Shanner, William M. (1973). Procedures for the Preparation of Descriptions on Assessment of Exemplary Programs. Final Report. The chief purpose of this project was to prepare descriptions of exemplary programs in childhood education and reading having sufficient merit to be considered as visitation sites for other educators. The childhood education phase of this project was funded jointly by the Office of Economic Opportunity and the Office of Education. Its purpose was to select and document a variety of programs including Head Start, Follow Through, elementary and secondary programs in inner city schools, programs for Spanish-Speaking, and programs in basic skills and vocational areas for initial dissemination through the six Regional and National White House Conferences. In addition it was planned that OEO and OE could use the print and nonprint materials developed by the project for independent dissemination efforts. The exemplary reading programs phase of the project involved the field assessment of selected programs related to reading instruction and the verification of their effectiveness as… [PDF]

Kalisher, Shannon M.; Sobel, Donna M.; Taylor, Sheryl V.; Weddle-Steinberg, Rachel A. (2002). A Self-Study of Diversity: Preservice Teachers' Beliefs Revealed through Classroom Practices. Multiple Voices for Ethnically Diverse Exceptional Learners, v5 n1 p1-12 Aug. The authors present the results of a self-study by seven preservice teachers that reveals ways in which the teachers' beliefs regarding diversity issues were realized in their classroom interactions, practices, and observations. This investigation was set within the context of a cohort of postbaccalaureate preservice teachers in an initial teacher education program that is built around the goal of preparing reflective teachers. It provided the framework for preservice teachers to raise their level of awareness regarding issues of diversity. The identification of common themes in the participants' journals provided insights into how these beliefs may link to future classroom teaching practice and ways teacher educators can help preservice teachers to view their students' backgrounds and abilities as resources, not problems. (Contains 3 tables.)… [Direct]

Ahlquist, Roberta; Hickling-Hudson, Anne (2003). Contesting the Curriculum in the Schooling of Indigenous Children in Australia and the United States: From Eurocentrism to Culturally Powerful Pedagogies. Comparative Education Review, v47 n1 p64-89 Feb. Case studies of Eurocentric versus culturally relevant educational practices with Indigenous students were carried out in four Australian and U.S. schools that were mainstream or community-controlled schools. Comparisons focus on colonial versus postcolonial perspectives on curriculum content, the dilemma of unsuitable high-stakes assessments linked to monocultural mainstream standards, the teaching of Indigenous languages and cultures, and needs for teacher education. (SV)…

Schmidt, Patricia Ruggiano (1992). Literacy Development of Two Bilingual, Ethnic-Minority Children in a Kindergarten Program. An ethnographic study observed a kindergarten classroom community, as "Peley" (of Southeast Asian origin) and "Raji" (of Indian origin) interacted with students and staff to develop their English literacy. Data included field notes collected at home and at the suburban, central New York elementary school. In-depth interviews with parents, educators, and the two children were conducted. Results indicated that: (1) the children struggled with their social interactions; (2) the children were often visibly confused during holiday festivities and classroom celebrations; (3) home-school communication was inadequate; and (4) the teacher struggled to understand the children but was unaware of the children's home cultures. Findings suggest that early childhood classrooms should adopt the additive or diversity perspective rather than focus on assimilation or cultural blending. (Twenty-six references are attached.) (RS)… [PDF]

Rennie, Jeanne (1993). ESL and Bilingual Program Models. ERIC Digest. Nowadays all schools must be prepared to meet the challenge of an increasingly diverse student population, including many students who are not proficient in English. The effectiveness of various program models for language minority students remains the subject of controversy, and there are several factors to consider when selecting a program model: (1) district or school demographics, (2) student characteristics, and (3) district or school resources. English-as-a-Second-Language (ESL) programs (rather than bilingual programs) are likely to be used in districts where the language minority population is very diverse and represents many different languages. There are several different types of ESL programs: ESL pull-out, ESL class period, and ESL resource center. Bilingual program models, which use the students' home language, in addition to English for instruction, are most easily implemented in districts with a large number of students from the same language background. There are… [PDF]

