(1991). The Japanese in America. In America Series. The life of Japanese immigrants in America is explored, and the accomplishments of Japanese Americans are reviewed in this book which is part of a series for children. The wartime contributions and experiences of Japanese Americans, including the experience of relocation camps, are described. Particular attention is paid to the experience of Japanese immigrants in Hawaii. As Japanese Americans became acculturated, they encouraged their children to attend public schools, where classes were taught in English, but many Japanese, especially in Hawaii and California, also sent their children to classes in Japanese after the regular school day. Education has certainly been one of the factors contributing to the success of the Japanese in America. (SLD)…
(1993). The State of Asian Pacific America: Policy Issues to the Year 2020. A Public Policy Report. Nineteen chapters consider major public policy implications for demographic projections of the Asian Pacific American population to the year 2020. A preface by D. T. Nakanishi and J. D. Hokoyama introduces the studies. Policy recommendations from the Asian American Public Policy Institute follow, recommending multiculturalism and intracultural sensitivity, extending civil rights concepts to Asian Americans, and expanding programs for Asian immigrants. The following essays are included: (1) \An Overview of Asian Pacific American Futures: Shifting Paradigms\ (S. Hune); (2) \The Growth of the Asian Pacific American Population: Twenty Million in 2020\ (P. Ong); (3) \Exclusion or Contribution? Education K-12 Policy\ (P. N. Kiang and V. W.-F. Lee); (4) \Trends in Admissions for Asian Americans in Colleges and Universities: Higher Education Policy\ (L. L.-C. Wang); (5) \Health Care Needs and Service Delivery for Asian and Pacific Islander Americans: Health Policy\ (T. Guillermo); (6) \The…
(1997). Made in America: Immigrant Students in Our Public Schools. This book tells the story of immigrant students as they learn about the United States and being American in school. It also tells the stories of the teachers who teach them, the educators who have shaped their educational program, and their English-speaking, U.S.-born schoolmates. These stories are told in the context of an urban high school in California in an increasingly multicultural community where the promises of diversity are only on the surface. In many ways, the researcher used standard ethnographic methods in the study of this school over several years. Three formal journals recorded the researcher's roles as storyteller, anthropologist, and advocate, respectively. At this school, students who can not speak English are shut out of opportunities to learn and make contact with their schoolmates, and students are sorted by skin color and class into programs that prepare them for very different futures. Most of the educators at the high school believe in integration, fairness,…
(1997). The Effect of Class Heterogeneity on Scholastic Achievement in Israel. This study examines the relationship between class heterogeneity and scholastic performance in Israel's primary schools. The effect of school integration on academic achievement is explained via two main effects: (1) the "peer" effect, namely externalities that are induced by the composition of the teaching and learning environments; and (2) the efficiency effect, which reflects the reduced ability of the teacher to teach and the pupil to learn in a heterogeneous environment. This study focuses on the efficiency effect and estimates an upper bound to the "peer" effect. The raw, strong negative correlation between achievement and class heterogeneity is clearly an artifact of the association between more heterogeneous classes and lower socioeconomic status among pupils. A liberalization in the education system allowing parents more freedom in choosing an elementary school for their child is seen to be positive in terms of schooling efficiency and the implied gains… [PDF]
(1979). The Rabbit in the Moon: Folktales from China and Japan. This teaching unit consists of eight folktales from China and Japan, skill-development exercises, and follow-up activities. It is designed for the upper elementary grades (3-6), and is easily adaptable to a broad range of age levels and abilities. It can be used in several curriculum areas, including: (1) social studies on China, Japan or Asia; (2) multi-cultural studies; and (3) language arts and literature. An introduction to folklore and a bibliography are included for teacher reference. (DB)…
(1992). Who Is This Child? Children's Literature in a Human Development Class. Among the goals of the teacher of human development is to open students' minds to the diverse cultural and ethnic influences that effect the development of children. A new approach to a semester-long human development course offered at Green Mountain College, in Vermont, is based on the study of children's literature. The course is organized around a historical theme, looking at how society has viewed and treated children through the ages, and across cultures. Within this context, the course examines the development of the child from conception to puberty. Initiation into the multicultural world begins with readings from 17th and 18th century American literature. The first works, by Puritans, reveal a world in which children are to be seen and not heard, are looked upon as inherently evil, and are not supposed to have fun. Readings from 19th century literature tend to portray children as playful, joyous, and mischievous, presaging the "modern child." The more contemporary…
