James, Katherine (2003). Designing Research to Include Racial/Ethnic Diversity and Marginalized Voices. Canadian Journal of Environmental Education, v8 n1 p67-79. Environmental education research designs will either exclude or include voices outside the dominant culture. Examining the questions we ask and the data collection techniques we use may enable us to design research that is more sensitive to marginalized voices. This article puts forward several methodological considerations that either draw out the voices of marginalized people or silence them. Research considerations addressed in this article include the delimitations of the study, conceptualizing the research question, ethnocentrism, sample selection, and who should conduct the research…. [PDF] [Direct]

Obiakor, Festus E.; Utley, Cheryl A. (1995). Scientific and Methodological Concerns in Research: Perspectives for Multicultural Learners. This review of the literature addresses scientific and methodological concerns of research with children from various racial and ethnic backgrounds in the United States. It first identifies three major demographic trends: (1) the increasingly multiethnic and multilingual nature of American society; (2) the increasing number of children in poverty; and (3) the increased risk of needing special education services when conditions of poverty and racial and language diversity exist. Specific challenges to researchers are discussed, including the relationship among race, ethnicity, socioeconomic status, and gender. The importance of epistemological considerations is also noted, especially considering issues of race categorization, ethics, and human values. Issues raised by the underlying assumptions of quantitative research methodology are noted, including sampling, instrumentation, and measurement. The importance of the mutual support of research and practice is stressed. (Contains 50… [PDF]

Ryskamp, George R.; Ryskamp, Peggy (1996). A Student's Guide to Mexican American Genealogy. Oryx American Family Tree Series. This book provides a step-by-step guide to genealogical research in the United States and Mexico for Mexican Americans. The book also contains information on the history of Mexico and its relationship with the United States. Chapters include: (1) "Why Do Mexican Americans Explore Family History?"; (2) "Your Mexican American Heritage"; (3) "How Do I Begin?"; (4) "Charts and Computers: Organizing What You Find"; (5) "Working with Mexican Documents"; (6) "Other Documents: Making Your Ancestors Come Alive"; (7) "Where Do I Go from Here?"; and (8) "Putting It All Together." Contains a 30-term glossary and an index. (EH)…

Kavasch, E. Barrie (1996). A Student's Guide to Native American Genealogy. Oryx American Family Tree Series. This book provides a step-by-step guide to genealogical research in North America for Native Americans. The book also contains information on the history of Native Americans and their relationships with the United States. Chapters include: (1) "Grandmother Spider's Tangled Web"; (2) "Why Trace Your Roots?"; (3) "Celebrating Heritage and Diversity"; (4) "A Deeper Sense of History"; (5) "Tracing Your Family Tree"; (6) "Genealogical Records and Research"; (7) "Native American Records and Documents"; and (8) "Preserving What Your Find." Contains a 31-term glossary and an index. (EH)…

Helmkamp, Caroline J. (1991). Planning and Implementing a Global Studies Curriculum. This report on the experimental Northeast Global Studies Middle Magnet School in Kansas City, Missouri, discusses the planning and implementation of a global studies curriculum to be implemented by the school. The 1990-1991 school year was the school's first as a magnet school under a consent decree issued by a federal judge. The decree was intended to desegregate the Kansas City School District by attracting non-minority students to renovated and restructured magnet schools. A global studies focus was chosen for the school and a task force issued goals for the school. The mission of the school was to prepare students to be citizens of the world; and students were to develop intercultural sensitivity through the promotion of problem-solving skills, foreign language exposure, and environmental awareness. The new program is described from several perspectives: program rationale, school demographics, design of the curriculum, global studies program features, co-curricular emphasis,… [PDF]

