Farley, Joanne; Mabry, Linda; Schweder, Heather; Winking, Deborah (1996). The New York City Early Childhood Initiative Year II Evaluation. Learning Together: Children's Progress in Integrative Early Childhood Education. The Early Childhood Initiative (ECI), supported by the Fund for New York City Public Education, operates in four New York City schools, reinventing the early childhood classroom by combining special education and general education team teaching and a heterogeneous mix of students with developmentally appropriate instruction, authentic assessment, and parent partnerships. Ongoing staff development efforts help refine the model. The model departs in a fundamental way from inclusion programs that focus on one or two special education students in a general education classroom. It actually reduces general education class size to allow for full integration of special and general education students. A total of 396 students were served in ECI classrooms in the 4 schools. Of these, 111 (28%) were labeled as having special educational needs. During the 1994-95 school year, 8 students were decertified, including 3 of the 12 special-needs students in the 2 ECI prekindergarten classrooms. This… [PDF]

(2000). Early Childhood Education Program Expectations: Standards of Quality. In 1999, a task force was appointed to develop early childhood education (ECE) program expectations or standards for New Jersey's ECE programs. The standards were based on the task force's review of research, curricula, standards, and guidelines developed by local boards of education, other states, and professional organizations; feedback on draft standards from various professionals; and three regional focus groups. This guide presents the ECE standards, providing early childhood educators with a foundation to build upon in creating developmentally appropriate learning environments and preparing children to meet New Jersey's core curriculum content standards when they enter kindergarten. The guide's introduction defines developmentally appropriate expectations, preschool, and curriculum, and discusses implementation issues and program continuity/transition. The guide is then organized into three parts. The first part addresses the expectations that cross all content areas: school… [PDF]

Alexander, H. A. (1995). Religion and Multiculturalism in Education. Religious Education, v90 n3-4 p377-87 Sum-Fall. Provides a concise historical overview of theological thinking concerning fundamentalism, absolutism, and relativism. Considers corresponding responses to issues regarding multiculturalism. Concludes that a diversity of viewpoints is necessary for society to learn from its mistakes and progress in a positive fashion. (MJP)…

Hennings, Dorothy Grant (1997). Communication in Action: Teaching Literature-Based Language Arts. Sixth Edition. Suggesting that teachers must develop a philosophy of language arts instruction to guide their teaching, this book provides teachers in language arts or combined language arts and reading courses with the knowledge base and practical ideas they need to plan and implement a literature-based language arts program in which children are actively involved in thinking and communicating. The book describes an approach that integrates the language arts–speaking, listening, reading, and writing–into the total curriculum and in which literature is central. Among the changes and additions for the sixth edition of the book is "Access Pages," a planning resource handbook that presents lists of award-winning books, unit plans, lesson plans, mini-lessons, and information on the Internet and e-mail. Chapters in the book are (1) Teaching for Communication: An Integrated, Literature-Based Approach to the Language Arts; (2) Diversity in the Multicultural, Inclusive Classroom: Meeting the…

Maher, Jan; Selwyn, Doug (1991). African Americans. [Multicultural Studies for Grades 3 and 4, Reproducible Workbook.]. This workbook is designed for use with third, fourth, or fifth grade elementary school students and focuses on African American history and culture. Of the workbook's 14 lessons, Lesson 1 asks students to consider what they already know about Africa. Lesson 2 focuses on the geography of Africa. Lesson 3 presents current scientific theory about the origins of the human race. Lesson 4 tells an African creation myth. Lessons 5 and 6 tell about the glory of two ancient African civilizations, Egypt and Mali. Lessons 7 and 8 deal with the issues of the slave trade and slavery including ex-slaves' memories of what life was like for them as children. Lesson 9 deals with the civil rights movement. Lessons 10 through 13 describe several prominent African Americans: Zora Neale Hurston, Langston Hughes, Marva Collins, Louis Sullivan, Condoleezza Rice, Maxine Waters, and Colin Powell. The final lesson suggests that students do a report on some African Americans of prominence and offers a list of…

Niyekawa, Agnes; Sikkema, Mildred (1987). Design for Cross-Cultural Learning. The essence of cross-cultural learning and how it can be effectively incorporated into an academic program are explored. A design for cross-cultural learning is proposed that can be applied anywhere in the educational process from high school through professional training. It is based on the experiences of the authors in experimental programs in Hawaii and the Pacific. It is predicated on the idea that becoming familiar with one new culture builds the framework for understanding and accepting other cultures. The educational design begins with a pre-field seminar meeting at the campus for weekly sessions of cultural learning for a term. The second step is field experience of at least 2 months in another culture. This phase includes a weekly seminar and keeping a journal by students. A final step is the post-field program on campus with learning summaries and weekly meetings for a term to integrate theory and practice. Appendixes discuss implementing the design, stages of learning in…

