Shaffer, Susan Morris; Shevitz, Linda Pollack (1997). Women's Journeys, Women's Stories: In Search of Our Multicultural Future. Units in U.S. Women's History. Teacher Guide. This collection of curriculum units in U.S. history tells some of the untold women's stories that describe some of the historical events and social settings of the past and illustrate some trends for the future. These stories are intended to encourage middle school and junior high school students to explore contemporary women's history themes that correlate with themes previously highlighted in "In Search of Our Past," also from the Women's Educational Equity Act Resource Center. Three main units on contemporary topics are presented in both this "Teacher's Guide" and the "Student Manual." Each unit of the teacher's guide contains an overview of the unit, an introduction to the topic and background on the topic, ideas for additional student activities, and selected annotated resources. Units are presented on native women, women of the South (southern United States), and immigrant women, and these units encompass sections on the following cultural or… [PDF]

Shaffer, Susan Morris; Shevitz, Linda Pollack (1997). Women's Journeys, Women's Stories: In Search of Our Multicultural Future. Units in U.S. Women's History. Student Manual. This collection of curriculum units in U.S. history tells some of the untold women's stories that describe some of the historical events and social settings of the past and illustrate some trends for the future. These stories are intended to encourage middle school and junior high school students to explore contemporary women's history themes that correlate with themes previously highlighted in "In Search of Our Past," also from the Women's Educational Equity Act Resource Center. Three main units on contemporary topics are presented in both the "Teacher's Guide" and this "Student Manual." Each unit contains an introduction to the topic and background on the topic, profiles of individual women, interviews with individual women, readings about the unit topic, student activities, selected resources, and a vocabulary (some units). Units are presented on native women, women of the South (southern United States), and immigrant women, and these units encompass… [PDF]

Evans, Carol A., Ed. (1993). Scholar with a Mission: The Career of Theodore Andersson and His Contributions to Language Education. The accomplishments of Theodore "Tug" Andersson (1903-1994) cover four major areas: (1) the teaching of modern languages in general; (2) the foreign languages in the elementary school (FLES) in particular; (3) bilingual education in the United States; and (4) preschool biliteracy. The 11 articles of Andersson's work are as follows: (1) "FLES after Fifty: The Bilingual Legacy of Theodore Andersson" (William F. Mackey); (2) "Some Early Encounters" (Joshua A. Fishman); (3) "Yet Another Tribute" (Wallace Lambert); (4) "A Very Sane Man of La Mancha" (Robert Lado); (5) "Pioneer, Visionary, Educator" (George M. Blanco); (6) "An Intellectual Foundation for Bilingual Education" (Eugene Garcia); (7) "Scholarship, Geniality, and a Sense of Fun" (Muriel Saville-Troike and Rudy Troike); (8)"A Man with a Clear Vision of the Big Picture" (Chester C. Christian, Jr.); (9) "A Student's Perspective"… [PDF]

Chilcott, John H. (1983). Yaqui World View and the School: Conflict and Accommodation. It is within the sphere of their socioreligious domain that Arizona Yaquis have been able to survive as a cultural group. Yet this domain, consisting of the two realms of the profane (good versus evil), and the sacred enchanted world of "huya ania," exists apart from the external world of a modern industrial society. The school, because of the nature of its power structure, cannot accommodate Yaqui youth. Therefore, nonformal and informal mechanisms of education based on the Yaqui world view and within the Yaqui community must be used to assist Yaqui youth in their accommodation to the school. (Author)…

Loiselle, Maryann; And Others (1979). Bilingual Bicultural Curriculum for Social Studies: Grade Five. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and for other students whose native language is Spanish, this social studies curriculum guide for fifth grade is one of a series for pre-school through fifth grade. The overall focus is on Puerto Rican history and culture, placing the development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains eight units, related to those in the other fifth grade guides: environmental adaptation, migration, cultural contacts, production, trade, stability and change, ideals, building a style of life. Appropriate skills are presented in each unit; for example, the skills in the unit on trade are: explaining the importance of trade between countries, comparing old and new methods of trade, understanding the concepts of exportation and importation, and citing examples of…

Woodford, Protase E. (1974). Bilingual/Bicultural Education: A Need for Understanding. The Challenge of Communication. ACTFL Review of Foreign Language Education, Vol. 6. This article discusses the varieties of bilingualism, types of bilingual programs, goals and program implementation, measurement and evaluation of bilingual/bicultural programs, teacher preparation, the impact of the ESEA Title VII Bilingual Education Act, sample programs, the question of language \standards,\ and studies about program outcomes. The term \bilingual\ refers to persons who demonstrate abilities in two languages. Most bilinguals demonstrate mastery of one language and less than educated native speaker competence in the other language. Goals of bilingual/bicultural education vary from transition to English and rapid assimilation into the dominant culture to parallel programs in both English and the home language. A promising way to develop English literacy in children whose home language is other than English is to begin by teaching them to read and write in their home language, while acquiring skills in English. Bicultural programs stress understanding of and respect…