D'Emidio-Caston, Marianne; And Others (1994). Teachers' Voices: Reinventing Themselves, Their Profession, and Their Communities. This collection of four case studies discusses the work of teachers and their efforts to change their classrooms, schools, and districts. The case studies show that teachers can learn to use their own strengths and talents, knowledge, shared vision, and commitment to student growth and development to effect change. The first case study, "Santa Ynez Valley Union High School" (Jon Snyder), documents how a rural California high school brought together internal and external resources and expertise to create a model for school change, and reports the difficulty and complexity of mobilizing "whole school" change and of sustaining optimism and momentum in face of early setbacks. "Pod 200 Clubs: A Multicultural Curriculum in Action–the Walt Disney Magnet School" (Lynette Hill with the assistance of Alice Weaver) describes creation of a multicultural and integrated curriculum within an open-classroom team-teaching environment in Chicago (Illinois) through… [PDF]

Chen, Michael; Goldring, Ellen (1992). The Impact of Classroom Diversity on Teachers' Perspectives of Their Schools as Workplaces. Changing demographic patterns present teachers with students of diverse ethnic backgrounds, learning abilities, family structures, and linguistic traditions. This study assessed the impact of classroom diversity on Israeli teachers' perspectives of the their workplace. Generally favorable perceptions of multiculturalism in the abstract conflict with the reality of greater job difficulty. This disparity may produce job dissatisfaction. This problem is compounded by the fact that less experienced professionals are more frequently assigned to diverse classrooms. Three-hundred seventy teachers, mostly female, responded to a questionnaire distributed to 883 secondary schools in one medium-sized Israeli city. Teachers from diverse classrooms were likelier to report lower levels of student academic achievement, lack of parental support, larger class sizes, and many disciplinary problems. Females with relatively shorter careers are assigned to more diverse classrooms. The effects on… [PDF]

Cotton, Kathleen; And Others (1993). School Improvement Research Series: Series VII, 1992-93. This loose-leaf compendium includes three types of brief research summaries: "topical synthesis,""close-ups," and "snapshots." The single topical synthesis is entitled "School-Based Management" (Kathleen Cotton). Close-ups consist of brief definitions and essential research findings on the following topics: "Developing Empathy in Children and Youth" and "Nongraded Primary Education" (Kathleen Cotton). Four snapshots describe effective practices currently in place at various school districts throughout the country: "Building Positive Student Self-Concept" (Kathleen Cotton); "Achieving Success in Mathematics Through Innovative Programming" (Al Fitzpatrick); "Success for At-Risk Students Through Computer-Assisted Instruction" (Kathleen Cotton); and "Restructuring in a Multiethnic Environment" (Barbara K. Hernandez). Annotated bibliographies are appended to the topical synthesis and… [PDF]

Banach, William J.; Lorenzo, Albert L. (1992). Critical Issues Facing America's Community Colleges. Drawing on demographic data, a variety of sources and abstracted documentation, as well as the work of national scanning panels, this report briefly reviews the following 12 issues facing community colleges: (1) the conflict between the broad requirements of state and federal educational legislation, and the increasingly unique demands placed on individual institutions to address local needs; (2) the decreasing availability of resources to meet people's needs; (3) the growing difficulty in identifying and defining the purpose of community colleges; (4) the increasing demand on institutions to assess their educational outcomes; (5) the casual attitude many students take towards education; (6) the problem of an aging faculty, nearing retirement, with little incentive to become actively involved in change efforts; (7) the need to teach students about the history, culture, politics, and economies of other countries; (8) the problems of finding qualified faculty to fill new vacancies,… [PDF]

Nunez-Cronk, Brunilda; Willoughby, Donna (1993). Golden West College Intercultural Center. In response to the increasing diversity of the student population at Golden West Community College, in California, the the Intercultural Center (IC) was established in 1989 to enhance campus-wide awareness of cultural diversity through services to immigrant and international students and the campus community. An Intercultural Task Force was first created involving members from all areas of the campus. Task Force members developed the IC mission statement and major goals, conducted a survey of the campus community which indicated strong support for the mission and goals, and planned supporting activities. The IC opened in October 1989 providing assistance for international students on schoolwork, English pronunciation, or other language skills through volunteer peer counselors; audio tapes for advanced English-as-a-Second-Language instruction; modules and workshops on international education; assistance for faculty and staff working with international students; information on study… [PDF]

