Graham, Lesley P.; And Others (1996). Are the Culturally Diverse Needs of Children Being Met in Special Education?. A mail survey was conducted of 149 students (grades 4-8) with special needs in 19 school systems in inner city, suburban, and rural settings to determine their knowledge of cultural diversity and to identify their educational needs in this area. Results are organized around the seven areas of multicultural emphasis in the survey: (1) knowledge of folklore; (2)multicultural aspects of everyday life; (3) social studies; (4) leadership; (5) traditions; (6) the arts; and (7) sports and leisure activities. The study concluded that all these cultural diversity areas are crucial for the student with special needs, that students with special needs did not demonstrate a broad cultural knowledge in any of the seven areas explored, and that teachers need to review the quality of information presented in the classroom as it relates to the understanding and acceptance of cultural diversity. Much of the document consists of appendices which provide a copy of the questionnaire and detailed…

(1997). Cumberland County College, AACC Progress Report. In 1996, Cumberland County College (New Jersey) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. The primary goals of the college's action plan were: emphasizing greater pluralism, assigning writing on pluralism and American identity in the developmental writing courses, developing a course on 20th century American culture, and introducing an American Studies option. Two survey courses of American literature were revised to reflect pluralism and identity themes. Various poems, narratives, journals, orations, myths, and tales were read for the Colonial, Reason and Revolution, Romanticism, Realism, and the 20th century periods. In two U.S. history courses, the syllabi were revised and new materials purchased to incorporate more viewpoints. Students in developmental English classes had writing assignments on… [PDF]

(1997). Indian Hills Community College, Exploring America's Communities. Progress Report. In 1996, Indian Hills Community College (Iowa) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the instruction of American history, literature, and culture at U.S. community colleges. The college's action plan was initially comprised of three parts: (1) establishing a course addressing current identity and cultural pluralism issues; (2) creating workshops to acquaint faculty with these issues and assist the implementation of the issues in their classes; and (3) organizing a cultural fair, comprised of lecturers, artists and crafts people. Each of these goals was accomplished and more have been added. A Native American Studies course was implemented and has been popular with students. A cultural fair and a trip to a reservation were held, and the library's Native American collection was developed. Many faculty members have enthusiastically participated in the project, accepting the challenges and extra… [PDF]

(1997). Santa Rosa Junior College, Exploring America's Communities. American Cultures Project. Progress Report. In 1996, Santa Rosa Junior College (California) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. The college's goals included the following: providing an ongoing forum where the various humanities disciplines can discuss their varying perspectives; initiating a college-wide conversation of American values and culture; promoting, enriching, and refining Humanities offerings; and providing the means and inspirations for faculty to develop courses to fulfill the proposed Intercultural Degree Requirement. To accomplish these goals, the American Cultures Program (ACP), composed of a public lecture series, a learning community course on American culture, and faculty study group, was developed. The learning community enrolled quickly and students reported having a very valuable experience. Although both the… [PDF]

(1997). Tarrant County Junior College District, Exploring America's Communities. Progress Report. In 1996, Tarrant County Junior College District participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. The primary goals included the following: (1) to develop an inclusive, non-traditional approach to the teaching of American literature, history, and culture; (2) to add courses across the curriculum that would be committed to the multi-cultural theme; and (3) to create a unified learning community. Steps taken to develop Common Ground courses included preparing students, faculty, and administration for the new courses, developing a newsletter, presenting an outline of the project to administrators and faculty, and holding a session where team members could share their ideas and materials. The teaching team now has a feel for what works and what does not, and the faculty's decision to relate historical events… [PDF]

Nixon, Lois LaCivita, Ed.; Secundy, Marian Gray, Ed. (1992). Trials, Tribulations, and Celebrations: African-American Perspectives on Health, Illness, Aging, and Loss. This book is an anthology of short stories, narratives, and poems exploring aspects of the life cycle (birth, illness, aging, loss and grief) from an African-American perspective. The book is intended to give health care providers and interested others insights into the African-American experience, and to encourage readers to explore the implications of living in and providing services for a multicultural community. The book includes fictional and autobiographical literature from a number of noted U.S. writers, including Alice Walker, Langston Hughes, Gwendolyn Brooks, James Weldon Johnson, Sterling Brown, Toni Cade Bambara, Paule Marshall, and Maya Angelou. (DB)…

