. The program represents a joint effort of Monroe and Dade County Public Schools and Florida International University's Center for Latino Education. The major thrust of the program is to involve Hispanic parents and children in parent-child training sessions, with specific activities designed to improve the students' academic achievement and English language proficiency. This guide for school personnel in the program is comprised of the following sections: (1) program description; (2) definition of parent involvement; (3) history of parent involvement; (4) discussion of the need for parent involvement; (5) factors influencing Hispanic parent involvement; (6) parenting in the Hispanic home; (7) common problems and solutions in interacting with parents; (8) strategies for promoting Hispanic parent involvement,…

(1986). Walton High School: Project BLAST, 1985-1986. OEA Evaluation Report. In 1985-86, Project BLAST (Bilingual Language Arts Survival Training), in its third and final year of funding at Walton High School (Bronx, New York), achieved an attendance rate of 95 percent. Project BLAST provided 200 students of limited English proficiency (LEP) with instruction in: (1) English as a second language (ESL) and native language arts; and (2) bilingual instruction in social studies, mathematics, and science. Special features of the program were its career exploration, survival skills, and citizenship training components. The project also developed two new instructional components in 1985-86: a computer lab and an advanced placement native language arts class. Project BLAST's success was attributed to the high quality of teaching, the dedication of the project's staff, the small size of the program, and the effective use of the project's paraprofessionals and the bilingual family associate. Much time was also spent in counseling individual students. This assessment…

Wright, Carey E.; And Others (1986). Cultural and Vocational Attitudes: Hispanic Girls in South Chicago. Twenty-five freshman Hispanic girls at Bowen High School in Chicago were motivated and encouraged to continue their education and explore various career goals. Methodology involved a highly personal interaction with the program worker. Three groups were formed–two were conducted in English and one was conducted in Spanish. Project goals were to educate the students about vocational possibilities, available training resources, sexuality, and drugs and their effects; explore and challenge their attitudes and fears regarding vocation, sex, culture, and independence; clarify and increase commitment to educational goals; involve parents in their children's vocational goals; and provide expert, appropriate referral to adolescents experiencing serious problems. A holistic, replicable approach to vocational education and motivation for inner-city, bicultural teenage girls was to be developed. Research data on "positive significant changes" were inconclusive over the seven-month… [PDF]

(1986). DeWitt Clinton High School Project BISECT 1984-1985. OEA Evaluation Report. Project Bilingual Spanish-to-English Career Training (BISECT), in its third and least year of funding, offered bilingual instruction, career awareness development, and supportive services to 301 Hispanic students of limited English proficiency at DeWitt Clinton High School. While all students spoke Spanish at home, their Spanish language ability and proficiency in English varied, as did their overall academic preparedness. The ultimate goal was to improve students' English language skills and to assist them in identifying career interest areas. The instructional approach was bilingual: social studies classes were taught by English-speaking teachers assisted by bilingual paraprofessionals. Supportive services included vocational guidance and academic counseling, home visits, career awareness activities, visits to educational and cultural sites, and a program newsletter. The following evaluation findings are presented for the 1984-85 academic year: (1) English as a second language…

(1986). Project COPE 1984-1985. OEA Evaluation Report. Project COPE, in its second year of funding, offered basic skills instruction, career development, and pre-occupational training to 343 students of limited English proficiency in grades 9 through 12 at three sites in New York City. The students varied in native language skills, proficiency in English, and overall academic preparedness. The project's main goal was to provide supportive services to limited English proficient students who were also limited in their ability to read and write in their native languages. The evaluation findings for the 1984-85 academic year include the results of student performance on standardized and teacher-made tests, an examination of program materials and records, site visits, and interviews with program personnel. Objectives were met in English language development and student attendance. Data on native language development arts were not provided and the objective could not be assessed. Staff turnover and conflicts with other duties, and lack of…

Fox, Frank; And Others (1986). The Multilingual Preschool Parent Participation Project of the Sacramento City Unified School District. Summary of the Final Evaluation Report. This paper summarizes the five year period (1980-1985) of the Sacramento City Unified School District Parent Participation Preschool and Children's Centers. The program provided multilingual education to preschool children and their limited-English-speaking parents. Children were enrolled in existing Head Start and State Preschool programs, and they received extra services. Parents were give home teaching kits for reinforcement of classroom lessons and for dissemination of information about community resources. The first phase of the program served speakers of Chinese, Vietnamese, and Spanish; the second phase added Hmong and Laotian services. Evaluation of the program by parents and teachers was very favorable. Recommendations for continuation of the program include the following: (1) more clearly articulated goals and objectives; (2) a longitudinal evaluation plan; (3) replicability of the model; (4) alternative funding sources from within and outside of the district; and (5)…

