(1989). The Effects of School Reform on Black and Latino Students in Los Angeles County. Report on a Public Hearing by the Los Angeles County Commission on Human Relations. This publication reports on a hearing concerning the relationship between educational reform and the educational problems of Black and Latino students in Los Angeles County. Findings include the following: (1) while over 70 percent of students countywide are minority group members, fewer than 30 percent of teachers are from these groups; (2) most poor students and students of color lack access to resources that are believed to make a difference in learning; (3) with rare exceptions, students placed in low-ability groups continue in these groups and drop out at alarming rates; (4) school reform has emphasized college preparation at the expense of students who pursue occupational training, enter military service, or immediately seek jobs; (5) the need to teach English to students while simultaneously keeping them on an academic par with their age group has increased dramatically with recent immigration; (6) the few model classrooms and schools in communities of color are mostly…

Gittinger, Jack D., Jr. (1986). Mobile Computer-Assisted-Instruction in Rural New Mexico. The University of New Mexico's three-year Computer Assisted Instruction Project established one mobile and five permanent laboratories offering remedial and vocational instruction in winter, 1984-85. Each laboratory has a Degem learning system with minicomputer, teacher terminal, and 32 student terminals. A Digital PDP-11 host computer runs the TOAM operating system. Originally developed for Israel's culturally diverse immigrants in educationally isolated rural areas, the Degem system courseware was selected for its relevance to the basic skill remediation needs of rural New Mexico's multi-ethnic population. Courseware emphasizes mathematics, English as a second language, and reading through drill-and-practice and diagnostics. Introductory courseware in electricity, typing, algebra, sciences, and geometry was added. Each student receives individualized lessons at each session, based on initial placement results and subsequent performance. Instructors can print reports pinpointing a…

Belcher, James O.; Warmbrod, Catharine P. (1987). Literacy Enhancement for Adults. OPTIONS. Expanding Educational Services for Adults. This monograph is part of OPTIONS, a packaged set of materials developed to provide postsecondary administrators, program planners, curriculum developers, counselors, and instructors with up-to-date, reliable information. This volume and two other monographs are intended to enable counselors and instructors to establish and conduct special services to meet the learning and career needs of adult populations. This publication provides the literacy enhancement program planner with the demographic information, program development considerations, and remediation strategies needed to implement a successful program. Part I discusses the characteristics of illiterate speakers of English. An examination of employers' literacy competency needs results in a checklist of literacy competencies required for entry-level employment and for career advancement. Guidelines for assessing the basic skills of literacy program clients are presented along with criteria for selecting instructional materials… [PDF]

(1980). Bilingual Vocational Dental Assistant Training. Program Performance Report, Final, August 15, 1979-August 14, 1980. In addition to a 20-page program narrative, this report provides materials from a bilingual vocational dental assistant training project (1979-80). These program accomplishments are discussed: curriculum, English as a Second Language (ESL), student performance, in-service training, and languages and cultures represented. Major activities and events are also enumerated. Program problems considered include English comprehension and communication, study habits, and enrollment decline. Other topics covered are publicity, dissemination, and progress on data collection and evaluation. The employment service and student projects are also described. Appendixes include teacher evaluations of student bilingual oral hygiene presentations, list of students and languages and cultures, copies of articles publicizing the program, and program brochure. Three exemplary copies of one student project, the Plaque Control Notebook, are provided in both English and Spanish, Japanese, and Chinese. An…

Welch, Richard O. (1977). Academic Achievement of Mexican American Students: The Edgewood School Plan. A five-year bilingual, bicultural program, part of the Experimental Schools Program, employed by the Edgewood Independent School District, San Antonio, Texas, was designed to enhance the affective characteristics of the predominantly Mexican American student population, to train teachers to avoid socioeconomic and cultural biases, and to improve the academic achievement of the students. Measurement of the program impact was conducted yearly in language, mathematics, science, social studies, reading, and study skills through a quasi-experimental research design, wherein the treatment schools were matched with comparison schools where students had similar socioeconomic status, affective characteristics, and standardized test achievement scores. Annual comparison scores were collected from both groups over a four-year period, with some significantly higher scores in the treatment groups attributed to particular subjects and grades where treatments were employed. However, the general…

