Watson, Joan Q. (1981). Know Your Laws. Italian. This Italian language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult students with law they will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objectives are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a law…

Friedman, Myron; And Others (1978). Evaluation Design 1978-1979: ESAA Title I Migrant Program. Publication Number 78.11. To collect and disseminate information relevant to the accountability and program components of the Title I Migrant Program in the Austin school district and to report to the Texas Education Agency through interim and final reports on how well the migrant program is meeting its stated objectives for 1978-79 are the functions of the evaluation for which this design is prepared. The evaluation design focuses on the program's major activities: student recruitment, parental involvement, instructional program from pre-kindergarten through high school, and health and clothing support services. For components of six major questions pertaining to the current contract procedures used with externally funded personnel and the program's instructional, health services, parental involvement components, the evaluation design lists dates decisions are to be made, dates information is needed, relevant evaluation questions and objectives, and information sources. The evaluation design describes how… [PDF]

Foster, Carl G.; Gable, Emma (1980). The Indian Child in Special Education: Two Persons' Perceptions. The implementation of PL 94-142, special education for Native American children, is addressed in these six essays. PL 94-142 guarantees all exceptional children the right to a free education; in addition the child's program must be tailored to meet the pupil's individualized needs with all instruction appropriate to the child, providing a least restrictive environment for his participation in learning. For the Native American exceptional child, this concept of education presents a temporary hindrance, yet an innovation. The referral process is activated only when a child seems unable to function adequately in the environment. On the reservation, the school has assumed this role of referral, although parents or guardians may accept the responsibility to refer a student. The referral is evaluated. This step includes a complete explanation of the evaluation so both the parent or guardian and the child understand what is involved; an explanation in their native language may be…

(1980). Bilingual Vocational Training Program. Auto Body Repair. Module 1.0: Beginning Auto Body. This module on beginning auto body is the first of four (CE 028 303-306) in the auto body repair course of a bilingual vocational training program. The course is designed to furnish theoretical and laboratory experience in welding, metal straightening, metal finishing, painting, and use of power and hand tools. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify auto body repair job classifications; and to identify different metal strenghtening methods used in constructing vehicles, different vehicle frame constructions and their purpose, types of body construction and their purpose, and different units of hardware and trim and their purpose. Contents include list of module objectives; pretest; five sections on (1) auto body technicians, (2) metal strengthening, (3) frames, (4) body construction, and (5) hardware and trim; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions,…

Quintanilla, Guadalupe C.; Silman, James B. (1977). El Espiritu Siempre Eterno Del Mexico Americano (The Always Eternal Spirit of the Mexican American). Twenty stories and essays suitable for intermediate and secondary grades illustrate the enduring spirit of Mexican American life, legend, custom, and culture. The Spanish language book describes the ceremonies of baptism, engagement, marriage, and the \quinceanera\ (a girl's 15th birthday). Folklore (magic spells, superstitions, \cuentos\ or tales, the legend of the Virgin of Guadalupe) and customs (Christmas \posadas\, religious promises or \mandas\, and the elaborate rodeos known as \charreadas\) are explained as are such aspects of Mexican American culture as music, dancing, and machismo. Several chapters are devoted to current issues including the women's movement, energy sources, and political participation. Each story or essay is followed by a series of questions and a written exercise. A Spanish-English vocabulary list completes the book. (SB)…

Vicenti, Dan; And Others (1972). The Law of the People (Dine Bibee Haz'Aannii): A Bicultural Approach to Legal Education for Navajo Students, Volume 3. Volume 3 in a 4-volume bilingual bicultural law-related curriculum concerns Navajo traditional law as it pertains to the family, and compares these laws and customs to those of Anglo society. Case histories (gathered using anthropological field techniques) were compiled by paraprofessional legal advocates, and provide materials to be used in classrooms for role playing and discussions. Legal aspects that affect Navajo family members are presented and compared to those of the Anglo law and cover such areas as: marriage; parent and child relationships; divorce–division of property, custody of children, and their support; role of family members in the division of labor; and inheritance patterns–water rights, land, houses, livestock. The type of land Navajos live on are described in terms of: reservation lands (majority live on reservations); satellite reservation areas; allotted lands (individually owned); Navajo tribal trust lands; United States Government lands; lands leased by the…

