Richardson, Richard C. (1989). Institutional Climate and Minority Achievement. This paper discusses ways that institutions can change the higher education system and environment to accommodate more minority students. The first section, \Institutional Climate and Minority Achievement,\ presents an overview of the problems facing colleges and universities with respect to recruiting and retaining minority students. In the second section, \Interventions: the Visible Evidence of Organizational Culture,\ three stages of intervention strategies for increasing diversity are discussed. The following types of interventions characterize stage 1: (1) student recruitment; (2) financial aid; and (3) admissions and scheduling. The following types of interventions characterize stage 2: (1) outreach programs; (2) transition programs; (3) mentoring and advising; (4) environment; and (5) residence halls. The following types of interventions characterize stage 3: (1) student assessment; (2) learning assistance; and (3) curriculum content. In the third section, \Managing… [PDF]

de la Brosse, Beatrice (1987). Children with Special Needs in Family Day Care Homes: A Handbook for Family Day Care Home Providers. The guide offers information to family day care providers who desire to expand their knowledge of early childhood development in order to work with infants and young children with special needs in their day care settings. The first of four chapters answers common questions and concerns of day care providers, describes children with special needs and the importance of early intervention, lists advantages of having children with special needs in the family day care setting, and explores providers' feelings and reactions to special needs children. Chapter 2 discusses aspects of child development, including sequential learning and developmental milestones, and describes the importance of gathering information, communicating with parents, observing the child carefully, and noting warning signs of developmental delay or other disability. Chapter 3 outlines steps to take in referring a child for assessment, describes participation in the assessment process, and discusses working with… [PDF]

de la Brosse, Beatrice (1988). Cuidado de ninos con necesidades especiales en el hogar: Manual de referencia para las personas que cuidan ninos en sus hogares (Children with Special Needs in Family Day Care Homes: A Handbook for Family Day Care Home Providers). The Spanish translation of this guide offers information to Spanish-speaking family day care providers who desire to expand their knowledge of early childhood development in order to work with infants and young children with special needs in their day care settings. The first of four chapters answers common questions and concerns of day care providers, describes children with special needs and the importance of early intervention, lists advantages of having children with special needs in the family day care setting, and explores providers' feelings and reactions to special needs children. Chapter 2 discusses aspects of child development, including sequential learning and developmental milestones, and describes the importance of gathering information, communicating with parents, observing the child carefully, and noting warning signs of developmental delay or other disability. Chapter 3 outlines steps to take in referring a child for assessment, describes participation in the… [PDF]

Roark-Calnek, Sue, Comp. (1984). Haitian Component Bibliography. Migrant Heritage Studies Kit. This 587-item annotated bibliography, designed as a supplement to the Haitian Component of the Migrant Heritage Studies Kit, provides access to additional information, including audiovisual materials, on resources on Haiti and Haitian immigrants, published between 1877 and 1984. Part I is a "General Bibliography" which includes 313 sources on Haitian history, contemporary life (organized by aspects of culture or society), and immigration. It encompasses such topical divisions as history, culture, language, politics, religion, folklore, migration, arts, social structure, agriculture, and economics. Part II lists "Educational Resources" useful for school, adult education, and community education programs, including bilingual or Creole-only teaching resources, audiovisual resources, and others. Part III, "Social Services," includes topical divisions relating to social welfare, family planning, health and folk medicine, and mental health. Part IV is an…

Duff, Ogle B.; And Others (1981). Comprehensive Affirmative Action for Equal Educational Opportunity in the Racially Isolated and Predominantly White Suburban School District. This manual contains information to help predominantly white suburban school systems achieve racial integration and provide equal education and equal employment opportunities. The manual advocates a comprehensive approach that would direct affirmative action at students, curricular and extracurricular programs, all phases of employment, and public policy affecting housing. One section of the manual discusses the Constitutional and statutory basis of equal education and equal employment opportunity. Two succeeding sections describe the evolution of court litigation concerning discrimination in education and in employment. Another section provides suggestions for planning and implementing an equal education/equal employment opportunity program in racially segregated suburban schools by identifying factors essential to successful desegregation programs and describing how to develop an affirmative action policy and program. A final section discusses how, in a comprehensive approach,… [PDF]

