(1980). Back to School, Parts One and Two, Program Nos. 264-265. Scripts of public radio programs on educational concerns and specifically on the topic of entering college are presented. The following scripts are included: \Mother Helps Her Daughter to Move into Her New Dorm Room;\\Another Student Talks About Her Hopes and Fears as She Packs;\\One Student Can't Even Get His Key to Unlock His Room;\\A Young Woman Who Already Misses Home;\\Psychologist Michael Stadder;\\Parents Describe Their Feelings of Loss;\\Two Young Women Discuss the Importance of Living with a Compatible Roommate;\\Michael Stadder on How Today's Freshman Class Is Different from That of Ten Years Ago;\\A Group of Students;\\Vice President of Student Affairs, Bruce Poynter;\\A Resident Advisor Tells of a New Freshman;\\Class Roll Call;\\Albert Shanker on School Money Problems;\\Tom Shannon of the National School Boards Association;\\Education Secretary Shirley Hufstedler Says Those Rules Are Crucial;\\Teacher Reading Roll;\\Terry Herndon of the National Education…

Steele, Catherine (1978). Kanienkehaka Tiontenientenstakwa (A Language Guide for Elementary Mohawk). This resource guide for teachers of elementary Mohawk contains the following elements: (1) an outline of language learning levels, (2) a description of developmental traits of elementary school students, (3) an indication of elementary school curriculum areas that can be taught in Mohawk, and (4) a development of the language component of the curriculum. Each of the 13 language units includes student objectives, vocabulary lists, a sample lesson plan, and a sample activity sheet. The units are arranged according to the following topics: (1) Names, greetings, commands; (2) colors; (3) numbers; (4) family; (5) foods; (6) animals; (7) clothing; (8) household; (9) body parts; (10) money; (11) months and seasons; (12) time; and (13) action words. Also available are a corresponding assessment instrument for the vocabulary presented in this booklet and the Mohawk language checklist, Level One. (Author/AMH)…

Askins, Billy E.; And Others (1978). Responsive Environment Early Education Program (REEEP): Third-Year Evaluation Study. Final Evaluation Report, 1977-78. REEEP serves as an educational intervention providing direct services to "high risk" (of low birth weight–less than 5 1/2 pounds) 3-, 4-, and 5-year-old children, living in the Clovis, New Mexico area. The program aims: to prevent school failure with an intervention program which includes early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; to provide inservice training for the project teacher and aide; to disseminate information concerning the program. Student achievement was evaluated via standardized tests to measure language development in Spanish and English, school readiness, and self-concept. Program impact was determined by a special regression analysis model using three dependent variables and eight independent variables. Inservice training and dissemination activities were subjectively evaluated using site visits, observations, records, and self-reports by the staff….

Rodriguez, Armando (1968). Urban Education and the Mexican-American. With 90% of about 4.7 million Mexican Americans living in the 5 Southwest States and 80% of these living in an urban environment, Mexican American students face several educational problems in the urban setting, including high dropout rate, low educational achievement, and ineffective institutions. Schools fail to recognize the cultural richness of the student's bilingualism which can be made a positive force helping to retain personal identity and self-esteem. Possible solutions lie in the areas of teacher and administrator training, focusing on in-service curriculum, pre-service curriculum, recruitment and retention of teacher candidates, and scholarships and aid programs. By developing relevant curriculum and materials through redirecting available federal funds and through the community and school working together, the problems of Mexican American students in an urban environment can be met. Several statistics are included. (CM)… [PDF]

Seelig, Jerome M. (1975). The Cultural Dimension in Learning and Child Development: New Policy Implications. Working Paper Series No. 12. Prepared for presentation to a \Consultation on the Cultural Dimensions of Learning and Development in the Young Child,\ this paper offers a series of policy recommendations as a guide to implementation of child service programs that are sensitive to cultural and group identity influences. The terms \ethnicity,\\identity\ and \culture\ are defined, and it is emphasized that professionals must understand the culture of young children and their families and the way that culture diverges from the values and culture of public institutions. The bulk of the paper consists of specific policy recommendations for each of the following groups: researchers, child welfare agencies and professionals, employers and labor unions, government, training institutions, the media, schools, child/day care programs, and consumers (including children, parents, community, and ethnic or special interest groups). (BF)… [PDF]

