Dasho, Stefan J. (1982). Responding to Teachers' Concerns with Qualitative Inquiry. Five ethnographic researchers worked with five elementary school teachers to develop individualized research topics related to teaching in multiethnic classrooms. The teachers were familiar with the ethnographers, having participated in previous naturalistic studies in their newly desegregated schools. Subjects included two teachers from a predominantly white \back to basics\ magnet school and three teachers in an extended learning program for gifted students at a school with 80 percent minority students. Ethnographers and teachers used research results obtained from previous studies to choose useful research topics: (1) differences in student responses to teacher's praise and reward behaviors according to ethnic identity; (2) underlying social and ethnic issues based on students' ethnic self-identification, self-expressed play choices, and bilingualism; (3) behavioral problems of three disruptive students; (4) student attitudes toward cooperative learning, peer relations, play…

Foster, Lois, Comp.; Stockley, David, Comp. (1980). A Sociopolitical Study of the Concept and Role of Ethnic Teacher Aides in Victorian State Schools. Research Report. A study utilized survey and case-study techniques supplemented by examination of documents to facilitate a sociopolitical investigation of the concept and role of ethnic teacher aides in state schools in Victoria, Australia. A theoretical framework was developed, combining an historical sociology of knowledge with a systems management perspective. The sample consisted of personnel in schools with high percentages of migrant students, persons with political influence on educational policy, and persons and groups interested in educational policy. Data indicated: (1) there was no coherent policy or program involving ethnic teacher aides; (2) uncertainty surrounded the number of ethnic teacher aides and the duties expected of them; (3) aides were expected to undertake many tasks, without clear guidelines concerning aide training and use; (4) the concept of ethnic teacher aides differed between primary and post-primary levels of schooling, despite considerable commonality concerning the…

Endicott, Fran; Thomas, Barb (1979). The City Kids' Book. OISE Curriculum Series No. 37. Compiled in this curriculum program are a number of poems, stories, classroom activities, songs and illustrations dealing with various aspects of a multiethnic urban environment in Canada. Designed to familiarize students with the diverse urban population, differences and similarities among individuals, communities, and families of different ethnic and minority groups in a city are described. Also considered are the different kinds of jobs held and job opportunities available to these people. Racism and other discriminatory attitudes are problems presented in some of the stories. (EB)…

Bolus, Roger; And Others (1980). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Report of Pretest Results and Posttest Analysis Plan for the Quantitative Component. The principal objective of this part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates, 1980) was to determine the effectiveness of four early childhood bilingual/bicultural curriculum models developed for Spanish-speaking children. The eight programs assessed had implemented the Alerta, Amanecer, Nuevas Fronteras or the Un Marco Abierto models. Each model was assessed at two sites. Evaluation of Head Start and control group children on selected measures of social competence with model program experience as the independent variable in a pre- and a posttest format was attempted. Areas of social competence tested as dependent variables included the four following domains: Spanish and English language comprehension and production, and concept development and socioemotional behavior. Additionally, a parent interview was designed to gather information on background characteristics of experimental and control group children and their families….

Dilger, Bernhard (1984). The Education of Minorities. Comparative Education, v20 n1 p155-64. The history of education of minority nationalities in China before and after 1976 is discussed. Tables of population (1964, 1982) of China by nationality, of types of autonomous administration units of minority nationalities, and of increase in number of minority nationality students are provided. (MH)…

Opper, Susan (1983). Educational Processes for Obtaining Perspectives on and from Subcultures. Comparative Education, v19 n3 p255-68. Discusses the goal of internationalization of Swedish higher education, necessary to train Swedish personnel who will be stationed outside the country and because of internationalization of Swedish society due to extensive immigration from other countries. Describes proposals and attitudinal objectives of an internationalizing commission and activities undertaken toward internationalization. (MH)…

Smith, Brenda (1996). Japan: Instructional Materials for the Classroom. This lesson booklet is designed to fit any classroom and can be adjusted to any grade level. The materials can be used as a thematic unit or as individual activities to be integrated into the curriculum. The objective is to provide students with a broader cultural perspective on Japan. Blackline masters, pictures, and handouts are included, along with objectives, a list of materials needed and possible teaching strategies. The lessons contained in the booklet include: (1) "The Geography of Japan"; (2) "The Japanese People"; (3) "A Comparison of Japan and the United States"; and (4)" Political and Economic Symbols of Japan." Contains a total of 22 items in 2 resource lists. Includes a list of publications for additional classroom reading. (EH)… [PDF]

