Holland, Nora (1969). A Selected ERIC Bibliography on the Education of Urban American Indian and Mexican American Children. ERIC-IRCD Urban Disadvantaged Series, Number 5. The selected bibliography on American Indian and Mexican American children in urban schools contains abstracts of 36 documents. Two themes in the writings about these minority groups are noted. One trend stresses concern about assimilation and the acculturation process, while another theme stresses the need for bilingual schooling. (NH)… [PDF]

Valencia, Atilano A. (1970). The Relative Effects of Early Spanish Language Instruction on Spanish and English Linguistic Development. An Evaluation Report on the Pecos Language Arts Program for the Western States Small Schools Project. Relative effects of early Spanish language instruction on English and Spanish language development of school children with Hispanic or Mexican American backgrounds were examined. The study endeavored to answer questions relative to Spanish language learning in the elementary grades and to inspire educators in geographical areas with a Spanish-speaking population to consider the development and implementation of a bilingual/bicultural program relevant to local population needs. Data were obtained on attitudes toward Spanish usage, instruction, and language development from an experimental and a control group composed of elementary students from 2 schools. In addition, questionnaires were used to determine attitudes of school personnel involved and of parents of children in the study. Findings revealed that (1) students improved in Spanish vocabulary, spelling, and reading comprehension as a result of early Spanish language instruction; (2) Spanish language programs had no notable… [PDF]

Finocchiaro, Mary (1971). Teaching English to Speakers of Other Languages: Problems and Priorities. English Record, v21 n4 p39-47 Apr. Many problems in English as a second language (ESL) programs arise because learners and teachers have subscribed to false statements and labels concerning cultural situations and teaching methods. The teaching approach should make provision for the differing learning styles of the pupils. A bilingual-bicultural program should be instituted in all schools to enable the ESL learner to develop his native language skills and to understand his cultural heritage as a source of pride, as well as to know English well enough to communicate with his English-speaking neighbors and to avail himself of all educational opportunities. Colleges and educational agencies must develop teachers and other personnel to teach ESL with these concepts in mind. (VM)… [PDF]

Wilson, Robert D. (1971). Assumptions for Bilingual Instruction in the Primary Grades of Navajo Schools. A review of some assumptions made in the development and implementation of a bilingual-bicultural curriculum for Navajo students in the early primary grades is presented. The curriculum set out to develop and expand the students' abilities for learning, teaching them how to learn, so they could cope with change. It set out to sensitize them to the two cultures, so that they could cope with both; it also set out to structure what the teachers taught and to generalize how they taught, so that the students could cope with the school situation. The basic heuristic of the curriculum is to find the inherent and make them pervasive like growing veins in the organism. It is what the curriculum considers inherent and what the curriculum has done with the inherent that will characterize the assumptions reviewed in this paper. These assumptions include: (1) Randomization of pupil participation assures individual attention for all members of the class; (2) Teaching technique affects learning… [PDF]

(1970). Peso Bilingual Language Development Project. Project Evaluation, June 30, 1970. The "PESO" Bilingual Language Development Project was a 1-year pilot study in 4 West Texas county school districts involving 451 Anglo and Mexican American 1st- and 2nd-grade students. The project contained 3 components: (1) the development of bilingual oral and written language skills–instruction in the Spanish language, and the concomitant development of concept formation ability, self-image, and cultural awareness; and instruction in English, within the regular school program, (2) the development of a well-trained staff of bilingual teachers, and (3) through parent involvement, the development of a positive relationship between the school and community concerning the bilingual program. The objectives of the instructional component were achieved to a significant level; however, the attempt to develop Spanish written language skills failed. Testing indicated the need for an entire year to develop Spanish oral language skills. Staff development and parent involvement… [PDF]

Condon, Elaine C.; And Others (1971). Project Sell, Title VII: Final Evaluation 1970-1971. This evaluative report consists of two parts. The first is a narrative report which represents a summary by the evaluation team and recommendations regarding project activities; the second part provides a statistical analysis of project achievements. Details are provided on evaluation techniques, staff, management, instructional materials, activities, community involvement, and external problems. The second part involves component analyses and a quantitative study of program achievement. (VM)… [PDF]

