(1996). Investigating Artifacts: Making Masks, Creating Myths, Exploring Middens. Teacher's Guide: Grades Kindergarten-6. LHS GEMS. This guide interweaves activities with major themes in science and the humanities. Drawing respectfully upon the deep, diverse, and living folkways of Native American cultures, these activities help provide students with a wider understanding of their world and a greater appreciation for cultural diversity. The unit integrates science, mathematics, art, language arts, and social science. Students use masks and myths as the subject areas in their study of cultures. Middens are introduced as a way to study archaeological findings and the process of discovery. The six sessions in the unit are entitled: (1) "Natural Collecting and Sorting"; (2) "Making Masks and Inferences"; (3) "Creating Myths"; (4) "Sharing Myths"; (5) "Uncovering the Past or What's Hidden in the Midden"; and (6)"Putting Together Clues from the Past." Resource pages accompany each session with a complete bibliography, resources listing, and literature…

Lyle, Sue; Roberts, Maggy (1990). A Rainforest Child. An Active Learning Pack for 8-13 Year Olds [Second Edition.]. This resource packet includes a teacher's guide, reproducible student worksheets, posters, activity cards, and a music audiotape: "Song of the Forest," with a booklet of lyrics. The teacher's guide suggests interdisciplinary activities which meet the United Kingdom's National Curriculum requirements and encourage active learning as students explore ideas and discuss issues related to tropical rainforests. Activities will take about 10 half days to complete or may be used as a basis for a half term's theme work on tropical rainforests. Students are invited to consider the different lifestyles of indigenous Kelabit and Yanomamo peoples; explore different aspects of ecological, cultural, and economic interdependence; investigate the relative meanings of the terms wealth and poverty; analyze the power people have and how they use it; and raise questions about the long term effects of actions taken today. Students are involved in developing a range of skills, engaged in…

Brooks, Elizabeth (1994). Database of Teaching Materials on Japan: An Annotated Guide. This booklet is a selective guide to a larger computer-searchable database of teaching materials on Japan. The materials in the guide consist mainly of lesson plans, teaching guides, resource guides, and units on Japan. Each part contains bibliographic information on resources for teaching about Japan at specific grade levels or subject areas. "Elementary School Materials" include: (1) "The Arts"; (2) "Artifacts"; (3) "Multicultural/Global"; (4) "Multimedia Units"; and (5) "Varied Topics and General Overviews.""Secondary School Materials" contains: (1) "The Arts/Religion"; (2) "Artifacts"; (3) "Economy/Government"; (4) "Geography"; (5) "Multicultural/Global"; (6) "Multimedia Units"; (7) "Varied Topics and General Overviews"; and (8) "War.""Elementary to Secondary Materials" includes: (1) "The Arts/Religion"; (2)… [PDF]

Moomaw, Sally (1997). More Than Singing: Discovering Music in Preschool and Kindergarten. This book contains over 100 music activities to help teachers, child care providers, and parents bring the joy, theory, and practice of music to young children. An introductory chapter is followed by chapters on songs, rhythm, instruments, music centers, movement, music throughout the day, and group times. Chapters 2 through 8 each contain two sections–answers to questions that teachers frequently ask and activities that help children construct knowledge about sound and music. Photographs of instruments and whole-language extensions accompany guidelines on how to construct the materials. The cassette tape that accompanies the book contains all of the songs and rhythms described in the activities. The book suggests ways that music can be used for exploring multicultural dimensions in curriculum. Suggestions are also given for modifying music activities for children with disabilities. A \Resource Information\ section lists the books and recordings mentioned in each chapter. (LPP)…

Boykin, A. Wade (1992). Reformulating Educational Reform: Toward the Proactive Schooling of African American Children. Educational reform efforts to date in the United States have not been germane or responsive to the social problems of African American children. The reform efforts advanced to date have only been exercises in tinkering around the educational edges. Our educational focus, the origin of which is outlined, must shift in at least two major ways. First, we must turn from preoccupation with talent assessment and its trappings to a commitment to talent development. Second, we must as a nation move away from an obsession with social homogenization and social control to a system based on racial and cultural diversity. This paper discusses the traditional assumptions for psychological and pedagogical processes that underlie the present focus on talent assessment and compares them with alternative assumptions that underlie a focus on talent development. A second section makes a case for deep cultural structure and the incorporation of Afrocultural ethos into the pedagogical process at the… [PDF]