Lange, Drexel D.; And Others (1977). Annual Evaluation Report for Migrant Programs, Fiscal Year 1976 (School Year 1975-76) [Iowa]. During fiscal year 1976, 5 school districts conducted special educational activities for 386 migrant children. Although each local educational agency (LEA) approached the migrant child's educational problems differently, the individualized instruction concept was central in all programs. Standardized testing, Migrant Student Record Transfer System printouts, and teacher judgement determined the grade level instructional activities. Normal age-grade criteria was used for grade classification during the regular school term; during the summer, instructional grouping was established by attainment level with the actual age range limited to a 3-year differentiation. Although summer programs were integrated with the regular Title I summer programs in the morning, afternoon sessions were for migrant children only and included such enrichment activities as art, swimming, field trips, and social activities. Coordination with other programs concerned with the migrant's problems was maintained….

Beardsmore, Hugo Baetens; Kohls, Juergen (1988). Immediate Pertinence in the Acquisition of Multilingual Proficiency: The European Schools. Canadian Modern Language Review, v44 n2 p240-60 Jan. The structure and programs of the multilingual European Schools network are outlined, focusing on the role of language in the curriculum. The schools' linguistic outcomes are compared with those of Canada's immersion programs. The use of social engineering to foster multilingual contacts is discussed. (MSE)…

Christian, Cinda; Garland, Marshall (2007). State Compensatory Education, 2005-2006. Publication Number 05.15. Online Submission State Compensatory Education (SCE) is a supplemental program in Texas designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995), and all other students. This report examines the results for the State Compensatory Education program for at-risk students in AISD for the 2005-2006 school year…. [PDF]

Paratore, Jeanne R.; And Others (1995). Teaching Literacy to Bilingual Children: Effective Practices for Use by Monolingual and Bilingual Teachers. This paper addresses the educational needs of children who speak English as a Second Language (ESL) and considers the issues that are critical to providing these children with beneficial classroom environments, focusing on the effective instruction of bilingual children who are placed in classrooms with monolingual teachers and monolingual instruction. Eight specific points address such concerns as use of the first language; first language and parent influence; cognitive abilities; the relationship between reading, listening, and speaking; situational impact; sources of learning difficulties; and assessment concerns. It is suggested that when teachers understand the role of the first language in literacy learning and build on it as a foundation for the development of English literacy, children who speak English as a second language experience greater success in school. (Contains 37 notes.) (NAV)… [PDF]

Singh, Basil R., Ed. (1994). Improving Gender and Ethnic Relations. Strategies for Schools and Further Education. Cassell Education Series. The development of educational and social relationships among students of different ethnic groups and social backgrounds is examined in these explorations of the reduction of prejudice among school children. Qualitative methods are used, and emphasis is placed on the role of collaborative learning and on the strategies and techniques teachers can use to collect data on student interrelationships. Following an introduction, \Improving Social Relationships through Teaching Methods\ by Basil R. Singh, the following papers are included: (1) \Can Monolingual Teachers Teach Language Awareness Successfully to the Benefit of All Children?\ (Wendy F. Reeds); (2) \Personal and Social Education: A Vehicle for Prejudice Reduction\ (Lynn Powell); (3) \Experiencing Temporary Disadvantage through Drama as a Means of Prejudice Reduction\ (Carol Bianchi-Cooke); (4) \Using Curriculum Material and Teaching Methods To Reduce Prejudice and Maintain Academic Standards in an A Level Human Geography…

(1980). Pilipino Kindergarten Language Arts–Interaction. Teacher's Handbook [and] Teacher's Answer Key [and] Student Workbook=Sining ng Wika Pangkindergarten–Pakikisalamuha. Hanbuk ng Guro. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in kindergarten is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. The \Interaction Kit\ includes: (1) a teacher's handbook that includes a math handbook, reading/language arts handbook, lessons, games, worksheets, and resource materials; (2) a student workbook; and (3) a teacher's answer key. Four themes are stressed in this bilingual program: child, family, community, and natural environment. The emphasis in kindergarten is on self-discovery. Each theme reappears and expands through the curriculum from one level to the next in increasing complexity. (LB)…

