Goldsmith, Sharon S. (1995). Beyond Restructuring: Building a University for the 21st Century. ASHE Annual Meeting Paper. This ethnographic study of the creation of a new public university, California State University, Monterey Bay (CSUMB), highlighted the struggle of the founders to build a collective identity based on a distinctive vision for the 21st century. The original plan envisioned a model pluralistic academic community with a culture of innovation that included a mission to serve historically under-educated and low income populations, a commitment to multi-lingual and multi-cultural values, instructional innovation, and collaborative administration. Using participant observation, formal and informal interviewing, and content analysis, the study began with systematic collection of documents related to the founding of CSUMB in March of 1993, attendance at meetings at the planning office in 1993 and 1994, and appointment of the researcher to a post at CSUMB as visiting scholar. The focus of data collection and analysis was on how people transformed values into organizational realities. Analysis… [PDF]

(1994). School Improvement Research Series: Series VIII, 1993-94. Three types of research summaries comprise this loose-leaf compendium: \topical synthesis,\\closeups,\ and \snapshots.\ The single topical synthesis is entitled \Fostering Intercultural Harmony in Schools\ (Kathleen Cotton). Closeups consist of brief definitions and essential research findings on the following topics: \Developing Employability Skills\ (Kathleen Cotton) and \Integrated Curriculum\ (Kathy Lake). Four snapshots describe effective practices currently in place at various school districts throughout the country: \Implementing a Nongraded Elementary Program\ (Kathleen Cotton); \School Improvement through Teacher Decision Making\ (Al Fitzpatrick); \Restructuring at the Secondary Level: Grouping, Instruction, and Assessment\ (Nancey Olson); and \Rejuvenating a Multiethnic Urban School\ (Angela Wilson and Kathleen Cotton). Annotated bibliographies are appended to the topical syntheses and closeups. (MLF)… [PDF]

(1985). Women as Members of Communities. Third Grade Social Studies: Abigail Adams, Sarah Winnemucca, Helen Keller, Shirley Chisholm, March Fong Eu, [and] Carmen Delgado Votaw. Part of the National Women's History Project funded to promote the study of women in history, this unit will help third 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. They were chosen to represent the many ways women work as members and leaders of their communities. The women are Abigail Adams, Sarah Winnemucca, March Fong Eu, Shirley Chisholm, and Carmen Delgado Votaw, representing major ethnic groups, and Helen Keller, representing disabled Americans. Lessons also help students explore the concept of leadership. Each unit begins with a biography that the teacher is to read to students. Discussion questions, suggestions for class activities, and a student worksheet follow each biography. Students participate in class discussions, write… [PDF]

(1978). Teaching for Cross Cultural Understanding. The document contains materials prepared for a workshop designed to foster cross-cultural understanding in junior high school teachers. It is presented in six sections. Section I defines several key concepts such as culture, racism, ethnic diversity, stereotype, pluralism, ethnic encapsulization, and types of teaching styles and dialects. Suggested activities for teaching cross-cultural understanding are also included. Section II contains summaries of group activities and workshop presentations; a list of teacher perceived needs and problems; a review of multicultural programs and resources in Arlington, Virginia; summaries of discussions on the black student's experience; and culture and communication. Section III topics include Afro-American communication, Black History facts, Hispanic learners and Anglo teachers, Korean and Vietnamese learners, and literature by the Afro-American. Section IV presents methods for learning more about foreign-born students, analyzing children's… [PDF]

Sherman, Helene (1993). An International Store to Integrate Global Awareness, Math, and Social Studies. Social Studies and the Young Learner, v6 n1 p17-18,24 Sep-Oct. Maintains that elementary teachers are encouraged to integrate the curriculum to motivate students. Describes an instructional unit in which students set up and run an "international store," in which the items are priced in foreign currency. Provides recommendations on designing the unit and operating the store. (CFR)…

Bystydzienski, Jill M., Ed.; Resnik, Estelle P., Ed. (1994). Women in Cross-Cultural Transitions. This series of 14 essays focuses on experiences of women who have made cross-cultural transitions. Cross-cultural transitions refer to moving across cultures, usually from one country to another or across subcultures within one society. The essays document what individual women perceived, how they felt when in the process of moving from one culture to another, and what the consequences of the transition were for them. This volume presents common themes and issues raised by accounts of cross-cultural transition. Women's experiences, collectively, differ from men's due to socialization. There are three parts in the volume. Part 1, \Reflections of Mature Women,\ contains the following essays: (1) \Parental Variations in a Hungarian Immigrant Experience\ (Marga Kapka); (2) \Proud to Be a Japanese-American\ (Jean Umemura); (3) \A Francophone Korean in America\ (Irene Kwanghye Lee Olivier); (4) \A Palestinian's Struggle with Cultural Conflicts\ (Rima Najjar); (5) \A Zanzibari Woman's…