Kemp, Leroy (1993). Encouraging Preservice Teachers To Understand Student Diversity: Pedagogical and Methodological Conditions. Studies have shown that preservice teachers do modify their knowledge and value dispositions for teaching culturally diverse student populations. Continuing this line of research, this study focuses on pedagogical and methodological conditions in the education of preservice teachers. A class of preservice teachers was assigned to various public schools to observe how issues of cultural diversity were handled. They were asked to reflect on their observations, write an analysis for presentation and discussion, and determine how these observations would influence their future teaching behavior. The written observations of 10 students were randomly selected for analysis. In general, all 10 students exhibited a basic understanding of cultural diversity. Most indicated an understanding that: (1) in the classroom, more than academics must occur; (2) in order to teach a child, one must understand the realities that students bring to class; (3) the classroom is a training center for how… [PDF]

Cerri Negrini, Maria Ausilia (1986). Intercultural Education and Migrant Women. The CDCC's Project No. 7: "The Education and Cultural Development of Migrants.". The paper reports issues and outcomes of a seminar on intercultural education and migrant women organized by Italy as part of the Council of Europe's 1981 Council for Cultural Co-operation (CDCC) Project No. 7. Sub-themes of the seminar were the migratory situation at the local level (departures and returns, particularly in the context of the situation of women), school and out-of-school experiments in the light of relations between school and family, and education in human rights and the situation of migrants. Work in the plenary session focused on migrant women and children as the "weak link" in the chain of emigration, the March 1984 Regional Act No. 10 covering returning emigrants, returning migrant women as a "mediating resource," intercultural education as a means to combat discrimination, features of intercultural education, and implementation of human rights education. Proposals of four working parties included formation of a permanent team of teachers,…

Ferguson, Henry, Ed. (1981). Handbook on Human Rights and Citizenship: Perspectives of Five Nations. This handbook was designed to help students learn the cultural contexts in which human rights are variously defined. It provides a comparative study of five nations, selected for their geographic and cultural scope, as a unique way to study human rights. Chapter 1 sets the stage for the study by presenting activities for establishing class objectives and examining the definition of human rights. Chapter 2 contains 90 readings from the five countries. These materials were selected for their value in illustrating the human rights situation in the five countries. International documents are included in chapter 2 which broaden the knowledge and understanding of human rights, such as "The Helsinki Agreement." Chapter 3 presents different activities and instructional strategies for presentation of the materials. Activities are included for different grade levels. Chapter 4 is the evaluation component in which an attitudinal questionnaire is administered to students to assess the… [PDF]

Antell, Lee (1981). Indian Education: Guidelines for Evaluating Textbooks from an American Indian Perspective. Since most textbooks and instructional materials are designed to appeal to the majority market, they often are written from an ethnocentric viewpoint. American Indian viewpoints are either stereotyped, distorted, or omitted. To assist educators and publishers in developing awareness of American Indian heritage and culture and contemporary issues facing American Indians, general guidelines and a rating scale have been compiled by the Ethnic Heritage Project Advisory Council, to be used when evaluating textbooks and instructional materials. The guidelines may be applied at all grade levels and concentrate on content, language, and illustrations. Content considerations include awareness of American Indians' perspective; contemporary as well as historical activities, contributions, and concerns; and avoidance of inferences that American Indians are \all the same\ or that different lifestyles or customs are undesirable. Textbook language must: explain that the term \Indian\ is a… [PDF]

Johnson, Gene; And Others (1981). Developing Culture Curriculum for Native American Children: The Rough Rock Experience. The booklet uses both narrative and line drawings to outline Rough Rock Demonstration School's process of developing a K-12 Navajo language and culture curriculum for Navajo children at Rough Rock and other schools on and off the reservation. There are suggestions for writing the proposal, getting community support, and recruiting staff. The next sections discuss finding out what the community perceives to be its needs and problems (including a sample needs assessment survey), and assessing available native-based curriculum materials. The booklet next discusses developing a philosophy of education, setting up a curriculum model, and translating the needs assessment survey into ideas for curriculum. The sections on developing curriculum content, scope and sequence, and writing teacher objectives are followed by a sample fourth grade social studies program. The booklet ends with suggestions for implementation of the curriculum, evaluation, and working with others. A summary of the…