(1980). Trends in Segregation of Hispanic Students in Major School Districts Having Large Hispanic Enrollment. Desegregation and the Hispano in America: An Overview, Volume I. Final Report. Volume I of a five-volume study of the trends in segregation of Hispanic students in public schools contains a review of relevant litigation and legislation dating from the 1850's and notes the almost negligible effect on Hispanic desegregation of such landmark events as the 1954 "Brown" decision and the 1964 Civil Rights Act. The effects of desegregation on Hispanics in the areas of achievement, ability grouping, dropouts and suspensions, quality of education, curriculum, staff allocations, and bilingual services are described, as are community response to desegregation, the so-called "white flight", and busing. School desegregation remedies are examined, with emphasis given to community involvement and mandatory plans (which appear to be more successful than voluntary plans) and including a discussion of the role of bilingual education in desegregation. Finally, a theoretical framework for the research findings of the study as a whole is presented. (SB)…

Allison, Derek J. (1983). The Promise of Northland. Canadian Journal of Native Education, v11 n1 p27-36. In 1981 Northland School Division (Northern Alberta) enrolled 2,500 pupils, 98% of them Native children. Northland's educational history shows "failure to provide even a minimally adequate level of educational services to its students." Three official inquiries indicate overall lack of purpose as chief impediment of progress; recommends money, leadership, advocacy. (MH)…

(1997). Culture. Twelve conference papers on cultural aspects of second language instruction include: "Towards True Multiculturalism: Ideas for Teachers" (Brian McVeigh); Comparing Cultures Through Critical Thinking: Development and Interpretations of Meaningful Observations" (Laurel D. Kamada); "Authority and Individualism in Japan and the USA" (Alisa Woodring); "Study Trip to France" (Alain Lauffenburger) (in French); "Everything You Need To Know Begins at Kindergarten" (Laura McGregor); "Native Americans and Europeans, Ainu and Waijin: Culturally Relevant EFL Content-Based Social Studies Comparative History Curriculum Design at a Japanese Junior College" (Robert E. Gettings); "Folklore in the ESL Classroom" (Virginia A. Jenkins); "Redefining Our Educational Parameters" (Eton F. Churchill, Jr.); "Commonly Asked Global Issues Questions" (Jessica Newby Kawata, David Peaty, Donna McInnis, Junko Mukainakano);… [PDF]

Willeto, Paul (1997). Dine College Struggles to Synthesize Navajo and Western Knowledge. Tribal College, v9 n2 p11-15 Fall. Discusses the 30-year struggle Navajo Community College leaders faced in developing a Navajo philosophy and education model that combines Navajo principles and values with a Western-based curriculum. Describes the 1995 implementation of Dine College's Philosophy of Education model at the Tsaile campus. (VWC)…

Lee, Rosemary (1980). Beyond Coping. Some Approaches to Social Education. Project Report. This report examines various approaches to social education that are currently in use in Great Britain. Discussed in an overview of social education are the following topics: social education in secondary schools, social education and the Youth Service, social education for adults, training in personal interaction, the social education of mentally handicapped adolescents and adults, and further education. A number of approaches to social education are explained, including the information-based, enquiry-based, creative, experiential, awareness-raising, skills training, and modeling approaches. Presented next are five case studies of the following successful social education projects: Schools Council Social Education, Humanities Curriculum (HCP), Man: A Course of Study, Personal Development Training Courses at Lindley Lodge, and Three Life Skills Programs given in Canada and Great Britain. Among those areas covered in the case studies are program scope and definition, approaches to…

Mazon, Manuel Reyes, Ed. (1972). Adelante: An Emerging Design for Mexican American Education. Prior to an intensive 3-day conference, position papers were prepared by a select group of Mexican American scholars, representing the areas of history, anthropology, bilingualism, sociology, political science, education research, psychology, and cultural arts. Under suggested guidelines, selected Mexican American educational leaders reacted to the papers in small group sessions at the conference. Based on these reactions, the papers were then revised for this publication, which is divided into two sections. The first contains two introductory papers concerning the general topic of education for the Mexican American. The second section includes a paper discussing specific problems of the Mexican American child and the eight main position papers. Topics of the papers are: a challenge for educational institutions–an educational philosophy for the instruction of Mexican Americans; anthropological implication in the education of Mexican Americans; toward a philosophy of education for…

