(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 2.0: Sterilization and Sanitation. This module on sterlization and sanitation is the second of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to list natural defenses of the human body against pathogenic bacteria, to name three main types of vaccines and how they are made, to define sterlization and sanitation, and to list physical and chemical agents of sterlization and sanitation. Contents include list of module objectives; pretest; four sections on (1) natural defenses against bacteria, (2) medical defenses against bacteria, (3) physical agents of sterilization and sanitation, and (4) chemical agents of sterilization and sanitation; posttest; and English/Spanish vocabulary list. Each section is organized into this format:…

(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 7.0: Endocrine System. This module on the endocrine system is the seventh of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory epxerience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe the endocrine system, to identify and describe the function of the three types of duct glands and all the ductless glands, and to name common skin and scalp disorders. Contents include list of module objectives; pretest; four sections on (1) endocrine system, (2) duct glands, (3) ductless glands, and (4) skin and scalp disorders; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension…

(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 8.0: Excretory System. This module on the excretory system is the eighth (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to discuss the importance of knowledge of systems in the human body to cosmetologists and barbers, to discuss perspiration and its importance, and to describe function of the kidneys, liver, large intestine, and lungs. Contents include list of module objectives; pretest; four sections on (1) The Body is a Wonderful Machine, (2) Is It Healthy to Perspire?, (3) The Kidneys, and (4) Vital Organs of the Excretory System; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in…

Vicenti, Dan; And Others (1972). The Law of the People (Dine Bibee Haz'Aannii): A Bicultural Approach to Legal Education for Navajo Students, Volume 4. Volume 4 of a 4-volume bilingual bicultural law-related curriculum examines Navajo community life as it is affected by certain laws. Getting a job, obtaining assistance from welfare and other agencies, and preserving one's individual rights as an employee or as a student are all aspects of daily living with important legal ramifications. This unit explores each of these relationships, as well as important laws that help to shape them. Some of the laws discussed are Social Security, workmen's compensation, unemployment compensations, the food stamp program and other government health and child care programs, as well as child employment regulations in the State of New Mexico. The casebook contains examples of actual instances which are to be utilized in teaching this unit, but it is also suggested that the teacher write the Employment Security Commission and other Federal and State agencies to get forms and applications to be used in the classroom as teaching aids. Video tapes on food…

Grieser, Chris, Ed. (1973). An Introduction to the Alaska Department of Education and Information on People, Government, History, Geography. The large number of requests for general information on Alaska has resulted in the compilation of this booklet. Alaska's school system is made up of district schools and State-operated schools. The 29 school districts (controlled by the local school boards) vary in size from 40 pupils with 4 teachers to 34,000 pupils with 1,500 teachers. Boarding high schools, boarding home programs, correspondence study, adult education, Bureau of Indian Affairs' role in education, institutions of higher learning, and teachers are discussed. Programs to meet the needs of the Alaskan student have been developed by Alaskan educators through curriculum materials based on settings and events familiar to these students. A historical sketch of Alaska and its present economy and government are included. The geographic division of Alaska and the distribution of Eskimos, American Indians, and Aleuts are described. Lists of facts and figures, historical milestones, information sources, and miscellaneous… [PDF]

Hinckley, E. B. (1970). Report on Sabbatical Leave: Spring Semester, 1970. During his sabbatical leave, the author traveled to Guam, the Trust Territory of the Pacific, and Japan to observe English-language programs. He reports on the contacts that he made and the programs that he observed. He gives his general impressions of the English-language activity in each location and makes several recommendations as a result of his trip. Students should be taught the right sound first and the applicable rule later. Composition should be taught as a creative and spontaneous process; writing should not be approached from the basis of rules laid down by an authoritative book. There should be a great deal more participation by the class in the entire learning process. Teaching of English should be undertaken to help students understand, evaluate, and influence, intelligently and constructively, this rapidly changing world. English instruction should be concerned with the achievement of accurate communication. (Author/VM)… [PDF]

Bell, Terrel H. (1986). Education Policy Development in the Reagan Administration. Phi Delta Kappan, v67 n7 p487-93 Mar. Terrel Bell, U.S. Secretary of Education during four years of the Reagan Administration, describes the political forces under which he ran the Department of Education. He points out that education passed through two difficult years during Reagan's first term, but that education fared better at the federal level after the release of "A Nation at Risk." (MD)…