Keller, Steven; Tres-Brevig, Maria da Penha (1998). A School Called \Inclusive\: Pio Pico Elementary School. Pio Pico Elementary School, Santa Ana (California), is a public school that provides a rigorous academic program for every one of its low income Latino students by embracing the multifaceted offerings of the community in a spirit of equity for all, inside and outside the classroom. This qualitative study explores the complexities of Pio Pico School to better understand what makes it successful in nurturing a compassionate and inclusive community. Observation of the community and a neighborhood association meeting set the stage for observation of the school. Conversations with the school staff show the importance of high expectations for staff members and for students. In spite of the fact that over 90% of the families at the school live at the poverty level, expectations at home and at school are the same for these students as they are for students at much more affluent public schools. The cooperation between the school and the University of California at Irvine is another thing… [PDF]

Baber, M. Yuette; Briscoe, Richard; Harper, Kimberly; McPhail, Tracy Lea (1996). Multicultural Mental Health Training Program: Researcher Projects with Ethnically Diverse Communities. This paper contains summaries of research projects of three graduate students participating in the Multicultural Mental Health Training Program at the University of South Florida's Florida Mental Health Institutes. The students' work involved the development of evaluation or research projects with ethnically diverse minority communities. The first study, "Working Together for the Children: School-Community Partnerships in East Tampa" (M. Yvette Baber), describes the results of a qualitative evaluation of locally based efforts to increase levels of interaction between schools and parents from East Tampa, Florida. The success of the East Tampa School-Community Partnership is described. The second study, "Community-Based Job Service Programs: The First Step toward Community Economic Revitalization" (Tracy Lea McPhail), describes the use of community-based job development efforts to increase economic revitalization. The third study, "Health Information… [PDF]

(1994). Life in Japan: A Culture Studies Unit for Grades 7-9. Today's Japan. This unit's multidisciplinary approach is well-suited to students in grades 7 through 9. "Life in Japan" is a unit of "Today's Japan": Learning Environment's three level series on Japanese culture. This resource is designed to help teachers with this effort. The program was developed in consultation with classroom teachers by a team of editors, writers, and designers active in U.S. educational publishing. This resource unit is designed to help teenagers gain a better understanding of Japanese people in the 1990s and the unique and dynamic culture that shapes their lives. Students will read an article on "Life in Japan" and learn of schooling of students their own age. Three lessons form the basis of the unit: (1) "Where the Japanese People Live"; (2) "Education for Democracy"; and (3) "What Some Japanese Writers Say." Additional resources are listed for future reference. (EH)… [PDF]

(2002). President's Report on Strategic Action Areas and Initiatives, April, 2002. This paper outlines the strategic action areas and initiatives of the American Association of Community Colleges (AACC) for 2002. The six action areas outlined are: (1) national and international recognition and advocacy for community colleges; (2) learning and accountability; (3) leadership development; (4) economic and workforce development; (5) connectedness across AACC membership; and (6) international and intercultural education. Among the issues addressed in area one is AACC's involvement in negotiated rulemaking with the Department of Education to simplify student aid regulations. AACC is also preparing for efforts to reform the welfare reform law in order to encourage more postsecondary education and training for Temporary Assistance to Needy Families (TANF) recipients. Area two outlines, among other issues, a new project brief that describes activities at ten community colleges participating in the Teaching Scholar Partnerships program sponsored by the National Science… [PDF]

Nekcovei, Deanna L.; Smrekar, Jocelynn L.; Soto, Lourdes Diaz (1999). Preserving Home Languages and Cultures in the Classroom: Challenges and Opportunities. Directions in Language and Education, n13 Spr. Decades of research document the powerful academic and socio-affective benefits of a strong home language base and affirmation of home language and culture as a valuable resource. This article explores the implicit challenges, daily realities, opportunities, and practical implications of incorporating language and culture into classrooms as they relate to culturally and linguistically diverse language learners. It describes the daily realities faced by teachers, students, families, and communities, and then offers practical advice for all classroom educators. The following suggestions are given: accept the premise that children are members of diverse family and community systems bringing multiple gifts of language, culture, and wisdom; become an ethnographer: keenly observe children's language capabilities, both in the native language and English; encourage and accept children's attempts to communicate since errors are a normal part of language learning; provide many opportunities… [PDF]

Clark, Vernon L. (1979). Revelations, Responses, Refinement: An Overview of the Research Pertaining to the Young Child, 1960-79. Journal of Negro Education, v48 n3 p288-305 Sum. Discusses research concerns of the 1960s, including the heredity v environment controversy and compensatory strategies. Reviews the response to these concerns, particularly the focuses on child advocacy and ethnic issues, which have dominated research in the 1970s. Outlines an integrated (social, developmental, and applied) approach for the future. (GC)…

