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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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]

Cozic, Charles P., Ed. (1992). Education in America. Opposing Viewpoints. This book, part of a series about differing viewpoints on education in America, examines how education can be improved for this and future generations of America's youth. The following papers and their authors are included: "Public Education Needs Extensive Reform" (John Taylor Gatto); "Public Education Does Not Need Extensive Reform" (Gerald Bracey); "A Longer School Year Would Improve Public Education (Chester Finn); opposing view–Colman McCarthy; "Eliminating Standardized Tests Would Improve Schools" (D. Monty Neill, Moe J. Medina); opposing view–Gregory J. Cizek, Ramsay Selden; "National Teacher Certification Would Improve Teaching" (National Board for Professional Teaching Standards); opposing view–William Raspberry; "Merit Pay Programs Would Improve Teacher Performance" Lamar Alexander; opposing view–Keith Geiger; "Extended Teacher Education Produces More Effective Teachers" (Robert G. Carroll); opposing…

Barer-Stein, Thelma, Ed.; Draper, James A., Ed. (1989). The Craft of Teaching Adults. The chapters and authors in this volume are as follows: "The New World of Continuing Education" (Thomas); "Compared to What? Comparison Studies as an Added Dimension for Adult Learning" (Kidd); "Culture in the Classroom" (Barer-Stein); "Planning for Learning: A Model for Creative Decision Making" (Herman); "Application of Learning Theory to the Instruction of Adults" (Brundage, Keane, MacKneson); "Program Evaluation for Instructors of Adults" (Davie); "Holistic Learning/Teaching in Adult Education: 'Would You Play a One-String Guitar?'" (Griffin); and "Advice and Empathy: Teachers Talking with Teachers" (Draper). Each chapter begins with a practitioner's summary and ends with a bibliography. The book concludes with the names and addresses of Canadian and international adult education organizations and an annotated bibliography of 107 selected Canadian writings on adult education. (CML)… [PDF]

Blankenship, Glen; And Others (1986). The United States and Canada: A Common Heritage, a Shared Future. Designed to familiarize students with Canada and how it compares and contrasts with the United States, this collection of 18 lessons is designed to be used in a variety of ways. The lessons may be used individually, infused as case studies into a variety of course topics or used as a complete unit. Each lesson is divided into six sections: lesson content/concepts; skill strand/s; objectives; materials; strategies; and teacher evaluation. The lessons are: Impressions of Canada; Canada in the World; Canada in North America; Canada the Nation; Canadian Population; Geographic Regions of Canada; Native Canadians; Canadian Explorers; People of Canada; Ethnic Groups in Canada; Canadian History; Symbols of Canada; Canadian Holidays; Metric System in Canada; Languages in Canada; Canada and U.S. Trade; Interdependence; and Acid Rain. The collection also includes three extensions: Current Events in Canadian Studies; Political Cartoons about Canada; and Canadian Government. (AG)…

Cornejo, Ricardo J.; Rodriguez, Ana Maria (1982). Project ASSERT. Advanced and Specialized Study in Educational Research Techniques. Final Report, November 1979 to November 1981. Project ASSERT, an experimental project conducted at San Diego State University (California), was designed to prepare, demonstrate, and disseminate strategies to increase the participation of women and minorities in education research. The program trained faculty researchers in advanced research methodologies and provided practitioners with research skills. The training program for faculty researchers was a series of special projects symposia led by well-known researchers in education and other disciplines. Faculty researchers were given fellowships to pursue research on issues that affected minorities and women. Training for the practitioner participants consisted of intensive study and instruction from the faculty researchers, who acted as their mentors. Practitioners were given research associate internships. Research areas addressed by the practitioners are listed and described. Appendixes contain: (1) the selection procedures for mentors and practitioners; (2) material on… [PDF]

Benedict, Annette (1978). Title VII Bilingual-Bicultural Program, Final Evaluation Report, 1977-1978. After reviewing recent legal decisions on bilingual education, this report describes the goals and requirements of a bilingual program in a New York City community school district with a large number of Spanish speaking pupils, and the methods by which these goals were to be attained. The training and responsibilities of staff are discussed, with particular attention to the participation of bilingual teachers in inservice workshops. The program is evaluated and the extent to which its objectives were fulfilled is discussed. Areas evaluated include student growth in verbal and mathematical skills and cultural history, cross-cultural activities for students, parent-school rapport, and the development of a multi-media laboratory. Tables are included. (Author/WP)…

Moore-Eyman, Evelyn (1981). The Support Service Approach to University Education for Native Students in Alberta. Of the four universities within the Province of Alberta, the University of Calgary has most effectively met the bicultural needs of Native students. Athabasca University's correspondence courses are usually not effective for Native students. The University of Alberta's "Morningstar" program allows teacher certification before completion of degrees and offers its course off-campus in an Indian controlled institution; of the 37 students completing the 2-year training, 24 have taught for at least a year and 13 (some included in the 24) have completed their degrees; these 13 exceed the total number of Native teachers in the Province when the project began. The University of Lethbridge has, in association with the Blackfoot Tribe, created a department of Native American Studies and has a full-time student advisor on its staff; since the establishment of the department, 23 Native students have graduated in all disciplines. The University of Calgary offers support services for…

