Allen, Mary; Blackwell, Deborah (1993). Cultural Differences Taught through a Regional Holiday. Social Studies and the Young Learner, v6 n2 p9-12 Nov-Dec. Asserts that studying regional holidays provides an opportunity to teach about the multicultural nature of the United States. Describes the background and history of the Mardi Gras holiday in New Orleans (Louisiana). Provides individual and group activities for teaching about Mardi Gras and includes suggested resources. (CFR)…

Allen, Calvin H., Jr. (1996). A Critical Assessment of Textbooks for Middle Eastern History. Teaching History: A Journal of Methods, v21 n1 p22-25 Spr. Discusses the strengths and weaknesses of Middle Eastern history textbooks appropriate for college instruction. Reviews the textbooks in terms of coverage, how current is the information, and style and content. Provides a wealth of background information. (MJP)…

Crabb, Ruth (1996). Working with Hassan. Multicultural Teaching, v14 n2 p22-25 Spr. The action research case study of the introduction of a Somali refugee child to a London (England) primary school illustrates the importance of finding ways to communicate with the child, who spoke no English, and preparing the other students to accept cultural and linguistic difference. (SLD)…

Ladson-Billings, Gloria (1996). Silences as Weapons: Challenges of a Black Professor Teaching White Students. Theory into Practice, v35 n2 p79-85 Spr. Discusses ways to interpret student silence, highlighting a black professor's experiences teaching white students. Student silence is likened to political situations in which people who feel disenfranchised by the process do not vote, which is a political statement in itself. The importance of not ignoring student silence is emphasized. (SM)…

Leicester, Mal (1993). Race for a Change in Continuing and Higher Education. The Cutting Edge Series. Race and ethnicity can be forces for change. Increased attention to ethnicity issues in continuing and higher education in Great Britain would lead to changes in the structure and content of continuing education. Continuing education itself would then serve as a change agent across the university system by providing an antiracist model for other university departments. The beginnings of this trend toward continuing education departments serving as catalysts for change throughout the entire university system are evident in an analysis of the antiracist developments that have taken place since the 1988 University Council for Adult and Continuing Education (UCACE) survey of existing provisions for minority ethnic communities by university continuing education departments. The following issues must be taken into consideration in attempts to transform continuing and higher education into antiracist institutions: provision of better access for mature students, including blacks; improved…

(1978). Grade 3: Indians–Past and Present. Allegany County–Past and Present. The curriculum guide presents a working draft of the third grade component of a K-6 social studies program using the expanding environments approach which was developed by the Allegany County Board of Education in Maryland. The overall objective is to help teachers assist their students in gaining the understanding needed to deal with the problems of a complex society. The bases for each unit are three goals development of social science concepts, skills, and social attitudes), and six conceptual statements relating to ethnic heritage studies; family life; and citizenship, career, consumer, and environmental education. The key question/suggested activity format involves students in gathering and organizing data, and in analyzing content and implications. The third grade unit is presented in two sections. Section I studies the Shawnee Indians, covering the way they lived and their contributions to the culture and life style of the settlers of Allegany County. Activities deal with the…

(1978). Grade 5: United States–Our Expanding Nation. United States–Interdependence of Regions. The curriculum guide presents a working draft of the fifth grade component of a K-6 social studies program using the expanding environments approach which was developed by the Allegany County Board of Education in Maryland. The overall objective is to help teachers assist their students in gaining the understanding needed to deal with the problems of a complex society. The bases for each unit are three goals (development of social science concepts, skills, and social attitudes), and six conceptual statements relating to ethnic heritage studies; family life; and citizenship, career, consumer, and environmental education. The key question/suggested activity format involves students in gathering and organizing data, and in analyzing its content and implications. The fifth grade unit is presented in two sections. Section I covers the expansion period in U.S. history, studying biographies of people who contributed to the development of the country. Activities focus on the reasons for the…