Goldman, Susan R.; Rueda, Robert (1988). Developing Writing Skills in Bilingual Exceptional Children. Exceptional Children, v54 n6 p543-51 Apr. This paper reviews two theoretical approaches (cognitive-developmental and functional-interactive) to the study of the writing of bilingual exceptional children and discusses their implications for effective writing instruction. Also described are two illustrative research projects, one employing the dialogue-journal technique on a microcomputer and another using narrative writing in dyads. (Author/JDD)…

Delgado-Gaitan, Concha (2001). The Power of Community: Mobilizing for Family and Schooling. Immigration and the Transnational Experience. This book presents an ethnography of community efforts in Carpinteria, California, to bridge ethnic differences, empower parents, and improve education for the town's diverse student population. Located on the central California coast south of Santa Barbara, Carpinteria has been home to generations of Mexican immigrants and their children. Over the past 15 years, a Latino parent organization, Comite de Padres Latinos/Committee of Latino Parents (COPLA), has become a formal agency through which Latinos can navigate the school system and advocate for their children's education. However, rather than focusing on the structure and merits of the organization, this book spotlights the individuals and families involved in COPLA. Many of these people are Spanish-speaking immigrants from Mexico, but their story encompasses a much wider community, including Latinos whose families have been in the United States for generations and European-Americans. Chapters detail the values and experiences…

Figueroa, Richard A.; Hernandez, Sonia (2000). Testing Hispanic Students in the United States: Technical and Policy Issues. In the rush to implement world-class standards supported by systems of accountability in public schools, education leaders have compromised the educational future of Hispanic students by making high-stakes decisions based on inaccurate and inadequate testing information. State policies often require that Hispanic students be assessed in English with tests they don't understand or in Spanish with alternative but less rigorous tests, whether or not they are receiving instruction in Spanish. Neither approach produces accurate information about student learning, but the results are often used to hold students, rather than educators or the public school systems accountable. Where exemptions from testing exist, Hispanics disappear from accountability systems. This report aims to bring attention to the growing crisis of \invisible\ Hispanic students and provide guidance on rectifying the conditions that allow Hispanic students to be wrongly measured and unaccounted for in their own… [PDF]

Haberman, Martin (1999). Victory at Buffalo Creek: What Makes a School Serving Low-Income Hispanic Children Successful?. Instructional Leader, v12 n2 p1-5, 10-12 n3 p6-10 Mar, May. Buffalo Creek Elementary School in Houston, Texas, has been recognized for its success in serving its students–approximately 600 low-income Hispanic children in grades preK-5. A study of the school, which sought to develop a detailed picture of school effectiveness, identified 33 indicators of success. Each of these indicators is briefly described, but the overarching explanation of what makes Buffalo Creek an outstanding school is found in the quality of its teachers and principal. In addition to having much content knowledge (including Spanish and ESL) and much pedagogical knowledge, the staff has special expertise in the area of relationships. Every one of the success indicators is a function of the staff's ability to relate to the children, the parents, and each other. Also, the staff shares a common ideology of why the school exists, what is supposed to happen to the children, and their role as teachers (or principal) in making it happen. The Buffalo Creek staff is gifted at… [PDF]

Madden, Nancy A.; Slavin, Robert E. (1999). Effects of Bilingual and English as a Second Language Adaptations of Success for All on the Reading Achievement of Students Acquiring English. Two adaptations of Success for All, a comprehensive instructional reform program for elementary schools, have been used with students acquiring English as a second language. One is a Spanish bilingual version called "Exito para Todos," in which students are taught to read in Spanish and then transitioned to English reading, usually in the third or fourth grade. The other integrates English-as-a-Second-Language (ESL) strategies with English reading instruction. This report summarizes the results of both of these adaptations for students acquiring English. Experience shows that the effects of Success for All on the achievement of English language learners are, in general, substantially positive. In all schools implementing "Exito para Todos," effect sizes for first graders on Spanish assessments were very positive, especially when schools were implementing most of the program's elements. Even after transitioning to English-only instruction, "Exito para… [PDF]

Smolkin, Laura B.; Werner-Smith, Anne Marie (1995). An ESL/Bilingual/Bicultural Pre-collegiate Program for Southeast Asian Refugee High School Students. Bilingual Research Journal, v19 n3-4 p395-408 Sum-Fall. Describes a precollegiate English-as-a-Second-Language summer program for Southeast Asian high school students, held at the University of Wisconsin at Stevens Point. Discusses the use of cultural story telling to build a bridge between the self and the new academic setting, and the use of Southeast Asian college students as peer counselors providing bilingual support. (SV)…