Chang, Agnes Shook Cheong (1986). The Relationship between the Learning of English and the Learning of a 'Second Language' in Pre-Schoolers. Are young children able to become competent in two languages simultaneously? In an attempt to answer this question, Singaporean Chinese, Malay, and Indian children of 3.5 through 6 years of age who attended six different types of preschool centers were grouped into age bands separated by an interval of 6 months and were given four English tests and two "second language" tests of Chinese (Mandarin), Malay, or Tamil. Language-related abilities assessed were auditory discrimination, concept of print, word knowledge, verbal fluency in English, and word knowledge and verbal fluency in the three second languages. Results are discussed in three sections comparing age and interval data, two contrasting types of preschool centers, and children in the three ethnic groups. Findings indicated that the younger preschoolers had difficulties in simultaneously learning English and a second language. Analysis of data from both private and nonprivate centers showed that the level of…

Jacobson, Rodolfo (1983). Intersentential Codeswitching: An Educationally Justifiable Strategy. The language separation approach to bilingual teaching is compared to three kinds of language alternation approaches, \flipflopping,\\concurrent translation,\ and the \New Concurrent Approach\ (NCA). The approaches are categorized as conventional, unstructured, and structured, respectively. The effectiveness of the NCA is compared favorably to the other approaches in terms of San Antonio's Title VII demonstration project in bilingual methodology. Five NCA class segments are analyzed with special emphasis on description of corpus, teacher talk, and student talk. Transcriptions of teacher-student dialogs are included. The discussion stresses that through sufficiently long speech samples in each language the child develops the languages simultaneously. This is demonstrated by the grammaticality of almost all child responses. Furthermore, children have developed interlinguistic flexibility as they alternate between languages with ease. It is concluded that the reservations held by many…

Jordan, June B., Ed.; And Others (1980). Disruptive Youth in School: A Report from the CEC Invisible College Conference on Education's Responsibility for Disruptive, Alienated, and Incarcerated Youth. Thirteen author contributed papers are presented from a 1979 conference on disruptive, alienated, and incarcerated youth. Presenters represented fields of education, social work, public policy, and psychology. Included are the following titles and authors: \Juvenile Justice: Where We Have Been and Are Today\ (R. Sarri); \Youth as a National Resource\ (L. Dye); \Education for Self Reliance\ (J. Johnson); \Community and School Partnership: Youth Rights and the Role of Advocates\ (M. Beyer); \Effects of Gender on the Differential Development of Adolescent Boys and Girls\ (V. Gold); \Basic, Vocational, and Special Education: Whose Responsibility?\ (G. Meers); \Secondary Special Education: A Case of Benign Neglect\ (D. Sabatino); \From the Desk of the Principal: Perspectives on a School Based Community Treatment Program for Disruptive Youth\ (E. Rothman); \The Teachers Hot Line: Teachers Helping Teachers\ (E. Rothman); \Bilingual Bicultural Education: The Right to a Free and Appropriate… [PDF]

Beardsmore, Hugo Baetens; Kohls, Juergen (1988). Immediate Pertinence in the Acquisition of Multilingual Proficiency: The European Schools. Canadian Modern Language Review, v44 n2 p240-60 Jan. The structure and programs of the multilingual European Schools network are outlined, focusing on the role of language in the curriculum. The schools' linguistic outcomes are compared with those of Canada's immersion programs. The use of social engineering to foster multilingual contacts is discussed. (MSE)…

Aikman, Sheila (1999). Intercultural Education and Literacy: An Ethnographic Study of Indigenous Knowledge and Learning in the Peruvian Amazon. Studies in Written Language and Literacy, Volume 7. This book examines indigenous education in South America, focusing on the development of intercultural education and on an ethnographic study of educational processes and change among the Arakmbut people of the Peruvian Amazon. The Arakmbut are one of seven Harakmbut-speaking peoples who live in the Department of Madre de Dios in southeastern Peru. Since the introduction of primary schooling in the 1950s, Arakmbut children have been exposed to missionary schooling that has denied their language, culture, and learning processes. This situation exists despite developing government advocacy of intercultural bilingual education. Arakmbut traditional teaching practices and learning strategies are exclusively oral. An assessment of the Arakmbut experience of formal education, their attitudes toward schooling, and responses to the proposed introduction of biliteracy considers whether intercultural education based on a biliterate, schooled model can promote indigenous learning practices and…

