Ceglowski, Deborah (2002). "Critical Perspectives on Project Head Start: Revisioning the Hope and Challenge," edited by Jeanne Ellsworth and Lynda Ames. Book Review. Early Childhood Research Quarterly, v17 n1 p140-44. Describes Ellsworth and Ames' edited book as an eclectic collection including historical, ethnographic, autobiographical, empirical, and self-reflective texts. Maintains that although the book is an important contribution to the literature by placing current practices into historical and social context, thereby leading to a more critical view of the revered program, the work omits an economic view. (Author/KB)…

Guillaume, Andrea M.; And Others (1995). Prospective Teachers' Use of Diversity Issues in a Case Study Analysis. Journal of Research and Development in Education, v28 n2 p69-78 Win. Reports a study that examined the responses of education students to a case study in diversity. Three cohorts of students with different amounts of experience wrote responses to a teaching case. Researchers analyzed differences among groups' responses. Constructs from multicultural education were infrequently used by students in all groups. (Author/SM)…

Smith, Linda Tuhiwai (1998). The Educational and Cultural Implications of Maori Language Revitalization. Cultural Survival Quarterly, v22 n1 p27-28 Spr. Maori language revitalization in New Zealand has had government support since 1982. Programs include schools that teach entirely in Maori and are based on Maori philosophy and pedagogy, as well as immersion programs and bilingual classes. School programs are complemented by community-based adult and preschool programs. Teacher shortages, dialect problems, and intergenerational tensions are discussed. (TD)…

Gonzalez, Margaret Freedson; Perez, Elias Perez (1998). Indigenous Rights and Schooling in Highland Chiapas. Cultural Survival Quarterly, v22 n1 p41-403 Spr. Educational reforms in Mexico to preserve indigenous linguistic and cultural rights often originate in Mexico City and lack grassroots support. Although native language instruction improves literacy development and preserves culture, Native parents may reject it because Spanish is the language of status. However, some indigenous communities in Chiapas recently replaced government teachers with local community educators. (TD)…

Johnson, Clarence; Kritsonis, William Allan (2007). National Implications for Urban School Systems: Strategic Planning in the Human Resource Management Department in a Large Urban School District. Online Submission, The Lamar University Electronic Journal of Student Research, Spr. This article addresses several key ongoing issues in a large urban school district. Literature focuses on what make a large urban school district effective in Human Resource Management. The effectiveness is addressed through recruitment and retention practices. A comparison of the school district with current research is the main approach to the investigation. The most valuable resource in the education of students is the quality of the people hired for this specific assignment…. [PDF]

Scullion, Pamela; Wright, Margaret (2007). Quality of School Life and Attitudes to Irish in the Irish-Medium and English-Medium Primary School. Irish Educational Studies, v26 n1 p57-77 Mar. This research reports pupils' perceptions of their quality of school life in primary schools in Northern Ireland, investigated through development and use of a culturally adapted instrument with both experimental (Irish-medium) and control (English-medium) groups. A related issue examined via a second culturally adapted instrument was the pupils' attitudes towards the Irish language. Findings show that there is a significant difference in the perception/attitude profiles of both groups. However, the magnitude of the effects is small, with both sets of pupils being positively disposed overall towards their quality of school life. This is a noteworthy finding when the comparative under-resourcing of Irish-medium schools is taken into account. Findings also reveal that Irish-medium pupils have highly instrumental views of schooling. The research developed robust and culturally compatible instruments which offer a useful starting point for an examination of school effectiveness in the… [Direct]

McMahon, Marilyn (1993). Computerizing the Chinese International School Libraries. This paper describes the computerization of the libraries in the Chinese International School in Hong Kong. The Infant, Junior and Secondary libraries, with a staff of three professional librarians, one library assistant, and one audiovisual technician, needed an automated system which could support their bilingual curriculum. Two computer systems were evaluated which could input both Chinese and English language materials, and the V-LIB system was selected. This system consisted of six modules: (1) cataloguing and enquiry; (2) serials; (3) acquisitions; (4) item control; (5) loans and circulation; and (6) MARC interface. Three other options were an online public access catalog (OPAC); ideographic capability that allows handling of Chinese, Japanese, Korean, and Portuguese scripts; and an image interface. Special features of V-LIB include customization; user friendliness; security; local support; training; enhancements; and CJK capability–the ability to input and display Chinese,… [PDF]