Riojas Clark, Ellen (1995). "How Did You Learn to Write in English When You Haven't Been Taught in English?": The Language Experience Approach in a Dual Language Program. Bilingual Research Journal, v19 n3-4 p611-27 Sum-Fall. Case study reports on the use of language experience and a natural approach to learning languages in a dual-language (Spanish-English) kindergarten class. Descriptions of student writing activities in the classroom illustrate the process of literacy development in the first and second languages. The importance of trained bilingual teachers and committed administrators is emphasized. (SV)…

Zabalza, Miguel A. (1996). Cultural Content in Early Childhood Education in Spain. Early Child Development and Care, v123 p47-60 Sep. Defines and distinguishes three large dimensions of culture in relation to schools for young children. Introduces early childhood education's place in the Spanish educational system and the cultural contents that help children develop values and multicultural awareness. Details Spanish educational concepts and the ways in which Spanish teachers incorporate local culture in the classroom. (MOK)…

Carbado, Devon W. (2002). Afterword: (E)racing Education. Equity & Excellence in Education, v35 n2 p181-95 May. Presents an afterword to a collection of articles that illustrate how critical race theory shapes educational research and enables scholars to analyze educational outcomes that might otherwise remain hidden. Offers insight into the forward movement of critical race theory and education, suggesting that the articles collectively make a case for "racecentricity" (an explicitly race conscious approach to education) and demonstrate the potential of interdisciplinary approaches to education policy. (SM)…

McLaughlin, Daniel (1994). Critical Literacy for Navajo and Other American Indian Learners. Journal of American Indian Education, v33 n3 p47-59 Spr. Contrasts four educational theories that outline different diagnoses and prescriptive strategies for addressing minority student failure. Argues that critical theory offers the best possibilities for empowering Navajo and other American Indian students. Describes a bilingual language arts program, based on critical literacy instruction, that links community narratives to thematic studies. (LP)…

Bergland, D. L.; Zuk, W. M. (1992). Art First Nations: Tradition and Innovation. Elementary Program Teacher's Guide 1. This comprehensive teacher's guide and 20 laminated art reproductions are part of an instructional resource designed to assist teachers in incorporating Native American studies into the elementary art program and general curriculum. It highlights visual art which is actively being innovated by aboriginal artists throughout North America and focuses on ways important cultural beliefs and values are being renewed through visual expression. The program consists of five units, each dealing with one of the major geographical regions of North America. Each unit consists of two self-contained modules which can be taught in any order. These draw on a comparative picture method to show relationships between tradition and innovation by featuring both a traditional and innovative artist, and encouraging examination of the similarities and differences in those cultures and artworks. Artists and cultures examined are: Unit 1: Southwest, (1) David Johns and Mary Taylor (Navajo) and (2) Jesse…

Rusak, Sandra (1996). African Art: Virginia Museum of Fine Arts. Art Education, v49 n5 p25-28,45-48 Sep. Provides a series of instructional activities and material concerning African art. Includes four color plates of African artwork. Accompanying materials include cultural, historical background information on each piece, as well as, learning activities. Artwork is from Cameroon, Ghana, Nigeria, and Zaire. (MJP)…

Leonard, Lisa M.; Tracy, Dyanne M. (1993). Using Games to Meet the Standards for Middle School Students. Arithmetic Teacher, v40 n9 p499-503 May. Discusses the use of games to learn mathematics both in the classroom and at home. Games promote nonroutine learning, cooperative learning, problem solving, communication, and reasoning. Included are store-bought games, games made specifically for educational purposes, and multicultural games. A table lists many common games and their uses. (JAF)…

Valenciana, Christine (1995). Teaching for All–The Preparation of Student Teachers To Work with Diverse Populations in the Elementary School. A literature review and analysis, and a case study of two "mainstream" student teachers working in a minority elementary school explored how teacher education prepares teachers to work in diverse settings. The literature review and analysis addressed both macro level issues (program policies) and micro level initiatives (specific studies of individual student teachers and teaching practices and strategies). The purpose of the paper is to demonstrate that current programs are not sufficient to prepare teachers for the current K-8 population. It found that some teacher education programs are trying to prepare teachers to work with differences in race, ethnicity, language, and socio-economic status though many are having only limited success as diversity awareness and strategies are not appearing in classroom practice. The case study examined the experiences of two student teachers in an elementary "barrio" school located in the southwestern United States where a… [PDF]