Beland, Kathy (1992). Segundo Paso. Grados 4to – 5to (Second Step. Grades 4-5). This document is the Spanish language supplement to "Second Step, Grades 4-5," a violence-prevention curriculum designed to reduce impulsive and aggressive behavior in young children and to increase their social competence. The supplement, which cannot be used alone, translates portions of the curriculum, such as stories and discussions, role plays and activities, take-home letters, homework, and posters. The curriculum is divided into three units appropriate for fourth and fifth graders, as follows: (1) 16 lessons on empathy, recognizing and accepting feelings, and accepting differences; (2) 16 lessons on the control of impulses and social behavior such as taking responsibility for one's own actions and making conversation; and (3) 14 lessons on managing anger, including responding to complaints. (SLD)…

Garcia, Eugene E. (1987). Instructional Discourse in an Effective Kindergarten Classroom: A Case of Study. A set of recorded teacher-child interactions in a successful kindergarten classroom was analyzed using the Mehan interactional model for analyzing the sequential organization of speech acts within classroom lessons. The study identified aspects of teacher-student interaction during formal instruction time at micro-interactional levels. The class had been nominated previously as an example of a successful language minority classroom in Phoenix (Arizona), and a majority of students were limited-English-proficient and of Hispanic origin. It was hypothesized that the model would assist in describing the similarities and differences for teacher-student actions. Results indicate that the teacher fulfilled the general expectation of the model but did not invite instructional interaction in any other than the most communicatively simple mode, inviting student participation mostly with choice elicitations. An 18-item bibliography is included. (Author/MSE)… [PDF]

Parla, JoAnn (1983). Theoretical and Practical Aspects of Teaching Spanish to Bilingual Students. In an effort to bridge the gap between Spanish foreign language classes for the monolingual English speaker and the needs of the Hispanic bilingual student wishing to have Spanish instruction, a bilingual teacher trainer has designed Spanish courses specifically for the Hispanic bilingual. To give recognition to bilinguals' existing linguistic repertoire, \biloquial\ approach is taken, placing value on both the students' existing language and the standard Spanish being taught. The aim is to build on students' substantial Spanish skills rather than trying to eradicate nonstandard usages. Written work is emphasized. Students are graded on progressively higher expectations, and are taught that effective communication rather than perfectionism in composition is valued. (MSE)… [PDF]

Rhodes, Nancy; Richardson, Gina (1989). Total and Partial Immersion Programs in U.S. Elementary Schools, 1989; [and] Useful Resources for Teaching Languages to Children. CLEAR Materials Resource Series, Numbers 2 and 4. Two numbers of the CLEAR Materials Resource Series that both deal with teaching languages to children have been combined. Number two summarizes the status of foreign language immersion programs in elementary schools in the United States. For each of the 20 states with total or partial immersion programs, the following information is provided: (1) school district; (2) comments on the type of program, date of implementation, funding sources; (3) the number of schools; (4) the number of pupils; (5) the number of teachers; (6) the languages taught; and (7) the contact people within each of the school districts. Number four provides a bibliography of materials that can be used by teachers, parents, and administrators to facilitate children's second language learning. Practical guide books, cassette tapes, newsletters, and handbooks for teachers and parents are included. The following information is included for each citation: title, author, availability, cost, and a brief abstract. (DJD)… [PDF]

(1988). English-Ukrainian Bilingual Program, Grades 1-6. This curriculum for Manitoba's bilingual heritage language instruction program in Ukrainian outlines the objectives, content, and design of instruction of the bilingual program, open to all children regardless of language background. Introductory sections describe the program's rationale, goals, and objectives, and provide notes on program implementation, student evaluation, and curriculum adaptation for special needs. Three subsequent sections include the following: (1) the general cognitive and language goals and specific objectives in each language skill area (listening, speaking, reading, and writing) at each grade level; (2) a scope and sequence chart of linguistic skills, entirely in Ukrainian, for each grade level; and (3) minimum vocabulary acquisition lists, in Ukrainian, and phrase lists, in English and Ukrainian, for grades 1-3. (MSE)…