Gleadow, N. E. (1975). Year-One Evaluation of French in the Elementary Schools. Research Report 75-17. During the 1974-1975 school year eight itinerant French teachers travelled among 20 elementary schools teaching oral French to Grade 6 and Grade 7 students. Each teacher was responsible for two or three schools, The course was based on the book Le Francais Partout-Cours Preliminaire (1967) ed.). The study described in this report was initiated to provide a baseline of data for evaluating and monitoring the program in subsequent years and to describe the 1974-75 program and provide information for changes and improvements. The results of this study indicated that there were definite gains in the students' aural skills in French. A large percentage indicated that they felt the program should continue, and slightly fewer wanted to take another French course in the following year. The itinerant teachers expressed general satisfaction with the program. They all said they would be willing to devote as much time to it in the following years, though the travelling, large class sizes, and… [PDF]

Esquivel, Giselle B., Ed.; Houtz, John C., Ed. (2000). Creativity and Giftedness in Culturally Diverse Students. Perspectives on Creativity. The 11 chapters in this text address issues concerned with identification and educational intervention with gifted students who are from culturally diverse backgrounds. Chapters have the following titles and authors: (1) \The Culturally and Linguistically Diverse School Population in the United States\ (Angela Reyes-Carrasquillo); (2) \Culturally Diverse Gifted Students: A Historical Perspective\ (Giselle B. Esquivel and Sara G. Nahari); (3) \Learning Styles and Creativity in Culturally Diverse Children\ (Fern Sandler and Giselle B. Esquivel); (4) \Social and Emotional Characteristics of Gifted Culturally Diverse Children\ (Mary Kopala); (5) \Bilingualism and Creativity\ (Mario Martorell); (6) \Multicultural Issues in the Testing of Abilities and Achievement\ (Robert J. Sternberg); (7) \Identifying Gifted and Creative Linguistically and Culturally Diverse Children\ (Emilia C. Lopez); (8) \Educating the Culturally Diverse Child: An Integrative Approach\ (Charlene M. Alexander and…

Canales, JoAnn; Duron, Susan (2002). University/Public School Partnership Provides a Jump Start for Three-Year-Olds. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. This chapter focuses on the process of collaboration between faculty at the ECDC and the Zavala Special Emphasis School (SES). The collaboration was an effort to replicate the regular education 3-year-old program at the ECDC and expand early start opportunities to an additional 44 low-income children in the school district. More specifically, the chapter addresses how collaboration served to develop and implement an early childhood program, the Zavala Early Childhood Development Center, to: (1) advance early childhood education through comprehensive high-quality teaching… [PDF]

Moore, Rashid A.; Zainuddin, Hanizah (2003). Bilingual Writers' Awareness of Audience in L1 and L2 Persuasive Writing. First (L1) and second language (L2) composing studies have documented similarities between skilled and unskilled native L1 writers and L2 writers. To date, there have been very few investigations on how bilingual writers attend to audience when composing in two languages. This study reports how four bilingual writers attended to audience in persuasive writing in Malay and English and how their process skills compared to the quality of their written products. Findings suggest that the bilingual writers' strategies remained constant across languages, yet differed according to whether they were skilled or less skilled writers in general. Theoretical and educational implications resulting from the study are discussed. (Contains 50 references.) (Author/SM)… [PDF]

Lapkin, Sharon; And Others (1981). The Immersion Centre and the Dual-Track School: A Study of the Relationship between School Environment and Achievement in a French Immersion Program. Canadian Journal of Education, v6 n3 p68-90. Achievement test scores for 417 fifth graders in both school settings indicated superior language achievement by the 164 immersion centre students. Questionnaire data from 94 teachers and administrators provided reasons for these differences. Implied that programs should focus on maximum use of French and meeting teachers' materials and resources needs. (NEC)…

Takahashi-Breines, Hinako (2002). The Role of Teacher-Talk in a Dual Language Immersion Third Grade Classroom. Bilingual Research Journal, v26 n2 p461-83 Sum. An ethnographic study and discourse analysis examined how a third-grade bilingual teacher in a dual-language immersion classroom used her teacher-talk to provide support for her students' learning in sociocultural, linguistic, cognitive, and academic areas. All areas of support were closely interrelated in her teaching, and all were necessary to student success. (Contains 39 references.) (Author/SV)…