Bolin, Rick, Ed.; Green, Lori, Ed. (1989). Building a Quality Workforce: A National Priority for the 21st Century. Conference Proceedings (Milwaukee, Wisconsin, October 23-25, 1989). Selected titles from a conference on building a quality workforce are as follows: "Action Packed 'Practical Education Now'" (Walters); "Adjusting to Transitions" (Schall, Dluzak); "Adult Literacy" (Nichols); "Aging Workforce" (Stowell et al.); "Artificial Intelligence and Human Performance Technology" (Ruyle); "Basic Academic Skills Problem" (Jackson-Beeck); "Blue Collar Worker" (Menson); "Building an Ethical Framework for the Workplace" (Rickert); "Career Wellness in Human Resource Development" (Schwartz); "Case Education and Improvement Center" (Vandenberg et al.); "Child Care as a Vehicle for Building a Quality Workforce" (Herr et al.); "Cities in Schools" (Ward); "Creating a Multi-Competency Work Force for the Future" (Gerard); "Dual Career Couples" (Horrace); "ED-Net" (Calhoun); "Eldercare" (Schmall, Stiehl);… [PDF]

More, Arthur J.; And Others (1983). Indian Education Projects and Programs in B.C. Schools. Revised. Brief descriptions of 92 Indian education projects in British Columbia K-12 schools (provincial, federal, private, and parochial) are based on survey responses. The preschool, elementary, secondary, adult basic education, and home coordinating programs for Indian students concentrate on such special areas as language and/or academic skills development, life skills and outdoor education, native crafts and culture, and include counseling and adjustment assistance. Descriptions, which vary in detail and demonstrate the breadth of the attempt to meet the needs of Indian school children in Canada, are grouped by traditional language/culture area as identified by the British Columbia Provincial Linguist: Athapaskan, Bella Coola, Chilcotin, Coast Salish, Haida, Interior Salish, Kootenay, Kwakiutl, Nuu-Chah-Nulth (Nootka), and Tsimshian. Within each area, projects are listed alphabetically by community. A list of 43 key word descriptors which summarize the major thrust of each project or… [PDF]

Trueba, Henry T., Comp.; And Others (1977). Bilingual Bicultural Education for the Spanish Speaking in the United States: A Preliminary Bibliography. Citing 1,019 sources particularly relevant to Spanish speaking groups and readily available in most libraries, this bibliography is divided into 3 parts: index categories, topical index with authors, and complete references listed alphabetically. Although emphasis is on the Spanish speaking groups in the United States, studies on other linguistic groups with theoretical implications for all groups are included. The index categories consist of bibliographies, bilingualism, bilingual/bicultural education, language, education, and socio-cultural perspectives. The topical index categories represent the major disciplinary and theoretical concerns of scholars in the field of bilingual education, whose nature is still highly eclectic and interdisciplinary. Published between 1929 and 1976, the materials cover such topics as language acquisition, program development, sociocultural context of education, classroom dynamics, curriculum development, legislation, measurement of language and…

Brauer, Gerd, Ed. (2001). Pedagogy of Language Learning in Higher Education: An Introduction. Advances in Foreign Language Pedagogy, Volume 2. This second volume in the series \Advances in Foreign and Second Language Pedagogy\ is an introduction to the pedagogy of language learning in higher education focusing on learner motivation, classroom environments, relationships for learning, and the future of language education. The book reveals numerous links to language education on the secondary level. Fifteen authors for the United States, Australia, and Germany contribute articles on issues such as the political agenda of institutions of higher education, artistic and aesthetic practice, language across the curriculum, service learning, adult education, intercultural awareness through electronic media, extra-curricular consultation, and language learning outreach. These pedagogical issues are related to teaching Portuguese, Spanish, Russian, Japanese, French, German, and English as a second or foreign language. The book is divided into four parts (Learner Motivation, Classroom Environments, Relationships for Learning, and…

