Moody, Charles D., Sr. (1979). Perspectives on Desegregation/Integration. It is critical to differentiate between desegregation and integration since only the latter denotes interaction between equals. Integration should be the goal for our schools while desegregation is one possible vehicle which may move us in that direction. To achieve integration, the issues which must be addressed are community involvement and support for schools, policy analysis and revision, curriculum, school climate, discipline and student rights, extracurricular activities, and most importantly, leadership. It is necessary to realize that the other concerns of urban educators such as the back to basics and minimum competency movements are intertwined with the issue of integration and desegregation. These concerns cannot be fully resolved without taking into account the need for diversity. There are differences in learning styles, rates of learning, socioeconomic status, aspirations and goals, and cultural backgrounds and experiences that, if respected, understood, and properly…

Celestine, Diana L.; Studebaker, Diana P. (1979). Native American Career Education Staff/Community Training Workshop. Participant's Handbook. Native American Career Education Demonstration Project. This handbook contains worksheets and information summaries for participants in a workshop designed for developers of native American career education programs. The workshop consists of four sessions, each two to three hours in length. The first session is devoted to providing participants with a general background in career education content and goals, and helping them begin to identify career education resources which are already available. The second session describes the various groups of people who can be involved in developing and implementing career education. The third session describes methods for teaching career education to native American students. The fourth session focuses on the pros and cons of different strategies which have been used to implement career education in various settings, the basic tasks and stages of development for such a program, the most promising sources of funding, and some basic proposal development skills. (LRA)…

Bales, Eugene, Jr.; Spanjer, Allan (1978). Africa and Iberia to the Americas (Brazil): A Curriculum Development and Teacher Training Program. This report provides a description of a Fulbright-Hays Group Projects Abroad study trip to Brazil. The central purpose of the trip was to establish a basis for further development of curricula which promotes intercultural understanding through study of cultural influences of minority groups. The focus was on African and Iberian carryover into the Americas with special emphasis on Brazil. One objective of this project was to broaden teacher-training curriculum at the university level through production of teacher resource modules on instruction which would effect changes in knowledge and attitudes toward the contributions made by ethnic groups to the larger society. The areas of the arts, social practices, religion, and family living were explored. An evaluation of the study trip is presented in this report as well as proposals for further cultural exchange. Recommendations are made for the development of studies in ethnic heritage contributions in the United States with particular…

Blankenship, Glen (2002). Communities and Regions in Germany, Social Studies Grades 3-4. Update 2002. This instructional package is targeted at students in grades 3 and 4. The package, presented to students as a travelogue, stresses basic map, globe, and geography skills, and presents case studies of communities (cities/towns/villages) across Germany. It contains three lessons: (1) "One Germany in Numbers: Size, Population and Landscape"; (2) "The German Landscape"; and (3) "Traveling through Germany". Lessons 1 and 2 provide students an opportunity to practice basic geography skills in a comparative Germany/United States context. Lesson 3 allows students to apply their knowledge to a visual tour of Germany. Each lesson begins with an outline for teaching which includes instructional objectives, a list of resource materials, and a sequenced list of procedures for implementing the lessons. All lessons contain worksheets. Appended is the Diary of My Travels through Germany slide/tape transcripts (Schleswig-Holstein, North Rhine-Westphalia, Bavaria,… [PDF]

Blankenship, Glen; Muller, Martina, Ed. (1995). A Kid Like Me Across the Sea: A Look into the World of a German Child. Update, 1995. Social Studies Grades 3-4. 2nd Revised Edition. This packet is a primary/elementary instructional package targeted at grades 3-4. The four lessons address physical and cultural geography, basic needs, community services and community helpers, transportation and communication, and political symbols. The materials focus on a comparative U.S./German perspective. The lessons include: (1) "Germany in the World"; (2) "The People of Germany"; (3) "Neighborhoods and Communities in Germany"; and (4) "Political and Cultural Symbols of Germany." Numerous activities accompany each lesson with handouts and transparencies for use. There are 48 transparencies in this packet correlated to the four lessons. (EH)… [PDF]

