Mosher, Edith K.; And Others (1979). Pursuing Equal Educational Opportunity: School Politics and the New Activists. ERIC/CUE Urban Diversity Series, Number 64, Summer 1979. This mongraph describes and analyzes the competing demands of many citizens, special interest groups, and organizations for educational equity. The significant role that the Federal government has played in the educational system over the past 30 years through financing and legislation is discussed. Four case studies are presented relating to areas in which the activists of the 1970s sought to change educational policies and programs. Each study describes the definition of equality espoused by the protagonists, the organization of the advocacy groups, the strategies they employed to obtain desired action by politicians and educators, and the present status of their efforts. Each study is then compared in terms of issues and the interest group involved, the interplay of judicial, legislative, and administrative actions, and the cost considerations applying to the new programs. Some general observations about the historical and political aspects of educational reform and several… [PDF]

Arvizu, Steven F.; Gibson, Margaret A. (1978). Demystifying the Concept of Culture: Methodological Tools and Techniques, Monograph II. Bilinqual Education Training Series. This monograph describes techniques and methods which may be used by parents, teachers, and other educators who are working to make schools more responsive to students from different language and cultural backgrounds. Emphasis is placed on the techniques and methods used by anthropological fieldworkers to study culture and their usefulness in solving culturally based educational problems. A review of the basic techniques includes a discussion of: (1) their purposes and strengths; (2) the steps involved in using them; (3) the limitations of various techniques and some cautions about their use; and (4) suggested learning projects which can be used by educators to practice the techniques. The basic techniques covered include participation, observation, recording, interviewing, event analysis, life history, and written essays. Major phases in a research project and ethical issues which should be considered in such a project are also discussed. (EB)…

Do, Dinh Tuan; And Others (1976). Physics: A Vietnamese Supplement. A High-School Bilingual Handbook for the Vietnamese Student. Indochinese High-School Supplements. This handbook in physics is one of a series of handbooks designed for the Indochinese student in American high schools. Like the other books in the series, it is not intended to replace the English-language textbook, but is designed to help the student understand the textbook. The material presented was compiled and adapted from high school texts so that the terms and concepts would be applicable to standard secondary textbooks. The handbook is composed of two parts: (1) basic concepts; and (2) a glossary of technical terms. The first part contains brief "lessons" pertaining to the subject area and provides key concepts in summary form. Preceding the Vietnamese lessons is an outline in English which is meant to serve as a content guide for the teacher. (Author/AMH)…

(1973). Volume I: Testimony. Hearing Before the United States Commission on Civil Rights (Window Rock, Arizona, October 22-24, 1973). Three days of hearings held on the Reservation at Window Rock, Arizona focused on the civil rights of the people of the Navajo Nation. Seeking to explore those areas of economic and social development in which the Navajo could better attain self-determination, the Commission heard testimony on economic development, private employment, health care, and education. Among the witnesses were representatives from state and federal agencies, tribal officials and medical personnel. Testimony was offered by individuals as well as in panel discussions. Peter MacDonald, Chairman of the Navajo Tribal Council, listed control of the schools, economic development programs, and resource development as the basic and primary goals in attaining Navajo civil rights. He cited the slowness of the bureaucratic machinery as being particularly frustrating to tribal development plans. In a panel discussion a Bureau of Indian Affairs official and an anthropologist suggested that the Navajo should be viewed as… [PDF]

(1978). Instructional Materials Selection Guide. Bilingual/Bicultural ESL. This guide describes bilingual, bicultural, and English as a Second Language (ESL) materials adopted for use in California. The guide is divided into three sections: (1) a list of publishers, including addresses and phone numbers; (2) an annotated index to the guide that includes basic information about each item; and (3) detailed information on each set of materials. The annotated index provides the following information: type of material (basic or supportive), kind of material, publisher's grade level, State Matrix grade level, instructional emphasis, special conditions or comments, and page reference in the guide. The following information is provided on each set of materials: (1) components; (2) general description; (3) goals and objectives; (4) organization–scope and sequence; (5) methodology; (6) provisions for student evaluation; and (7) related materials. On each page, the indication is given that materials should be carefully reviewed before ordering. The instructional…

