Pertusati, Linda (1988). Beyond Segregation or Integration: A Case Study from Effective Native American Education. Journal of American Indian Education, v27 n2 p10-20 Jan. Examines defacto segregated education for Native American students as it exists in rural schools. Uses the programs at Mohawk and Salmon River Schools to illustrate effective practices and notes the role played by parents and community participation, planned transition, and teacher commitment. (JHZ)…

Garcia, Eugene E.; Gonzalez, Rene (1995). Issues in Systemic Reform for Culturally and Linguistically Diverse Students. Teachers College Record, v96 n3 p418-31 Spr. The article addresses the demographic circumstances of student diversity, which have grown significantly in American schools in recent years and have posed a challenge for school reform. The article examines the emerging knowledge base and discusses federal education reform policy changes related to student cultural and linguistic diversity. (SM)…

Stritikus, Tom T. (2006). Making Meaning Matter: A Look at Instructional Practice in Additive and Subtractive Contexts. Bilingual Research Journal, v30 n1 p219-227 Spr. In this article, I examine the implications of additive and subtractive conceptions for the education of English language learner (ELL) students. To understand how competing theories regarding the education of ELL students materialize into action, I examine select findings from one district's implementation of Proposition 227. Focusing on the cases of two teachers, I examine the connections between teachers' theories about their students and the role in the policy to practice connection. This article provides an opportunity for school leaders to consider the implications of subtractive and additive approaches in the educational achievement of ELL students. (Contains 2 tables.)… [Direct]

Valdes, Guadalupe (1996). Con Respeto. Bridging the Distances between Culturally Diverse Families and Schools. An Ethnographic Portrait. As part of a larger ethnographic study, this book focuses on Mexican American family life, parental attitudes toward school, and efforts to increase student achievement by changing families. Exploration of the daily life of the 10 immigrant families sheds light on what educators have interpreted as the disinterest of newly arrived immigrants in their children's education. It is argued that Mexican working-class parents bring to the United States goals, life plans, and experiences that do not help them make sense of what the schools expect of their children. Schools expect a \standard\ family and show little sensitivity to the immigrants' culture. Examination of the lives and backgrounds of these families shows that parents' expectations of the \good life\ are often incongruent with the school's definitions of success. While it was true that the families in this study were not producing successful students, it was not because they were bad parents. There are many reasons to question…

(1991). Ninos del Arco Iris: Primar Grado = Children of the Rainbow: First Grade. This manual for first grade teachers provides suggestions and teaching materials that reflect the multicultural composition of New York City's (New York) public schools. It is organized into two sections: the first is in English, and the second is in Spanish. The English section contains the following six sections: (1) "Planning for the First Grade," which offers strategies to assist teachers in beginning the school year successfully; (2) "The Multicultural Learning Environment," which offers guidance in organizing and implementing instructional approaches; (3) "Instructional Approaches and Strategies," which suggests approaches for implementing multicultural and basic education; (4) "Working Together," which describes shared responsibilities and activities for parents, teachers, and administrators; (5) "Societal Concerns," which discusses current societal pressures and concerns affecting young children; and (6)…

(1992). Assessing Special Populations in Vocational Programs. Annotated Resource List. This resource list is for practitioners who have limited time to obtain program assessment resources necessary for program improvement. The list includes 33 references, 6 educational information centers/services, and 1 organization that can provide practitioners with this information. Address/contact and price information is included for each listing along with resource descriptions. (NLA)… [PDF]

Toro, Leonor; And Others (1985). Brazil = Brasil. America = Las Americas [Series]. Written for teachers to use with migrant children in elementary grades, this bilingual English/Spanish social studies resource booklet provides an encyclopedia-style overview of Brazil's history, geography, economy, and culture. Topics include Brazil's form of government; geographic regions; holidays; climate; people; music; carnaval celebration; agriculture; mining; industry; transportation; communications; Portuguese women; and the piranha and anaconda, inhabitants of the Amazon Basin and River. Separate sections profile Emperors Dom Pedro I and II, author Joaquim Maria Machado de Assis, and the mysterious Zumbi, ruler of Palmares. Consisting mainly of narrative text, the booklet includes maps, illustrations, recipes, quizzes, fact sheets, word searches and other activity pages, useful Portuguese words and phrases, and a 12-item bibliography. (NEC)…

