Finer, Neal (1979). An Instructional Model on Mexican Culture. The document presents a content outline of Mexican and Mexican American culture in seven units. It is adaptable for use at elementary, secondary, and college levels in bilingual and multicultural-oriented classes. Two charts introduce the units: (1) a reverse time line of Mexican culture from 1979 back to 1000 B.C.; and (2) a cause-effect chart showing Mexican cultural influences and contemporary cultural expressions. Unit I discusses the diversity of contemporary Mexican culture as a product of several cultures blending through three major developmental periods. Unit II focuses on the physical environment and its many contrasts. Unit III outlines ten periods in Mexican history and the contributions made by various peoples and events. Unit IV discusses contemporary society, socioeconomic characteristics, and the influence of the family. Unit V emphasizes Mexico's economic situation and its economic development. Unit VI outlines the present political situation, government, and… [PDF]

Martinez, Roger D. (1978). Survey of the Hispanic Population In Colorado. Three hundred twelve respondents representing a cross section of Colorado Hispanic families participated in a 1978 questionnaire survey developed by the Colorado Department of Education to assess the mobility and point of origin of the state's Hispanic population and to provide information about attitudes and feelings concerning the public school education of Hispanic students. Analysis of the data indicated: most Hispanics were not newcomers to the state (71% were born in Colorado, 42% had moved less than 50 miles from their birthplace, 53% were second generation Coloradans, and 4% of their grandparents were born in Colorado); only 6% indicated the Spanish language was never used at home, 54% always spoke Spanish with parents and relatives, and 38% sometimes spoke Spanish at home; 82% of the respondents who had originated in Colorado or New Mexico preferred to be referred to as "Spanish Americans", the majority of those who had originated from Mexico preferred the term…

(1977). Bilingual-Bicultural Education Regulations. Regulations adopted in 1977 by the Alaska State Board of Education governing bilingual-bicultural education in Alaska are presented. The procedure for the initial identification of language dominance in students is set forth. Obligations of school districts toward their non-English-speaking students are detailed. Parental and community involvement is specified. Six types of bilingual/bicultural programs are mandated, and criteria for establishing the appropriateness of given programs for a given district are determined. (JB)… [PDF]

Zanger, Virginia Vogel (1988). Teachers Debate Solutions to Cross-Cultural Dilemmas. Equity and Choice, v4 n3 p13-18 Spr. Presents the responses of 10 teachers, most of whom are English as a Second Language or bilingual program instructors, to two incidents involving cross-cultural issues. The question of whether it is right to impose the dominant culture on a cultural minority student is addressed. To be responsible, teachers need more information about minority cultures. (BJV)…

Bisson, Julie (1997). Celebrate! An Anti-Bias Guide to Enjoying Holidays in Early Childhood Programs. Noting basic misconceptions clouding the dialogue about the role holidays play in an antibias curriculum for young children, this guide for early childhood practitioners invites them to rethink their approach to holidays and provides the tools for addressing the holiday question in new, creative, and effective ways. The three sections of the guide discuss rethinking the holidays, planning for change in teaching approaches, and aspects to consider when using holidays in the classroom. Chapters 1 and 2 examine the personal and social meanings of holidays, as well as current approaches and new ideas for celebrating, noting the benefits of a holiday curriculum. Chapter 3 helps practitioners examine their feelings and relationships with their students' families, while chapter 4 suggests ways to formalize the holiday approach into a written policy. Chapters 5 and 6 provide guidelines about selecting holidays to meet particular curricular goals. Chapter 7 presents evaluation strategies….