(1986). Grover Cleveland High School Project CAUSA, 1985-1986. OEA Evaluation Report. In 1985-86, Project CAUSA completed a three-year funding cycle at Grover Cleveland High School in Queens, New York. The project provided 132 newly arrived students from Italy and several Spanish-speaking countries with instruction in English as a second language (ESL), native language arts, and content areas. Basic goals were to help students adjust to American culture; provide them with basic language, academic, and vocation skills; and enhance their appreciation of their native cultures and languages. Because many of the students were from poverty-level families and would have to enter the job market as soon as possible, the project focused on career training as much as English language development. Title VII, Chapter I, and tax-levy monies supported administrative and support services, staff and curriculum development activities, communication with student's families, and a variety of career-orientation services and activities. Program students successfully achieved proposed…

Bennett, Ruth, Ed.; And Others (1986). Hupa Numbers. An introduction to the Hupa number system is provided in this workbook, one in a series of numerous materials developed to promote the use of the Hupa language. The book is written in English with Hupa terms used only for the names of numbers. The opening pages present the numbers from 1-10, giving the numeral, the Hupa word, the English word, and an illustration of the number set. Students practice writing the Hupa number names, solve simple addition problems, and write their own addition problems. The same procedure is repeated for numbers from 10-20. Students then practice the Hupa system of combining numbers from 21-99. Illustrations of number sets depict artifacts of Hupa culture. Answers are provided for each of the 18 work pages. A chart of the Hupa Unifon alphabet with computer-generated characters is included. (JHZ)…

Calderon, Margarita; Marsh, David D. (1987). Applying Research on Effective Bilingual Instruction in a Multi-District Inservice Teacher Training Program. A study examined the usefulness of one major strategy for helping teachers, administrators, and resource staff use research on bilingual instruction. The strategy studied was the Multi-District Trainer of Trainers Institute (MTTI) as implemented in California. The study's objectives were to: describe the MTTI design, content, delivery, and organizational arrangements; describe the impact the MTTI has had on participants, facilitators, and researchers; and analyze the MTTI as a research utilization process using a model from the research utilization literature. The MTTI (1) is an effective research utilization strategy when research must be adapted for practice in a conflicted educational environment, illustrating how the rationalist and conflict-oriented research utilization views can be merged effectively; (2) demonstrates the importance of sustained training; (3) can help to implement research-based instructional strategies; and (4) can enhance and redirect research efforts. (MSE)…

(1987). South Shore High School Project JOBS 1985-1986. OEA Evaluation Report. Project JOBS (Job Opportunities for Bilingual Students) is a Title VII-funded project providing English as a second language (ESL) and content area and career-related instruction to students of limited English proficiency (LEP) at South Shore High School and James Madison High School in Brooklyn, New York. In 1985-86, Project JOBS was in the third year of a 3-year funding cycle and served a total of 253 LEP students. Haitian speakers were the largest group at South Shore, and Chinese speakers were the largest group at Madison. ESL and career-related instruction were offered at both sites, and bilingual content-area and native language arts courses were offered at South Shore. Project JOBS had two main objectives: (1) to assist and encourage students to complete high school requirements; and (2) to orient and train students in job-related skills. The project was transitional in nature, emphasizing the acquisition of English language skills and, ultimately, mainstreaming. Program…

(1986). Samuel Gompers High School Bilingual Mini-School, 1985-1986. OEA Evaluation Report. The Samuel Gompers High School (Brooklyn, New York) Bilingual Mini-School program was assessed during the 1985-86 school year, its final year of a three-year funding cycle. This evaluation is divided into the following parts: (1) description of program, including organizational personnel; (2) student characteristics; (3) findings; (4) conclusions and recommendations; and (5) appendix describing the tests used. The program provided instruction in English as a second language (ESL); native language arts; and bilingual instruction in mathematics, science, and social studies to 104 Spanish-speaking students of limited English proficiency. In addition, program students were enrolled in several specialized mainstream vocational courses. The program sought to help students improve their English competence and meet academic requirements for a high school diploma in as short a time as possible. Program objectives were assessed in English language development, mathematics, science, social…