Simich-Dudgeon, Carmen, Ed. (1986). Issues of Parent Involvement and Literacy. Executive Summary of the Symposium Held at Trinity College (Washington, D.C. June 6-7, 1986). The symposium on Issues of Parent Involvement and Literacy marked the culmination of a collaborative project of Trinity College in Washington, D.C. and the Arlington (Virginia) Public Schools to reach out to limited-English-proficient (LEP) parents. This was accomplished by providing cultural and language information so that parents could become more knowledgeable about and involved in their children's education. The conference's participants included researchers, educators, policymakers, community workers, and community leaders. Presentations addressed these issues: past and current federal legislation and policy concerning the needs of the language-minority students' community; the forms, objectives, and effects of parent involvement in the schools; how illiteracy is addressed in the United States and what it implies for this population; materials and methods for teaching the LEP student; cross-cultural issues in parent involvement; involving LEP parents; and existing programs to… [PDF]

Hadley, Linda; Hathale, Roger (1986). Hozhooji Hane' = Blessingway. First Edition. The Rough Rock Medicinemen Training Program prepared this book to preserve Medicine practice of Navajo practitioners. Materials include Navajo transcriptions and English translations of lectures by Roger Hathale, a well known Medicineman. Written primarily for use by Navajo students at secondary and junior college levels, the book contains a full documentation of the Blessingway ceremony from the Navajo perspective, as well as some of the more famous and entertaining mythological stories of the Navajos. The stories describe the beginning of time; the emergence of gods and primal beings from the Lower World and their triumphs over monsters; the creations of sun, stars, mountains, plants, animals, and human beings; and the origins of hogans, sweat baths, games, ceremonies, and clan divisions. (SV)…

Vardeman, Lou (1981). Yo, Ciudadano: Un Curriculo de Experiencias para Educacion Civica. Nivel: Kindergarten (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Kindergarten). Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing social studies curriculum at the kindergarten level. Consisting of 11 lessons, the guide, written in Spanish, introduces the meaning of rules, truth, responsibility, sharing, citizenship, and respect for property. Using the characters and stories of "Sammy, El Oso Buen Ciudadano,""Maria Tenia Un Borreguito,""La Gallinita Roja,""Caperucita Roja,""El Leon y El Raton,""El Nino Que Grito 'Lobo',""El Zapatero y los Enanos," and "Los Tres Ositos," the lessons teach students about: various school rules that need to be obeyed; the importance of safety rules, of sharing, and of asking permission before using the property of others; the need for rules; the need to share and accept responsibilities; their…

(1981). Bibliography of Materials. This annotated bibliography of social studies materials, language arts materials, mathematics materials and miscellaneous publications was developed by the Asian American Bilingual Center. The materials are organized in the form of kits designed for ten weeks of instruction in each of three curriculum levels: identity, needs, and interaction. The social studies materials list includes entries in environmental studies and fine arts which are available in both Chinese/English and Pilipino/English editions. Chinese, Pilipino, Japanese and Korean materials are featured in the language arts section which emphasizes the gradual introduction of language patterns relative to speaking, writing, reading and listening of each respective language. Mathematics materials are available in Chinese English and Pilipino English editions. The three curriculum levels correspond with each of two elementary grades. The social studies materials list contains a limited number of entries suitable for high…

Franco, Sandra Maciell (1981). How to Design a CAI Course for Mexican American Migrant Students. This course design is presented as an example of a computer assisted instructional program for adolescent Mexican American migrants. Like other migrants, they suffer from poor socioeconomic conditions, language and literacy problems, and intermittent classroom attendance. In addition, the regular American course of studies does not appear to have any bearing on their present or future way of life. The four-module format for this course was chosen so that students could begin with the workbook and tape components (modules 1-3) covering very specific, student-centered objectives and then progress to the computer portion in module 4. The program illustrated here deals with the sound symbol correspondence of English and is designed for students who have limited skills in English. Listening and speaking skills are practiced and reinforced in modules 1 and 2; reading is practiced in modules 3 and 4. The contents and methodology of the four modules are set out in six tables with…

