(1986). Vocational Training of Young Migrants in Belgium. This study looked at the overall situation of the immigrant population, and young immigrants in particular, and analyzed such problem areas as the transition from school to working life and the inadequacies of initial training with relation to the situation in Belgium. The study identified the following problem areas: (1) problems relating to the education of children of migrant workers and (2) problems concerning access to vocational training and the links between success at school, success in vocational training, success in employment, and access to the labor market. Analysis of the data suggested some conclusions, among them: (1) migrants have stayed on the fringes of the job market in Belgium, according to the theory that the first generation of them were going back to their home countries; (2) no vocational training was provided for these workers; (3) the children of these migrants are highly at risk for unemployment because they lack job training and the work ethic of their… [PDF]
(1988). CERI's 20th Anniversary: A Special Supplement. Innovation in Education: News from the OECD-Paris, No. 51. This newsletter briefly discusses three topics generated from the continuing work in the field of education of the international Organisation for Economic Cooperation and Development (OECD) and the Centre for Educational Research and Innovation (CERI). The topics are titled: (1) The Contribution of Research, Innovation and Development to Effective Learning and Schooling; (2) The Contribution of Research, Innovation, and Development to the Understanding of New Education and Work Relationships; and (3) The Contribution of Research, Innovation, and Development to the Understanding of New Education and Socio-Cultural Relationships. In addition, it evaluates the interface between social policies and education policies of several CERI projects as to program commitment to equality of opportunity, early childhood care and education, teaching handicapped adolescents, and integration of diverse minorities. The newsletter concludes by arguing that the rate of improvement in these areas must…
(1985). The School Re-Integration of the Children of Greek Emigrants in Their Parents' Country of Origin. The CDCC's Project No.7: "The Education and Cultural Development of Migrants.". Based on the visit of an international team studying the education and cultural development of migrants, this report describes school re-integration for children of Greek migrants returning to their home country. Part 1 outlines the purpose and itinerary of the three-day visit. Part 2 characterizes Greece as having a long and complex tradition of migration and gives numbers of Greeks emigrating abroad and returning since 1968. Brief descriptions are provided for state programs that deal with employment needs, encourage research on the impact of migration, and sponsor summer camps for Greek children living abroad. Part 3 covers the visit to an experimental project serving 53 children of migrants in nine back-up classes–small groups meeting four to five hours weekly after regular school hours. The goals of the three-year project are described–a study to identify problems encountered by migrant students, development of teaching materials, and in-service training for back-up class…
(1978). Art & Indian Children of the Dakotas: An Introduction to Art. Series Number 4. The fourth volume of a bicultural educational series designed and produced especially for use in Aberdeen area schools with predominantly western Sioux populations has educational import for children and teachers everywhere who have an interest in the art and culture of the western Sioux. The volume focuses on creativity and the changing and re-arranging of media into a work of art. It begins with the Lakota story of creation, illustrated with Lakota drawings. The next section contains photographs depicting the many uses of art on garments, eating utensils, blankets, pouches, tipis, and for personal adornment, pictures and drawings, and prayer aids. The next section describes and illustrates with photographs the different painting styles of Lakota men and women. The volume then describes with text and photographs the preparation of hides for painting and the natural materials used in painting. Next is a description of the type of drawing and painting done by the Lakotas after the… [PDF]
(1978). Ethnic Heritage Studies Program: Final Performance Report. The document describes development, objectives, and activities of an ethnic heritage studies project entitled Preserving Ethnic Traditions (PET). Undertaken to aid high school teachers and students understand ethnic traditions in Delaware, the project focused on development of skills in areas of interviewing, photography, graphics, public speaking, and researching. Ethnic communities involved in the project included Pakistanis, Ukrainians, Hispanics, Blacks, American Indians, Amish, French, Germans, Africans, Chinese, Greeks, and Swedes. Project developers believe that the information presented in the document can be used as a model for other schools initiating an ethnic heritage studies program. The document is presented in 10 sections. Section I presents a directory of advisory council members and includes council correspondence. Section II outlines project objectives. Sections III and IV summarize project orientation, procedures, participant selection processes, interview…
(1977). The Report to the United States Office of Education of the National Task Forces on Instructional Strategies in Schools with High Concentrations of Low-Income Pupils. This paper presents the reports of the National Task Forces on Urban, Rural, Migrant, Native American and Bilingual/Bicultural Education. The Task Forces were asked to pinpoint strategies for instructional and programmatic improvement in these areas. The focus of inquiry was on reading and mathematics instruction. Attention was also paid to elements that are seldom examined such as pupils' needs, the concerns of parents and communities, and the problems of administration and the frustration of teachers. Although each task force was considered separately, several issues which were similar enough to be considered common to each group are treated together. The five areas that reflected mutual concern were: curriculum development, performance evaluation, personnel training, parent and community participation, and funding. Among the findings were the following: (1) each of the task forces indicated a need for a utilitarian-based education, reflecting the particular needs of pupils from… [PDF]
