(1995). Improving Learning in Science and Basic Skills among Diverse Student Populations. This monograph is a rich resource of information designed to strengthen science and basic skills teaching, and improve learning for limited English proficient (LEP) minority student populations. It proposes the use of hands-on science investigations as the driving force for mathematics and English language development. The materials included in this book are based upon the understanding that science and the English language can be effectively learned together, and that teachers of LEP students need not place excessive emphasis upon the first language; although the availability of teachers and aides who have knowledge of LEP students' first language can enhance instruction through its judicious use. Chapters include: (1) "Science and Language Instructional Goals for Limited English Proficient (LEP) Minorities"; (2) "Grades N-6; Science and Language Instruction for LEP Students: The Integrated Activity Learning Sequence (IALS)"; (3) "The Nature of Science… [PDF]
(1996). Putting Research To Work in Your School. [Revised.]. This book contains abridged and edited versions of research reports with original commentary that were previously published elsewhere. The articles reflect J. Dewey's notion that schools must prepare children to be effective members of a democracy and that life in a heterogeneous society requires cultural flexibility and cooperation that must be nurtured in school. The aim is to present recent research that can be immediately applied by the teacher in the classroom. The themes presented in six sections are: (1) teaching; (2) instructional strategies; (3) learning; (4) motivation; (5) school and society; and (6) testing. Research showing the importance of teacher expectations and academic achievement in culturally diverse populations is used to illustrate innovations for increasing student motivation and participation. The contents show that peer-tutoring and cross-age tutoring are found to improve student achievement and participation. Along with nontraditional teaching methods,…
(1994). Michoacan People, Customs, and the Day of the Dead. This curriculum guide is intended: (1) to expose students to the people and customs of Michoacan, Mexico; (2) to explore the meaning of traditional Day of the Dead customs through hands-on experiences; and (3) to build the self-esteem of second language learners of Mexican descent. During the study, students whose primary language is Spanish read and respond to Purepecha Indian myths of Michoacan; research and prepare a presentation on the language and customs of the Purepecha Indians; and participate in Day of the Dead activities including art, theater, and cooking. Activities include a literature study, research project, and holiday celebration of the Day of the Dead. There are background notes on the Purepecha Indians and the Day of the Dead, along with a list of resources. Since much of this unit is activity-based, the evaluation of students is performance-based with students judged on their participation in and completion of the activities introduced. (EH)… [PDF]
(1994). Threatened Cultures: Kalahari, Bushmen, Kurds, Maori, Native Americans, Saami of Lapland, Tibetans. Threatened Cultures Series. Each of the 6 separate books in this series for juveniles introduces students to an ancient culture still in existence today. The illustrated guides examine the challenges facing each cultural group from contemporary social, political, and technological influences. The books in the series include: (1) Kurds (John King); (2) Native Americans (James Wilson); (3) Maori (Robert Macdonald); (4) Tibetans (Judith Kendra); (5) Saami of Lapland (Piers Vitebsky); and (6) Kalahari Bushmen (Alan Bernard). The stories of these people explain the history, politics of their homelands, traditional beliefs and values, and difficulties of maintaining their unique culture. Each book contains a glossary, suggestions for further reading, addresses for information and social action, and an index. (MM)…
(1991). Caribbean Connections: Overview of Regional History. Classroom Resources for Secondary Schools. This book was prepared to enable schools to incorporate material on the Caribbean into existing curricula. Four aims guided the editors in their selection and presentation of materials: (1) to show Caribbean history and contemporary realities through the eyes of ordinary people, both real and fictional; (2) to promote critical thinking rather than simply the memorization of information; (3) to stimulate students' interest by creatively combining different types of learning materials; and (4) to ensure the authenticity and relevance of the material. The book spans the 450 years from colonization of the Caribbean to the mid-twentieth century when most Caribbean territories gained their independence. Each unit includes a teacher guide, an introduction providing background information, and one or more readings. The book is divided into four parts with several readings in each section. Parts include: (1) "The First Caribbean Peoples"; (2) "Conquest and Colonial Rule";… [PDF]
