Corwin, Joanne; Wilcox, Sherman (1990). The Enculturation of BoMee: Looking at the World through Deaf Eyes. Journal of Childhood Communication Disorders, v13 n1 p63-71. This paper presents a cultural model of deafness, describing the experiences of a deaf child as enculturation into a deaf world. The implications of this view on social, cognitive, and linguistic development are explored through description of BoMee, an adopted Korean deaf child being raised in a multilingual, multicultural environment. (Author/JDD)…

Pang, Valerie Ooka (1993). Universities as Good Neighbors for Ethnic Communities. Equity and Excellence, v26 n1 p46-51 Apr. Describes how urban universities can strengthen their linkage with culturally diverse communities and contribute to the health of local neighborhoods. Increased dialog and coordination of efforts can result from community outreach, university examples of diversity, and the support of research on multicultural issues. (SLD)…

Hysmith, Cecilia; Lamme, Linda Leonard (1993). A Whole-Language Base for Theme Studies in the Social Studies Curriculum. International Journal of Social Education, v8 n2 p52-65 Fall. Asserts that the whole-language approach is a philosophy of learning in which children construct knowledge by actively engaging in classroom projects that have real meaning for them. Describes thematic studies using a whole-language approach in which children (with teacher assistance) decide what themes will be studied. (CFR)…

Heller, Carol (1993). Networks: Linking Teachers as Learners and Leaders. Teaching Tolerance, v2 n2 p50-53 Fall. Samples teacher networks for common purposes and shared projects, focusing on the role and accomplishments of the National Coalition of Education Activists; the National Writing Project; Rethinking Schools; and Educators for Social Responsibility. Throughout the country, teachers express their needs for professional community. (SLD)…

Lombard, Robert H.; And Others (1993). Invitations to Celebrations. Children's Literature. Social Studies and the Young Learner, v6 n2 p20-22,26 Nov-Dec. Maintains that social studies teachers have used the traditions associated with civic and religious holidays to teach about historical events and culture. Asserts that holidays are becoming more culturally diverse. Presents a bibliographic essay including recommended children's literature on both religious and secular holidays. (CFR)…

De La Cancela, Victor (1993). "Coolin": The Psychosocial Communication of African and Latino Men. Urban League Review, v16 n2 p33-44. Explores the relationship between Latino "machismo" and the "cool pose" of the African-American male. It is suggested that both masculine postures can be used to design empowering psychological interventions in clinical, community, educational, and policy areas. Positive features could be used in curricula of diversity. (SLD)…

Elster, Charles A; Zych, Trina (1998). "I Wish I Could Have Been There Dancing with You": Linking Diverse Communities through Social Studies and Literature. Social Studies, v89 n1 p25-29 Jan-Feb. Profiles the Indiana Exchange Project, an endeavor that uses technology to link fourth-grade teachers and students from three geographically and ethnically diverse communities. The students exchange letters, photographs, response journals, local newspapers, and videotapes of classroom and community activities. Includes an example of a summary sheet for a shared unit. (MJP)…

Garcia, Jesus; Kim, Cathy Y. (1996). Diversity and Trade Books: Promoting Conceptual Learning in Social Studies. Social Education, v60 n4 p208-11 Apr-May. Argues that literature-based social studies provide personal perspectives for examining essential social studies concepts and generalizations. Includes lesson sequences utilizing trade books to teach about poverty, hope, and involuntary relocation for primary, middle, and secondary school students. Briefly describes the books mentioned and includes extension activities. (MJP)…

Lombard, Robert H. (1996). Using Trade Books to Teach Middle Level Social Studies. Social Education, v60 n4 p223-26 Apr-May. Provides a more in-depth look at selected historical fiction from the "1995 Notable Trade Books in the Field of Social Studies." Includes learning activities for middle school students constructed around several of the books. The historical works address diverse subjects such as the African American experience and World War II. (MJP)…

Pahl, Ronald H. (1995). The Image of Africa in Our Classrooms. Social Studies, v86 n6 p245-47 Nov-Dec. Argues that the media portrayal of Africa remains highly selective, focusing almost solely on negative and violent stories. Positive stories (local initiatives, political reform) go unreported as does much of the Western powers involvement in famine and destruction. Includes a list of sources on African current affairs. (MJP)…

Probst, Tahira M. (2003). Changing Attitudes over Time: Assessing the Effectiveness of a Workplace Diversity Course. Teaching of Psychology, v30 n3 p236-239. Diversity is increasing within the United States, and higher education will likely play a key role in preparing people to function in this new environment. This study assessed the effectiveness of a semester-long psychology workplace diversity course at changing student levels of ethnocentrism and attitudes regarding gender roles; the disabled; gays, lesbians, and bisexuals (GLBs); racial minorities; and the elderly in the workplace. The results indicated that the course had a positive impact on the perceived equality of gender roles; improved student attitudes toward the disabled, racial minorities, and GLBs at work; and increased intercultural tolerance…. [Direct]