LaSasso, Carol; Lollis, Jana (2003). Survey of Residential and Day Schools for Deaf Students in the United States that Identify Themselves as Bilingual-Bicultural Programs. Journal of Deaf Studies and Deaf Education, v8 n1 p79-91 Win. A survey of 71 day and residential schools found 19 identified themselves as bilingual-bicultural (BiBi) programs. Of the 19 programs, 37% reported use of manually coded English. Fluency in American Sign Language of instructional and support staff varied, with 47% reporting no more than half of instructional staff were fluent. (Contains references.) (Author/CR)…

Kiernan, Barbara; Swisher, Linda (1990). The Initial Learning of Novel English Words: Two Single-Subject Experiments with Minority-Language Children. Journal of Speech and Hearing Research, v33 n4 p707-16 Dec. These two single-subject, alternating treatment design experiments with a total of seven young children (Navajo speaking and Spanish speaking) found that receptive learning of novel words in a second language reaches a preestablished criterion in fewer trials under a bilingual compared with a monolingual condition. (Author/DB)…

Carlisle, Robert S. (1989). The Writing of Anglo and Hispanic Elementary School Students in Bilingual, Submersion, and Regular Programs. Studies in Second Language Acquisition, v11 n3 p257-80 Sep. Evaluates the writing of Hispanic students in bilingual and submersion programs, comparing it with the writing of native English speakers in regular programs. Five dependent variables are evaluated: rhetorical effectiveness, overall quality of writing, productivity, syntactic maturity, and error frequency. (46 references) (Author/OD)…

Fry, Pamela G.; And Others (1994). Expanding Multicultural Curriculum: Helping Children Discover Cultural Similarities. Social Studies and the Young Learner, v6 n3 p12-15 Jan-Feb. Reviews research on the development of social attitudes by elementary children. Reports on a study of the impact of children's literature and response activities on attitudinal shifts among 18 second-grade students. Recommends further research and provides a 12-item annotated bibliography reflecting cultural similarities. (CFR)…

Hepburn, Mary A. (1992). Multiculturalism and Social Cohesion in a Democratic Society: Is the United States Experience a Model or an Example?. Prospects, v22 n1 p80-90. Describes the origins and development of cultural pluralism in the United States. Proposes four theoretical approaches to pluralism. Concludes that coexistence multiculturalism offers the greatest potential for developing mutual understanding among many races and ethnic groups. (CFR)…

Matte, Jacqueline A. (1993). Southeastern Indians, Precontact to the Present: Introductory Essay. Social Education, v57 n6 p292-314 Oct. Describes the history, culture, cultural geography, and current place in the school curriculum of American Indians of the southeastern United States. Contends that American Indians are both ignored and stereotyped in most social studies instructional materials. Provides an annotated bibliography of recommended materials for teachers and students. (CFR)…

Ammon, Richard; Tunnell, Michael O. (1996). The Story of Ourselves: Fostering Multiple Historical Perspectives. Social Education, v60 n4 p212-15 Apr-May. Criticizes most history textbooks for presenting a single perspective with few conflicting ideas. Characterizes literature-based instruction as a resource rich in multiple viewpoints that invites the reader to enter into moral discussions about historical events. Presents several examples of trade books illustrating specific historical periods with accompanying activities. (MJP)…

Richer, Stephen, Ed.; Weir, Lorna, Ed. (1995). Beyond Political Correctness: Toward the Inclusive University. This collection of 12 essays examines the history of the discourse over political correctness (PC) in Canadian academia, focusing on the neoconservative backlash to affirmative action, inclusive policies, and feminist and anti-racist teaching in the classroom. It includes: (1) "Introduction: Political Correctness and the Inclusive University" (Stephen Richer and Lorna Weir); (2) "'Political Correctness': An Ideological Code" (Dorothy E. Smith); (3) "PC Then and Now: Resignifying Political Correctness" (Lorna Weir); (4) "Framing the 'Western Tradition' in Canadian PC Debates" (Victor Shea); (5) "Academic Freedom Is the Inclusive University" (Janice Drakich and others); (6) "'Fit and Qualified': The Equity Debate at the University of Alberta" (Jo-Ann Wallace); (7) "Diversity, Power, and Voice: The Antinomies of Progressive Education" (Daiva K. Stasiulis); (8) "Reaching the Men: Inclusion and Exclusion in…