Ulanoff, Sharon (1993). Preliminary Guidelines and Procedures for Working with Ethnolinguistically Diverse Student Populations. The Metropolitan Educational Trends and Research Outcomes Center has identified seven projects in the southwestern United States and one in Massachusetts that exemplify the educational practices important in today's ethnolinguistically diverse classrooms. Preliminary findings indicate that each of these programs contains several critical elements that serve as the basis for curriculum and instruction. These elements include primary language instruction and support, a strong focus on English language development, the use of meaning-centered activities, and a strong staff development component. In this paper, an attempt is begun to translate the descriptions of effective practices into guidelines and procedures for program developers and teachers working with ethnolinguistically diverse student populations. An overview is provided of the programs studied, and their critical elements are outlined and arrayed into a framework for guidelines and procedures. In these programs, diversity… [PDF]

Castaneda, Lillian Vega (1992). Improving Programs of Schools Serving Culturally and Linguistically Diverse Student Populations. The Metropolitan Educational Trends and Research Outcomes Center conducts Improving Programs of Schools Serving Culturally and Linguistically Diverse Student Populations, a survey to identify programs that have successfully addressed the needs of ethnically, linguistically, and culturally diverse students. This report presents a cross-sites analysis of critical program elements at eight sites (six in California, one in Massachusetts, and one in Arizona) to demonstrate effective ways of helping students develop English proficiency, including instructional practices, curriculum development, and program implementation. The sites studied were chosen because their documentation and support data allowed analysis of critical elements. Across the sites, teachers shared a positive vision of children and believed that all children can learn. In the area of language acquisition, teachers emphasized natural language learning prior to form. A general theoretical orientation indicated that… [PDF]

Gayle-Evans, Guda (1993). Making Cultural Connections for African American Children under Six: Affirming Culture through Literature and the Arts. The school system in the United States was established as, and remains, an expression of the white, middle-class values dominant in the society. The "melting pot" theory, with its emphasis on assimilation and the reduction of differences has been held by many for a long time. In the schools, however, this emphasis tends to cause feelings of alienation among children from lower socioeconomic groups and ethnic minorities, especially African-Americans. Affirmation of African-American and other non-mainstream cultures in the classroom, therefore, is imperative for the survival of a sense of self among students. African-American culture can be affirmed for students through exposing them to literature by and about black people, discussing African-American history and cultural heroes, and explaining cultural holidays and celebrations, such as Kwaanza. Other activities can include field trips to museums reflecting African-American culture, classroom visits by authors or poets, or… [PDF]

Koebler, Saundra, Comp.; And Others (1991). Literacy through Literature. Proceedings of the Annual Conference and Course on Literacy (38th, Pittsburgh, Pennsylvania, June 1991). This conference proceedings is the result of a week-long conference and course focusing on the use of literature programs in the development of literacy skills and the attainment of broader educational outcomes. The proceedings includes speeches by keynote speakers, session presentations, graduate student papers, and middle school student papers. Keynote papers are: "Acting Meaning: The Play of Reading" (Shirley Brice Heath and Shelby Anne Wolf); "Remembering Pennsylvania" (Lois Lowry); "Families and Literacy: Building Social and Cultural Continuity" (Vivian L. Gadsden); "The Secret of the Lifetime Reader or the Clue in the Classroom" (Elizabeth Segel); and "The Secret of the Life-Long Reader or the Clue in the Classroom" (Margaret Mary Kimmel). Session presentations are:"Helping Parents and Teachers Develop Positive Dispositions toward Reading in Preschool Children" (Donna DiPrima Bickel); "Rights without Labels: A… [PDF]

Galligani, Dennis J. (1984). Changing the Culture of the University. Results of the initial implementation of longitudinally-structured action research at the University of California, Irvine, are presented. The objective is to determine whether combining action research with an organizational cultures approach is a viable way to influence the culture of a research university. The intended outcomes include the realization of proportionate representation of three minority groups admitted to, enrolled in, and graduated from a research university, as well as the cultural diversification of the curriculum. The underrepresented minority groups are Chicanos, Blacks, and American Indians. Attention is focused on environmental influences, organizational values, communication networks, rites and rituals, and heroes (individuals who work toward the goal of a culturally-diverse campus). This student affirmative action project has resulted in the establishment of campuswide quantitative and qualitative goals and objectives that focus on an individual student's…