Blankenship, Glen (1995). Communities and Regions in Germany, Social Studies Grades 3-4. This packet is a primary/elementary instructional package targeted at grades 3-4. The lessons are presented as a travelogue, stressing basic map and globe/geography skills and presenting case studies of communities (cities/towns/villages) across Germany. The materials focus on a comparative U.S./German perspective. The lessons include: (1) "Germany in Numbers: Size, Population, and Landscape"; (2) "The German Landscape"; and (3) "Traveling through Germany." Numerous activities accompany each lesson with handouts and transparencies for use. There are 13 transparencies in this packet correlated to the lessons. The packet also includes an audiotape and 58 colored slides for viewing in the classroom. (EH)…

Clay, Rebecca (1996). Ties That Bind: Family and Community. First Edition. Our Human Family Series. This book examines the cultural universal of family and community from a multicultural perspective. The text is written for juveniles, and includes many color photographs. Chapters include: (1) \Families Are Everywhere\; (2) \The Americas\; (3) \Africa\; (4) \Europe and the Middle East\; (5) \Asia\; and (6) \Australia and the South Pacific.\ The volume concludes with a glossary and a 12-item list of further reading suggestions. (EH)…

Alcantara, Anibal; Aquino, Jaime; Lantigua, Juan A.; Rodriguez, Digna; Soto, Alejandro (1995). From Quisqueya: In Search of New Horizons. Dominican Cultural Heritage Resource Guide. This cultural heritage resource guide has been prepared as a tool for teachers to help them understand the cultural heritage of Dominican students and their communities. The Dominican Republic, which occupies two-thirds of the island of Hispaniola, has a long history dominated by the struggle for independence. In their efforts to create a better life, many Dominicans have left the Dominican Republic to come to the larger cities of the United States, particularly New York, where the Dominican community has established a variety of organizations to support them in their goals. This guide discusses the history, characteristics, and contributions of Dominicans in the United States in the following sections: (1) "The Dominicans in the United States"; (2) "The Aborigines"; (3) "The Spanish Colonization"; (4) "The Introduction of the Africans"; (5) "The 'Espana Boba' and the 'Ephemeral Independence'"; (6) "The Haitian Occupation";… [PDF]

Marusza, Julia (1997). Classroom Multiculturalism: A Closer Look. Educational Foundations, v11 n4 p25-38 Fall. Uses field data gathered in two school districts to explore multicultural activity in social studies classrooms. The focus is on the source, treatment, and incorporation of multiculturalism into the lessons. The study concludes that larger structures, school culture, and teacher and student histories influence multicultural practice. (SM)…

Perez-Stable, Maria (1997). Keys to Exploring Latino Cultures: Folktales for Children. Social Studies, v88 n1 p29-34 Jan-Feb. Argues that the inclusion of ethnic folktales into a social studies unit can reinforce stereotypical assumptions unless it is balanced with accurate and insightful social and cultural instruction. Summarizes and discusses a number of Latino folktales and how they could be used as springboards for appropriate instruction. (MJP)…

Chen, Ang; And Others (1997). Universality and Uniqueness of Teacher Educational Value Orientations: A Cross-Cultural Comparison between USA and China. Journal of Research and Development in Education, v30 n3 p135-43 Spr. Examined the universality and uniqueness of educational value orientations of American and Chinese physical education teachers. Surveys indicated that though there were some differences between cultures, both Chinese and American teachers valued discipline mastery and self-actualization value orientations. (SM)…

Richter, Ingo (1994). Educational Decision Making in Open Societies. Zeitschrift fur Padagogik, v40 n2 p181-91 Mar-Apr. Contends that open societies that lack official ideologies may find it difficult to determine educational objectives. Maintains that new trends in educational policy formation include deinstitutionalization of the educational system, efficiency expectations, multiculturalism, choice, and participation. (CFR)…

