Anderson, Noma Bennett; Screen, Robert Martin (1994). Multicultural Perspectives in Communication Disorders. This text provides information about the impact of multiculturalism on services for individuals with communication disorders. It examines the involvement of the American Speech-Language-Hearing Association (ASHA) and multicultural speech, language, and hearing organizations as they respond to the challenges created by multiculturalism. An introductory chapter presents an overview of the roles and responsibilities of audiologists and speech-language pathologists. Subsequent chapters focus on: (1) multicultural participation in the professions of audiology and speech-language pathology; (2) the ASHA and cultural diversity; (3) the Black Caucus of the ASHA; (4) the National Black Association for Speech Language and Hearing, the Native American Caucus of the ASHA, and the Hispanic Caucus of the ASHA; (5) legal and ethical issues in communication disorders affecting multicultural populations; (6) development of Black English vernacular; (7) counseling minorities in communication…

(1985). Women as Members of Groups. Second Grade Social Studies: Elizabeth Cady Stanton, Elizabeth Blackwell, M.D., Annie Wauneka, Rosa Parks, Dolores Huerta, [and] Shirley Cachola, M.D. Part of the National Women's History Project funded to promote the study of women in history, this unit will help second grade students learn about women's contributions to U.S. society. Equity 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, past and present. The women were all self-sufficient people. They combined their work with their commitment to help others, particularly those of their own ethnic group. The women are Shirley Cachola, Dolores Huerta, Rosa Parks, Elizabeth Cady Stanton, and Annie Wauneka, representing major ethnic groups, and Elizabeth Blackwell, representing disabled Americans. Lessons also help students explore the concept of working in groups. Each lesson begins with a biography that teachers are to read to students. Discussion questions, suggestions for learning activities, and a student worksheet follow… [PDF]

Ruiz, Andres Julian (1982). Modifying Racial Attitudes of Second Graders in a Multicultural Setting Using a Curriculum Approach. An interdisciplinary unit designed to modify racial attitudes of primary school students was implemented in a multicultural setting. The target group was a class of 27 second-grade students representing nine countries: the United States, Haiti, Cuba, Puerto Rico, Nicaragua, Mexico, Ecuador, Pakistan, and China. Classroom problems included name-calling, fighting, segregated seating, and refusal to share materials across races. Goals of the unit were to help the students learn respect for themselves and others, to teach them about other cultures represented by the students in the class, to modify negative racial attitudes, and to foster positive attitudes toward others in the class and toward the cultures represented. The program consisted of a 12-week intervention. The first week related the concept of self-respect and respect for others. The next 10 weeks involved multilevel studies of each of the cultures represented in the class. A review was conducted in the final week. The…

Fratantuono, Michael J.; Senecal, Kristin S. (1996). Matching Methods to Objectives and Assessing Results: A Simulation as the Capstone Experience in a Freshman Seminar about International Negotiations. Journal of the Freshman Year Experience & Students in Transition, v8 n2 p57-78. Discussion of a Dickinson College (Pennsylvania) first-year seminar identifies its teaching objectives, describes class activities, and examines transcripts from the simulation of a negotiation, the course's capstone experience. Evidence suggests the students mastered information and concepts, were thinking critically about issues, had developed a personal stake in the simulation, and had enhanced appreciation of multicultural issues. (Author/MSE)…

Yeager, Elizabeth Anne; And Others (1997). Now Is Your Time!: A Middle School History Unit. Social Education, v61 n4 p207-09 Apr-May. Describes a middle school history unit focused on the African American experience. The unit is constructed around four general types of historical questions that can be applied to any history unit. These are informational, empathetic, methodological, and analytical/evaluative. Provides examples of each type of question. (MJP)…

Mason, Rachel (1994). Artistic Achievement in Japanese Junior High Schools. Art Education, v47 n1 p8-19 Jan. Describes observations of art education in a Japanese junior high school during a three-month period in 1990. Discusses the teacher's role, classroom environment, course objectives, and teacher-student interaction. Identifies cultural differences and how they affect instructional methods and student achievement. (CFR)…

McGuire, Margit E.; Noe, Katherine L. Schlick (1993). Natural Partners: Using Reading and Writing to Promote Social Studies Understanding. International Journal of Social Education, v8 n2 p1-11 Fall. Asserts that social studies is an integrated field of study that calls for organizing the curriculum in a holistic manner. Maintains that the whole-language movement, which involves thinking about reading and writing as integrated, reciprocal processes, forms a natural partnership with social studies instruction. (CFR)…