Dirks, Lydia; Dirks, Moses (1978). Niigugim Qalgadangis (Atkan Food). A history of food gathering and food preparation techniques of Alaska natives on Atka Island in the Aleutians are presented in Western Aleut and English with illustrations by J. Leslie Boffa and Mike Dirks. Directions are given for preparing: various plants, including wild rice; salted, dried, or smoked fish; baked flour; fried dough; boiled codfish stomachs; codfish and halibut liver paste; mashed fish; partially dried fish backbones; salmon eggs; cooked seal oil; clams and mussels; sea urchins; chitons and limpets; and ducks and other birds. (NEC)…

Garcia, Joseph J. (1970). A Look at Minority Education Today with Implications for the Teaching of English. American education must develop a system for promoting understanding among and with minority cultures. Curriculums should be designed which add relevancy to the education of minority groups and abandon the traditional ideas of Americanization which call for, among other things, the foreigner to become a good speaker of English. English-as-a-second-language programs have helped to develop a kind of mutual respect for foreign and American cultures. Bilingualism is making negative contributions to the American educational scene. These negative aspects should be taken into consideration when developing curriculums which will incorporate minority recognition while operating within the English language framework. (VM)… [PDF]

Giles, W. H. (1971). Cultural Contrasts in English-French Bilingual Instruction in the Early Grades. This paper discusses the relationship between language development and cognitive development in children within the framework of a French-English bilingual school situation. Initially the document covers the language development of the infant learning English; the author then describes specific problems of educating the English-speaking child with French as the principal means of instruction. Tables illustrate the results of tests administered to children in a French-English curriculum, pointing out areas of confusion. (VM)…

Schwarzer, David (2001). Noa's Ark: One Child's Voyage into Multiliteracy. This book asserts that under the right conditions multiliteracy can be developed and provides some of the tools and strategies to enable monolingual teachers to do so. The book is based on an in-depth longitudinal study of a first grade boy studying in a traditional English/Spanish bilingual classroom. The child's early literacy development is closely followed. The research goal is to show the complexity of a young student's multiliteracy development in the context of her daily life in which three languages are presented (English, Spanish, and Hebrew) in different formats, for different purposes and audiences. The goal is to show the pivotal role teachers play in multi-literacy development and to provide some of the tools they need to promote it. Theoretical and practical ideas on early literacy development in general and bi-literacy and multi-literacy in particular are discussed, the book hopes to challenge traditional ideas about bilingual and multilingual instruction. (Contains…

Joyce, Esperanza Villanueva (2002). A School Healthcare Program for Low Income Families of Very Young Children. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The chapter details development of a wellness model for children enrolled in the ECDC. Specifically, the study implemented a screening program that included physical assessment, diet evaluation, personal histories, biochemical tests, and anthropometrics; and designed, implemented, and evaluated a series of educational presentations for children and parents. Preliminary findings included detailed health statistics for participating children and parents. A nutrition and exercise camp was conducted, and the health status of 43 students will be tracked. (EV)… [PDF]

Rivera, Klaudia (1999). Native Language Literacy and Adult ESL Education. ERIC Digest. There are no good figures on the number of limited English speakers who are also illiterate in their native languages. This data is worth having because there is research indicating that literacy in the native language plays an important role in the acquisition of oral English and the development of English literacy. This digest reviews recent research related to the role of native language literacy and describes program types and instructional approaches that incorporate learners' languages into instruction. Headings in this digest include the following: rationale for native language and literacy development; factors influencing native language literacy instruction; program models; and instructional approaches. It is concluded that adult English language learners come to English-as-a-Second-Language (ESL) programs with a variety of experiences with education, literacy, and English. They also come with many strengths embedded in their language, culture, and experiences. By… [PDF]

Anderson, Michael E.; Liu, Kristin K.; Spicuzza, Richard; Swierzbin, Bonnie; Thurlow, Martha L. (1999). Feasibility and Practicality of a Decision Making Tool for Standards Testing of Students with Limited English Proficiency. State Assessment Series, Minnesota Report 22. This report describes a decision-making tool designed to inform English-as-a-Second-Language (ESL) and bilingual educators of the most up-to-date participation and test accommodations guidelines and to assist educators in the process of making informed decisions. It reports on the results of a study that examined the tool's feasibility. The decision-making tool is an electronic version of Minnesota guidelines for making test participation decisions. The Web site design has two branches–one for students with disabilities and another for students with limited English proficiency (LEP); both are centered on making decisions about inclusion and the use of testing accommodations. The Web side design has two branches of decision making to reflect the dual role of the tests within both the LEP and disability branches–one for statewide accountability testing for grades three, five, and eight, and one for graduation requirements testing for grades eight and beyond. A survey of 14… [PDF]