Adelman, Nancy E., Ed.; Hargreaves, Andy, Ed.; Walking Eagle, Karen Panton, Ed. (1997). Racing with the Clock. Making Time for Teaching and Learning in School Reform. Ten teachers write about time-related frustrations growing out of school reform efforts, noting how problems were or were not resolved. There are specific examples of what it is like to experience school reform and how reform affects teachers' already full days. These cases are preceded by contextual descriptions. Each case study includes one or more commentaries prepared by representatives (e.g., principals, department chairpersons, or other teachers) from schools and districts discussed. After an introduction by Karen Panton Walking Eagle, chapter 1, \Framing the Cases: Time for Change\ (Nancy E. Adelman), discusses the planning, implementation, and improvement stages of reform. Chapter 2, \The Planning Stage: The Need for Time to Explore and Learn,\ discusses how to make change work, problems with portfolio assessment, and moving from dedication to despair. Chapter 3, \The Implementation Stage: Expanding and Testing New Ideas,\ discusses teachers juggling student needs,…

Bucher, Richard D. (2000). Diversity Consciousness: Opening Our Minds to People, Cultures, and Opportunities. This book examines the relationship between a person's success and his or her ability to understand, respect, and value diversity. It also explores how people can develop diversity consciousness. Chapter 1, "Diversity: An Overview," discusses the changing cultural landscape, dimensions of diversity, diversity between and within groups, diversity myths, diversity consciousness, and diversity education. Chapter 2, "Diversity Skills and Success," examines definitions of success, sociocultural theory, the importance of diversity skills, and the costs of inadequate diversity skills. Chapter 3, "Personal and Social Barriers to Success," discusses six barriers to success and how to acknowledge and overcome diversity barriers. Chapter 4, "Developing Diversity Consciousness," explains diversity consciousness, isolation, six areas of development, and strategies for developing diversity consciousness. Chapter 5, "Communicating in a Diverse…

Amar, Jasmine; Cheng, Amy; Donahue, Dave; Fisher, Grace; Klein, Emily; Lee, Joanne; Mukai, Gary (1997). Understanding the Korean Peninsula in the 21st Century: Political, Economic, and Security Issues in the Asia/Pacific Region. Part II, U.S. and Japanese Relations with the Korean Peninsula: Opportunities and Challenges. This curriculum unit is part two of a three-part series. Each of the three parts can be taught independently. The lessons include perspectives from each of the countries under study. This unit introduces students to challenges and opportunities presented by policy options for U.S. and Japanese relations with the Korean Peninsula at the turn of the century. Identifying and examining these options, students will gain an awareness of U.S., Japanese, and Korean perspectives on political, economic, and security issues. Provided is a rationale and introduction to the lessons, along with unit goals, materials, time required, suggested sequence of activities, small group roles, subjects, equipment needed, icons, and policy study references. The seven lessons include: (1) "Historical Legacies: The Japanese Colonization of Korea"; (2) "Historical Legacies: The Korean War – Perspectives from Leaders"; (3) "Korea's Contemporary Political Situation: A News…

Chenette, Sara; Cheng, Amy; Cheng, Yu Wen; Fairbrother, Greg; Midling, Michael; Mukai, Gary; Nordquist, Silvy; Tan, Kwee Foon (1997). Understanding Vietnam in the 21st Century: Political, Economic, and Security Issues in the Asia/Pacific Region. Part III, U.S. and Japanese Relations with Vietnam: Liberalization and Integration. This curriculum unit is part three of a three-part series. Each of the three parts can be taught independently. The lessons include perspectives from each of the countries under study. This unit introduces students to policy options for U.S. and Japanese relations with Vietnam at the turn of the century. By identifying and examining these options during Vietnam's growing liberalization and integration into the world community, students will gain an awareness of U.S., Japanese, and Vietnamese perspectives on political, economic, and security issues. Provided is a rationale and introduction to the lessons, along with unit goals, materials, time required, suggested sequence of activities, small group roles, subjects, equipment needed, icons, and policy study references. The six lessons include: (1) "Historical Legacies: The Vietnamese Refugee Experience"; (2) "Vietnam's Politics in Transition: Creating Interest in the News"; (3) "Vietnam's Economy in…