Welch, Nancy; And Others (1995). Schools, Communities, and the Arts: A Research Compendium. This volume presents a comprehensive review of current research on the implementation of quality arts programs in U.S. schools, and an indicator of areas that need to be explored, with emphasis on community priorities and initiatives. The 49 quantitative and qualitative reports, articles, and dissertations are divided into five sections: (1) six are evaluation studies of \broad-based\ arts programs implemented at many grade levels and in a variety of settings, which concern programs that tend to involve more than one arts discipline, include the arts in multiple roles, or involve a large number of people; (2) 17 are smaller-scale \targeted\ studies, using various methodologies, and tend to focus on one arts discipline or type of student or to examine a specific research question; (3) nine present \compilations\ of research in a particular area, often cutting across disciplines; (4) 12 describe \attitudes\ among students and parents and public opinion, on issues and programs,… [PDF]

Murrell, Peter (1990). Making Uncommon Sense: Critical Revisioning Professional Knowledge about Diverse Cultural Perspectives in Teacher Education. One aspect of the Alverno College (Wisconsin) teacher education program focuses on the critical treatment (critical revisioning) of popular approaches to teaching across lines of race, class, gender, culture, and power. To illustrate the development of prospective students' ability to think critically about such teaching, this discussion explores the revisioning of learning styles and cognitive styles, with a focus upon the potential for miscommunications in learning interactions, rather than the ascription of cognitive characteristics to individuals or to groups of minority students. The paper examines four assertions in critical revisioning as they apply to the constructs of cognitive style and learning style: (1) styles are reified constructs best understood as patterned dynamics of interaction with parents, teachers, and learning situations, not as static characteristics ascribable to learners themselves; (2) the application of styles research must be grounded in a critical…

Mason, David G. (1994). Bilingual/Bicultural Deaf Education Is Appropriate. Occasional Monograph Series, Number 2. This discussion focuses on the growing trend in deaf education toward bilingualism/biculturalism, with special emphasis on schools for the deaf in Canada. American Sign Language and la Langue Signes Quebecois on the one hand and English and French on the other are used as examples of bilingualism. Biculturalism is seen in the deaf individual's participation in both deaf and hearing cultures around the world. Theoretical assumptions of monolingual/monocultural approaches are contrasted to those of bilingual/bicultural education. Trends at specific schools in Canada, the United States, and Sweden are examined. An evolving paradigm which sees English as a second, rather than first, language for people with deafness is noted, as are trends toward increased community support for deaf bilingual/bicultural education and for general bilingualism. Trends in research are also identified, including new insights into how deaf children read and a paradigm shift which views deafness as a… [PDF]

Cross, Malcolm (1986). Vocational Training of Young Migrants in the United Kingdom. This study looked at the overall situation of the immigrant population, and young immigrants in particular, and analyzed such problem areas as the transition from school to working life and the inadequacies of initial training with relation to the situation in the United Kingdom. The study identified the following problem areas: (1) problems relating to the education of children of migrant workers and, (2) problems concerning access to vocational training and the links between success at school, success in vocational training, success in employment, and access to the labor market. Analysis of the data suggested some conclusions, among them: (1) the question of vocational training for ethnic minorities and migrant young people cannot be separated from an understanding of the position these groups have come to occupy in British society; (2) contrary to many assumptions, these young people are highly motivated and at least as able as those to whom they can be reasonably compared; (3)… [PDF]