(1994). Education & Recycling: Educator's Waste Management Resource and Activity Guide 1994. This activity guide for grades K-12 reinforces the concepts of recycling, reducing, and reusing through a series of youth-oriented activities. The guide incorporates a video-based activity, multiple session classroom activities, and activities requiring group participation and student conducted research. Constructivist learning theory was considered during the development of activities. The guide is divided into the following sections: (1) 12 elementary and middle school classroom activities; (2) eight middle and high school classroom activities; (3) school recycling programs; (4) trivia, facts, and other information; (5) listing of 338 supplementary materials (activity booklets, coloring and comic books, books, catalogs, curricula, extras, magazines, recycling programs, and videos); (6) listing of 39 environmental organizations; (7) approximately 1,300 California local government and community contacts; and (8) a glossary. Many activities incorporate science, history and social… [PDF]

Pereira, Carolyn (1993). Educating ESL Students for Citizenship in a Democratic Society. ERIC Digest. The growing population of "English-as-second language" (ESL) students in the United States need to learn how to cope with the rights and responsibilities of citizenship in the U.S. Because of this, civic education should pervade the curriculum for ESL students. This ERIC digest treats five facets of civic education for ESL students: (1) needs and goals, (2) content and curriculum materials, (3) use of cooperative learning, (4) use of outside resource persons, and (5) national organizations that provide resources for teachers. The process of acculturation is essential in the area of U.S. civic culture–government, laws, criminal and civil rights, and civic values. To live in any kind of harmony with U.S. institutions and to make a productive contribution to national democratic life, students from other cultures need both information about and experiences in the political system of the United States. The principles, practices, and values of U.S. constitutional democracy… [PDF]

Damico, Jack S. (1992). Performance Assessment of Language Minority Students. Performance assessment of language minority students is a complex process that requires the application of theoretically defensible procedures that are carefully designed and systematically implemented. Due to the differences between language minority students in the schools and those English-as-a-Second-Language/English-as-a-foreign-language students typically studied by language testing researchers, performance assessment in the schools must involve utilization of procedures that are more authentic, more functional, more descriptive, and more individualized than those typically recommended by second language testing researchers. This paper proposes a descriptive approach to performance assessment that is theoretically defensible and psychometrically sufficient. The characteristics necessary for successful performance assessment, the assessment process, and actual assessment techniques are discussed. Responses to the paper by J. Michael O'Malley and Cecilia Naverette are appended…. [PDF]

Malave, Lilliam M. (1994). Effective Bilingual and ESL Teachers: Characteristics and the Oral Language Proficiency Levels of Their Students. A study investigated the characteristics of elementary school (kindergarten and grades 1-2) teachers of limited-English-proficient (LEP) students and the oral language proficiency of students in the classrooms of identified effective bilingual and English-as-a-Second-Language (ESL) teachers. The study involved (1) a district-wide survey of parents, teachers, and administrators to identify effective instructional characteristics of bilingual and ESL teachers and (2) measurement of the English and Spanish proficiency levels of students in relation to their participation in effective or very effective classrooms in six schools. Results indicate that while the students made statistically significant gains in two languages, there were no statistically significant gains associated with participation in very effective versus effective classrooms. Possible reasons for these findings are discussed. (Author/MSE)… [PDF]