Nucho, Leslie Schmida, Ed. (1990). Arab World Almanac. Volume 1, Numbers 1-3, 1989-90. Arab World Almanac, v1 n1-3 Fall, Win, Spr 1989-1990. A curriculum resource developed to help high school teachers provide their students with information about the Arab world is presented in the first three issues of this "periodical educational resource." The publication's regional focus is designed to encourage in students a multicultural perspective and increased knowledge of the global community. Each issue focuses on a specific topic, providing background information as well as a lesson plan, classroom activities and exercises, discussion questions, and reproducible materials for student use. The first issue is entitled, "Who Are the Arabs?" The second is "The Environment and Arab Society." The third is entitled "Political Development in the Arab World: Jordan Comes of Age." (DB)…

Crull, Peggy, Ed.; And Others (1988). Multicultural Issues in Special Programs. Linkages, v6 n1 Fall. This report illustrates how practitioners in The City University of New York's compensatory education programs are starting to realize that ethnicity, culture, and family heritage have a significant role in the educational and psychological development of students. It provides a compendium of the efforts made to apply cultural knowledge to the service of students in the following programs: (1) Search for Education, Elevation and Knowledge (SEEK); (2) the College Discovery Program (CD); and (3) the College Discovery and Development Program (CDDP). The report contains the following sections: (1) "Introduction" (Samuel D. Johnson, Jr.); (2) "Breaking the Silence: The Use of Folktales in the College-Level Composition Course" (June Bobb); (3) "Issues to Be Considered When Practicing Career Counseling with Adult Hispanic Students" (Lilia Rosado); (4) "Cultural Interference in Peer Tutoring Situations" (Janet Moser and Mark Patkowski); (5)…

Johnson, Jeffrey R. (1990). Teaching about China. ERIC Digest. In spring 1989, the United States watched intently as televised reports relayed the events unfolding in Beijing's (China) Tiananmen Square. This concern for a people whose culture and political institutions are significantly different reflects a continuing and compelling interest in China. Although historians and journalists in the United States long have observed a "special relationship" between the two countries, which has included periods of optimistic friendship as well as tragic conflict, China studies have been neglected in U.S. classrooms. Where it is not overlooked, China is too often the victim of stereotyping or specious generalizations. To encourage effective teaching about China, this ERIC Digest examines: (1) the political status of China; (2) reasons for teaching about China; (3) approaches to teaching about China; and (4) China's place in the pre-collegiate curriculum. (DB)… [PDF]

Peryon, Charleen, Ed. (1983). Proceedings of the Annual Symposium on Reading Education (4th, Mangilao, Guam, November 9, 1983). Materials from a symposium on teaching practices and reading problems are provided in this report. Following a description of the meeting and a copy of the agenda, the report presents seven symposium papers that discuss the following topics: (1) teacher preparation in reading, (2) reading and the deaf child, (3) teaching reading in social studies, (4) multiethnic teacher-pupil interaction, (5) promotion and retention, (6) the use and effectiveness of paraprofessionals, and (7) school readiness. (HTH)…

(1984). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ January through June 1984 (Vol. 44, Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 15 dissertations abstracted deal with the following topics: (1) the intercultural composition classroom, (2) cross-cultural communication curriculum, (3) miscue analysis with bilingual children, (4) communication difficulties of Iranian students in the United States, (5) categorization preference and lexical ambiguity among black children, (6) male and female speech stereotypes on selected television shows with predominantly black characters, (7) teacher behavior in response to selected oral morphological and syntactical features of black English vernacular, (8) reading and study skills programs in four-year traditionally black institutions, (9) psycholinguistic consequences of early bilingualism, (10) the relationship between dialect radicalism and the level of elementary school students' reading achievement, (11) black children's speech, (12) effects of… [PDF]