Senchuk, Dennis M., Ed. (1984). Philosophical Studies in Education. Proceedings of the Annual Meeting of the Ohio Valley Philosophy of Education Society (Cincinnati, Ohio, November 19-20, 1982). Arranged in four parts, this collection of conference papers addresses selected philosophical and social questions being faced by contemporary educators. Part 1 contains the presidential address, the subject of which is conceptions of the educated person, and a response to that address. Part 2, the general session, contains two papers which discuss the distinction between the existentialist and analytical philosophy of education and an interpretation of Martin Buber's philosophy. Part 3, the concurrent sessions, comprises 12 papers. Topics covered include Kohlberg's moral theory, the relationship between children's literature and moral education, the teacher as a moral example, the impact of law on social and educational policy, bicultural and bilingual education, and the philosophy of John Dewey. An official program of the annual meeting, minutes, treasurer's report, society membership list, and manuscript style guidelines are also included. (LP)…

Lufler, Henry S., Jr. (1983). Pupils. This chapter reviews 1982 cases involving pupils. Such cases increased one-third in 1982, with much of the increase attributable to litigation concerning the rights of handicapped students. A 1982 U.S. Supreme Court case defining the congressional mandate of an "appropriate education" for such students may help reduce the controversy in this area. Issues of student rights, including school library book removal and drug searches, received conflicting decisions, while "moments of silence" as an alternative to school prayer and laws requiring the teaching of "creation science" were rebuffed in federal courts. Desegregation litigation continued with little resolution. Sections of this chapter are devoted to cases involving handicapped and exceptional children; public school assignment, tuition, and transportation; bilingual-bicultural programs; private and parochial schools; school sports; substantive rights of students; sanctions for student misconduct;…

Banks, Bill (1979). Service Delivery to Bilingual Population in Rural Areas. In 1970-1972 a Texas high school in a bicultural community piloted a motivational program of English, Language Arts, and Social Studies skills designed to involve disadvantaged students (mostly Mexican American) in positive, creative outlets to alleviate a negative self-concept. Four teachers plus Title I Migrant aides used a team teaching approach to provide specialized counseling and raise student achievement to that of the peer group. Oral language development was reinforced using Buy's "Speaking By Doing"; reading improvement was based on the Westinghouse PLAN kit; and social studies programs were centered around thematic film units. Project evaluation consisted of standardized testing, teacher observation, and academic success of students in other classes. In 1976 the program was changed to 18 individualized quarter courses including media study, reading skills, economics, American culture, Mexican culture, and Spanish. Proration of all students into the courses… [PDF]

Salinas, Jose P. (2002). The Effectiveness of Minority Teachers on Minority Student Success. This paper examines the shortage of minority teachers and explores the high priority that exists among parents, teachers, and the business community to work toward a diversified teaching force, focusing on the U.S. Hispanic population and investigating whether minority teachers in the classroom can result in minority student success in school. The paper suggests that the extremely low percentage of minority teachers in public schools has led to a high dropout rate among minority students. The majority population generally has a difficult time understanding cultural differences. When this occurs, communication between students and teachers breaks down, leading to serious consequences. Teachers need to know how to respond to students in culturally appropriate ways. Statistics on Hispanic students show that only 50 percent will graduate from high school. Many educators agree that minority teachers are important to Hispanic students because they can act as role models, encourage… [PDF]

Felton, Gayle Carlton (1996). Teaching toward Gender and Ethnic Inclusivity. Religious Education, v91 n2 p147-59 Spr. Maintains that a paramount task of religious education is to expose and redress social injustice. Identifies two of the most pervasive problems as sexism and racism. Argues that, because of their theological authenticity and influence, religious educators are in a unique position to effect social change. (MJP)…

El-Khawas, Elaine (1995). Campus Trends 1995: New Directions for Academic Programs. Higher Education Panel Report, Number 85. For the 12th year, a national survey of changes in the academic and administrative practices of American colleges and universities was undertaken. Senior administrators at 407 colleges and universities completed and returned survey questionnaires (80 percent of a sample of 506). Responses were statistically weighted so that results were representative of all American colleges and universities that offer a general program of undergraduate instruction. Selected highlights of the findings include: (1) almost all colleges and universities are expanding the use of electronic classroom technology; (2) most are offering more courses that involve active learning experiences for students; (3) most also have activities underway to increase multicultural or gender awareness; (4) there are widespread efforts to improve the freshman year; (5) in the past year 75 percent undertook some activity related to a self-study for specialized accrediting agencies; (6) almost all colleges and universities… [PDF]