(1984). Secondary Social Studies: Arkansas Public School Course Content Guide. This guide is offered as a framework on which a comprehensive curriculum can be built. Within each subject area and grade level, skills have been identified at three instructional levels: basic, developmental, and extension. The study of political and economic systems, citizenship rights and responsibilities, and the foundations of the U.S. political system form the core of the civics and government course. United States history after 1865 is taught in grades 9 to 11. A contemporary history course emphasizes the years from World War II to the present. Economic decision making, economic systems, the market system, business cycles, and monetary and fiscal policies undergird the economics course. The global studies program stresses the commonalities, rather than the differences of people around the globe. The world cultures course provides an in-depth analysis of selected cultures from both the western and non-western countries. Five fundamental themes of location, place,…

Martinez, Paul E. (1981). The Home Environment and Academic Achievement: There Is a Correlation. The Home Environment Variable Questionnaire was given to guardians of 73 fifth grade students enrolled in bilingual-bicultural education programs in Espanola, New Mexico, for the purpose of identifying those home environment variables which predicted academic achievement. Grade Equivalent Scores from the Comprehensive Test of Basic Skills were used to measure student achievement. The questionnaire covered parent level of education, family size, verbal interaction (which language, Spanish or English, do family members use to speak to each other), learning materials in the home, encouragement of the child to read, parent aspirations toward education and future employment of the child, parental trust in school, home stability, and income levels. Step-wide multiple regression analysis was used to determine the relationship between home environment and academic achievement. For the total sample, the following five home environment variables were found to best predict achievement when…

Skjervold, Christian K.; And Others (1975). Minneapolis Multi-Ethnic Curriculum Project–Prejudice/Discrimination Unit. The student booklet presents short chapters illustrating the prejudice/discrimination unit of the Minneapolis Multi-Ethnic Curriculum Project for secondary schools. Fifteen brief chapters describe the ways Americans have and still do discriminate against the people of various ethnic groups. Topics cover the history and policies of the Know-Nothing political party in the 1850s, the life and job of a Polish sweat-shop girl, a slave's work in the cotton fields, Chinese laborers on the transcontinental railroad, the living conditions of Mexican Americans in the valley of the Rio Grande River and of Puerto Ricans in the barrios of New York City, and the fight for citizenship by Dr. Pandit, an East Indian. Two chapters describe school segregation cases, one relating to Japanese American children in San Francisco and the other relating to Mexican American students. A photo essay illustrates the internment of Japanese Americans during World War II. Contemporary discrimination is discussed…

(1975). A Textbook Study in Cultural Conflict: Kanahwa County, West Virginia. Inquiry Report. On October 14, 1974, the Kanawha County Association of Classroom Teachers requested that the Teacher Rights Division of the National Education Association (NEA) conduct an investigation into the textbook controversy. This report contains information on the background, evolution, educational consequences, and dynamics of the conflict, and the results of the NEA investigation. Among the NEA conclusions are the following: (1) it is the basic principle of our Constitution that no group has the right to impose its religious value system upon the public schools; (2) education's fundamental purpose is to prepare students for good citizenship and for full, constructive lives by instilling in them the ability to think critically, reason, analyze and relate data, and to see behind deceptive facades; (3) an essential task of public education is to treat students honestly, inform them of the history of this and other nations, and provide them with a vast diversity of literature so that they may… [PDF]

Cook, Patricia (1970). A Study in Child Care (Case Study from Volume II-B): "Will You Marry Me?" Day Care Program Reprint Series. The Springfield Day Nursery System in Springfield, Massachusetts is one of a system of four day care centers. It is in an urban area, and over one-half of the families served are Puerto Rican, many of whom have unemployment and language barrier problems. A bilingual program (English-Spanish) is one of the outstanding features of the day care center. The program strongly emphasizes the development of English language skills, in an atmosphere which accepts the child's difficulty with English and reinforces his attempts to learn. Each age-grouped classroom has both English- and Spanish-speaking teachers who work for the development of positive self-images in the children and for the acquiring of language skills through a flexible curriculum. Development Learning materials are used extensively for seriation and sensorimotor development. Counseling is available to parents at the center, with referrals to community social services if further help is needed. The history and organization of… [PDF]

Mullen, Dana (1972). LEREC: Learning English as a Second Language through Recreation. LEREC (Learning English as a Second Language through Recreation) is a plan to make use of summer recreation projects in northern Canadian communities for developing children's fluency in English, the language of instruction in schools. This report explains the LEREC concept, defines the linguistic objectives, suggests a balanced program of recreational activities for children of all ages, states the English structural patterns and vocabulary that are necessary for those activities, proposes methodology for recreation leaders to use in implementing the program, and outlines the training needed by recreation leaders. (Author/VM)… [PDF]