Ballenger, Cynthia (1999). Teaching Other People's Children: Literacy and Learning in a Bilingual Classroom. This book details the experiences of a teacher in a Haitian-populated preschool in an urban area of the United States, focusing on the development of literacy and English as a second language. An introductory chapter describes the children, some of their personal and cultural background, their classroom demeanor, and the context in which they were taught. The second chapter describes the traditions and practices of classroom research as experienced by the teacher. The third chapter further examines the school, the families, and the patterns of family life of the students. The next four chapters discuss the difficulties encountered in teaching literacy and managing student behavior. These include the differences between the teacher's assumptions about how adults should control or influence student behavior and the assumptions of the children and their families; varying student and teacher approaches to early literacy activities; and storybook reading and the ways students…

Forbes, H. D.; Orwin, Clifford (1994). Cultural Literacy: A Canadian Perspective. International Journal of Social Education, v9 n1 p15-30 Spr-Sum. Summarizes E. D. Hirsch's book, "Cultural Literacy," focusing on four separate arguments. Compares U.S. and Canadian education and society, particularly in relationship to multiculturalism and bilingualism. Concludes that Hirsch trivializes culture by presenting as no more than a common convention of effective national communication. (CFR)…

McCollum, Pamela A.; Reyes, Maria de la Luz (1992). Language, Literacy, and Educational Reform: Rethinking the Issues. Education and Urban Society, v24 n2 p171-77 Feb. In spite of increasing ethnic, linguistic, and socioeconomic diversity, educational reform efforts continue to target mainstream English-speaking U.S. public. The educational plans of the America 2000 initiative are no exception. This theme issue provides examples of classroom-based research in which educators try to improve literacy education for minority students. (SLD)…

Indenbaum, Gene, Ed.; Levine, Judith R., Ed. (1992). Teaching of Psychology: Ideas and Innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology (6th, Ellenville, New York, March 18-20, 1992). This conference proceedings report includes: (1) "Grading Papers More Objectively and Effectively," by Anita M. Meehan; (2) "The Use of Student Workbooks in Introductory Psychology Courses," by Donna L. Reittinger and Kathleen Crowley-Long; (3) "Curriculum Integration and Cross-Cultural Psychology," by Susan B. Goldstein; (4) "Student Outcomes and Evaluation of an Undergraduate Course on Ethical Issues in Psychological Research and Practice," by John B. Morganti; (5) "Using Active Learning to Teach Critical Thinking," by James Bell; (6) "A Different Approach to Sensation and Perception in the Introductory Psychology Course," by Laura L. Snodgrass; (7) "Teaching the Reluctant Student: Coping with the Resistance," by Robert A. Bernstein; (8) "A Trans-Disciplinary Writing Project in Introductory Psychology," by Alan C. Tjeltveit; (9) "Who Is This Child? Children's Literature in a Human Development…

Huber, Richard M. (1992). How Professors Play the Cat Guarding the Cream: Why We're Paying More and Getting Less in Higher Education. This book argues that limited faculty productivity is the major reason why the quality of undergraduate teaching has declined while university tuition has been rising substantially faster than the inflation rate. It stresses that inefficiency and fiscal waste are produced by the competing aims of research and teaching and attacks the academic traditions precluding reform. Individual chapters address the following topics: (1) the university's conflict and correspondence of interest; (2) the institution's mission and the present role of trustees and the president; (3) the exercise of authority in the academy; (4) the faculty (career path, workload, and tenure); (5) the lack of quality control in curriculum; (6) the issue of multiculturalism in curriculum; (7) the student as consumer; (8) the high cost of tuition; (9) costs and benefits and tuition; (10) where tuition goes; (11) evaluation of higher education; (12) specific ways to improve undergraduate teaching quality; and (13)…

Hall, McClellan; Kielsmeier, James A. (1985). Young People Take the Lead: Cherokee Nation's Approach to Leadership. New Designs in Youth Development, p1-7 May-Jun. Oklahoma's Cherokee Nation Youth Leadership Program (CNYLP) began in 1982 with the vision of drawing elements of the tribe together through an innovative youth program designed to instill self-confidence, positive regard for Cherokee identity, and a sense of community spirit through service to others. Patterned after the National Youth Leadership Council program, the Cherokee model provided training of selected high school youth in a challenging, multicultural camp setting, and created ways to "bring back" the motivation generated there and apply it to projects in home communities. Using the Janis-Field Self-Esteem Scale, scores were obtained before and after camp periods. While the 1982 and 1983 pre-camp scores of Cherokee youths were the lowest for all groups, the gains in mean post-camp scores exceeded that for all groups combined for each year. When participants return home, CNYLP attention focuses on home community projects, operated by staff and students. These have… [PDF]