Allen, Walter; Clayton-Pedersen, Alma; Hurtado, Sylvia; Milem, Jeffrey (1999). Enacting Diverse Learning Environments: Improving the Climate for Racial/Ethnic Diversity in Higher Education. ERIC Digest. This digest examines ways in which learning and educational objectives can be maximized to achieve diversity while improving social and learning environments for students from different racial/ethnic backgrounds. The digest examines the literature on campus climate for racial/ethnic diversity, looks at the impact on student diversity of the campus climate, and examines institutional changes necessary to improve the racial/ethnic diversity and enhance the learning environment. These issues are examined within a framework that encompasses theories of race relations and racial attitudes, historical legacies of exclusion, and campus behaviors both inside and outside the classroom, as well as changes in government and policy and forces of sociohistorical changes in U.S. society. The needed fundamental institutional changes would include a conceptual shift in thinking about diversity and about an institution's overall teaching and learning priorities, in addition to structural changes… [PDF]

Nelson, Jennifer (1996). A Note on Teaching About Australia. Canadian Social Studies, v30 n2 p76-77 Win. Provides a brief overview of salient facts to be incorporated into a lesson plan on Australia. Several lists contain interesting facts concerning geography, resource utilization, culture, and population. Includes suggested list of research/discussion topics and a list of annotated references. (MJP)…

Chu, Jonathan M. (1996). Does Real American History Begin with Jamestown and Plymouth? Dialogue. OAH Magazine of History, v11 n1 p40-43 Fall. Considers the controversies surrounding the traditional approach to teaching American History (focusing on a series of shared experiences and institutions) and the subsequent criticism that it excludes "other" experiences. Warns against the simplistic presentation of a single celebratory past while concluding that Americans share common experiences. (MJP)…

Sembor, Edward C. (1997). Citizenship, Diversity and Distance Learning: Videoconferencing in Connecticut. Social Education, v61 n3 p154-59 Mar. Profiles a videoconference that brought together two seventh-grade classes in Connecticut. Over several days, white, middle-class, rural students discussed topical issues with urban black students. Topics raised included diversity, politics, gun control and local issues. Includes students' responses to the program. (MJP)…

Nanda, Serena; Norgren, Jill (1990). American Cultural Pluralism and Law: An Innovative Interdisciplinary Course. Political Science Teacher, v3 n2 p13-15 Spr. Describes a course on the problems of cultural pluralism in a democratic, constitutional society. Analyzes the rule of law in the United States. Examines the topic through an analysis of Supreme Court cases on questions pertaining to race, religion, gender, and community. Discusses course format and includes a class exercise of a mock trial. (RW)…

Hirshfield, Claire (1994). Using Classroom Quality Circles to Combat Japanophobia. Social Studies, v85 n1 p11-15 Jan-Feb. Discusses growing concern about negative attitudes toward Japan and Japanese people among secondary school and college students. Describes the use of quality control circles to bridge the cultural divide. Reports on the success of the program and argues that teachers have a responsibility to promote cultural understanding and diversity. (CFR)…

Goldstein, Tara (2003). Contemporary Bilingual Life at a Canadian High School: Choices, Risks, Tensions, and Dilemmas. Sociology of Education, v76 n3 p247-64 Jul. Reports on a ethnographic study that investigated how immigrant high school students used Cantonese and English to achieve academic and social success in a Canadian high school where English was the language of instruction. Argues that immigrant students found meaningful ways to acquire the cultural capital of the dominant society. (CAJ)…

