Schwartz, Phebe, Comp. (1985). Innovative Rural Preservice & Inservice Training Programs. [Proceedings of the] Annual National Rural Teacher Education Conference (1st, Bellingham, Washington, October 9-11, 1985). Conference papers and various related materials are collected in this volume compiled in conjunction with the National Rural Teacher Education Conference. The bulk of the document consists of papers presented on the 12 major topics of the conference: (1) accreditation and endorsement standards versus the needs of rural education; (2) innovative models for rural preservice training; (3) innovative models for rural inservice training; (4) collaborative partnerships between educational institutions and state and local agencies; (5) interdisciplinary training; (6) cross-cultural educational services; (7) non-traditional adult learner programs and activities; (8) technological innovations in teacher preparation and delivery methods; (9) recruitment of quality teacher education applicants; (10) rural education research; (11) innovative rural school curriculum; and (12) innovative practicum and internship strategies for quality rural preparation. In addition to papers presented, materials…

Lo Bosco, Maryellen, Comp.; Meier, Ellen, Comp. (1983). Guidebook to Hispanic Organizations and Information. This Guidebook details the work of Hispanic organizations involved with educational issues, cultural issues, and social service concerns. The directory was created as a resource guide for individuals and groups interested in the work of Hispanic groups or in exploring issues relevant to the Hispanic community. This first edition of the Guidebook does not list organizations primarily identified as Mexican American. Each listing explains the purpose of the organization and describes its area of specialization, service provision, constituency, and publications. The last section of the Guidebook gives (1) a brief explanation of the ERIC database and how to use it when searching for documents about Hispanics or Hispanic concerns; (2) a selected bibliography on materials about Hispanic Americans; (3) an index of organizations included in the Guidebook by scope of interest; and (4) an index of organizations by geographic location. (Author/CMG)… [PDF]

(1997). Bergen Community College, Exploring America's Communities: In Quest of Common Ground. Progress Report. In 1996, New Jersey's Bergen Community College (BCC) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. BCC's primary goals were: infusing material into existing American history and literature courses, creating new ethnic literature and history courses, conducting a speaker's series, establishing a discussion group, and developing in students an appreciation for ethnic diversity. The greatest obstacle confronted by BCC was having too little time. Because the project only ran from Spring 1996 to Fall 1996 (with a summer in the middle), it was difficult to establish continuity. Other obstacles included: an insufficient amount of faculty cooperation due to the numerous groups involved and competition between non-core courses for students. The groundwork has been laid for institutionalizing the project, and… [PDF]

Strodl, Peter (1988). Ethnic Differences in Responses to Schooling: Perceptions of Organizational Climate in Multiethnic Middle Schools. A study was done to explore student perceptions of school environments in multiethnic, New York State middle schools and the impact of those perceptions on teacher efforts to develop social interaction within the schools. Using a survey questionnaire, 804 students from 5 middle schools selected for their multiethnic characteristics participated. Students were from all ability and middle school grade levels. Findings indicate that multiethnic middle schools appear to have low structures, high social relationships, and rather ambivalent feelings about relationships with teachers as well as low academic initiative. In addition, along racial lines, both Black and White students see their teachers as interested in them, but with emphasis on different factors. Hispanic American students emphasize social issues with higher concern for peer friendliness and school loyalty. Black students emphasize group solidarity and feel that they are conscientious about school but that school is…

Brydges, Michael; Gotch, Donna (1990). Effective Teaching in the Multi-Cultural Classroom. Community college instructors and administrators need to understand teacher immediacy research and the role of immediacy in the multi-cultural classroom. Immediacy can be viewed as a combination of nonverbal behaviors used to accentuate a verbal message and reduce physical and psychological distance between interactants. Janis Andersen's research demonstrated that half of the variance in student attitudes toward an instructor relates to student perceptions of teacher immediacy. Increasing eye contact and addressing the student in a face-to-face interaction can also help increase positive attitudes. Immediacy can be misinterpreted, especially if teachers use too much immediacy too quickly, thereby creating an avoidance response, or if teachers single out only some students for immediacy. Students' perceptions of a teacher's immediacy behavior will vary according to their cultural background. A series of studies by Collier and Powell focused on the influence of culture on perceptions… [PDF]

Ring, Diane M. (1990). Hindu Mythology: Gods, Goddesses and Values. This unit on Hindu mythology is designed to help secondary students see beyond the exotic elements of another culture to the things its people have in common with people in the West: a continuous effort to find a purpose in existence, to explain the unknown, and to define good and bad, right and wrong. Students are asked to analyze Hindu religious stories in order to understand the Hindu worldview and moral ideals, and then to compare them with their own and those of the West. Five lessons are presented: (1) The Hindu Triad; (2) The Ramayana; (3) The Image of Women; (4) Hindu Worship; and (5) Religion: A Comparative Essay. For each lesson a number of objectives are identified, several activities are suggested, and the materials needed to complete the lesson are listed. A 15-item bibliography also is included in the document. (DB)… [PDF]