Gross, Judith Schefkind (1996). Reducing Stereotyping among 4th through 6th Grade Students by Strengthening Self-Esteem, Interpersonal Relationships, and Multicultural Appreciation. This practicum study devised and evaluated a program designed to reduce overt incidents of stereotyping among diverse fourth through sixth graders in a large urban K-8 school. The 8-month intervention was comprised of six elements: (1) establishing a safe secure classroom atmosphere governed by consistent authoritative discipline; (2) building realistic self esteem; (3) increasing cultural, ethnic, and racial awareness and appreciation; (4) providing opportunities for students to have a positive impact on the home, school, or community environment; (5) introducing and using peer mediation; and (6) forming a student group to combat stereotyping and prejudice. Observation of students in class, on playgrounds, and at recess; sociometric techniques; and investigation of administrative records were used to examine social interaction patterns and the incidence of serious behavioral infractions involving race or ethnicity. Results indicated that, as a result of the intervention, the use of… [PDF]

Battle, Dolores E., Ed. (1993). Communication Disorders in Multicultural Populations. This text on communication disorders in multicultural populations is intended to provide a framework for speech language pathologists and audiologists in providing services to persons from different cultures and racial backgrounds. The 11 papers are grouped into 2 parts. Papers in part I provide an overview of the major cultural groups in the United States, with particular reference to factors related to the assessment and treatment of communication disorders. These papers are: \African-American Cultures\ (Sandra L. Terrell and Francis Terrell); \Asian-American Cultures\ (Li-Rong Lilly Cheng); \American Indian Cultures: A Lesson in Diversity\ (Gail A. Harris); \Hispanic Cultures\ (Hortencia Kayser); and \Cultural Diversity in the Development of Language\ (Noma B. Anderson and Dolores E. Battle). Part II deals with the role of culture in specific communication disorders. The following papers are included: \Fluency Disorders\ (Eugene B. Cooper and Crystal S. Cooper); \Voice and Voice…

Lowry, William H.; Thorkildsen, Ron (1991). Assessing Social and Cross-Cultural Impact of Group-Based Videodisc Technology. Final Report, October 1, 1987-December 31, 1989. This final report documents achievements of a project to assess social impact and achievement gains resulting from the use of interactive videodisc technology to teach fractions in mainstreamed classrooms across multicultural settings. Subjects (N=294) were regular upper elementary students and students with mild handicaps (MH) in Utah, Wyoming, and New Mexico. The study examined the effects of the videodisc-based math program on: (1) attitudes of regular teachers and student peers toward mainstreamed students with MH; (2) the self-esteem of the MH students; (3) the frequency of academic (as opposed to behavior management) interactions between teachers and MH students; and (4) achievement in basic fractions concepts. Findings indicated that teachers in both years of the study maintained their opinions about mainstreaming; MH students experienced greater teacher interactions; the MH students showed large achievement gains (both in fraction concepts and generalized achievement… [PDF]

Brunner, Joseph F.; Schantz, Maria E. (1980). Reading in American Schools: A Guide to Information Sources. Education Information Guide Series, Volume 5. Addressing the needs and concerns of educators, parents, and others interested in the development of reading programs for children, this guide contains 1,032 annotations of resources that focus on the major issues in reading and reading instruction in public schools in the United States. The guide is divided into five major parts, beginning with a theoretical orientation spanning almost 100 years of reading research and reading theory. The other four sections provide annotations of resources on children's literature, adolescent literature, diagnosis and remediation, bilingualism (texts and programs), law, leisure, and literacy. An appendix provides information on professional journals that help teachers keep abreast of current and emerging trends, research, and practice in reading. Three indexes list the citations by author, title, and subject. (RL)…

Casserly, M. C.; Edwards, H. P. (1976). Research and Evaluation of Second Language (French) Programs in the Schools of the Ottawa Roman Catholic Separate School Board (Annual Reports 1971-1972 and 1972-1973). This final report summarizes the research carried out between September 1971 and August 31, 1972, on the second language programs (French), of the English schools of the Ottawa Roman Catholic Separate School Board. Eight immersion classes and forty-seven classes receiving 75 minutes of French daily at the first grade level, and five immersion classes and forty-nine 75-minute classes at the second grade level were considered. A sample of classes representing traditional grade 3 to 8 programs was tested, to compare traditional programs with immersion and 75-minute programs. Chapter 2 of the report consists of a selected review of background literature upon which the research is based, while Chapter 3 outlines a summary of results as presented in the 1970-71 Annual Report. Chapter 4 describes the second language programs currently being used or developed in the school system in question. The fifth chapter describes the subjects of the 1971-72 research, and the longitudinal research…