Baugh, Ivan W.; Baugh, Jean G. (1997). Global Classrooms–E-Mail Learning Communities. Learning & Leading with Technology, v25 n3 p38-41 Nov. Describes the learning experiences that occurred when a third-grade Spanish class participated in a pilot e-mail project. Highlights include the Internet learning community; social studies and language learning activities; multicultural learning opportunities; using e-mail for other content areas; project management; and benefits of the project. Sidebar lists resources. (AEF)…

Beck, Sylven S.; Wizer, David R. (1996). Studying Diversity Issues in Teacher Education Using Online Discussions. Journal of Computing in Teacher Education, v13 n1 p6-11 Oct. Describes a graduate preservice education course on diversity that used online e-mail discussions to facilitate learning. The activity successfully involved all students in the online discussions, so less-verbal students were able to voice their opinions. It cut tensions when discussing controversial issues and changed student/teacher roles. (SM)…

Lambert, Wallace E.; Taylor, Donald M. (1996). The Meaning of Multiculturalism in a Culturally Diverse Urban American Area. Journal of Social Psychology, v136 n6 p727-40 Dec. Examines the significance that female ethnic groups in Miami, Florida (Cuban, Nicaraguan, and Haitian) attach to heritage culture and language maintenance. Considers also the views of key majority groups (black women and white women). Reveals a consensus regarding cultural and language maintenance in the home while accepting English in the public domain. (MJP)…

McGowan, Tom, Ed.; And Others (1994). Promoting a Global Perspective. Children's Literature. Social Studies and the Young Learner, v6 n4 p19-22,29 Mar-Apr. Asserts that citizens are aware of growing global diversity and interdependence. Maintains that simply providing children with information about other cultures is not enough. Provides a bibliographic essay divided into eight themes related to cultural diversity. (CFR)…

Bangs, John (1994). Funding for Race Equality in Education: Looking to the Future. Multicultural Teaching, v13 n1 p7-9,13 Fall. The present system of funding for race equality in education in England and Wales is inconsistent and discretionary. Issues in securing permanent funding for minorities and those for whom English is a second language are discussed for national, local-education-agency, and school levels. (SLD)…

Volk, Terese M. (1994). Folk Musics and Increasing Diversity in American Music Education, 1900-1916. Journal of Research in Music Education, v42 n4 p285-305 Win. States that, from 1900-1916, U.S. demographic make-up changed dramatically due to the influx of people from southern and eastern Europe. Also asserts that some of the musics of African Americans and Native Americans were introduced into the music curriculum. (CFR)…

Campbell, Patricia Shehan (1994). David P. McAllester on Navajo Music. Music Educators Journal, v81 n1 p17-23 Jul. Asserts that music teachers increasingly are interested in music that originates outside the Western European tradition. Presents an interview with David P. McAllester on world music, the musical culture of the Navajo people, and how it should be taught in music classrooms. (CFR)…

Schmitz, Betty (1992). Cultural Pluralism and Core Curricula. New Directions for Teaching and Learning, n52 p61-69 Win. Across the country, college faculty are redefining core knowledge and skills to include learning about pluralism in the United States and about world cultures. They are experimenting with new pedagogical approaches that engage cultural diversity in effective ways. Interdisciplinary collaboration, thematic curricula, and cooperative learning activities are examples. (Author/MSE)…

Punske, Lori (1992). Museum Showcase: Museums Offer Classrooms the Treasures of Many Cultures. Teaching Tolerance, v1 n2 p16-19 Fall. Describes resources that museums make available to classrooms nationwide, particularly multicultural exhibits and educational programs. Describes specific offerings at 14 museums that include inservice teacher training, educational tours, and curriculum materials in Chicano culture, African diversity, Western stereotypes, art, the Holocaust, slavery, Jewish traditions, American Indian topics, and multiculturalism. (JB)…

Mathison, Carla; Pohan, Cathy (1998). WebQuests: The Potential of Internet-Based Instruction for Global Education. Social Studies Review, v37 n2 p91-93 Spr-Sum. Defines a \WebQuest\ as an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. Outlines six critical attributes of a WebQuest and provides a sample lesson. The lesson outlines the connections between democratic principles and pluralistic education. (MJP)…

Patrick, John J. (1998). "E Pluribus Unum": What Does it Mean? How Should We Respond?. Michigan Social Studies Journal, v10 n1 p5-14 Spr. Charts the intellectual history of competing conceptions of national unity, diversity, and ethnic identity. Explicates three models: monolithic integration (monocultural assimilation of diversity), pluralistic preservation (diversity and unity as equal values), and pluralistic integration (stressing consensus about core civic values while acknowledging the compatibilities and tensions regarding unity and diversity). (MJP)…

Merryfield, Merry M.; Tlou, Josiah (1995). The Process of Africanizing the Social Studies. Social Studies, v86 n6 p260-69 Nov-Dec. Investigates social studies curriculum reform in Botswana, Kenya, Malawi, Nigeria, and Zimbabwe. Reports on each country contain a brief overview of the historical situation and current syllabus, and a discussion of the ongoing "Africanization" process. Concludes with a definition of "Africanization," its purpose, and implications. (MJP)…

