Montano, Martin C. (1980). Chicano Education: Clearer Objectives and Better Results. Current demographic statistics indicate that a nation within a nation is emerging; Mexican Americans, numbering 12 million in 1978, must be dealt with educationally, economically, socially, and politically. Approximately 42% of Mexican Americans are under 18 years old. Hispanic students form the largest ethnic minority population (34%) in the Los Angeles Unified School District. However, in 1978, 17.2% of Hispanics 25 years old and over had completed less than 5 years of school compared to 3% of non-Hispanic persons, and only 40.8% of Hispanics 25 years old and over had completed 4 years of high school compared to 67.1% of non-Hispanics. Reinforcing the well established correlation between years of education and annual income, the average Hispanic family income in 1977 was $11,421 compared to $16,284 for a non-Hispanic family. Hispanic families living below the poverty level comprised 21.4% of the population compared to 8.7% of non-Hispanics. To reduce the poverty and insufficient…

Carin, Arthur A. (1979). ESEA Title I Program. Impact Aid (PL 81-874) Program. Final Evaluation Report, 1978-1979. This document presents evaluations of five Title I/Impact Aid programs supported by Community School District 32 in Brooklyn, New York. The five programs were: (1) Strengthening Early Childhood Component; (2) Bilingual Methodology Reading Component; (3) Mathematics Laboratory Component; (4) Reading Laboratories Component; and (5) Non-Public School Component. Each component program is described in terms of objectives, participants, activities, personnel, and evaluation design and methodology. Evaluative results and recommendations are presented for each component. (MK)…

(1974). Asian Pacific Perspectives. This multicultural guide contains classroom activities that have been prepared for use in the primary grades. The guide is divided into five sections: (1) multicultural, (2) phonology, (3) syntax, (4) comprehension, and (5) resources. The multicultural unit discusses twenty activities from Asian countries, some involving arts and crafts and some involving classroom discussion. The phonology unit is designed to help Asian American students improve their oral/aural discrimination skills in English. Each of the 30 lesson units represents a pronunciation problem for three or more of the five Asian language groups. The syntax unit is designed to give Asian American students a better understanding of English sentence structure as well as knowledge of the American culture. The comprehension unit is developed to assist students who are learning English as a second language to express themselves orally in English. The resources unit contains three bibliographies: (1) "Asian American…

Benjamin, Steve (1987). Low-Cost Learning Strategies Produce High-Quality Education on the Navajo Indian Reservation. Performance and Instruction, v26 n5 p12-15 Jul. Describes learning strategies used to improve education in Rock Point Community School on the Navajo Indian Reservation. Problems affecting educational achievement are identified, low-cost instructional techniques that were adopted are discussed, and improvements in academic achievement and other positive effects are noted. (LRW)…

Bachelder, Ann; Markel, Sherry (1997). An Initial Exploration of the Navajo Nation's Language and Culture Initiative. This paper presents some preliminary findings from an opinion survey on the nature and depth of language and cultural studies to be included in school curricula as required by the Navajo Tribe's Language and Culture Mandate (1984). A 10-question survey was sent to 20 elementary and secondary schools in the Navajo Nation in New Mexico and Arizona. In addition, 21 attendees of the Navajo Studies Conference in Albuquerque participated in the survey. The 37 respondents included community members and teachers ranging in age from 14 to over 65. Respondents felt that Navajo or tribal elders should teach Navajo language and culture and that language arts and social studies were the top choices for curriculum expansion. Sixty-two percent felt that daily instruction was necessary and that students should be competent or fluent in Navajo. Most participants felt that parental/clan involvement was necessary and that parents should be taught Navajo language and culture so they could support and… [PDF]

Cavazos, Christina; Estrada, Veronica Lopez; Menchaca, Velma D.; Ramirez, Diana (2000). Changing the Face of Educational Leadership: A Unique Method of Mentoring Hispanic Doctoral Students. The Hispanic Border Leadership Institute (HBLI) is a consortium of six Southwestern universities that promotes the improvement of education for Hispanics at all levels, K-16, particularly on the U.S.-Mexico border. HBLI seeks to bring about systematic change in education by designing new approaches to the doctoral preparation programs of educational leaders. These programs provide relevant leadership and policy training for trustees of public schools and community colleges as well as regents of Southwestern universities, and examine and influence public policy directly impacting Hispanic education in the Southwestern United States. HBLI offers new curricula for leadership preparation at the doctoral level, combined with doctoral fellowships and graduate assistantships of 3-year durations. Besides studying full-time during the academic year and participating in summer institutes and seminars, awardees may also complete internships on both sides of the U.S.-Mexico border. Doctoral… [PDF]