Dual, Peter A. (1992). Diversity in Higher Education: Challenges and Opportunities for the Next Decade. This speech argues the need for higher education to respond to the challenge of diversity as well as the opportunity to create institutions wedded to the belief that multiculturalism and diversity are prerequisites for excellence in the 21st century in American society. It is noted that current educational programs, particularly in elementary through secondary school, are not serving all the students within the American educational system. It is argued that higher education institutions must create a sense of community that is conducive to education, retention, and success of all students, but there has been a failure to respond to the increasingly culturally diverse student population and the related need for minority faculty. Two challenges are proposed. The first is how higher education relates to the demographic shifts in the population, in light of the hysteria and emotion of the general society and the associated political interests. The second is how U.S. education in the…

Crum, Beverly Lorene (1980). Using a Native American Language as a Classroom Teaching Tool: Teaching Shoshoni Poetry. Children responded enthusiastically to a program that used Shoshoni poetry songs to teach some concepts about human languages in general. Twelve children (four Caucasian, eight Native American) in grades 1-3 and their parents met for four 1-hour sessions. The lessons focused on the sound, meaning, and word order of the Shoshoni language; Shoshoni poem songs; Shoshoni instruments; and American Indian rituals. Participants studied four specific Shoshoni poems: Furry Wolf, Our Pet Yampa Dog, My Creation, and What Our Mothers Have Prepared. Participants successfully compared the English and Shoshoni alphabets, learned the meanings of the four poetry songs, learned to sing and dance the songs, made drums and necklaces, and held an honor dance and give away for two children. The children readily learned Shoshoni pronunciation and particpated eagerly in the classes, as did many parents. For each poem, the project report includes the Shoshoni poetry, a free English translation, a text…

Ligon, Glynn; And Others (1974). Preview: Evaluation of the 1973-1974 Bilingual/Bicultural Project. Formative Evaluation Report. The formative report provided the Austin Independent School District personnel with information useful for planning the remaining activities for the 1973-74 Bilingual/Bicultural Project and the activities for the 1974-75 Project. Emphasis was on what had been done to evaluate the 1973-74 Project, the data which was or would be available for the Project, the status of various programmatic activities, and available data in the special concern areas, i.e., material acquisition, inservice workshops, staff in-school visitations, and teacher/principal/parent input into planning. No data was obtained for the formal testing conducted since the pre- and post-testing had not been completed. Findings included that: the profitability of student interviews in evaluating a bilingual project was being investigated; all teachers in Project elementary and junior high schools had been administered a questionnaire in October 1973 and again in March 1974; although the 1973-74 Project used the Prueba de… [PDF]

Axelson, Roland; And Others (1979). [Bilingual Bicultural Curriculum for Mathematics: Grade Three.]. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this bilingual-bicultural mathematics curriculum guide for third grade is one of a series for preschool through fifth grade. The overall focus is on Puerto Rican history and culture, placing development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains eight units, related to those in the other third grade guides: Connecticut, Puerto Rico, Latin America, Europe, Asia, Eskimos, American Indians, and Africa. Appropriate skills are presented in each unit; for example, the skills in the Asia unit are: regrouping once in addition and in subtraction; identifying value of U.S. coins, combining coins, and computing their sum; making change for $1.00; writing money using dollar sign and decimal notation; applying money…

Johnson, Gene; And Others (1981). Developing Culture Curriculum for Native American Children: The Rough Rock Experience. The booklet uses both narrative and line drawings to outline Rough Rock Demonstration School's process of developing a K-12 Navajo language and culture curriculum for Navajo children at Rough Rock and other schools on and off the reservation. There are suggestions for writing the proposal, getting community support, and recruiting staff. The next sections discuss finding out what the community perceives to be its needs and problems (including a sample needs assessment survey), and assessing available native-based curriculum materials. The booklet next discusses developing a philosophy of education, setting up a curriculum model, and translating the needs assessment survey into ideas for curriculum. The sections on developing curriculum content, scope and sequence, and writing teacher objectives are followed by a sample fourth grade social studies program. The booklet ends with suggestions for implementation of the curriculum, evaluation, and working with others. A summary of the…