Holmes, Robyn M. (1995). How Young Children Perceive Race. Sage Series on Race and Ethnic Relations, Volume 12. Young children's knowledge of race and ethnicity is conveyed in their own terms, and how this knowledge affects their social relationships and ideas about procreation is explored. Participant observation, informal conversations, and collecting children's artwork were used to build a picture of race through the eyes of the kindergarten child. Between 1986 and 1992 a visit was made to 5 kindergarten classes with a combined enrollment of 102 children (44 African American, 42 European American, 12 Latino, and 4 of other ethnic background, and 54 girls and 48 boys). Although there were differences in social demographics and racial variability in these urban and suburban schools, the tone and atmosphere of the classes were similar. No interracial or intraracial physical confrontation was ever observed. The general lack of racial tension observed with these young children from racially diverse schools was facilitated by the age and cognitive abilities of the children studied, and school…

Dunn, Susan Strong (1997). [Global Studies]. Fulbright-Hays Summer Seminars Abroad, 1997 (India). This unit contains a sampling of lessons from a unit on India designed for ninth-grade students. Sections of the unit include: (1) "Geography of India"; (2) "Comparison of Major Religions"; (3) "The Caste System"; (4) "Empires of India"; (5) "Gandhi and Independence"; (6) "Division of the Subcontinent"; (7) "Environment"; (8) "Caves at Ellora and Ajanta"; (9) "Indian Dress"; and (10) "Kum Kum and Bindis." The lessons provide objectives, procedures, and evaluations. (EH)… [PDF]

Hrea, Robin (1997). Overcoming Cultural Conflict with Knowledge. Fulbright-Hays Summer Seminars Abroad, 1997 (India). This unit contains two lessons to promote commonality of culture and indicate differences as well. The first lesson asks students to explore their preconceptions about India. The second lesson is a research activity to facilitate learning about major "movers and shakers" in 20th century South Asia. Lessons include objectives, strategies, a materials list, and resources for further reading. (EH)… [PDF]

Clay, Phyllis L. (1991). The Northeast Global Studies Magnet Middle School, 1990-1991. Formative Evaluation. This report addresses the results of an evaluation made of the first year of the implementation of a global studies theme at the Northeast Global Studies Middle Magnet School (Kansas City, Missouri). It is reported that ample evidence of the theme was seen throughout most of the school facilities, and observed in all of the social studies classes. However, no evidence of infusion of the theme was seen during observation periods in mathematics and physical education classes. Data from questionnaires issued to parents revealed that the global studies theme was not clear to a third of the parents. A recommendation was made to provide additional, perhaps related, information to parents regarding the nature of the global studies theme. Of the 22 program objectives relating to the first implementation year, most were being implemented effectively. Several figures and tables appear throughout the report. Five appendices also are included: (1) global studies course topics; (2) infusion of… [PDF]

(1990). Assessment of Global and Intercultural Education at Santa Rosa Junior College. Final Report. Based on information collected via colloquia, questionnaires, and interviews conducted during spring 1990, this report details the history of global and intercultural education efforts and programs at Santa Rosa Junior College (SRJC), reviews similar efforts at other institutions, and presents recommendations for ensuring the future growth of SRJC's programs. Following an overview and summary of recommendations, section I presents a profile of SRJC and reviews the college's past global and intercultural education endeavors. Section II reviews global and intercultural studies efforts at Sonoma State University, including its North Bay International Studies Program; describes nationally recognized programs at other community colleges; and discusses the new cultural education requirements at the University of California at Berkeley and Stanford University. Next, section III explores the central debates associated with global and intercultural education. Finally, section IV presents…