Saracho, Olivia N., Ed.; Spodek, Bernard, Ed. (1992). Issues in Child Care. Yearbook in Early Childhood Education, Volume 3. Noting that the provision of child care services has become an increasingly important part of early childhood education, this volume addresses issues associated with the increased acceptance and use of child care by American families and the way that child care is provided in the United States. The 11 chapters on child care issues are: (1) "Child Care 2000: Five Trends Shaping the Future for Early Childhood Centers" (Roger Neugebauer); (2) "Historical Overview of Child Care" (Alice Sterling Honig); (3) "Child Outcomes of Child Care Programs" (Carollee Howes); (4) "Family-Centered Child Care" (Ellen Galinsky and Bernice Weissbourd); (5) "Meeting the Needs of Special Populations in Child Care" (K. Eileen Allen); (6) "Caring for Children in a Diverse World" (Patricia G. Ramsey); (7)"Family Day Care: The 'Other' Form of Care" (Susan Kontos); (8) "Before- and After-School Child Care for Elementary School…

Federlein, Anne Cairns; Kirkland-Holmes, Gloria (1990). Incorporating an African American Multicultural Self-Concept Building and Creative Arts Program into Your Class Curriculum. The incorporation of an African-American, multicultural, self-concept-building, and creative arts program into the elementary school curriculum is discussed in this conference paper. Recommendations concern the relevance to African-American children of language and communication skills, mathematics, social studies, science, positive self-concept, African-American studies, self-concept development, creative arts and expression, and holidays. Other aspects of working with African-American students include use of body language, use of standard English, equal talking time, group learning, music in the classroom, and nonviolent conflict resolution. Appended to the text are: (1) suggestions for setting up a cultural enrichment program; (2) a list of cultural enrichment activities for parents; (3) a cultural enrichment program report card; (4) a bibliography of children's books about Africa, Africans, and Swahili; (5) a bibliography of folklore illustrating the cultural flow from Africa to…

Saville-Troike, Muriel (1979). Sociocultural Dimensions of TESOL and Bilingual Education. CATESOL Occasional Papers, No. 5. Considerations in teaching students from linguistically diverse backgrounds are outlined. The instructional program must consider: (1) the social, economic, and political circumstances of the students' families; (2) their reasons for being in the United States and the length of their residence; (3) their attitudes toward the English-speaking group and English; (4) their attitudes toward their own language and cultural maintenance; (5) parental aspirations; and (6) the social, economic, and political considerations within the United States. In light of these points, the merits of four education models–the Monolingual Mother Tongue, Transitional Bilingual Education, Maintenance Bilingual Education, and Monolingual Second Language Education–are discussed. Any model chosen must: (1) utilize a variety of techniques and texts appropriate to the situations; (2) explore pre-existing parent, student, teacher, and community attitudes; (3) increase the cultural awareness of teachers; (4)…

Alexander, David; Nava, Alfonso (1977). The How, What, Where, When and Why of Bilingual Education: A Concise and Objective Guide for School District Planning. This book's purpose is to satisfy a perceived need for a straightforward, non-academic, non-bureaucratically worded guide to bilingual education planning and to provide objective information on compliance procedures and federal and state funding opportunities to school district policy planners, whether they be administrators, teachers, or parents. The guide is designed to fill a gap in the literature that has arisen with the passage of "Lau vs. Nichols" and with the establishment of rigorous enforcement procedures by the (HEW) Office For Civil Rights. It is hoped that the book will help clarify issues, suggest strategies for interacting with state and federal bureaucracies, present alternatives, and suggest additional resources. Each of the book's seven sections explains the public policy issues and answers the most commonly asked questions. The sections are: Lau Centers (Technical Assistance Units); the "Lau vs. Nichols" Supreme Court decision; letter of…

