Gay, Geneva (1994). Coming of Age Ethnically: Teaching Young Adolescents of Color. Theory into Practice, v33 n3 p149-55 Sum. Examines the current status of cultural diversity in middle school education theory, suggests some developmental characteristics of young adolescents of color that are often overlooked, and proposes some ways that middle school education could be modified to be more responsive to the ethnic and cultural diversity of early adolescents. (SM)…

Raba, Sarah; Wade, Rahima (2003). The Chicago Experience: Border Crossing for Social Studies Preservice Teachers. Theory and Research in Social Education, v31 n2 p153-173 Spr. Research on a week-long internship in inner city Chicago schools and community agencies revealed that "border crossing" can assist social studies preservice teachers in learning about the inner city, but critical reflection and long term program commitment to unlearning racism and developing multicultural teaching competencies are necessary for white teachers to develop the knowledge, skills, and attitudes for teaching in diverse settings. The potential and limitations of short-term inner city experiences as well as ideas for more comprehensive efforts at creating culturally competent white teachers are discussed…. [Direct]

Sacks, David O.; Thiel, Peter A. (1995). The Diversity Myth. "Multiculturalism" and the Politics of Intolerance at Stanford. This book chronicles, from the point of view of students who are unwilling participants in the process, the transformation of Stanford University from an institution committed to preserving the values of Western civilization to one intent on engineering social change on campus to promote the dogmas of multiculturalism. The book is an insider's tour of the world of speech codes, the dumbing down of admissions standards and curricula, the campus witch hunts, and the anti-Western zealotry that masquerades as "multiculturalism." Part 1, "The New Academy", discusses the rejection of Western values; multiculturalism from the vantage points of student diversity, moral relativism, political and social ideology, and enforcement of conformity in behavior and attitudes; the education of Generation X, with details about grade inflation, curriculum content, courses characterizing Westerners as oppressors, and courses inculcating radicalism. Part 2, "The New…

Novak, Cynthia Cornell; Smith, Julie (1994). An Immersion Literacy Program for At-Risk ESL Students. An intensive immersion program in English-as-a-Second-Language instruction developed at Pepperdine University (California), a small liberal arts college, is described. The program was designed for limited-English-speaking foreign students who are at risk for academic failure without additional English language skills. Focus of this discussion is the importance of informal learning situations outside the classroom, in addition to classroom interaction, in the effectiveness of language learning. The program was initiated by the college's writing center and a task force that considered academic, social, and philosophical and pedagogical issues related to international students' progress. A comparison is made between the problem-solving process of the task force and the process of coping with the nearby firestorms of November 1993. The pilot program in summer 1989 is described, highlighting lessons learned about the value of informal learning situations. Efforts to enhance this aspect… [PDF]

Johnson, Amy Suzanne (2004). Recruiting and Recognizing Multiple Socially Situated Identities: Consonance and Contradiction in the Pedagogy of a Male Pre-Service Early Educator. Contemporary Issues in Early Childhood, v5 n1 p19-34. In this article the author uses a socially situated view of identity to take a close look at how one male pre-service early educator shapes his professional identities during a fieldwork experience in a kindergarten classroom. In organizing his pedagogy and relationships this pre-service teacher simultaneously draws from his personal experiences and the discourses of his university teacher education program to perform his teacher identity. The synergy created from this crafting of selves brings a multiplicity to the identities this teacher enacts and recognizes, at times causing dissonance between his plans and his practices. This article suggests that taking a socially situated view of identity is necessary for teacher education, as it provides a theoretical framework for pre-service teachers to consider the multiplicity of identities they draw from when shaping their "teacher" identity…. [Direct]

Leipzig, Gloria (1980). Boston: City and Cities. A Study of Bunker Hill Community College's Primary Service Area. Drawing from 1970 census data and other sources of information, this report provides a socio-economic profile of the service area of Bunker Hill Community College (BHCC). Following an introduction, Part I analyzes the total service area in terms of population growth and density; racial composition; ethnicity; age and sex distribution; female-headed households; educational, occupational, and income levels; housing; and residential mobility. Inner belt communities (i.e., Boston, Cambridge, Chelsea, Everett, Somerville, and Winthrop) and outer belt communities (i.e., Malden, Medford, Melrose, Revere, and Stoneham) are then compared in terms of these demographic variables. Part II offers profiles of each of these communities with respect to the same characteristics. Part III presents a series of reflections on community characteristics and suggests: (1) joint programming among public institutions in the Boston area to meet the needs of the significant and increasing minority population;…