McConville, J. Lawrence (1975). Ethnic Studies Curricula and Related Institutional Entities at Southwestern Colleges and Universities. Bulletin of the Cross-Cultural Southwest Ethnic Study Center, October 1975, Special Issue. This publication contains the results of a survey of two- and four-year colleges and universities in the U.S. Southwest designed to provide detailed information concerning the status of ethnic studies curricula. The Cross-Cultural Southwest Ethnic Study Center (CCSWESC) of the University of Texas at El Paso conducted the survey to promote interinstitutional communication and cooperation between and among CCSWESC and analogous entities on other campuses. A two-page questionnaire was mailed to administrative officers of most junior and senior colleges in California, Nevada, Utah, Colorado, Arizona, New Mexico, Texas, and Oklahoma. Nearly 100 institutions of the approximately 150 responses indicated a program or activity relevant to the areas surveyed. Survey results include the following: nomenclature of the ethnic curricula; academic levels involved; the regional and minority concerns treated; the manner in which faculty for such programs are distributed among the various teaching… [PDF]

Bauer, E. W. (1971). The Migrant Child and His Psycho-linguistic Problems. AATEFL Newsletter, v1 n2 p17-30 Oct. Present attempts to integrate migrants linguistically and culturally into Australian society need to be improved. The migrant child must be taught to learn how to learn, and learning experiences must be structured to promote education in school subjects and communication with peers. There is a problem of acculturation; migrant children must be taught to develop a differentiation mechanism to bridge two cultural systems and two language systems. There must be a systematic growth of cultural awareness, and the Australian community must also recognize and accept foreign cultures. The new concept of the pluralistic society should be adopted. Language-learning and teaching-research centers should be established to specialize in the study of problems in second language learning; applied linguistics; evaluation and development of curriculum, tests, and teaching materials; and information coordination and dissemination. (VM)… [PDF]

Stieglitz, Ezra L.; And Others (1976). Right to Read Preservice Teacher Preparation Project. A Competency Based Teacher Education Model. A Final Report, 1974-1976. Vol. II. Volume II of the three-volume final report on the Right to Read Preservice Teacher Preparation Project is arranged into five appendices presenting learning, instructional, and evaluational modules in the reading and language arts fields. Appendix A appears in Volume I. Appendix B is a first draft of nine modules for a second undergraduate reading methods course dealing with the background for personalized reading instruction, the nature of reading differences, guidelines for reading assessment and identification of needs, the provision of materials for personalized instruction and techniques in their use, the identification of differing needs in reading content areas, recognition of special needs of bilingual or culturally different children, and teacher-parent-cooperation. Appendix C details seven language arts modules for an undergraduate course–creating and organizing a primary classroom, the concepts of language and thinking in children, oral language activities, using… [PDF]

(2000). Report on the Binational Conference: In Search of a Border Pedagogy (4th, El Paso, Texas and Ciudad Juarez, Mexico, January 1999). This report contains a synopsis of the binational conference and features brief summaries of all the papers presented at the conference. Over 350 educators, community leaders, and researchers were brought together to discuss the educational extremes found along the border between the United States and Mexico and to investigate instructional approaches that address the unique characteristics of this region. The following questions helped to shape the scope and content of the conference: What is the current condition of bilingualism, particularly in the United States? How can educators break the cycle of low performance in border schools? How can teachers and administrators reinvent school norms, structures, and culture so that there is respect for linguistic and cultural differences? The conference was sponsored by the Center for Research on the Education of Students Placed at Risk, the Texas Teacher Recruitment, Retention, and Assistance Project at Johns Hopkins University, and the… [PDF]

Brunn, Michael (1999). The Absence of Language Policy and Its Effects on the Education of Mexican Migrant Children. Bilingual Research Journal, v23 n4 p319-44 Fall. The absence of a language policy in a rural central Illinois school district with a rapidly growing population of migrant Spanish-speaking students seriously affected the academic achievement and social inclusion of newcomer students. A case study focuses on attitudes and reactions of three teacher groups: English-only teachers, "bridge builders," and "bilingual is best" teachers. (Contains 52 references.) (SV)…

Gonzales, Phillip C., Comp. (1984). Vocabulary for the Spanish-English Bilingual Program. [Grades K-6.]. Materials for Spanish-English bilingual children's vocabulary development in grades K-6 include lists of English words and their Spanish counterparts for the typical course of study, which in grades one through six includes social studies, science, language arts, health and safety, and math. Related class activities in each area are suggested after each grade level list. For the five-year-olds, the scope of the vocabulary includes body parts, clothing, food, communications, school, and transportation. (MSE)…

