(1996). Disproportionate Representation: A Critique of State and Local Strategies. Policy Forum Report (Washington, D.C., September 14-15, 1995). Final Report. This document reports on the purpose, implementation, and outcomes of a policy forum on strategies used to address the disproportionate number of students from minority ethnic/racial groups receiving special education. Participants included representatives of state education agencies, local education agencies, the university/research community, general education, the Office for Civil Rights, and advocacy groups. The policy forum's purpose was to critique preliminary findings of a case-study investigation in three states and to identify specific strategies for addressing the disproportionate representation problem. Strategies were identified for the following six areas: (1) the importance of school staff trained to work with culturally, racially, and linguistically diverse students and recruitment of staff reflecting this diversity; (2) the need for on-going professional development opportunities for school personnel in such areas as positive classroom management, effective… [PDF]
(1995). Enhancing the Skills of Early Childhood Trainers: Training Pack, Parts 1-5. Intended as a resource for both trainers and trainees in early childhood development and education, and based on the principles of active learning and participatory training, this five-part training pack encourages the incorporation of active learning materials in training and invites cooperation in adapting participatory training materials to specific cultural setting. The first part of the training pack, "Introduction to the Training Pack," introduces the principles of active learning and participatory training; discusses reasons for the development of the training pack; outlines the four main distinguishing features of the training materials; and provides an overview of the contents of the training pack. The second part, "Delivering Effective Training," discusses principles related to the processes of training adults and of adult learning, and details seven effective participatory training methods, including role-play, focused activities, and case studies…. [PDF]
(1990). "Race," Ethnicity and Education: Teaching and Learning in Multi-Ethnic Schools. Key Issues in Education. This book provides a critical introduction to current issues and major research findings related to race, ethnicity, and education following the educational reforms of the 1980s in the United Kingdom. In the general introduction, the key concepts are explored, and the City Road School, the multi-ethnic inner-city school which is the subject of this book, is described. The first part of the book focuses on the experiences of Afro-Caribbean and Asian pupils in schools dominated by the perspectives of white teachers. Emphasis is placed on the teachers' expectations concerning discipline, ability, and attitude. Responses of students are discussed using a variety of data including interview material and classroom observation. The second part of the book centers on areas of particular interest, such as equality of opportunity, academic achievement, language use, and changes in curriculum content and educational practices. Possible consequences of the British National Curriculum are…
(1991). One Nation, Many Peoples: A Declaration of Cultural Interdependence. The Report of the New York State Social Studies Review and Development Committee. The committee that produced this report was asked to review existing New York State social studies syllabi and to make recommendations to the Commissioner of Education designed to increase students' understanding of U.S. culture and its history; the cultures, identities, and histories of the diverse groups that comprise U.S. society today; and the cultures, identities, and histories of other people throughout the world. A review of the existing syllabi respecting these concerns found them to be inadequate. The syllabi were found to contain insensitive language, to draw upon too narrow a range of culturally diverse contexts, and to omit content, felt to be essential, specific to some groups and areas of the world. Among the committee's overall recommendations were that the present New York State social studies syllabi be subjected to detailed analysis and revision to provide more opportunities for students to learn from multiple perspectives and to remove language that is insensitive…
(1984). Update '84. Results of Initiatives Identified in "Issues and Directions.". In 1980, the Ontario Ministry of education published "Issues and Directions," a set of initiatives drafted in response to the effects of declining school enrollments in Ontario. This publication is a retrospective report, looking back at the initiatives set out in "Issues and Directions" and reporting on their results as of March 1984. After a brief introductory section, the remaining six sections are organized according to the major groupings of information in "Issues and Directions": (1) educational goals, program organization, and curriculum; (2) educational finance, operating grants, and school accommodation measures; (3) the teaching profession, teacher education, certification, and professional development; (4) governance and administration; (5) French-language elementary and secondary education; and (6) anticipating and preparing for the future. Within each section, results are grouped by topic. Summary tables have been included to facilitate the…
(1982). Public Hearing on Language and Literacy: Skills for Academic Learning (Houston, Texas, April 16, 1982). At a public hearing on language and literacy, held in Houston, Texas, April 16, 1982, testimony was presented on: (1) need for emphasis on language arts in elementary secondary schools and for students with bilingual capabilities; (2) benefits accruing to students and educational institutions through developmental education programs; (3) guiding principles, problems, solutions, essential program elements, and future needs related to instruction in foreign languages, English as a second language, and reading; (4) significance of language, particularly speech, as means for self-expression, thinking, and social interaction–with special emphasis on the communication demands of the next century; (5) concerns regarding general language skills, foreign language and bilingual education, and teacher preparation for these instructional areas; (6) recommendations on foreign language public policy, continuing education for second language teachers, and revisions in language curricula; (7)… [PDF]