(1977). The Filipino Family, Teacher's Guide. A Unit of the Bay Area Filipino Culture Education Project, Revised Edition 1977 [And] Student Booklet [And] Teenagers in the Philippines and the Filipino Teenager: USA, Teacher's Guide. [And] Appendix: Final Report. Three units of one to three weeks duration each comprise this Filipino Culture Education Project package developed for students in grades 6-8. Objectives are to help students recognize the cultural heritage of Filipino Americans, to develop bicultural identities, and to help non-Filipino students develop appreciation for the cultural diversity within the United States. The units are titled "The Filipino Family,""Teenagers in the Philippines," and "The Filipino Teenager: USA." Through a task approach to the study of culture, students collect and analyze data about similarities and differences between ethnic populations. Each unit contains several tasks for one or more students to be accomplished in varying lengths of time. Activities are student-centered, with the teacher acting as facilitator of learning. Instructions for students are in both Tagalog and English. Activities include compiling a family album or family tree, and studying music and native…

Lipka, Jerry (2002). Schooling for Self-Determination: Research on the Effects of Including Native Language and Culture in the Schools. ERIC Digest. This digest briefly reviews the impacts of assimilationist education for American Indians and Alaska Natives (AI/AN) and describes recent examples of successful AI/AN schools that incorporate students' native language and traditional culture into the curriculum. Beginning in the 1870s, federal policy emphasized assimilation as the goal of AI/AN education. Assimilationist policies had the effects of separating AI/AN students from their communities, weakening Native languages and cultures, driving students toward a marginalized identity, alienating students from schooling, and producing subtractive bilingualism. The past 3 decades have seen many efforts to restore and revitalize Native languages and cultures through the schools and to use Indigenous knowledge and language to meet both local and Western educational goals. Concurrently, the notion of appropriate academic knowledge has been reevaluated, and some teachers and elders have found ways to connect local practical and cultural… [PDF]

Cole, Jack; De Leon, Jozi (1994). Service Delivery to Culturally and Linguistically Diverse Exceptional Students in Rural School Districts. Rural Special Education Quarterly, v13 n4 p37-45 Fall. Survey responses of 60 rural New Mexico special education directors address availability of programs that simultaneously meet cultural, communication, and disability needs of diverse student populations; training of personnel in these programs; and whether educational diagnosticians and speech language pathologists accommodate language and cultural factors. Recommends cross-training of rural special educators and English-as-a-Second-Language teachers. (RAH)…

Bruna, Katherine Richardson (2006). When \Other People's Children\ Are Your Own: A Multicultural Teacher Educator Learns about Difference from the inside out. Multicultural Perspectives, v8 n4 p49-54 Nov. As a multicultural teacher educator, the author has committed her professional life to helping future teachers understand their roles and responsibilities in working with the populations that Delpit (1995) referred to as \other people's children.\ Since the author is a former bilingual instructional assistant and English as a second language teacher, she takes a particular interest in understanding the experiences of linguistic \others\–children who come from homes and communities where their cognitive and socioaffective lives have been shaped through a language other than, or in addition to, English. Teaching about \otherness\ or \difference\ in a demographic context has its particular challenges. There are the frequently cited attributes of the \typical preservice teacher\ to contend with–ignorance of the history and cultural practices of nondominant racial/ethnic groups, disinterest in working with nonmajority students, negative perceptions of these students' abilities and low… [Direct]

Holmes, Tony (1991). Indigenous Bilingual EC Programmes in Aotearoa, Wales and the U.S. This paper examines bilingual early childhood programs in Aotearoa, New Zealand, in Wales, and among the indigenous people of the United States. The first section of the paper describes bicultural programs as programs that promote an acknowledgement of the ways people of each culture live, communicate with one another, and understand their world. A bilingual program is a bicultural program that involves the learning of a minority language. The advantages of bilingual programs in Aotearoa, New Zealand include fostering the Maori people's access to their language and culture, providing individual and societal enrichment, and promoting enhanced academic achievement. The second section of the document outlines the history of Maori educational initiatives. Research that exposes nonegalitarian practices in New Zealand educational policy is cited and Maori attempts to achieve autonomous control over their educational development are described. The third section contains observations on…