Key, Dana Lynn (1999). Literacy and Effective Teaching in Diverse Classrooms. This study explored the ways in which English educators could most effectively plan and implement their teaching to best serve the multi-literacies of the diverse student populations in today's schools. The researcher conducted interviews with classroom English teachers and teacher educators in north Alabama to gain the participants' perceptions of their effectiveness in teaching diverse literacies, opportunities for practicing effective strategies and pedagogical skills, and opportunities for improving teaching and learning and professional development. Data analysis indicated that the teachers often felt unprepared to teach the multiple literacies required in the diverse classroom populations they served. Because of time constraints and test score demands for students, the teachers felt that they were limited in teaching and modeling effective teaching strategies and multi-literacy pedagogical skills, especially connected to writing. Professional development and inservice… [PDF]

Nava, Alfonso (1990). Toward a Model in Applied Cross-Cultural Education: CSUN/Ensenada Teacher Institute. Social Studies Review, v29 n3 p77-79 Spr. Presents a cross-cultural training program at California State University (Northridge), in which U.S. student teachers live with Mexican families in Ensenada, Mexico; teach English-as-a-Second-Language (ESL) to Mexican high school students; and learn about Mexican school system. Argues that experience awakens students to Mexico's cultural diversity and will serve them well when working as teachers in United States. (CH)…

Gomez, Mary Louise (1993). Prospective Teachers' Perspectives on Teaching Diverse Children: A Review with Implications for Teacher Education and Practice. Journal of Negro Education, v62 n4 p459-74 Fall. This exploration of the preparation teachers should receive to be able to deal with the diversity of students emphasizes that reforms for diversity must involve colleagues and communities and that no single activity is an adequate preparation for teaching diverse populations. No reform effort to date has addressed the issues of diversity adequately. (SLD)…

Herrera, Socorro; Murry, Kevin (1998). Crisis in the Heartland: Addressing Unexpected Challenges in Rural Education. Journal of Research in Rural Education, v14 n1 p45-49 Spr. Recent increases in cultural and linguistic diversity in Kansas have raised three challenges for educators, especially rural educators: geographic isolation, capacity building, and professional development. Describes innovative, nontraditional programs developed by Kansas State University to help educators meet these challenges, including distance education, collaborative site-specific adaptations of curriculum and instruction, and cross-cultural sensitivity training. (TD)… [PDF]

Bassey, Magnus O. (1996). Teachers as Cultural Brokers in the Midst of Diversity. Educational Foundations, v10 n2 p37-52 Spr. Highlights problematic relationships between society, teachers, students, and schooling as exemplified by structural and cultural inequality, unequal power relations, domination, racism, sexism, and hegemony in American schools. After describing how some institutions prepare educators for diversity and equity, the paper explicates the curriculum that can empower those traditionally disempowered. (SM)…

Boyce, B. Ann (1996). Dealing with Student Diversity through the Case-Study Approach. Journal of Physical Education, Recreation and Dance, v67 n5 p46-50 May-Jun. A case study approach can help preservice teachers develop effective strategies for handling situations that arise as they teach diverse students in public schools. This article presents teaching hints for the case study approach, offering a sample scenario for a seventh-grade middle school physical education class. (SM)…

Ballobin, Kathryn; And Others (1993). A Cultural Diversity Plan. In 1991, the Platte Campus of Central Community College (CCC) in Columbus, Nebraska, received a Beacon Grant to work with nine other colleges to promote cultural/work force diversity at the colleges and produce measurable results. The goals of the project were to expand programs to accommodate leadership diversity, design innovative staff development programs, develop personnel practices to enhance the recruitment and retention of women and minorities, provide in-service training in using curriculum components and classroom techniques that foster multicultural sensitivity, and disseminate information about project activities widely. The Platte Cultural Diversity Task Force Committee was formed to encourage campus-wide participation and support, educate campus leaders, and coordinate activities with other campuses. During 1991-92, the committee sponsored a variety of activities, including an area-wide meeting to explain the goals of the Beacon project; a series of lunches featuring… [PDF]