(1986). Cross Cultural Strategies: Background Information For Teachers of Indian Students. This booklet was designed as a source of information for teachers seeking a deeper understanding of Native American children and who want to take advantage of opportunities offered by a cross-cultural classroom. The first section is a collection of 13 articles from a wide variety of sources on various aspects of cross-cultural education. Each article deals with the education of Native Indian students, either in the United States or Canada. Titles include: "The Education of Athapaskan/Tlingit Children"; A Sorry History of Education for Native Indians," by Don Sawyer; "The Measurement of Learning Potential & Achievements of Native Indian Students," by Art More and Buff Oldridge; "Public Education: The Cultural Melting Pot," by Lori Patterson Jackson; "Curriculum: Its Effect on Us," by Ida Wasacase; "The Role of Parents in Setting Goals"; "Unique Features of Indian Communities," by Rita Jack; three pieces under…
(1983). Culture: Responsibility in Teaching. Teachers of culture must know and teach the rationale, the origins of the values and activities, or the problem-solving techniques of the culture being studied. Culture is the totality of the ways in which a group of people solve their basic problems at a given moment in time. As groups of people develop and come in contact with other groups, they share their knowledge and put at each other's disposal their unique ways of solving basic problems. Some of these ways are refused, others adopted or adapted. By studying the way that the problem-solving strategies of a people have evolved, students learn reasons for a culture. For example, to learn about Chicano culture, it is necessary to know and understand three civilizations that contributed to what the Chicano is today: Spanish, Native American, and Mestizo. The obligation to help students understand civilizations that have contributed to a culture is not limited to cross-cultural teaching; it has equal weight in the study of the…
(1985). Conference of American and European Educators on Teaching and Learning about Each Other: The USA and Western Europe. Conference Report (Washington, DC, November 11-15, 1985). The CDCC's Teacher Bursaries Scheme. Education for international understanding is the theme of this conference report. The introduction (by Maitland Stobart) discusses the first phase of the Council of Europe's work on education for international understanding devoted to improving communication and understanding among Europeans. The second, present phase, includes teaching about problems of global development and the way in which other parts of the world are taught in secondary schools in Western Europe. Section two, "The Conference in a Nutshell" (by Fay Metcalf) summarizes the conference proceedings of this five day event. Section three elaborates on the need for learning about Europe in the U.S.A. through the development of a rationale, a definition of Europe, and the development of empathy. Also included is a list of goals, justifications, and content suggestions. Section four presents six European approaches for teaching about the U.S.A. in Europe through four strategies, (1) a pupil-centered and…
(1977). El Transportador de las Particulas. Explorando el Mundo Natural-Nivel 3 (The Transporter of the Particles. Exploring the Natural World–Level 3.). The Intermediate Science Curriculum Study Spanish language science instruction manual for the intermediate grades focuses on energy of many types. The soft bound volume uses self-pacing and individualized learning to guide the students through a series of experiments. Basically, the students are asked to think about what they do and see, evaluate whether or not they understand, and review the material. Subject material includes: electrical energy; making batteries; electrolysis; energy in action; various types of energy; a model of particles; particle reactions; and calories. Each chapter contains a materials list, a short note about chapter emphasis, and specific points of interest, followed by an introduction of the subject. A series of related experimental activities follows, with notes and questions for the student based on observation of the particular phenomena involved. Illustrations often indicate correct methodology for the experiments and related principles. English… [PDF]