(1989). Norming Study of the Language Assessment Battery and the Maculaitis Assessment Program–Practitioner's Report. In spring 1988, 103 bilingual/English-as-a-Second-Language (ESL) and ESL-only school districts in New Jersey participated in a study to establish norms for the Language Assessment Battery (LAB) and Maculaitis Assessment Program (MAC) in grades K-12. This manual is designed to provide local district staff with the study's results and to make recommendations for how bilingual/ESL and ESL-only districts can use the results for placement and evaluation. The manual consists of three main sections and appendixes. The first section presents the purpose of the study and a description of the sample population. The second section explains the methods used to establish cutoff scores for the MAC and both forms of the LAB. Section 3 contains information on how to use the norms and cutoff scores for placement and evaluation. Appendixes consist of a list of the study's participating districts, norm tables, and fall and spring cutoff scores. (MSE)…

(1986). Project Beacon 1985-86. OEA Evaluation Report. This report describes and evaluates the first year of Project Beacon, a bilingual program implemented at four high schools in Queens, New York, in 1985-86. Project Beacon provided instruction in English as a second language, in native language arts, in bilingual academic subjects, and in career-oriented subjects. It reached 570 Spanish-, Chinese-, and Korean-speaking students of limited English proficiency (LEP) in Grades 9 through 12. The project's basic goal was to help LEP students achieve proficiency in English, thereby preparing them to enter mainstream classes. Emphasis was placed on developing new curricula and instructional materials that would improve language skills. Overall, the project's instructional and non-instructional objectives were met. The schools' administrations were supportive; staff training was carried out as planned; the level of parental involvement was high; and a variety of instructional materials were created. Students tested well on English, native…

(1986). El Arco Iris (The Rainbow): a Bilingual Prekindergarten Instructional Television (ITV) Project. An exemplary prekindergarten television program, developed by the Brownsville, Texas Independent School District, is described. The program, intended for Spanish-speaking four-year-olds, is an alternative to providing an in-school program necessitating classrooms, teaching staff, materials, and equipment. The program prepares students for formal schooling, promotes parent participation, emphasizes the importance of education, and promotes maximum language development in both Spanish and English. The unique requirement of the program is parent participation. Parents and children attend the viewing of an instructional videotape and then are grouped separately; aides reinforce the lesson's objectives with the children while other aides discuss the lesson with parents and demonstrate at-home enrichment activities. Each videotape has three components: a lesson, storytelling, and a home activity. A video character acts as a friend to the children and elicits responses and questions during…

(1986). Project MAS 1984-1985. OEA Evaluation Report. This multi-site instructional program (Project MAS) provides instruction in English as a second language and native language arts, as well as bilingual instruction in mathematics and science to approximately 400 Spanish-speaking schools. It serves third through eighth graders at four sites in the Bronx. Its instructional and non-instructional (curriculum development, staff development, cultural enrichment activities, parental involvement) components are designed to meet two major needs of program students: to develop their English proficiency and to increase their knowledge of science and mathematics. The evaluation data suggest that Project MAS has met most of its goals. The statistically significant gains in English and Spanish proficiency, mathematics, and in reading (at three grade levels) fulfill the student achievement objectives. Non-instructional objectives were also met: staff felt the various training activities were very useful and the support services were highly…

Cornelius, Carol (1999). Iroquois Corn in a Culture-Based Curriculum: A Framework for Respectfully Teaching about Cultures. SUNY Series, the Social Context of Education. This book offers a new culture-based framework that provides a way to research and develop curricula based on respect for diverse cultures. The Haudenosaunee (Iroquois) culture is used as an example to examine the reasons for prevailing stereotypes about American Indians and to explain how those stereotypes became the standard curriculum taught in America. Chapter 1 examines common stereotypes about American Indians (Noble Savages, Savage Savages, Living Fossils, Generic Indians) in academia, the media, and textbooks. Chapter 2 explores the academic theories behind stereotypes and provides insight on the creation of evolutionary theories and hierarchical scales that devalue indigenous cultures. Chapter 3 illustrates how such theories became the standard curriculum, which explains why diversity was not incorporated into textbooks. Chapter 4 presents the theories that support the culture-based curriculum framework, providing a new way to study diverse cultures and key elements for…