Semons, Maryann (1989). Ethnographic Depiction of a Multiethnic School: A Comparison to Desegregated Settings. This report compares the findings of a recent ethnographic study of a multiethnic urban high school to some of the highlights of a series of ten-year-old ethnographic studies on court-ordered desegregated school settings. The study of the multiethnic urban school employed an ethnographic design whereby a participant-observer interviewed students over the course of an academic year in a high school where no one ethnic group predominated over the course of an academic year. Findings were compared to desegregated schools described in \Desegregated Schools: An Intimate Portrait Based on Five Ethnographic Studies,\ edited by Murray L. Wax. The following areas are discussed: (1) a school's acquisition of a spoiled identity, the result of a shift from white majority in a school to non-white majority; (2) the colorblind perspective, where the issue of racial differences was never raised by either teachers or students; (3) the natural progression assumption, which caused schools to expect…

Banks, James A. (1970). Teaching the Black Experience: Methods and Materials. This book, designed to help the classroom teacher develop strategies and methods needed to teach the black experience, has the following organization. The first chapter, \The Need for Intergroup Education,\ establishes a rationale for teaching the black experience, and reviews research documenting the negative racial attitudes that children typically bring to school and suggesting the urgent need for the school to assume a major responsibility for helping students develop more positive racial attitudes. Chapter two, \Organizing and Planning Instruction,\ explores ways to help the teacher organize lessons on the black experience and to determine their relationship to the regular school curriculum. Chapters three through six–including \Early West Africa: An Anthropological Approach\; \Slavery: Historical Inquiry\; Civil War and Reconstruction: Inquiry and Simulation\; and, \Since Reconstruction: Questions, Problems, and Activities\–present approaches to teaching the various…

Park, Clara C. (1997). Learning Style Preferences of Asian American (Chinese, Filipino, Korean, and Vietnamese) Students in Secondary Schools. Equity & Excellence in Education, v30 n2 p68-77 Sep. Investigates for perceptual learning style preferences (auditory, visual, kinesthetic, and tactile) and preferences for group and individual leaning of Chinese, Filipino, Korean, and Vietnamese secondary education students. Comparison analysis reveals diverse learning style preferences between Anglo and Asian American students and also between diverse Asian American groups. (GR)…

Carrington, Bruce; Short, Geoffrey (1996). Who Counts; Who Cares? Scottish Children's Notions of National Identity. Educational Studies, v22 n2 p203-24 Jun. Presents the results of a case study of 9- to 11-year-olds' understanding of nationalism and collective identity in Scotland. Compares the responses of mostly-white Edinburgh students with those drawn from a multiethnic cohort from English schools. Examines the policy implications of these results. (MJP)…

Centrie, Craig; Weis, Lois (2002). On the Power of Separate Spaces: Teachers and Students Writing (Righting) Selves and Future. American Educational Research Journal, v39 n1 p7-36 Spr. Studied the effect of programs within desegregated schools that serve an identified population of students for cultural affirmation and advancement. Ethnographic data from a girls' group at an urban magnet school and a Vietnamese students' homeroom, focusing on 20 high school students, in an urban comprehensive school demonstrate both the power of such \spaces\ and the contradictory impulses within such arrangements. (SLD)…

Semons, Maryann (1991). Ethnicity in the Urban High School: A Naturalistic Study of Student Experiences. Urban Review, v23 n3 p137-58 Sep. How students' ethnicity perceptions affect the educational process is ethnographically studied through interviews of about 50 students attending a multiethnic high school in a California city. Ethnicity's relevance varies depending on social situations and students' interpretations of events. Denial of one's ethnic identity centers around prejudice and internalized oppression. (SLD)…

Maguire, John; Meyrowitz, Joshua (1993). Media, Place, and Multiculturalism. Society, v30 n5 p41-48 Jul-Aug. Explores the role of television in American culture. America may be more diverse than ever in race, ethnicity, and religion, but, because of mass media, there is less diversity in experience, perspectives, and expectation. Subcultures that once manifested existence locally now look to television for verification of their existence. (SLD)…