Rosebery, Ann S.; Warren, Beth (1993). Equity in the Future Tense: Redefining Relationships among Teachers, Students, and Science in Linguistic Minority Classrooms. Working Paper 1-93. This paper discusses teaching science to language minority students and describes work with linguistic minority children and their teachers. A key goal of this work is to create scientific sense-making communities in the classroom that parallel science as it is practiced in the world. Following a critique of current practice in science education, the paper explores what conditions are necessary to create classroom communities of scientific sense-making. This is followed by a look at a new approach to teacher development based on the belief that the teacher, whether bilingual, English-As-A-Second-Language, or science specialist, is critical to creating communities of scientific sense-making. Also discussed is the role of discourse appropriation in teacher development, with an example of teachers and students reviewing a homework assignment on acids and bases. A case study of one teacher's experience of learning science in order to teach science illustrates the nature and complexity… [PDF]

Greene, Judy (1995). Students Upgrading through Computer and Career Education System Services (Project SUCCESS). Final Evaluation Report 1993-94. OER Report. Students Upgrading through Computer and Career Education System Services (Project SUCCESS) was an Elementary and Secondary Education Act Title VII-funded project in its fourth year of operation. The project operated at two high schools in Brooklyn and one in Manhattan (New York). In the 1993-94 school year, the project served 393 students of limited English proficiency who had Spanish or Chinese as their native language. They received instruction in English as a Second Language (ESL), native language arts (NLA), and the content areas of mathematics, science, and social studies. Staff development and parent participation components were included. Project SUCCESS met its objectives for Chinese NLA content area, American culture and citizenship, cultural pride, attitude toward school, career development, attendance, dropout rate, staff development, and curriculum development. While the ESL objective was partially met, Spanish NLA and staff enrollment objectives were not. Administering… [PDF]

Brooks, Elizabeth (1995). Guide to Teaching Materials on Japan. Revised Edition of the 1994 Database of Teaching Materials on Japan. This booklet is the printed version of an on-line database of teaching materials on Japan. The book is divided into four parts. Each part contains bibliographic information on resources for teaching about Japan at specific grade levels or subject areas. Part 1, "Elementary School Materials," includes: (1) "Art Education"; (2) "Geography"; (3) "Global Education"; (4) "Japanese Language"; (5) "Language Arts"; and (6) "Social Studies." Part 2, "Secondary School Materials," contains: (1) "Art Education"; (2) "Economics"; (3) "Geography"; (4) "Global Education"; (5) "Japanese Language"; (6) "Language Arts"; (7) "Social Studies"; and (8) "World History." Part 3, "K-12 School Materials," includes: (1) "Art Education"; (2) "Economics"; (3) "Geography"; (4) "Global Education";… [PDF]

Carrasquillo, Angela (1996). Preparing All Classroom Teachers To Educate a Linguistically and Culturally Diverse School Population. As the United States school population becomes more linguistically and culturally diverse, teachers are challenged to provide full access, equality of instruction, and appropriate learning environments to all students. It is estimated that more than 20 percent of the 45 million school-age children live in households in which languages other than English are spoken; 6 million are from Spanish speaking households. At the same time, only 12 percent of public school teachers and administrators are minorities and that number is expected to decrease; only 18 percent of elementary and 13 percent of secondary teachers have training to work with minority students with limited English proficiency. One key approach to improving the low achievement of linguistically and culturally diverse students is to emphasize training new teachers in strategies that focus on improving cognitive processes used in critical thinking, problem solving, and decision making. Also, teachers need to integrate… [PDF]

Evans, Ronald W., Ed.; Saxe, David Warren, Ed. (1996). Handbook on Teaching Social Issues. NCSS Bulletin 93. This handbook explores the issues-centered curriculum for social studies teaching and how student performance reflects an intellectual capacity to address public issues. The book is divided into 11 parts with essays to address specific aspects of the approach. The foreword, written by Shirley Engle, establishes a context for issues-based curriculum. Essays include: \Defining Issues-Centered Education\ (Ronald W. Evans; Fred M. Newmann; David Warren Saxe); \Building a Rationale for Issues-Centered Education\ (Anna S. Ochoa-Becker); \The Engle-Ochoa Decision Making Model for Citizenship Education\ (Rodney F. Allen); \Using Issues in the Teaching of American History\ (David Warren Saxe); \World History and Issues-Centered Instruction\ (Richard E. Gross); \Issues-Centered Approaches to Teaching Geography Courses\ (A. David Hill; Salvatore J. Natoli); \Issues-Centered Global Education\ (Merry M. Merryfield; Connie S. White); \An Approach to Issues-Oriented Economic Education\ (Beverly J…. [PDF]