Padron, Yolanda N.; And Others (1986). Analyzing Bilingual and Monolingual Students' Perceptions of Their Reading Strategies. Reading Teacher, v39 n5 p430-33 Jan. A study of third- and fifth-grade students found that monolingual students use different reading strategies than do bilingual students reading in their second language. (FL)…

Su, Ya-Chen (2003). How the Whole Language Approach Using Predictable Strategies Motivates Bilingual Children Learning To Read and Write Chinese as a Second Language. In recent years, the rate of Chinese immigrants to the United States has been increasing. Chinese parents desire that their Chinese-American children learn Chinese as a second language. The purpose of this study is to examine the effects on four American-born Chinese children when the researcher, as an instructor, employed whole language instruction with predictable materials in teaching Chinese as a second language. The teaching tenets and strategies were based on the principles of the whole language approach: child-centered curriculum; the integrity of listening, reading, writing, and speaking; a whole-to-part process; and the interaction of language activities both socially and personally. Three types of data were collected: (1) classroom observation by means of the observer's field notes and after-class notes of children's behaviors; (2) interviews with the children; and (3) content analysis of children's written work during the study period. Results show that predictable… [PDF]

Rousseau, Marilyn K.; Tam, Brian Kai Yung (1991). The Efficacy of Previewing and Discussion of Key Words on the Oral Reading Proficiency of Bilingual Learners with Speech and Language Impairments. Education and Treatment of Children, v14 n3 p199-209 Aug. This study, involving 8 Hispanic males (ages 7-10) with speech/language impairments, found that having the teacher discuss a story's key words and read aloud while students read the story silently was more effective than just having students read orally and more effective than discussing key words and having students read silently. (Author/JDD)…

Hornberger, Nancy H. (1988). Misbehaviour, Punishment, and Put-Down: Stress for Quechua Children in School. Language and Education: An International Journal, v2 n4 p239-53. Explores language and interaction behaviors of Quechua children that point to the possibility of a stress reaction on their part. Behaviors of Quechua children in two schools, one with and one without a bilingual program, are discussed. Interaction is discussed in terms of underparticipation, overparticipation, and hostile participation. (15 references) (GLR)…

Sarsar, Nasreddine (2007). Low-Level Educational Achievements in the UAE Model Schools. Online Submission This research paper explores in depth the real causes behind underachievement among students at UAE Model Schools. The researcher suggests practical solutions to turn Model Schools into high-performance schools. He also sets out to discuss the issue of NESTs Vs NNESTs and the implications of such a distinction for the education profession. The aim of the research is to address educational leaders in the UAE to initiate change that yields beneficial results that would enhance student learning. (Contains 3 figures.)… [PDF]

Guzman, Ana; Sutman, Francis X. (1992). Teaching and Learning Science with Understanding to Limited English Proficient Students: Excellence through Reform. This paper, which considers effective science teaching and learning for limited English proficient (LEP) students in U.S. schools, is based on the assumption that science and English language can be effectively learned together without excessive emphasis on students' native language, although teachers and aides who have knowledge of LEP students' first language can enhance instruction through its judicious use. Science and language instructional goals for LEP minorities; pedagogical practices that either enhance or inhibit the attainment of these goals of enhanced learning; publications that support the proposed pedagogical practices; and science/curriculum and instruction for LEP students, are all discu ssed or provided. Central to the pedagogy described n this monograph is the use of related or thematic lessons in which sciences serves as the driving force though the materials integrate both science and language (English). Each related lesson series is referred to as an IALS or… [PDF]

(1980). Social Studies: Level One–Identity. Teacher's Guide and Resource Book=Araling Panlipunan: Unang Antas–Pagkakakilanlan. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the concepts of identity, needs, and interaction. Level One is designed for children in grades one and two. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled \Self-Worth,\ develops concepts concerning how people…

LaSasso, Carol J.; Metzger, Melanie A. (1997). Parents as Partners for Preparing Deaf Students for Bi-Bi Educational Programs. This paper describes Bilingual-Bicultural (BiBi) instructional programs for students with hearing impairments and proposes a model for BiBi instruction which uses parents as partners with instructors to develop the linguistic abilities of hearing-impaired students. In the model, traditionally spoken languages are conveyed via cued speech instead of manually coded English (MCE) systems on the basis of three advantages of cued speech over MCE systems: (1) task differences in learning to cue or sign English; (2) how completely signs and cues convey English; and (3) the energy needed by fluent signers or cuers to convey English to children with hearing impairments. Because of their proximity to the child during the optimum language learning period (ages birth to 6), parents are described as being in the best position to serve as linguistic role models and interact naturally with the child in developing a first language. The importance of utilizing the strengths of parents to develop…