Dixon-Krauss, Lisbeth, Ed. (1996). Vygotsky in the Classroom: Mediated Literacy Instruction and Assessment. Designed to help teachers think about, analyze, and make decisions on literacy instruction, this book provides the conceptual framework and methodology to put the ideas of Lev Vygotsky into practice for classroom literacy instruction. The book claims that Vygotsky's ideas provide a cohesive framework and an operational model that teachers can use to integrate and apply topics in literacy learning such as whole language, emergent literacy, writing, integrating literature in content areas, collaborative learning, teacher decision making, technology as a tool for literacy development, and dynamic assessment for explaining children's diversity in and potential for literacy development. Teacher educators who have used the Vygotskian perspective wrote the chapters in the book. Part I of the book explains the major ideas of Vygotsky's theory, and Part II applies the idea that assessment is dynamic and should occur while children are engaged in learning activities. Chapters in the book are:…

(1991). Colorado Directory of Multilingual/Multicultural Resources, 1991. This directory is designed for school districts and others in search of quality educational services for limited-English-proficient and language-minority students, especially refugees and immigrants. The directory lists multilingual and/or multicultural individuals and government, non-profit, and private organizations that will assist with translation, interpretation, and cross-cultural training. Individuals are listed alphabetically according to language group (African, American Indian/Native American, Asian, European, Middle Eastern, Oceanic/South Pacific, and U.S.S.R.) and organizations are listed alphabetically in a separate section. An appendix lists the national origins of the languages spoken by students in Colorado's public schools. An index offers cross-reference to entries by language or geographic area. (MSE)…

Bold Warrior, Sherman (1992). For the Administrator: Realities for the Native American and Education. For historical, cultural and sociological reasons, the American Indian's own perspective has been missing from the discussion on Indian education. Historically, White American government, education, literature, and entertainment have all played roles in the annihilation of Native communities and cultures. As children, Midwestern Indians born approximately between 1895 and 1920 were taken from their families and put into special federal schools. For them, and for many of their descendants, elements of White culture was seen as oppressive and untrustworthy. With fear, illiteracy, and poverty, American Indians rejected the dominate White society and its education institution. The idea of education was never foreign to Native Americans, however. Education enabled them to live very well in their own world. To Indians, education is a very personal means of promoting their societal and personal survival, not by greed, but by selflessness, generosity, and courage. White educational… [PDF]

Basom, Margaret; Sherritt, Caroline (1992). Reflecting Community Diversity in the School. Although American students have always been somewhat diverse, newly identified groups with special needs appear on community horizons every year. Education is one arena from which response to diversity is necessary. Ethnic, socioeconomic, disability, and gender status differ from one region to another making communities the ideal nexus for change. Some communities have taken a pro-active approach to cultural pluralism, and several model programs are described. Successful approaches reflect community exigencies, but all emphasize the following components: (1) collaborative development of a clear belief system which respects the nature of and demands excellence for all students; (2) use of an inclusive belief system as a guiding focus for school and community; (3) intervention strategies for at-risk students involving community agencies, businesses, and constituents in cooperative ventures; (4) a globalized curriculum which acknowledges the value of differences and teaches students to… [PDF]

Obiakor, Festus E. (1992). Multiculturalism in Higher Education: A Myth or Reality?. This paper discusses the realities of multiculturalism in America's higher education and presents strategies for enhancing multiculturalism on college and university campuses. It examines what multiculturalism is and lists the various myths about it that have permeated the academic community. In response to these myths, solutions are examined that cover the following areas: (1) responding to affirmative action regulations; (2) providing funds; (3) broadening curricula; (4) redirecting testing and instruction; and (5) dealing with the problem of educational institutions not reaching out to minorities. It is noted that higher education has failed in its ability to respond to basic needs of nontraditional at-risk students, but also mentions that it is difficult to use traditional strategies to work with nontraditional students. Eight nontraditional strategies are identified to assist predominately white colleges to foster multiculturalism on their campuses. Finally, it is suggested… [PDF]

