Schnell, James A. (1987). Enhancement of Cross-Cultural Communication within a Multi-Ethnic Environment: The Educational Function of the U.S. Air Force Office of Social Actions. The U.S. Air Force attempts to minimize racial and sexual discrimination by incorporating federal laws into its infrastructure and by exercising consistent enforcement of these laws. This leads to a development of cross-cultural communication among various subcultures within a multi-ethnic environment. The Social Actions Office at each Air Force base offers required orientation sessions on discrimination and standards. This office was established in 1973, under Regulation 30-2, as a result of the passage of the Civil Rights Act of 1964, racial disturbances at military bases, and statistics which indicated that blacks received harsher military punishments than whites. Regulation 30-2 and others outline specific discriminatory behavior and state proper standards of military conduct. Orientation sessions emphasize the reasons discrimination exists, the need for communication, and how individual perceptions influence interracial, interpersonal, and intercultural communications. The U.S…. [PDF]

Semons, Maryann (1989). The Salience of Ethnicity at a Multiethnic Urban High School from the Students' Perspective. The articulation or suppression of ethnicity among high school students depends on the individual's estimation of the relevancy of ethnicity, an estimation linked to structural factors in society. Data for this ethnographic study were derived from extensive observations of students by a participant-observer at a multiethnic urban high school. The ethnic breakdown of the 1,300 students was as follows: (1) 38 percent Black; (2) 24 percent Hispanic; (3) 23 percent White; (4) 11 percent Asian; (5) 3 percent Filipino; and (6) 1 percent Native American. Fieldwork extended over the course of one academic year and consisted of an initial week of regular classroom observations followed by informal interviews of about 50 students, representing the four predominant ethnic groups and a number of students of mixed background. Six of the faculty and staff were also interviewed to corroborate or challenge the findings. Conclusions include the following: (1) the articulation of ethnicity is based…

Feldman, Kenneth A., Ed.; Paulsen, Michael B., Ed. (1994). Teaching and Learning in the College Classroom. ASHE Reader Series. This volume presents 41 papers on teaching and learning in the college classroom. Papers include empirical studies as well as papers offering philosophical views and informed speculations. Both quantitative and qualitative research are included; and many different research and theoretical perspectives are represented — educationist, feminist, humanistic, psychological, sociological, anthropological, and more. Articles vary from research reports to literature reviews to essays to practitioner-oriented articles. The reader is divided into six major sub-areas. Part 1 establishes historical perspective on the nature and practices of college teaching and learning as well as the historical background of research conducted in this field. Part 2, in examining learning theory and related research as it applies to post secondary settings, addresses the important implications associated with student diversity. Part 3 introduces some general models of teaching followed by specific teaching…

Green, Howard, Comp.; Sawyer, Don, Comp. (1983). Native Adult Basic Education. An Instructor's Annotated Bibliography. An annotated bibliography, designed for use with Vancouver Community College's Native Adult Basic Education program, lists resources relevant to all instructors of Native Indian adult students and to others developing course outlines and classroom material. Most items were published between 1972 and 1981; one dates from 1911. Each listing has a level of use, linked to school grade levels, based on readability, oral vocabulary, student experiences, and maturity of thought. The first major section, entitled "English," is divided into subsections on novels (37 entries), poetry (7), drama (7), short stories and legends (11), and non-fiction (4). The second section, on social studies, lists 40 books and 11 pamphlets, manuscripts and related documents. A section on science describes 11 books. The fourth section, covering art, has 10 entries. A section on multi-media resources gives producer and distributor for each entry, which include 58 films (most made between 1972 and 1978)…

Carson, Mary R.; And Others (1982). Effective Schools. Seminar Report. Early in 1982 the Seattle (Washington) School Board organized a seminar on school effectiveness in Seattle. The seminar group, including teachers, administrators, a community representative, and a school board member, looked at relevant research and considered testimony by community groups, individuals, teachers, and students on school effectiveness. This report is the product of that process. It begins with a brief summary of research on effective schools. A short definition of effective schools is offered, describing them as those in which all students master basic skills, seek academic excellence in all subjects, and demonstrate achievement through systematic testing. The report then lists 12 characteristics that are necessary for effective schools in Seattle, ranging from clear goals to parent and community involvement. The next chapter presents a summary of problems identified by the seminar in 11 areas in Seattle schools, such as staff dedication, goals, time on task, and…

