Henderson, Lana T., Comp.; Jackson, Fran R., Comp. (1995). Balancing the Curricula in the Arts: The Caribbean Connection. Jamaica, Trinidad, and Tobago. This curriculum unit evolves from a 5-week study program to the Caribbean by cultural arts teachers from North Carolina. The program was designed: (1) to enhance educators' knowledge of the Caribbean influence on Western culture; (2) to understand the history of the Caribbean and its impact on the arts; and (3) to infuse this information into the current arts programs of public school and higher education. Fourteen participants, including classroom teachers and university arts professors, visited the island countries of Jamaica, the Republic of Trinidad, and Tobago. The unit offers 20 sample lesson plans that demonstrate the use of the cultural arts as a vehicle for promoting intercultural and global understanding, as well as a mechanism to enhance learning in other academic disciplines. The lessons are organized according to three themes that reflect collective impressions of the Caribbean arts. An overview lesson for the elementary level is "Introducing the Caribbean"… [PDF]

Creighton, Allan; Kivel, Paul (1992). Helping Teens Stop Violence: A Practical Guide for Counselors, Educators, and Parents. This guide provides information and teaching strategies for adults to support young people who want to make choices and resolve conflicts using alternatives to violence. Although the material is primarily designed for teachers and counselors, the guide is designed to help assist all adults, especially parents. The premise of the book is that individual acts of violence are actually expressions of much broader patterns of social violence and that social violence is an expression of long-standing power imbalances between \have\ and \have not\ groups in society. To prevent violence or to intervene in it effectively, the guide asserts, people must turn their attention to rectifying the imbalances that motivate the violence. The guide is divided into six sections: (1) general issues for adults to consider in work with youth; (2) theory about age, gender, and race-related power imbalances which cause violence; (3) techniques for liberatory teaching; (4) a curriculum for teaching young…

(1996). Rings: Five Passions in World Art. Multicultural Curriculum Handbook. This curriculum handbook uses a discipline based art education (DBAE) approach, and includes lessons appropriate for use with students in grades 3-12. Five units address themes of universally experienced emotions: love, anguish, awe, triumph, and joy. Art exemplars are draw from among the international cultures represented in the High Museum of Art's exhibition, "Rings: Five Passions in World Art," which was presented in conjunction with the 1996 Cultural Olympiad in Atlanta, Georgia. Each unit contains three sections that address the unit theme through three diverse cultural images. Sections are similarly formatted to include: (1) an introduction that relates the presented image to the theme; (2) historical information "About the Work" and "About the Artist"; (3) "Main Ideas"; (4) "How the Four Disciplines Contribute to Our Understanding"; (5) "Connections to Other Areas of Study"; (6) "Vocabulary"; (7)…

Blankenship, Glen (1997). A Kid Like Me across the Sea: A Look into the World of a German Child. Social Studies. Grades Kindergarten – Grade 3. Update 1997/1998. This packet is a primary/elementary instructional package targeted at grades K-3 with interest level extending to adult. The lessons of each topic draw heavily on interpretation of photographs and address the topics of physical and cultural geography, basic needs, community services and community helpers, transportation and communication, political symbols and migration of people. The materials focus on a comparative U.S./German perspective. Titles include: (1) "Germany in the World"; (2) "The People of Germany"; (3) "Neighborhoods and Communities in Germany"; and (4) "Political and Cultural Symbols of Germany." Numerous activities accompany each lesson with handouts and transparencies for use. There are 48 transparencies in this packet correlated to the topic areas. ERIC copy of the document contains photocopies of the transparencies. (EH)… [PDF]

Huber, Tonya (1991). Restructuring To Reclaim Youth at Risk: Culturally Responsible Pedagogy. This paper addresses the issue of multiculturalism in public schools and the role teacher education programs play in preparing teachers to create, implement, and evaluate curriculum and instruction responsive to the educational needs of diverse learners. Ethnographic interviews and observations were utilized to present a case study which investigates how teachers can restructure and develop a classroom where, regardless of a learner's background, the student's social, academic, and personal development are maximized. The case of Josefina Guzman, a teacher whose sixth grade classroom reflects culturally responsive pedagogy, describes Josefina's background and her conceptions of self/other, teacher/student social relations, knowledge, teaching methods, and interpretation of culturally responsible pedagogy which asserts the importance of students' individual identities. Ms. Guzman's model is supported by findings of the success of similar programs targeting excellence for minority and… [PDF]