Ventouratos, Despina (1993). Enhancement of Learning through an Integrated Teaching Environment (Project ELITE) Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OER Report. Enhancement of Learning through an Integrated Teaching Environment (Project ELITE), a federally-funded bilingual education program, served 233 students of limited English proficiency in two high schools in Queens (New York) in its second year of operation. Participating students received instruction in English as a Second Language (ESL), mathematics, science, and social studies. The project also offered students occupational information, guidance, and an internship program. Staff development activities included individual training for new teachers, workshops, training sessions, monthly meetings, and conference attendance. Parent involvement activities included ESL instruction, multilingual education, parenting classes, and informational meetings held in English, Chinese, Korean, and Spanish. The project met all its objectives in ESL, content areas, dropout prevention, career orientation and counseling, attendance, staff development, and parent involvement. Recommendations for… [PDF]

Adams, Brian F. (1987). LILAC: A Program Enabling Primary-Age Spanish-Dominant Children to Learn the Language of Instruction. A school on Florida's west-central coast was selected as the site for the Language Intensive Lab Accelerated Classroom (LILAC) program which was developed to address the need for a county-wide, objective-based educational program for non-English proficient (NEP) and limited-English proficient (LEP) Hispanic children in grades K-2. The number of enrolled children fluctuated around 28, with children being integrated into the normal curriculum as soon as they were ready. Instruction focused on language experiences in English, with emphasis placed on readiness concepts for success in the regular classroom and instructional mode, and conformed to the basic English for Speakers of Other Languages (ESOL) philosophy. Evidence showed that 93.75% of enrolled children raised their IDEA Oral Language Proficiency Test score by at least one level. In April 1987, the school agreed to apply to the State of Florida for funding, through a formula tied to "Drop Out Prevention." This funding… [PDF]

(1990). Equity and Choice: Issues and Answers in the Dallas Schools. As desegregation alternatives to busing are explored in the Dallas school district, educational equity remains a priority. Components and goals of the Dallas educational equity plan are presented in this address. The two most consistent challenges are recruiting minority staff and getting white students to attend schools in predominantly minority areas. A major feature of the school district plan is a controlled choice policy, of which special K-6 learning centers are a part. The ways in which the Pearl C. Anderson learning center (Dallas, Texas) recruited students and created special programs are discussed. The learning center's success is attributed to shared organizational purpose, an emphasis on positive individual experience, enhancement of student achievement in traditional and nontraditional subjects, and parent education and participation. Conclusions are that the gap between minority and white achievement opportunities has narrowed, but has not closed, and that educational…

(1988). Promising Practices for Pacific Education. This document is a collection of "promising practices" contributed by Pacific educators for Pacific children. The practices are appropriate to the unique characteristics of the Pacific child, and are currently in use in an educational setting in the region. Each practice is described on a separate page for ease of duplication and distribution. Users are encouraged to submit their own practices on an enclosed form for inclusion in future editions. Descriptions are arranged under the following categories: (1) community involvement; (2) curriculum and instruction; (3) evaluation and testing; (4) extracurricular activities; (5) leadership and administration; (6) professional development; and (7) student services. The following information is provided in each description: (1) title; (2) grade levels; (3) name and address of a contact person; (4) brief description; and (5) outcomes. A list of the addresses of all participating departments of education and institutions of higher… [PDF]

Davis, Peter B., Ed.; Jones, Earl, Ed. (1977). Experimental Schools Project, Edgewood Independent School District. Volume I: Final Summary Report. The Edgewood Independent School District (San Antonio, Texas), using a mini-system of one high school, one middle school, and four elementary schools, conducted an Experimental Schools Program from 1972-1977 to test a local decision making, long-term innovative program to effect substantial changes in the affective and cognitive characteristics of a largely Mexican American student body. The program utilized intervention components of staff development, curriculum development, internal evaluation, family services, cultural advocacy, and services to the handicapped to operationalize its instructional strategies. Cross-sectional and longitudinal analyses were performed on the constructs of educational change, educational compatibility, social context, and student impacts. Evaluation data indicated: (1) about the same range of characteristics (student attitudes, self-concept, motivation) in program students as those tested elsewhere by the same instruments; (2) no consistent…