Hammer, Judith McGowan; O'Bar, Angelina Merenda (1989). Growing Up Strong: A Mental Wellness and Life Skills Development Program for Fourth Graders. Growing Up Strong (GUS) is a curriculum designed to develop strong mental and physical health in kindergarten through sixth grade students, with the objective of preventing subsequent substance abuse. This document contains a teacher's guide for using GUS in fourth grade classrooms (GUS 4) and duplication masters of materials that can be sent home with children to promote family involvement in GUS. Part I of the four-part teacher's guide provides background information about the program, GUS's multicultural approach and comprehensive prevention philosophy, major components of the GUS 4 program, and accessory materials. Part II includes information on using GUS, evaluating the program, and using the family involvement messages. Part III offers suggestions on classroom management, ways to teach problem solving, positive reinforcement, cooperative learning, and children's art, and lists 32 books for children, 24 books on cooperative learning for teachers, 4 publications for parents,…

Galloway, Vicki, Ed.; Herron, Carol, Ed. (1995). Research within Reach II: Research-Guided Responses to the Concerns of Foreign Language Teachers. Based on the questions of second language teachers concerning classroom practice, generated by survey, research on aspects of second language teaching and learning was reviewed and is summarized here. In each case, a question or questions are posed and a brief discussion follows, in layman's language and based on relevant research, with a brief bibliography. Questions address these issues: how to use research better (Donna M. Johnson); language learning processes and strategies (Joan Rubin); advances in the uses of instructional technology (James P. Pusack, Sue K. Otto); teaching for cultural diversity (Genelle Morain); listening instruction (Eileen W. Glisan); reading instruction (Marva A. Barnett); teaching speech skills (Myriam Met); writing instruction (Virginia Scott); grammar instruction (L. Kathy Heilenman); vocabulary development (Thomas C. Cooper); and testing (June K. Phillips). Each article contains references. (MSE)…

Arico, Jim; Rimmer, Sue (1997). Middle Level Activities To Involve the Invisible Student. Involvement in student activities has many advantages for the middle level student. Such activities promote achievement, citizenship, and service to the community while developing self-esteem, self-confidence, and social cooperation. This book is intended as a tool for middle level schools to motivate, develop, guide, involve, and provide middle level students with the opportunity to participate in and enjoy school life. Methods to accomplish this goal through leadership training, building multicultural programs, addressing special needs, and implementing student activities are provided. The goal is to serve all students and foster inclusion for those students of diverse social, economic, and cultural backgrounds. Chapter 1, "Involving the Uninvolved," provides information on developing self-esteem. Chapter 2, "Gaining Support for Middle Level Student Activities," provides information on the importance of student activities and gaining support from faculty and…

Nichols, Margaret S.; O'Neill, Peggy (1977). Multicultural Resources for Children: A Bibliography of Materials for Preschool Through Elementary School in the Areas of Black, Spanish-Speaking, Asian American, Native American, and Pacific Island Cultures. This bibliography covers the children's sections (preschool through elementary school) of a comprehensive demonstration collection of multicultural materials at California State University, Hayward, in the areas of Black, Spanish-speaking, Asian-American, American Indian and Pacific Island cultures. The bibliography lists approximately 4,000 items in the five cultural areas and a multicultural section. Divisions within each of the sections cover: folk tales and legends; picture books and early reading; poetry, plays, music, arts and festivals; crafts, games and miscellaneous; social studies materials; readings for older children; pictures, posters, maps and study prints; and materials from foreign publishers. Approximate grade levels are given, as well as hardback and paperback prices and publishers' and distributors' addresses. Suggestions are made for evaluation of materials from the standpoint of objectivity and cultural validity, with an appended list of source materials related…

Posadas, Barbara M. (1996). Teaching about Chicago's Filipino Americans. OAH Magazine of History, v10 n4 p38-45 Sum. Presents a two- to three-day teaching unit examining the collective life experience of Filipinos who arrived in Chicago (Illinois) before 1935. Provides historical background on Filipino immigration and their experience in Chicago. Informational handouts include newspaper accounts, cartoons, statistics, and personal accounts, followed by discussion questions. (MJP)…

Holm, Wayne; Spolsky, Bernard (1971). Bilingualism in the Six-Year-Old Navajo Child. The amount of English spoken by six-year-old Navaho children as they enter first grade is increasing and will probably continue to increase. Contacts outside the reservation contribute to this increase as do the almost completely monolingual (English) schools. Location of residence is also a factor. Linguistic borrowing of English words is another indication of the increased influence of English. Although the Navaho people remain the largest group of non-English-speaking Indians in the United States, there are signs of a growing diglossia. (VM)… [PDF]