Winokur, Marshall (1979). How to Have a Successful Fulbright. The Fulbright-Hays Teaching Exchange with Germany is a one-for-one exchanqe for approximately twenty pairs of American and German teachers. American elementary and secondary school teachers as well as college instructors and assistant professors replace their German counterparts for an academic year at either a "Hauptschule" (a non-college track school with qrades one through nine), a "Realschule" (a step up from the Hauptschule with grades one through ten), or a "Gymnasium" (a college preparatory school). This exchange provides the Fulbrighter with the opportunity to: (1) promote international understanding; (2) present American views on problems in the Unites States; (3) improve one's knowledge of the German language and school system; (4) increase one's awareness of German life and customs; (5) make German friends; and (6) explore many countries in Europe. This article focuses on three aspects of the Fulbright Teachers Exchange: (1) the teaching…

Pistone, Kathleen A. (1978). Cultural Arts Handbook. The handbook presents activities to aid elementary school classroom teachers as they develop and implement cultural arts lessons. A cultural arts program is interpreted as a way to help students develop perceptual awareness, build a basic vocabulary in some art cultural form, evaluate their own works of art, appreciate creative expressions, and think divergently through experiences in creative expression. Activities are presented in seven categories–visual art, arts and crafts, ethnic crafts, sculpture and modeling, collage, textures, and photography. Activities include finger printing, relief printing, making geometric designs, mosaics, creating string and box sculptures, tracing rubbings, cutting out paper silhouettes, and designing wooden jewelry. Many activities direct students to produce ethnic art forms including early American Shaker rugs, Czechoslovakian dolls, French puppets, Greek straw scenes, Irish felt painting, Spanish fishnets, and Ukrainian glass paintings. For each…

(1978). Curriculum and Instruction: Cultural Issues in Education. A Book of Readings. The 1976 Claremont, California, symposium to exchange and clarify ideas regarding the study and implementation of new alternatives to quality cultural education focused on two main concepts. The first was the concept of transcultural education design; the second, that cultural uniqueness in our society results from the capability to be responsive and responsible to opportunities of having cultural options with more than one defined culture. Fifteen presentations from the symposium have been collected in this book of readings intended for teachers, counselors, curriculum planners, resource specialists, teacher trainers, and administrators. The articles address the rationale, design, and instructional process of transcultural education; bilingual transcultural education; teacher preparation for a pluralistic society and for bilingual teachers; materials evaluation and selection; curriculum development; testing and cultural diversity; and social studies and transcultural education…. [PDF]

Kawamoto, Kevin, Ed.; McGregor, Davianna, Ed.; Odo, Franklin, Ed. (1992). Topics in Hawaii's History: Resources and Lesson Plans for Secondary School Teachers. Twenty-nine teachers participated in a 4-week National Endowment for the Humanities institute which covered topics from pre-contact Hawaiian population estimates to formation of plantation workforces to contemporary sovereignty issues. The lessons the participants developed are divided into nine sections. Section 1, "Geography," contains articles on the origins of the Hawaiian Islands and the geography of the Pacific. Section 2, "Religion and Mythology," covers Hawaiian legends, myths, and creation stories. Section 3, "Voyages, Migration, and Contact," covers the origins, migrations, and early settlements of the Hawaiian population. Section 4, "Monarchy," includes histories of the Hawaiian monarchy and its effect on the politics and economics of Hawaii. Section 5, "Plantation Life," contains articles about the influx of Japanese and Chinese workers and how this influenced the racial makeup of the islands. Section 6, "Labor and… [PDF]

Levine, Daniel U.; Lezotte, Lawrence W. (1995). Effective Schools Research. Research studies that have focused on identifying the characteristics or correlates of elementary and secondary schools that are unusually effective are reviewed, concentrating on the \effective schools\ movement. Research on effective schools supports the conclusion that they rank high on certain characteristics frequently referred to as \effective schools correlates,\ here reviewed for elementary schools in the general groupings of: (1) productive school climate and culture reflecting shared values; (2) a focus on student acquisition of central learning skills; (3) appropriate monitoring of student progress; (4) practice-oriented staff development at the school site; (5) outstanding leadership; (6) salient parent involvement; (7) effective instructional and organizational arrangements; (8) high operational expectations and requirements for all students; and (9) multicultural instruction and sensitivity. Research has concentrated on the elementary grades; the applicability of these…