(2000). Teaching Preservice Teachers To Incorporate the World Wide Web To Promote Respect of Cultural Diversity. This paper describes how preservice teachers at one university are introduced to computer technology in a nonthreatening manner and how they learn to use the World Wide Web to promote cultural pluralism. Students are introduced to computer technology (e.g., word processing, e-mail, and database searching); then they learn how to harness the power of the World Wide Web (WWW) in order to gather information about any topic and actively engage their students with current resources. Students learn to use the WWW to gather information globally to develop an integrated or interdisciplinary thematic unit. Development of the unit will help students learn about the contributions of other cultures, understand other cultures while developing Internet skills, and develop cooperative groups. The unit is also meant to foster pride in ethnicity. It is hoped that the preservice teachers' newly acquired cultural awareness and knowledge will help increase their respect for the diverse student… [PDF]
(1996). Windows into Diverse Worlds: The Telling and Sharing of Teachers' Life Histories. Education and Urban Society, v29 n1 p103-19 Nov. Describes a professional development research project concerned with equity in mathematics education. Project goals include teacher collaboration to learn about equity, racism, and schooling. Also, through the sharing of personal experiences, teachers learn how gender and cultural bias affect mathematics learning and their interactions with their students. Narratives of Latina teachers who participated are highlighted. (GR)…
(1995). Mainstream Classroom Teachers and ESL Students. TESOL Quarterly, v29 n1 p189-96 Spr. This case study argues that teachers are ill-prepared to give English-as-a-Second-Language students the instruction they need for integration into mainstream classrooms, and advocates ongoing teacher study groups as a replacement for traditional one-shot workshops. (Contains 21 references.) (LR)…
(1993). QUEST: Developing Competence, Commitment, and an Understanding of Community in a Field-Based, Urban Teacher Education Program. Equity and Choice, v9 n2 p38-43 Win. Describes experiences of the first year of the Quality Urban Elementary School Teachers (QUEST) program, a field-based program of teacher preparation for working in urban schools. The focus through three case studies is on how the undergraduates in the program begin to develop into competent and community-conscious teachers. (SLD)…
(1998). Ten Points of Debate in Teacher Education: Looking for Answers to Guide Our Future. Teacher Education Quarterly, v25 n4 p9-15 Fall. Introduces a theme issue by examining 10 dichotomies that describe concerns marking contemporary teacher education in the U.S.: quality versus quantity, majority versus minority, preservice versus inservice, campus versus school site, time versus money, specialization versus generalization, theory versus practice, professional versus public, information versus myth, and long-range versus short-range. (SM)…
(1984). Australian Education Council. First Annual Report for 1983. This report presents the accomplishments and activities of the Australian Education Council in 1983. The council held two meetings in 1983. One, in Canberra, addressed conditions regarding Commonwealth funding for capital purposes, criteria for registration of nongovernment schools, participation of young people in tertiary education, and a national youth policy. The second meeting, held in Adelaide, set up a Task Force on Education and Technology, as well as considering youth policy, aboriginal education, equity and access to tertiary education, Commonwealth schools and commission guidelines, and new arrangements for recurrent funding of schools. The report gives an overview of major developments in education in New South Wales, Victoria, Queensland, Western Australia, South Australia, Tasmania, the Northern Territory, and the Commonwealth as a whole. Included in the report are four appendixes. (MD)…
(2006). Using the Literary Text to Engage Language Learners in a Multilingual Community. Foreign Language Annals, v39 n4 p683-696 Win. This article discusses the use of Esmeralda Santiago's autobiography "When I Was Puerto Rican" (1994b) as the foundation for an experiential learning project that brought two language communities: suburban college students studying intermediate Spanish and urban Puerto Rican students in an English-as-a-second-language (ESL) class. The researchers relate how the respective classes analyzed the text and its cultural framework in preparation for a cross-cultural encounter when both groups of students discussed their reaction to Santiago's story. This case study is offered as an example of how to use a literary text to achieve the objectives outlined in the "Standards for Foreign Language Learning," standard 5: communities…. [Direct]
(1999). Teaching through Traditions: Incorporating Languages and Culture into Curricula. This chapter discusses challenges to the perpetuation of American Indian languages and cultures, as well as successful strategies and practices for developing culturally relevant curriculum. A review of the history of U.S. assimilative educational policies towards American Indians leads into a discussion of the importance of language in maintaining cultural continuity and Native identity; the five stages of language preservation; and the recognition by the federal government, embodied in the Native American Languages Act of 1990, of the rights of American Indian tribes to determine their own linguistic destinies. The general population's lack of knowledge about American Indians is discussed. Seven values common to traditional Native education are identified that could form the basis of a tribal code of education or curriculum, and six recommendations are offered to move public schools toward equality and equity. An overview of successful models of culturally relevant curriculum in… [PDF]
(1981). The Global Yellow Pages: A Resource Directory. Revised Edition. Designed to assist elementary and secondary educators in improving international and global education, this catalog cites 182 organizations and agencies providing international education curriculum materials, teacher training, and consultation. Arranged alphabetically, each entry includes the organization's address, phone, contact person, focus, services, area served, and publications. All entries are cross-indexed by geographic location, subject area, college affiliation, and receipt of 1980-81 NDEA title VI funds. (LP)… [PDF]