(1976). Minneapolis Multi-Ethnic Curriculum Project, Final Report. A report is presented of the objectives, planning, and development of the Minneapolis public schools' multi-ethnic curriculum project. The document is presented in four sections. Section I examines the change in attitudes toward ethnic diversity and explores the responsibility of educators to transmit respect for and encouragement of cultural pluralism. Section II reviews literature related to the impact of the melting pot ideology on people of various ethnic groups and traces the increasing demand that school programs reflect the entire school community. Section III explains the process of identifying the major conceptual themes which became the basis of the multi-ethnic units. The process included surveying teachers as to their priorities for incorporating ethnic content into their courses, identifying objectives and skills, and selecting concepts and themes appropriate for various grade levels. Section IV offers a brief summary of the report. The document concludes with…

Bonney, Rachel (1979). An Ethnic Studies Guide and Resource Manual for the Carolinas. An ethnic heritage studies program project was federally funded for the year 1977-78 for the purpose of developing a model curriculum unit (based on the Native Americans of the Carolinas) aimed at the intermediate grades. For purposes of this project, an ethnic group was defined as a social group whose membership may be based on race, religion, national origin, or a combination thereof. A curriculum model on the Indians of the Carolinas was developed because Indians experience discrimination and have problems of adjustment to an urban setting leading to identity crises and a loss of pride in their heritage. The curriculum materials were developed around basic social science concepts of culture, cultural relativism, ethnicity, and ethnic persistence. The result was an integrated study unit that would enable teachers to present Indian Studies materials in connection with all the subjects required by the state curriculum for the particular grade level and would provide teachers with…

Farstrup, Alan E., Ed.; Samuels, S. Jay, Ed. (2002). What Research Has To Say about Reading Instruction. Third Edition. Maintaining a balance among theory, research, and effective classroom practice without presenting a formulaic view of good instruction or overly theoretical discussions in which practical applications of research findings are not adequately explored, the 17 chapters in this book capture the best evidence-based thinking of experienced researchers and teacher educators. Chapter topics in this third edition have been updated and added to reflect current thinking. After an introduction entitled, \There Is More to Effective Reading Instruction Than Research\ (Alan E. Farstrup), chapters in the book are (1) \What Reading Research Says: The Promises and Limitations of Applying Research to Reading Education\ (Timothy Shanahan); (2) \Holistic, Integrated Approaches to Reading and Language Arts Instruction: The Constructivist Framework of an Instructional Theory\ (Brian Cambourne); (3) \Home and School Together: Helping Beginning Readers Succeed\ (Jeanne R. Paratore); (4) \The Importance of…

Tijus, Charles Albert; And Others (1997). The Impact of Parental Involvement on the Quality of Day-Care Centres. International Journal of Early Years Education, v5 n1 p7-20 Mar. Interactions of children, parents, and staff of four multicultural, parent-run day-care centers were analyzed for methods of task analysis, communication symbols, and structures of pedagogical assistance. Results showed the presence of parents created rich cognitive interactions, suggesting the cognitive effects of a socially disadvantaged milieu may be attenuated by increasing parent participation (effects of impoverished home life may be diminished or weakened by parent participation). (SD)…

Evans, Ronald W.; Pang, Valerie Ooka (1995). Caring for Asian Pacific American Students in the Social Studies Classroom. Social Studies and the Young Learner, v7 n4 p11-14 Mar-Apr. Maintains that social studies teachers need to know that Asian Pacific American students are a diverse and increasing population. Discusses characteristics of Asian Pacific students and relevant self-concept research, and presents recommendations for learning activities and teacher-student interaction. (CFR)…

James, Joy (1991). Reflections on Teaching: \Gender, Race, and Class.\. Feminist Teacher, v5 n3 p9-15 Spr. Presents a course on gender, race, and class developed at a White, midwestern university. Describes critical theory objectives through which students learn to analyze racism, sexism, and classism, and construct a model based on their analysis. Includes class assignments, projects, and activities. (NL)…