Miller, Carole S., Ed.; Sakari, Mary D., Ed. (1995). Connections '95. Proceedings of a Faculty Conference (Victoria, British Columbia, Canada, May 1995). "Connections '95" focused on educational collaboration and change and the process of becoming a professional. Following the introduction, "Creating the Context: Connections '95" (C. Miller and M. Sakari), the 16 conference papers are presented. The papers are: (1) "Taiga and Tundra: Art and Culture in a Changing Circumpolar World" (B. Zuk and R. Dalton); (2) "The Perspective of the Other: Differences and Equality" (D. W. Stanley); (3) "Curiouser and Curiouser" (S. Taylor, A. Oberg, H. Coey, B. Levis, and T. Main); (4) "Reading a Tango: Multiple Interpretations of Text" (A. Oberg, S. Taylor, C. M. Harvey, and P. Murray); (5) "Establishing Collaborative Research within a University of Victoria Partnership Program at Okanagan University College" (V. A. Green); (6) "The Processes of Researcher-Teacher Collaboration: Reflections of a Researcher and Two Teachers in a Project for Promoting Social Integration of… [PDF]

(1978). 1978 Annual Report to the President and Congress. The National Advisory Council on the Education of Disadvantaged Children. This is a report of the Council's site visits, assessment activities, and recommendations concerning programs for the educationally disadvantaged. Although most of the programs examined are funded under Title I, other types of compensatory programs are also considered. Particular attention is given in the report to the areas of: funds allocation and distribution; program planning, administration and evaluation; parent involvement; State operated programs; individualized education; alternative schools and programs; bilingual/bicultural education; American Indian and migrant education; community support services; peer tutoring; and the participation of children in nonpublic schools. Site visit reports from schools in Alabama, Arizona, Arkansas, California, Florida, Georgia, Kentucky, Mississippi, Rhode Island, New York, Tennessee, and Puerto Rico are presented. Particularly noted is the effectiveness Title I programs have demonstrated in meeting the needs of rural and small school… [PDF]

Takaki, Ronald (1993). A Different Mirror: A History of Multicultural America. First Edition. The history of the United States is recounted from the viewpoint of the many peoples previously left out of the historical canon. The traditional Eurocentric viewpoint is turned inside out, beginning with the arrival of English strangers as seen by Native Americans. Also examined are the perspectives of African Americans, the Irish, Asians who came from China and Japan, European Jews, and Latinos. How racism has divided U.S. society is explored, considering how the conflict of the inner cities has developed. Issues of access to education and equal education are explored for several ethnic groups, including African Americans, faced with school segregation and racial prejudice. The consideration of education for Chicanos centers on political influences and the roles for which Chicanos were being educated, with education linked to questions of equal employment. For the Japanese immigrants to Hawaii, education provided a way of recognizing new opportunities and clarifying…

(1990). Crossing the Bridge to Equality and Excellence: A Vision of Quality and Integrated Education for Connecticut. This report is the product of 17 months of research, consultation, and discussions; and it presents the views of the Connecticut Governor's Commission on Quality and Integrated Education. Connecticut has long acknowledged an affirmative responsibility to desegregate the public schools and guarantee educational quality for all students. The Commission found that the goal of "quality and intergrated education" currently is blocked by increasing racial isolation (i.e., the majority of Connecticut's students remain isolated from daily educational contact with students of other races and ethnic groups). Following its research into the dimensions of racial isolation in education in Connecticut and nationally, the Commission developed the following six findings: (1) educational opportunity cannot be addressed in isolation and public policy should be linked in the cooperative enterprise of removing barriers to achievement and of promoting the common ground that strengthens all in…

Mesa-Bains, Amalia; Shulman, Judith H. (1991). Teaching Diverse Students: Cases and Commentaries. Instructor's Guide. This instructor's guide has been developed to help teacher educators and staff developers use the cases in "Teaching Diverse Students: Cases and Commentaries" in preservice and inservice seminars. It promotes the use of discussion methods as a vehicle for engaging teachers and students in analysis of real-life situations. These teacher-written cases describe problems that all inner-city teachers face and bring to the surface many of the challenges of multiculturalism in the classroom. Often the narratives deal with culturally sensitive issues that are taboo to discuss in public. This volume provides an analysis of these issues and offers a structure for groups to discuss them in a safe and constructive environment. The guide is organized to help instructors facilitate case discussions. It begins with an introduction that offers general suggestions for preparing case analysis and examines effective group processes. The main section, "Teaching Notes," provides an… [PDF]