Fernandez, Sue; And Others (1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 4, German. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. Key areas addressed in this profile include: (1) the place of German in Australian education; (2) issues in the teaching of German including teacher preservice training, language proficiency among teachers of German, and teachers' concerns about the delivery of German language programs; (3) sociolinguistic data on the German-speaking community in Australia; and (4) German as a world language. Findings show that the position of German in Australian education is relatively strong. Numbers of students enrolled in German language courses are on the rise, and availability of German as a Language Other Than English (LOTE) in primary, secondary, and tertiary… [PDF]

Veidt, Frederick P. (1985). Fairview German Bilingual School: A Successful Model for Elementary-School, Second-Language Learning, Part I. The program of the Fairview German Bilingual School, the elementary (K-5) segment of the Cincinnati public school system's German bilingual alternative program, is described. The school provides intensive second-language instruction in German for monolingual English-speaking children with bilingualism as the objective. In 1984-85 the student body numbered 510, from 50 Cincinnati neighborhoods. An active parents' group is a major program element. The teaching staff includes basic classroom teachers for the standard grade-level curriculum and German-language teachers with near-native fluency and extensive exposure to the people, cultures, and institutions of a German-speaking country. The kindergarten German instruction consists of three 20-minute sessions a week. From first grade on, a sequenced and highly structured oral language curriculum is used. German and English-language curricula are integrated to the extent possible. Student academic achievement has been average or above…

Claus, Richard N.; Quimper, Barry E. (1988). State Bilingual and ECIA Chapter 1 Migrant Product Evaluation Report 1987-88. The 1987-88 school year was the ninth year that students in the State Bilingual and Migrant programs were assessed in reading and mathematics using a norm referenced test. This is the second year that the new California Achievement Test (CAT) Form E, normed in the Spring of 1985, has been used for program evaluation purposes. The locally adopted performance standard was that grade level post-test mean percentile scores would evidence improvement over pre-test scores. Overall, results show decreases from the previous year in the percent of grade levels meeting the performance standard in both reading and mathematics. For the State Bilingual Program, the decrease was the same. For the Migrant Program, the decrease was less in reading than in mathematics. The results of this product evaluation were combined with the results of a process evaluation to generate recommendations to improve the implementation of next year's programs. Statistical data are included in 13 tables. The… [PDF]

(1983). Integration Evaluation Reports: Executive Summaries and Evaluation Designs, l982-83. Publication No. 437. This is one part of an evaluation of the Los Angeles Unified School District's Predominantly Hispanic, Black, Asian, and Other Non-Anglo (PHBAO) student integration programs. The analysis is based on data collected from staff, students, and parents during 1982-83 at schools that are at least 70% non-Anglo. This volume, in eight sections, discusses and summarizes evaluation findings. Section A describes the implementation of seven programs: Bilingual Classroom Teacher Program, Urban Classroom Teacher Program, Computer Assistance, Curriculum Alignment, Project Textbook, Student-to-Student Integration Program, and Supplemental Counseling Progam. It then analyzes overall program effectiveness and results of the School Attitude Measure administered in program schools. Throughout, four analytic approaches are employed: a harms analysis, an implementation analysis, an effectiveness analysis, and an analysis of achievement and attitude data. Sections B-D summarize evaluations of these… [PDF]

Collazo-Levy, Dora; Sica, Michael (1984). Bushwick High School, "A Warm Welcome." O.E.E. Evaluation Report, 1982-1983. Project "A Warm Welcome," in the last of a 3-year funding cycle, provided instruction in English as a Second Language (ESL) and Spanish language skills, as well as bilingual instruction in mathematics, science and social studies, to 250 Hispanic students at Bushwick High School, Brooklyn, New York. The principal goals of the program were to expedite the acquisition of those English language skills necessary for full mainstreaming by the senior year of high school, and to provide career awareness training. Title VII funds provided for administrative and support services staff, while instructional services and paraprofessional assistance were funded from other sources. The project developed an integrated core curriculum for ESL, science, social studies, mathematics, and career awareness. Student supportive services consisted of college and career preparation, individual counseling, and referrals to outside agencies. Staff development and parent participation activities were… [PDF]