Smith, Allen G.; And Others (1977). A Process Evaluation of Project Developmental Continuity, Interim Report VII, Volume 1: Findings from the PDC Implementation Study. This third year interim report, one of a series of documents on the evaluation of Project Developmental Continuity (PDC), presents findings from three major analyses of program implementation; measurement of the extent each program has implemented the basic PDC Guidelines; a description of patterns of that implementation; and analysis of some facts and events that have shaped that implementation. A Head Start demonstration program, PDC is aimed at providing greater educational and developmental continuity between children's Head Start and primary school experiences. This report is divided into 5 parts. Chapter I gives a general introduction to PDC and the PDC evaluation. Chapter II describes basic structure (both national and local features) of the PDC project and gives demographic information for each of the sites. Chapter III presents the rationale, design, and major findings from the assessment of implementation. Chapter IV presents an overview of some of the similarities and… [PDF]

(1979). An Evaluation of the ESEA Title I and Impact Aid Programs, Community School District 27, New York City Board of Education 1978-1979. Final Evaluation Report. Results of the evaluation of Title I and Impact Aid programs conducted in District 27, Queens, New York, are presented in this report. Program components described include: (1) reading resource centers organized in 14 Title I elementary schools and 4 junior high and intermediate schools as well as the Impact Guidance Program operated in conjunction with the reading resource centers; (2) mathematics resource laboratories servicing elementary and junior high school Title I students and industrial arts mobile units offering similar services; (3) bilingual resource centers located in four elementary schools; (4) an oral communication laboratory program for students in grades 4-6 deficient in both oral language and reading skills; and (5) an optional assignment reading program for students attending other than their officially designated schools. All programs described made extensive use of individualized instruction based on a diagnostic/prescriptive method. Also discussed in this…

Verbist, R., Ed.; And Others (1978). Scientia Paedagogica Experimentalis. International Journal of Experimental Research in Education. XV, 2. Scientia Paedagogica Experimentalis, v15 n2. This journal of educational research contains five papers written by international authors. The initial paper presents the evaluation of a French immersion program for students from the second through the fourth grade in Toronto. The aim of the second paper, written in French with an English summary, was to find the attitude dimensions of French Canadian primary school teachers and to discover the contents of those dimensions. The third paper, also in French, describes an experiment of computer assisted instruction for diabetic, insulin dependent patients. The fourth paper identifies problems experienced by first year university students of various ethnic backgrounds at the University of Fort Hare, South Africa. The final paper investigates relationships among locus of control, difficulties with social groups, and psycho-social difficulties in social situations. Current educational research being done by various international educators is chronicled, and information about current…

Bass, Michelle Britton; Schaeffer, Arthur Gross (1996). Conflict between Law & Religion: A Peaceful Solution for the Teaching of December Holidays. Social Education, v60 n5 p308-12 Sep. Provides a series of guidelines, suggestions, and teaching activities designed to promote multicultural awareness during the December holiday season. The instructional activities, developed by a group of teachers and clergy, aim to educate students about holiday celebrations from many cultures. Includes lists of activities counterproductive to this goal. (MJP)…

Chan, Sucheng (1996). The Writing of Asian American History. OAH Magazine of History, v10 n4 p8-17 Sum. Reviews representative approaches, issues, and individual works concerning Asian American history from the 1870s to the present. Divides Asian American historiography into four overlapping periods and identifies a number of continuing themes including assimilation, immigration, and discrimination. Notes that most history was written by non-Asians until the 1960s. (MJP)…

(1997). The 1996 Carter G. Woodson Book Awards. Social Education, v61 n4 p216-17 Apr-May. Discusses this year's recipients of the award that honors books dealing with subjects related to U.S. ethnic minorities and race relations in a manner suitable for young readers. The books include the story of a young Navajo girl learning to weave and an account of the Tuskegee airmen. (MJP)…