Jones, David R., Ed.; Meek, V. Lynn, Ed.; Weeks, John, Ed. (1991). Explorations in Higher Education: A South Pacific Critique. The collection of essays on higher education in the South Pacific includes: "Transplanting the University" (David R. Jones); "Education in the Small Island States of the South Pacific: The Changing Role of the School and Its Implications for Higher Education" (Tupeni L. Baba); "Co-operation and Collaboration among the Higher Education Institutions within the South Pacific and Beyond" (I. F. Helu); "The Impact of Foreign Aid on Pacific Mores, Ideas, and Traditions" (Pa'o H. Luteru); "Research Methodology in Education and Indigenous Life in Papua New Guinea" (Naomi T. Martin); "Higher Education and the Needs of Small Islands in the South Pacific Region" (Tuingariki; Cecilia Short); "A French University in the South Pacific" (Jacques Borzeix); "Higher Education in the South Pacific: Diversity and the Humanities" (Satendra Nandan); and "Understanding Higher Education Systems: Conceptual Issues" (V…. [PDF]

Bradley, Curtis H.; And Others (1990). Employment Training for Limited English Proficient Individuals: A Manual for Program Development. This manual describes procedures commonly used to plan and implement bilingual vocational training (BVT) programs for individuals who are limited English proficient (LEP). An introductory section examines the purposes of BVT and outlines a general model consisting of seven components: targeted recruitment, diagnostic rather than exclusive intake and assessment, adapted vocational instruction, vocational English as a Second Language (ESL), counseling and support services, job development and placement geared to the special needs of the LEP population, and coordination of these six elements in order that each element supports the others. An additional bilingual and academic basic skills component is suggested for secondary school programs. The first of two sections presents specific procedures and makes suggestions for planning a BVT program in the areas of need assessment of the local LEP population and the local job market; developing support and assessing resources; staffing; staff… [PDF]

Bennett, Ruth, Ed.; And Others (1986). Yurok Vocabulary. An illustrated vocabulary presents approximately 275 Yurok words organized topically from the Indian perspective to demonstrate the relationship between Yurok Indians and their social and natural worlds. English terms arranged alphabetically within each topic have two accompanying Yurok entries–one a Unifon spelling, the other having syllable breaks and marked accents. Topics include people, cultural things, baskets, acorns, plants, animals, birds, fish, and food. An introduction explains the role of language in Indian culture and points out differences in styles of thought between Indians and whites. A Yurok Unifon single sound chart is included. (LFL)…

Meade, Phil (1983). The Educational Experience of Sydney High School Students. Report No. 3: A Comparative Study of Migrant Students of Non-English-Speaking Origin and Students Whose Parents were Born in an English-Speaking Country. The findings of a longitudinal survey of the educational experiences of 3043 immigrant secondary school students in Sydney, Australia, are provided in this book. The general aim of the study was to compare the experiences of students of non-English speaking (NES) origin and students born in English speaking countries (ES) in terms of the influences of significant others, students' perceptions, aspirations, and school performance, and equality of educational opportunity. There are seven chapters, the first of which briefly describes the background of the research. Chapter 2 discusses theoretical issues. In Chapter 3, students' family and social experiences are analyzed, and particular attention is paid to the language of communication networks within NES-origin families. The attitudes of students and teachers toward NES-origin children learning their parents' language are also discussed. Chapter 4 focuses on the educational and occupational aspirations of children and their parents…. [PDF]

Lindholm, Kathryn J. (1988). The Edison Elementary School Bilingual Immersion Program: Student Progress after One Year of Implementation. CLEAR Technical Report Series TR9. A study of progress in the Edison Elementary School (California) bilingual immersion program after its first year of implementation looked at: (1) student levels and gains in first and second language proficiency; (2) levels of math and reading achievement and their possible relationship to student language background; (3) levels of students' perceived academic, peer, physical, and mother-child relationship competencies; and (4) attitudes toward the program among parents and staff. A total of 58 kindergarten and 54 first-grade students participated. Pre- and post-test comparisons of achievement showed that all students made gains in both Spanish and English, with more Spanish-dominant than English-dominant students fluent in both languages. Overall, both Spanish- and English-dominant students scored above average in content area achievement. Students' perceived interpersonal competence was high in each domain examined, and attitudes toward the program were generally positive…. [PDF]