Dunn, Phillip C. (1995). Integrating the Arts: Renaissance and Reformation in Arts Education. Arts Education Policy Review, v96 n4 p32-37 Mar-Apr. Asserts that the general educational curriculum tends to be fragmented and compartmentalized and that this situation would be improved by curriculum integration. Argues that an interdisciplinary arts approach would require new teacher attitudes and instructional strategies. (CFR)…

(2004). Integrating Immigrant Children into Schools in Europe: Liechtenstein–National Description 2003/04. Eurydice The national contributions contained in this paper and on the Eurydice website formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Liechtenstein. [CD-ROM is not included with this publication. For the main report, "Integrating Immigrant Children into Schools in Europe: Measures to Foster Communication with Immigrant Families and Heritage Language Teaching for Immigrant Children," see ED539128.]… [Direct]

Crawford, James, Ed.; Sosa, Alicia, Ed. (2005). NABE News, 2004-2005. National Association for Bilingual Education, v28 n1-6 Sep/Oct 2004-Jul/Aug. This document contains the 2004-2005 issues of the National Association for Bilingual Education (NABE) newsletter, which covers the topic of bilingual education. Six issues are contained in this document. Each issue is centered around a theme: (1) Models for Teacher Preparation: Deciding Which Ones Meet Our Needs; (2) Applications for Classroom Instruction; (3) No Child Left Behind: Assessing the Impact; (4) Funding Programs for English Language Learners; (5) Promoting Biliteracy through Content Themes; and (6) Reducing Dropout Rates for Hispanic Students. Along with feature articles, each issue also contains book reviews, announcements of upcoming conferences and calls for papers, noteworthy events and news in the bilingual education field, and membership information. (Individual articles contain references. For the 2000-2001 collection of "NABE News" issues, see ED455684.)… [Direct]

Adelman, Deborah; Berney, Tomi D. (1990). Learning E.S.L. with Los Cumbancheros 1988-89. OREA Evaluation Section Report. The Learning English as a Second Language (ESL) with Los Cumbancheros project was developed through the collaborative efforts of several New York State Government offices, community school districts in the Bronx, and the private corporate sector. Its objective was to provide supplemental services to at-risk students of limited English proficiency to keep them in school. The project's vehicle of instruction was a bilingual chorus that rehearsed several times per week and performed regularly. Los Cumbancheros taught students music theory through ESL and Native Language Arts (NLA). Students gained knowledge of music theory and met both the project's ESL and NLA objectives. Attendance records indicated that students participated actively in the program. Additionally, parents expressed enthusiasm for the program and were appreciative of the concomitant parental activities; the Los Cumbancheros parental involvement objectives were also met. (GLR)… [PDF]

McInnes, Marguerite M. (1987). A Cognitive Approach to Teaching Reading to Spanish-Speaking Adolescents. A study investigated the use of horizontal instruction to teach Spanish-speaking secondary students an inferential English reading skill. It looked at (1) the relationship between the students' class-inclusion skills and their ability to identify the implied main idea, (2) the effect of sequentially-developed classification lessons on the students' ability to identify the implied main idea, and (3) the effect of the language of instruction (monolingual or bilingual) on the students' ability to learn a comprehension skill. The results suggest that the students used schemata, including classification in part-whole relationships, during the process of learning English reading skills, implying that the ability to classify is necessary to many learning activities. However, this study does not clarify how such skills should be taught. (MSE)…

Stedje, Astrid (1983). Deception and Dissociation Markers as Indicators of Communication Strategies. Communication strategies used by German-Swedish bilinguals when they have lexical difficulty are discussed. Findings indicate that in a language test situation, when attention is focused on words rather than topic, face-saving over a lexical gap seems to be of great importance to the speaker. When a communication strategy has led to a noticeable failure, the speaker has three principal options: to proceed as before, admit the failure but dissociate himself from it, or conceal the failure and deceive the listener. For dissociation and deception there are certain markers that can help identify the two strategies. These markers can also help in determining whether or not the speaker has used a communication strategy, since they are strongly linked with conscious errors and other products that the speaker considers to be failed communication strategies for his lexical difficulties. (MSE)…

