(1992). Creating Community on College Campuses. SUNY Frontiers in Education Series. This book addresses the critical and difficult issues facing higher education in the 1990s including the need to improve the quality of teaching and learning, raise academic standards, protect freedom of expression, and enhance both the community of the whole and the individual and small groups that make up that community. The book also examines undergraduates' experience of community in both the academic and nonacademic realms while structuring the broad topic around three foci: (1) student diversity, particularly racial and ethnic diversity and women students; (2) individual and small-group rights and responsibilities in relation to institutional authority; and (3) student-faculty relations and the learning community. The book offers an understanding of community as a complex concept, one that incorporates the values of a democratic society and encourages learning and participation by all citizens of the community. Specific topics discussed include race and ethnicity, the climate…
(1991). 12 Teaching Methods To Enhance Student Learning. What Research Says to the Teacher. This monograph discusses 12 teaching methods that have a sound theoretical basis, have demonstrated a positive impact on student learning, and have a substantial research base. In many situations, the methods can be combined in such a way that the potential for student learning is greater than if used independently. Since no method will work in every situation for every student, teachers must use professional judgment in matching methods with other variables including students' previous skills and socio-psychological make-up, as well as available resources. In addition to an introduction, a note on multicultural educational suggests that all teaching methods should be implemented in order to complement and support a culturally diverse society. The publication describes the following methods: (1) whole-group instruction; (2) teaching by objectives; (3) adaptive or individualized instruction; (4) mastery learning; (5) cooperative learning; (6) learning styles; (7) direct instruction;… [PDF]
(1990). VCCA Journal: Journal of the Virginia Community Colleges Association, 1990. VCCA Journal, v5 n1 Sum. Volume 5 of the "VCCA Journal" contains the following articles: (1) "Outcomes Assessment Weather Forecast: A Cold Wind Blowing from the North," by David C. Hanson; (2) "The National Endowment for the Humanities Grant at Piedmont Virginia Community College," by Evelyn Edson, Jane Kingston, William Owen, and Samuel Westbrook; (3) "Spring Break in Toronto: Exposing Students to a Global Society," by Quintin S. Doromol, Jr. and Cindy N. Miller; (4) "Toward Shared Values in the Community College Humanities Curriculum," by Samuel B. Olorounto; (5) "Perspectives on Part-Time Teaching in Community Colleges: Pressures, Politics, and Prospects," by Larry Roderer and Betty Weissbecker; (6) "How the Need To Give an International/Intercultural Focus Affects the Curriculum," by Nancy Sandberg and Rita Krasnow; (7) "Putting Vision into Reality: A Model for Employee Participation and Empowerment," by Tom Wilkinson, Peggy…
(1993). Teaching to Diversity: Teaching and Learning in the Multi-Ethnic Classroom. This book introduces the latest theories about second-language acquisition and tested teaching approaches and practices for use in elementary schools. It is intended for all educators interested in adapting their skills to help recently-arrived immigrants, students born in Canada, and students for whom a lack of English skills may be delaying learning in regular classrooms. The early chapters provide background information on key aspects of second language acquisition. These include factors affecting the rate and amount of English language skills that non-native-speaking immigrants learn, the role of the first language in second language learning, the characteristics of specific language teaching methods, and the relationship between talking and learning. Later chapters discuss classroom techniques and procedures in programming for diversity, including active learning, integration of language and content learning, publishing student-created materials, and cooperative learning. One…
(1984). AFS Orientation Handbook. Volume IV. This handbook is intended for use by all who design, plan, and lead orientation and cross-cultural training sessions for American Field Service students, natural and host families, and volunteers. It features orientation and training resources originating in Venezuela, France, Italy, Denmark, Canada, Argentina, Japan, Portugal, Germany, and the United States. In addition to an annotated bibliography of narrative descriptions of cross-cultural contact and teaching suggestions, there are resources for pre-departure orientations, orientations during the sojourn, and post-return orientations. (BZ)…
(1983). Different People: Studies in Ethnicity and Education. Originally presented as lectures at Georgia State University in 1982, these three papers address the themes of multiethnic societies in the United States and Great Britain. In the first paper "Identity, Conflict, and Survival Mechanisms for Asian Americans," the author discusses how the observable patterns of mobility through education and community development are consequences of meaningful action and interaction among millions of Asian Americans over time. Cultural identity and the process of assimilation of Caribbean Americans is the focus of the second paper. The barriers to assimilation faced by many Caribbean migrants have caused many of them to question the viability of this goal and to turn to ethnic bargaining as a way of competing for political strength and survival in the United States. The third paper examines British racial and educational policies in the 1960s and 1970s. The evolution of Britain into a multiracial society has been marked by ambiguity in… [PDF]
(1981). Eastern District High School Competency Based Bilingual/Bicultural Project. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The Competency Based Bilingual/Bicultural Project at Eastern District High School in New York City is an integrated bilingual demonstration project designed to develop English and native language skills as well as instill positive self concepts among high school students with Spanish-speaking backgrounds. In 1980-1981, the program provided instruction in English as a second language, reading, native language arts, bilingual instruction in content areas, and vocational/career guidance. This report describes the program setting; participants; philosophy and organization; student placement; instructional and non-instructional services; program implementation; and program evaluation. Results of evaluation indicate that: (1) significant gains were achieved in English reading, language fluency, native language reading, and mathematics; and (2) program attendance rates were higher than school-wide attendance rates. The report suggests that the program was successful and presents… [PDF]