Oakey, Betty (1980). American Samoan Families in Transition. A Report. A study of the adjustment of migrant American Samoan families in five gateway cities (Honolulu, San Diego, Los Angeles, San Francisco and Seattle) was done with the objectives of learning about the transition experiences of the families, gaining information about the human services provided in these cities, and providing background cultural information about American Samoans. Two out of three Samoans migrated because of overcrowding, lack of economic and educational opportunities, and changing life styles in American Samoa, and it was estimated that 115,000 Samoans would reside in the U.S. by 1980. Informal interviews of 85 families revealed basic adjustment problems in employment, education, interaction with the new community, heavy reliance on public assistance, and display of antisocial behavior. The families themselves identified their major problems as economics, education, health care, family issues, and legal matters. Recommendations were made that Samoans take more…

(1980). Barbering/Cosmetology, Module 6-10: Bilingual Vocational Language Development Workbook. This vocabulary language development workbook accompanies modules 6-10 in the barbering/cosmetology course of the Bilingual Skills Training Program (CE 028 314-318). For each module the trade-related vocabulary to be learned and practiced is first presented in both English and Spanish. Various types of activities and exercises using both the English and Spanish vocabulary are then provided, including alphabetizing, unscrambling letters, translation, finding words in puzzles, and matching Spanish to English terms. Directions are generally given in both English and Spanish. (YLB)…

(1977). Final Evaluation Report. 1976-1977. Title I Migrant Program. Publication Number: 76.59. The final evaluation of the Elementary and Secondary Education Act Title I Migrant Program in the Austin, Texas Independent School District is reported. The program consisted of instructional, student recruitment, parental involvement, health services, and clothing components. The instructional component included programs for pre-kindergarten children, secondary level (sixth grade and above) reading classes and secondary oral language development classes. The purpose of the recruitment and involvement component was to identify and register migrant children and to establish local Parental Advisory Councils. Health service activities included medical and dental treatment for students referred by a pediatric nurse practitioner. Funds to purchase clothing for needy migrant children comprised the clothing component. Evaluation of the program served three purposes: (1) to define the population served and to identity its needs; (2) to determine how the program was being implemented; and… [PDF]

Fox, Robert A.; Hurwitz, Ted (1978). An Evaluation of the 1977-1978 Title I ESEA Program for Community School District No. 4. This evaluation focuses on Title I programs implemented in 26 public and private schools in Community School District 4, a predominantly Hispanic and black district located on Manhattan's upper east side. The various programs examined include: (1) the High Intensity Learning System Reading Program for elementary and junior high grades; (2) the THINK program (comprising reading instruction and language analysis) in junior high schools; and (3) reading, English as a Second Language, and mathematics programs implemented in the six private schools receiving funds. Each program is described in terms of objectives, target population, staffing and strategies. Evaluation procedures are discussed. Findings from observations, interviews, and questionnaires and data on student achievement gains under the different programs are also presented. Appended to the report are copies of observation checklists used in the evaluation, questionnaires administered to teachers and paraprofessionals, and an…

Fahrer, Kimberly, Comp.; Vivolo, Robert, Comp. (1976). Doctoral Dissertations on Urban and Minority Education. Equal Opportunity Review, August 1976. Two hundred and forty-five entries comprise this bibliography on doctoral dissertations on urban and minority education. This document is a guide to the literature on urban and minority education which is not easily accessible to educational researchers, decision makers, and practitioners. It brings together significant works in this area which appear in the January 1975 through May 1976 issues of Dissertation Abstracts International (the abstract journal of the University Microfilms doctoral dissertation data base). University Microfilms order numbers are included at the end of the citations, where appropriate. A subject index by citation number and a statement on the availability of the cited materials are included on a separate page. (Author/AM)… [PDF]

Leiter, Samuel; Leiter, William M. (2002). Affirmative Action in Antidiscrimination Law and Policy: An Overview and Synthesis. SUNY Series in American Constitutionalism. This book focuses on the legal and ideological controversy over the application of affirmative action policy to combat discrimination based on race, national origin/ethnicity, and gender. After the introduction, seven chapters discuss (2) "The Roots of Affirmative Action, the Women's Movement, and the Groups Covered by Affirmative Action" (e.g., reconstruction and the origins of affirmative action and white supremacy and the origins of disparate impact); (3) "The Career of Affirmative Action in Employment" (e.g., Title VII and employment discrimination and the unresolved issues of affirmative action in employment); (4) "Affirmative Action and the Primary and Secondary Schools" (e.g., the epochal Brown ruling and recent scholarship on school integration); (5) "Affirmative Action in Higher Education" (e.g., affirmative action and student admissions and the unresolved controversy over nonremedial affirmative action); (6) "Affirmative Action…

