(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]
(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…
(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)…
(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)…
(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)…
(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)…
(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]
(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]
(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]
(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)…
(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]