Osunde, Egerton O.; And Others (1996). Persisting and Common Stereotypes in U.S. Students' Knowledge of Africa: A Study of Preservice Social Studies Teachers. Social Studies, v87 n3 p119-24 May-Jun. Reveals a preponderance of stereotypical beliefs about the African continent among preservice social studies teachers. Many social studies teachers possess little, and often inaccurate information concerning Africa. Includes guidelines for correcting these misconceptions and teaching about Africa from a global perspective. (MJP)…

Langham, Barbara A. (1997). Native Art of the Southwest. Texas Child Care, v20 n4 p22-31 Spr. Provides historical information on native Southwest peoples and their arts to encourage appreciation and understanding of this cultural heritage. Provides instructions and supply lists for age-appropriate craft projects including woven baskets and rugs, clay pots, clay and paper beads, silver bracelets, kachina dolls, sand paintings, dream catchers, and animal carvings. (SD)…

Lauren, Paul Gordon (1996). Between Pandemonium and Order: Assessing International Organizations and Multiethnic Societies. American Behavioral Scientist, v40 n1 p66-85 Sep. Provides a concise and fascinating overview of the historical development of international efforts responding to incidents of atrocities and oppression. Traces this humanitarian impulse from the mid-19th century, through the League of Nations, to the current United Nations. Considers the limitations and potentialities of current endeavors. (MJP)…

Shope, Janet Hinson; Singer, Eric (1996). Global Inequalities: Gender, Class, and Race/Ethnicity. Teaching Sociology, v24 n2 p207-11 Apr. Discusses a case study approach to internationalizing an undergraduate interdisciplinary sociology course that explores the sources and consequences of inequality. Presents three case studies from Baltimore (Maryland), Japan, and Zimbabwe, each one detailing social and economic causes of inequality. Briefly covers class assignments and a concluding wrap-up of the material. (MJP)…

Goncharov, I. (1995). What the Russian School Ought to Be Like. Russian Education and Society, v37 n3 p45-58 Mar. Asserts that Russian society and Russian schools are going through a profound crisis. Maintains that the best approach to solving social and educational problems is to restore and develop national principles and group cohesion. Criticizes the United States and Japanese educational systems and calls for Russia to follow its own path. (CFR)…

Edwards, Ralph (1992). Include the African-American Community in the Debate. Social Policy, v22 n3 p37-39 Win. It is hypocritical to oppose black immersion schools (BISs) as resegregationist. BISs are a solution to urban school problems proposed in areas where integration has failed. BISs are a reaction to that failure, not a cause of it. To succeed, BISs must address issues of social and economic justice. (SLD)…

Gillett, Paula (1990). Refugees in History and in the History Classroom. OAH Magazine of History, v4 n4 p14-18 Spr. Teaching about refugees and having refugees as students requires examining ethical questions concerning responsibilities of U.S. citizens and providing refuge for oppressed peoples. Suggests that, through teaching historical understanding of these issues, one builds community in multi-ethnic classrooms and helps to combat hostility toward newly arriving peoples. (NL)…

Kozakiewicz, Mikolaj (1992). The Difficult Road to Educational Pluralism in Central and Eastern Europe. Prospects, v22 n2 p207-15. Discusses general problems of educational pluralism in the nations of central and eastern Europe. Asserts that, contrary to many western Europeans, the nations of central and eastern Europe are very different from one another in politics, economics, and education. Reviews developments in Bulgaria, Czechoslovakia, and Hungary. (CFR)…

(1977). International Conference on Education, Geneva, September 1977. Development of Education: 1974/1976, Report from New Zealand. The educational system of New Zealand is based upon principles set down in the Education Act of 1964 and the Universities Act of 1961. Public education is free, coeducational, secular, and compulsory between the ages of six and 15 years. A number of private and religious organizations also offer primary and secondary education in compliance with governmental standards. Children under the age of five years may attend free or private kindergartens, play centers or child care centers. Control and management of state primary schools are the responsibility of 10 Education Boards which operate under the Department of Education. Secondary schools are generally controlled by local boards. The University Grants Committee sets higher education degree requirements and recommends allocation of funds from Parliament for university education and research. All levels offer basic and compulsory subjects which are set by national committees comprised of educators and lay people. Three year teacher…