Sabo, George; Shortridge, Ann (2005). Exploring the Potential of Web-Based Social Process Experiential Simulations. Journal of Educational Multimedia and Hypermedia, v14 n4 p375-390 Oct. In the fall of 1996, the Arkansas Archeological Survey and the Department of Foreign Languages at the University of Arkansas, Fayetteville received a $180,000 grant from the National Endowment for the Humanities Teaching With Technology program. The goal of this grant initiative was to encourage creation of content-rich, computer-based materials for teaching history, literature, and languages. The grant team produced a CD-ROM called First Encounters: Native Americans and Europeans in the Mississippi Valley. The CD-ROM was designed to teach students how to critically evaluate differing multicultural perspectives using historical sources. A post-development evaluation of these materials yielded favorable student ratings and successful learning outcomes, however we decided to add a second generation of instructional improvements. The primary goal of this article is to describe the implementation and preliminary evaluation of one of these improvements, a web-based social process…

Widiyanto, Yohanes Nugroho (2005). The Making of a Multicultural English Teacher. English Teaching: Practice and Critique, v4 n1 p106-117 May. This teacher narrative tells the story of the making of a multicultural English teacher, beginning with the author's roots in a remote village in central Java and tracing his journey through a range of educational institutions. In a series of critical reflections, the author discusses a range of social and cultural influences as these impacts on his emerging identity as both English teacher and speaker of a range of languages. These critical reflections constitute a kind of self-study, where the author discusses in a self-reflexive way the sorts of discourses at work that work to construct his identity in a range of different settings. (Contains 2 footnotes.)… [PDF]

(1971). Materials Acquisition Project: Volume 2, Number 3. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish and Portuguese instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 974, FL 002 976. and FL 002 977. (RL)… [PDF]

(1971). Materials Acquisition Project: Volume 2, Number 4. Bibliographic data, physical characteristics, contents, prices, and ordering instructions for Spanish and Portuguese instructional materials listed in this issue of the Materials Acquisition Project are provided for each entry. Subject categories include general works, social science, language arts, pure science, technology, the arts, literature, and history. Materials are classified according to the Dewey decimal system by subject matter, with related subject areas utilized. The annotation is an objective description of materials and often includes suggestions concerning appropriate grade-level and utilization of materials. The bibliographic materials are generally adapted for use by bilingual teachers. Many familiar works included in the compilation have been translated from foreign languages into Spanish. For the companion documents, see FL 002 968-FL 002 975 and FL 002 977. (RL)… [PDF]

Trudeau, Gertrude (1969). Atsokanan. Five Ottawa legends and three sayings are given in the bilingual reader (Ottawa and English). The legends are entitled: (1) "Odawa" ("Ottawa"), (2) "Agon Enjipmashit" ("Why the Snow Blows"), (3) "Gigohik Enjiwawisowat" ("Why the Fish Have Names"), (4) "Piche" ("The Robin"), and (5) "Nanabush" ("Nanabush"). Prepared for junior high school students, the reader was illustrated by students. (NQ)…

Pearlman, Daniel (1976). The Cognate Trap in Writing by Hispanic Students. The occurrence of misleading cognates in the English compositions of students whose first language is Spanish can lead to a significant failure of communication between non-Spanish-speaking teachers and their students. Such a failure can produce attitudinal changes in both teacher and student that are potentially destructive to the learning process. A paragraph contrived by the author which is especially rich in misused cognates, all of them recurrent in the writings of his students, is presented in illustration of the problem. Copies of the paragraph were given to a group of college instructors who teach composition, and the critiques that some of them offered show the "cognate trap" in operation. The suggestion is made that bilingual resource people be an essential staff component of any department responsible for the teaching of English as a second language. (Author/KM)… [PDF]

Bielawski, Joseph G.; Pickens, Marjorie (1976). I Didn't Say a Word/No Dije una Palabra. This bilingual English/Spanish book of captioned photographs and its related teaching manual were created as a joyful experience in nonverbal communication for children and adults. It is intended to sharpen awareness of nonverbal messages expressed by children in their everyday environment. To help develop self-understanding and to encourage oral communication, each of 40 photos of children in various activities and situations and the accompanying four-line \stories\ or captions present certain elements: (1) a common problem or situation; (2) how a child feels about it; (3) what a child might do about it; (4) what you would do about it. The photographs and text are designed to illustrate specific senses and emotions – taste, smell, touch, happiness, tiredness, fear, etc. English and Spanish vocabulary lists follow. The teacher's manual suggests best use of the book and recommends teaching procedures to develop various skills. These include discussion of background information,…

(2002). Qanimarisaj Qano'jib'alil–Engrandezcamos Nuestro Pensamiento (Let's Broaden Our Thinking). [CD-ROM]. This CD-ROM is part of an interactive and dynamic multimedia package of information and games for learning K'iche' and Ixil. The CD-ROMs help bilingual pre-service teachers improve their reading, writing, and listening comprehension skills in their own Mayan language. After a musical and colorful introduction, users may choose introductions to pronunciation guides of all sound combinations, including visual and aural examples of how beginning, middle, and end word placements are pronounced. Aural comparisons are available for hearing the difference among Spanish, K'iche', and Ixil sounds. A vocabulary list of the colors includes games that become progressively more difficult. Games are also available for learning letters and sounds specific to each Mayan language and glottal stops. Although this is an individual self-paced guide, it also includes a teacher's guide that shows how to integrate the CD in a complete course. Inservice teachers can also use or replicate content for…