Becker, James M., Ed. (1979). Schooling for a Global Age. The book explores objectives, needs, and practices in the area of global education in elementary and secondary schools. Major purposes of the volume are to present a comprehensive, up-to-date examination of existing programs, characterize components of an ideal global education program, and provide advice to educators as they develop and implement global education programs. Major topics discussed in the nine chapters include a scenario of a visit to an imaginary world-centered school, evaluation of the impact of world events on everyday life, world-centered educational alternatives, obstacles in the path of global education perspectives, imperatives for global education programs, affective and cognitive objectives of global education for elementary schools, models of world-centered schools, international student exchange programs, and an agenda for global education action. The document concludes with an annotated bibliography arranged in six parts: (1) imperatives and issues, (2)…

Corvell, Wendy; Gavin, Dorothy; Knight, Melinda; Lorey, Barb (2000). Course in Introduction to Cross-Cultural Communication. Adult Education in the Community. Materials are provided for Introduction to Cross-Cultural Communication, a 75-hour course developed by teachers experienced in working with students in adult literacy and basic education and English as a second language classes. The course is designed to provide adults with the skills and understanding to enable them to communicate cross-culturally in an effective manner and recognize the value of the shared and diverse aspects of different cultures. It is intended to help participants develop the confidence and concepts to assist in communication between cultures using verbal and nonverbal techniques. Part A contains contact information for submission for course accreditation. Part B contains this course information: evidence of need; purpose; structure and requirements; learning outcomes of the four modules that comprise the course; and educational practices (delivery modes, assessment, resources). Part C consists of these four modules: perception; culture; rights,… [PDF]

Duckworth, Eleanor (1997). Teacher to Teacher: Learning from Each Other. Thirteen teachers and a teacher educator describe a year-long graduate program for experienced teachers in which they learned from each other how to become better teachers. The program, which was situated at Harvard's Graduate School of Education, included an integrative seminar, three required courses, and two elective courses. This book is organized around the sessions of the integrative seminar from September to May. The collection of essays, discussions, and journal entries are as follows: "Introduction" (Eleanor Duckworth); "Fourteen Teachers" (Christopher Whitbeck); "Fasten Your Seatbelts…It's Going to be a Bumpy Ride" (Duane Grobman, II); "Let's Make a Deal" (Jane Kays); "Rome Fell, and Nothing Much Happened for a While" (Christopher Whitbeck); "Well, I Guess We'll Do Motivation" (Kristin Newton and Eleanor Duckworth); "Against All Odds: Creating Possibilities for Children to Invent and Discover"…

Peebles, Lucretia (1996). Validating Students: A Collaborative Model. Elementary School Review. Social Studies Review, v34 n3 p44-49 Spr. Maintains that content-rich, meaningful curricula can provide learning opportunities to all students. Describes an informal, nonprofit community-based learning program that extends the school's curriculum beyond the classroom by providing access to multimedia resources. Presents an 11-step collaborative model for the project. (CFR)…

Karaman, Bushra; Wingfield, Marvin (1995). Arab Stereotypes and American Educators. Social Studies and the Young Learner, v7 n4 p7-10 Mar-Apr. Maintains that negative stereotypes of Arabs permeate U.S. popular culture. Discusses Arab stereotypes among educators and the effects of stereotyping on Arab American students. Describes efforts used in the Dearborn, MI, schools to eliminate stereotypes and integrate into the curriculum the study of Arab culture. (CFR)…