Tuthill, Shirley J., Comp.; Wright, Kenneth T., III, Comp. (1997). Innovative Approaches in Rural Education. Rural Information Center Publication Series, No. 54. Revised Edition. As telecommunications advance at a rapid pace, rural public school systems must take advantage of new teaching methodologies and tools such as distance learning, experiential education, and computer networking. This publication provides access to the current literature on innovative educational strategies to increase learning success with minorities, youth-at-risk, gifted, emotionally and physically handicapped, as well as rural students. It lists 141 annotated entries in the areas of general resources; curriculum design, teaching methods, and teacher training; distance education; funding for rural education; partnerships in schools; special needs (multiculturalism, high-risk students, special education); and technology. Addresses and other contact information are given for 30 journals and 47 organizations at the federal, national, and regional levels interested in rural education and educational equality. (SAS)… [PDF]

Little, Bruce E., Ed. (1990). Secondary Art Education: An Anthology of Issues. In this anthology, 18 authors address art education and classroom issues of concern to the middle and high school level teacher. The volume includes: (1) \The Discipline of Art\ (Harlan Hoffa); (2) \Art Criticism and Social Integration of the Disciplines of Art\ (Tom Anderson); (3) \The Period of Transescence and Its Relevance for the Secondary Level Art Education Program\ (Andra N. Johnson); (4) \Forms of Instruction Used by Art Teachers with Pre-Adolescents\ (Mary Stokrocki); (5) \Are Art Teachers Prepared To Teach the NAEA Essential Components?\ (Adelaide Rusch; William J. Thomas); (6) \Grading Student Artwork: A Plan for Effective Assessment\ (Carole Henry); (7) \Environment of Middle and Secondary Art Classrooms: Becoming Aware of, Designing, and Implementing Changes in the Furniture, Facilities, and Spaces\ (Antonia Araca); (8) \The Art Classroom as a Behavior Setting\ (Frank D. Susi); (9) \Sketchbooks\ (Roberta W. Rice; Sue Ellen McNeil); (10) \Computers in Art Education\…

(1985). Recommendation 928 (1981) on the Educational and Cultural Problems of Minority Languages and Dialects in Europe. Western European Education, v17 n1 p8-9 Spr. Recommendations of the Parliamentary Assembly of the Council of Europe (33rd ordinary session) concerning minority languages and dialects in Western Europe are outlined. One recommendation is that governments adopt the policies of educating preschool children in their own dialects and of bilingual instruction from primary through higher education. (RM)…

(1978). Grade 6: Political Science. World Cultures–A Comparative Study. The curriculum guide presents a working draft of the sixth grade component of a K-6 social studies program using the expanding environments approach which was developed by the Allegany County Board of Education in Maryland. The overall objective is to help teachers assist their students in gaining the understanding needed to deal with the problems of a complex society. The bases for each unit are three goals (development of social science concepts, skills, and social attitudes), and six conceptual statements relating to ethnic heritage studies; family life; and citizenship, career, consumer, and environmental education. The key question/suggested activity format involves students in gathering and organizing data, and in analyzing its content and implications. The sixth grade unit is presented in two sections. Section I deals with the rules and laws every society and group develops to govern the conduct of its members and to provide protection for them. Activities study the structure…

Warnica, E. J. (1986). Report of Lethbridge Native Education Task Force to Boards of Lethbridge School District #51 and Lethbridge Catholic Separate School District #9. Canadian Journal of Native Education, v13 n3 p37-41. Reports Task Force recommendations for a sound education program providing opportunities for success for Indian, Metis, and Inuit students and information for Native and non-Native students about Native people, history, culture, and contributions to community and nation. (LFL)…