Stapleton, Lilia; And Others (1976). Alianza Bilingue Cultural Progress Inventory. Revised September 1976. The continuum was developed to provide: (1) a uniform measure of student progress and (2) a progress inventory of the ABC Unified School District's Bilingual Multicultural Program. Six components of the Bilingual Multicultural Curriculum are considered in this management system: Spanish Oral Language Development Objectives, Spanish Reading Readiness Objectives, Spanish Reading Objectives, English Oral Language Development Objectives (ESL), Spanish as a Second Language Objectives, and Multicultural Objectives. A non-graded approach is used in order to provide for individual differences. However, grade levels, K-6, are identified in the multicultural component. In utilizing the management system, the teacher should be aware that objectives and subobjectives are identified within each component. A check-off sheet for each is also provided. (NQ)… [PDF]

Kleifgen, Jo Anne (1988). Learning From Student Teachers' Cross-Cultural Communicative Failures. Anthropology and Education Quarterly, v19 n3 p218-34 Sep. Studies interaction between classroom teachers and limited English proficient international students. Concludes that student teachers were less successful communicators than their cooperating teachers because the student teachers lacked sociocultural and experiential elements. (FMW)…

Cassidy, Jack; Sanders, Jana (2002). A University Lab School for the 21st Century: The Early Childhood Development Center. This chapter is part of a book that recounts the year's work at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the ECDC is a collaboration between the Corpus Christi Independent School District and the university with an enrollment representative of Corpus Christi's population. The chapter delineates the rise and fall of university laboratory schools in the United States and then describes the ECDC, including its facility, school population, faculty, principal/director, dual-language curriculum, health center, counseling center, training mission, and positive student results on the Texas Assessment of Academic Skills (TAAS). The chapter suggests that the ECDC addresses some of the problems of older campus laboratory schools, and at the same time, grapples with some of the major concerns of educators and legislators in the 21st century. (Contains… [PDF]

(2000). Aboriginal Language Standardisation Project: Progress Report, 2000. Literacy Ontario. The Aboriginal Language Standardisation (ALS) Project's task is to develop quality literacy materials in order to help preserve aboriginal languages of Canada. The Canadian Assembly of First Nations, a group of tribal leaders, recently called for the establishment of standards for written and oral languages by approving terminology, developing dictionaries, and approving standard orthographies. This report explains why this task of language preservation through standardization was undertaken, previous examples and precedents in this field, and why it is important that this task be undertaken. Thirty-eight of 45 pages are devoted to 11 appendices with the following titles: "Aboriginal Language Standardisation Co-Sponsorship Agreements"; "Aboriginal Language Standardisation Tasks";"Aboriginal Language Standardisation Project Task Timeline"; "The Algonkian Language Family"; "The Iroquoian Language Family"; "Aboriginal Languages and… [PDF]

Avalos, Mary A. (2003). Effective Second-Language Reading Transition: From Learner-Specific to Generic Instructional Models. Bilingual Research Journal, v27 n2 p171-205 Sum. Analysis of reading comprehension errors made by 22 Spanish-speaking fourth-graders in decoding English text found that comprehension \errors\ began at the word level and advanced to larger misinterpretations at the sentence level. The cognitive processes of English language learners when comprehending English texts showed individual differences, influenced by background and prior experiences. Transitional bilingual instruction should focus on individual learning needs. (Contains 64 references.) (TD)…

Clarkson, Philip C. (1992). Language and Mathematics: A Comparison of Bilingual and Monolingual Students of Mathematics. Educational Studies in Mathematics, v23 n4 p417-30 Aug. Results of a comparison of Papua New Guinea bilingual and monolingual students' (n=232) mathematics achievement indicated that bilingual students competent in both languages scored significantly higher on two different types of mathematical tests than both low-competent bilingual students and monolingual students. (32 references)…

Laliberty, Eloise Andrade; Reyes, Maria de la Luz (1992). A Teacher's "Pied Piper" Effect on Young Authors. Education and Urban Society, v24 n2 p263-78 Feb. Common instructional practices in the teaching of language minority students are described. The case study of a fourth grade classroom in Longmont (Colorado) illustrates how a teacher's enthusiasm for literacy instruction creates an environment where all students, including the Hispanic language minority, can be active participants. (SLD)…

Fenelon, James; And Others (1993). Counseling Culturally and Linguistically Diverse Students. Illinois Schools Journal, v72 n2 p15-32. Provides insights into issues facing educators and counselors who are working with language minority students in public school settings. Explores cultural themes common to many Hispanic American groups, looks at approaches to urban and other current Native American settings, and describes the Minority Identity Development Model for Asian Americans. (JB)…