Clarke, John R. (1997). What Should Drive Educational Equity and Student Diversity in Australian Higher Education? Social Responsibility Versus Reporting Obligation. AIR 1997 Annual Forum Paper. The current approach to promoting educational equity in universities in Australia is substantially flawed. Through the "equity framework," the Australian university community sector has been compelled to involvement with educational equity through government pressure that has included financial incentives and legislation. Six groups have been identified as disadvantaged: people from socio-economically disadvantaged backgrounds, Aboriginal and Torres Strait Islander people, women, non-English speakers, people with disabilities, and people from rural or remote areas. To date, the basis for promoting educational equity in Australian universities has been overly reliant on compulsion, as expressed through pressure from government or legislation; and on arguments of social justice which generate more debate than commitment. University planners should promote educational equity based on its importance to the future social and economic development of Australia. Such… [PDF]

Lyle, Sue; Roberts, Maggy (1988). An Arctic Child. An Active Learning Pack for 8-13 Year Olds. This resource packet includes: a teacher's guide; reproducible student worksheets; student activity cards; a simulation game; and a picture book, "The Gifts of 'Kaila.'" The materials are organized in three parts. Part one aims to help students understand something of the beauty and magnificence of the Arctic. Introductory activities include art and craft work, model making, and use of picture books. The second part investigates the historical background of European involvement in the Arctic region. Through the simulation game, "Life in the Barrens," knowledge and understanding of the Arctic ecosystem is reinforced and extended. Through role playing, the influence of whaling ships and industry upon the sea dependent lives of the Inuit is analyzed. A contemporary Sami child living in Samiland in Norway is studied in the third section. Present-day influences and threats upon the indigenous Sami way of life are considered. In addition to background information and…

Person, William A.; And Others (1992). Evaluation of a Program Focusing on Teaching Strategies for Culturally Diverse Students. A critical challenge facing educators today is meeting the needs of culturally diverse school populations. Since 1989, Mississippi State University has provided a summer institute, Strategies for Instructing Culturally Diverse Students, in which selected Mississippi elementary and secondary teachers have identified strategies for addressing the educational needs of culturally diverse students. The study described in this paper was conducted to determine the extent to which institute participants have implemented strategies for working with culturally diverse students in classrooms and school districts. A sample of institute "graduates" (N=57) completed a questionnaire which provided demographic information, primary responsibilities, years of experience in education, gender, level of education, and race. The "graduates" also indicated the extent to which they had implemented strategies identified and studied in the institute. Preliminary results suggest that… [PDF]

(1989). Cutter-Skidder Operator. Competency-Based Training Standards = Conducteur de Debusqueuse-Abatteur d'Arbes. Normes de formation professionnelle basees sur les aptitudes. This bilingual document contains standards that are based on industry-specific skills identified by labor and management representatives of the forest products industry, successful achievement of which results in issuance of a cutter operator, skidder operator, or cutter-skidder operator Canadian certificate of qualification. With French on all left-hand pages and English on all right-hand pages, the document begins with forms on which to collect student employment data. An introduction describes the standards as consisting of the following elements: (1) competencies that make up the cutter-skidder operator skilled occupation and that are necessary for safe, efficient, and productive job performance; (2) general performance objectives that summarize the related skills of the cutter-skidder operator skilled occupation in behavioral terms and state the conditions and required performance criteria; and (3) specific performance objectives that describe the individual occupational skills…