(1994). Developing Conceptions of Racism among Young White Adults in the Context of Cultural Diversity Coursework. An exploratory study was conducted to evaluate a model that predicts a five-step developmental sequence from dualistic to systematic conceptions of racism among young white adults. The model predicts developmental changes for white middle-class young adults within the context of a college cultural-diversity course. The following steps in understanding are predicted: (1) individual prejudice; (2) individual prejudice conflicted; (3) recognition of a multiplicity of inequalities; (4) coordination of a partial system of inequality; and (5) understanding of social and systemic racism. Subjects were 55 white college students (45 female and 10 male) in a cultural-diversity course required of education majors. The majority did respond at step 1 at the beginning of the course and saw racism as simply a matter of individual prejudice. None of the students reached a step-5 conceptualization, but the average student did gain one step, and more than a quarter made two- or three-step gains. The… [PDF]
(1993). Confronting Diversity Issues on Campus. Survival Skills for Scholars. Volume 6. This book addresses issues of racism, diversity, and intercultural communication in the college or university work place. Chapter 1 exposes several unwritten and informal rules that can become traps and pitfalls for the unknowing, especially people of color. It views the informal structure of the university through the eyes of minority faculty members and students and offers some suggestions for survival. Chapter 2 is a discussion of racial identity and the myths and realities of racism as it is known in the United States. Chapter 3 highlights the importance of daily communication about diversity. Chapter 4 unpacks four major and inevitable conflicts that arise when cultures collide in college environments: the purpose of education, affirmative action, freedom of speech, and the role of ethnic studies. In addition the chapter suggests possible resolution strategies and their consequences. Chapter 5 discusses \communities of interest\ and the necessity of redefining them: how the…
(1993). I Am Connected to the World. Unit of Study for Grades K-2: Spanish Partial Immersion Program. These materials consist of a series of lessons comprising an interdisciplinary, multicultural instructional unit. They were designed for use in an elementary school Spanish partial immersion program, to address a variety of needs and learning styles of children from diverse backgrounds, and are intended to foster a sense of community and responsibility, both local and global. The unit is organized according to the model of multiple intelligences: verbal/linguistic; logical/mathematical; visual/kinesthetic/ musical/rhythmical, interpersonal, and intrapersonal. Lesson topics include: the connection between individuals and the human and natural worlds; the individual self; family; home; school; the local community; communities in general; seasons; the earth; and endangered animals. Included are excerpts from other publications and a number of reproducible student worksheets. A brief list of related materials is also appended. All instructions are in English, and some worksheets are all…
(1998). Teaching Asian America: Diversity and the Problem of Community. This collection of essays examines the wide range of approaches and emphases within the teaching of Asian American Studies (AAS), offering constructive insights into the tensions between diversity and community and into the different dimensions of AAS. After an introduction by L. R. Hirabayashi, the anthology is divided into two parts. Part 1, "Embracing Diversities," includes the following essays: (1) "Queer/Asian American/Canons" (D.L. Eng); (2) "Teaching Asian American History" (G.Y. Okihiro); (3) "'Just What Do I Think I'm Doing?' Enactments of Identity and Authority in the Asian American Literature Classroom" (P.A. Sakurai); (4) "The Case for Class: Introduction to the Political Economy of Asian American Communities in the San Francisco Bay Area" (B. Kobashigawa); (5)"Critical Pedagogy in Asian American Studies: Reflections on an Experiment in Teaching" (K. Osajima); (6) "Unity of Theory and Practice: Integrating…
(1997). Teaching More about Korea: Lessons for Students in Grades K-12. The lessons in this book may be used as a unit of study on Korea or as supplemental lessons to ongoing social studies programs. The book is divided into seven parts with lesson plans in each area. Part 1, "Language," contains: (1) "The Korean Alphabet" (John Hoge); and (2) "Korean Expressions" (Harold Christensen). Part 2, "Geography," includes: (1) "Korea's Climate" (Harold Christensen); (2) "Parallel Peninsulas" (Theron L. Trimble); and (3) "Learning About Korea" (Charles Holt). Part 3, "History," focuses on: (1) "Kyongju – Capital of Ancient Korea" (Sharon Goralewski); (2) "Teaching About the Korean War With Documents" (Beth Haverkamp); (3) "Two Koreas" (Theron L. Trimble); and (4) "Together Again?" (Theron L. Trimble). Part 4, "Culture," emphasizes: (1) "Korean Cultural Artifact" (John Hoge); (2) "South Korea and Its Culture"… [PDF]