Banks, Bill (1979). Service Delivery to Bilingual Population in Rural Areas. In 1970-1972 a Texas high school in a bicultural community piloted a motivational program of English, Language Arts, and Social Studies skills designed to involve disadvantaged students (mostly Mexican American) in positive, creative outlets to alleviate a negative self-concept. Four teachers plus Title I Migrant aides used a team teaching approach to provide specialized counseling and raise student achievement to that of the peer group. Oral language development was reinforced using Buy's "Speaking By Doing"; reading improvement was based on the Westinghouse PLAN kit; and social studies programs were centered around thematic film units. Project evaluation consisted of standardized testing, teacher observation, and academic success of students in other classes. In 1976 the program was changed to 18 individualized quarter courses including media study, reading skills, economics, American culture, Mexican culture, and Spanish. Proration of all students into the courses… [PDF]

(1977). Review of the Literature on Educational Needs and Problems of American Indians and Alaska Natives 1971 to 1976; National Indian Education Needs Assessment Project. Research and Evaluation Report Series No. 64:00. Findings from nearly 800 research reports, evaluation studies, needs assessments, dissertations, theses and personal commentaries are included in this review of national Indian educational needs. The sources are dated from 1971 to 1976. Objectives were to: (1) compile a literature review that summarized information about Indian educational needs; (2) include information on specific populations studied; (3) include information on the adequacy of instruments employed, sampling and methodological procedures used, and methods for choosing and training researchers; and (4) note regional differences in data collection techniques. The document is divided into three parts: "Review of the Literature" summarizes findings of eight broad educational areas, e.g., administration, students, and counseling. The first part concludes with a general review of educational needs as indicated by both research studies and personal commentaries. "Summary of Information Gaps in the Knowledge… [PDF]

Mearns, Curt (1999). Unified Education System: From Implementation to Evaluation, 1997-98. In 1995, the Albuquerque (New Mexico) school district devised a plan to merge special education, cross-cultural education, Indian education, and Title I with the general education program, designated the Unified Education System (UES). Considering the abrupt implementation of UES in the first year and subsequent confusion regarding staff positions and roles, an evaluation was conducted at the administrative level during the third year of implementation. Thirty-seven assistant superintendents, operational staff, management in special services, other administrators, and program support specialists participated. Findings indicate that five of the six components necessary for change–vision, necessary context, decision making, skills, and action plans–were well recognized by respondents. There was surprising unanimity of vision for the future of UES. Recognition of the importance of interpersonal support was evidenced by efforts to build esprit de corps and recognize individual… [PDF]

Giannetti, George, Ed.; Sirdenis, Wisam Kazaleh, Ed. (1985). Global Lessons for Second Language Students, Grades 9-12. Student Edition and Teacher's Edition. An Oak Park, Michigan student workbook prepared as part of the Oak Park Title VII Project for limited English proficient students or students whose first or second language is other than English. contains fifteen multicultural lessons presented in four units. The first unit focuses on the nature of human global interdependence and takes a geographic look at the world through languages and their distribution. It stresses the need for mutual understanding and cooperation for survival and for the humane use of world resources. The second unit, entitled "Why Study a Second Language?" looks at ethnocentrism and its many manifestations as an obstacle to understanding other peoples and their ways. It underscores the usefulness of second language skills for making new cultural experiences, travel, and a broader range of occupations more available. This unit examines four of the major languages of the world (English, Arabic, French, and Spanish) and two cultures in Oak Park (Hebrew… [PDF]

Charleston, G. Mike (1987). Longitudinal Evaluation of the Indian Youth Leadership Conferences for the Years 1983-1987. This report presented results of longitudinal evaluation of Indian Youth Leadership Conference summer camps which provide 8- to 10-day sessions of physical activities and action-oriented problem-solving situations for male and female junior high aged Indian students aimed at developing skills and motivation. The evaluation provided information about the nature of participants, their overall impressions of the camps, and a series of pre-test and post-test measures relating to perceptions about academic and vocational opportunities and self-esteem. Data from 1983-1987 indicated participants entered camp with relatively high levels of academic self-concept and above average participation in school/community activities. The selection process was biased toward Indian students with strong academic/leadership records and positive teacher/counselor recommendations. Overall, participants responded with very favorable ratings of the camp experience and were willing to recommend the experience…