Humlicek, Jean A. (1988). Oral Vocabulary Development Program for a Transitional First Grade Program. This report describes the implementation and evaluation of a 12-week oral vocabulary development curriculum for use with transitional first graders. The transitional first grade is a class between kindergarten and first grade to provide students with an extra year of academic instruction to learn the skills needed to enter first grade. A natural language approach was used to introduce 104 words to a class of 19 inner-city English-speaking, limited-English-proficient (LEP) Spanish-speaking, and bilingual Spanish-speaking students. The teacher presented daily 20-minute lessons. Pre- and post-implementation vocabulary ages were measured using the Peabody Picture Vocabulary Test-Revised (PPVT-R). Pretest vocabulary ages ranged from 2 years and 0 months to 5 years and 4 months. When compared to posttest scores, the students demonstrated an average vocabulary age gain of 11 months. Individual student improvement ranged from 3 to 22 months. A list of 25 references, an 8-item annotated…

(1986). Park West High School Vocational and High School Equivalency Bilingual Program 1985-86. OEA Evaluation Section Report. The Vocational and High School Equivalency Bilingual Program helped students with limited English proficiency develop their English language skills enough to enable them to participate effectively in mainstream classes and compete successfully in the United States labor market. During 1985-86 the program provided English as a second language and bilingual content-area instruction to 229 students in grades 9 to 12. The program functioned as a mini-school within Park West High School in New York City. Major emphasis was on mainstreaming students into one of the vocational mini-schools or onto an academic track. Support services included guidance, academic and career counseling, school and outside referrals, and family contacts provided by a guidance counselor, family assistant, resource teacher, grade advisor, and project coordinator. Quantitative analysis of student achievement data indicated that the percentage of students mastering one CREST (Criterion Referenced English Syntax… [PDF]

Narvaez, Dabney; Volk, Dinah (1983). Turn Allocation and Requestives: Two Aspects of Communicative Competence in a Bilingual Early Childhood Classroom. Final Report. This study examines natural language use in the bilingual, early childhood classroom in the context of: (1) functional patterns of requests and turn allocators used by Spanish-speaking children; (2) formal patterns of requests and turn allocators used by Spanish-speaking children; (3) the use of language alternation to make requests and allocate turns; and (4) the influence on requests and turn allocation of the children's speech partner (teacher or child), language dominance of the speech partner (Spanish or English), and the activity in which they are engaged. Results show the intimate relationship between classroom language use and all other factors influencing a child's daily existence. Use of functional and formal language was marked by both general similarity and appropriate variation in context, and suggests that in a classroom where a variety of language functions are encouraged, children's formal language knowledge is stimulated. Findings on language alternation suggest… [PDF]

(1978). My Ojibwe Name Is… Although suitable for students of all ages, this illustrated resource booklet is specifically intended to help teach young children the Ojibwe names of 19 familiar domestic and wild animals. Three brief, simple English sentences offer clues describing an animal, and these are followed by a final sentence stating the animal's Ojibwe name. The facing page provides a line drawing of the animal suitable for reproducing and coloring by the student. The booklet includes the raccoon (ay-si-bun), bird (bi-nay-shee), deer (wah-wash-kay-shee), squirrel (ah-ji-dah-moo), eagle (mee-gi-zee), wolf (mah-eeng-gun), pig (goo-koosh), fish (gee-goo), porcupine (gog), duck (zhee-sheeb), skunk (shi-gog), beaver (ah-mik), owl (koo-koo-koo-oo), dog (ah-ni-moosh), buffalo (mah-shko-day-bi-zhi-kee), bear (mah-kwah), horse (bay-bay-zhi-goo-gah-zhee), cat (gah-zhah-gayns), and rabbit (wah-booz). (NEC)…

Buteau, M.; Gougeon, H. (1985). Evaluation of the Bilingual Kindergarten and Follow-Up Programs, St. Joseph Elementary School, Town of Mount Royal (1979-1984). Submitted to the St. Croix School Commission. Final Summary Report = Evaluation des Programmes Experimentaux de Maternelle Bilingue et de Continuation, Ecole Primaire Saint-Joseph, Ville Mont-Royal (1979-1984). Soumis par la Commission Scolaire Sainte-Croix. Rapport Recapitulatif. Results are presented of a five-year evaluation of an experimental bilingual kindergarten and elementary program with instruction in French for native English-speakers, including information about the program's design (including materials and teaching activities) and student achievement. It was found that the participating children profited from the experience, and that the class composition, including a few native French speakers, provided a good climate for sensitization to a second language. The year-end pupil proficiency was comparable to that of students in a reception class in a French language school. After the bilingual kindergarten experience, the pupils' French proficiency decreased without further instruction, but remained higher than that of English-language program pupils. By grade 4, the former bilingual program pupils did not have as positive an identification with French language and culture as anticipated. Although teachers found some program deficiencies, both…