Kaneshiro, Vera (1977). Teacher's Guide to Accompany "Atightumun Liitusit.". This is an instruction book for the bilingual teacher of the St. Lawrence Island Yupik language. This guide accompanies the beginning primer, "Atightumun Liitusit" ("The First Letters"). Each sound in the language has a definite letter or combination of letters that represents it. The primer presents the alphabet letter by letter, starting with the most common and using only words with letters that have already been presented. Detailed instructions for the presentation of each letter are given. (AMH)…

Kalifornsky, Peter (1977). Kahtnuht'ana Qenaga (The Kenai People's Language). This collection of writings in and about the Kenai language is intended for students at the intermediate or advanced level. The volume is divided into five sections: (1) narratives about Dena'ina life; (2) traditional stories or "sukdu"; (3) prayers and songs; (4) literacy and grammar exercises; and (5) place names. The narratives, stories, prayers and songs are presented with interlinear and free English translations. (AM)…

Rothfarb, Sylvia H. (1974). Evaluation of Learning in Language Arts Vernacular Instructon. This paper presents a preliminary model for a table of specifications for Language Curricula Development Center Language Arts materials. Description of the development of the Criterion-Referenced Unit Achievement Tests, including the tests' design, precedes the recommended model. The model categorizes the main components and behaviors of the SCDC Structud Reading Series, demonstrating how test items are developed keyed to each level of Bloom's Taxonomy. This type of test item costruction has been basically followed in developing SCDC tests. The Language Arts Vernacula Strand follows an eclectic approach in reading instruction. At the Primary One Level, it offers a dual purpose Spanish Vernacular reading program: structured reading and related skills of comprehension and interpretation, and language experience reading with oral language development. At the Primary Two Level, it is broadened by a Language Analysis component and by adding creative expression dimensions to the language…

Zirkel, Perry Alan (1971). Puerto Rican Parents and Mainland Schools, Hartford, Connecticut. This study constitutes the promised product of an institute on \Puerto Rican Pupils in Mainland Schools,\ sponsored by the Educational Leadership Institute and the University of Hartford during the Summer of 1971. The stated purposes of the Institute were: (1) to stimulate communications and understanding between school and community representatives toward the improvement of the educational opportunities of Puerto Rican pupils in mainland schools; (2) to develop a data base concerning cultural and linguistic factors in the home environment that may be significant toward that end; and, (3) to examine and interpret such data in terms of present and potential school programs and practices. The Institute focused on facilitating the relationship between the home and school environment of Puerto Rican pupils in Hartford as a possible model for other mainland school systems. The formal program of the Institute was concentrated in the week of June 28 – July 2. The morning sessions provided… [PDF]

Salinas, Claudio (1976). An Investigation of the Needs of Children in the Migrant Education Program in the State of Oklahoma. Summary Report. During the spring of 1976, a study was conducted to compare Oklahoma migrant student against a standard which would allow for the determination of areas in which to improve the migrant education programs. The literature concerning migrant students and their education in other states was explored. Findings and characterizations of migrant students in literature were grouped into three broad areas reflecting: the educational status of migrant students; parental participation in the education of their children; and the teaching repertoires of the migrant education program teachers. From that exploration emerged a description of the educational plight of migrant students and auxiliary issues. This was used to provide direction for data collection and a standard against which Oklahoma migrant students were compared. This report consists of: (1) a summary report of the study, and (2) selected tabular information. The summary consists of an overview of the steps taken to conduct the study,… [PDF]

Moll, Luis C. (1992). Bilingual Classroom Studies and Community Analysis: Some Recent Trends. Educational Researcher, v21 n2 p20-24 Mar. Uses a sociocultural perspective that acknowledges the many resources for children beyond school for language acquisition to describe how research about children' communities can be used to enhance bilingual instruction. Argues for the redefinition of researchers' and teachers' roles for a collaborative working relationship to bring about educational change. (JB)…

Huerta-Macias, Ana; Quintero, Elizabeth (1995). Bilingual Children's Writing: Evidence of Active Learning in Social Context. Journal of Research in Childhood Education, v9 n2 p157-65 Spr-Sum. Examined the relationship between literacy development and sociocultural aspects. Identified some cognitive processes in biliteracy acquisition through categorizing children's work according to Piaget's active learner categories that show learners constructing knowledge for different purposes. Results suggest that these cognitive processes are interwoven into the sociocultural development of each child, individually and as members of a family, school, and community. (AA)…