Terrell, Melvin C., Ed. (1992). Diversity, Disunity, and Campus Community. This monograph offers a collection of nine papers demonstrating how the student affairs subculture in institutions of higher education can provide academic as well as managerial leadership in promoting cultural diversity and planned change. The papers are as follows: (1) "Achieving Cultural Diversity: Meeting the Challenges" by Barbara Henley and others; (2) "Cultural Diversity in Residence Halls: Institutional Character and Promotional Strategies" by Melvin C. Terrell and John R. Hoeppel; (3) "Law Enforcement and Education: New Partners in Diversity" by Doris J. Wright; (4) "Enhancing Cultural Diversity and Building a Climate of Understanding: Becoming an Effective Change Agent" by Suzanne E. Gordon and Connie Borders Strode; (5) "The Making of a Celebration: Lessons from University of Louisville's First University-Wide Celebration of Diversity" by Dennis C. Golden and others; (6) "The Faculty Response to Campus Climate… [PDF]

Chapman, Shirley M. (1996). Using Effective Teaching Strategies To Improve the Academic Performance of Culturally Diverse Students in a Public Elementary School. This report describes a practicum project designed to help first- through fourth-grade teachers acquire the knowledge, skills, attitudes, and strategies necessary to work effectively with a diverse student population; improve the social and academic performance of culturally diverse students; and increase parent involvement at school. The intervention entailed: (1) a series of 10 teacher workshops targeting classroom management and teaching strategies, personal biases, understanding of cultural differences, expectations, parent involvement, computers, and cross age tutoring; (2) teacher meetings to discuss program concerns; (3) incentives to keep teachers involved; (4) parent workshops to create academic games for use at home; and (5) a student academic celebration held quarterly for scholastic effort, perfect attendance, improved behavior, and citizenship. Evaluation results indicated that after the intervention, student time-on-task was evident in 80 percent of the observations,… [PDF]

Block, Clifford; Guth, Gloria J. A. (1993). Galaxy Classroom Project Evaluation, Language Arts, Grades 3-5. Final Report. The GALAXY Language Arts Demonstration Program is a package of integrated curricular and instructional approaches that features the organization of instruction around themes presented through television broadcasts, children's literature, classroom activities, and the use of interactive technology. During the GALAXY Project demonstration phase for language arts in grades 3 through 5, classrooms in 37 schools were connected by an interactive satellite communications network. Seven successive themes were used, including such issues as fairness, personal privacy, and first impressions. Television broadcasts dramatized the GALAXY themes through a continuing show about the lives of a multicultural group of students. Specifically, GALAXY classrooms utilized a core of six literature books for each of the seven themes, a take-home magazine (\The Second Story\), a periodic response bulletin (\The Max\), a teacher's guide with suggestions on reading and writing strategies, and a wide choice of… [PDF]

Wagner, Ursula (1992). Environments of Support. This report describes findings of a study concerned with identifying environments of support to increase the participation and success of African Americans, American Indians, Hispanics, and U.S.-born Asian Americans in doctoral programs. The project found that supportive environments include: (1) aggressive and targeted recruitment efforts; (2) substantial, multi-year fellowships and assistantships; (3) a locus of academic and social support services for minority graduate students; (4) an atmosphere of expected success; (5) departmental culture that supports faculty mentoring; (6) student support groups; (7) curricula which encompass diversity issues; and (8) a "critical mass" of minority students and faculty within individual departments. Preliminary information documents the extent of the problem and the study's approach. Six case studies describe programs at the following institutions: the Graduate School and University Center of the City University of New York; the…

Saykanic, Donna M. (1993). Improving Library Resources in an Elementary Media Center by Assuring Greater Ethnic and Gender Diversity. This practicum was designed to improve an elementary school library's resources by making them more balanced in terms of portraying the diversity that exists in society: specifically the need to portray characters of different gender and diverse ethnic backgrounds in positive roles. The topics covered in this report are: (1) introduction, which includes a description of the community and the work setting and role of the researcher; (2) study of the problem which includes the problem description, problem documentation, causative analysis, and relationship of the problem to the literature; (3) anticipated outcomes and evaluation instruments; (4) solution strategy, which includes discussion and evaluation of solutions, description of selected solution, and report of action taken; and (5) results, discussion, and recommendations. Included in the appendices are: a Florida Department of Education, Office of Educational Opportunity Checklist for evaluating textbooks; a teacher reading… [PDF]