Plata, Maximo (1979). Preparing Teachers for the Mexican-American Handicapped. The Challenge and the Charge. Teacher Education and Special Education, v2 n4 p21-26 Sum. The article focuses on issues that are important in training teachers to work with Mexican American students who are handicapped. Factors examined include cooperative efforts between local education agencies and universities; teacher attitudes, both toward the culturally different and toward the handicapped; and legislation and litigation. (DLS)…

Sharp, Nancy (1994). Caknernarqutet Things That Struggle Me. Peabody Journal of Education, v69 n2 p6-11 Win. A personal narrative documents the struggle of an Alaska native teacher through her years in school and in the teaching profession. The article discusses the difficulties students face when they are native Yup'ik speakers but are taught in English; demonstrates how recent bilingual and Yup'ik programs have increased students' success rates. (SM)…

Robust, Te Tuhi (2000). Backing into the Future: Motatau Bilingual School. Canadian Journal of Native Education, v24 n1 p14-29. Describes the struggles and triumphs of a Maori community in the Bay of Islands (New Zealand) as it took local control of its rural school and made it fully bilingual. A series of government reforms have made the Maori people responsible for administering the school with insufficient funds while the government maintains power over the curriculum and policies. (TD)…

Ascher, Carol; Burnett, Gary (1993). Current Trends and Issues in Urban Education, 1993. Trends and Issues No. 19. This paper reviews 1993 trends and issues in urban education in five sections. Following an introduction, the first section describes the economic conditions of today's diverse urban public school students and the way that poverty differentially affects various ethnic and racial student groups. A second section analyzes key educational policies affecting urban students: school choice, desegregation, magnet schools, and school finance. A third section reviews a variety of special programs for students disadvantaged by poverty, minority status, and/or disability. A fourth section reviews a group of linked practices that are in the midst of turmoil and change because they all seek to handle the growing diversity among students in a new way. This section covers testing and tracking, instructional practices for heterogeneous groups of students; student learning styles; and three popular models for school restructuring: Accelerated Schools, the School Development Program, and Success for… [PDF]

(1970). A Point of View. Education of Mexican-American Children. Community involvement, administrator and teacher education, student self esteem, and cultural awareness are four priorities for Mexican American education at all levels–from early childhood programs through higher education opportunities. The community involvement necessary for effective education requires sincere two-way communication; the recipients of an educational program must be involved in planning and executing the program and must feel it is relevant and important. Administrator and teacher education is essential for the successful instruction of Mexican American students; undesirable attitudes, perceptions, and judgments on the part of educators undermine programs which might otherwise be effective. The student's self image is a critical factor in school success; in order for the Mexican American child to have a positive image of himself as a learner, educators must perceive the child as bringing assets to the classroom, not liabilities. Cultural awareness includes…

(1980). Bilingual Skills Training Program. Auto Mechanics. Module 1.0: Safety. This module on safety is the first of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to define safety, to list rules for fire prevention in the shop and while using lifting devices, and to describe safe work clothing. Contents include list of module objectives; pretest; five sections on (1) definition of safety and maintenance, (2) using tools and equipment, (3) fire prevention, (4) proper clothing, and (5) lifting devices; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions in Spanish and English; vocabulary; concepts (statements or questions to direct reading); readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also…

Askins, Billy E.; And Others (1976). Responsive Environment Early Education Program (REEEP): First Year Evaluation Study. Year-End Evaluation Report, 1975-76. Formerly the Responsive Environment Program for Spanish American Children, REEEP is an educational intervention program for 3-, 4-, and 5-year-old "high risk" (of low birth weight and with various handicaps) Spanish American children. Goals of REEEP, an Elementary and Secondary Education Act Title III program, are 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; provide in-service training to selected early childhood and kindergarten teachers and aides employed by various New Mexico school districts; and disseminate information concerning the program. Evaluation of the instructional activities was based on a pre-posttest design using standardized tests which measured language development in Spanish and English, school readiness, and self concept and personality development. In-service training and… [PDF]