Borsato, Graciela; Lindholm-Leary, Kathryn (2005). Hispanic High Schoolers and Mathematics: Follow-Up of Students Who Had Participated in Two-Way Bilingual Elementary Programs. Bilingual Research Journal, v29 n3 p641-652 Fall. Research shows a serious underrepresentation of Hispanic students entering the math, science, and engineering fields, possibly fueled by a large gap in math achievement between Hispanic and Euro-American students. The current study addressed this concern by examining the general school-related attitudes, coursework, and achievement, with a focus on math for 139 high school students–Hispanics who were previous English language learners, native English-speaking Hispanics, and Euro-American English speakers–who had been enrolled in a two-way bilingual program throughout elementary school. The results showed that all three groups of students had positive attitudes toward math and school in general and were scoring at grade level in math. They were taking higher level college preparation math courses and getting mostly average grades (B's and C's) in those courses. These results suggest that the two-way bilingual program may provide the academic preparation and schooling attitudes,… [Direct]

Kocsis, Mitzie; And Others (1979). In, Out, and About the Classroom: A Collection of Activities. Resources for Schools. No. 15. This booklet contains a collection of services available to professional educators in the state of Massachusetts. Services in the areas of curriculum materials, field trip sites, films, and training and support services are included. While services are broadly categorized under curriculum areas, an index to locate names of specific organizations is provided. (JD)…

Bachelor, David L. (1991). Educational Reform in New Mexico: Tireman, San Jose, and Nambe. In the 1930s Loyd Tireman organized two successful New Mexico experiments in progressive and bicultural education that anticipated contemporary trends. Resisting the nativist and assimilationist sentiments of the time, Tireman saw the necessity of tailoring education to the child rather than fitting the child into a standardized curriculum. His demonstration school at San Jose near Albuquerque, founded in 1930, implemented individualized instruction, peer tutoring, and the use of community resources. A preschool class helped Spanish-speaking students learn English. Instruction at the school was based on activity programs that balanced passive reading with active exploration. Recreational reading and readings from newspapers stimulated students' interest in reading. The school's innovative programs reversed low reading comprehension scores and became an important resource for rural teachers. In another innovative project funded by Cyrus McCormick, the community school at Nambe became…

Brisk, Maria Estela (1998). The Transforming Power of Critical Autobiographies. The rationale for using critical autobiography projects in English-as-a-Second-Language (ESL) instruction is discussed, and procedures for implementation are outlined. Writing a critical autobiography involves the student's presenting a personal narrative while exploring external factors influencing his life. Critical experiences in life provide fertile starting points to motivate students to read, write, and learn, and helps language learners understand that problems associated with living in a new culture are the result of social factors rather than personal shortcomings. Four case studies illustrate how critical autobiographies can be used in different settings and the effects they can have on students, their parents, and teachers. The cases include: a reading teacher working individually with a first- grader; a bilingual fifth-grader working with the whole class, assisted by ESL and computer teachers; a sixth-grade bilingual teacher using critical autobiographies in Spanish… [PDF]

Dianda, Marcella R. (1991). Adaptation and Implementation of Success for All: Progress Report. The Southwest Regional Laboratory (SWRL) is adapting Success for All, a prominent early-elementary school program for at-risk minority youths, for use with disadvantaged limited English proficient students whose primary language is Spanish. The Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students is collaborating with the SWRL and the Riverside (California) Unified School District (RUSD) in adapting, implementing, and evaluating Success for All in a low-achieving disadvantaged elementary school with mostly Hispanic American students. The program strives to prevent learning deficits through a comprehensive approach that emphasizes early education, improvement in instruction and curriculum, and intensive intervention at the earliest possible stage when deficits first surface. The program includes the following: (1) English and Spanish reading tutors; (2) English and Spanish reading programs; (3) 8-week assessments administered in English and… [PDF]

Lynch, Joanne (1993). Cognitive Academic Language Learning Approach (Project CALLA), Community School District 2 Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OREA Report. Cognitive Academic Language Learning Approach (Project CALLA) was a federally funded program serving 960 limited-English-proficient students in 10 Manhattan (New York) elementary schools in 1992-93 its third year of operation. The project provided instruction in English as a Second Language (ESL), mathematics, science, and social studies in kindergarten through grade 6. Staff development workshops, individualized staff training, parent ESL instruction, and parent involvement activities were also important program components. The project met all its stated objectives in English language development and the content areas, staff development, and the parent involvement objective for understanding children's education, but not the parent involvement objective for parent participation in activities. It is suggested that in this case, either attendance records were inadequate or the participation level targeted was unrealistic. The major recommendation for program improvement was to modify… [PDF]