Bakall, Liz; And Others (1991). Evaluation of the 1989 and 1990 Reading Improvement Program. Illinois Initiatives for Educational Reform. Research, Evaluation, & Planning Report. This document evaluates the 1989 and 1990 Reading Improvement Program, which aimed to enhance and support 330 local schools in the implementation of Chicago (Illinois) Public Schools' goals for reading and language arts in kindergarten through grade 6. The program focused on improving instruction and reading achievement. Program features included reading resource teachers, bilingual classroom teachers, reduced class size, after-school tutoring, staff development, parent involvement, attendance incentive, and enrichment reading. The evaluation used student pretest and posttest data, observations, and eight behavioral outcomes to assess the program's success. With the exception of seventh and eight grade tutors in an after-school component, achievement goals were not met. The reading resource teachers did not spend the expected time on individual instruction but rather focused on group instruction and on coordinating materials and students. Despite overcrowding and time constraints,… [PDF]

(1987). Intimidad (Privacidad Personal) = Privacy. Level II. Student Book and Teacher's Edition. This curriculum unit presents an overview of privacy as a concept intrinsic to the functioning of a democratic society. The unit requires students to examine the concept of privacy, some differences among individuals and cultures in relation to it, its benefits and costs, and its proper scope and limits. The curriculum is organized around topical questions that provide a systematic approach to the analysis and evaluation of privacy. This edition of the curriculum, for students in grades 2 and 3, contains four units, each of which concerns a topical question. Unit 1 asks, \Que es la intimidad o privacidad personal?\ (What is privacy?). Unit 2 asks, \Como se explicaran las diferencias de conducta para conseguir la intimidad?\ (What factors might explain differences in privacy behavior?). Unit 3 asks, \Cuales son los beneficios y los costos que causa la intimidad?\ (What might be some benefits and costs of privacy?). Unit 4 asks, \Que abarca y hasta donde se limita la intimidad?\ Each…

(1989). Justicia = Justice. Level II. Student Book and Teacher's Edition. This curriculum is designed to help students understand and apply basic principles and considerations useful in examining issues of justice so they can determine for themselves what would be just in a particular situation. From such activities, students should gain an increased awareness of the importance of justice in their own lives and its place in contemporary society, and an increased capacity and inclination to deal with issues of justice effectively and wisely. In order to deal with the broad range of issues of justice, this curriculum is organized according to a common classification scheme that breaks down such issues into questions of distributive justice, corrective justice, and procedural justice. This edition of the curriculum, for students in grades 2 and 3, contains four units, each of which concerns a topical question. Unit 1 asks, \Que es la justicia?\ (What is justice?) Unit 2 asks, \Como resolver problemas de justicia acerca de lo que le toca a cada uno?\ (How can…

Botha, Petro; Haasbroek, J. B. (1989). The Medium of Instruction in Developing Countries. Report 0-317. In this investigation of education, conducted in South West Africa/Namibia, it was found that the medium of instruction was one of the basic causes of the teaching and educational problems experienced at schools. In South West Africa/Namibia, several languages, including English and Afrikaans as official languages, are involved in the medium-of-instruction issue and children are exposed to several languages in the first few years of school. Other findings include these: (1) the child's native language appears to be the appropriate medium of instruction during the first 3 to 5 years; (2) the changeover to a foreign language as the medium of instruction should occur over a period of time and according to academic subject; and (3) when deciding on a policy regarding the medium of instruction, several factors should be determined, including which language makes communication in the occupational world possible, the foreign language used most in a specific region, and the foreign language…

Friedenberg, Joan; Pankratz, David (1987). Project BEST Final Report. Project BEST (Building Energy Systems Technology), a bilingual vocational training program, operated at Oakton Community College between March 1986 and September 1987. The purpose of the project was to provide 60 limited English proficient (LEP) Hispanic and Polish adults with sufficient vocational skills, English language skills, and appropriate support services to enter the heating and air conditioning service field. Adults who qualified for the 15-week, tuition-free program received hands-on instruction in the vocational area, bilingual tutoring, instruction in Vocational English as a Second Language (VESL), instruction in job-seeking and job-retaining skills, job placement assistance, and both personal and career counseling. In the course of 18 months, Project BEST delivered three 15-week training cycles. Of 250 potential students recruited, 61 were selected for training, 55 actually started training, and 42 trainees completed the program, and as of July 6, 1987, 64% of… [PDF]