Mauch, James E. (1984). Foreign Students: Catalyst for Reducing Parochialism. Foreign students make up an important, and growing, segment of higher education in the United States. Reasons why foreign students come to the United States to study include the following: (1) the United States offers a serious approach to higher education in which students receive appropriate training and generally are able to complete the training; (2) the United States is an open society; and (3) programs take a reasonable length of time to complete. The use of English, which is a language college students from foreign countries have generally studied, is also a consideration. To meet the needs of foreign graduate and professional students, universities in the United States should emphasize skills, academic values, and learning strategies, rather than moral or religious values; be open to foreign ideas; be expeditious; insist on good English and good English-language instruction; teach diversity of ethnic, linguistic, and religious backgrounds; respect, honor, and help preserve… [PDF]

Florez, Viola; Hadaway, Nancy L. (1986). Bridging Linguistic and Cultural Differences through Reading: Multiethnic Literature in the Classroom. The use of multicultural literature in school reading programs can enhance the regular reading program by providing students with an awareness for other cultures, and by making a contribution to overall competence in all areas of language arts and in reading comprehension. When schools use literature that reflects only mainstream majority values, students are exposed to a narrow linguistic, historical, and cultural picture. An introduction to differing cultural viewpoints in literature can serve as a starting point for young readers to become more enlightened, providing an awareness of other cultures and a consciousness of oneself and one's relationship to a new culture. By integrating multiethnic literature into a school reading program, children realize that all ethnic groups have roots in the past and a strong heritage that is part of their culture. The stories should be carefully chosen and reflect accurate information, since more harm than good is done through literature which… [PDF]

(1987). Mirando al Futuro del Desarrollo Humano en America Latina y el Caribe. Seminario Regional sobre Universalization de la Educacion (Sucre, Bolivia, 4-10 mayo 1987) (Looking at the Future of Human Development in Latin America and the Caribbean. Regional Seminar on the Universalization of Education [Sucre, Bolivia, May 4-10, 1987]). One of every two children in developing nations does not complete primary school and four out of ten adults do not read or write. Of these ten, six are women. There were 44 million illiterate adults in Latin America in 1985, and of the 66 million school age children, 8.5 million were not in school. Thirty million of these children lived in poverty. In 1983, a project was begun with UNESCO/UNICEF in collaboration with interested countries, for the universalization of primary school education and to address problem of illiteracy. This seminar was organized to evaluate literacy programs, analyze national experiences, and search for alternatives to the continuing deterioration in providing basic education. Also examined were the role of education in child development and the factors in Latin America that affect access to education. Among the conditions affecting educational development were malnutrition, unemployment, inadequate facilities, and cultural discrimination. In 1984 a…

Campos, Frank (1983). The Attitudes and Expectations of Student Teachers and Cooperating Teachers Toward Students in Predominantly Mexican American Schools: A Qualitative Data Perspective. The attitudes and expectations of five cooperating teacher-student teacher dyads toward students in two predominantly Mexican American schools were investigated. Data were obtained from participant journals, interviews, conferences, and classroom observations. This paper presents profiles of the dyads, with summaries of teachers' attitudes and expectations revealed by their conversations and conferences about pupils. It is noted that teachers' middle to upper class backgrounds contrasted with the students' low socioeconomic characteristics, and, to varying degrees, teachers had limited knowledge or experience with Mexican American students and their parents. Evidence is reported on teachers' negative attitudes toward the Mexican American community and on their generally low expectations for students. It is suggested that teachers and student teachers do not intentionally or maliciously stereotype or degrade minority students or their parents and that appropriate inservice and…