Knapp, Michael S.; And Others (1983). Cumulative Effects of Federal Education Policies on Schools and Districts. To determine how federal assistance and regulation affect the programs and operation of the educational system at the school and district level, this study concentrates on the cumulative effects of a number of categorical programs and related civil rights mandates. The focus of the 8-state study was on 20 school districts, from which 56 elementary and 25 secondary schools were selected. Onsite interviews with approximately 900 school and district respondents formed the primary data source, supplemented by information from documents and telephone interviews. Areas examined were target students' access to services that are considered appropriate; organizational and administrative features of schools and school districts; and local decision-making. General conclusions reached were that federal and state policies for special populations have substantially improved and expanded services for the intended target students; these policies have increased the structural complexity of schools… [PDF]

Keyes, Jose Luis; And Others (1983). Native Language Reading Approach Program, 1982-1983. O.E.E. Final Evaluation Report. The Native Language Reading Approach Program in New York City was designed as an exemplary approach to on-site training of classroom teachers and their assistants in how to help students transfer reading skills from their native language to English. Program components included support services, teacher training, material/curriculum development, and parental involvement activities. In 1981-82, 43 teachers and 6 professional and paraprofessional specialists and 1314 students (Haitian, Greek, Italian, and Hispanic) in grades K-6 participated in the program. Evaluation showed that the main difficulties encountered in the first two years of the program were, in this the third and final year, resolved. Individualized services were provided to the different sites, and an integrated, overall approach was developed. Excellent rapport was achieved within the program itself and between the program staff and personnel at the sites. Program resource specialists developed expertise and two… [PDF]

Taylor, Hugh, Ed. (1982). British Columbia Science Assessment 1982. General Report. During the spring of 1982, over 80,000 students and nearly 2,000 teachers in British Columbia participated in the 1982 Science Assessment, contributing toward understanding of the status and progress of science education in the elementary and secondary schools of the province. The assessment was the second in science, the first occurring in 1978. This general report is divided into eight sections. Following an introduction (chapter 1), the development, piloting, and selection of items for the final achievement and attitude/opinion measures used in the assessment are discussed in chapter 2. Chapters 3-5 contain interpretations of the grade 4, grade 8, and grade 10-12 results, focusing on: (1) student characteristics; (2) achievement in science processes, knowledge (recall and understanding), and higher level thinking; (3) overall achievement results; (4) comparisons with other grade levels and 1978 survey; (5) achievement of specific sub-groups (including sex and language… [PDF]

Toro, Leonor; And Others (1984). America = Las Americas. Canada, United States, Mexico. Written for teachers to use with migrant children in elementary grades and to highlight the many Americas, three magazines provide historical and cultural background information on Canada, the United States, and Mexico and feature biographies of Black and Hispanic leaders. Each edition has a table of contents indicating the language–Spanish and/or English–in which topics are written. Individual issues focus on one American country and provide an encyclopedia-style overview of the country's history, geography, economy, and culture. Topics in the edition featuring Canada are the Royal Canadian Mounted Police, Samuel de Champlain, and Sir Frederick Grant Banting and his discovery of insulin. The United States edition features biographies of Juan Ponce de Leon, George Washington, Frederick Douglass, Benjamin Banneker, Chief Joseph, Eleanor Roosevelt, and Walt Whitman. The issue devoted to Mexico provides biographies of Benito Juarez, Jose Maria Morelos, Jose Clemente Orozco, Diego…

Sousa, Ronald L. (1977). Revision, Development and Implementation of a Bilingual Evaluation Management System, Volume IV. The purpose of this practicum was to develop a bilingual management system to enable bilingual teachers to monitor individual students' performance in the bilingual program. This required: (1) revising the kindergarten thru sixth grade student performance objectives; (2) developing kindergarten thru sixth grade criterion-referenced tests and mastery tests in English, Spanish and/or Portuguese for language arts-reading, mathematics, second language acquisition and multicultural social studies; and (3) developing student answer sheets and individual and class profiles. The present volume contains appendices 15 through 27: reading, math, and second language mastery tests for English, Spanish and Portuguese, answer sheets for the criterion-referenced tests and mastery tests provided, and printout sheets for the criterion reference tests and mastery tests. (Author/CLK)… [PDF]