Tanaka, Masako (Missi) (1992). What Can We Do in a Multicultural Classroom?. Kamehameha Journal of Education, v3 n2 p69-84 Fall. Examines curriculum development and culturally compatible practices in light of contemporary Hawaiian culture, and provides a guide for implementing a multicultural program. Such a program centers on parent and community involvement in an on-site curriculum development team using a systematic set of implementation strategies. Three worksheets for program implementation are appended. (SM)…

Marek, Rosanne; Wires, Richard (1990). Studying Immigration: A Supplemental Readings Approach. OAH Magazine of History, v4 n4 p29-32 Spr. Describes a reading series to personalize classroom study of immigration. Includes two readings about Ellis Island and German immigrants in Colonial America. Appropriate questions accompany each reading with a list of classroom activities and additional resources, including films, for secondary level classroom use. (NL)…

Cobb, Jeanne; Rusher, Anne (1996). PeRCS: \Grand Conversations\ with Multicultural Books. Dimensions of Early Childhood, v24 n3 p5-10 Sum. Describes reading aloud as an interaction between child, caregiver, and book. Asserts that the caregiver's role is to provide a framework for children to converse about books–characters, events, and themes. Describes the PeRCS (Purpose explore Read Connect Summarize) idea, which provides steps for language exploration and idea experimentation. Gives criteria for book selection. (BGC)…

Yee, Sze-Onn (1996). Ethnic Enclaves as Teaching and Learning Sites. Social Studies, v87 n1 p13-17 Jan-Feb. Presents a fascinating combination of learning activities and instructional materials investigating urban ethnic enclaves in developing countries. Briefly profiles Chinatown, Little India, and the Arab Quarter, ethnic enclaves in Singapore. Activities and discussion questions incorporate geographic, economic, and historical information. (MJP)…

Street, Paul (2003). By All Means, Study the Founders: Notes from the Democratic Left. Review of Education, Pedagogy & Cultural Studies, v25 n4 p281-301 Jan. A thesis concocted by right-wing ideological watchdogs and advanced with elevated urgency in the wake September 11, 2001, claims that America's college and university students are hostage to a leftist, "moral-relativist" and multiculturalist professoriat. To restore right-thinking to college campuses, the argument continues, academic authority figures (university presidents, trustees, and relevant public officials) should impose "rigorous broad-based courses" on "American history, America's founding documents and America's continuing struggle to extend and defend the principles"–freedom and democracy–"on which it was founded." Academia must resume its proper role, subverted by the post-Sixties influx of radicals and liberals, of "passing on to the next generation our legacy of freedom and democracy." Higher Education must instill new knowledge of and respect for the Founding Fathers, the Great White Men who created This Great… [Direct]

Richardson, Maurine V.; And Others (1995). Children's Literature from Northeastern Asia. This paper presents an overview of three countries, China, Japan, and Korea, in the northeastern Asia region and provides a bibliography of children's literature from the area in the appendix. The document advocates that the global interdependence of societies necessitates an understanding of the cultures with which people must interrelate. Ramirez and Ramirez's (1994) suggestions for selection of classroom literature includes consideration of the following factors: (1) the general accuracy of the story line; (2) lack of stereotypes; (3) use of appropriate language rather than derogatory slang; (4) accurate perspective of the author; and (5) story line and illustrations that are current in fact and interpretation of children's literature. (EH)… [PDF]

Derlin, Roberta; McShannon, Judy (1996). Action Research Teams: A Means to Transform Teaching and Empower Underrepresented Students in the University Classroom. This paper describes the Action Research (AR) Team model for joining classroom observations with collegial interaction among university faculty, teaching assistants, and university students to improve pedagogy and the retention of diverse students in higher education. The paper includes a progress report of efforts to develop the model and apply it on a pilot basis at New Mexico State University. In the professional fields in which minorities and women are presently under-represented, science, engineering, and mathematics, the need for student retention efforts is seen to be especially important. The AR teams are described as part of efforts to retain minority students as they attempt to: (1) identify teaching strategies and aspects of the classroom environment and dynamics of classroom interaction that may impede student performance; (2) reduce differential treatment of students and improve the pattern of interactions; (3) increase use of non-stereotypical interactions, materials,… [PDF]