Dubbeldam, L. F. B.; And Others (1994). Development, Culture, and Education. International Yearbook of Education Volume XLIV – 1994. This book focuses on the interplay of education and culture and is designed to stimulate educational decision makers and practitioners in their attempt to maximize educational contributions to cultural development. People of the non-educational sectors, such as the community and media, may wish to join educators in order to make the process of education more dynamic, creative, and relevant to the requirements of cultural development. The volume also stimulates current areas of educational concern such as multiculturalism/interculturalism, cultural identity, and cultural change. The essays have been prepared by several specialists representing different disciplines in education and cultural backgrounds. Chapters include: (1) \What Are Development, Culture and Education?\ (Leo F. B. Dubbeldam); (2) \Development, Culture and Education\ (Leo F. B. Dubbeldam); (3) \Policy Goals and Objectives in Cultural Education\ (Toshio Ohsako); (4) \Intercultural Education\ (Le Thanh Khoi); (5) \The…

Hawley, Willis D.; Wheelock, Anne (1992). What Next? Promoting Alternatives to Ability Grouping. With new knowledge and tools at their disposal, educators at all levels are exploring alternatives to ability grouping in order to improve schooling for all students. Bringing about positive results requires the development and utilization of knowledge about how ability grouping affects schools, exploration of beliefs that support grouping, and identification of the educational tools and techniques that make alternative practices possible. Implementation of alternatives to ability grouping include more than the regrouping of students from homogeneous to heterogeneous groups. Rather, what is needed is whole-school reform, requiring educators to investigate and adapt a variety of new approaches to curriculum and instruction in the classroom. Curriculum and instruction resources developed expressly for heterogeneous groups emphasize thinking skills, cultural perspectives, and high expectations for all students. Successful school reform depends on demonstrating to different interest… [PDF]

McKay, Joane W.; And Others (1994). Confronting Issues of Diversity: Putting the Pieces Together with Programs at Home and Abroad. This paper demonstrates how teacher education institutions can expand understanding of others and tolerance for differences by developing cross-cultural exchange programs in international settings and on the local level. The paper outlines the steps involved in establishing international student teaching programs at three different universities (University of Northern Iowa, Iowa State University, and University of Nevada-Las Vegas). The paper presents the personal stories of three faculty members who became involved in faculty exchange programs. Faculty members included a research associate, a visiting researcher, and the leader of a multi-institutional delegation, who traveled to Pacific Rim countries, each one for a different purpose. The paper then describes ways that these international exchange experiences can impact local communities. An appendix provides a sample application for international student teaching. (JDD)… [PDF]

Ingram, E. J.; McIntosh, R. G. (1983). Building School-Community Relationships in Northern Communities: A Sourcebook of Policy Alternatives and Recommendations. The 3-part companion volume to the final report of the Education North Evaluation Project serves as a policy development resource book for anyone who must address questions of school-community relations. Part I focuses on the educational issues of concern to policy makers and their advisors in very remote, interracial, poor northern communities. Those issues fall into five categories: social (population explosion, housing, apathy, health), cultural (multiculturalism, prejudice), economic (resource development, seasonal employment), educational (purposes, priorities, community control), and political (distrust of government agencies, community organization and involvement, native movements). Part II presents seven strategic alternatives for use by senior level government to set the stage for the local improvement of the quality of school-community relationships. The strategies (local education society, community school, local control, curriculum development resource center,…

Hall, James W. (1991). Access through Innovation: New Colleges for New Students. Continuing Higher Education Series. This examination of innovation and invention in higher education presents the thesis that, contrary to public perceptions about the university and internal attempts at separation and purification, higher education has, from its earliest days, repeatedly introduced far-reaching innovations, responsive to the economic, social, and political needs of an expanding nation. The book's focus is largely on undergraduate, for-credit education. Part 1 examines the American environment for collegial innovation and provides an historic perspective, showing how social and environmental values have actually stimulated both process and product. In Part 2 the emergence in recent years of a number of highly innovative institutions or programmatic approaches is considered. The impact of six complex areas of innovation is measured, including new approaches in the liberal arts curriculum, access for new students, innovation and multiculturalism, adult continuing higher education, external degrees, and…

Hohenfeldt, Harold H., Ed. (1979). United States History: A Multi-Ethnic, Non-Sexist, Multi-Disciplinary Resource Guide for High School Teachers. The first part of this resource guide is designed to help secondary teachers provide a multi-ethnic/non-sexist thrust to United States history. The second part will help them develop a multi-disciplinary approach to U.S. history. Part one is organized by the following ethnic groups: Blacks, Asians, Europeans, Hispanics, Jews, American Indians, and women. A variety of information is provided for these groups. For example, the section on Blacks outlines concepts and events that can be taught throughout the various periods of U.S. history. Recommended readings and media are listed. Activities are suggested. Students discuss readings, do research, participate in debates, and make reports. The section on Asian Americans is an annotated bibliography of specific works dealing with one topic or issue such as Asian women, Asian Americans and the law, or the plight of the Asian American elderly and poor. The second part of the guide contains resources to help teachers teach various…