Cartagena, Juan (1989). English Only JAMAS. Centro de Estudios Puertorriquenos Bulletin, v2 n5 p64-76 Spr. Puerto Ricans have been largely ignored in the current debate over English as a national language. Once the rhetoric of language restrictionists is discarded, the real issue becomes that of the political empowerment of Puerto Ricans. The history of language policy in relation to Puerto Ricans is also reviewed. (SLD)…

(1997). The New Teacher's Guide to the U.S. Department of Education. This guide provides information about the U.S. Department of Education's latest initiatives, updates specific programs for schools and teachers, and lists services and resources. The introductory section provides information on the Department's seven priorities as outlined in President Clinton's fifth State of the Union Address, on President Clinton's Voluntary National Testing initiative, and on the national standards being developed by various professional education associations and societies. Section 2 contains information about the Department's grant programs and other programs that may interest teachers. Section 3 offers information on services and resources provided by the Department and on how to contact the various offices responsible for them. This section also lists federal Internet resources on education. Section 4 includes information on various regional and field-based resources that the Department funds through grants and contracts. (SM)… [PDF]

Sadock, Geoffrey J. (1995). Defending Literacy: With Particular Consideration of the Community College. The broad and highly politicized debate about the causes of rising illiteracy in the nation fall into three categories: nurture, or inadequate elementary/secondary educational institutions; nature, or arguments about genetics and the unteachability of Blacks and other minority groups; and social science, or the idea that standard literacy tests merely represent the injustice of the system. While each idea offers its own rationale, what is clear is that measures to reduce illiteracy must be more than cosmetic. Such measures, while controversial, include: reintroducing grammar instruction; scrapping bilingualism; constitutionally declaring English as the nation's only official language; reinterpreting affirmative action so that it fosters colorblind equal opportunity based on merit; re-establishing a canon of texts selected on literary excellence alone; returning remediation, \foundation\ learning, and differentiated degree programs to high schools; eliminating grade inflation;… [PDF]

Kenner, Charmian (1994). Crocodile Dundee Meets His Match in Urdu: Brixton Primary School Children Shape a Multilingual Culture. CLE Working Papers, n3 p71-78. This paper reports on an investigation into the communication activities in a multicultural elementary school classroom in England. In the first exercise, the whole class worked in groups of three, each group led by a bilingual child, to devise a doctor-patient dialogue in that child's foreign language. When the dialogue was presented to the class, it was the task of the class to discover what was being said based on the context and gestures in the six foreign languages of the students. In the role playing, the foreign language children appeared to exploit the interplay between the different languages to first disrupt the power relations of doctor-patient discourse and then to take over the powerful role for themselves as doctor, although the patient always won in the end. In a second project, three children developed versions of a popular comic book in their native languages. As with the role playing, the comic book encouraged new forms of social interaction as well as becoming a… [PDF]

Hayes, Mabel; Horgan, Noriko Saito (1994). A Comparison of Performance on Piagetian Tasks among Japanese and Anglo-American Children Six Years of Age Who Were Exposed to One Language and Two Languages. This study explored the extent of measurable differences in performance on Piagetian tasks among six year olds who are exposed to one or two languages. Subjects (N=120) were divided into four groups: (1) native English-speaking Anglo-Americans who live in the United States; (2) native Japanese-speaking Japanese who live in Japan; (3) native English-speaking Anglo-Americans who are exposed to Japanese and live in Japan; and (4) native Japanese speaking Japanese who are exposed to English and live in the United States. Nine null hypotheses were formulated to test for significant differences among the groups on the performance of three different Piagetian tasks which were individually administered. The F-test (p<.01), Q-test (p<.05), and t-test (p<.01) were used for underlying distribution of the test statistics. All subjects (Japanese and American) exposed to two languages performed significantly better on the three Piagetian tasks as compared to subjects exposed to one… [PDF]

(1983). New York City Russian Bilingual Program, 1981-1982. O.E.E. Final Evaluation Report. The New York City Russian Bilingual Program, evaluated here, serves students in grades 9-12 in three public and eight private schools. Three groups of subjects are included in the program: English as a second language, native language arts, and content-area subjects. All students take some mainstream classes from the beginning of the program. In addition, bilingual teachers prepare students for mainstreaming by gradually increasing the extent of English usage in content-area classes, and by moving toward greater sophistication in remedial English courses. Three community resource centers provide services for project students from all school sites and act as focal points in relations between the school, the students, their parents, and the local community. In the school year 1981-82, when it served approximately 700 students, the program met most of its instructional objectives. Problems of testing and/or data reporting made assessment of students' development of English syntax… [PDF]