(1985). Myself and Women Heroes in My World. Kindergarten Social Studies: Sojourner Truth, Harriet Tubman, Queen Liliuokalani, Amelia Earhart, Maria Tallchief, [and] Sonia Manzano. Part of the National Women's History Project funded to promote the multi-cultural study of women in history, this unit will help kindergarten students learn about the contributions that women have made to U.S. society. The developers believe that equality cannot be achieved until equality is expected and until the contributions of all women are understood and accepted as a simple matter of fact. The unit contains six lessons based on biographies of women who represent the many ways in which women have been and continue to be heroes. The women are Amelia Earhart, Queen Liliuokalani, Sonia Manzano, Maria Tallchief, and Sojourner Truth, representing major ethnic groups, and Harriet Tubman as a representative of disabled women. Each unit begins with a biography that teachers are to read to students. Discussion questions and suggestions for classroom activities follow each biography. Student materials are provided. Examples of activities include having children retell the story in their… [PDF]

Lundsteen, Sara W., Ed. (1978). Cultural Factors in Learning and Instruction. ERIC/CUE Urban Diversity Series, Number 56. The five articles in this document provide a diverse look at the influence of cultural factors in classrooms and schools. In the first article, "The Cultural Identification of Students in Bilingual Classrooms," M. Beatriz Arias discusses particularly the heterogeneous cultural identification of Anglo and Mexican American students in California. In the second article, "Racial Prejudice and Its Relationships…," Thomas C. Denne, J. William Moore and William E. Hauck examine a multitude of variables such as race, grade, and sex, and compile correlations relating racial prejudice to personality variables. In "A Bicultural Approach to the Issue of Achievement Motivation," Tracy C. Gray examines and compares achievement motivation in Mexican American and Anglo elementary school children. In the fourth article, "Variables Affecting the Intellectual Performance of Black and White Children," James E. Savage and Philip Friedman review the effects of… [PDF]

Mizokawa, Donald T.; Morishima, James K. (1980). Education for, by, and of Asian/Pacific Americans, I. Research Review of Equal Education, v3 n3 Sum 1979. This report discusses several perspectives on Asian/Pacific Americans and the educational issues that relate to them. It begins by providing a definition of "Asian/Pacific American," an historical account of their immigration, and a discussion of minority status and cultural relativism. A number of studies and personal experiences that demonstrate stereotypic attitudes and prejudice against Asian/Pacific Americans are cited. The report then analyzes the educational needs and experiences of the Asian American community. The issues of language, self concept, ethnic stereotypes, and curriculum bias are addressed. It is claimed that textbooks offer a negative and stereotypical view of Asians, and that ethnic studies programs, as presently structured, are unable to correct these distortions. The importance of person-environment match in the education and social adjustment of Asian/Pacific minorities is stressed. (APM)…

Medwetz, Laura; Montie, Jo; Scaletta, Kurtis; Taylor, Pam; Vandercook, Terri (1997). Lessons for Understanding: An Elementary School Curriculum on Perspective-Taking. This curriculum guide is intended to increase elementary students' awareness of their own and other people's perspectives, resulting in more open attitudes and flexible responses to diversity. Unique features include reflective questions for teachers, a focus on communicating content to families, and planned inclusion of students with disabilities. The curriculum is divided into four units which focus on: (1) the individual student's perspectives; (2) awareness of other people's perspectives; (3) learning to understand conflict; and (4) learning to work together. The 24 lesson plans are presented in the following format: intended grade level and time needed, learning objectives, materials, adult reflection questions, an introduction, suggested activities, closure activities, suggestions for home-school connections, suggestions for adaptations, and space for the teacher's notes. After an overview of the curriculum, the guide's sections provide explanations of the adaptation… [PDF]