(1978). E.S.E.A. Title VII–Multilingual Programs (S.U.B.E., AVANTI, HABILE), Final Report, 1977-78. This evaluation covers the Spanish, Italian, and Haitian bilingual components funded through Title VII in Brooklyn, New York's Community School District 32. The three programs discussed are: (1) S.U.B.E. (Success under Spanish Bilingual Education), for grades K-6; (2) AVANTI (an approach to Italian bilingual education), for grades 1-9; and (3) HABILE (Haitian Bilingual Education), comprising both Creole and French as well as English for grades 1-8. Each program is described in terms of objectives, implementation, staffing, student participation, staff development, parent involvement, school and community activities, and evaluation procedures. Student achievement data, in the form of pre/post program test scores in reading and mathematics, are presented. It is recommended that all three programs be continued, although criticism and suggestions for improvement are noted. Consultants' resumes, evaluation forms, and observation guides are appended to the report. (GC)…
(1980). Through the Open Door: Quality and Equality of Education for Language Differentiated Students. Chabot College Journal, v4 nl p8-12 Win-Spr. As community colleges extend the educational franchise to increasing numbers of non-traditional students, educators face the dilemma of reconciling demands for academic quality with equal educational opportunity. Among these non-traditional students are Hispanic-Americans, one of the fastest growing populations in the country, who experience an inordinate high school dropout rate (64%) and who are underrepresented in higher education. To assure them equal educational opportunity, community colleges must seek methods of not only attracting and retaining Hispanic students, but also of providing an education that promotes the success of the Hispanic student and upholds the academic standards of the institution. Of various approaches that have been tried to achieve this goal, bilingual/bicultural programs have met the greatest success. The California community colleges, for example, offer 43 programs or courses in bilingual/bicultural areas, and students can work toward 31…
(1979). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Pilot Study Results and Child Assessment Measures. The purpose of this part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates, 1979), is to present the results of a pilot test of a battery of instruments to be used in assessing the effectiveness of four early childhood bilingual/bicultural curriculum models. The instruments pilot tested were the Bilingual Syntax Measure (second language acquisition), the CIRCO Subtests: Escuchen Este Cuento (Spanish language comprehension), the CIRCUS Subtests: Listen to the Story (English language comprehension), and the Preschool Inventory (English and Spanish concept development). Evaluation of the instruments focussed on three aspects: (1) the feasibility of successfully implementing the curriculum models in more than one setting; (2) the impact of each model on children enrolled in Head Start, on their parents, and on the Head Start teaching staff; and (3) the attitudes and opinions of Head Start staff and parents (who are in areas where the models…
(1979). Language Learning Through Pretend Play in Young Bilingual-Bicultural Children. Child care programs are ideal places to begin the mastery of both English and a native language. Language growth can be promoted through the use of pretend play. Pretend situations include storytelling, oral drills and poems, riddles and songs. In storytelling activities, it is essential that the adult model language for the children. The children listen very intently to pronunciation, intonation, pitch, stress, rhythm, and tone. Using oral substitution drills with pretend play, the teacher can select nouns, verbs, or adjectives from the native language which can be substituted for English equivalents. Youngsters enjoy going through these drills especially if the teacher varies them. In pretend play, children can assume roles of characters or objects from stories, poems or riddles which they have heard. Oral language techniques such as (a) selective visual attention or questioning, (b) attention to nonvisual stimuli, (c) recall, (d) directed dialogue, and (e) self-monitoring can be…
(1977). Ethnic Heritage Studies: Ethnic Heritage Foods. Experimental Unit. Designed to foster communication across intercultural/ethnic lines, this teaching guide focuses on ethnic foods and their influence on and contributions to America's eating habits. It is part of the Louisville Area Ethnic Heritage Project described in ED 150 043. The objective of this unit is to develop a knowledge and an appreciation of the food heritages of six ethnic groupings: Northern Europe, Southern Europe, Afro-American, Middle and Far East, Kentucky, and Latin America. The guide includes a pretest, six behavioral objectives accompanied by instructional strategies and facilitating materials, and six worksheets asking questions about Afro-American, Japanese, British, Chinese, French, German, Italian, Latin American, and Scandinavian foods. Also included are recipes, the key to the pretest, a posttest, a checklist of foods sampled and the student's feelings about those foods, and a bibliography of resources and materials. The unit can serve as a supplement to home economics… [PDF]