(1997). Individual Learning Issues. This document contains three papers from a symposium on individual learning issues in human resource development (HRD). \Bringing Cross-Cultural Sensitivity to Human Resource Development: An Example from the Classroom\ (Robert L. Dilworth) reports on a classroom-based case study in curriculum design for global HRD that emphasizes the importance of preparing HRD professionals for the complexities of cross-cultural settings. \The Analysis of the Effects of Experiential Training on Sojourners' Cross-Cultural Adaptability\ (Donna L. Goldstein, Douglas H. Smith) discusses a case-control study in which the hypothesis that cross-cultural training would improve training participants' cross-cultural adaptability was tested in a sample of 42 graduates of a week-long experiential cross-cultural training program and a control group of similar sojourners who received no training. The conceptual and empirical literature that undergirds the use of play in education and training, in particular, the…
(1992). Educational Reforms for Students At Risk: Cultural Dissonance as a Risk Factor in the Development of Students. This paper addresses the notion that persons at risk of failure to achieve an adequate education are in that position partly because of their social circumstances, i.e., their ethnicity, culture, language, or economic status. It discusses the impact of culture on what one does and how one does it, addresses the manner in which culture frames as well as enables one's feelings and thoughts concerning what one does, and examines the question of what mechanism of culture serves as the vehicle and context for human activity. Based on this analysis of cultural influences and their relationships regarding academic achievement, several implications for educational reform are examined covering: (1) the limitations of reform in school governance alone; (2) the limitations of the manipulation of standards and accountability based on educational achievement tests data; (3) the applicability of principles of social justice, i.e., the distribution of equity; (4) the pedagogical principles of… [PDF]
(1991). Proceedings of the Annual Conference of the International Association of School LIbrarianship (19th, Umea, Sweden, July 8-12, 1990). This conference report contains 32 presented papers: "Talking Books for Children in Sweden in Libraries and Schools" (L. Bergman); "At-Risk Students: How Do School (Library) Systems Respond?" (G. R. Brown); "Providing School Library Services to Immigrant Populations" (K. W. Craver); "Bibliographic Aids for School Libraries" (K. Darling); "The Literature Based Curriculum Bridges the Difference between Students, Librarians and Teachers Forming a Partnership for Learning" (V. J. Downes); "Cooperative Learning Activities in the Library Media Center" (L. S. J. Farmer); "Catering to the Special Needs of Mature Age Students in a Senior College in Western Australia" (N. A. Greeve); "Communication between Children and Adults, Based on Literature on Topics of Life Together and Problems of Drugs" (S. Hansen); "The Relationship between the Swedish Institute for Children's Books and Building Bridges of… [PDF]
(1986). Adapting Training for Other Cultures. Designing instruction for trainees from abroad is very different from creating similar programs for trainees from the United States. Prescriptions based on these differences should be used with a chosen instructional design model when adapting training designs for other cultures. Instructional design principles apply to instruction for learners from other cultures if the teacher challenges his/her assumptions about the learners. First, a needs analysis should be conducted before training is exported. This includes asking if technology is appropriate to the situation and asking if the objectives are the same. Next, in addition to standard audience analysis, the teacher must give added scrutiny to motivational factors, the level of English comprehension, entry skills and knowledge, and learning style preferences. Based on these analyses, the teacher should examine any existing training materials to determine if delivery methods and instructional strategies are appropriate. Needed… [PDF]
(1980). SOCMATICAS Student Workbook. The student workbook for Socmaticas includes 271 activities which require students to utilize data from soccer team rosters to complete this bilingual, multicultural, multidisciplinary, learning program ranging from elementary to secondary levels. Encompassing the subject areas of English/Spanish, mathematics, reading, social studies, history, and geography, the specific tasks enable students to develop a positive self image, record their work progress, learn basic computational skills, make and utilize charts and graphs, integrate data, improve visual perception skills, write and interpret birth dates, read schedules, improve penmanship skills, develop creative writing skills, develop research skills, learn a second language and culture, and appreciate being bilingual/bicultural. Activities include ordering numbers, writing Spanish surnames, linear measurements, writing number words and dates, celebrating fiestas, drawing team emblems and uniforms, values clarification,…