(1987). Japanese Language and Culture. Preliminary Report of the State Superintendent's Advisory Council. Bulletin #7290. A compilation of six committee reports and preliminary recommendations based on a statewide study of the status of Japanese language and culture in Wisconsin, these reports identify plans that are in various stages of development for inclusion in public school secondary school programs. The first report contains recommendations for: (1) the establishment of teacher certification programs; (2) contacts with schools in other states that teach Japanese; (3) university contacts and teacher associations; (4) an entry level for beginning the study of Japanese; (5) funding; and (6) the establishment of the role of the state department of education. Committee report two focuses on enhancing instruction in Japanese history and culture and addresses awareness activities, curriculum development ideas, and potential staff development programs. Internships and exchange programs with Japan are considered in report three. The fourth report describes preliminary plans for the establishment of a…

(1982). Summary and Assessment of Spring 1982 Staff Development and Overview of 1980-82 Staff Development Assessments. Teacher Corps Program '79. The University of Toledo/Springfield Local Schools. This report describes and assesses the effectiveness of activities conducted by the University of Toledo (Ohio)/Springfield Local Schools Teacher Corps Project. On-site staff development activities provided at elementary, junior, and high schools are described: (1) a credit-bearing course on multicultural literature; and (2) workshops dealing with problem-solving in mathematics and computer literacy. Course and workshop goals and content are outlined. Project assessment procedures, based on Likert-type evaluation intruments, are summarized, and the positive nature of the responses is discussed. (FG)…

(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Teacher-Training Manual. \Integrating Cultural Diversity into Non-Sex-Biased Curricula\ is a training and development program designed to help students understand the status, needs, and contributions of minority group women. It deals with American Indian, Asian American, black, and Hispanic women and points out relevant aspects of the history, culture, and contributions of these women. This manual provides a 3-day workshop model that can be used in developing and conducting workshops to increase teachers' understanding of and capability in teaching about minority group women. The model is intended as an introductory workshop for providing information on racism, sexism, and groups of minority women, as well as specific skills in the development of lesson plans for teaching on the subject. Included in the model are outlines of sequential components for the workshop. Each component is outlined with respect to objectives, required materials, suggested procedures (both content and activities), and time… [PDF]

(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Filmstrip User's Guide for America's Women of Color. This document is one of five filmstrip user's guides that can be used to increase understanding of minority group women in the United States by supplying basic information on their histories, current concerns, myths, and misleading stereotypes. The guide was designed to be used with a filmstrip entitled \America's Women of Color: Past, Present, and Future\ and to help teachers of secondary and postsecondary students to integrate ethnic group information into existing curricula. The focus of the guide and filmstrip is on the status of American Indian, Asian American, black, and Hispanic women. Among the topics addressed are employment, historical figures, stereotypes, and issues of concern to both minority and nonminority group women. The guide consists of: (1) a discussion guide, which defines four objectives and provides discussion questions and remarks; (2) a filmstrip script and supplementary information for the 70 frames in the filmstrip; (3) a teacher-developed 5-day lesson… [PDF]

Tenfjord, Jon (1980). Within We Are All Alike–But Do We Realize It? Development Education Paper No. 10. For nearly a generation, teachers have taught Norwegian school children through songs, explanation, films, and reading about children from other cultures with international understanding as an ideal. Now, however, with nearly 80,000 foreign workers in Norway, incidents of racism and discrimination (such as insults and mobbing in schoolyards) are occurring, causing teachers to question what else can be done to overcome prejudices. Expansion of the Children's International Summer Villages program to include all school children would be an ideal, if infeasible, solution. Because it is so easily accessible, the best aid besides the teacher's own personality, is the book. The challenge is to find the right books and to use them properly. Literature is important because it creates identification. Reading out loud relieves the pupils of the work connected with the technique of reading so that imagination, feeling, and thoughts may work on the material. Discussion, dramatization, and…

