Barth, James L. (1990). Developing and Applying the Study of Comparative Cultures. Social Studies and the Young Learner, v2 n3 p25-27 Jan-Feb. Outlines three learning activities for elementary level comparative cultural studies, focusing on developing nations cultures. "School Artifacts Box" develops observation and inference skills. "Proverbs" directs students to compare/contrast African and Western proverbs. "Improvising Social Studies Media" suggests creating instructional supplies from indigenous materials (often the case in developing nations' classrooms). (CH)…

Goodstein, Carol (1989). Educating the Children about Race Relations: The Role of Teachers and Parents. Crisis, v96 n9 p23-25,45 Nov. Discusses the responsibility of parents and schools to train American children to respect diversity and reject racial and ethnic stereotypes. Examines curricula that emphasize race relations and multicultural values and educational strategies that promote racial harmony. Suggests that a strong sense of self may best help children cope with racism. (AF)…

Dimidjian, Victoria Jean (1989). Holidays, Holy Days, and Wholly Dazed: Approaches to Special Days. Young Children, v44 n6 p70-75 Sep. Discusses three approaches that schools and teachers can use to plan for and celebrate special days with young children: the "wholly dazed," or multicultural, approach; the holidays, or nonreligious, approach; and the "holy days," or religious approach. (BB)…

Bigelow, Bruce (1989). A Geographical Perspective of World History: Contribution to an Interdisciplinary Course. Journal of Geography, v88 n6 p221-24 Nov-Dec. Explains how a world civilization course at Butler University (Indiana) was significantly enhanced after a geographic perspective was used to introduce students to various cultures. Describes the units on China and pre-revolutionary Russia. Outcomes included a better understanding and appreciation for geography by both students and teachers. (GG)…

Rhein, Sheri (1993). Awakening a Love of Reading: An Experiment. Kamehameha Journal of Education, v4 p121-29 Fall. An elementary teacher who completed her preservice fieldwork with Hawaii's PETOM (Preservice Education for Teaching of Minorities) program discusses the experimental process she uses to teach students to read and to love reading. By presenting her diary, the article highlights her whole-language approach to teaching a love of reading. (SM)…

Mitchell-Powell, Brenda (1995). Standards and Practices: Children's Literature and Curricula Reform for the Twenty-First Century. Social Studies and the Young Learner, v8 n1 p19-21 Sep-Oct. Maintains that implementing the new social studies curriculum standards has been a challenge for many elementary teachers. Asserts that high-quality children's literature is essential for an integrated, multicultural curriculum. Provides an annotated bibliography of 13 teacher resource books. (CFR)…

Abramson, Shareen; And Others (1995). Project Work with Diverse Students: Adapting Curriculum Based on the Reggio Emilia Approach. Childhood Education, v71 n4 p197-202 Sum. Presents key features of the Reggio Emilia approach and its adaptation to early childhood curriculum in the United States. Discusses using projects as a teaching strategy for diverse students to encourage language and conceptual development. Gives prominence to visual languages. Describes project activities involving student teachers and children. (BAC)…

Grant, Darlene; Haynes, Dennis (1995). A Developmental Framework for Cultural Competence Training with Children. Social Work in Education, v17 n3 p171-82 Jul. Presents a developmental framework for cultural competence training with children. Recommends that social workers synchronize training with children's developmental levels and cultural learning readiness in cognitive, affective, and behavioral areas. Translates multicultural practice theory into concrete skills and methods that social workers can use in partnerships with schools. (RJM)…

Firschein, Sylvia (1994). The Multicultural Curriculum and Children's Books of Jewish Interest in the Public School. Judaica Librarianship, v8 n1-2 p102-03 Spr-Win 1993-94. There are two kinds of books of Jewish interest in public schools: informational nonfiction (generally classified in the religious section of the library), and picture books and fiction. Children's books of Jewish interest are evaluated for quality and how they fit into multicultural curricula. A brief annotated bibliography is provided. (Author/AEF)…

Dolley, Diane; Wheldall, Kevin (1991). Applying Incidental Teaching (Including Contingent Access to Materials) with Second Language Learners in a Multi-ethnic Nursery Unit: Effects on Child-Teacher Initiations and Child Language Use. Educational Psychology: An International Journal of Experimental Educational Psychology, v11 n1 p35-58. Presents a study of results of training a nursery teacher and nurse in "Incidental Teaching" (IT) procedures designed to encourage child-initiated language interactions in the classroom. Reports increased use of IT by the subjects and in initiation by second-language learning children. Concludes that the number of words used increased for both groups. (DK)…