Gungab, Voltaire (1981). Pilipino Language Arts Level One–Identity. Reader: \At School\ [and] Teacher's Handbook [and] Student Workbook=Sining ng Wika Unang Antas–Pagkakakilanlan. Reader: \Sa Paaralan\ [and] Hanbuk ng Guro [and] Gawaing-aklat ng Mag-aaral. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in grades 1 and 2 is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. It covers four basic areas of language development: listening, speaking, reading, and writing, with emphasis on reading. The \Identity Kit\ includes: (1) a student reader (a collection of eight to ten selections with topics linked to the AABC social studies core curriculum); (2) teacher's handbook that includes lessons, games, evaluative test and student profile, and resource materials; and (3) a student workbook that provides tasks focusing on phonic, structural, comprehension, and study skills as well as vocabulary development and practice. Four themes are stressed in this bilingual program: child,…

Skutnabb-Kangas, Tove (1983). All Children in the Nordic Countries Should Be Bilingual–Why Aren't They?. Little data are available concerning the native languages of Scandinavian residents, other than the official languages, despite the linguistic diversity of the region. Foreign language teaching starts early in schooling, but there has been little study of actual language needs. Three basic program designs are available for teaching foreign languages, including: immersion, mixed classes of native and non-native majority-language speakers; and sheltered, maintenance, or native language medium instruction. Seven program design variations can be classified according to both language medium and social goals. Conditions affecting second language learning can also be classified according to both language medium and social goals. Conditions affecting second language learning can also be classified as affective (anxiety, motivation, self-confidence), cognitive/linguistic/social second-language-related (input adapted to student's level, input from peers outside school), and… [PDF]

Orenstein, Donna; Solomon, Alan (1991). A Study of the Factors Which Contribute to the Academic Performance of First Grade At-Risk Hispanic Students at a Schoolwide Projects Facility. This study examined the effect of school attendance, use of English-as-a-Second Language (ESL) services, and language spoken at home on Hispanic students' performance. The academic performance of 101 Hispanic first graders in intensive, regular, and bilingual programs was measured by standardized test scores in reading and mathematics, and report card grades. Students with no kindergarten experience earned a higher median score on the reading test than students with kindergarten experience. Students with kindergarten experience earned a higher median report card grade. Students in intensive programs had the highest median score in the reading test, and students in regular programs had the highest score in the mathematics test and the highest report card grade. Students who had better than median attendance scored better on the standardized tests and had higher report card grades than students below the median. Students in the intensive ESL group had higher median scores on the… [PDF]

Balliet, Cindy (1990). Bright Beginnings (Ayagnekegtaaraat): Preschool Curriculum Guide. This preschool curriculum was developed by a local task force in Lower Kuskokwim School District, Alaska. The task force based their work on the book \Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8,\ on input from district parents of young children, and on the recommendations of a curriculum review committee. This document begins with a statement of educational philosophy and goals and an outline of program organization. The cognitive, physical, emotional, and social development of the preschool child are broken down into main components, and desired learning experiences related to each component are described along with sample activities and resources. Also discussed are methods for meeting each child's needs, parent participation, training of teacher aides, and tips for choosing preschool books and being a successful story reader. Instructional materials and resources are provided, including recipes, craft instructions,…

Johnson, Levar L. (1981). Non-Required Plan for the Prevention of Minority Group Isolation and Provision for Greater Racial Integration. Evaluation Report. This report describes a desegregation/integration plan implemented in four junior high schools in the Elkhart, Indiana school district. The first section details the history, design, and objectives of the project. The second section deals with data concerning the achievement of project objectives as obtained by a locally developed and validated instrument. Student reaction is handled in section three, which covers behavior and attitudes, extracurricular activities, and school-parent communication. The following section presents results of findings about student attitudes in table format accompanied by discussion. Teacher evaluation of inservice activities is included in section five, which examines the effectiveness of system-wide inservice programs. Section six presents the results of a multicultural needs assessment. Reactions from an external perspective are given in section seven. The last section provides conclusions and recommendations. Six appendices include evaluation… [PDF]