(1977). [Bilingual-Bicultural Curriculum for Mathematics: Grade 2.]. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this bilingual-bicultural mathematics curriculum guide for second grade is one of a series for pre-school through fifth grade. The overall focus is on Puerto Rican history and culture, placing development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains eight units, related to those in the other second grade guides: myself (numeration), my school (addition), my family (subtraction), my home (multiplication/division), my community (fractions), transportation (time and money), communication (measurement), animals (geometry). Appropriate skills are presented in each unit; those in the geometry unit are: recognizing that the shortest distance between two points is a straight line; identifying a line segment and…
(1978). The Urban Minority Experience: Selected Proceedings of the Annual Conference on Minority Studies (4th, April, 1976), Volume 5. The conference papers presented in this volume focus on the urban minority experience with regard to race, ethnic issues, and ethnic studies programs. The papers which deal with ethnic studies programs address such topics as American Indian Studies, Eurocentric bias in Western studies of Asia, black student alientation at small liberal arts colleges, continuing education programs for social workers, bilingual/bicultural education, innovative models for desegregation, and African Studies curricula. The papers which deal with race and ethnic issues address such topics as ethnicity and pluralism, the urban experience of Italian-Americans, the deportation of Mexicans from East Chicago in 1932, Mexican-American stereotypes, racism and Indian policy in North Carolina, and the increase in urbanization of blacks and the expansion of black participation in nationally based voluntary associations. (Author/EB)…
(1978). The Case for a National Language Policy in Australia. The present state of language programs in Australia, the lack of a coherent language policy, important considerations for developing a national language policy, and long-term outcomes of a language policy are considered. Australia needs to consider the role of languages in society and the society's need for language skills. Among the present conditions are: declining language enrollments, lack of bilingual education instruction, poor translation and interpreter services, and reduced employment opportunities for adults who lack English skills. There has been a failure to respond to the nation's linguistic diversity. The interaction of cultures will be affected by the country's language policy. It must be decided whether multiculturalism also means multilingualism, and ways of developing favorable cross-cultural attitudes must be analyzed. In planning, a clearly defined and nationally accepted proficiency scale is needed. Adoption of the national language policy entails a statement of…
(1996). Destination: Kyrgyzstan. Study Guide. This guide offers a closer look at the newly-independent nation of Kyrgyzstan. The teaching materials focus on the history and culture of the nation, emphasize the influence of physical geography on culture, and explore the diversity found in this small country. Each lesson includes the geography standards linked to the activity, objectives, materials needed, background materials, procedure, extension activities and activity sheets. The activities are divided by grade level. Activities for grades 3-5 include: (1) "Where in the World is Kyrgyzstan?"; (2) "What's It Like to Live in Kyrgyzstan?"; (3) "Hats Here and There"; (4) "Who's a Nomad?"; and (5) "What's in a Name?" Activities for grades 6-9 focus on: (1) "Kyrgyzstan Identified"; (2) "Kyrgyzstan Up Close"; (3) "Understanding Characteristics of Kyrgyz Population"; (4) "Islam in Kyrgyzstan"; and (5) "Hospitality Traditions in… [PDF]
(2000). The Care and Education of Young Bilinguals: An Introduction for Professionals. This book is a comprehensive introduction for all professionals working with bilingual children. For speech therapists, physicians, psychologists, counselors, teachers, special needs personnel, and many others, this book addresses the most important issues at a practical level. It is written in simple, nontechnical terms accessible to the layman and provides a brief but comprehensive introduction. Areas addressed include the following: the nature of bilingual children; the everyday language use of bilinguals; the advantages of the bilingual child; the personality and social development of bilinguals; identity issues and solutions; children as interpreters; code-switching; bilinguals and their families; childhood trilingualism; home and school relationships; language assessment and speech therapy in the bilingual context; migrants and refugee bilinguals; the assessment of bilingual children; language delays and disorders; the development of biliteracy; prejudice reduction in school;…
(1995). Unity in Diversity: The Enigma of the European Dimension in Education. Oxford Review of Education, v21 n1 p25-36 Mar. Maintains that efforts aimed at the development of a European dimension to the general education curriculum offered in individual nations' schooling have increased in recent years. Asserts that the immediate goal is to provide young people with opportunities beyond their national borders. (CFR)…
(1994). What's Ahead for Social Studies? Perspectives. Social Studies and the Young Learner, v6 n3 p29-32 Jan-Feb. Reports on an interview with the president, past president, and president elect of the National Council for the Social Studies (NCSS) about the impact of the national standards movement and the future of social studies education. Discusses the Goals 2000 national standards projects and their relationship to NCSS Social Studies Standards efforts. (CFR)…
(1991). New Worlds from Old: An Experience in Oral History at the Elementary School Level. Social Studies, v82 n3 p110-14 May-Jun. Recounts a Philadelphia Alliance for Teaching Humanities in the Schools (PATHS) oral history project developed by Pennsylvania State faculty members and elementary school teachers. Delineates the project's objectives. Explains that students from various ethnic and racial backgrounds interviewed family members and created a local history resource book from their research. (CH)…
(1991). Integrating Pluralistic Values for Reconstructing Society. Social Education, v55 n1 p52-54 Jan. Criticizes primacy of the Eurocentric world view in social studies education. Argues that demographic realities demand that students understand and respect disparate, pluralistic values. Recommends curricular emphases and classroom methods for fostering analysis, clarification, and integration of differing ideologies. Contends that social studies education should help students resolve value conflicts and practice tolerance. (NL)…