Frederiksen, John R. (1987). The Development of Computer-Based Instructional Systems for Training Essential Components of Reading. Final Report. A series of studies conducted to examine deficits in reading comprehension skills of low ability, young adult readers and to evaluate computer-based systems that have been designed to improve skills deficiencies in comprehension are described in this report. The studies described in the first section of the report: (1) examined readers' use of semantic entailments (such as the action "murdered" entailing an agent case, "the killer," and a patient case, "the victim") in drawing inferences from text; (2) investigated readers' use of relational terms such as causal and adversative connectives in gaining an understanding of higher order semantic relations among clauses and sentences within a text; and (3) focused on the problem of analyzing referential relations within a text. This section concludes with a discussion of the findings of the studies, which suggest that the subjects, high school students, need to develop efficient techniques for mapping… [PDF]

(1986). Project CAREERS, 1983-1984: OEA Evaluation Report. Project CAREERS is a Title VII bilingual program operating at three Queens, New York high schools (William C. Bryant, John Bourne, and Hillcrest). The program provides intensive instruction in English as a second language (ESL), native language arts, and bilingual instruction in mathematics, science, and social studies to Hispanic, Chinese, and Haitian students. Emphasis is placed on bilingual career awareness and training, as well as the cultural and ethnic heritages of the student participants. An evaluation of academic year 1983-84, the first year of funding, found that most students surpassed program objectives for English language achievement, but objectives were not met in content-area and business/health careers. Student achievement data varied from site to site, and no data were provided to assess the native language arts and drop-out rate objectives. The evaluators found that the non-instructional component of the program was not developed during 1983-84. Proposed staff…

(1986). Project BACIS, 1983-1984: OEA Evaluation Report. Project BACIS provides instructional, resource, and supportive services for recent immigrants from Cambodia, Haiti, and Vietnam at three New York City high schools (Christopher Columbus, Samuel J. Tilden, and Walton). At each site, students received instruction in English as a second language (ESL). Although the project proposed that both native language arts and content-area classes would be taught in the native language, students were placed in classes according to the availability of such instruction at each school. Supportive services to program students included academic, personal, and vocational counseling, contact with families, and referrals to outside services. Development activities for staff members consisted of attendance at parent advisory council meetings and ESL classes taught by project staff. In 1983-84, the second year of funding, students were able to meet project objectives in ESL, but they were able to achieve attendance and content-area objectives only in the…

(1986). Erasmus Hall High School Bilingual Program 1984-1985. OEA Evaluation Report. In 1984-85, the Bilingual Program of New York City's Erasmus Hall High School was in its second year of a 3-year funding cycle, and served 220 students of limited English proficiency (LEP). The program population included 190 Haitian students, in addition to 21 Hispanic, eight Asian, and one Middle Eastern student. All program participants received English as a second language (ESL) instruction. Native language arts instruction was available for the Haitian and Hispanic students; bilingual classes in mathematics, science, social studies, and typing were available in Haitian Creole/French. The major instructional goal was to provide students with special assistance in English to help accelerate their movement into mainstream academic classes. A combination of Title VII and tax-levy funds supported administrative staff, instructional services, and paraprofessional assistance. Development activities for staff members included monthly meetings and workshops, and attendance at university…

(1986). Newton High School Project CAPABLE 1984-1985. OEA Evaluation Report. In 1984-85, Project CAPABLE was in its final year of a 3-year funding cycle at schools in New York City. The program provided instruction in English as a second language, native language arts, bilingual science, and bilingual social studies to 324 Chinese, Korean, and Vietnamese-speaking students of limited English proficiency (LEP) in Grades 9 through 12. Most were recent immigrants. The program operated at four sites: the primary resource at Newton High School; John Bowne High School; William Cullen Bryant High School; and Tottenville High School. The project's overall goal was to help LEP students achieve proficiency in English and thus to prepare them for mainstream classes. In addition, the project was intended to help these students adjust to their new environment and new culture. Findings concerning the implementation of the project were positive; both instructional and non-instructional objectives were met; the school authorities were supportive of the program; both the…