Cheek, Helen (1981). Mathematics Curriculum Guide for Kindergarten through 3rd Grade. ESEA Title VII Bilingual Program. Dysart Unified School District. Bilingual mathematics competencies and competency-coordinated activities are provided in the four sections of this curriculum guide for kindergarten (pre-operational) and grades 1-3 (concrete-operational) children. Topic areas for kindergarten include: classification (logic); comparing/ordering/graphing; quantitative; measurement; geometry; patterning/predicting; and construction. Topic areas for grades 1-3 include: classification (logic), comparing, and ordering; numeration; notation; measurement; basic facts (addition and subtraction of whole numbers); algorithms for operations; graphing; geometry; patterns; and fractions. Each section begins with the list of competencies related to the topic area, followed by activities for learning the competency. Included with the activities are behavioral objectives, instructional strategies, a list of materials needed, and when applicable, references to text materials. Since the curriculum is intended to be a…

Collazo-Levy, Dora; And Others (1983). Project A.B.C. (Bronx Academic Bilingual Career Program). O.E.E. Evaluation Report, 1981-1982. Project A.B.C. (Academic Bilingual Career Program) is a multisite project serving new immigrant students at three different high schools in the Bronx, New York: Vietnamese (Chinese ethnics) at Theodore Roosevelt, Italians at Christopher Columbus, and Cubans and Dominicans at John F. Kennedy high schools. Project students are incorporated into the schools' regular bilingual programs, and receive additional special resources. As well as attending ESL and native language arts classes, participants take content-area subjects (mathematics, science, social studies) in their native language. Analysis of the program's first year of operation found that most students met program objectives in English syntax. Performance in other areas was variable. This evaluation report attributes failures to meet objectives to organizational and administrative difficulties and provides a number of recommendations regarding: (1) the development of career resource centers at each site; (2) completion of… [PDF]

Flores, Alfredo R.; Riley, Mary Tom (1982). The Why, What, and How of a Bilingual Approach for Young Children [and] El Porque, el Cual y el Como de un Enfoque Bilingue para Ninos Preescolares. This guide, in parallel English and Spanish volumes, provides information necessary for implementing bilingual/multicultural programs. Section 1 defines and describes the bilingual approach, examining instructional goals, rationale, philosophical justification, legal foundations, and practical considerations. Section 2 discusses attitudinal concerns, implementation problems, self-assessment instruments, and general strategies for attitude improvement. Bilingual requirements, the processes of language development and second language learning, language assessment and variation, testing procedures, and language teaching strategies are presented in Section 3. The importance of culture is emphasized in Section 4 through discussions of values, providing choices, and integrating cultures and contributions of all groups. Section 5 introduces curriculum ideas and strategies for implementing the bilingual approach. Parental involvement is outlined in Section 6. The concluding section… [PDF]

Burry, James (1985). Documenting Evaluation Use: Guided Evaluation Decisionmaking. Evaluation Productivity Project. This paper documents the evaluation use process among districts using the Guide for Evaluation Decision Makers, published by the Center for the Study of Evaluation (CSE) during the 1984-85 school year. Included are the following: (1) a discussion of research that led to conclusions concerning the administrator's role in evaluation use; (2) a characterization of project objectives and how they grew out of research findings; (3) a description of the process of locating and selecting districts to implement the guide; (4) a description of each evaluation context (the use-affecting factors which emerged at each site, the application of the guide by administrators to promote use, success in applying the intended evaluation uses); (5) a discussion of implementation issues; (6) a synthesis of the results across sites; and (7) suggested implications for future practice. Appendices include a factor pattern for evaluation use, worksheets, organizing strategies from the guide, a letter of… [PDF]