Baecher, Richard E.; Coletti, Charles D. (1986). Two-Way Bilingual Programs: Implementation of an Educational Innovation. SABE Journal, v2 n1 p42-58 Spr. A two-way bilingual program, in which limited-English-speaking Hispanic students and English-proficient students provide reciprocal language-learning experiences, was implemented in a Port Chester, New York elementary school. The program's features included a combined second/third grade, two classes (one limited-English-proficient and one English-proficient), a transitional language development sequence, team teaching, individualized instruction, adaptive planning, and parental involvement in training workshops and school-related affairs. First-year results of a sign test of instructional outcomes and the My Class Inventory of classroom environment are strongly supportive of the benefits of a two-way bilingual program. A strong working relationship between administrators and teachers was found to be essential to program success. (MSE)… [PDF]

Valencia, Atilano A. (1983). Psychological Perspectives in Second Language Development. Four commonly used approaches to teaching English as a second language to limited English proficiency and non-English proficiency students have both advantages and disadvantages. The Natural Approach is based on children's acquisition of speech sounds and oral proficiency through spontaneous interaction in a natural environment. Although a natural environment is hard to duplicate in the classroom, teachers can approximate a natural setting with objects, plants, and stimuli corresponding to the children's developmental stages. The Stimulus-Response-Reinforcement Approach involves a structured and sequenced series of lessons enabling the teacher to model increasingly complex language elements. The teacher uses audio-visual aids and gestures as stimuli to elicit responses and extend immediate reinforcement. Critics call the approach structured, mechanical, and restrictive of natural oral expression. Advocates think it ensures appropriate second language progession and reduces…

Gourgey, Annette; And Others (1984). Computer-Assisted Instruction Evaluation Report, 1983-1984 School Year. DRET Report No. 21. Designed to improve student achievement in reading, language arts, and mathematics, the computer-assisted instruction (CAI) program in the Newark, New Jersey, schools comprises a regular component for remedial and average-achieving students, an enrichment component for higher achieving students, and a bilingual component for students having limited proficiency in English. An evaluation of the program's effectiveness showed that: (1) the regular CAI program for mathematics and reading was more beneficial for students qualifying for remedial services than for average achievers; (2) the most effective management strategies were affective encouragement in reading and coordinated instruction in mathematics; (3) elementary students in the enrichment program scored higher in vocabulary but not in reading comprehension than nonparticipants; (4) students in the mathematics enrichment program scored higher than nonparticipants in both math computation and concepts and applications; (5) ninth…

Mehan, Hugh; And Others (1985). Computers in Classrooms: A Quasi-Experiment in Guided Change. Final Report. This report describes a curriculum development program designed to address three problems associated with computer use in the schools: underutilization of the computer capabilities by overemphasis on basic skills instruction; stratified access to computers, or inequitable access based on race, sex, or income; and emphasis on teaching computer programming when the skills needed for the workplace are much more diverse. This project involved the systematic introduction of computer curricula in language arts and mathematics to students in grades 2-6. One classroom was part of a designated bilingual program, two others had a number of students who spoke Spanish as a first language, and one was designated as a Chapter 1 classroom. The report is presented in nine chapters: (1)"Introduction" (Hugh Mehan); (2) "The Classrooms" (Marcia Boruta, Ann Marie Newcombe, Marti tum Suden, and Christina Drale); (3) "Microcomputers and Classroom Organization: Some Mutual… [PDF]