Westerman, William (1991). Taking Time and Proceeding with Caution: Time and Process in a Cambodian Life History Documentation Project. Philadelphia Folklore Project Working Papers #6. This paper discusses the process of ethnographic research and some reasons it might not go as smoothly as researchers or funders have planned. The paper's orientation is from that of a folklorist, but some of the cautionary matter may apply as well to oral historians and others involved in multicultural projects. The research was to conduct 15-20 life historical interviews within 7 months in 1990-91 to document life histories and life cycle rituals in the Cambodian community in Philadelphia. Although several Cambodians were contacted and provided information, only two interviews were conducted during this time. The report covers four areas that had a significant impact on the success or failure of this project and may affect other multicultural projects in general: (1) time: It takes time to understand a new culture; also, people have other things going on in their lives; (2) language: When using translators, interviews became more complex; non-verbal forms of communication are… [PDF]

Abramowitz, Jack (1989). Readings in American History (In Their Own Words), Book III. New Directions for the United States and Teacher's Guide. This skills-text is the third of four books in the series \Readings in American History.\ The materials allow opportunities to improve reading and comprehension skills in a subject matter context by using certain primary sources related to the topic. Book 3 covers the period from the Civil War to 1900. Each lesson includes short readings with exercises and questions to allow students to explore the topic. The volume includes: (1) \Slavery Divides the Nation\; (2) \Letters and Diaries from the Civil War\; (3) \Emancipation\; (4) \Black Soldiers in the Civil War\; (5) \The Effort at Reconstruction\; (6) \Westward Ho\; (7) \The Black Exodus of 1879\; (8) \A Century of Dishonor Toward Native Americans\; (9) \The Farmer's Revolt\; (10) \The Rise of Big Business\; (11) \The Rise of Labor Unionism\; (12) \The New Immigrants\; (13) \The Election of 1896\; and (14) \Imperialism and Racism.\ A review section, glossary, and teacher's guide are included. (EH)…

Abramowitz, Jack (1989). Readings in American History (In Their Own Words), Book IV. The United States in the Twentieth Century and Teacher's Guide. This skills-text is one of four books in the series \Readings in American History.\ The materials allow opportunities to improve reading and comprehension skills in a subject matter context by using certain primary sources related to the topic. Book 4 covers the period from World War I through the Reagan years. Each lesson includes short readings with exercises and questions to allow students to explore the topic. The volume includes: (1) \The United States and the First World War\; (2) \Votes for Women\; (3) \The Prosperity Decade\; (4) \'Wall St. Lays an Egg' in 1929\; (5) \Depression Times\; (6) \Franklin D. Roosevelt and the New Deal\; (7) \'Infamy' at Pearl Harbor\; (8) \'D-Day' in France\; (9) \Atomic Horror at Hiroshima\; (10) \The Cold War, the Truman Doctrine, and the Marshall Plan\; (11) \John F. Kennedy and a Dream of 'Camelot'\; (12) \The 'Black Revolution'\; (13) \The Vietnam Experience\; (14) \Crisis at Watergate\; (15) \The Women's Revolution\; and (16) \The Reagan…

Davies, Don, Ed.; Johnson, Vivian, Ed. (1996). Crossing Boundaries: Multi-National Action Research on Family-School Collaboration. Report No. 33. This report details studies by eight researchers from five countries–Australia, Chile, the Czech Republic, Portugal, and Spain–that examine boundary-crossing issues between teachers and parents, between policies and school reality, between cultures, and between research and practice. All of the studies were based in elementary schools and involved collaboration among university or research organizations and schools. The study's objectives were: to identify the commonalities and differences of approaches and results in five countries seeking to increase family involvement in school; (2) to learn what works, what doesn't, and under what conditions; (3) to explore the use of different approaches to participatory, or "action," research; and (4) to stimulate further multi-national studies and projects through the Center on Families, Communities, Schools and Children's Learning International Network. The chapters are: (1) "Introduction" (D. Davies and V. Johnson);… [PDF]

(1990). Literary Themes in the Arts of China, Japan, and India. Suggested Grade Level: High School. This packet is designed to reinforce the approach to literary art themes introduced at the "Arts of Asia" workshop, sponsored by the Asian Art Museum. The packet contains: (1) selected reading passages from the Chinese composition, "The Peach Blossom Spring," the Japanese novel, "The Tale of Genji," and the Indian myth, "Krishna Defeating the Serpent Kaliya"; (2) suggested vocabulary lists; (3) background information about the reading selections; (4) information about the corresponding art objects in the museum; and (5) suggested activities and discussion topics for the classroom. Contains a 30-item bibliography. (EH)…