Berman, Paul; McLaughlin, Milbrey Wallin (1975). Federal Programs Supporting Educational Change, Vol. 4: The Findings in Review. This report reviews and synthesizes the findings of the survey and fieldwork as presented in Volumes II and III. In particular, it summarizes the evidence concerning the effects of federal change agent policy. Section 1 introduces the report. Section 2 describes the theoretical approach that served as the basis for data collection and analysis. Sections 3 and 4, respectively, present findings about the innovative process and about the factors affecting implementation and continuation. These sections do not present the actual analyses but use footnotes to refer to evidence presented in the other volumes. Section 5 goes beyond immediate data to raise questions about the policy instruments used in federal change agent programs. These policy implications are tentative for several reasons. First, this report presents only the findings of the first year of a two-phase study. Second, this is exploratory research–in effect the work consists of hypotheses that require more refined testing…. [PDF]

Horn, Raymond A., Jr., Ed.; Kincheloe, Joe L., Ed. (2007). The Praeger Handbook of Education and Psychology. Volume 1. Praeger Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty on standardized testing? How can a teacher or parent develop study skills in the special needs learner? What is the effect of the school environment on students? What are the larger issues at work in educating students of diverse race, culture, and class? This work, a rethinking of the field of school psychology, will be an essential resource for anyone interested in teaching and learning. It combines effective, traditional knowledge with contemporary insights into the nature of today's schools and students. Currently, there is an information gap between scholars and practitioners in the field of educational psychology concerning recent and… [Direct]

Rendon, Laura I. (1995). Facilitating Retention and Transfer for First Generation Students in Community Colleges. In general, students attending two-year colleges are nontraditional students; i.e., first-generation, studying part-time, employed while attending college, from lower socio-economic status (SES) levels, or having poor high school achievement records. Attrition rates for first-semester two-year college students have been estimated at over 67%, with attrition highest for nonwhite students and those with low SES. Two critical phases affect the retention of first-semester students: making the transition to college and making connections in college. The first phase can be especially difficult for those students who are the first in their families to attend college, as they must often deal with changing identities, being perceived as different, leaving old friends behind, breaking family codes of unity and loyalty, and living between two worlds. Further barriers to retention can be student related (e.g., low SES, poor academic preparation, or a lack of clear goals) or institution-related… [PDF]

Schleifer, Jay (1996). A Student's Guide to Jewish American Genealogy. Oryx American Family Tree Series. This book provides a step-by-step guide to genealogical research in the United States and other countries for Jewish Americans. The book also contains information on the history of the Jews, including the Diaspora, the Holocaust, immigration to the United States, and the establishment of the modern state of Israel. Chapters include: (1) "The Box in the Closet"; (2) "In the Beginning…"; (3) "The Jewish Diaspora"; (4) "Coming to America"; (5) "Never Forget, Never Again"; (6) "Two Promised Lands"; (7) "Genealogical Ground Rules"; (8) "Gaining Knowledge from Family Members"; (9) "Searching for Records"; (10) "Research on the Holocaust and Your Ancestors' Roots"; and (11) "Conclusion." Contains a 22-item glossary and an index. (EH)…

(1997). University of Kentucky Southeast Community College, Exploring America's Communities. Progress Report. In 1996, Kentucky's Southeast Community College (SCC) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. SCC's primary goals include: introducing the project to the college's Institutional Advisory Board and faculty, linking a U.S. History and a Spanish course, securing institutional funding to support the project, acquiring appropriate library resources, holding an essay competition among local eighth grade students, and conducting professional development workshops for SCC faculty. Through e-mail, voice-mail, and presentations, information about the project has been disseminated to faculty, staff, and boards. Library materials have been acquired through private funding. Eighth grade students who participated in the essay competition discussed what it means to be an American, and workshops devoted to the… [PDF]

(1993). Minnesota Study on Race/Ethnicity in Child Care. This study discusses the racial and ethnic composition of Minnesota's children and child care providers, focusing on the need for more multi-ethnic, culturally-appropriate programming for the increasing number of children of color in the state. A 1992 survey of 1,003 day care centers and 35 Head Start programs found disparities between numbers of staff of color and European-American caregivers. Center staff of color were more likely to hold lower level positions in centers than European-Americans. Among the nine recommendations intended to have an impact on the cultural appropriateness of the child care system in Minnesota were the following: (1) recruitment of child care providers of color; (2) multicultural training for all providers; (3) professional development opportunities for child care providers of color; (4) implementation of strategies for overcoming barriers to people of color entering the child care field; (5) collection of information on the informal system of child… [PDF]