Holmes, Elizabeth Ann (1971). A Study to Determine the Effects of Pre-Reading Comprehension and Post-Reading Comprehension of Black High School Seniors. An investigation was conducted into the difference between two levels of comprehension: that which black high school seniors bring to the reading of English prose and that which they achieve from actual reading. A pre- and post-test treatment was administered. No significant difference was found between pre- and post-reading comprehension of these students as a group, by instructional levels and by sex. Six recommendations were made: (1) future research is needed with subjects from an integrated school and with subjects having all black teachers; (2) this study might be replicated in different school districts and states; (3) the level of pre- and post-comprehension of high school students be researched in other subject areas; (4) teachers should establish a method of determining prereading comprehension; (5) research is needed to see if black students would benefit from more exposure to diversified multiethnic and multicultural materials; and (6) curriculum and methods need to be…

Botzler, Sally; Nethery, Mary (1983). Cultural Exchange in a Pluralistic Society. Social Studies Review, v23 n1 p89-92 Fall. The Cultural Exchange program in California is a model supplementary social science curriculum available to California teachers. Students start with their own ethnic heritage and then explore cultural diversity at the community, national, and international levels. Graphics, activities, and materials are designed for fourth- through eighth-grade students. (CS)…

Walsh, Jari Taylor (1996). The Mayans in Chiapas, Mexico: Past and Present. Fulbright-Hays Summer Seminar Abroad 1996 (Mexico). This unit is designed for a second-year Spanish language class. The focus is on the Mayans and the 1994 Zapatista uprising in Chiapas (Mexico). The topics addressed include: (1) the Mayans' historical problems; (2) the 1994 rebellion in Chiapas; and (3) the reactions of the world and of the Mexican federal government to the rebellion. Suggestions are made for adaptation of the unit to a geography class. The unit uses a month of class time and contains Spanish language worksheets and additional reference materials. (EH)…

(2004). Integrating Immigrant Children into Schools in Europe: Italy–National Description 2003/04. Eurydice The national contributions contained in this paper formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Italy. Appended are: (1) Percentage of pupils with non-Italian citizenship out of the total number of school pupils by type of school, region and geographical area–School year 2002/03; and (2) Italian language support in the Marche region in 2003. A bibliography is included. (Contains 4 figures and 5 footnotes.) [CD-ROM is not included with this publication. For related report, "Integrating Immigrant… [Direct]

Antonouris, George; And Others (1989). Science Education Notes. School Science Review, v70 n252 p97-131 Mar. Eight articles are included in this collection. Topics include: multicultural science, teaching science with metaphors, development of a graded assessment scheme in science, relative performance of boys and girls in chemistry, promoting science understanding, formative evaluations, science background of primary teachers, and promoting creativity with problem solving. (MVL)…

Harris, Margaret (1995). Multiculturalist in Training: A High School Teacher's Experience in Developing a Multicultural Curriculum. Teaching and Change, v2 n3 p275-92 Spr. Describes one teacher's evolving beliefs about teaching cultural diversity: she has moved from a traditional textbook-oriented formula for teaching U.S. history to one that uses a greater breadth of materials and resources. Student writing reflects critical thinking about and understanding of the points of view of many diverse interest groups. (JB)…

Johnson, Holly A.; Smith, J. Lea (1995). Dreaming of America: Weaving Literature into Middle-School Social Studies. Social Studies, v86 n2 p60-68 Mar-Apr. Asserts that the use of multiethnic adolescent literature can help teachers create meaningful learning opportunities to explore diverse perspectives. Recommends the use of thematic literature studies and provides a framework model. Includes four multidisciplinary cognitive maps and a bibliography. (CFR)…

Dash, Shrikant; Niemi, Richard G. (1992). Democratic Attitudes in Multicultural Settings: A Cross-National Assessment of Political Socialization. Youth and Society, v23 n3 p313-34 Mar. Surveys of attitudes toward multiculturalism of 190 Canadian eleventh graders, 584 eleventh graders from the United States, and 350 tenth graders from India indicate that despite general agreement with socialized abstract principles of democracy, students in the United States and Canada are not very tolerant of divergent cultural perspectives. (SLD)…