Hunter, Lisa K.; And Others (1979). Sources of Strength: Women and Culture. A Teacher's Guide. The document presents teaching methods, content, and learning activities for units in multicultural women's studies for secondary students. The major objective is to help students answer the question, "How much control can a person exercise over her/his own life?" Students learn about the ways women have lived their lives and perceived their choices, and relate this information to their own lives and choices. The document is presented in five chapters. Chapter I, an introduction to the curriculum, discusses origins of the project, rationale, content, and teacher preparation. Chapter II is a unit on socialization and its impact on personal choice. Chapter III, the major part of the document, consists of four topics as well as an essay entitled "Women's Power." Topics cover the traditional, historical, personal, and changing roles of women in Africa (Nigeria), women in China, African-American women, and Chinese-American women in relation to societal influences and… [PDF]

Kleifgen, Jo Anne (1988). Learning From Student Teachers' Cross-Cultural Communicative Failures. Anthropology and Education Quarterly, v19 n3 p218-34 Sep. Studies interaction between classroom teachers and limited English proficient international students. Concludes that student teachers were less successful communicators than their cooperating teachers because the student teachers lacked sociocultural and experiential elements. (FMW)…

Wrigley, Pamela (2000). The Challenge of Educating English Language Learners in Rural Areas. Rural school districts are experiencing an influx of language minority students. Rural communities generally have little experience with people from other cultures and have fewer resources and bilingual people. At the district level, leaders who view the influx of immigrants in a positive light are more likely to prepare a well thought out plan for serving their English Language Learners (ELLs). An example shows the steps taken in a rural Virginia district to implement a well-researched program that set the district on the right path for years to come. Although the district provides structure and guidance, it is the school principal who ensures that programs are properly implemented and maintained. Schools that are successfully helping their ELLs have principals with positive attitudes towards their new population. Successful principals arrange training sessions for all staff on cultural awareness, schedule ongoing training sessions for mainstream teachers on… [PDF]

Gray, Jan; Hunter, Janet (2000). Breaking the Cultural Cycle: Reframing Pedagogy and Literacy in a Community Context as Intervention Measures for Aboriginal Alienation. This paper presents an alternative view to the pedagogical needs relating to literacy for Aboriginal students. The question posed is how to utilize this knowledge to lessen the impact of perceived failure in early schooling of entrenched non-attendance patterns for Aboriginal students of compulsory school attending ages. The potential for improving literacy levels within a school community sensitive to cultural and pedagogical diversity is presented as offering the parallel potential to encourage a more lateral view of non-attendance patterns. After laying out the constructions of Aboriginal alienation and literacy and the methodology used for this paper, the factors that affect the achievement and participation of Aboriginal students is examined in depth. Considered sequentially are parenting, health, attendance, literacy, and teacher factors. It is concluded that "reframing" the pedagogy of Aboriginal instruction is necessary for each of these factors. This paper… [PDF]

Huber, Richard A.; Shotsberger, Paul G.; Smith, Robert W. (2000). The Impact of a Standards Guided Equity and Problem Solving Institute on Participating Science Teachers and Their Students. This study examined the effect of a teacher enhancement project combining training on the National Science Education Standards, problem solving and equity education on middle school science teachers' attitudes and practices and, in turn, the attitudes of their students. Participating teachers reported changes in their instructional methods that included increases in the use of cooperative learning, scientific inquiry, creative problem solving and questions directed toward higher order cognitive processes. Participating teachers' students indicated positive changes in attitudes and views toward science, particularly in the responses of female students and students of color. (Contains 25 references.) (Author/WRM)… [PDF]

Cheng, Li-Rong Lilly (1996). Enhancing Communication: Toward Optimal Language Learning for Limited English Proficient Students. Language, Speech, and Hearing Services in Schools, v27 n4 p347-54 Oct. This article discusses \difficult discourse\ or the psychological and sociological difficulties that arise in the conflict of language, ideology, and cultural identity occurring between students/families who are limited English proficient (LEP) and the American mainstream education system. A case example of a fifth-grade Asian student is provided and strategies for reducing difficult discourse are explained. (CR)…