(1982). Confronting Racial Isolation in Miami. This report presents the findings of research and public hearings on the development of racial isolation in Miami, Florida. Maintaining that Miami's black community is isolated from the city as a whole, and that the sense of black isolation and frustration precipitated the civil disturbances in Miami in May of 1980, the report examines the causes of black alienation and the role of public and private leadership in correcting the situation. Identified as a major influence in the development of racial alienation is the urban renewal program which pushed large numbers of blacks out of their traditional neighborhoods and into isolated and severely deteriorated areas. Other manifestations of black isolation include high unemployment and a lack of access to job training and advancement, adequate housing, the justice system, and equal educational opportunities among the city's black and minority population. It is concluded that solving Miami's problems requires a coordinated effort of… [PDF]

(1977). Multicultural Education: The Interdisciplinary Approach. A Summary of Conference Proceedings. April 1-3, 1976, San Diego; April 29-May 1, 1976, Oakland. The document summarizes proceedings from two conferences which addressed multicultural realities in American life. Intended as a means of expanding multicultural understandings of elementary and secondary teachers, the conferences encouraged exchange of ideas between parents, community members, curriculum specialists, administrators, educators, and policy planners. The narrative presentation is organized into four sections. Section I challenges widespread assumptions about ethnic studies, including the conceptualization that it refers only to non-white groups and should only be included in the curriculum of students who are members of that group. Section II stresses the need for conscious decisions about content and process in multicultural education to avoid fragmented programs which do little more than glorify ethnic heroes. Section III presents interdisciplinary suggestions for improvement of teacher education with a multicultural emphasis, evaluation of curriculum, and… [PDF]

(1969). Malabar Reading Program for Mexican-American Children, Los Angeles, California. Elementary Program in Compensatory Education, 2. This program attempted to raise the reading levels of Mexican-American children (prekindergarten through grade three) through individualized instruction, self-instruction, curriculum change, parent participation, and cultural activities. It was assumed that children would become capable of self-regulating learning behavior only when they had learned to organize their cognitive field; thus, the search for structure was to proceed in the development of both reading and oral language skills. The five major aspects of the instruction are presented in tabular format. Tables include summaries of activities related to writing, phonics, word discrimination, comprehension, and self-regulatory, self-instructing behavior and anticipated concomitant changes in self-concept for each level. Self-teaching materials are described. The Stanford Reading Test was the principle measure of achievement. Tables giving analyses of data are included. (KG)… [PDF]

Ramirez, Alfonso R. (1971). H-200 Plus Five. Project H-200 is a series of English-as-a-second-language (ESL) lessons for the primary grades. To supplement direct language instruction by the Project H-200 classroom teacher, two mechanical aids have been devised. These units are designed to reinforce the language patterns that the children learn in the daily lesson. One type projects a filmstrip which is advanced automatically and inaudibly by the accompanying recording. Stories interesting to small children have been adapted for this machine. Songs and language drills accompany each story. Each story has a Spanish and an English version. The other unit, which plays back a six-second recording on individual, illustrated cards, permits endless repetitions of each recorded utterance but does not guarantee a fixed sequence of illustrations and sounds. Additional activities, songs, and games have also been created. Testing has been modified into a telephone-circuit arrangement with the examiner and tape recorder, the subject, and a… [PDF]

Johnson, Dale L. (1976). Parent Education and the Educationally Disadvantaged Child. This paper describes a strategy for the development of Parent-Child Development Centers (PCDCs) directly involving parents in preschool programs for children up to three years of age. The five-part strategy has been implemented through: (1) a proposal phase, for three comprehensive-program centers for low-income families and (2) a four-year model-development, implementation and evaluation phase, and is now in (3) a replication phase for programs in new sites. Remaining phases will provide for (4) external evaluation of programs and (5) overall assessment of results, prior to wider dissemination. The three original PCDCs are described. Birmingham and New Orleans programs, described briefly, are center-based, with children from 2-3 months to three years of age. The Houston PCDC is described in detail. Involving urban Mexican-American families, the two-year program begins at the age of one year with home-based mother and family involvement. The second year, for two-year-olds, is… [PDF]