(1973). High School Guidance. Intended for use by guidance staff members working with Navajo high school students attending reservation schools, this guideline focuses in outline form on student goals and objectives, implementation and administration, and references and resources. Students, parents, school board members, and staff members were involved in development of the guidance curriculum. Under student goals, the curriculum guide offers objectives for 12 goals, along with curriculum activities and adult involvement which will help students meet goals. Goals are identified for the topics of the dignity of individuals, leisure time, assuming responsibility, decision making, Navajo culture, multicultural adjustment, value systems, health, careers, adjustment to change, civic responsibility, and academic curriculum. The section on implementation and administration covers communication and coordination among staff and supervisory personnel, homeliving (dormitory administration and operation, homeliving staff… [PDF]

Ibanez de Friedman, Grace (1976). Developing Resources for Bilingual/Bicultural Education for the Pre-School Aged Puerto Rican Child. The establishment of bilingual/bicultural programs for Puerto Rican preschool children in the United States is discussed. The rationale for and importance of bilingual education, the training of teachers, and the acquisition of materials and needs assessment are treated in some detail. An extensive outline for curriculum design is presented, and the following curriculum goals are offered: (1) the curriculum should be based on developmental concepts appropriate to pre-school children with attention to their special needs; (2) the appreciation of Puerto Rican and Hispanic culture should be fostered; and (3) insofar as the skill level of the children allows it, language skills in Spanish and English should be emphasized. A lengthy list of bilingual/bicultural resource centers and organizations is included, and several bibliographies are appended. (JB)…

Cassidy, Jack, Ed.; Garrett, Sherrye D., Ed. (2002). Early Childhood Literacy: Programs & Strategies To Develop Cultural, Linguistic, Scientific and Healthcare Literacy for Very Young Children & their Families, 2001 Yearbook. This yearbook recounts the work in 2001 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 ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The book's first four chapters give a historical overview of the ECDC and its dual-language programs; each program is then discussed more fully in chapters 5-14. The book's first unit, "The School and the Classroom," contains chapters: (1) "A University Lab School for the 21st Century: The Early Childhood Development Center" (Jack Cassidy and Jana Sanders); (2) "A Dual Language Curriculum for Young Children" (Nicole S. Montague, Christine Marroquin, and Frank Lucido); (3) "University/Public School Partnership Provides a Jump Start for Three-Year-Olds"… [PDF]

Parsons, Tom (1985). The Center for Community Development Annual Report, FY 1984-85. Volume II, Addendum 6. A variety of information is included in this 1984-85 annual report of Humboldt State University's Center for Community Development (California), which has been instrumental in establishing a wide range of community services and has worked extensively to preserve the language and culture of four northwestern California tribes–Hupa, Karuk, Tolowa, and Yurok. Opening remarks stress the Center's commitment to helping community groups assess their resources, achieve goals, and gain independence. A chronological list of 31 projects selected from those implemented from 1967-1985 includes a brief statement of their outcomes in terms of enduring services, agencies, organizations, or institutions that resulted. Other information includes the program budget, citizens' action projects and names of principal operatives, courses and meetings in which Center staff participated, Center publications including newsletters and American Indian literature, and grant-seeking efforts. An awards and…

(1987). Chapter 1/P.S.E.N. Remedial Reading and Mathematics Program 1985-86 End of the Year Report. OEA Evaluation Report. During 1985-86 the Division of Special Education of the New York Board of Education operated a Chapter 1/P.S.E.N. Remedial Reading and Mathematics Program which served approximately 11,500 English-speaking and limited English Proficient (LEP) students. Of these, 9,627 received reading instruction alone, and 119 received remedial instruction in Spanish. In the public schools, a total of 1,978 students received instruction in mathematics, some also receiving instruction in reading. To measure academic progress English language students took standardized pre- and posttests in reading or mathematics. Consultants observed a holistic approach to reading instruction at 89 percent of the sites visited. Teachers reported favorably on the use of the computer as a motivating learning tool. They requested more materials for LEP students. Reading and math instruction was integrated through the use of word problems and vocabulary study, and an emphasis on practical skills. The student achievement… [PDF]

(1987). Alternativas. A Bilingual Vocational Model Program and Curriculum. This guide is intended for use in conducting a 2-week, 30-hour career awareness and job readiness workshop for limited-English proficient, Spanish-speaking displaced homemakers and single parents. The workshop includes bilingual instructional materials dealing with the following topics: identifying interests and skills, setting goals, understanding the labor market, entering the labor market, completing job applications and writing resumes, taking a job interview, and planning a course of study and a career. The first part of the program guide describes the materials included in the workshop curriculum manual; discusses the qualifications needed by workshop facilitators; and outlines procedures for publicizing the workshop, determining program eligibility, organizing necessary supportive services (including transportation and child care), presenting the workshop, organizing individual planning sessions to be held after the workshop, making referrals, helping workshop participants…