Pierce, Judy; And Others (1996). Telling a Tale of Tales: Using Storytelling to Promote Cultural Awareness. Southern Social Studies Journal, v22 n1 p45-64 Fall. Provides a useful introduction and overview to using storytelling in the elementary social studies classroom. Presents a rationale for using storytelling, tips on getting started, preparation for the story, and follow-up activities. Includes a 61-item bibliography of folktales and stories. (MJP)…

Epstein, Terrie L. (1991). Unlearning the Lie: Integrating the United States History Curriculum. Social Education, v55 n6 p351-52 Oct. Urges that history not focus on world history to the extent that the histories of people of color are ignored or lost in the larger world view. Suggests that contemporary accounts of U.S. history be rewritten to integrate the experiences of diverse groups of people. Argues that such change can help eliminate racism. (DK)…

Ito, Kinko (1993). Teaching the Sociology of Japan. Teaching Sociology, v21 n4 p371-76 Oct. Asserts that the United States and Japan exist in a symbiotic partnership and that sociology courses provide an excellent opportunity to teach about multicultural issues. Describes a college-level course on the sociology of Japan. Discusses teaching methods, instructional materials, and the potential for team-teaching. (CFR)…

Halford, Joan Montgomery (1999). A Different Mirror: A Conversation with Ronald Takaki. Educational Leadership, v56 n7 p8-13 Apr. The multiculturalism sought by Ronald Takaki is not ethnic separatism, but a serious scholarship that includes all United States peoples and challenges traditional master narratives of U.S. history. Class is a "hidden reality" of U.S. history. Multiculturalism affirms what this country stands for: opportunity, equality, and realization of our dream. (MLH)…

(1974). [Kit of Materials for Needs Assessment and Evaluation.]. The items included in this kit represent a variety of needs assessment instruments and evaluation designs and methods offered by school districts in their plans for implementation of Article 3.3, Education Code Sections 13344-13344.4, school staff preparation in the history, culture, and current problems of racial and ethnic minorities. Some are appropriate for large districts, some for small. They show diverse thinking about objectives and measurement. They deal variously with the assessment of staff needs, with patterns of attitude and opinion, and with the evaluation of inservice content, presentation methods, and outcomes. Contents include: (1) A Statement on the Goals of Multicultural Education; (2) Form IR-303, Progress Report, School Year 1973-4; (3) Staff Opinion Survey, (4) A Personal Questionnaire for Teachers of Chicano Students (Baldwin Park); (5) Pre-Program Survey of Course Expectations; Post-Course Survey of Expectations–Fulfillment (Santa Cruz); (6) Multicultural… [PDF]

Blossom, Grace A. (1967). The Reading Problem of the Bilingual Child and a Solution. Book English is a THIRD Language to Bilingual Students. The problem encountered by bilingual students upon entering school is that they are confronted with 2 vocabularies: the group of words used for speaking and the group of words used for reading. This situation places them in a frustrating predicament because they are acquainted with only a limited amount of English. As students progress gradewise, content materials become more difficult, sentences get more involved, vocabulary becomes progressively harder, and fewer pictures are included. By recognizing that a shift in vocabulary emphasis takes place between the primary and elementary levels, a part of the problem is isolated. Reading development requires an awareness that, to bilinguals, poses a problem comparable to a third-language situation. More difficult vocabulary, idiomatic English, and long involved sentences begin to appear at about the third-grade level. Thus, a teacher must prepare the students. For vocabulary development, the child's speaking vocabulary of 200 to 300…

(1972). Classification Materials. This packet contains complaints, memoranda, exhibits, orders, regulations, and stipulations in court cases dealing with expulsion or suspension of students from school or assignment of students to selected tracks. The report presents material from cases in which students were excluded from school or classes based on retardation, race, "medical reasons," pregnancy, citizenship, or other reasons. The report also contains material relating to classification practices based on race or national origin. (JF)… [PDF]