McFarlane, Juretta Creighton (1978). An Orientation Manual for Non-Indian Teachers of Papago Students. This extensive manual introduces non-Indian teachers to the cultural history and contemporary life style of the Papago, emphasizing information with immediate usefulness to the classroom teacher. Discussion of traditional and modern Papago life includes a brief history of the tribe, delineation of tribal values, and information on the customs of mate selection and marriage, child rearing, puberty rites of adolescence, social roles of adults, and family relationships. A separate chapter relates specific child rearing practices to classroom behavior. Chapters on Papago and Anglo values supply teacher strategies for resolving cultural conflict and fostering constructive communication between cultures. Four chapters provide information on the Papago language and describe in detail the types of linguistic interference that occur as the Papago speaker learns English. Examination of bilingual bicultural education and its possible applications for Papago students includes a description of…

Goodman, Kenneth; And Others (1979). Reading in the Bilingual Classroom: Literacy and Biliteracy. The issues of reading in bilingual education are examined with a primary focus on the contemporary classroom in the United States. Within bilinqual education, concern for reading has seldom reflected current research and theory, and little research has focused on reading within bilingual programs. In addition to focusing on the specifics of the classroom, issues are discussed in the context of human language and language use now and in the past. The development of literacy in multilingual countries must be based on understanding of linguistic realities in specific locations and must be in tune with political, economic, and cultural realities. The range of possibilities in the school's responses to bilingual or multilingual realities and the kind of literacy program each alternative requires are presented. The series of alternatives focus on maintenance, transitional, and English as a second language programs. Three common assumptions that have dominated curricular suggestions in…

Kunkel, R. C.; Tucker, S. A. (1978). VALE: Value Assessment Latino Education, a Needs Assessment Model for Latino Children. Over 2,000 interviews, questionnaires, and observations obtained needs assessment information from students, teachers, school administrators, and community members with the 4 major objectives being to help Latino children and parents articulate their educational needs, to help South Bend Community School Corporation interpret these needs in deliverable terms, to demonstrate to Latino people that their perceptions are valued, and to inform service providers of Latino needs. The assessment led to six general recommendations for meeting Latino needs: (1) improve language skills and school achievement, (2) decrease student dropout rate, (3) address educational problems related to family mobility, (4) increase compatibility between home culture and school experience, (5) alleviate stress generated by personal and family economics, and (6) coordinate state and local resources to meet student needs. The delivery strategy task force translated these general recommendations into specific…

Carter, Thomas P.; Segura, Roberto D. (1979). Mexican Americans in School: A Decade of Change. Various explanations and possible solutions for the low social status and poor school achievement of the Mexican American are the subject of this book, which examines ethnic characteristics of the Mexican American, socioeconomic conditions in the five southwestern states, and practices and policies of the schools in the Southwest. This book grew out of an earlier work ("Mexicans in School: A History of Educational Neglect") based on the Mexican American Study Project; to supplement the background provided by that extensive investigation, the authors conducted 100 interviews and examined research studies of the past decade, as well as reports of special programs for Mexican Americans that resulted from federal funding for minority group education projects. Chapter headings include"A History of Educational Neglect,""The Outcome of Schooling,""The Failure of the Chicano,""The Default of the School,""Efforts to Adjust the…

Mahan, James M.; Smith, Mary F. (1979). Major Questions about Preservice Teachers to Indian Communities. Journal of American Indian Education, v18 n2 p1-5 Jan. Discusses the issue of the effectiveness of non-Indian preservice teachers in an Indian school. Recommends research to determine the changes in professional performance of reservation student teachers, and to study the frequency, duration, nature, and outcome of cultural immersion field experiences. (SB)…

Ladson-Billings, Gloria (1995). But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory into Practice, v34 n3 p159-65 Sum. Describes the centrality of culturally relevant pedagogy to academic success for minority students who are poorly served in public schools, discussing linkages between school and culture, examining the theoretical grounding of culturally relevant teaching in the context of a study of successful teachers of black students. Provides examples of culturally relevant teaching practices. (SM)…

Faulkner, Joy (1990). White Children in a Multi-cultural School Setting: A Valid Cause for Concern?. Educational Studies, v16 n2 p109-16. Compares social, emotional, and scholastic adjustment of two groups of White elementary students, one group attending a multicultural school and another attending a monocultural school in England. Finds no significant difference between the two groups. Also investigates interethnic differences among the three cultural groups represented. Finds sex differences have more impact on attitudes. (NL)…

Lucking, Robert; Manning, M. Lee (1991). The What, Why, and How of Cooperative Learning. Social Studies, v82 n3 p120-24 May-Jun. Reviews research literature that defines cooperative learning and substantiates many educational benefits to be derived from it. Outlines eight selected cooperative learning methods. Reports that research shows cooperative learning methods improve students' academic achievement, self-esteem, and social skills. Also suggests that cooperative learning fosters better social relations among students from different ethnic backgrounds. (CH)…