(1975). Black Stylization and Implications for Child Welfare. Final Report. This three year exploratory research study investigated the cultural behaviors of Afro-Americans. Results of the study include: 1) A set of historical data on the continuous existence of cultural behaviors by Afro-Americans in the areas of music, language, food and dance. 2) A set of empirical data which explores contemporary expressions of Afro-American culture among 180 black boys and girls living in the Atlanta, Georgia area. 3) A research instrument which initiates the process of identifying normative expressive behavior for Afro-American sub-culture. 4) A position paper which begins the theoretical exploration for a more valid index of socio-economic influence upon Afro-American behavior. 5) A set of evaluative data on the presence of multi-cultural perspective in 25 selected child welfare programs in the state of Georgia. 6) An evaluative instrument which can begin the process of assessing culturally plural programmatic content in child welfare agencies. 7) Eighty (80) formal…
(1995). Multicultural Learning at Home and Abroad. This report describes a three-year project to establish and staff a new office at Colgate University (New York), the Office of Intercultural Resources (OIR), to originate and implement programs to build bridges between Colgate's intercultural and multicultural programs. OIR staff worked with students who studied abroad, international students, minority group students, and faculty and staff in various programs, including pre-departure and re-entry workshops for students studying abroad; had dialogues with faculty members responsible for courses in social, behavioral, and political sciences; developed educational and cross-cultural resources; and supported students, staff, and faculty projects with a multicultural or international focus. In addition to workshops, dialogues, lectures, and outreach, the project produced an annotated bibliography of recent titles on multiculturalism; "The Critical Incidents Workbook," a cross-cultural training guide for students planning to… [PDF]
(1996). Student Roles and Perspectives in Antiracist Education: A Crisis of White Ethnicity?. British Educational Research Journal, v22 n2 p165-179 Apr. Considers the reaction to anti-racist change among white British secondary school students. Efforts to include the students in this process have included the conceptualization of white ethnicity. Discusses the development of this concept and efforts to keep it free of racist and nationalist sentiments. (MJP)…
(1996). Making Personal Connections: A Poster Project. Social Studies Review, v35 n3 p39-42 Spr-Sum. Discusses a ninth grade, culturally diverse, interdisciplinary social studies class. Students pick a person from the class to study with whom they feel a connection and prepare a presentation about this connection, including a poster. Includes the four major themes of the class and a reading list. (MJP)…
(1986). Involving Mexican Americans in Higher Education: An Untapped Potential. A review of over 500 research studies identified 3 factors influencing the ability of Mexican American students to profit from the instruction currently available in United States colleges and universities: (1) a different language; (2) a different economic situation; and (3) a different response to social and personal interactions. Based on these factors, recommendations can be made for changing universities into pluralistic institutions. Institutions must implement an affirmative plan of action that insures equal education. Every effort must be made to provide financial assistance to capable Mexican American students. Cultural and linguistic values held by Mexican Americans should be positively reflected in the educational environment. A climate characterized by warm, personalized interactions with special attention given to the learning style of Mexican Americans must permeate the institution. A strong assistance program must help the districts decrease the underachievement of…
(1984). The Pursuit of Excellence: Improving the Quality of Our Urban Schools through Desegregation, Equity and Choice. A Final Report from the Program Committee of The Worcester Conference on Equity and Choice (Worcester, Massachusetts, April 9-10, 1984). In April 1984, more than 350 parents, teachers, principals and administrators from major urban school systems in Massachusetts met to define what an "excellent" desegregated urban public school system should be. This conference report, following excerpts from a keynote address by John E. Durkin, documents seven workshops which focused on the following strategies for excellence: (1) the role of magnet schools; (2) systems of parental and teacher choice; (3) greater parent, student and public involvement; (4) superior staff development and parent involvement programs; (5) outstanding programs for bilingual and special needs students; (6) the development of district-wide systems of evaluation and accountability; and (7) new uses for high technology. A summary list of recommendations that workshop participants drew up for State education officials and State legislators also is included. In addition, the formation of a Superintendent's consortium of urban school students, which… [PDF]
(1993). Integrating Special Services: Seeking a Balance in Meeting Student Needs. A 5-year plan to improve the delivery of services to special needs students was evaluated in Fairbanks, Alaska. The plan focused on developing a model for integrated services and reducing the number of pull-out programs by having special services staff work directly with classroom teachers. Information sources included interviews with 62 staff members and 71 parents at 6 schools. Background information is provided on types of existing services in the school district, as well as the perceptions of principals regarding integration of special services. Attention is also directed to survey results from special program staff regarding integration of services for students who are learning disabled, communication disordered, gifted/talented, emotionally impaired, mentally retarded, and deaf. Also considered are integration of services in the following programs: Chapter I reading, Chapter I migrant, Alaska Native education, and bilingual/bicultural. Findings indicated that principals are… [PDF]
(1994). Smithsonian Resource Guide for Teachers. 1993/94 Edition. This annotated catalog of materials available from the Smithsonian Institution and its affiliate organizations, lists over 400 cross-indexed resources for classroom use. The contents are arranged as follows: An overview of the guide; catalogs and visitor guides; periodicals; resources for the arts, language arts, science, and social studies/history. Many items are free or available on loan. Appropriate grade level is indicated for materials to be used for instruction in the aforementioned subject areas. Included are a title index, a subject index, and a media index. The catalog concludes with a directory for where to order materials and order forms. (MM)… [PDF]