Van Tassel-Baska, Joyce; And Others (1994). A Curriculum Framework in Language Arts for High Ability Learners K-8. This curriculum framework provides a model for developing appropriate and meaningful language arts curricula for high ability learners in kindergarten through grade 8. It is intended as a guide to making decisions about traditional curricular emphases within the language arts areas of reading, writing, speaking, and listening, as well as nontraditional areas like thinking, multiculturalism, and technology. The curriculum development guide discusses: issues in developing learner outcomes; current language arts learning objectives specified by state guides; learner outcomes in the concept, content, and process dimensions; and interdisciplinary applications through project work. Four goals are presented, each accompanied by learner outcomes and archetypal activities for high ability students in language arts. The goals include: to develop analytical and interpretative skills in literature, to develop persuasive writing skills, to develop linguistic competency, and to develop… [PDF]

(1997). Overview of Germany: The Federal Republic and the Federal States. Social Studies. Grades 6-8. Update 1997/1998. This packet is designed for middle school classrooms. The four lessons correspond to the typical curriculum pattern of world cultures, geography, and government. The materials focus on national studies and state studies from a comparative U.S./Germany perspective. The lessons include: (1) "Culture and Perspective Taking on the Federal Republic of Germany"; (2) "Unifying Traits in Both the United States and the Federal Republic of Germany"; (3) "German Governmental System"; and (4) "Geography of Germany." Numerous activities accompany each lesson with handouts and transparencies for use. There are 21 color transparencies in this packet correlated to the topic areas. ERIC copy of the document contains photocopies of the transparencies. (EH)…

Clark, Christine; Jenkins, Morris (1993). Multiculturalism as a Policy for Disarming Gang Violence in Communities at Large and in Schools. Those who try to deal with violence in U.S. communities and schools have tended to concentrate on suppression of violence, rather than real prevention, particularly as violence is associated with youth gangs. This discussion focuses on multiculturalism as a policy for reducing gang violence, rather than strategies that have been used to deal with youth gangs, which include community organization, social intervention, provision of social and economic opportunities, organizational development, and suppression. Institutional racism is perhaps the most important issue involved in the formation of gangs and their inappropriate activities, although it is by no means the only cause. The incorporation of the process of multiculturalism into the concept of community policing may assist in reduction of all forms of violence in our society, including gangs. The racial and ethnic character of the police force must reflect the composition of the community. Education to make students more… [PDF]

Penfield, Joyce (1989). The Hispanic Student: Questions & Answers. This guide provides answers to teachers' questions about Hispanic students. Its purpose is to provide a conceptual foundation for educators, and to sensitize and inform teachers of the plight of Hispanic students by making them aware of the students' historical, cultural, economic, language, and educational backgrounds. The following sections are included: (1) \Introduction\; (2) \Demographics\; (3) \Diversity in the Hispanic Community\; (4) \Literacy\; (5) \The Classroom\; (6) \The Professions: ESL & Bilingual Ed.\; (7) \Culture\; (8) \Child Rearing and Parenting\; (9) \Language Acquisition\; (10) \Spanish & English: Differences\; and (11) \Grammatical Errors.\ Six tables and one figure are included, along with a list of 75 references. Teaching pointers on the following topics are appended: (1) \False Cognates\; (2) \Common Grammatical Errors\; and (3) \Useful Spanish Terms.\ (JS)…

Lynch, James (1988). Pedagogical Strategies To Reduce Prejudice: Towards Middle Range Theories. Educational policies to combat racist attitudes can succeed if comprehensive strategies are developed compatible with the context and the skills of the teachers involved. These strategies should be part of broader social policies and interests. Strategies should be holistic, comprehensive in scope and sequence, and involve the total school environment. Maximum use should be made of the resources and skills of the local community. Teaching strategies for prejudice reduction should include cognitive objectives to correct misinformation, as well as affective and behavioral objectives. Positive values are likely to transfer from one issue to another, but systematic reinforcement is necessary if gains are to be persistent. The purposes, values, and attributes of multiculturalism should permeate the school's functioning, including the following: (1) a democratic classroom and school ethos; (2) ethnic pluralism reflected in staff composition; (3) positive multi-ethnic interactions with…