Mitchell, Maxine R., Comp.; And Others (1977). Impact of Technology in Society. Our Human Ties. Monograph #7. This teaching guide, developed by the Los Angeles (California) Unified School District, supports the concept that the benefits of technology should be available to all Americans regardless of ethnic background or sex. The instructional activities described here are designed to reflect the positive changes and to increase student awareness of the problems of technological innovations in food science, medicine, labor and employment practices, health and medical services, and mass communications. Student worksheets and answer keys are included together with a format for developing additional lesson plans, a glossary, and bibliography. (JCD)…

Harker, Richard K. (1980). Symposium: Education, Community Control and the Curriculum: A Case Study of Two Aboriginal Communities. Problems raised by a conflict between culture of the school and culture of the pupil's home community are brought into focus when looking at schooling for children from a culture which has no links into culture of the dominant group, and in fact rejects as "worthwhile activities" the very things that members of the dominant group regard as most "worthwhile"; this situation exists for tribal Aborigines in parts of Australia. Three documents present part of a case study illustrating what cultural and social barriers mean in educational terms and describing difficulties and solutions that have been arrived at in two particular locations: Hermannsberg (N.T.) and Strelley (W.A.). The first document relates to efforts of Finke River Mission at Hermannsberg and describes the lack of success from schooling based on "normal" Australian models even after many years of effort by teachers. The second document summarizes the situation at Hermannsberg in 1979 and…

Warren, Dave (1974). Cultural Studies in Indian Education. BIA Education Research Bulletin, v2 n1 p2-18 Jan. For many years American Society seemed to feel that all institutional and cultural development of the United States came directly from Western European historical tradition. The greater society lost much of the enrichment and perspective that comes from the acceptance of a cultural pluralism that includes American Indian contributions in society and cultural development. With the growth of the concept of cultural pluralism, however, the Indian community has undertaken programs and activities to preserve the further understanding of their cultures. Attention has been directed to the inadequacy of many textbooks in dealing with American Indian history and culture; efforts have been made to remove educational materials prejudicial to Indian culture. Other projects have sought to preserve the languages, legends, customs, and histories of various tribes. Cultural materials programs that might still evolve include publications on original histories and research on values systems, studies… [PDF]

(1978). The Teaching of Values: An Instructional Guide. To help elementary and secondary classroom teachers develop and implement values education programs, the document identifies values which should be dealt with in school and suggests activities to reinforce specific values. The document is presented in four chapters. Chapter I introduces values concepts which should be integrated into the education of all children, regardless of religious, cultural, ethnic, or philosophical background. Concepts include integrity, courage, responsibility, justice, reverence, love, and respect for law and order. Objectives are presented for each concept along with relevant quotations from well-known individuals. Chapter II relates the schools' responsibility for values education to the responsibility of home, church, temple, and synagogue. Chapter III suggests learning activities to reinforce specific values concepts. For each activity, information is presented on age group, resources, objectives, and materials. Activities involve students in story…

(1978). 1977-78 Evaluation of the Title VII Bilingual Program Project Exito at the Ann Street Bilingual School of Hartford, Connecticut. Evaluation results for Hartford, Connecticut's 1977-78 Title VII Bilingual Education Program at Ann Street School are presented. Student and staff accomplishments, a section on selected curricular activities, a restatement of the 1977-78 results in terms of the Title VII proposal objectives, and conclusions and recommendations for consideration of the bilingual school staff are presented. Information is provided on: (1) student accomplishments for grade levels kindergarten through grade six; (2) achievement compared to national norms and previous year results; (3) consecutive years results compared to national norms; (4) student attitudes toward school subjects; (5) student views of their school progress; (6) student aspirations beyond high school; (7) parent aspirations for their children and views about instruction and enrichment activities; (8) instructional time for English and Spanish language arts; and (9) student school attendance. Information on staff accomplishments…