Hollins, Etta R., Ed.; And Others (1994). Teaching Diverse Populations: Formulating a Knowledge Base. SUNY Series "The Social Context of Education.". This book presents current knowledge about teaching culturally diverse populations that are traditionally underserved in U.S. schools. Such ethnic minority populations include African Americans, Appalachians, Native Alaskans, Native Americans, and Latin Americans. Part 1, "Shaping a Vision for the Schooling of Diverse Populations," challenges many contemporary practices in education. Part 2, "Developing a Holistic View of Schooling for Diverse Populations," reviews the literature on the education of these ethnic minority groups. Part 3, "Taking a Closer Look at Schooling for One Sociocultural Group: African Americans," examines the literature and explores implications for this particular group. The following papers are included in the collection: (1) "Cultural Congruence in Instruction" (Kathryn H. Au and Alice J. Kawakami); (2) "The Purpose of Schooling for African American Children: Including Cultural Knowledge" (Joyce E. King);…

(1993). Exploring Culture. Final Report. This document reports on a project conducted to develop a curriculum to enable adult learners to explore their own and others' cultures while participating in reading, writing, math, English-as-a-Second-Language, or social studies course offered by adult basic education providers throughout Pennsylvania. The curriculum manual in this report consists of an instructor's guide and 10 packets of learner-developed cultural materials. Included in the instructor's guide are the following: suggestions for using the curriculum, an overview of the cultural packets, two model lesson plans for teachers to use in helping classes identify, explore, and document class members' cultures, and the 10 student-developed cultural packets in which students document their own cultures through their own writings and art. Each of the 10 packets deals with the cultures of one of the following groups: West Philadelphians; homeless people; persons in recovery; Black women; grandmothers, mothers, daughters, and… [PDF]

Iwamura, Susan Grohs (1986). Internship and Foreign Language Training: Blending Academic Study and Extra-Academic Experience. Student experiences in an exchange program linking the University of Hawaii and the Graduate School of Business in Lyon, France illustrate the positive impact of foreign internships. The students were enrolled in internship programs in travel industry management. The reports written by the students reveal that the experiences have affected the students' motivation to expand and perfect their skills in the foreign language, their understanding of the relationship between language and culture, and their view of comparative business practices. All participants appeared to be better able to adopt a case study approach and participant-observer perspective than their counterparts who did not have a foreign internship, and they seemed to develop a sense that the whole language/culture complex assigns values on the basis of internal rather than external relationships, making them more sensitive employees in the future. (MSE)…

Zaslavsky, Claudia (1988). Integrating Mathematics with the Study of Cultural Traditions. The educational failure of ethnic minority children in the industrialized countries has persuaded some educators of the need to incorporate multicultural perspectives into the mathematics curriculum. All societies have developed mathematical practices appropriate to their daily lives and cultures, an area of mathematics known as \ethnomathematics.\ Benefits of incorporating students' cultural background into the mathematics program include the following: (1) increased self-esteem on the part of language minority children; (2) increased interest when instruction is related to daily life; and (3) appreciation of different ways of thinking. Impediments to combining multicultural aspects with the mathematics curriculum include the following: (1) lack of materials, (2) inadequate teacher training; (3) stereotypic views of what constitutes a \proper\ curriculum; and (4) overemphasis on student performance on standardized tests. A list of 11 references and an illustration of an African… [PDF]

Wong, Paul (1986). Minority Community Mental Health Training: Analysis of an Educational Experiment. P/AAMHRC Monograph Series, No. 4. This monograph analyzes an experimental program that ran from 1976 to 1980 to train Pacific/Asian American social work students in community mental health. The students, who were awarded stipends, were recruited from three associate in arts programs in human services and from two universities that offered both bachelor's and master's programs in social work. Like many other minority community-based training programs in mental heath that emerged in the late 1960s and 1970s, this educational experiment was closely linked to the development of the community mental health movement and to social change in Pacific/Asian communities. Two sample surveys were conducted for the study, one of the students, and the other of the staff, council members, and field work supervisors of the center. Files and records of the center were examined and a number of individuals were interviewed intensively. Chapter 1 presents a historical survey of the development of the community mental health movement….