Coyner, Sandra (1993). Feminist Research Methods. NWSA Journal: A Publication of the National Women's Studies Association, v5 n1 p111-19 Spr. Reviews six works by Connie Miller, Comp., and Corinna Treitel (1991); Margrit Eichler (1987); Carol A. B. Warren (1988); Beth Hartung, Ed., and others (1988); Joyce McCarl Nielsen, Ed. (1990); and Liz Stanley, Ed. (1990). Works span diversity of current writing about feminist methodologies, offer guidelines for producing nonsexist or feminist research, are centered in American experience, and fall short of being multicultural. (SLD)…

Blum, Lawrence (2004). Systemic and Individual Racism, Racialization and Antiracist Education: A Reply to Garcia, Silliman and Levinson. Theory and Research in Education, v2 n1 p49-74. I take up Silliman's challenge to explore the \moral logic\ of \structural racism\ largely absent in my book, \I'm Not a Racist, But…\ I criticize and build on Glenn Loury's account of the normative assessment of racial inequality by examining three factors generating such disparities in educational achievement–stereotyping, performance-based generalizing, and a preschool skills gap. What is morally troubling about the resultant achievement gap is partly dependent on and partly independent of the moral assessment of the individual racial wrongs involved (or not) in these processes, a result in the spirit of Garcia's individual focus but not his anti-consequentialism. Responding to Levinson, I suggest forms of antiracist educational practice built around the rejection of \race\ as a scientifically valid classification together with the retention of racial domination, and resistance to it, as historically significant forces (captured in the notion of \racialization\). (Contains 33… [Direct]

Bertera, Elizabeth M.; Littlefield, Melissa B. (2004). A Discourse Analysis of Online Dialogs in Social Work Diversity Courses: Topical Themes, Depth, and Tone. Journal of Teaching in Social Work, v24 n3-4 p131-146 Dec. Online discussions can extend learning experiences beyond the time and space of the classroom, allowing students more time to process information, and an additional mode of expression for those who are less active in open classroom discussions. They may be especially appropriate for teaching sensitive or controversial subject matter such as oppression and diversity, which is required by the Council on Social Work Education. This study investigated topical themes, depth, and tone of online dialogs in social work diversity courses at two universities in the mid-Atlantic area. Discourse analysis–a type of content analysis–is employed to gain a deeper understanding of the learning experience, and to compare the impact of anonymous and identified participation in the dialogs. (Contains 4 tables.)… [Direct]

(1994). New York State Magnet Schools Program, 1993-94. OER Report. For the 1993-94 school year, the Office of Educational Research (OER) of the New York City Public Schools was asked to conduct evaluations of the 12 magnet schools funded under the New York State Magnet School Initiative. The state initiative was planned to promote the development of magnet schools that promote multicultural educational environments, reduce ethnic isolation, promote academic success for all students, and foster parent and community involvement. In New York City, four elementary schools, five intermediate schools, one middle school, and two junior high schools were selected, with five schools implementing their programs in 1993-94 and seven schools in the planning stage. OER found that the planning schools generally made adequate progress toward their goals for designing and organizing their schools, as well as for recruiting students for the implementation year. However, the implementing schools did not completely achieve their academic goals or their goals for… [PDF]

Phuntsog, Nawang (1994). Renewal of Tibetan School Curriculum in Exile: A Tibetan-Centric Approach. This paper traces the development of modern secular Tibetan education from the time of exile in India in the 1960's when the Communist Chinese occupied the country. A brief overview of the monastic education is presented as a way to provide a context to the importance of integrating Tibetan culture in the school curriculum. The rationale for a Tibetan-centric approach to schooling in exile is offered at various levels of its importance. An integration of Tibetan culture is also attempted. The necessity of preserving the Tibetan culture to help maintain national identity and to prepare students to face the challenges of life in exile and for reclaiming their lost nation is advocated. A constructive approach in this direction is to: (1) identify fundamental concepts and universal experiences in Tibetan culture; (2) develop a clearly defined scope and sequence in terms of creating learning experiences critical to ensure continuity of Tibetan culture; and (3) include activities in the… [PDF]

Koscielny, Mary Patrice (1994). Mexico: Yesterday and Today. This guide features Mexican history, culture, and the environment in the years past and present. This guide discusses five periods of Mexican history, including: (1) Indian Period; (2) Colonial Period; (3) Independence Movement; (4) The Revolution; and (5) Mexico Today. Each section has goals for the students, background readings, and activities for incorporation into the lessons. (EH)… [PDF]