Rodriguez, Benjamin (1994). The Bilingual Collegiate Program: Looking Back, Planning Ahead. Equity and Excellence in Education, v27 n1 p28-33 Apr. The Bilingual Collegiate Program (BCP) is an academic support program aimed at providing support for bilingual students at the University of Massachusetts at Amherst. A history of unfair treatment of Hispanic American students and efforts to rectify it, which include the BCP, are discussed. (SLD)…

Craviotto, Eileen; Espindola, Javier; Heras, Ana Ines (1999). Cultures of the Fourth-Grade Bilingual Classroom. Primary Voices K-6, v7 n3 p25-36 Jan. Describes how a bilingual teacher and a professor collaborated in a bilingual classroom to create culturally relevant opportunities for learning. Examines the work of four fourth-grade students of different backgrounds to show what this culturally relevant learning looked like. Discusses sources of knowledge generation: families, multicultural literature, and the students themselves. (SR)…

Housen, Alex (2002). Processes and Outcomes in the European Schools Model of Multilingual Education. Bilingual Research Journal, v26 n1 p45-64 Spr. In the European Schools model, linguistically and culturally diverse students receive most of their education in their first language but must learn at least two other languages. Content teaching of other subjects in the target languages and the regular mixing of different language groups promote multilingual proficiency and cultural pluralism at no cost to academic development. (Contains 27 references.) (TD)…

De Avila, Edward A.; Duncan, Sharon E. (1978). Language Assessment Scales, Level 2, LAS II, for Grades 6 and Up, English/Spanish. Examiner's Manual. Language Assessment Scales, Level 2 (LAS II) are used to assess the linguistic proficiency of limited-English-speaking or non-English-speaking adolescents. LAS II, like its predecessor, LAS I, provides a picture of oral linguistic proficiency based on a student's performance across four linguistic subsystems: phonemic, lexical, syntactic and pragmatic. It is two independent tests, one in English and the other in Spanish. The phonemic section includes auditory discrimination and phoneme production items. The lexical section consists of words of varying levels of difficulty and with important phonemic features. The method used is identification of a picture. The syntactic section has two parts: (1) the student listens to a sentence and points to the picture illustrating the sentence, and (2) the student listens to a story and retells it in his/her own words. Because of the close connection between cognitive and linguistic development, interpretation of these results must be done by a…

Bartlett, Claire; Bashford, Nadine; Berry, Paula; Carr, Margaret; Davis, Keryn; Greenslade, Susie; Molloy, Sue; O'Connor, Nikki; Peters, Sally; Simpson, Mere; Smith, Yvonne; Williams, Tina; Wilson-Tukaki, Andrea (2008). Key Learning Competencies across Place and Time: Kimihia Te Ara Totika, Hei Oranga Mo To Ao. Teaching and Learning Research Initiative The overarching aim of this research in the proposal was the following: In a number of early childhood centres and early years school classrooms that have already begun to explore in this area, to investigate effective pedagogy designed to develop five learning competencies over time. This project was developed in response to curriculum reform in Aotearoa New Zealand. When the project began, the Ministry of Education was undergoing a review of the school curriculum. This review began in 2001 with a "Curriculum Stocktake Report" (Ministry of Education, 2002) and continued throughout 2005 and 2006. The draft New Zealand curriculum was published in 2006 (Ministry of Education, 2006), and after further feedback the final document was published in November 2007 (Ministry of Education, 2007). Appendices include: (1) Lucas's learning story; (2) Examples of the key competency, "relating to others"; (3) Knowing self, knowing others, knowing place; (4) Teacher… [PDF]

Snyder, Jon; And Others (1996). Learning Organizations, Leadership, and Teacher Education: A Self Study of a Self Study in Three Takes. This study describes the intellectual evolution resulting from persistent and careful consideration of beliefs and knowledge. Participants were prospective elementary school teachers enrolled in the University of California at Santa Barbara in a fifth-year post baccalaureate program. The study, parts of which began in 1990, sought to reconstruct the methods and procedures courses from separate classes of content specific pedagogy to integrated, integrating, and integrative experiences of teaching and learning within and between traditionally defined disciplines. To help analyze the individual and organizational supports and constraints of the change effort, the group used five disciplines: personal mastery, mental models, shared vision, team learning, and systems thinking. The group worked to understand many concepts, including portfolios, pro-active classroom management, how best to teach students not yet proficient in English, and sequenced and threaded integration and theme,… [PDF]