Beck, David, Ed. (1981). Contemporary Issues Reader One: A Humanistic View of Diversity and Commonality in the Tribal and American Indian Community. This volume is a collection of articles by American Indian educators, counselors, and administrators who seek to record the transformation of oral traditions into literate through the use of the written word. A variety of topics are discussed within broad frameworks, from the humanities to the highly technical. "Indian Learners and Public Education Policy" (D. Beaulieu) addresses issues and options by examining the roles of public agencies and tribal governments. "The Tribal Community and an Academic Philosophy" (R. V. Dumont, Jr.) examines curricular models. "History and Indian Leadership" (W. E. LaMere) discusses Indian values, identity, and treatment to trace management problems. "Tradition in a Contemporary Setting: Sentimentality or Spirituality" (E. Savilla) juxtaposes negative and positive viewpoints of traditional beliefs and practices. "Corporate Formation and Organizational Development in the Boys Club" (R. G. Archiquette)…

(1981). Disadvantaged Pupil Program Fund (DPPF) Evaluation Reports, 1980-81. These descriptive and evaluative reports examine fifteen program components implemented under the Disadvantaged Pupil Program Fund by the Cleveland, Ohio public school system beginning in 1966. The following programs are discussed: (1) classroom support program; (2) communication skills improvement project; (3) computer assisted instruction in mathematics; (4) Latin American cultures project; (5) improvement of school community skills and relationships; (6) job development project; (7) kindergarten reinforcement project; (8) motivational cultural experiences; (9) pilot projects; (10) production workshop project; (11) reading impact project; (12) reinforcement science skills project; (13) residential environmental classroom; (14) building safety and security; and (15) upward reach project. Each report cites the purposes, objectives and outcomes of the program, with recommendations for future improvements. Appendices include lists of schools participating in each program area;…

Felice, Lawrence G. (1981). Bilingual Education and Affective Outcomes: The Past Ten Years and the Mexican American Experience. A review of research literature on whether Spanish bilingual, bicultural programs enhance self-concept and whether any relationship exists between enhanced self-concept and improved academic achievement also describes research problems and potential solutions. Theories of importance of self-concept as a determinant of achievement, particularly with minority/bilingual students, are briefly covered. Research findings are presented on whether self-concept improvements lead to improved achievement (result: self-concept and achievement appear so interdependent that precise relationships are difficult to distinguish) and whether bilingual programs enhance self-concept of Mexican Americans, as well as whether Mexican American students need to have their self-concepts enhanced (results: effects of bilingual programs in improving self-concept have been mixed; Mexican Americans do not have poor self-concept). Problems contributing to the mixed results are listed: lack of agreement on… [PDF]

Nachbar, Cornelia, Ed.; Timpte, Robert, Ed. (1974). Human Relations Guide I: Inter and Intracultural Education. K-12. Curriculum Guide No. 39. This guide is intended to assist the educational system with curriculum in the area of racial minorities. It was developed by the Minnesota State Department of Education and provides guidelines for developing a K-12 curriculum in intercultural and intracultural education with attention to four designated minority groups in the state: American Indians; Black Americans; Mexican Americans; and Asian Americans. Thirteen goals for human relations are outlined along with a brief explanation of them. Student objectives and instructional activities are outlined for each goal. Under each goal are objectives and activities for primary, intermediate, junior high, and senior high school age groups. This is followed by a brief history of the four ethnic target groups in the state. Lengthy appendices discuss the legislative record on Civil Rights in Minnesota, demographic data on minority groups in the state, other Minnesota human relations curriculum guides, periodicals, books, and articles… [PDF]

Bok, Derek; Bowen, William; Camarillo, Albert; Foner, Eric; Gurin, Patricia; Steele, Claude; Sugrue, Thomas; Syverud, Kent; Webster, Robert B. (1999). The Compelling Need for Diversity in Higher Education. The Center for Individual Rights (CIR) represented three white applicants who brought the two lawsuits, "Gratz, et al., v Bollinger, et al., No. 97-75231 (E.D.Mich.)" and "Grutter, et al. v. Bollinger, et al., No. 97-75928 (E.D. Mich.)," against the University of Michigan. These lawsuits challenge as unlawful the University of Michigan's policy of considering race as one of many factors in the process for admissions to the College of Literature, Science and the Arts, and the Law School. The University of Michigan brought together a team of leading scholars to serve as its experts in these cases to establish the basis for the University's argument that there is a compelling need for diversity in higher education. Thomas Sugrue of the University of Pennsylvania describes the important role that race continues to play in modern American society. Eric Foner of Columbia University (New York) describes the history of race relations through the lens of the…