Anderson, Johnny R. (1987). Dialect Reduction and Accent Restructuring: Some Methods for the Bilingual Classroom. A guide to English pronunciation instruction for native Spanish speakers uses eight basic steps to find and use appropriate techniques to address a specific phonological problem. The steps are (1) calling the student's attention to the learning point; (2) focusing attention on the problem area; (3) sharpening student recognition of the sound in different consonant environments; (4) generalizing the significant features to be mastered; (5) producing new sounds by mimicry or by production of opposite sounds; (6) checking student perception of sounds within minimal sentences; (7) substitution and pattern drilling; and (8) reinforcing and stabilizing the sounds taught in the laboratory and/or at home. An actual lesson plan to teach a specific minimal contrast is outlined, with accompanying teacher notes. (MSE)…

Cotayo, Armando; Sica, Michael (1984). Part West High School "At Your Service," 1982-1983. O.E.E. Evaluation Report. In the third year in its three-year funding cycle, Project "At Your Service" offered bilingual instruction and supportive services to 200 Hispanic students at Park West High School in New York City. The ultimate goal of the program was to develop students' English proficiency and to prepare them to meet the requirements for high school graduation. Among the activities conducted under the program were curriculum materials development and adaptation; student supportive services in the form of guidance and academic counseling, home visits, and career orientation and planning; staff development workshops, lectures, conferences and courses; and outreach to parents. Quantitative analysis of student achievement indicates that, with few exceptions, program students performed well in English language, mathematics, social studies, science, and native language arts, and that their attendance rate was significantly higher than that of the total school population. (GC)… [PDF]

Kari, James, Comp. (1977). Dena'ina (Tanaina) Noun Dictionary. This noun dictionary of the Athapascan language covers all dialects of the Tanaina language of the Cook Inlet region. It has been prepared for the Dena'ina people to help maintain their language and culture. The introduction explains the Dena'ina dialects and the phonological system of the Dena'ina alphabet. The dictionary is organized into semantic categories and most words can be located by thinking about the subject area a word most naturally belongs to. A Dena'ina-English index is appended listing all the Dena'ina entries alphabetically along with the page number on which each word appears in the subject chapters. The dictionary contains 30 chapters and about 5,500 Dena'ina entries. (NCR)…

Williams, Emma; Williams, Frank (1978). Tongass Texts. This bilingual volume in the Tongass dialect of the Tlingit language and in English contains stories about the cultural heritage of the Tlingits. The introduction in English describes the phonology of the dialect. The five stories include free English translations, and are entitled: (1) Concerning Our Heritage; (2) The War at Goochlaakanoow; (3) Concerning Tlingit Medicine; (4) Concerning Food; and (5) The Lazy Woman. Explanatory notes on the text in English are appended. (NCR)…

Mazzarella, Jo Ann (1978). Improving Self-Image of Students. ACSA School Management Digest, Series 1, Number 14. ERIC/CEM Research Analysis Series, Number 41. Research over the last ten years provides overwhelming evidence that the most successful students have strong positive self-concepts. This booklet reviews literature on self-concept and describes many programs designed to improve student self-esteem. The paper begins by noting that although no one understands the order of the cause and effect relationship, there is a strong correlation between self-concept and achievement. Then ways to improve self-concept are discussed, with a warning that techniques for measuring self-concept have problems. Methods for improving self-concept include classroom techniques, counseling and discussion groups, and teacher inservice programs. One chapter is devoted to programs for dropouts, delinquents, and the disadvantaged. A final chapter documents the effects of teacher attitudes and beliefs and suggests ways to improve teacher self-concept. The overall conclusion is that one reason for the success of self-concept improvement programs may be that… [PDF]

Pierce-Jones, John; And Others (1967). Proceedings of a Meeting of the Head Start Planning Committee with the Staff of the Child Development Evaluation-Research Center (Southwest) (University of Texas, Austin, March 29, 1967). This document is a transcript of the proceedings of a one-day meeting held in Austin, Texas on March 29, 1967. Participants included representatives of the national Head Start Planning Committee, the Head Start Research and Evaluation Division in Washington, D. C., and the staff and study directors of the regional Child Development Evaluation and Research Center at the University of Texas at Austin. Discussions concerned the initiation of Project Head Start research in the Southwest, the scope of Head Start evaluation, evaluation study samples and statistical strategies, and research reports on: (1) the effect of neural conductivity efficiency on cognitive development, (2) the relationship between dialect and socialization, (3) the effect of response style on perceptual skills, (4) the oral language development of Head Start graduates, (5) the development of tests for bilingual children, (6) cognitive style and conceptual conflict in culturally deprived children, (7) predicting…