Gadd, Bernard (1983). Ethnicity, Language and Literacy: Developing In-School Reading Resources to Provide for the Linguistic and Ethnic Needs of Students in a Multi-cultural Junior High School. Noting that the degree to which the concept of ethnicity is understood and taken into account at all levels of educational planning is the single most important factor in the success of programs designed for the education of ethnic and socioeconomic minorities, this paper discusses the concept in general, then outlines the components of an in-school program that was intended to meet the needs of students ethnically divergent from the mainstream of a society. The paper begins with a discussion of ethnic diversity within a nation or society, then addresses what a nation or society can do with that diversity. It next offers several approaches that teachers of language and literacy can use in dealing with ethnic diversity, noting that the attitudes these approaches represent range from ideals of uniformity to those of diversity. Following a discussion of the individual and ethnicity, the paper presents a review of one school's efforts to develop a publication program to deal with its…

Paquette, William (1989). Internationalizing the American History Curriculum. New programs promoting global or international education have been started all over the country. At Tidewater Community College (TCC) in Virginia, efforts to add an international dimension to the curriculum began in 1988, when 20 faculty members from the disciplines of psychology, sociology, economics, mathematics, history, English, and business were participants in a series of lectures on the culture, history, politics, and economics of China and Japan. One of the goals of the lecture series was to infuse an international dimension into as many existing courses as possible across all disciplines. Each faculty member developed one international learning unit for at least one class during the 1988-89 academic year. One participant developed six units for incorporation into a two-semester American History course. The units covered: (1) the age of exploration, focusing on the Aztec and Mayan peoples; (2) the settlement of the West, including information on the Plains Indians; (3)…

Lynch, James (1989). Cultural Pluralism, Structural Pluralism and the United Kingdom. This paper discusses the issue of pluralism and British society. The following topics are covered: (1) why it is desirable for Great Britain to be a pluralistic society; (2) how far the needs of minority communities can be accommodated without threatening British status quo; (3) what happens in other countries; and (4) what lessons can be learned from these experiences. The major political and intellectual impediments to more judicious consideration of the available policies of cultural diversity in contemporary British society are explored. The meaning of cultural diversity is discussed and then applied to the situation in Great Britain. Political opportunists, both antiracist activists and defenders of a more limited acknowledgement of cultural diversity, are criticized, as is organized religion. The extent to which Great Britain can become structurally pluralistic is discussed. (JS)… [PDF]

Lindholm, Kathryn J.; Padilla, Amado M. (1995). Quantitative Educational Research with Ethnic Minorities. Quantitative educational research with ethnic minorities has a long history, characterized by assumptions that are still operative, such as the assumption that the white male is the standard against which other groups should be compared. It has also been assumed that assessment instruments are applicable across all groups, and that sources of potential variance such as social class, language proficiency, or cultural orientation can be recognized but discarded. This paper challenges these assumptions and offers suggestions for improving quantitative research with ethnic minorities. New scholarship on ethnic minorities calls for a paradigm shift from the Eurocentric approach to an approach that values each ethnic group for its own sake. Problems in conducting research with ethnic groups center on (1) identifying, describing, and selecting a sample; (2) understanding heterogeneity within the group; and (3) language and cultural barriers. Methodologies to address these problem areas are…

Greene, Thomas G.; Heflin, John F. (1992). State Governments and Multicultural Education Policy. Equity and Excellence, v25 n2-4 p145-50 Win. Provides a rationale for state government involvement in multicultural education policy development, and assesses current trends of state government promotions of multicultural education. Presents a framework for examining the issue, background information, a description of trends in state multicultural education policies, and conclusions about the importance of policy mandates. (SLD)…

Caudell, Lee Sherman (1996). Fields of Dreams. Northwest Education, v1 n1 p2-7 Win. Draws on the experiences of two migrant families to discuss the reluctance of rural schools in the Northwest to accommodate Hispanic migrant students. Explains problems with educators' ignorance of the law, student documentation, diminished funding, untrained teachers, and discrimination. Explores potential solutions, including availability of federal funding. (SAS)…