Dayo, Dixie Masak, Ed. (2002). Sharing Our Pathways: A Newsletter of the Alaska Rural Systemic Initiative, 2002. Sharing Our Pathways, v7 n1-5 Jan-Dec. This document contains the five issues of "Sharing Our Pathways" published in 2002. This newsletter of the Alaska Rural Systemic Initiative (AKRSI) documents efforts to make Alaska rural education–particularly science education–more culturally relevant to Alaska Native students. Articles include "Nurturing Native Languages" (Angayuqaq Oscar Kawagley); "Nikaitchuat Ixisabviat: An Inupiaq Immersion School" (Igxubuq Dianne Schaeffer); "Project Centered Education" (John Carlson); "Native Languages in Alaska" (Ruthie Sampson); "New Guidelines for Culturally Responsive School Boards Developed by Native Educators"; "Oral Traditional Knowledge: Does It Belong in the Classroom?" (Esther A. Ilutsik); "In the Maelstrom of Confusion, A Stilling Voice" (Angayuqaq Oscar Kawagley); "Who Is This Child Named WIPCE?" (Ac'arralek Lolly Sheppard Carpluk); "Draft Guidelines for Cross-Cultural Orientation… [PDF]

Carey, David; Ernst, Ekkehard (2006). Improving Education Achievement and Attainment in Luxembourg. OECD Economics Department Working Papers, No. 508. OECD Publishing (NJ1) Improving education achievement in Luxembourg is a priority for strengthening productivity growth and enhancing residents' employment prospects in the private sector, where employers mainly hire cross-border workers. Student achievement in Luxembourg is below the OECD average according to the 2003 OECD PISA study, with the performance gap between immigrant and native students being above average. A factor that makes learning more difficult in Luxembourg than in other countries is the use of three languages of instruction (Letzebuergesch, German and French). New empirical evidence presented in this paper based on the PISA tests suggests that the reforms over the past decade or so to attenuate these difficulties have had considerable success: the adverse impact of immigrant status on PISA test scores is around the OECD average. The fact that the performance gap between immigrant and native students is nevertheless greater than average reflects other factors, notably the relatively… [Direct]

Gerzon-Kessler, Ari (2006). Every Moment Counts: Five Principles for Boosting the Achievement of Struggling Students. Educational Horizons, v84 n4 p251-256 Sum. In this article, the author relates her difficult experiences as a novice teacher when she started teaching bilingual third-graders in Spanish at Spangler Elementary School in 2002. She relates that her teaching strategy of balancing rigor and sweetness had its rewards as her students' rate of reading proficiency on the Colorado Student Assessment Program was 60 percent–a stark contrast compared to the prior year's proficiency rate of 7 percent. She relates that she used five principles for teaching her students and these are: (1) Conveying a sense of urgency; (2) Developing personal bonds; (3) Fostering a joy for learning; (4) Raising the bar with high expectations; and (5) Cultivating social and emotional intelligence. (Contains 1 footnote.)… [PDF]

Cardenas-Hagan, Elsa; Carlson, Coleen; Cirino, Paul; Francis, David; Linan-Thompson, Sylvia; Mathes, Patricia; Pollard-Durodola, Sharolyn; Vaughn, Sharon (2006). Effectiveness of an English Intervention for First-Grade English Language Learners at Risk for Reading Problems. Elementary School Journal, v107 n2 p153-181 Nov. A first-grade reading and language development intervention for English language learners (Spanish/English) at risk for reading difficulties was examined. The intervention was conducted in the same language as students' core reading instruction (English). Two hundred sixteen first-grade students from 14 classrooms in 4 schools from 2 districts were screened in both English and Spanish. Forty-eight students (22%) did not pass the screening in both languages and were randomly assigned within schools to an intervention or contrast group; after 7 months, 41 students remained in the study. Intervention groups of 3 to 5 students met daily (50 minutes) and were provided systematic and explicit instruction in oral language and reading by trained bilingual reading intervention teachers. Students assigned to the contrast condition received their school's existing intervention for struggling readers. Intervention students significantly outperformed contrast students on multiple measures of… [Direct] [Direct]

Bauer, Malcolm; Buteux, Alyssa; Doyle, Bryan; VanWinkle, Waverely; Zapata-Rivera, Diego (2009). Combining Learning and Assessment in Assessment-Based Gaming Environments: A Case Study from a New York City School. Interactive Technology and Smart Education, v6 n3 p173-188. Purpose: The purpose of this paper is to propose and demonstrate an evidence-based scenario design framework for assessment-based computer games. Design/methodology/approach: The evidence-based scenario design framework is presented and demonstrated by using BELLA, a new assessment-based gaming environment aimed at supporting student learning of vocabulary and math. BELLA integrates assessment and learning into an interactive gaming system that includes written conversations, math activities, oral and written feedback in both English and Spanish, and a visible psychometric model that is used to adaptively select activities as well as feedback levels. This paper also reports on a usability study carried out in a public middle school in New York City. Findings: The evidence-based, scenario design framework proves to be instrumental in helping combine game and assessment requirements. BELLA demonstrates how advances in artificial intelligence in education, cognitive science, educational… [Direct]