Lufler, Henry S., Jr. (1988). Pupils. The sharp increase in the number of cases that involve school antidrug policies continued in 1987. Courts continued to support school policies that contain an automatic suspension or expulsion penalty for school drug possession. First Amendment religious cases also continued to increase in number. A new grouping of cases under the heading "home instruction" contains cases raising a medley of First Amendment and other issues. The issue of substantive due process violations in corporal punishment cases was heard in two cases. Cases are discussed under the following sections: (1) public school assignment, tuition, transportation, home instruction, and compulsory attendance; (2) bilingual and bicultural programs; (3) private and parochial schools; (4) substantive rights of students, including search and seizure, and First Amendment religious and freedom of expression rights; (5) sanctions for student misconduct including suspensions, expulsions, and corporal punishment; and…

Beard, John D., Ed.; McNabb, Scott E., Ed. (1985). Testing in the English Language Arts: Uses and Abuses. A Collection of Articles. Intended for teachers, this collection of articles on testing in the English language arts contains the following titles: \What Do Test Scores 'Really' Mean in Educational Policy?\ by George F. Madaus; \Testing and Literacy: A Contradiction in Terms?\ by Marilyn Wilson; \Throwing in the TOWL,\ by Mary Jane Curry; \Taking the Authority Figure Out of the Language of Testing,\ by Petey Young; \Implications of Parent, Teacher, and Student Perspectives on the Value of School Tests,\ by Sheila Fitzgerald; \Sergeant Friday Meets the Taxonomy: We Need More than Just the Facts Ma'am,\ by James M. Brewbaker; \Large Scale Writing Assessment: An Instructional Message,\ by Charles R. Chew; \Self-Assessment and the Mastery of Writing,\ by Edgar H. Thompson; and \Trends and Issues in the Use and Misuse of Oral Language Proficiency Testing for Bilingual Program Planning,\ by Josefina V. Tinajero. The appendix contains a literacy statement on testing and assessment by the Michigan Association of…

Donoghue, E. E.; McInnis, C. E. (1976). Research and Evaluation of Second Language Programs. This report consists of an evaluation of four experimental French programs (1973-74) and the federally-funded extensions of these programs (1974-75) in the schools of the Carleton, Ontario, Roman Catholic Separate School Board. Part 1 provides a review of literature relevant to immersion, intensive and enriched language programs, and the attitudinal and motivational aspects of second language acquisition. The various second language programs, which cover grades K-8, are also described. Intensive French programs consist of 90 minutes of French instruction per day, while enriched programs consist of 40 minutes per day. In immersion programs, native English-speaking children receive curriculum instruction in French. Part 1 presents the results of comparisons of grade 1 and 2 immersion programs with intensive programs. Part II provides a summary of the 1973-74 results, a description of 1974-75 programs, and results of comparisons of grade 1, 2, and 3 immersion programs with intensive…

Cronnell, Bruce (1982). A Preliminary Study of Language Influences in the English Writing of Third- and Sixth-Grade Chicano Students. A study investigated the extent to which oral language forms influence the written products of Mexican-American students attending an inner city school in a low income neighborhood. For the study, writing samples from 78 third grade and 92 sixth grade students were analyzed for Spanish, interlanguage, and Chicano English features. (Interlanguage forms, produced by learners of English from a variety of language backgrounds, occur as English is being learned.) In the writing samples of the third grade students, 773 errors were identified; of these, 33% were considered to have possible influences from Spanish, interlanguage, or Chicano English. In the writing samples of the sixth grade students, 677 errors were identified; of these, 36% were considered to have possible oral language influences. (Prompts for the writing samples and lists of errors are appended.) (FL)… [PDF]