(1986). Project BEAM UP. Sarah J. Hale High School, 1983-1984. OEA Evaluation Report. Project BEAM UP provides instructional and supportive services to 233 Hispanic and Haitian students (Grandes 9-12) of limited English proficiency (LEP) at Sarah J. Hale High School in Brooklyn, New York. The project's main objective is to enable LEP students to participate in mainstream content-area classes by as early as the middle of their junior year. Electing to take courses in either an academic or vocational track, all students receive instruction in English as a Second Language, English and native arts, bilingual content-area classes, and mainstream content-area classes. Quantitative analysis of student achievement data during the project's first year indicates that most students showed significant gains in language skills, both English and native, and they achieved high passing rates in vocational subjects. Program students' passing rates in mathematics were not significantly higher than those from mainstream students, but they surpassed mainstream students' performance in…

(1986). Multilingual Survival Skills Program. George W. Wingate High School, 1983-1984. OEA Evaluation Report. In 1983-1984, the Multilingual Survival Skills Program provided support services and instruction in English as a Second Language (ESL) and native language skills to approximately 360 students of limited English proficiency (LEP) in Grades 9-12 at Wingate High School (Brooklyn, New York). Bilingual instruction in mathematics, science, and social studies was also provided. Eighty-one percent of the students spoke Haitian Creole as their native language. The remaining 19% were Hispanic, mainly from the Dominican Republic and Panama. Among the major goals of the project were to help students pass courses required for graduation; to develop and implement a pilot program in native language arts for Haitian students; and to develop curriculum materials to reinforce skills for illiterate or semi-literate Haitian and Hispanic students in required content-area courses. An assessment of first-year student achievement found that program students were able to achieve proposed instructional…

Mata, Roberto L. (1981). Hablando Con Maestros Guia para Padres para Resolver Problemas Con La Escuela = Talking With Teachers: A Problem-Solving Handbook for Parents. Designed to help parents communicate with teachers about the school problems of their children, the handbook provides strategies which can guide parents to collect accurate information about a problem and to use it to initiate an open exchange with the teacher. The strategies can be used whether parents are becoming aware of a problem or have been engaged in a long struggle on behalf of their child. Emphasizing the importance of collecting and exchanging facts in the initial stages of working with the teacher, the handbook covers the thinking process used to resolve problems; definitions of problem, communicate, collaborate, and problem solving; collection of accurate information through observation; examples of responses to an exercise on accurately observing situations; observations made at home; strategies for making observations in the home; approaching the teacher; and steps in talking with the teacher. (NQA)…

Weinberg, Meyer (1974). Chronicle of Race and Schools, February-April, 1974. Integrated Education, 12, 3, 9-16, May-Jun 74. A review on both the Federal level and on a State-by-State basic of the latest and the greatest developments in the field of school integration and race relations embracing the period February- April, 1974. (JM)…

Lew, Helene (1976). Chinese as a Second Language (Spoken Cantonese). Level II. Teacher's Manual. One of the main objectives of the Chinese Bilingual Pilot Program in San Francisco is to teach Cantonese to non-Chinese speaking children. This teacher's manual is designed to be used at the second level of instruction in Chinese as a second language. For each of the thirty-five lessons, the materials needed are indicated. The basic grammar points, language patterns and vocabulary are outlined, and likely errors are pointed out. Sample tests are provided, followed by an outline of the procedures to be followed in the teaching of the language patterns. Every fourth lesson consists of a review of the previous material. Although teachers should teach language patterns that are most natural to their speech, it is suggested that students should be exposed to alternative ways of speaking once the basic foundation has been established. (CLK)… [PDF]

Partridge, Susan (1980). Bilingualism and Beginning Reading. Instructional methods and teaching resources are discussed in this document for the kindergarten teacher of bilingual beginning readers. The instructional program presented suggests, for instance, enlisting the aid of children's librarians to identify books of universal appeal; parental involvement is sought in selecting books for individual children. Use of audiotapes of stories in both English and the first language of the child is suggested, and these tapes should be available to children to listen to when they are interested. (One means of obtaining audiotapes in the native languages of children is to have community members record stories in their native tongues.) Pictorial stimuli geared to beginning readers' individual differences are reported as a successful teaching technique, as is the use of materials depicting common emotional responses, such as love and fear. Other instructional techniques which have been found to be successful in the bilingual kindergarten are reviewed….