Maulhardt, Mary (1994). Michoacan People, Customs, and the Day of the Dead. This curriculum guide is intended: (1) to expose students to the people and customs of Michoacan, Mexico; (2) to explore the meaning of traditional Day of the Dead customs through hands-on experiences; and (3) to build the self-esteem of second language learners of Mexican descent. During the study, students whose primary language is Spanish read and respond to Purepecha Indian myths of Michoacan; research and prepare a presentation on the language and customs of the Purepecha Indians; and participate in Day of the Dead activities including art, theater, and cooking. Activities include a literature study, research project, and holiday celebration of the Day of the Dead. There are background notes on the Purepecha Indians and the Day of the Dead, along with a list of resources. Since much of this unit is activity-based, the evaluation of students is performance-based with students judged on their participation in and completion of the activities introduced. (EH)… [PDF]

Reyhner, Jon (1996). Rationale and Needs for Stabilizing Indigenous Languages. Although American Indian and Alaska Native communities have largely won the legal right to maintain their languages and cultures, they lack the "effective right" to do so. The effective right means access to the tools for getting the job done–the knowledge, strategies, and resources necessary to resist destruction of languages and cultures. This rationale and needs statement documents the importance of indigenous languages as an irreplaceable cultural knowledge and as a cornerstone of indigenous community and family values. It reviews past government policies to eradicate indigenous languages and the reversal of those policies with the new federal policy of Indian self-determination over the last quarter century. In the 1990s, support for self-determination and for the maintenance of Native languages and cultures has been demonstrated by the Native American Languages Act of 1990, the work of the Indian Nations At Risk Task Force and the White House Conference on Indian… [PDF]

Baker, Susan; And Others (1993). I Am Connected to the World. Unit of Study for Grades K-2: Spanish Partial Immersion Program. These materials consist of a series of lessons comprising an interdisciplinary, multicultural instructional unit. They were designed for use in an elementary school Spanish partial immersion program, to address a variety of needs and learning styles of children from diverse backgrounds, and are intended to foster a sense of community and responsibility, both local and global. The unit is organized according to the model of multiple intelligences: verbal/linguistic; logical/mathematical; visual/kinesthetic/ musical/rhythmical, interpersonal, and intrapersonal. Lesson topics include: the connection between individuals and the human and natural worlds; the individual self; family; home; school; the local community; communities in general; seasons; the earth; and endangered animals. Included are excerpts from other publications and a number of reproducible student worksheets. A brief list of related materials is also appended. All instructions are in English, and some worksheets are all…

Wilkinson, David (1990). GENESYS 1989-90: Selected Program Evaluations. Selected program evaluations through the GENeric Evaluation SYStem (GENESYS) of the Austin (Texas) Independent School District are reviewed. GENESYS, implemented in 1988-89, consists basically of a database methodology assessing the school system's longitudinal databases and a set of computer programs using the Statistical Analysis System (SAS) to generate output on several variables for designated programs. In its second year, 1989-90, GENESYS included a wide variety of elementary school, secondary school, and kindergarten through grade 12 programs. Information on specified groups of students gathered through GENESYS concerns the following variables: student characteristics; achievement; attendance; discipline; grades/credits; dropouts; and retainees. In this report, GENESYS information is provided for: (1) bilingual and English-as-a-Second-Language programs at all grades; (2) Teach and Reach supplementary reading and mathematics instruction in elementary grades; (3) the AIM High… [PDF]

Doran, Sandra; Toro, Leonor (1986). Ecuador. America = Las Americas [Series]. Designed for elementary teachers to use with migrant students, this bilingual English/Spanish social studies resource booklet provides an encyclopedia-style overview of Ecuador's history, geography, economy, and culture. Topics include the history of Ecuador's flag and coat of arms, geographic regions, food, Quito (the capital), recent wildlife exploration, Jivaro Indians, and the importance and history of cacao. Biographical sketches are presented on Sebastian de Belalcazar, Francisco Javier Eugenio de Santa Cruz y Espejo, Jose Joaquin de Olmedo, Susana Reyes, and Wilson Pico. Traditions and customs, music, and poetry are discussed in the Spanish language section along with the Galapagos Islands and the llama. Consisting mainly of narrative text, the booklet includes maps, illustrations, chocolate recipes, fact sheets, word searches and other activity pages, Spanish vocabulary, and a 27-item bibliography. (NEC)…