Andrews, Jean F.; Everhart, Vicki S.; Nover, Stephen M. (2001). Critical Pedagogy in Deaf Education: Teachers' Reflections on Implementing ASL/English Bilingual Methodology and Language Assessment for Deaf Learners. Year 4 Report (2000-2001). USDLC Star Schools Project Report. The Star School staff of the Engaged Learners project at the New Mexico School for the Deaf in Santa Fe has completed its fourth year of a 5-year federally-funded program. This project aims to improve language-teaching practices of teachers who work with learners who are deaf by providing training in current bilingual theories and pedagogical techniques, including Engaged Learning practices, through a convergence of Internet, Web, and distance learning technologies. The project promotes proficiency in American Sign Language (ASL) and English for all students based on the belief that bilingualism enhances cognitive, social, and linguistic growth. This publication describes the projects fourth year activities and the overall project impact. Information is provided on: (1) participating teachers and mentors; (2) training materials; (3) teachers experimentation with ASL/English bilingual assessment for students with deafness and teachers written reflections on the training; (3) teachers… [PDF]

Bolus, Roger; And Others (1980). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Report of Pretest Results and Posttest Analysis Plan for the Quantitative Component. The principal objective of this part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates, 1980) was to determine the effectiveness of four early childhood bilingual/bicultural curriculum models developed for Spanish-speaking children. The eight programs assessed had implemented the Alerta, Amanecer, Nuevas Fronteras or the Un Marco Abierto models. Each model was assessed at two sites. Evaluation of Head Start and control group children on selected measures of social competence with model program experience as the independent variable in a pre- and a posttest format was attempted. Areas of social competence tested as dependent variables included the four following domains: Spanish and English language comprehension and production, and concept development and socioemotional behavior. Additionally, a parent interview was designed to gather information on background characteristics of experimental and control group children and their families….

Edwards, H. P.; Smyth, F. (1976). Evaluation of Second Language Programs and Some Alternatives for Teaching French as a Second Language in Grades Five to Eight. This research concerns the French immersion program and the program of 60 minutes of French instruction daily introduced by the Ottawa Roman Catholic Separate School Board at the first grade level. A longitudinal evaluation of the effects of these programs compares language proficiency, linguistic development, social maturity, academic achievement, and intelligence of children in both programs. Part 1 describes the testing of all children in third and fourth grade immersion classes, and the testing of a sample of six classes in the third grade 60-minute program and five classes in the 4th grade 60-minute program during 1973-74. Part 2 reports on the relative progress of groups enrolled in fourth and fifth grade immersion programs. Samples of children enrolled in the immersion and 60-minute programs in grades 1, 2, and 3 were also evaluated and compared. The progress of grade seven immersion students was compared to children in traditional grade seven programs. Part 3 compares: (1)…

Churchill, Stacy; And Others (1978). Costs: French Language Instructional Units. An In-Depth Study of Selected School Boards. This report summarizes the results of a research project on the cost of providing instruction in French to students enrolled in French language instructional units in Ontario. Case studies were carried out in seven Ontario school boards consisting of four secondary and seven elementary panels chosen to present a range of geographical environments, population ratios, and enrollment sizes. The case studies considered Francophone educational needs in each locality, the level of services offered, and the associated costs. Estimates of per pupil expenditure for different types of service in all of the schools studied (slightly less than 300) were obtained. Three major outcomes of the study are presented. First, the researchers have defined a general theoretical framework for costing educational services for a linguistic minority. Second, the differential costs of instruction for different types of schools are analyzed both within and between school boards at the elementary and secondary…