Billings, Mary-Michael (1995). Issues vs. Themes: Two Approaches to a Multicultural Art Curriculum. Art Education, v48 n1 p21-24,53-56 Jan. Compares two closely related distinct approaches to art teaching: (1) the issues-oriented approach; and (2) the thematic approach. Contends that the issues-oriented approach to art education supports cultural diversity by emphasizing art's potential to promote political change. (CFR)…

Braun, Joseph A., Jr., Ed. (1994). Global Connections. Media Corner. Social Studies and the Young Learner, v6 n4 p27-29 Mar-Apr. Contends that computers and television have contributed to a sense of global connectedness. Presents reviews of a computer software program and two videotape series that focus on global issues and children in other cultures. Asserts that instructional materials such as these can help reduce ethnocentrism among students. (CFR)…

Mock, Karen R. (1995). Focus on Human Rights. Canadian Social Studies, v29 n4 p2-4 Sum. Maintains that educators have been at the forefront in the quest for equal opportunity. Asserts, however, that there is resistance to recognizing and removing bias from the curriculum and instructional materials. Discusses challenges in implementing inclusive education in Canadian schools. (CFR)…

(1980). Thomas Jefferson High School. Effective Transition of the Bilingual/Bicultural Student. Title VII Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII bilingual program that was conducted at Thomas Jefferson High School in Brooklyn, New York, in 1979-1980 to serve Spanish speaking students. The goal of the program was to facilitate their transition to mainstream classes. The evaluation provides a demographic context, information on student characteristics, and a program description. Instructional components discussed include: (1) programming and mainstreaming; (2) funding; (3) bilingual classes; and (4) English as a second language classes. Non-instructional components covered include: (1) curriculum and materials development; (2) supportive services; (3) staff development; and (4) parental and community involvement. Tables show students' performance on the Criterion Referenced English Syntax Test and achievement in mathematics, social studies, science, native language arts, native language mathematics, and Spanish language. Attendance rates are given and conclusions and recommendations are… [PDF]

Mares, Sharon (1981). Non-Discriminatory Assessment: Formal and Informal Assessment of Limited English Proficient Children. PEOPLE (Pruebas de Expresion Oral y Percepcion de la Lengua Espanol) was developed as a test to help distinguish between a language difference and a language deficit in non English proficient (NEP) and limited English proficient (LEP) elementary Hispanic students. PEOPLE was developed, pilot tested in 14 school districts in Los Angeles County with 136 Mexican American students, and in field testing found to promise validity and reliability after editing. Subtests of PEOPLE include auditory association, sentence repetition, encoding, auditory sequential memory, and story comprehension (sample items of each are given). (CL)…

Neidich, Robert (1980). Bilingual Program Project SELL. Final Report. Project SELL (Spanish/English Language Learning) served 344 limited English speaking (LEP) and 40 non-limited English speaking (non-LEP) students from intermediate and junior high schools in Queens, New York. Non-LEP students acted as role models for LEP students to assist in the improvement of English language skills while LEP students acted as role models in Spanish language and culture classes. Bilingual support personnel were available for LEP students. LEP students who achieved proficiency in English were transferred out of the program while receiving additional academic support services. LEP students were mainstreamed in all subject areas. A team of guidance counselors and family assistants supported pupil adjustment and parent involvement. The program was evaluated through a questionnaire which asked school principals to identify the strengths and weaknesses of Project SELL and through evaluator observations. The evaluator found that the program operated in a superior manner…. [PDF]

Ewanyshyn, Eugene (1978). Evaluation of a Ukrainian-English Bilingual Program, 1976-1977. An evaluation study is presented of a primary grades Ukrainian-English bilingual program. The study focuses on three areas: (1) pupil academic achievement; (2) pupil cultural achievement; and (3) the perceptions of relevant groups concerning the bilingual program. One hundred forty-eight students in grades one, two, and three were matched with control groups on the following variables: grade, sex, age, primary mental ability score, and socio-economic status. The major findings indicated that student achievement in the bilingual program matched that of students in the regular program in English language arts and mathematics. Test results and perceptions of teachers and parents showed that students made significant progress in learning the Ukrainian language and understanding Ukrainian culture. Parents and teachers indicated that program objectives were generally appropriate and were being achieved to a large extent. Teachers expressed a need for further in-service training and for…