Parker, Sandra (1971). Social Studies: School, Home, and Neighborhood, Getting to Know More People and Places. English as a Second Language. The quinmester course intended for pupils speaking English as a second language aims to teach students to ask and answer questions and discuss, orally and in written form, basic concepts in social studies such as transportation, map reading, family, friends, school, home, neighborhood, and community in an attempt to help them function effectively in the community. A framework is provided by eight specific context areas: Doing Things Now; Customary Activities; Describing Objects; Clothing and Colors; Where; Yesterday, Last Week, Last Month; Yours, Mine, Ours, and Theirs; and, Going Places. Each context area has two or more sections of language practice to facilitate division into lesson plans and is further subdivided into patterns, suggested substitutions (vocabulary), specific measurable objectives, suggested teaching procedures, and correlations with standard English Second Language Materials. Related documents are SO 002 708 through SO 002 718, and SO 002 768 through SO 002 792…. [PDF]

Ruest, Paul R. (1985). A Model for French Language Post-Secondary Education. Canadian Modern Language Review, v41 n5 p835-41 Apr. A model is presented for postsecondary French language education based on the belief that linguistic improvement and cultural rappprochement are complementary goals. Data on secondary French immersion enrollment trends are noted, and planning difficulties due to small enrollments and insufficient information about career goals are discussed. (MSE)…

Singerman, Robert (1996). Indigenous Languages of the Americas: A Bibliography of Dissertations and Theses. Native American Bibliography Series, No. 19. This bibliography lists 1,679 doctoral dissertations and master's theses on Native American languages. The entries represent graduate work completed at colleges and universities in the United States, Canada, and the United Kingdom between 1892 and 1992. Citations for this bibliography were gathered through an extensive search of the printed literature and bibliographic databases and through correspondence with libraries and scholars. Each entry includes full name of author, full title of work, degree granted, institution, and year completed; some entries contain a citation to "Dissertation Abstracts International" or "Masters Abstracts International," information on subsequent publication, or a brief annotation. The "General" category of the bibliography includes the following subcategories: biography; education, learning, and English as a second language; general studies; geographical names; personal names; loanwords; numeral, mathematical, and…

Costantino, Magda (1999). Reading and Second Language Learners. Research Report. This document was created as a resource for educators and policymakers regarding English Language Learners (ELLs) in U.S. public schools, providing a synthesis of the research on teaching and learning to read in English as it relates to students in U.S. public schools who speak little or no English. Focusing attention on children of primary acquisition age, this research summary addresses the following questions: (1) What are the prerequisites that children need to meet in order to become proficient readers in English as a Second Language? (2) If ELLs are experiencing difficulties reading English, is it a language problem or a reading problem? and (3) What are the school, program, and classroom characteristics that support the reading development of ELLs? This report contains three chapters and three appendices. Chapter 1 discusses the theories and different aspects of the language acquisition processes. Chapter 2 examines the primary challenges ELLs face in learning to read English… [PDF]

Vance, Emily; Weaver, Patricia Jimenez (2002). Class Meetings: Young Children Solving Problems Together. When young children can solve problems in a nonthreatening classroom environment, they feel emotionally safe and can focus their efforts on learning. This book describes the use of class meetings in which early childhood teachers provide guidance in solving a problem or resolving a conflict to help children reach a solution that all can accept. The book is organized into four chapters. Chapter 1 presents a classroom conflict situation in which a class meeting resolved the problem to everyone's satisfaction. The chapter describes how such meetings create a sense of community, promote cognitive development, and foster strong social skills and values. Chapter 2 explains the four major components of class meetings (opening, acknowledgments, problem solving, and closing) and includes information on giving children useful feedback, resolving conflicts without adults, and conducting class meetings when no conflicts are pending. Chapter 3 focuses on introducing the class meetings concept at…