(1981). Elementary Language Development Handbook for Students with Limited Proficiency in English. Curriculum Support Series. This handbook was developed to suggest an approach for language development in the elementary school that uses existing curricula and the child's experiences to help students develop the language skills necessary for success in school and society. After an introductory chapter on the theories of language learning and teaching, the guide provides: (1) sample units in language and content subject areas; (2) a discussion of multiculturalism and its application in the classroom; (3) a discussion of language assessment for teachers; (4) information for administrators on assessment and placement of limited English proficiency children; and (5) a collection of additional language development activities. The section on sample units covers the major portion of the guide. The units demonstrate how to choose an appropriate context for activities, the linguistic content, and meaningful activities. The sample units are story-telling at the primary level and a science unit at the intermediate…

Green, Judith L.; Smith, Deborah C. (1982). Teaching and Learning: A Linguistic Perspective. Findings from 10 projects, sponsored by the National Institute of Education, which focused on teaching as a linguistic process, are examined in this paper, along with findings from related studies. The projects constitute first-generation indepth studies of selected classrooms and are discussed in relation to two aspects of the linguistics of classroom environment. The first section explores findings in terms of the differentiated nature of classroom activities, behaviors, and requirements at group and individual levels. The second section combines information about features and outcomes of discourse and relates the data to student academic achievement. The subjects of the projects and their principal investigators are: (1) interpersonal relationships during playground games (Borman); (2) social and cultural organization of bilingual classroom interactions (Cazden and Erickson); (3) effect of classroom organization on learning of classroom discourse rules (Cole); (4) cooperative and… [PDF]

(1975). A Legacy of Diversity: Contributions of the Hawaiians, Chinese, Japanese, Portuguese, Puerto Ricans, Koreans, Filipinos and Samoans in Hawaii. Each of the stories in this booklet describe, from a personal viewpoint, the respective contributions of various ethnic groups living in Hawaii. Taken into consideration are the cultural, political, industrial, and economic contributions that each of the groups has made to Hawaiian society. (EB)…

Bunney-Sarhad, Linda (1992). International Studies: A Transdisciplinary Agent for Curricular Reform. This report covers a 3-year project at California State University, Stanislaus, in cooperation with Modesto Junior College (California), to add a non-Western dimension to existing courses and to "internationalize" the curriculum through academically related field projects conducted at a community center serving a large population of Cambodian refugees. The school, with a largely rural, insular student body, serves a six-county area of the Central Valley. Student field work projects are integrated into course syllabi and are intended to serve as the vehicle for developing students' understanding of international issues inherent to specific disciplines, create sensitivity to and respect for other cultural modes, including study of non-Western languages, and enhancing understanding of global effects of national political and economic decisions upon human populations. Among the disciplines participating in the field-work requirement are anthropology, child development,… [PDF]

Petovello, Laura R.; Quenk, Rachel (1997). The Spirit That Moves Us: A Literature-Based Resource Guide. Teaching about Diversity, Prejudice, the Holocaust, and Human Rights. Volume 1: Grades K-4. Revised [and] The Spirit That Moves Us: A Literature-Based Resource Guide. Teaching about the Holocaust and Human Rights. Volume 2: Grades 5-8. This two-volume resource guide includes lesson plans and bibliographical references for teaching about the Holocaust. The first volume, revised in 1999, covers grades K-4, and the second volume, published in 1997, covers grades 5-8. Each guide offers age-appropriate strategies and lesson plans for teaching students about the fundamental causes of human rights violations and for developing their awareness of ongoing social issues. Lesson plans include exercises that explore underlying concepts while teaching students about geography, history, social studies, math, music, and society. Volume 1's chapters are: (1) "Celebrating Diversity"; (2) "Learning from Many Cultures"; (3) "Creating Community"; (4) "Confronting Prejudice"; and (5) "Beginning Holocaust Studies." Appendices give articles and resources for teachers. Volume 2's chapters are: (1) "Cultural Identity: The Positive Power of Belonging"; (2) "Forging an…