Kopania, Margaret; Watson, Joan Q. (1981). Know Your Laws. Polish. This Polish language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult student with laws she/he 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…

Karch, Hannelore; Watson, Joan Q. (1981). Know Your Laws. German. This German language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult student with laws she/he 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 Performace Level competencies.) Rationale and terminal performance objective 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 (state… [PDF]

(1980). Bilingual Skills Training Program. Auto Mechanics. Module 6.0: Sunscope. This module on the sun oscilloscope is the sixth of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to identify and describe sections of the basic sun scope pattern, to identify and explain use of verticle lines and gradation scale on the Sun Scope Screen, to interpret the coil output and condition of contact points on the screen, and to identify and correct problems of secondary polarity and insulation and secondary resistance by using the sun scope. Contents include list of module objectives; pretest; six sections on (1) sun scope basic pattern, (2) sun scope screen, (3) coil output, (4) contact points, (5) secondary polarity and insulation, and (6) secondary resistance; posttest; and English/Spanish vocabulary list….

(1968). California Plan for the Education of Migrant Children. Evaluation Report, July 1, 1967 – June 30, 1968. The California Plan for the Education of Migrant Children was an innovative approach designed to provide supplementary educational services to migrant children. The two major programs were (1) supplemental assistance to school districts and county offices to establish new and strengthen existing programs, and (2) interstate programs to coodinate efforts among states. Program I consisted of supplementary education services, a teacher assistant program, and migrant teacher institutes. Program II served as a vehicle for the cooperative development of a uniform Migrant Student Record Transfer form made available to all states. To evaluate the effectiveness of program activities, various types of objective measuring instruments, case studies, and subjective data were used. Recommendations were that (1) funds be provided to serve children younger than 5 years of age, (2) more lead-time be allowed for planning all aspects of the program, (3) guidelines be made available to states well in… [PDF]

Campbell, Stuart; And Others (1993). Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia. Volume 1, Arabic. This work is one in a series that focuses on nine languages representing the bulk of the second language learning effort in Australian education (Arabic, Modern Standard Chinese, French, German, Modern Greek, Indonesian/Malay, Italian, Japanese, and Spanish). These languages were categorized as the Languages of Wider Teaching. Overviews of Arabic education in primary and secondary schools, in tertiary institutions, in ethnic schools, and in adult education are provided. Diplomatic language training, curriculum approaches, and qualitative trends in Arabic education are profiled. Other topics addressed include teacher education and teaching materials; language courses for native and non-native speakers; parent, student, and community attitudes; policy considerations; Arabic in Australian society, and the Arabic-speaking community worldwide. Appendices contain a list of the individuals, ethnic schools, and ethnic community organizations consulted in preparation of the document; data… [PDF]

Bottoms, Gene; And Others (1977). Challenges in Leadership in Vocational Education. National EPD Leadership Development Seminar Proceedings (Atlantic City, New Jersey, December 2, 1977). Final Report. Current delivery systems for vocational education and their implications for the future is the topic of presentations included in this report of an EPDA (Educational Professions Development Act) leadership development seminar. Major contents are an evaluation summary, texts of the three major speeches, and outlines of afternoon interaction sessions designed for maximum involvement of EPDA awardees attending. Major speeches are "Present and Future Challenges in Leadership in Vocational Education," by Gene Bottoms; "Youth Employment Act," by Robert Taggart; and "What to Look for in a Good Graduate School," by Henry Brickell. Topics of the interactive sessions outlined include (1) eradication of sex bias and stereotyping in vocational education programs; (2) legislative impact on guidance and counseling; (3) sociological influences on vocational education; (4) emerging evaluation systems; (5) vocational education delivery systems of the future; (6)…

Snow, Marguerite Ann, Ed. (2000). Implementing the ESL Standards for Pre-K-12 Students through Teacher Education. Written by English-as-a-Second-Language (ESL) teachers and teacher educators who played key roles in the Teachers of English to Speakers of Other Languages' (TESOL) Standards and Assessment Project, this book is designed for preservice teachers in credential/licensure programs and master's programs at American universities and for practicing ESL and content area teachers. Faculty and providers of technical assistance to school districts will also find this volume useful for in-service teacher development. Chapter titles include the following: "Incorporating ESL Standards into Teacher Education: Ideas for Teacher Educators" (Nancy Cloud); "Changing Populations, Changing Needs in Teacher Preparation" (Natalie Kuhlman, Denise E. Murray); "A History of the ESL Standards for Pre-K-12 Students" (Emily L. Gomez); "Developments in Second Language Acquisition Research and Theory: From Structuralism to Social Participation" (Bridget Fitzgerald Gersten,…