Forster, Eloise; Pendas, Jose (1986). A Transitional Bilingual Vocational Training Program at the Secondary Level. The Bilingual Vocational Training (BVT) Program for the Essex County (New Jersey) Vocational Technical Schools is designed to train secondary students of limited English speaking ability for employment as skilled workers, technicians, or sub/paraprofessionals in recognized occupations and in new and emerging occupations. The pilot program focuses on secretarial and beauty culture programs for Spanish-speaking students. There are three primary components within the district-wide BVT program design: (1) the General BVT Program that provides vocational skills training with a modified curriculum to meet student needs; (2) a BVT program in a specific vocational or technical area for a single native language group where vocational training occurs bilingually and concurrently with English as a Second Language/Vocational English as a Second Language (ESL/VESL). Required courses are taught bilingually to the extent necessary for the student to meet grade-promotion and graduation standards;…

(1979). Immigrants and the Education System. An Action Programme for the Work of the National Board of Education in Connection with Immigrant Affairs. The Swedish National Board of Education's action program for long-term planning of work relating to the teaching of immigrants and minorities is outlined in this report. First, material is presented which describes the background and focus of the program, the immigrant population to be served, and Sweden's general immigration policy as it applies to education. The program's basic premises are described, focusing specifically on the education of youth in compulsory schools and upper secondary schools. Then, educational provisions, laws, and proposals affecting students at the following educational levels are detailed: preschool, compulsory, upper secondary, and adult. Teacher and staff training, inservice training, and research and development are discussed next, and three final sections deal with teaching materials, books and other sources of information, research needs, and the need for cooperation among education and immigration-related authorities and organizations. (KH)…

Hayas, Denise Kale; Ross, Doris M. (1975). The Very Young and Education: 1974 State Activity. This booklet contains more than 100 brief descriptions of early childhood projects, activities, studies, and legislation obtained from newsletters, bulletins, and the Education Commission of the States' (ECS) 1974 Annual Survey. Only legislation and activities that have been validated or newly reported are included. Bills which failed or were vetoed or carried over are not included. All entries are indexed both by subject and by state. The ECS survey instrument is included. (JMB)… [PDF]

Fersh, Seymour H.; King, Maxwell C. (1992). Integrating the International/Intercultural Dimension in the Community College. Focusing on the role that community colleges have played in promoting international/intercultural education (IIE), this six-part report examines key concepts, issues, and programs related to IIE. First, "International Education: Challenges and Responses" reviews efforts by the American Association of Community and Junior Colleges (AACJC) and the Association of Community College Trustees to promote an international/intercultural dimension. Next, "Relationship of International and Intercultural Education," examines the effects of ethnic diversity within community colleges, and within the United States, citing changing perceptions of ethnic heritage, and growing support for multi-ethnic education. Next, "The International/Intercultural Dimension" focuses on the implications of the IIE movement for general education, offers suggestions for trustees and administrators concerning IIE implementation, and discusses the institutionalization of new curricula. In…

Weryackwe, Suzanne, Ed.; And Others (1982). American Indian Language Development Institute – 1982: Curriculum Guide. Volume II. A product of the 1982 American Indian Language Development Institute, sponsored by the Center of Indian Education and the Bilingual Education Service Center at Arizona State University, the curriculum guide reflects valuable language and cultural information of six tribal language groups (Hualapai, Havasupai, Papago, Pima, Ute, and Shoshone). Developed by respective tribal members attending the summer institute, the curriculum reflects bilingual-bicultural teaching approaches to be used with K-12 students. Designed for educators, students, community resources and schools, the guide is presented in six tribal sections. Each section introduces the tribe and language, describes the tribe's bilingual program, outlines the school's philosophy and educational goals, presents orthographical information on the tribal language (alphabet, symbols, pronunciation), and offers the language and cultural unit plan with bilingual curriculum lesson plans. Topics of units include tribal customs,… [PDF]

Ligon, Glynn; And Others (1974). ESAA Bilingual/Bicultural Project [Executive Summary]. 1973-74 Evaluation Report. Austin's Bilingual/Bicultural Project was designed to establish a comprehensive program of bilingual education in Spanish and English in schools with the highest concentration of Spanish dominant Mexican American students. The four participating elementary schools had already completed three years of a modest, locally sponsored bilingual project begun in 1970; in 1973 the Bilingual/Bicultural Project expanded activity at the elementary level and began an entirely new secondary program at two junior and two senior high schools. Some of the outcomes and observations at the year's end included: increased English communication skills at all levels; increased Spanish communication skills at elementary and secondary levels; uneven input of materials, staff training, and parent participation, with delivery of instructional materials and equipment delayed; except for a few classrooms, little successful incorporation of the background and culture of students into regular classroom…