(1987). Woodworking Safety. A Guide for Teachers of Limited English Proficient Students. This packet of materials was developed (1) to address the liability concerns of woodworking instructors by providing safety instruction materials and tests for limited English proficient (LEP) or Spanish-speaking students, and (2) to provide some ideas, strategies, and resources for working effectively with LEP students in the vocational classroom. Section I includes instructional strategies that can be used when working with LEP students. Section II contains the woodworking safety tests in both Spanish and English. Subjects include general safety rules, band saw, jig saw, table saw, radial arm saw, saber saw, portable circular saw, jointer, planer, lathe, drill press, portable electric drill, router, and sanders. An answer key is included. (KC)…

Frame, Laurence (1980). SOCMATICAS Student Workbook. The student workbook for Socmaticas includes 271 activities which require students to utilize data from soccer team rosters to complete this bilingual, multicultural, multidisciplinary, learning program ranging from elementary to secondary levels. Encompassing the subject areas of English/Spanish, mathematics, reading, social studies, history, and geography, the specific tasks enable students to develop a positive self image, record their work progress, learn basic computational skills, make and utilize charts and graphs, integrate data, improve visual perception skills, write and interpret birth dates, read schedules, improve penmanship skills, develop creative writing skills, develop research skills, learn a second language and culture, and appreciate being bilingual/bicultural. Activities include ordering numbers, writing Spanish surnames, linear measurements, writing number words and dates, celebrating fiestas, drawing team emblems and uniforms, values clarification,…

Doss, David A.; Totusek, Patsy F. (1981). A Peek at Pre-K. Publication No. 80.57. The Early Childhood Observation Form was developed to compare and evaluate two distinct curriculums used in Title I and Title I Migrant Pre-Kindergarten classrooms in the Austin Independent School District during the 1979-1980 school year. Variables recorded on the form included language spoken, group size, activity, adult instructional involvement, instructional responsibility, adult contact, and curriculum used. Design of the form provided for day-long, minute-by-minute observations of randomly selected students on randomly selected observation days by two trained observers. The form was judged useful in examining a variety of curriculum approaches, assessing the extent to which a curriculum has been implemented, relating classroom practices to achievement gains, and/or contrasting curriculums. Findings from a total of 100 day-long observations were that Title I students received 22 minutes more instruction in a day which averaged 19 minutes longer, took more naptime (36% compared… [PDF]

Noonan, Al (1981). A Systematic Approach for Measuring Sustained Effect and for Comparing Compensatory Education Programs Using Achievement Test Data. The system discussed in this paper was successfully used to track approximately 17,000 students participating in various educational programs and to measure their gains through achievement test results. It was developed for a school district with twelve supplementary instruction programs, and has been in use since the 1975-76 school year. The evaluation method was used to fulfill federal reporting requirements and to conduct longitudinal studies in measuring the impact of instructional programs. Programs in which kindergarten through high school students were tracked included: Title I, Title VII, State Bilingual, Migrant, and Experimental Schools. Inservice training was conducted to familiarize teachers and counselors with the materials required in the process. Greater speed in reporting test results, and increased specificity of scores for each student helped to alleviate teacher resistance to the extra record keeping involved. Appendices include a list of references, examples of… [PDF]

Travis, Michael (1979). Significant Impact of Environment Regarding Eligibility of Native American and Alaskan Native Students for ESEA Title VII Regulations. Early Russian religious and educational influences on the 20 various Alaskan Native languages are described, followed by those of American origin in schools and religious groups after the American purchase in 1867, all of which show the development of diglossia and language shifts. The present dual educational system, which includes state schools and Bureau of Indian Affairs (BIA) schools, has contributed to shifts in language use from Alaskan Native languages to varieties of English or combinations of both. Alaskan Native and non-native students learn native language-specific dialects of English which have their own phonological and syntactical characteristics. Teacher attitudes, knowledge, and understanding, as well as differences in culture-specific modes of discourse, and the use of formalized textbook English are seen as factors which create interethnic communication problems. The geographic and cultural isolation has also been influential in creating a lack of language… [PDF]