Hicks, John S. (1976). T.E.A.T.H. Program, English as a Second Language (School Year 1975-1976). This report evaluates a remedial reading and mathematics after school program for 227 third, fourth, fifth, and sixth grade students who scored at least one year below expected grade levels on New York City standardized tests. The program was a selected New York City Umbrella program funded under a grant from the New York State legislature. The program also taught English as a Second Language (ESL) to 82 parents in the school community. Bilingual teachers from the participating elementary school were sent into both community agencies and private homes where they held English language instruction classes for parents. The major objectives of the program were to help students in both the remedial reading and mathematics program achieve significant growth in their reading and mathematics skills and to help the participating parents in the ESL program to improve their conversational skills in English. Pre and post city wide reading and mathematics standardized tests were used to assess… [PDF]

(1976). [UMOS Child Center Project. Final Report.]. This report presents a description and a brief evaluation of the Child Center Project, a bilingual-bicultural early childhood development program designed to prepare preschool Latino children to succeed in school without losing their bilingual-bicultural identity. Funded by the Office of Child Development, the three-year project was initiated in 1972 by the United Migrant Opportunity Services, Inc. (UMOS), a non-profit corporation in the state of Wisconsin. A major goal of UMOS has been to help migrant farm workers who decide to leave the migrant stream and relocate in Wisconsin. The center served approximately fifty 3- to 5-year-olds in each year of operation, and emphasized parent participation and control as well as the presence of male Latino teachers in the classroom. Included in the report are a breakdown of the ethnic and socioeconomic backgrounds of the children who participated, educational objectives and the final project evaluation findings. (MS)… [PDF]

(1974). Evaluation of the Impact of ESEA Title I Programs for Migrant Children of Migrant Agricultural Workers. Volume II–Impact Analysis. Final Report. Elementary and Secondary Education Act Title I migrant programs focus on identifying and meeting the needs of migrant children through remedial instruction, health, nutrition and psychological services, cultural development, and prevocational training and counseling. Evaluating the impact of Title I programs for migrant children, the study determined the success of the Federal program in meeting the migrant child's needs. The sample consisted of 100 projects in 10 States. Analysis was done by compiling answers by subject and type of respondent and aggregating the data by State. This volume (II) of the 4 volume evaluation reports on the qualitative and quantitative assessment of the impact of the State education agency and local education agency levels. Information is also given on factors accounting for observed variations in impact and the extent to which Federal funds were used to supplant, rather than supplement, other funding sources. Topics covered are: (1) impact of the… [PDF]

Loventhal, Milton, Comp.; And Others (1972). Bibliografia de Materiales Tocante al Chicano: A Bibliography of Materials Relating to the Chicano in the Library, California State University. Second Edition, December 1972. Approximately 2,295 books and articles published between 1945 and 1970 are listed in this bibliography for students in the field of Mexican American Studies. Emphasis is on agricultural laborers, bilingualism, Indians of Mexico, Mexico, cultural background, history, politics, and education. The bibliography has complete title and author indexes. It is arranged by subject headings, which are alphabetical. Within these headings, specific items are also listed alphabetically. Items may be listed more than once. Films relevant to the study of Chicano affairs are given in a supplement. (FF)… [PDF]

Mapp, Edward, Ed. (1974). Puerto Rican Perspectives. The contents of this compendium are organized in four parts, as follows. Part one, \From Education,\ includes the following essays: \A Positive View of Bilingualism,\ Bejamin Pacheco; \Puerto Rican Children and the New York City Public Schools,\ Luis Fuentes; \Why Puerto Rican Students Drop Out of School: An Explanatory Analysis,\ Alexander Bazquez; \A Case for Puerto Rican Studies Programs,\ Richard Rivera; and, \Affirmative Action in Higher Education,\ Frank Negron. Part two, \From the Arts,\ includes the following essays: \Television and the Puerto Rican,\ Marife Hernandez; \Puerto Ricans in American Films: Peliculas sin Personajes,\ Edward Mapp; \The Anguish of the Expatriate Writer,\ Luis Quero-Chiesa; and, \The Playwright and the Puerto Rican Theatre,\ Jaime Ruiz-Escobar. Part three, \From the Community,\ includes the following essays: \Self-Help Efforts in the Puerto Rican Community,\ Jacinto Marrero; \Reminiscences of Two Turned-on Puerto Rican Librarians,\ Lillian Lopez,…

