(1981). Non-Required Plan for the Prevention of Minority Group Isolation and Provision for Greater Racial Integration. Evaluation Report. This report describes a desegregation/integration plan implemented in four junior high schools in the Elkhart, Indiana school district. The first section details the history, design, and objectives of the project. The second section deals with data concerning the achievement of project objectives as obtained by a locally developed and validated instrument. Student reaction is handled in section three, which covers behavior and attitudes, extracurricular activities, and school-parent communication. The following section presents results of findings about student attitudes in table format accompanied by discussion. Teacher evaluation of inservice activities is included in section five, which examines the effectiveness of system-wide inservice programs. Section six presents the results of a multicultural needs assessment. Reactions from an external perspective are given in section seven. The last section provides conclusions and recommendations. Six appendices include evaluation… [PDF]
(1971). A Study to Determine the Effects of Pre-Reading Comprehension and Post-Reading Comprehension of Black High School Seniors. An investigation was conducted into the difference between two levels of comprehension: that which black high school seniors bring to the reading of English prose and that which they achieve from actual reading. A pre- and post-test treatment was administered. No significant difference was found between pre- and post-reading comprehension of these students as a group, by instructional levels and by sex. Six recommendations were made: (1) future research is needed with subjects from an integrated school and with subjects having all black teachers; (2) this study might be replicated in different school districts and states; (3) the level of pre- and post-comprehension of high school students be researched in other subject areas; (4) teachers should establish a method of determining prereading comprehension; (5) research is needed to see if black students would benefit from more exposure to diversified multiethnic and multicultural materials; and (6) curriculum and methods need to be…
(1983). Cultural Exchange in a Pluralistic Society. Social Studies Review, v23 n1 p89-92 Fall. The Cultural Exchange program in California is a model supplementary social science curriculum available to California teachers. Students start with their own ethnic heritage and then explore cultural diversity at the community, national, and international levels. Graphics, activities, and materials are designed for fourth- through eighth-grade students. (CS)…
(1996). The Mayans in Chiapas, Mexico: Past and Present. Fulbright-Hays Summer Seminar Abroad 1996 (Mexico). This unit is designed for a second-year Spanish language class. The focus is on the Mayans and the 1994 Zapatista uprising in Chiapas (Mexico). The topics addressed include: (1) the Mayans' historical problems; (2) the 1994 rebellion in Chiapas; and (3) the reactions of the world and of the Mexican federal government to the rebellion. Suggestions are made for adaptation of the unit to a geography class. The unit uses a month of class time and contains Spanish language worksheets and additional reference materials. (EH)…
(2004). Integrating Immigrant Children into Schools in Europe: Italy–National Description 2003/04. Eurydice The national contributions contained in this paper 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 Italy. Appended are: (1) Percentage of pupils with non-Italian citizenship out of the total number of school pupils by type of school, region and geographical area–School year 2002/03; and (2) Italian language support in the Marche region in 2003. A bibliography is included. (Contains 4 figures and 5 footnotes.) [CD-ROM is not included with this publication. For related report, "Integrating Immigrant… [Direct]
(1989). Science Education Notes. School Science Review, v70 n252 p97-131 Mar. Eight articles are included in this collection. Topics include: multicultural science, teaching science with metaphors, development of a graded assessment scheme in science, relative performance of boys and girls in chemistry, promoting science understanding, formative evaluations, science background of primary teachers, and promoting creativity with problem solving. (MVL)…
(1995). Multiculturalist in Training: A High School Teacher's Experience in Developing a Multicultural Curriculum. Teaching and Change, v2 n3 p275-92 Spr. Describes one teacher's evolving beliefs about teaching cultural diversity: she has moved from a traditional textbook-oriented formula for teaching U.S. history to one that uses a greater breadth of materials and resources. Student writing reflects critical thinking about and understanding of the points of view of many diverse interest groups. (JB)…
(1995). Dreaming of America: Weaving Literature into Middle-School Social Studies. Social Studies, v86 n2 p60-68 Mar-Apr. Asserts that the use of multiethnic adolescent literature can help teachers create meaningful learning opportunities to explore diverse perspectives. Recommends the use of thematic literature studies and provides a framework model. Includes four multidisciplinary cognitive maps and a bibliography. (CFR)…