Fabris, Marta E. (1993). Using Multimedia in the Multicultural Classroom. Journal of Educational Technology Systems, v21 n2 p163-71 1992-93. Discusses the use of multimedia technology in multicultural elementary and secondary school classrooms. Highlights include types of multimedia technology, including hypermedia, voice/sound digitizers, scanners, CD-ROMs, videodiscs, and other video equipment; lesson plans for teachers; ideas for student group projects; and sources for multimedia materials. (LRW)…

Roth, Emery, II (1993). ScrapbookUSA: Writing 'Cross Grade, 'Cross Curriculum, 'Cross Country. Computing Teacher, v20 n4 p33-37 Dec-Jan 1992-93. Describes the ScrapBookUSA Writing Project, a computer telecommunications project linking classrooms across the country, and its educational opportunities for the writing and multicultural studies curricula. Examples of Hello letters, student essays, and ScrapBook Chronicles are given to demonstrate the impact a wide audience and immediate feedback can have on student work. (EA)…

Stewig, John Warren (1992). Using Children's Books as a Bridge to Other Cultures. Social Studies, v83 n1 p36-40 Jan-Feb. Discusses the use of children's literature within the social studies curriculum to teach about other cultures. Includes fiction set in another place, works set in both another place and time, and informational or factual accounts of other countries. Urges use of multiple books on the same culture and foreign books to capitalize on children's curiosity about other cultures. (DK)…

Banks, Cherry A. McGee; La Grone, Susan (1994). The 1992 and 1993 Carter G. Woodson Book Awards. Social Education, v58 n5 p316-20 Sep. States that the Carter G. Woodson Book Award was established to encourage the writing, publishing, and dissemination of outstanding social science books that treat ethnic minority and race relation issues sensitively and accurately. Presents an annotated bibliography of the 12 award-winning books for 1992-93. (CFR)…

Collier, Mary Jane; Powell, Robert (1990). Public Speaking Instruction and Cultural Bias: The Future of the Basic Course. American Behavioral Scientist, v34 n2 p240-50 Nov-Dec. Describes the limitations of public speaking courses and claims current instruction is culturally ethnocentric and stresses form. Maintains that students are evaluated by their ability to particularize a speech category. Shows students have unequal opportunities for success in such classes and may not develop competencies that generalize to a variety of communication events. (NL)…

Derman-Sparks, Louise; Jones, Elizabeth (1992). Meeting the Challenge of Diversity. Young Children, v47 n2 p12-18 Jan. Describes inappropriate approaches to diversity in early childhood programs, such as teachers being proud of being "colorblind." Suggestions for making changes and for finding support for those changes are given. (LB)…

Freysinger, Robert C. (1993). Toward Total Internationalization: Comprehensive Institutional Reform and Global Studies. The Case of Bradford College. Journal of General Education, v42 n3 p178-90. Describes efforts at Bradford College (BC) to transform institutional culture to embrace an international/multicultural perspective. Reviews BC's previous successes with curricular reform; the president's role in the formation of BC's Task Force on Internationalization (TFI); and TFI recommendations regarding curricula, staff development, library-media resources, fund raising, and assessment. Includes BC mission statement. (PAA)…

Moyers, Suzanne (1993). Bridging the Culture Gap. The Challenge of Change. Instructor, v102 n5 p30-33 Jan. Presents the first in a series of profiles on teachers who have attempted educational change, describing how a New Jersey elementary teacher eased the transition process for a burgeoning population of immigrant children. Her multicultural strategy involved in-class learning centers and immigrant parent mentors for new arrivals and their families. (SM)…

Wronski, Stanley P. (1988). Global Education: Charges and Counter-Charges. Michigan Social Studies Journal, v2 n2 p147-50 Spr. Discusses criticisms of global education by Gregg L. Cunningham in a report for Thomas G. Tancredo, and the National Council for the Social Studies' response to the report. Contends that an ethnocentric curriculum restricts students ability to think critically. Distinguishes between cultural relativism and moral relativism. (DB)…

Banit, Thomas (1993). Immigration: A Teacher's Resource Packet. New England Journal of History, v50 n1 p69-91 Spr. Asserts that teachers often need information on a variety of topics. Provides a list of recommended resources on immigration in the United States. Includes a \dictionary\ of immigration-related topics, court case summaries related to immigration law and education, and teacher resources on the topic of immigration. (CFR)…