Canales, JoAnn; Lucido, Frank; Salas, Rachel G. (2002). Multicultural Literature: Broadening Young Children's Experiences. 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 dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The chapter briefly discusses multicultural children's literature and provides criteria for selecting high-quality multicultural children's literature. The chapter also discusses ECDC's commitment to selecting and using high-quality multicultural literature, particularly Latino and Spanish-language literature, in the classroom environment. (Contains 25 references and lists 5 children's books.) (EV)… [PDF]

Gandara, Patricia; Merino, Barbara (1993). Measuring the Outcomes of LEP Programs: Test Scores, Exit Rates, and Other Mythological Data. Educational Evaluation and Policy Analysis, v15 n3 p320-38 Fall. Data collected at three schools in California with programs for students of limited English proficiency (LEP) suggests that exit rates should not be the focus of evaluations of LEP programs and that schools cannot adequately answer questions about students' academic achievement and English language acquisition by program type. (SLD)…

Freeman, David; Freeman, Yvonne S. (1999). The \California Reading Initiative\: A Formula for Failure for Bilingual Students?. Language Arts, v76 n3 p241-48 Jan. Describes the formation of the new \California Reading Initiative\ that directly ties school funding to practices such as teaching phonemic awareness and systematic, explicit phonics. Assesses its research base, and discusses problems in teaching Limited-English-Proficient students to read following its directives. Presents research that supports an approach to reading instruction consistent with effective programs for bilingual students. (SR)…

Armendariz, Abe Lujan; Armendariz, Emma J. (2002). An Administrative Perspective of a Two-Way Bilingual Immersion Program. Bilingual Research Journal, v26 n1 p169-79 Spr. In this interview, a female Hispanic principal discusses the challenges, resources, and support involved in implementing a two-way bilingual immersion model in a Hispanic community in Albuquerque (New Mexico). Program success resulted primarily from supportive parents, faculty, and superintendent and the principal's leadership style, which is analyzed from a feminist perspective. (TD)…

Reyes, Pedro; Rorrer, Andrea (2001). U.S. School Reform Policy, State Accountability Systems and the Limited English Proficient Student. Journal of Education Policy, v16 n2 p163-78 Mar-Apr. Addresses the political and policy environment that has shaped the educational agenda for rising U.S. state accountability systems, highlighting these policies' effects on the limited-English-proficient learner. The hope for language-minority students lies in pressures on school officials to narrow the white/minority achievement gap. (Contains 64 references.) (MLH)…

Stiles, Dawn B. (1997). Four Successful Indigenous Language Programs. This paper examines four indigenous language programs to compare common components, problems, and outcomes. The programs are Cree Way in Quebec, Canada, Hualapai in Arizona, Te Kohanga Reo (Maori) in New Zealand, and Punana Leo (Hawaiian) in Hawaii. These programs were chosen for four characteristics: (1) the languages are no longer transmitted to the younger generation (in the home or community); (2) the programs all have curriculum development, community support, parent involvement, and government support; (3) the programs exist in different countries; and (4) they are recommended as model programs for endangered indigenous languages. Each program's description covers historical background; program development; funding; parent, community, and academic involvement; and current status. Each program has a curriculum that combines indigenous language and cultural heritage, literacy, community involvement, and parent participation. Common problems are related to teacher availability,… [PDF]

Nel, Johanna (1992). The Empowerment of Minority Students: Implications of Cummins' Model for Teacher Education. Action in Teacher Education, v14 n3 p38-45 Fall. Discusses implications for teacher education of Cummins' theoretical framework for analyzing minority students' school failure. Researchers adapted a multicultural education course, then surveyed student attitudes, beliefs, and behaviors toward minority children before and after taking the course. The course produced increased cultural sensitivity and understanding of minority students' needs. (SM)…