Matthews, Tom (1979). An Investigation of the Effects of Background Characteristics and Special Language Service on the Reading Achievement and English Fluency of Bilingual Students, Report No. 79-19, [and] Management Information Summary, Report No. 79-20. Some of the variations in reading achievement and fluency levels among bilingual students enrolled in the Seattle Public Schools are explained, and an examination of the effects of special language services (English as a second language and bilingual subject matter instruction) is emphasized. A model is presented which examines the relationships among the following variables: reading achievement, relative English fluency, special language services, family income, language background and grade level. Results indicated that the bilingual population is: (1) low in relative English fluency; (2) largely composed of Asian language groups; (3) lower in reading achievement and higher in math achievement than the national norm group; and (4) composed of high proportions of low income families. No strong evidence was obtained supporting the assertion that special language services have a consistent or positive effect upon reading achievement. A summary of the report is included. (Author/GK)…

HEFFERNAN, HELEN (1967). THE DIVERSE NEEDS OF THE LEARNERS TO BE SERVED. ONE OF THE GOALS OF EDUCATION IS HELPING EVERY LEARNER ACHIEVE HIS INDIVIDUAL POTENTIAL. IN DIRECTING EFFORT TOWARD THIS GOAL, EDUCATIONAL LEADERS MUST IDENTIFY AND MEET DIVERSE NEEDS IN THE FOLLOWING AREAS–(1) THE MATURITY OF THE LEARNER, (2) HIS PHYSICAL AND SOCIAL ENVIRONMENT, (3) HIS FAMILY BACKGROUND, (4) HIS PHYSICAL CONDITION, AND (5) INDIVIDUAL DIFFERENCES IN ABILITY, INTEREST, APTITUDE, AND ASPIRATION. ENROLLMENT GROWTH IN JUNIOR COLLEGES AND ADULT EDUCATION CLASSES, INCREASED EMPHASIS ON EDUCATION OF THE DISADVANTAGED, AND PRE-SCHOOL PROGRAMS ARE CITED AS TRENDS IN EDUCATION IN THE TWENTIETH CENTURY. CHILDREN FROM HOMES OF POVERTY, MIGRANT CHILDREN, AND CHILDREN WHOSE PARENTS SPEAK ANOTHER LANGUAGE PRESENT DIFFERENT KINDS OF EDUCATIONAL CHALLENGES TO THE SCHOOLS. THE MAJOR RESPONSIBILITY IS SEEN AS THE PREVENTION OF FAILURE. THIS REQUIRES LEARNING ACTIVITIES WHICH ARE HIGHLY INDIVIDUALIZED, FREEDOM FROM RIGID GRADE STANDARDS, AND A CLOSER HOME SCHOOL RELATIONSHIP. THIS… [PDF]

Shopen, Tim, Comp. (1975). Working Papers in Linguistics. CAL-ERIC/CLL Series on Languages and Linguistics, No. 5. This annotated bibliography, compiled in an effort to improve the dissemination of linguistic information, provides information about 53 working papers series. It is the result of responses to questionnaires sent out during the past year. Most of the inquiries were made at institutions within the United States, but a few entries from other countries are included. Each citation indicates the subject areas covered by the particular series, its intended audience, frequency of issue, price, and availability. (PMP)…

Clark, Michal C.; Nieto, Jesus G. (1975). Project M. E. CH. I. C. A.: Materials para Estudios Chicanos Interculturales de America. Final Project Report. A group of 25 Chicano, bilingual, community college students were selected to participate in this curriculum development project, 15 spending an entire semester in Mexico, and 10 going on a shorter tour. The major objectives of the project were: (1) to develop and disseminate bilingual Chicano Studies curriculum materials; (2) to train school personnel in the use of these materials; and (3) to develop an intercultural dimension to Chicano Studies. Fourteen teaching modules for public school classrooms were developed by the participating students, each providing prototype of necessary curriculum materials and orientation and resource materials for the teacher. Among the other project achievements were a Chicano literature anthology, an anthology on Mexican and Chicano thought and philosophy, an anthology on Mexican and Chicano art, videotapes, poetry tapes, a catalogued collection of pictures and slides, collections of Chicano Studies books and records, a comprehensive bibliography… [PDF]