(1978). A Guide to Decision Making for Bilingual Vocational Materials Development. One of two publications developed to facilitate bilingual vocational training, this guide is designed to assist educational agencies at the national, state, and local levels in determining priorities for development of materials needed for bilingual vocational training programs. (CE 019 071 contains a handbook for developers of bilingual vocational instructional materials.) The information is divided into four chapters. Chapter 1 discusses the process of identifying appropriate language groups. Chapter 2 provides guidelines for selecting appropriate vocations for which bilingual materials should be designed. Overall curricular concerns (the entire course of instruction or program, including methodologies, techniques, and materials) are addressed in chapter 3. Chapter 4 summarizes recommendations which are discussed throughout the guide. Some additional conclusions relevant to the development and dissemination of bilingual vocational materials are also included. (BM)…

Douglass, Malcolm P., Ed. (1977). Claremont Reading Conference 41st Yearbook: All Things Considered…; Proceedings of the Claremont Reading Conference (44th, Claremont, California, January 1977). The articles in this collection approach the question of what is fundamental in reading in a variety of ways. The topics covered in the 30 articles include the following: teaching and learning, structural imagination and professional staff development, Zen and the art of reading, learning and learning disabilities, Piaget and Hamlet, the political economy of education, neurometric assessment of learning disabilities, uses of popular culture in the multicultural classroom, criterion-referenced tests and the reading miscue inventory, family patterns of reading problems, the teacher's role in the process of prediction, survival literacy, nature study, and managing the educational technology. Notes on the contributors are appended. (FL)…

Sung, Robert (1978). Fa Keih Reading Series. Teacher's Guide, Book 1. This Teacher's Guide is intended to accompany Book One of the series which is designed primarily for students who are interested in continuing to learn Chinese in a Chinese bilingual pilot program at the secondary level. For each lesson, the guide includes the following: (1) an introduction to the writer; (2) a summary of the lesson; (3) a description of the author's writing style; (4) answers to exercises; (5) suggestions for teaching the lesson; and (6) other pertinent information. The objectives of the series include cultural and affective objectives as well as those directly connected with learning language skills. (Author/AMH)…

Rodgers, Raymond (1968). Prepared Text of Remarks at the French-Acadian Conference of the Louisiana Department of Education (1st, January 20, 1968). An outline of the implications for the Louisiana bilingual program of the Quebec-Louisiana Agreement on Cultural Cooperation is presented. In December 1967, a submission was addressed to the State Superintendent and also to the Special Legislative Committee, proposing a partial revival of the use of French as a language of instruction in Louisiana, particularly in Acadiana (Acadia). It is now, the author points out, "the stated policy of the United States Government to preserve special language potential within the country, with a view to furthering this nation's business abroad." South Louisiana, with its "large oral-Francophone population," he feels, "is in an excellent position to serve the United States in this respect, if we develop our potential to include widespread knowledge of the written language." The author comments briefly on the state agencies and institutions which have expressed interest in a bilingual program and closer relationships… [PDF]

MacLean, Edna Ahgeak (1974). Savaaksrat I (Workbook I). This primary-level workbook is part of a series of materials developed for beginning reading instruction in Barrow Inupiaq. It is designed to accompany the reader entitled "Suva Una," also in the series. Each page consists of an illustration from "Suva Una" and lined spaces for writing exercises. (AM)…

(1974). Educational Needs of Children from Minority Groups. This paper proposes measures for policy implementation to meet the educational needs of minority group children from "New Commonwealth" (newly independent) countries residing in England. An admission of the importance of education of these children, the need for more resources to be made available to them, and the extent to which these children's needs and those of the indigenous community are similar are stated to be relevant considerations. The main results of systematic research findings and experience in multi-racial schools are given along with the main implications for action and research. Specific recommendations submitted include requests for additional resources from central government, the establishment of a national policy for deprived urban areas, several programs for local education authorities (such as advisory teams on multi-racial education, multi-racial curricula development, and assessment in multi-racial schools), and teacher training with the adoption… [PDF]