(1992). Democratic Attitudes in Multicultural Settings: A Cross-National Assessment of Political Socialization. Youth and Society, v23 n3 p313-34 Mar. Surveys of attitudes toward multiculturalism of 190 Canadian eleventh graders, 584 eleventh graders from the United States, and 350 tenth graders from India indicate that despite general agreement with socialized abstract principles of democracy, students in the United States and Canada are not very tolerant of divergent cultural perspectives. (SLD)…
(1993). Feminist Research Methods. NWSA Journal: A Publication of the National Women's Studies Association, v5 n1 p111-19 Spr. Reviews six works by Connie Miller, Comp., and Corinna Treitel (1991); Margrit Eichler (1987); Carol A. B. Warren (1988); Beth Hartung, Ed., and others (1988); Joyce McCarl Nielsen, Ed. (1990); and Liz Stanley, Ed. (1990). Works span diversity of current writing about feminist methodologies, offer guidelines for producing nonsexist or feminist research, are centered in American experience, and fall short of being multicultural. (SLD)…
(2004). Systemic and Individual Racism, Racialization and Antiracist Education: A Reply to Garcia, Silliman and Levinson. Theory and Research in Education, v2 n1 p49-74. I take up Silliman's challenge to explore the \moral logic\ of \structural racism\ largely absent in my book, \I'm Not a Racist, But…\ I criticize and build on Glenn Loury's account of the normative assessment of racial inequality by examining three factors generating such disparities in educational achievement–stereotyping, performance-based generalizing, and a preschool skills gap. What is morally troubling about the resultant achievement gap is partly dependent on and partly independent of the moral assessment of the individual racial wrongs involved (or not) in these processes, a result in the spirit of Garcia's individual focus but not his anti-consequentialism. Responding to Levinson, I suggest forms of antiracist educational practice built around the rejection of \race\ as a scientifically valid classification together with the retention of racial domination, and resistance to it, as historically significant forces (captured in the notion of \racialization\). (Contains 33… [Direct]
(2004). A Discourse Analysis of Online Dialogs in Social Work Diversity Courses: Topical Themes, Depth, and Tone. Journal of Teaching in Social Work, v24 n3-4 p131-146 Dec. Online discussions can extend learning experiences beyond the time and space of the classroom, allowing students more time to process information, and an additional mode of expression for those who are less active in open classroom discussions. They may be especially appropriate for teaching sensitive or controversial subject matter such as oppression and diversity, which is required by the Council on Social Work Education. This study investigated topical themes, depth, and tone of online dialogs in social work diversity courses at two universities in the mid-Atlantic area. Discourse analysis–a type of content analysis–is employed to gain a deeper understanding of the learning experience, and to compare the impact of anonymous and identified participation in the dialogs. (Contains 4 tables.)… [Direct]
(1994). New York State Magnet Schools Program, 1993-94. OER Report. For the 1993-94 school year, the Office of Educational Research (OER) of the New York City Public Schools was asked to conduct evaluations of the 12 magnet schools funded under the New York State Magnet School Initiative. The state initiative was planned to promote the development of magnet schools that promote multicultural educational environments, reduce ethnic isolation, promote academic success for all students, and foster parent and community involvement. In New York City, four elementary schools, five intermediate schools, one middle school, and two junior high schools were selected, with five schools implementing their programs in 1993-94 and seven schools in the planning stage. OER found that the planning schools generally made adequate progress toward their goals for designing and organizing their schools, as well as for recruiting students for the implementation year. However, the implementing schools did not completely achieve their academic goals or their goals for… [PDF]
(1994). Renewal of Tibetan School Curriculum in Exile: A Tibetan-Centric Approach. This paper traces the development of modern secular Tibetan education from the time of exile in India in the 1960's when the Communist Chinese occupied the country. A brief overview of the monastic education is presented as a way to provide a context to the importance of integrating Tibetan culture in the school curriculum. The rationale for a Tibetan-centric approach to schooling in exile is offered at various levels of its importance. An integration of Tibetan culture is also attempted. The necessity of preserving the Tibetan culture to help maintain national identity and to prepare students to face the challenges of life in exile and for reclaiming their lost nation is advocated. A constructive approach in this direction is to: (1) identify fundamental concepts and universal experiences in Tibetan culture; (2) develop a clearly defined scope and sequence in terms of creating learning experiences critical to ensure continuity of Tibetan culture; and (3) include activities in the… [PDF]
(1994). Mexico: Yesterday and Today. This guide features Mexican history, culture, and the environment in the years past and present. This guide discusses five periods of Mexican history, including: (1) Indian Period; (2) Colonial Period; (3) Independence Movement; (4) The Revolution; and (5) Mexico Today. Each section has goals for the students, background readings, and activities for incorporation into the lessons. (EH)… [PDF]