Mahan, James M. (1982). Community Involvement Components in Culturally-Oriented Teacher Preparation. At Indiana University, preservice teachers participate in required community-based multicultural programs that allow them to become directly involved with community characteristics, values, needs, and achievements. It is hoped that this experience will help them to adapt curriculum and instructional techniques to fit community realities and aspirations. Three projects, located in American Indian reservations, Hispanic communities, and urban areas, provide preservice teachers with a variety of community activities. Each participant completes a prerequisite course focusing on the target cultural group before reporting for a 16- to 17-week assignment in the chosen community. Each project has its unique structure, but all preservice teachers must average at least 15 hours per week of nonschool teaching in the local community in addition to fulfilling student teaching requirements. Evaluation data collected over the nine years of the project's existence have indicated that structured,…

Bernal, Helen Hazuda; Cervantes, Robert A. (1977). Psychosocial Growth and Academic Achievement in Mexican American Students. A bilingual, bicultural program in the Edgewood Independent School District in San Antonio, Texas, part of the Experimental Schools Program, was designed to reverse "negative self concept, motivation, and attitudes" of its Mexican American students, and by so doing, improve their academic achievement. Efforts were employed to: (1) acquire more Mexican American teachers; (2) use Spanish as a language of instruction and classroom management; (3) develop/adapt Mexican American and local content materials; and (4) increase individualized instruction. Evaluation of the program was conducted during a four-year period, and included both cross sectional analyses within each of the years and longitudinal analyses across the four for experimental and comparison students. No major differences were revealed between the groups at the beginning of the testing period. Mexican American students were found to be at or above the norm in self concept and attitudes, somewhat below the norm in…

(1980). Trabajamos! (We Work!) A Bilingual/Multicultural Career Awareness Language Enrichment Program for Beginning Primary Hispanic Students – K-1. Teachers Program Guide. The Spanish and English versions of a 3-part, 3-week program designed to help portray non-sex-stereotyped, non-traditional occupational roles for Hispanic females introduce 12 community and school workers employed in non-traditional positions (bus driver, nurse, secretary, principal, fire fighter, letter carrier, police officer, sanitation worker, doctor, grocer/storekeeper, dentist, construction worker). The program is intended to promote a wider range of occupational choices based on the child's interests and abilities, to present positive role models from the Hispanic female's culture, and to enhance developmental skills while maintaining and cultivating the child's own language and culture. The material is multicultural and sensitive to the cultural, linguistic, and regional differences among Spanish speakers in the United States, and can be used by large or small groups or by individual students. The material is appropriate for use in social studies or language classrooms. Each…

Hanna, Mary T. (1977). Ethnic Education for Future and Present Public Administrators. Director's Report. Methods for teaching college students studying public administration about the cultures, values, and politics of major ethnic groups were studied. Several activities were undertaken. In one, graduate students at the State University of New York at Binghamton participated in two courses specifically focusing on ethnic cultures, entitled American Urban Ethnic Politics and Social Values and Public Policy (the syllabi are appended). A second activity involved integrating ethnic projects and learning into regular public administration courses. For example, one student analyzed the impact of ethnicity on policy attitudes using existing social survey data. The paper is appended. Another research paper, also appended, analyzes the political organization and activities of four ethnic groups: Jews, white Catholics of European descent, Blacks, and Mexican Americans. Other project activities included placing students in internships with an ethnic component and conducting a lecture and…

Bottenfield, James F.; And Others (1979). Iowa Annual Evaluation Report for Migrant Programs. Fiscal Year 1979. Tabular data and narrative evaluations describe the goals and achievements of Iowa's migrant education programs (three summer session and five regular session programs) operated during fiscal year 1979. A program overview provides summary information on staff utilization, numbers of students served, inservice training activities, medical services provided for students, parent involvement, procedures for recruiting students and establishing their educational needs, cooperation between schools and other agencies, and methods of disseminating information about migrant program activities. Statewide instructional information is presented in tables showing curriculum areas, ages and numbers of students participating, and numbers of students meeting the standards of success in each area. Student success was measured by standardized tests, teacher-made tests, criterion referenced tests, checklists, and observation. Narrative evaluations for three programs provide a brief program…