Epstein, Erwin H., Comp. (1970). Politics and Education in Puerto Rico: A Documentary Survey of the Language Issue. This compilation, which is divided into three parts, brings together essays and documents representing a wide variety of views of the language question, especially as that issue relates to prospects for statehood and independence. Part 1 provides a general overview of the school language issue and evaluates the role that North American leaders play in fostering Puerto Rico's ambivalent nationality. In the opening essay, Gordon Lewis expresses the separatist's suspicion of English instruction. That the goals of language instruction have indeed been tied to the vagaries of political status is suggested in Secretary of Interior Harold Ickes' celebrated letter of May 22, 1943. Part 2 focuses on the significance of having English as the principal medium of instruction in many private schools. Commonwealth status has been accompanied by an increased stress on English in many private schools and a rapidly growing gap in quality and emphasis between public and private education. Roman…

Purnell, Richard F. (1973). Portuguese-English Bilingual Test Development (Providence, Rhode Island, FY 1973). Final Report. This report discusses the work accomplished during fiscal year 1973 by the Providence Portuguese-English Bilingual Test Development Project, the purpose of which was to develop a series of ability tests useful to Portuguese-English programs. English as a second language (ESL) and Portuguese as a second language (PSL) achievement test videotapes were revised and produced in final form. Procedures for providing empirical information about the reliability and validity of the achievement tests were established and implemented. Four activities for fiscal year 1974 were recommended: (1) improved versions of the aptitude tests and a user's are to be prepared; (2) teachers are to be trained in the use of the tests; (3) a training tape is to be produced for the administering of the aptitude tests and for the collecting of the second-stage data; and (4) reporting of the analyses of the data should be incorporated into the manuals. An appendix contains sample items from the ESL and PSL…

(1969). Catalogo de peliculas educativas y otros materiales audiovisuales (Catalogue of Educational Films and other Audiovisual Materials). This catalogue of educational films and other audiovisual materials consists predominantly of films in Spanish and English which are intended for use in elementary and secondary schools. A wide variety of topics including films for social studies, language arts, humanities, physical and natural sciences, safety and health, agriculture, physical education, and vocational training is classified by film type. Overhead transparencies, overlays, 8mm, 16mm, and 35mm film are further subclassified according to student age and interest factors. Relevant acquisition data are included. (RL)… [PDF]

Ohannessian, Sirarpi, Ed. (1969). English for American Indians: A Newsletter of the Office of the Assistant Commissioner for Education, Bureau of Indian Affairs, United States Department of the Interior. Spring, 1969. This newsletter is third in a series of publications by the Bureau of Indian Affairs, prepared and edited by the English for Speakers of Other Languages Program of the Center for Applied Linguistics. While the first two issues (AL 001 671 and AL 001 819) were concerned with the teaching of English to elementary and kindergarten children in BIA schools, this issue focuses on the problems of intermediate and advanced secondary school students, with special emphasis on the teaching of composition and written English. The first article, "Breaking Down Your Writing Goals," by Gerald Dykstra, discusses attainable "sub-goals." The first step, or sub-goal, on the way to developing written skill in English is the corollary of simple repetition in oral work–the copying of one entire title and paragraph without error. Following steps include substitutions, transformations, reductions, expansions, completions, additions, revisions, commentary, and creations. "The… [PDF]

(1967). The Mexican American, A New Focus on Opportunity. Testimony Presented at the Cabinet Committee Hearings on Mexican American Affairs (El Paso, Texas, October 26-28, 1967). Statements presented at the Cabinet Committee Hearings' on Mexican American Affairs by 52 men and women of divergent backgrounds and professions on the problems facing Mexican Americans are given. The topics covered are in the areas of agriculture; labor; health, education, and welfare; the war on poverty; and the general improvement of the economic and social conditions of the Mexican American. Positive attitudes and action for consideration and incorporation into governmental policy and social structure are reflected in their testimony. (CM)… [PDF]