Barnhardt, Ray (1980). Culture, Community and the Curriculum. Curriculum Resources for the Alaskan Environment. A goal for minority education is "cultural eclecticism," which combines features of assimilationist and cultural pluralist perspectives into an open-ended educational approach that respects cultural diversity. To achieve this, a project-centered approach to curriculum design, blending the academic functions of the school (subject-oriented) with the cultural patterns of the community (process-oriented) is most effective; the goals, content, structure and methods must also contain some form of experiential learning. The "nonformal education" approach, which draws on community resources, incorporates experiential learning, allows flexibility for different types of learning experiences, and provides opportunities for student and community influence on form and direction of learning, provides a model for adapting formal education to an informal context in minority communities. The "micro-society" approach restructures the schooling environment to create a…

Gonzales, Phillip (1979). Culture Capsules: A Route to Biculturalism. Biculturalism is considered a necessary curricular component in bilingual education. In the attempt to meet this challenge, schools often adopt a combination of cultural curriculum models currently available. While these models have intellectual advantages, they lack inclusion of affective considerations. The bicultural approach, on the other hand, actively and directly familiarizes students with the attitudes, value systems, communication styles, and thinking and behavioral patterns consistent with and necessary for the development of bicultural abilities. \Culture Capsules,\ or minidramas portraying actual or potential real life situations, are a strategy designed to assist teachers facilitate the development of biculturalism. The rationale behind them is: (1) teachers and other school personnel must be cognizant of the nature of culture and biculturalism; (2) they need to realize the basis for conflicts that may occur between culturally divergent groups; and (3) they need to be…

Antell, Lee (1980). The State of Indian Education: Working Papers on Meeting the Education Needs of Cultural Minorities. Because the many distinct native languages and cultural variations of Native Americans create special educational needs for their children, it is important to encourage the active involvement of Indian parents and tribal leaders in planning and implementing Indian education programs. This report provides specific recommendations and practical approaches made by the Education Commission of the States Task Force on Indian Education to encourage the involvement of the Indian people in the education of their children. The report also provides illustrations of what has been done by Michigan in the area of policy and by California in the area of legislation in their efforts to improve Indian education. Also included is a description of current efforts by the Bureau of Indian Affairs, by tribes, by the Coalition of Indian Controlled School Boards, and by the National Indian Education Association. In addition to parental/tribal involvement in education, there is a need for more Indian… [PDF]

(1979). The Interface Between Desegregation and Bilingual Education As It Affects Hispanic Migrant Children. Literature review, questionnaire survey, and personal interviews were the primary methods of gathering information about the educational opportunities available to Hispanic migrant students needing bilingual instruction. Four major findings were supported: (1) the number and percentage of Hispanic migrant students attending segregated schools is increasing due to the segregation of Hispanic students generally and the failure to identify \migrancy\ per se as an illegal basis for discrimination; (2) although bilingual education is a matter of civil rights (Lau v. Nichols), few non-English-speaking or limited English-speaking migrants receive appropriate language instruction; (3) educational statistics, e.g., under enrollment and high dropout rates, document the exclusion of the migrant student from the public school system; (4) even when Hispanic students are served in a desegrated, bilingual setting, there are no clear legal obligations to ensure that Hispanic migrants receive a…

(1978). Project Pet: Preserving Ethnic Traditions through Delaware High School Student Research. The final product of an ethnic heritage studies project entitled Preserving Ethnic Traditions (PET), the document presents photographs and transcriptions of interviews by high school students with members of various ethnic groups. Carried out by 50 high school students from seven Delaware school districts, the interviews focus on values, cuisine, customs, dress styles, traditions, and artifacts among Slavic Americans, Amish, Pakistanis, Ukranian Americans, American Indians, Italian Americans, Afro-Americans, and Hispanics. Information includes recipes for native dishes, instructions for arts and crafts projects, and ways of expressing native hospitality. The interviews are organized into sections by ethnic group and by participating schools. For each section, information is presented on a project overview by interview teams, background of the ethnic group in the country of origin and in America, case studies of several ethnic group members, evaluation of the learning experience… [PDF]