Gounaris, Marilyn (1979). Understanding The Lau Decision. In a question and answer format, this booklet describes the Lau v. Nichols decision in which the Supreme Court ruled that the San Francisco Unified School District was guilty of discrimination because non-English speaking students were not given special language instruction. The booklet presents the basis for the Lau decision, describing a Department of Health, Education and Welfare memo which interpreted Title VI of the Civil Rights Act of 1964 as making school districts responsible for providing equal educational opportunities to national origin minority group children deficient in English language skills. The impact of the decision is explained in terms of the Lau Remedies, the guidelines set to assist school districts in compliance. The requirements of the Lau Remedies are described, as well as descriptions of appropriate programs. The Equal Educational Opportunities Act of 1974 is also explained as an additional guarantee that non or limited English speaking students receive…

Gay, Geneva (1988). Redesigning Relevant Curricula for Diverse Learners. Education and Urban Society, v2 n4 p327-40 Aug. Discusses the problems of designing a multicultural curriculum that meets the needs of students from a wide variety of social and ethnic backgrounds without compromising their cultural identity or personal integrity. (FMW)…

Campbell, Jean B.; Mills, Thomas J. (1994). Educational Use of Foreign Students and Americans Returned from Study Abroad: A Project To Improve Global Education. This final report describes activities and accomplishments of a three-year project at the University of Oregon to utilize Americans returning from study abroad and international students as educational resources in global education to campus, K-12 schools, and the community. Courses were initiated on overseas study predeparture, overseas study re-entry, cross-cultural issues, and global education for teachers. The project involved 93 students returning from study abroad who made 218 visits to K-12 schools and participated in a variety of related campus and community activities. International students made presentations and spoke to language classes. Two courses for teachers were designed and three one-credit courses for students preparing or returning from study abroad and international students were implemented. The study was evaluated positively by participants and those receiving their services and major project goals were met. Individual sections of the report describe the… [PDF]

Algozzine, Bob; Obi, Sunday O.; Obiakor, Festus E. (1999). Empowering Culturally Diverse Exceptional Learners in the 21st Century: Imperatives for U.S. Educators. This article examines issues in the education of culturally different students in the nation's schools. The first section examines factors underlying the future education of this population including demographic increases in numbers of culturally diverse students in the schools, historic discrimination against these groups, and under-representation or over-representation of some ethnic minorities in certain special education categories. The second section addresses multidimensional needs of culturally diverse exceptional learners such as nonbiased assessment, bilingual education, and direct intervention to reduce prejudice. The last section suggests ways to enhance empowerment possibilities for culturally diverse exceptional learners. Educators are urged to: (1) understand fundamentals of general and special education; (2) shift assessment and instructional paradigms, and (3) put practical perspectives on learned concepts. (Contains 59 references.) (DB)… [PDF]

Ming, Racy (2002). Desegregation in a Diverse and Competitive Environment: Admissions at Lowell High School. Urban Education, v37 n2 p173-92 Mar. To comply with the district desegregation plan, the San Francisco Unified School District previously required higher scores for Chinese American applicants to its academic magnet high school than for more underrepresented groups. Examines the admissions debate, suggesting that exclusion of Asian and Latino concerns in district policymaking led to a lawsuit by several Chinese parents. Highlights school enrollment figures, discussing misconceptions about high-achieving African American and Latino students. (SM)…

Friend, Gloria; Seidl, Barbara (2002). Leaving Authority at the Door: Equal-Status Community-Based Experiences and the Preparation of Teachers for Diverse Classrooms. Teaching and Teacher Education, v18 n4 p421-33 May. Describes a cross-cultural, equal status internship designed to prepare teachers for diverse classrooms, examining its influence on prospective teachers' emerging sociocultural perspectives and raced identities and exploring successes and challenges of this experience and what has been learned about supporting more mature anti-racist identities in the 3 years that students have been engaged in this internship.(SM)…

Reich, Alice (1989). Cleaning Up after the Show: Anthropology in a "Value-Centered" Curriculum. Urban Anthropology and Studies of Cultural Systems and World Economic Development, v18 n1 p121-27 Spr. Contrasts the values taught in a cultural anthropology course with those pervasive in contemporary American culture. Discusses the relationship between values and attempts to define what it means to be human. Argues that teaching using a cross-cultural perspective empowers students to discover what is truly meaningful to their lives. (JS)…

Davies, Julie (1995). Teaching Diversity Skills in Law School: One School's Experience. Journal of Legal Education, v45 n3 p398-414 Sep. The evolution of a diversity education program at McGeorge School of Law (University of the Pacific, California) is chronicled and response to it is discussed. The program involved a lecture on cultural sensitivity and follow-up small-group discussion sessions involving faculty and students. While the program did not meet the expectations of all constituencies, tangible benefits were seen. (MSE)…