Bearth, Thomas, Ed. (1997). Langues et education en Afrique noire (Language and Education in Black Africa). Travaux Neuchatelois de Linguistique (TRANEL), n26 Apr. Papers on language and education in Black Africa include: "L'enseignement des et en langues nationales au Zaire. Bilan d'une experience" ("The Teaching of and in National Languages in Zaire. Results of an Experiment") (Andre Mbula Paluku); "Langues et education au Rwanda" ("Languages and Education in Rwanda") (Melchior Kanyamibwa); "Un modele africain d'education multilingue: le trilinguisme extensif" ("An African Model of Multilingual Education: Extensive Trilingualism") (Elisabeth Gfeller); "L'utilisation des langues nationales dans l'education au Cameroun: les lecons d'une experience" ("The Use of National Languages in Cameroon: Lessons from an Experiment") (Maurice Tadadjeu, Gabriel Mba); "Pour un modele d'enseignement de concepts de base en vue d'une meilleur structuration de la pensee du jeune apprenant: le cas du projet d'education prescolaire en langue maternelle dans le cadre d'un projet de… [PDF]

Current, Randall (1980). Chronicle of Race, Sex, and Schools: September-December 1980. Integrated Education, v18 n5-6 p72-95 Sep-Dec. Provides a comprehensive view of legislation, policies, programs, existing situations, and cases concerning race and sex equality, particularly as these relate to schools and education in the nation as a whole and in the individual States. (MJL)…

Curtis, Mary G. (1995). The Semi, Self-Contained Classroom: An Island of Innovations. Bilingual Research Journal, v19 n3-4 p537-50 Sum-Fall. In a financially pressed elementary school, 1 bilingual teacher meets the varying needs of over 60 children through collaboration with homeroom teachers and innovative delivery. Children with no English receive most instruction from the bilingual teacher in a "semi-self-contained classroom," while limited-English-proficient students receive adjusted amounts of time in a resource pull-out model. (SV)…

Farren, Sean (1994). A Divided and Divisive Legacy: Education in Ireland 1900-20. History of Education, v23 n2 p207-24 Jun. Examines tensions and divisions that formed the educational legacy of the two states in Ireland that emerged from the political settlements of 1920-21. Concludes that, on the eve of partition in 1921, deep divisions in education were reminders that education would continue to expose ideological differences between Ireland and Britain. (CFR)…

Miletta, Maureen; Raywid, Mary Anne (1992). Paradise Elementary School. Urban Review, v24 n1 p73-82 Mar. Offers a fictionalized account of the development, within an elementary school, of four distinctive schools-within-schools. Questions and issues arising in developing such programs are discussed; the theme of each of these four is described, and advantages that staff find in the arrangement are presented. (Author/JB)…

Poedjosoedarmo, Gloria (2004). English in Brunei Darussalam: Portrait of a Vital Language with an Elusive Role. RELC Journal: A Journal of Language Teaching and Research, v35 n3 p359-370. English has been an important language of education in Brunei since the inception of public education there but, as is often the case when a language becomes a second language within a country, it is taking on some unique local characteristics, despite official condemnation of such developments. Can the desired balance of roles between English and Malay be maintained without either language unduly influencing the other? And what of the roles of the local versus international varieties of English? These and other questions about English in Brunei will be explored in this article. (Lists 10 online resources.)… [Direct]

(1991). Blackfoot Language and Culture Program. A Curricular Program and Guide (Early Childhood Services-Grade 9). This curriculum guide outlines a program designed for Blackfoot students to study their Native language and culture. The curriculum is also appropriate for non-Native students. The guide outlines general learner expectations, including: (1) acquiring basic communication skills in the Blackfoot language; (2) developing cultural sensitivity and enhancing personal development; (3) developing originality and creativity in the Blackfoot language; (4) acquiring additional concepts and generalizations about language and language learning; and (5) developing a desire to extend or improve proficiency in the Blackfoot language through further language study. Following this, specific learner expectations expand on the general learner objectives and are divided into three levels of proficiency. The linguistic program component provides examples of Blackfoot language functions (language uses and language concepts) and the English translations. The cultural component presents Blackfoot culture in… [PDF]

Marsh, David; Rasanen, Anne (1994). Framework and Implementation of the Jyvaskyla TCE/TCFL Programmes. The first teacher in-service development program in foreign language content instruction was run by the Continuing Education Centre of the University of Jyvaskyla in 1991-1992 as a contract program for the City of Kokkola. The success of that program led to the development of the present Teaching Content in a Foreign Language (TCFL) Program, which offers the opportunity to specialize in the teaching of non-language subjects through English or German. The aim of the program is to provide the teacher and the institute in which he operates an opportunity to develop his expertise to teach in either English or German to an optimum level. Before initiating a TCFL program, various issues to be considered include clarification of aims, cooperation and collaboration, methodological approaches, teaching materials, assessment of results, follow-up, sharing of information, and public relations. The range of subjects covered in the current program include general and vocational subjects. The… [PDF]