Edgerton, William B. (1962). The Teaching of Russian in America: A Modest Proposal. America's lag behind many countries in foreign language training, particularly the Soviet Union, is examined from the viewpoint of her ever-increasing need for foreign language proficiency in many areas. Differences between domestic and foreign curriculums are considered and a proposal is made, based on the specific assumption that what is needed is a required foreign language program beginning in the elementary school. In addition, the author argues that the program must be continuous through graduation from high school in order to guarantee mastery of the target language. (GK)… [PDF]

(1969). Mission: Possible. The following exceptionalities are described: emotional disturbance, social maladjustment, mental retardation, learning disabilities, bilingualism, physical handicaps, visual impairment, disadvantagement, and giftedness. For each exceptionality, a bibliography is given and teaching methods are suggested; further information is included for some exceptionalities. Sources of materials and Arizona agencies and referral services for the handicapped child are listed; professional expressions and terminology are defined; bibliographies are included of general materials, films, and periodicals. In addition, information is provided on the workshop itself. (JD)… [PDF]

Martinez, Emiliano; And Others (1972). Lee y trabaja: Libro de lectura 2, nivel 1 (Read and Work: Reader 2, Level 1). This reading textbook, the second of a series, is an anthology of stories designed to relate to the natural interest of the elementary school child. On this level the number of words to memorize is increased (on the average, four per unit) while at the same time, the study of word variants is introduced to begin analysis exercises based on the configuration of each. The exercises of auditory discrimination are completed with the visual recognition of normal endings–diminutives, verbs, etc. Stress is paid to the intonation and writing of the letters. The tests which students must read increase in complexity–from the phrase to the sentence. The book contains many color illustrations. (SK)…

Martinez, Emiliano; And Others (1972). Trabaja y aprende: Libro de lectura 3, nivel 1 (Work and Learn: Reader 3, Level 1). This reading textbook, the third of a series, is an anthology of stories designed to relate to the natural interest of the elementary school child. In the book, students learn about a Puerto Rican family living in New York. Attention is paid to visual and auditory discrimination of consonant groups and normal endings. Included are exercises which are intended to perfect pronunciation and intonation. Work is begun on the reading of symbols such as dashes, accents, and numbers. New vocabulary words are introduced with greater frequency. The book contains many color illustrations. (Author/SK)…

Rivers, Wilga M. (1971). Motivating through Classroom Techniques. Motivation is the normal state of the individual, and the language teacher is responsible for identifying the individual nature of the student's motivation and directing it through his design of learning activities. The personal goals of the students should be kept in mind; the subject matter should be what interests the student, and the characteristics of the students must be considered. The teacher should use imagination in curriculum planning and should adapt and adjust the curriculum to his own students. The language teacher must know how to use the motivation which already exists to increase the student's knowledge of the new language. (VM)… [PDF]

Corcoran, Bert W. (1970). The Pros and Cons of Individualized Programmed Instruction for Indian Students. A Position Paper…. Based on observations and experiences in a Title III (Elementary and Secondary Education Act) project to individualize instruction in the ungraded Rocky Boy Elementary School (grades 1-6, Rocky Boy Indian Reservation, Box Elder, Montana), this position paper considers the problem of finding a suitable or workable curriculum and classroom climate for teaching reading, writing, and arithmetic in a traditionally designed school. In the paper, the pros of individualized programmed instruction are discussed considering boy vs. girl, development of the self-learner in relation to his culture, peer-tutor relationships, achievement, characteristics of the self-learner in relation to programmed instruction, and contingency management. Cons of individualized programmed instruction are discussed in terms of the non-English-speaking child, the poor teacher, and behavioral objectivity vs. group interaction. It is suggested that individualized programmed instruction for Indian children has merit… [PDF]