Price, M. A.; Trites, R. L. (1976). Learning Disabilities Found in Association with French Immersion Programming. Thirty-two children who experienced difficulty in primary French immersion were compared to seven other groups of children matched for age and sex on a wide variety of language, perceptual, academic achievement, memory, motor, sensory and other tests to determine if there was anything unique in the profile of this group. The comparison groups included three groups in which language is a factor: English-speaking children in French language schools, French-speaking children in French language schools and children from other ethnic and language backgrounds in English language schools. The four "non-language" groups included standard diagnostic groups: hyperactive, minimal brain dysfunction, social and emotional maladjustment and primary reading disability. A group of eight children who were doing well in French immersion was included. To monitor their progress on academic achievement and language tests over time, follow-up testing was obtained on twenty-four children who had…

Nicolie, Katherine (1976). Ndal Tsukdu Gheldzay Tsukdu (Crane Story and Moon Story). These traditional stories in the Tanaina Athapaskan language (Talkeetna dialect) are intended for competent speakers of the Alaskan language who have knowledge of the writing system. An interlinear English translation is included as well as a free English translation. (NCR)…

Pete, Shem (1977). Digelas Tukda (The Story of a Tanaina Chief). This story in the Tanaina Athapascan language (Susitna dialect) is about a Tanaina Chief and tells about Tanaina life in the nineteenth century. It is intended for competent speakers of the Alaskan language who have knowledge of the writing system. An interlinear English translation is included as well as a free English translation. (NCR)…

Nageak, Vincent (1975). Ataatalugiik (Grandchild with Grandfather). This traditional story in the Barrow Inupiaq language is intended for competent speakers of the language with knowledge of the writing system. Pen-and-ink drawings illustrate the text. (NCR)…

Burke, Eleanor; And Others (1967). Curriculum Guide for Child Development Centers, Five Year Old Program. The Gallup-McKinley County Schools developed this curriculum guide in an attempt to aid teachers involved in teaching English as a second language to Spanish speaking students and students of Indian descent. The guide provides a brief description of the value systems of the three ethnic groups–Spanish American, Zuni, and Navajo. A phonetic analysis of the likenesses and differences between English and languages of the three groups is also presented. Objectives and activities designed for the five year old student are given in the areas of language development, social studies, numbers, physical education, health, science, music, and art. A bibliography of related materials consisting of 35 books and 18 pamphlets is also provided. (DK)… [PDF]

Gunther, Phyllis E. (1976). Basic Skills After School Pre-Kindergarten Program, 1975-1976. This report describes an after school pre-kindergarten program which sought to upgrade the reading and math readiness, and develop English-as-a-second-language skills for 45 pre-kindergarten neighborhood children. Pupils were selected for the program on the basis of family background information and pupils' inability to speak English because of recent arrival to the U.S. The program activities were based upon the cognitive/affective approach. Pupil growth in social skills, physical abilities, intellectual ability, English fluency, self image, and parent involvement were assessed. A screening test for learning disabilities, an intelligence test, teacher rating scale of pupils' attitudes, and interviews with school personnel and parents were used to evaluate the program. The report concluded that the program was successful in increasing the social skills, physical abilities, and intellectual ability of the 45 pupils. The program was also successful in developing more positive self… [PDF]

Fontes, Manuel da Costa, Ed.; Fontes, Maria Joao, Ed. (1975). Christmas, Natal, Navidad in Cuba, Mexico, and Portugal. This material is a compilation of junior high school student-developed stories and games about the way Christmas is celebrated in Portugal, Mexico, and Cuba. The material was developed in the classroom by Portuguese, Mexican, and Cuban immigrant students and by American students who do not have a recent immigrant background, all of whom were participants in the Trilingual Program of the ABC Unified School District in California. The booklet has three main sections: (1) Memories of Christmas in the Azores and Angloa; (2) Memories of Christmas in Mexico and California; and (3) Memories of Christmas in Cuba. The student-developed materials, some written in English and others in Portuguese and Spanish, include maps, poems, short stories, words to unscramble, a spelling baseball game, seek-and-find word games, word matching games, crossword puzzles, and drawings. (Author/RM)…