Jackson, Francesina R. (1996). A Sixth Sense–Cultural Sensitivity. Learning, v25 n2 p67-71 Sep-Oct. This article presents suggestions for culturally sensitive modifications to help students from all backgrounds learn better. The modifications include building trust, building a repertoire of instructional strategies, using effective questioning techniques, providing effective feedback, analyzing instructional materials, and establishing positive home-school relations. A sidebar presents one teacher's story. (SM)…

Wade, Rahima, Ed. (1995). Diversity Taboos: Religion and Sexual Orientation in the Social Studies Classroom. Curriculum Concerns. Social Studies and the Young Learner, v7 n4 p19-22 Mar-Apr. Asserts that, in many schools, educators have made great strides in responding to ethnic diversity and gender issues. Argues that two other aspects of diversity–sexual orientation and religious differences–are often ignored. Discusses curriculum design, school policy development, and teaching methods related to these topics. (CFR)…

Canizo, Thea L. (1994). Legends and Myths of the Sky. Science Scope, v17 n6 p31-33 Mar. Using ideas adopted from Project ARTIST (Astronomy-Related Teacher Inservice Training), a teacher develops a sixth-grade astronomy program which incorporates ancient folklore and sky stories from a variety of ethnic backgrounds. (ZWH)…

Toman, Susan (1995). Through Black and Brown Eyes, as Well as Blue: American History from Students' Perspectives. Teaching History: A Journal of Methods, v20 n2 p66-71 Fall. Describes a U.S. history survey course that incorporates cultural pluralism and family histories into the writing assignments. Students are encouraged to write about events that occurred in their families during the time periods being studied. Oral interviews and family documents supplement traditional research tools and secondary sources. (MJP)…

Hones, Donald F. (1999). Making Peace: A Narrative Study of a Bilingual Liaison, a School and a Community. Teachers College Record, v101 n1 p106-34 Fall. Explores the role of bilingual liaisons in resolving conflicts and building bridges of understanding between schools and diverse communities, discussing the representation of individuals' voices and narrative forms that engage readers aesthetically and critically; addressing multiple conflicts affecting the lives of minority language students, their families, and schools; and noting the need to move to a paradigm of making peace. (SM)…

Obiakor, Festus E. (1993). "America 2000" Reform Program: Implications for African-American At-Risk Students. This critique of the "America 2000" educational reform initiative claims that its fundamental proposals highlight "old" ideas based on a "puritanic" perfect society with little attention to equity and the multidimensional needs of such groups as African-American at-risk students. The paper discusses the impact of the "America 2000" program on African American at-risk students, with particular focus on the program's excessive reliance on national testing, school choice for parents, and instructional accountability at all levels. Criticism of national testing centers on issues of reliability and validity; school choice is seen as not being workable for inner-city African American parents; and instructional accountability is felt to result in discrimination against African-American teacher education students and failure to account for individual differences. The paper also examines the traditionally Eurocentric nature of American education…. [PDF]

Sullivan, Emilie P. (1996). Authentic Learning with At Risk Elementary School Children. Children who are "at risk" are differentiated by their difficulty meeting standards for school success. This paper describes a model for a field-based component of an elementary education children's literature course involving in-school tutoring of at risk children. The program provided preservice teachers the opportunity to: (1) develop strategies and expand concepts introduced in the children's literature course through authentic teaching situations; (2) learn the problems encountered by children from diverse backgrounds; and (3) reflect on and critique their instructional practices. The study included a total of 88 college students enrolled in 3 children's literature classes during the 1994-95 academic year. The students worked with 149 elementary school students who had been selected for the tutoring program for various reasons, including lack of progress in reading/communication skills, non-supportive home environments, lack of confidence or self-esteem, shyness, and… [PDF]

Hatch, Virginia; And Others (1992). Human Rights for Children: A Curriculum for Teaching Human Rights to Children Ages 3-12. Created to heighten teachers' awareness of human rights issues, particularly those related to children's rights, this guide offers children knowledge and skills in developing both self-worth and empathy for others. These feelings, the curriculum argues, are the foundation children need if they are to understand their rights as children and the basic rights of all human beings. The Ten Principles from The Declaration of the Rights of the Child, proclaimed by the United Nations in 1959, provide the nucleus for the manual. The Ten Principles express many familiar concepts, including self-esteem, multiculturalism, and child abuse. Considering these issues in the context of a comprehensive statement of children's rights adds weight and focus to them. The manual contains curricular activities and booklists to help teachers further children's understanding of their rights. The activities are divided into three age groups. "The Young Child" is for children ages 3-5. "The…