Bergland, D. L.; Zuk, W. M. (1995). Art First Nations: Tradition and Innovation. Student Workbook 1. This student workbook, a companion to a comprehensive teacher's guide and 20 laminated art reproductions, is part of an instructional resource designed to assist teachers in incorporating Native American studies into the elementary art program and general curriculum. It highlights visual art which is actively being innovated by aboriginal artists throughout North America and focuses on ways important cultural beliefs and values are being renewed through visual expression. The program consists of five units, each dealing with one of the major geographical regions of North America. Each unit consists of two self-contained modules which can be taught in any order. These draw on a comparative picture method to show relationships between tradition and innovation by featuring both a traditional and innovative artist, and encouraging examination of the similarities and differences in those cultures and artworks. Artists and cultures examined are: Unit 1: Southwest, (1) David Johns and Mary…

Bigelow, Bill, Ed.; Harvey, Brenda, Ed.; Karp, Stan, Ed.; Miller, Larry, Ed. (2001). Rethinking Our Classrooms: Teaching for Equity and Justice. Volume 2. This companion volume to the first "Rethinking Our Classrooms" presents a collection of articles, curriculum ideas, lesson plans, poetry, and resources designed for educators seeking to pair concerns for social justice with student academic achievement. Topics are: (1) "The Power of Words," including "Where I'm From: Inviting Students' Lives into the Classroom" (Linda Christensen), "What Color is Beautiful" (Alejandro Segura-Mora), and "I Am Proud To Be Bilingual" (Monica Thao); (2) "The Power of the Past", including "Unsung Heroes" (Howard Zinn), "On the Road to Cultural Bias" (Bill Bigelow), and "A Lesson on the Japanese-American Internment" (Mark Sweeting); (3) "The Power of Critique," including "Teaching Math across the Curriculum" (Bob Peterson), "The Human Lives behind the Labels" (Bill Bigelow), and "Girls, Worms, and Body Image" (Kate Lyman); (4)…

Blankenship, Glen (1995). Germany Since Unification. Workshop Leader's Manual. An Introduction to Social Studies Instructional Resource Materials for Teaching about Germany Since Unification. This manual is designed to offer support for the instructional resources guides on "Germany since Unification." It provides the basis for a full-day inservice training session on the use of those materials. The format can be modified to meet the needs of leaders, audiences, and time frames. Using the materials developed by teachers and sponsored by the Goethe Institute, the workshop provides participants with a familiarity for teaching about contemporary Germany. (EH)… [PDF]

Blankenship, Glen (1996). Teaching about Contemporary Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts, Content and Skills. This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional materials packages to traditional social studies course topics. The materials provide students with the opportunity to address social studies topics and skills in an authentic context. The kits are listed in charts delineating the content and skills addressed in each area of the kit. (EH)… [PDF]

Kelly, Cynthia; Oberg, Mary; Shade, Barbara J. (1997). Creating Culturally Responsive Classrooms. This action guide helps teachers understand student differences from an environmental and contextual perspective, explaining how to better engage students in the learning process so they can increase their academic performance. The guide focuses on students who are African American, American Indian, Mexican American, and Hmong. Section 1, "Introduction: A Vision of the Future," presents underlying assumptions and explains the guide's goals. Section 2, "Understanding Cultural Backgrounds," discusses culture as the backdrop for learning, focusing on African American, American Indian, Mexican American, and Asian American cultural styles and cultural style in the schools. Section 3, "Understanding How Culture Influences Motivation," explains how to create a culturally compatible classroom and offers an example of a culturally responsible learning community. Section 4, "Identifying Ways to Structure a Culturally Compatible Classroom," discusses…

Richardson, Maurine V.; And Others (1994). Celebrating Diversity through Northeastern Asian Children's Literature and Dramatic Productions. At the University of South Dakota, as part of a campus-wide celebration of diversity focused on northeastern Asia (China, Japan, Korea), undergraduate and graduate Children's Literature classes participated by locating relevant literature and presenting them dramatically. Students were divided into six small cooperative groups. Each group chose a country to focus on, located all the children's literature available from the selected country, selected one for presentation, researched background information on the country, and selected a form of dramatic presentation for the work (improvisation, reader's theater, creative drama, wide story, choral speaking, puppetry, or play). Students learned research techniques, a variety of dramatic presentations, collaboration among group members, editing and rewriting techniques, and how to find and collect cultural material and information. The document contains detailed descriptions of the method and theory of each type of presentation as well… [PDF]

Maxedon, G. Edward; Parks, Nancy Schien (1997). Looking into Oceanic Art. Art Education, v50 n3 p25-28,37-40 May. Presents background material, suggested teaching activities, and four color plates illustrating the folk art of the Oceania islands (Melanesia, Micronesia, and Polynesia). The background material is incorporated into an interview with two Oceanic art specialists from Indiana University who discuss the culture of the islands. (MJP)…