Dennick-Brecht, M. Kathryn (1993). Developing a More Inclusive Sociology Curriculum: Racial and Ethnic Group Coverage in Thirty Introductory Textbooks. Teaching Sociology, v21 n2 p166-71 Apr. Argues that research and teaching in sociology should reflect increased commitment achievements and contributions of culturally diverse groups. Discusses content analysis of 30 introductory sociology texts to determine quantity and quality of their coverage of U.S. ethnic and racial groups. Concludes that, although substantial progress has been made, more effort to include culturally diverse topics must be made. (CFR)…

Whitten, Lisa A. (1993). Infusing Black Psychology into the Introductory Psychology Course. Teaching of Psychology, v20 n1 p13-21 Feb. Contends that infusing black psychology into an introductory psychology course can help students learn about the impact of social, economic, and cultural factors on psychological development. Provides a rationale, lecture outline, and resource list to assist teachers in incorporating black psychology in their courses. Reports that African-American students have more positive views about psychology after taking the course. (CFR)…

Toth, Elizabeth L. (1999). Models for Instruction and Curriculum. Public Relations Review, v25 n1 p45-53 Spr. Proposes three models of course-specific curricula and a content-curriculum model for undergraduate public-relations education, and proposes core and elective areas for a master's of public-relations curriculum. Agrees that public-relations curricula should have a broad liberal arts and science basis, and recommended more attention to ethics, multiculturalism, international issues and to the use of technology. (SR)…

Boodoo, Gwyneth M. (1998). Addressing Cultural Context in the Development of Performance-based Assessments and Computer-adaptive Testing: Preliminary Validity Considerations. Journal of Negro Education, v67 n3 p211-19 Sum. Discusses the research and steps needed to develop performance-based and computer-adaptive assessments that are culturally responsive. Supports the development of a new conceptual framework and more explicit guidelines for designing culturally responsive assessments. (SLD)…

Koba, Susan B. (1996). Narrowing the Achievement Gap in Science. Educational Leadership, v53 n8 p14-17 May. An inner-city Omaha high school created an untracked, wholly desegregated 2-year thematic science curriculum for all 9th and 10th graders. Under the outdoor community study theme, students participate in a simulated archaeological dig of an Omaha Indian earth lodge, study the school grounds' ecological status, and design areas along a proposed nature trail. (13 references) (MLH)…

Phillips, Michael D. (1995). The Question of Identity: Social Science Concepts and Humanities Applications. Interdisciplinary Humanities, v12 n3 p3-8 Sum. Summarizes an interdisciplinary course that uses humanities resources to illuminate social science concepts related to nationalism and multiculturalism. Combined fiction and nonfiction sources to discuss the determining factors of national and personal identity. Includes relevant examples, as well as a list of required texts, and student projects. (MJP)…

Charles, Jim (2001). Contemporary American Indian Life in \The Owl's Song\ and \Smoke Signals.\. English Journal, v90 n3 p54-59 Jan. Discusses \Smoke Signals\ (a 1998 award-winning film) and \The Owl's Song\ (a 1974 novel), both of which feature young adult American Indian protagonists. Suggests instructional strategies for teaching these works in tandem. Argues that teaching these works informs students about relevant literary, historical, social, and cultural topics in ways that undermine prevalent and damaging misunderstandings of contemporary American Indian people. (SR)…

Binder, Amy J. (2000). Why Do Some Curricular Challenges Work while Others Do Not? The Case of Three Afrocentric Challenges. Sociology of Education, v73 n2 p69-91 Apr. Compares three cases in Atlanta, GA, New York state, and Washington, DC, in which advocates fought to have an Afrocentric curriculum implemented in public schools' social studies and history classes. Examines the influences of six local organizational factors on the proposed curricular changes. (CMK)…

Mathis, Janelle B. (1999). Multicultural Literature: Mirror and Window on Experience. Social Studies and the Young Learner, v11 n3 p27-30 Jan-Feb. Believes that multicultural literature should focus on the diverse groups within society while also stressing the common similarities between human experiences in order to encourage students to connect with the characters, situations, and contexts presented in the books. Offers five areas of exploration and accompanying literature that identify common experiences. (CMK)…

Jalongo, Mary Renck (1999). Matters of Size: Obesity as a Diversity Issue in the Field of Early Childhood. Early Childhood Education Journal, v27 n2 p95-103 Win. Notes that obesity is the primary reason for peer rejection in America; examines effects of obesity on wellness, self-esteem, peer relationships, and social status of children/families and early childhood teachers. Suggests that early childhood educators: (1) educate all stakeholders about nutrition and body size issues; (2) speak out against teasing and bullying; and (3) establish policies promoting healthful eating habits. (LBT)…