Bardwell, Genevieve; Kincaid, Eric (2005). A Rationale for Cultural Awareness in the Science Classroom. Science Teacher, v72 n3 p32-35 Mar. Across the United States, only 10% of all teachers are members of minority groups, indicating that teachers are far less diverse than the current population of students they teach. The West Virginia Health Sciences and Technology Academy, a math and science afterschool program and summer institute, was created specifically to reach out to underrepresented students in order to improve student opportunities for completing college and becoming healthcare professionals. To teach science with a multicultural focus, it is imperative for teachers to identify culturally relevant pedagogical content knowledge to pique student interest. Through the infusion of culturally relevant content in the summer institute, teachers gain an inside view of their students' culture and identifiable learning styles of cultural groups, which helps to expand teachers' comfort zone so they are then able to transfer this awareness of different cultural perspectives into their regular school classes. The infusion… [Direct]

Sobel, Donna M.; Taylor, Sheryl V. (2003). Rich Contexts to Emphasize Social Justice in Teacher Education: Curriculum and Pedagogy in Professional Development Schools. Equity & Excellence in Education, v36 n3 p249-258 Sep. Teacher preparation typically follows one of three paths, including a professional development school (PDS) model developed by university and P-12 school faculty. Regardless of the program model, it is a research interest to determine the extent to which courses and field experience can prompt preservice teachers to advocate for the elimination of societal inequities and deliver effective inclusive instruction that informs and empowers all students. This article reports on a study of the elements of curriculum and pedagogy identified by preservice teachers as affecting their knowledge and ability to provide effective instruction in multicultural, multilingual, and inclusive classrooms. Preservice teachers found value in (a) guided exposure to "real-world" cross-cultural interactions in PDSs, (b) observations of theory-practice applications in course work and PDSs, and (c) observations of and interactions with the clinical teacher. (Contains 5 tables.)… [Direct]

Thomson, Barbara J. (1993). Words Can Hurt You: Beginning a Program of Anti-Bias Education. An anti-bias curriculum focuses not only on the richness of various cultures, but also on seeing cultures as differing responses to common human needs–for food, shelter, fellowship, governance, and other necessities. Thus, cultures and peoples are not superior or inferior, just different. The anti-bias curriculum presented in this book has the following goals: (1) to help each child develop a positive self-concept, based on an understanding of his or her uniqueness and self-worth; (2) to develop in children an acceptance and appreciation of differences in individuals and cultures; (3) to encourage decision making about people based on appropriate information, rather than stereotypes; and (4) to help children develop attitudes and understanding that will allow them to function in a multicultural, multiracial world. The chapters follow: (1) "Why We Need an Anti-Bias Curriculum"; (2) "Creating a Supportive Environment"; (3) "Taking Advantage of How Young…

Hall-Ellis, Sylvia; Lesesne, Teri S. (1994). The Selection, Evaluation and Integration of Culturally Authentic Texts: A Case for Making the On-Line Catalog Reflect Parallel Cultures. This paper examines the process of selecting, evaluating, integrating, and cataloging multicultural texts for school libraries. the first part examines the selection and evaluation of culturally authentic texts. Seven sources for locating multicultural literature and several reviewing sources are listed. The following criteria for evaluating multicultural are identified: accuracy and authenticity; avoidance of stereotypes; and use of language and dialect. Suggestions for integrating culturally diverse literature throughout the curriculum are given: sharing the contributions of other cultures; adding stories from other cultures; and choosing books which transform and mobilize readers. The second part of the paper examines the challenges of cataloging culturally diverse material, especially Spanish language materials. Two areas of cataloging are identified that present problems: (1) routine cataloging and authority control issues; and (2) problems unique to specific physical formats….

Richart, Victoria Munoz (1996). Considerations for the Development of a Higher Education Agenda for the '90s and Beyond. This discussion paper examines major issues that institutions of higher education must face in their long-range planning light of such factors as changes in economic conditions, major demographic shifts, emergence of multimedia/distance education, increased acknowledgement of diversity, and the transition to information age. The key to dealing successfully with lower revenues, while maintaining quality education, lies in rethinking work already being done on current social, technical, political, economic, and educational trends. The challenge for the next decade is addressing the issue of how students learn and their skill development. Higher education must align itself with curriculum reforms already taking place in K-12, such as the California Curriculum Frameworks, and changes in demographics and multiculturalism. By the year 2000, workers will need to devote at least 20 percent of the working day to learning; workers and institutions of higher education must establish… [PDF]