Gravelle, Maggie (1996). Supporting Bilingual Learners in Schools. Starting from the perspective that bilingualism is an asset, the book describes approaches and strategies for schools to adopt that support and develop the skills of bilingual learners. A theoretical framework and research on which it is based are outlined, and suggestions are made for classroom strategies and procedures. The first chapter discusses the issues of entitlement and provision for bilingual learners in the British context, and the second reviews research on language development, particularly as it relates to bilingualism. The third chapter outlines reasons for valuing first languages in the schools, and the fourth looks at the distinctive language of the school environment, its effect on bilingual students, and the specific needs of bilingual learners new to a school in which their home language is not the language of instruction. Chapter five discusses explanations of and remedies for the underachievement of bilingual students under the National Curriculum in Britain….

Mithun, Marianne (1993). Preservation of North American Indian Languages. A discussion of the crisis in preservation of North American Indian languages looks at a variety of general and specific issues. First, it examines briefly current efforts by international organizations for maintenance of endangered languages worldwide. The discussion then turns to North American Indian languages, and particularly to three issues: (1) how to set priorities about which languages and varieties of languages to document, and the relationship between linguists and the community in this effort; (2) the kinds of cooperative projects that have been successful to date; and (3) the social and professional responsibility of the linguist, as a scientist and as a teacher of future researchers. The urgency of the problem is emphasized. (MSE)… [PDF]

Romo, Harriet (1993). Mexican Immigrants in High Schools: Meeting Their Needs. ERIC Digest. Immigration to the United States from Mexico has a long history and has been increasing in recent years. Immigrant students, especially those who arrive as adolescents and those whose families are migrant agricultural workers, have special educational needs. Mexican immigrant students have varied educational backgrounds, but most need to learn English. Many lack literacy skills in Spanish, or have numerous absences and transfers because of family migration patterns. Secondary schools usually respond to these problems with three types of programs: (1) intensive English for Speakers of Other Languages classes; (2) bilingual programs that teach courses in the native language as students learn English; and (3) newcomer programs that provide transition courses to facilitate students' academic and cultural adjustment. Each of these has its strengths and weaknesses, but quality of instruction in all of them is hampered by students' varying English proficiency and academic skills and by a… [PDF]

Pucci, Sandra; Ulanoff, Sharon (1993). Is Concurrent-Translation or Preview-Review More Effective in Promoting Second Language Vocabulary Acquisition?. This study investigated the effectiveness of two English second language (ESL) teaching methodologies commonly used in bilingual classrooms: concurrent translation, often criticized but widely practiced, and dual language preview-review, which combines introductory and follow-up exercises in the first language and lesson teaching in the second language. Subjects were 60 native Spanish-speaking third-grade students of mixed Spanish and English reading skills, divided into three groups. One (n=16) was a control group, one (n=21) was taught using concurrent translation, and one (n=23) was taught using the preview-review method. All had the same teacher. Pre- and posttests of vocabulary acquisition were administered and analyzed. Results indicate that the children learned and retained far more vocabulary with the preview-review method. However, students taught with the concurrent translation method who took a delayed posttest performed better than those with a posttest immediately after… [PDF]

(1991). Alternative Basic Comprehensive Program (Project A.B.C.). 1990-91 Final Evaluation Profile. OREA Report. An evaluation was done of the New York City Public Schools' Alternative Basic Comprehensive Program (Project ABC). Project ABC operated at 2 high schools in the Bronx (Christopher Columbus High School and Walton High School) and served limited English proficient (LEP) students, 227 in the fall and 286 in the spring of the 1990-91 school year. The program was designed for bilingual high school students in schools with an influx of newly arrived immigrant students from many countries. Project ABC provided LEP students with instruction in English as a Second Language and native language arts in content area subjects and developed student and parent awareness of career resources and opportunities. The evaluation was conducted using student and director questionnaires, test scores, and interviews. Evaluation findings indicate that the program was well integrated into the two sites as the principals were heavily involved. The project met its objectives for dropout rate and instruction in… [PDF]