Adams, George; And Others (1981). The People of West Africa. Designed for use in Michigan schools, this K-2 social studies unit examines aspects of African and Black American life. Material is divided into 11 sections. Sections 1 and 2 provide rationale, project overview, and an introduction to the unit. Section 3 outlines the five content and skill goals of the program: to learn the location of Ghana, Nigeria, and Michigan; to learn about the structures of families in these 3 areas; to learn about housing, education, and community life in these areas; to learn greetings and some basic words in a West African language; and to listen and respond creatively to African music. Section 4 outlines the specific learning objectives associated with each of these five goals. Section 5 contains a variety of introductory activities focusing on students' identification of their own families and community. The remaining sections consist of activities for each of the previously stated goals. For each activity, objectives, materials, procedure, and…

Stickel, George W. (1987). Cultural Pluralism and the Schools: Theoretical Implications for the Promotion of Cultural Pluralism. Ethnic differences are valuable to the well-being of society, but it is difficult to determine how to transmit this cultural value from one generation to another. The development of the value of cultural pluralism is dependent upon the development of both a comprehensive theory of cultural pluralism and a model of cultural transmission which focus on the breadth, depth, and changes of ethnic groups within society. Four conditions must be met for cultural pluralism to thrive: (1) cultural diversity must be present within society; (2) interaction must exist between and among groups; (3) co-existing groups must share approximately equal political, economic, and educational opportunity; and (4) society must value cultural diversity. Since all aspects of cultural pluralism and transmission are constantly in a state of flux, the resultant effect is that each group and society itself continually evolves or changes. Some groups are assimilated, others form, and still others grow larger…. [PDF]

Belcher, James O.; Warmbrod, Catharine P. (1987). Adult Career Guidance. OPTIONS. Expanding Educational Services for Adults. This monograph is part of OPTIONS, a packaged set of materials developed to provide postsecondary administrators, program planners, curriculum developers, counselors, and instructors with up-to-date, reliable information. This volume and two other monographs are intended to enable counselors and instructors to establish and conduct special services to meet the learning and career needs of adult populations. The publication prepares counselors to provide intake, assessment, employability skill development, and career guidance to multicultural, handicapped, and older adults, as well as dislocated workers and women reentering the work force. The eight chapters present a succinct, practical, action-oriented synthesis of research and development material that addresses the issue of providing special services to various populations of adult learners. Topics are implementing adult intake and assessment, providing employability skills for adults, providing career guidance for multicultural… [PDF]

Appleton, Nicholas (1983). Cultural Pluralism in Education. Theoretical Foundations. This analysis of cultural pluralism in the United States focuses on the central concerns of balancing inequities and cultivating pluralistic values and attitudes. The first chapter reviews the historical background of cultural pluralism and its implications for educators. In Chapter 2, the theory of cultural pluralism is explored, concentrating on the necessary conditions of a society for the concept to apply–cultural diversity, membership in a common politic with interaction between and among groups, relative parity and equality between groups, and a perceived value for the continuance of diversity. The third chapter examines alternative ideological positions of cultural pluralism. Issues and available options involving cultural pluralism are analyzed. Chapter 4 outlines the current ideological trend of pluralism as it has been defined by the courts. In the fifth chapter, an assessment is made of the diverse groups in American society and their respective needs and desires….

(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Filmstrip User's Guide for La Mujer Hispana: Mito y Realidad (The Hispanic Woman: Myth and Reality). This document is one of five filmstrip users' guides that can be used to increase understanding of minority women in the United States by supplying basic information on their histories, current concerns, myths, and misleading stereotypes. The guide was designed to be used with a filmstrip entitled "La Mujer Hispana: Mito y Realidad (The Hispanic Woman: Myth and Reality)" and to help teachers of secondary and postsecondary students to integrate ethnic group information into existing curricula. The focus of the guide and filmstrip is on three groups of Hispanic women: Chicanas, Cubanas, and Puertorriquenas. A discussion guide presents four objectives, discussion questions and topics, and references to sources of additional information. A filmstrip script is provided, containing narration for the 69-frame filmstrip. Three charts supply education and employment statistics for Hispanic women. A teacher-developed 5-day lesson plan for seventh through ninth grade students is… [PDF]