Richardson, Richard C., Jr.; Skinner, Elizabeth Fisk (1990). Achieving Quality and Diversity: Universities in a Multicultural Society. This book presents a comprehensive model of how institutions adapt to improve the environments they provide African American, Hispanic, and American Indian students without relinquishing historical standards. The model is based on the experiences of ten institutions that have graduated higher numbers of minority students as compared to their states and nations. Case studies of the following institutions are presented: Memphis State University (Tennessee); Florida State University; Brooklyn College (New York); University of Texas at El Paso; Wayne State University (Michigan); California State University, Dominguez Hills; Florida International University; Temple University (Pennsylvania); University of New Mexico; and the University of California, Los Angeles. Topics discussed include: (1) state and system level influences which pressure the public university to increase diversity and simultaneously maintain quality; (2) the role of state coordinating and governing boards in creating…

Viramontes de Marin, Maria (1979). Understanding Chicano People, Language, and Culture. Designed to provide classroom teachers, administrators, district personnel, and board members with a brief description of the cultural and educational background of native Spanish speakers, this monograph is divided into seven sections. Section 1 describes the historical and cultural influences on the Chicano way of thinking, believing, acting, and speaking. Section 2 gives a brief overview of Chicano culture. Section 3 discusses school problems encountered by limited English proficiency students. Section 4 describes the heterogeneity of Spanish speakers, including bilinguality, code-switching, code-mixing, and teacher attitudes. Section 5 contains a brief overview of strategies and problems of teachers of English as a Second Language (ESL). Section 6 contains guidelines to help district administrators develop a plan to more effectively teach limited English speaking students. Section 7 offers a selected reading list on background material, education, and English as a Second… [PDF]

Ogletree, Earl J. (1976). Perspectives and Issues in Bilingual-Bicultural Education. Whether bilingual-bicultural education will become a change agent and secure equal status with other programs as a desirable and essential aspect of the American educational process is still a question. Like all socio-political issues, its future depends upon the attitudes and beliefs of the populace. One of the current stumbling blocks for the acceptance and implementation of bilingual education is the question of ethnic group status. To provide a compromise between the nativists and the immigrants, current bilingual education is being developed and funded on the basis of the transitional model. Bilingual schooling is not a new phenomena in the United States; since the 1700's, various ethnic groups have established their own schools teaching English as a subject. However, during and after World War I, restrictive legislation and nationalistic and isolationist foreign policies led to the "English only" policy in schools. But by 1975, 383 classroom demonstration projects in…

Brown, Stephen I.; Walter, Marion I. (2005). The Art of Problem Posing. 3rd Edition. Lawrence Erlbaum Associates (Bks) The new edition of this classic book describes and provides a myriad of examples of the relationships between problem posing and problem solving, and explores the educational potential of integrating these two activities in classrooms at all levels. "The Art of Problem Posing, Third Edition" encourages readers to shift their thinking about problem posing (such as where problems come from, what to do with them, and the like) from the "other" to themselves and offers a broader conception of what can be done with problems. Special features include: an exploration of the logical relationship between problem posing and problem solving; sketches, drawings, and diagrams that illustrate the schemes proposed; and a special section on writing in mathematics. In the updated third edition, the authors specifically: (1) address the role of problem posing in the NCTM Standards; (2) elaborate on the concept of student as author and critic; (3) include discussion of computer… [Direct]

Hume, Susan E. (1996). A Resource Guide To Teaching about Africa. ERIC Resource Guide. People from African countries who visit the United States often are stunned by how little people know about African countries. Africa is a large continent more than 3 times the size of the continental United States, and it contains over 50 independent countries. One out of every three member states in the United Nations is an African country. One out of every 10 people in the world lives on the African continent. Increasingly, the United States has economic, political, and organizational ties to African countries. This ERIC Resource Guide provides suggestions and resources for teaching and learning about Africa. The lesson strategies cover confronting African myths and stereotypes; avoiding faulty generalizations; presenting a balanced view; limiting the scope of African study; and avoiding outdated materials. Methods for integrating the study of Africa into elementary and secondary school curricula through the disciplines of social studies (extends to United States history,… [PDF]