Chatel, Regina G.; Lord, Carlotta (1998). A College and Urban Elementary Classroom Collaborate in Using Writing To Learn in Science. In a fifth-grade transitional bilingual class in Hartford (Connecticut), a project was conducted to focus on writing to learn in science. The process of writing facilitates development of critical thinking, deepens understanding of science content, and develops collaborative learning skills. The example of a set of lessons on the skeleton illustrates how students write their own books about the skeleton. The book format created student interest and enhanced motivation, but experiences with this project indicate that some adjustments are needed to teach the lessons in the future. Among the problems was the limited technical vocabulary of these students who were learning English. In addition, the school lacked reference materials in English and Spanish to support student learning. Results indicate that students writing to learn in science used writing to understand the science content and then improved their writing through the projects. (Contains 11 references.) (SLD)… [PDF]

Gandara, Patricia; Rumberger, Russell (2003). The Inequitable Treatment of English Learners in California's Public Schools. Working Paper 2003-01. University of California Linguistic Minority Research Institute In California, the state is responsible for ensuring equality of educational opportunity for all of its students. Yet, with respect to English learners, the state has largely failed even to assess the conditions of education for these students. It has not adequately monitored their educational opportunities in terms of access to critical resources such as qualified teachers, appropriate instructional materials, coursework, and learning environments. In this study we first examine the achievement gap for English learners in California. Second, we review evidence in seven areas in which these students receive a substantially inequitable education vis-a-vis their English-speaking peers, even when those peers are similarly economically disadvantaged. Third, we examine the failure of the state to monitor, prevent and correct substandard EL learning conditions. Finally, we discuss some possible ways for the state to equalize the opportunities for this significant sub-population of… [Direct]

Byram, Michael; Lai, Pak-Sang (2003). The Politics of Bilingualism: A Reproduction Analysis of the Policy of Mother Tongue Education in Hong Kong after 1997. Compare, v33 n3 p315-34 Sep. Argues that a return to native language education has escalated the tensions and contradictions of the politics of bilingualism. Examines the events pertinent to the language shift from English as a medium of instruction to Chinese in Hong Kong. Emphasizes controversial issues, such as parental choice, antagonism of elite classes, and group politics. (CAJ)…

Hammer, Carol Scheffner; Miccio, Adele W.; Wagstaff, David A. (2003). Home Literacy Experiences and Their Relationship to Bilingual Preschoolers' Developing English Literacy Abilities: An Initial Investigation. Language, Speech, and Hearing Services in Schools, v34 n1 p20-30 Jan. Forty-three Puerto Rican mother-child dyads in Head Start programs, grouped according to whether the children had learned Spanish and English from birth (n=28) or Spanish from birth and English in Head Start (n=15) participated in a study of home literacy experiences and emerging English literacy abilities. Results found that literacy development would benefit from increased exposure to literacy materials and events. (Contains references.) (LC)…

Extra, Guus (1989). Ethnic Minority Languages versus Frisian in Dutch Primary Schools: A Comparative Perspective. Journal of Multilingual and Multicultural Development, v10 n1 p59-72. Compares the position of ethnic minority languages versus Frisian in Dutch primary schools, and considers the roles of legislation, educational models, minority language usage, language attitudes, pressure groups, teacher quality, instructional materials, and the serious lack of basic research data on the acquisition, use, shift, and loss of minority languages. 31 references. (CB)…

Prado-Olmos, Patricia L. (1994). Exploring Structure and Interaction in Small Groups: An Ethnographic Study of Cooperative Group Life in a Bilingual Elementary Classroom. Bilingual Research Journal, v18 n3-4 p135-59 Sum-Fall. Four third-grade bilingual-program students were observed repeatedly as they engaged in group discussions of reading comprehension questions as part of a cooperative learning curriculum. Rather than being an exchange of ideas, the discussion activity mimicked teacher and student roles in the larger classroom, demonstrating influences of classroom context and teacher beliefs on program process and outcomes. (SV)…

Durgunoglu, Aydin Y.; And Others (1993). Cross-Language Transfer of Phonological Awareness. Journal of Educational Psychology, v85 n3 p453-65 Sep. Factors influencing English word identification performance of 27 Spanish-speaking beginning readers (grade 1) were investigated. Performance on English word and pseudoword recognition tests was predicted by Spanish phonological awareness and Spanish word recognition. Implications for instruction of beginning readers are discussed. (SLD)…