Steineger, Melissa (1996). Families First. Northwest Education, v1 n1 p26-28 Win. The Families First program in Oregon's Marion County Education Service District provides 130 Hispanic families with the support, resources, and reinforcement needed to participate in the culturally appropriate education of their preschool children in a home environment. Besides attending twice-monthly topical meetings, one member of each family must attend an adult literacy or GED class. (SAS)…

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)…

Bailes, Cynthia Neese (2001). Integrative ASL-English Language Arts: Bridging Paths to Literacy. Sign Language Studies, v1 n2 p147-74 Win. A study of a bilingual program in a Deaf school in Minnesota examines the following: the principles primary grade teachers articulate and demonstrate as important for the use of American Sign Language (ASL) to teach English literacy; the strategies primary grade teachers use to teach English literacy through ASL; and how primary grade teachers use ASL in the listening and speaking components of the language arts program. (Author/VWL)…

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)…

Torrez, Nena M. (2001). Incoherent English Immersion and California Proposition 227. Urban Review, v33 n3 p207-20 Sep. Analyzes competing legal issues and requirements regarding California's English language learners. Because of legal wording that attempted to hold teachers and administrators personally liable in noncompliance civil suits, many districts interpreted the new law as conservatively as possible. Other districts made changes site by site depending on school administrations. This was demoralizing for bilingual teachers and confusing for parents. (SM)…

Lieberman, Janet E.; And Others (1989). After Three Years: A Status Report on the International High School at LaGuardia Community College. In 1985, the International High School (IHS) at LaGuardia Community College (LCC) in New York City was established to address the crisis in retention of high school aged immigrants with low English proficiency. IHS has had great success in improving student attendance, retention, academic achievement, and graduation. Because of its location on the LCC campus, students have access to all college facilities and are surrounded by positive role models. Special features of IHS are: (1) faculty members use English as a Second Language techniques to reinforce English language development in all classes; (2) extended day study opportunities are provided; (3) all graduates are guaranteed admission to LCC; (4) an Integrated Learning Center provides individualized and small group experiential learning opportunities; and (5) all students participate in a mandatory out-of-school internship program. Students must complete the same requirements for graduation as all other New York State students…. [PDF]

Brown, Mark E.; Zirkel, Perry A. (1977). Emerging Instrumentation for Assessing Language Dominance. Occasional Papers on Linguistics, No. 1. This paper offers a two-step review to be used in designing dominance assessment plans and in determining appropriate instrumentation. The first step provides a classification system of dominance instruments according to testing specificity and strategy. The second step suggests criteria by which such instruments can be evaluated and selected. Selected dominance assessment instruments are categorized in a three-way descriptive matrix. The global/specific dimension distinguishes instruments which tend toward generic screening of gross language behavior from those which tend toward a refined classification of specific language indicators. Within the global and specific modalities, oral and aural performance subclasses are designated. The third dimension consists of four major strategies: rating, home interview, indirect, and parallel instruments. Specific examples of instruments are given to clarify how the classification matrix operates. Criteria for evaluating and selecting tests… [PDF]

(1980). Social Studies Introductory Level–Needs. Teacher's Guide & Resource Book = Araling Panlipunan: Intro–Pangangarlangn. Aug Patnubay Ng Guro at Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the concepts of identity, needs, and interaction. The Introductory Level is designed for pre-kindergarten and kindergarten children. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled \Physical Needs,\ develops…