Carr, Janine Chappell (1999). A Child Went Forth: Reflective Teaching with Young Readers and Writers. Aiming to disprove the media's insistence that American schools are typically ill-equipped to teach children from low-income neighborhoods, this book describes a primary school teacher's use of a blend of meaningful and interesting reading material, early writing practice, speaking, and explicit instruction. It describes teaching methods in great and practical details–everything from getting the classroom ready for a new school year, to developing strategies for shared reading, to establishing a "writing studio." Samples of student work, plus narratives of how bilingual and English-only students rise to new challenges, offer illustrations of the teacher's methods in action. Assessment practices for closely monitoring students' progress are outlined in the book, as well as novel ways to implement and maintain diagnostic and student-kept literacy portfolios. Chapters in the book are: (1) Creating and Readying; (2) Planning and Starting; (3) Shared Reading; (4) Quiet…

Morgan, G. A. V. (1982). Yes! We Should Have Bilingual Immersion Programs: A Dialogue with Professor Weininger. Interchange on Educational Policy, v13 n2 p44-49. In response to O. Weininger's article, programs in various countries are cited in defense of the efficacy of early language immersion. The importance of flexibility is stressed, as is need to examine bilingual immersion in the light of educational, social, linguistic, and "political" goals, as well as psychological theory. (PP)…

Weininger, O. (1982). Through a Glass Darkly: The Need for Dialogue on the Immersion Experience. Interchange on Educational Policy, v13 n2 p49-53. The importance of fully exploring the values and limitations of early language immersion programs is reiterated. The need to take children's class advantages into account in judging the effectiveness of such programs is emphasized. (PP)…

Clarizio, Harvey F. (1982). Intellectual Assessment of Hispanic Children. Psychology in the Schools, v19 n1 p61-71 Jan. Examines whether individual intelligence tests such as the WISC-R are biased against Hispanic school-aged children. Discusses three common but faulty notions of test bias, and advances a psychometric definition of bias. Analyzes evidence regarding external and internal validity. Presents guidelines for intellectual assessment of bilingual students. (Author)…

Jones-Correa, Michael; Leal, David L. (1996). Becoming "Hispanic": Secondary Panethnic Identification among Latin American-Origin Populations in the United States. Hispanic Journal of Behavioral Sciences, v18 n2 p214-54 May. Data from the Latino National Political Survey were used to examine respondents' use of primary and secondary ethnic identifications. "Hispanic" ethnicity was found to be neither simply instrumental nor cultural but rather a complex phenomenon, differing by many demographic characteristics and by use of panethnicity as a primary or secondary identification. Includes numerous data tables. (LP)…

Ochoa, Salvador Hector; And Others (1996). An Investigation of School Psychologists' Assessment Practices of Language Proficiency with Bilingual and Limited-English-Proficient Students. Diagnostique, v21 n4 p17-36 Sum. A study of the language proficiency assessment practices of 859 school psychologists, when working with bilingual or limited English proficient students, found that 62 percent of school psychologists conducted their own assessments and most often used the Peabody Picture Vocabulary Test-Revised or the Test de Vocabulario en Imagenes Peabody. Outside sources most frequently used the Language Assessment Scale. (CR)…

Baker, Scott K. (1996). Getting It Right: The Seattle School District Program for Limited-English Proficient Students. READ Perspectives, v3 n2 p43-76 Fall. Discusses court litigation resulting from a class action suit filed on behalf of all limited-English-proficient (LEP) students against the Seattle Public Schools regarding their English-as-a-Second-Language needs, lack of adequate educational materials, need for teachers trained in bilingual instruction methodology, and other related issues. (34 references) (CK)…

Franklin, Elizabeth A. (1988). Reading and Writing Stories: Children Creating Meaning. Reading Teacher, v42 n3 p184-90 Dec. Examines how Hispanic bilingual kindergartners and first graders create and express personal meanings by illustrating parts of stories read aloud in class, dictating responses, and writing original narratives. Notes that literacy activities should be tied authentically to questions and interests expressed by children in the classroom. (MM)…

Wink, Joan (1994). Transformation: One School–One Answer. Journal of Educational Issues of Language Minority Students, v13 p223-38 Spr. An ethnographic study of how one elementary school changed from an ethnocentric to a pluralistic philosophy is reported. The study focused on the principal, bilingual staff, and parents of bilingual Spanish-speaking students during the 1990-91 school year. (Contains 13 references.) (LB)…