(1986). Project BITEC 1983-84. New Utrecht High School. OEA Evaluation Report. Project BITEC offers instructional, resource, and supportive services to four different populations of limited English proficient (LEP) students from China, Vietnam, Latin America, and Italy at New Utrecht High School in Brooklyn, New York. The project provides a technological/computer, secretarial, and industrial arts program intended to complement the regular program of academic studies. The project's overall goal is to facilitate students' completion of high school and the acquisition of one or more vocational skills at an age comparable to that of their English-speaking peers. Development activities for staff and parent involvement activities are important components of the project. In 1983-84, the first year of funding, Project BITEC reached 415 students, Grades 9-12. Forty-one percent were native speakers of Spanish, and 32 percent were Italian-speaking. An assessment of first year data found that project objectives were achieved in English reading and comprehension, as well…

Carrasquillo, Angela L. (1982). A Descriptive Study of Spanish Reading Proficiency and Training among Bilingual Elementary School Teachers. The knowledge and training of 80 bilingual elementary school teachers in the areas of Spanish language, reading skills, and reading methodology were studied. The teachers met the following criteria: they were bilingual (English and Spanish), they were licensed and currently teaching in New York City, and they had been exposed to the teaching of reading for at least 2 years in public elementary schools. It was found that the teachers had a reasonable understanding of the Spanish language in terms of philosophy, history, phonology, lexicon, morphology, and syntax, and they showed slightly less knowledge in Spanish reading skills. They appeared to have minimum competencies in Spanish language knowledge and Spanish reading skills and were not well prepared in Spanish reading methodology. Self-report information generally indicated that training in Spanish reading had been inadequate. Teachers were able to partially identify skills such as word recognition, comprehension, evaluation and… [PDF]

(1982). Linguistic and Cultural Backing for Immigrant and Minority-Group Children of Pre-School Age. Findings of the Committee on Linguistic Minorities among Children of Pre-School Age. Summary. A summary of the findings and recommendations of the Swedish Government's Committee on Linguistic Minorities among Children of Preschool Age is provided in this report. The first six chapters supply background material. Chapter 1 describes the target group and its estimated size, and suggests new definitions for use in native language backing schemes. In Chapter 2, social and cultural conditions affecting immigrant and minority children are described. Questions relating to language development and multilingualism are discussed in Chapter 3. Chapters 4-6 outline the past development of native language training at preschool level. Chapter 7 defines the proposed objectives of native language backing programs, both in and out of school. The remaining chapters deal with the following topics: (8) investigatory visits and related activities, language registration, and planning of native language programs by local authorities; (9) children not brought up as Swedish-speakers in hospitals or…

Bianchi, Gary; Bianchi, Maria Eugenia Matute (1974). Una Perspectiva de Mexico: Its People, Places and History. Evolving from a general commitment to the goals of cultural pluralism and bicultural education, this portfolio of 24 full color and halftone photographs aims to reinforce those curricular objectives which emphasize a respect for the value and individuality of different cultures and groups, affirm the right of an individual to maintain a bicultural identity, and encourage a respect for and cultivation of bilingualism and multiculturalism. Depicting both the timeless and modern aspects of Mexico, the series' conceptual framework deals with the complexities of the cultural and historical interactions of the Indian, Spaniard, and Mestizo in Mexico. Printed on heavy paper stock (11″ x 14″) and suitable for display purposes, each print includes a text in English and Spanish. Related historical themes and concepts and topics for discussion are suggested. Topics are: the Aztec Calendar; a Chamula weaver; selling gum and newspapers; a colonial kitchen; faces of Mexico; a family…

Sirgado, Isabel Cid (1981). District 30 Queens. Chapter 720. Greek-English, Korean-English. Final Report. This is an evaluation of the bilingual program in District 30, Queens, New York City during 1979-1980. The report states that the program was designed to aid the educational and cultural development of Greek and Korean speaking limited English pupils in grades K-6. Program objectives are listed as achievement gains in students' English speech and comprehension, native language proficiency, social studies, science, and mathematics performance, and increased student participation in classroom activities and extracurricular activities. Pretest and posttest scores show that the first three objectives were met and teachers' ratings reveal increased student involvement. Notes from several classroom observations are provided and teacher training, parent activities, and the Parents Advisory Committee are discussed. (APM)… [PDF]