Seng, Seok Hoon (1994). Quality of Kindergarten Education in Singapore: Parents' Views and Expectations. A study investigated parents' perceptions of the quality of kindergarten education in Singapore. Subjects (437 parents from 10 kindergartens) responded to a survey on reasons for wanting their children to attend kindergarten and their choice of kindergarten. Responses were categorized according to: (1) socioeconomic characteristics of the parents; (2) factors in the choice of kindergarten such as qualified staff, good facilities, individual attention, a strong academic program, emphasis on language learning, and a good academic reputation; (3) choice between private and government-aided kindergartens; (4) parents' reasons for sending children to kindergarten; and (5) parental expectations. Findings indicated that parents generally had a fairly definite idea of the kind of kindergarten education they wanted for their children, and revealed that: (1) parents in Singapore value kindergarten education for exposing their children to a structured learning situation; (2) all parents… [PDF]

Carr, Mary E., Ed.; Morse, Susan C. (1992). Personnel Training for Parents, Preschoolers, and Professionals: Working with Young Children from Migrant Families. Burning Issues Series. This information packet contains five papers related to personnel training in migrant early childhood education: (1) \Personnel Training-an Interstate Coordination Committee Report,\ by Mary E. Carr and Susan C. Morse, the longest of the papers, provides an overview of the best personnel practices and a discussion of training needs of migrant preschool education personnel; (2) \Together, We Can Do It!\ lists vital practices for supporting and nurturing staff and families as identified by an Even Start staff; (3) \Building Bridges\ describes a home-based program for migrant preschoolers and the training of its staff; (4) \Going Some Place? Career Ladders in Migrant Education,\ by Susan C. Morse, suggests ways to develop a career ladder for migrants in the field of education; and (5) \Cultural Fine Tuning: Tips for Home Visitors\ (Susan C. Morse) offers suggestions for avoiding culture conflict when working with migrant families in their homes. The packet also lists resources for… [PDF]

Verstegen, Deborah A. (1990). School Finance at a Glance. [Revised.]. As in previous years, this publication provides information on two dimensions of public education finance in the United States–raising and distributing education dollars. Information as reported by each of the 50 states is provided. The first section shows the current financing structure used in each state. In 1990, states generally reported four basic approaches–foundation programs, district power equalizing programs, combination approaches, or full state funding. Most states use a foundation program to support funding. Most states also account for special characteristics of students or school districts in their financing formulas, as shown in section 2. The third section reviews state provisions for capital outlay, debt service, and transportation, and the fourth section covers states' accommodation of differences among school districts for special student populations. The fifth section reports on state constitutional and statutory requirements related to school finance…. [PDF]

Reginatto, Emilia (1993). Improving Knowledge and Competency of Early Childhood Providers Through an In-Service Multicultural Bilingual Program. This practicum was designed to provide a multicultural, bilingual inservice training program for the staff of six early childhood centers serving a large Hispanic population. The inservice training consisted of weekly seminars, guest lectures, classroom observations, and feedback interviews with center directors and executives of agencies that cater to a Hispanic clientele. Assessment instruments were developed and administered to evaluate the teaching knowledge and competency of the 10 participants before and after the intervention. Pre- and postintervention tests demonstrated that all 10 participants increased their teaching knowledge and competency, especially in relation to the importance of a bilingual, multicultural approach to teaching. Three appendixes contain questions asked of agency executives, questions asked of center directors regarding their perceptions of the caregivers on their staff, and a copy of the teaching practices assessment instrument. (MDM)… [PDF]

Mitchell, Hilary Anne; Mitchell, Maui John (1993). Maori Teachers Who Leave the Classroom. Interviews with 74 Maori teachers in New Zealand who had resigned from teaching and with 23 other educators examined issues in the retention of Maori teachers. Former Maori teachers are described in terms of: (1) gender and geographical distribution; (2) type of teacher training; (3) colleges of education attended; (4) level of educational attainment; (5) length of teaching career; (6) years since resigning; (7) career history prior to resignation; and (8) current occupation. Former Maori teachers describe their motives for entering and leaving the teaching profession and their experiences in colleges of education, schools, and the education system. They also describe the difficulties faced by many Maori teachers in being Maori in a non-Maori school environment, in being a teacher of Maori language, and in being an advocate of Maori students and their families. Retention issues include the process of applying for teacher training and the teacher training itself, workload, pay and… [PDF]