Andrade, Anna; Escamilla, Kathy (1992). Descubriendo La Lectura: An Application of Reading Recovery in Spanish. Education and Urban Society, v24 n2 p212-26 Feb. Research suggests that use of a child's native language in initial literacy instruction is beneficial. The Descubriendo la Lectura (DLL) Spanish-language application of the English Reading Recovery Program is described as implemented for one Spanish-speaking first grade boy. The DLL program capitalizes on strengths children demonstrate in reading. (SLD)…

Majhanovich, Suzanne (1992). Multicultural Education: A Canadian Perspective. This paper presents a discussion of multicultural policies in Canada, implications for teachers and schools, multicultural resources, and heritage language education. A case study of an elementary school in North York, a borough of metropolitan Toronto (Ontario, Canada), illustrates the positive effects that can accrue when a multicultural approach to teaching is adapted. The practice of heritage language instruction in Canada is addressed and focuses on the problems and attempted solutions in Ontario where heritage language teaching is integrated into the regular curriculum. This means that core curriculum subjects will be taught in the students' native language in order to best ensure success of immigrant students later in the educational system, and that such language instruction is available not only to specific ethnic groups but to all children who wish to take avantage of extra language instruction. In order to prepare qualified teachers competent in an official language… [PDF]

Cirincione-Coles, Kathryn, Ed. (1981). The Future of Education: Policy Issues and Challenges. Twenty articles, with an introduction, discuss future educational policies and problems in light of contemporary demographic, economic, political, cultural, technological, and social-psychological changes. The articles are grouped into three sections. Section one, comprising eight articles, examines the environment of education, including educational leadership, science education for women and minorities, rural educational needs, ethnic diversity in school staffs, the role of the superintendent, and political and demographic changes in school support. In the second section, another eight articles review practical problems and possible prospects in educational evaluation, fiscal reductions, the tasks of education, teacher education, collaboration between school districts and universities, private higher education, cooperative extension programs, and lifelong learning. The final section presents four articles that analyze larger cultural and global shifts, involving psychological and…

Titus, Dale (2001). High Stakes Down Under for Indigenous Peoples: Learning from Maori Education in New Zealand; An Outsiders Perspective. This paper examines the education of New Zealand's Maori people, noting historical achievement and enrollment gaps between Maori and non-Maori students. This gap is due to family economics, educational resources, cultural and racial barriers at school, negative school attitudes among older Maori students, and the student achievement testing system. The paper discusses the history of Maori education, Maori traditional culture and society, Maori learning styles and teaching techniques, and the Maori cultural revival that began in the latter 20th century. It describes the proliferation of Maori education programs that began within the New Zealand public education system and through separate Maori initiatives since the mid-1970s. It concludes by examining present and future trends, noting that several reviews and policy documents dealing with every aspect of New Zealand's education system (published between 1987-89) profoundly affected the structure of New Zealand education. At the same… [PDF]

Dianda, Marcie (1992). Promoting Beginning Teachers' Success in Teaching Linguistically Diverse Students: A Synthesis of Relevant Knowledge and Practice. This report synthesizes knowledge and instructional practices appropriate for effective instruction in classrooms comprised of students from three or more linguistic backgrounds. It specifically targets beginning teachers in Arizona, California, and Nevada schools where numbers of ethnically, culturally, and linguistically diverse students have increased dramatically. Following an introduction, the publication is organized into four sections: (1) "The Striking Contrast between the Region's Teachers and Students" presents facts and figures concerning changing student demographics and the concurrent lack of a demographic shift in the teaching force; (2) "Basic Knowledge about Language Development and Second Language Acquisition for Beginning Teachers" presents major findings from research on language development and second language learning, discusses the role of the students' first language in English acquisition, and draws implications of this research for… [PDF]