Albro, Ward S. III; Raines, Rosario Torres (1992). Transculturation of Faculty at a Minority Institution. This report describes a three-year faculty development program that successfully transculturated approximately one-third of the faculty and professional staff at Texas A&I University, a state institution in which over 50 percent of the student body is Mexican American. Transculturation entails a change process that focuses on changing the institution to fit the culture and language of the student majority. The program at Texas A&I consisted of (1) three-hour weekly seminars on the history and culture of Mexican Americans, presented by Mexican American scholars; (2) annual symposia featuring lectures, workshops, and participant panels, that were intended to make all students, the campus, and regional area educators aware of the transculturation program; and (3) a three-week language and culture immersion experience held in Cuernavaca, Mexico, which included lectures on Mexican culture and society and Spanish language instruction, and where 20 participants lived with Mexican… [PDF]

Mukai, Gary (1993). U.S.-Japan Relations: The View from Both Sides of the Pacific. Part I, Episodes in the History of U.S.-Japan Relations: Case Studies of Conflict, Conflict Management & Resolution. This curriculum unit is the first part of a three-part series; it focuses on the theme of conflict. It introduces students to conflict on personal, group, international, and global levels and to basic conflict resolution/management alternatives. Students learn about six categories of conflict through the analysis of episodes in the history of U.S.-Japan relations. The overall purpose of part 1 is to develop students' analytical and critical skills regarding conflict, which is a pervasive part of both students' personal lives and U.S.-Japan relations. Provided is a rationale and introduction to the lessons, along with unit goals, materials, time required, suggested sequence of activities, small group roles, grade levels, subjects, and equipment needed. Lessons included in the unit are: (1) "Early Interactions"; (2) "Japanese Immigration to the United States"; (3) "Pearl Harbor"; (4) "Hiroshima"; (5) "The Occupation"; and (6) "The…

Csapo, Marg (1982). Concerns Related to the Education of Romany Students in Hungary, Austria and Finland. Comparative Education, v18 n2 p205-19. Describes, in detail, the educational status of Romany students in socialist Hungary and, briefly, in nonsocialist Austria and Finland. Regardless of the country's politics, attempts at successful schooling, through better teaching methods and parental and adult involvement, must be interwoven with changing the prejudices and employment practices of the host country. (LC)…

Bronsil, Elizabeth (1997). International Programs at Xavier University. Montessori Life, v9 n1 p33-35 Win. Describes efforts to implement an international program between the Montessori program at Xavier University and Korea and Taiwan. Describes eight challenges confronting the project: (1) communication; (2) class participation; (3) sharing culture with the American students; (4) transportation; (5) connection with others; (6) visas and immigration laws; (7) curriculum; and (8) assignments. (SD)…

Karklins, Rasma; Zepa, Brigita (1996). Religious-Centered Multiethnic Societies: Multiple Identities and Ethnopolitics in Latvia. American Behavioral Scientist, v40 n1 p33-45 Sep. Maintains that people have multiple identities and discusses how these differential identities were realigned in Latvia during and after the collapse of the Soviet Union. Survey data suggests current ethnopolitical identity incorporates multiple dimensions and a strong contextual component. Includes graphs and tables of statistical data. (MJP)…

Alvermann, Donna E.; Commeyras, Michelle (1994). Messages That High School World History Textbooks Convey. Challenges for Multicultural Literacy. Social Studies, v85 n6 p268-74 Nov-Dec. Asserts that there is an important difference between history as socially constructed knowledge and as an objective, fixed account. Reports on a content analysis of three high school world history texts to determine how the meaning from them may be influenced in the content and power relations implicit in the textbook language. (CFR)…

McGuire, Margit E. (1992). Whose Voices Will Be Heard? Creating a Vision for the Future. Social Education, v56 n2 p129-32 Feb. Discusses society in the future. Expresses concern over social problems and misuse by the media of terms relating to diversity and multiculturalism. Lists themes for effective instruction in social studies as integration of topics and meaningful, challenging, active, and value-based learning. Urges that self-esteem, mutual respect, and cooperative activity be reaffirmed. (DK)…

Stuckey, Emagene K. (1990). Putting Social Studies Back into Early Primary Classrooms. Social Studies and the Young Learner, v2 n4 p13-15 Mar-Apr. Advocates reintegrating social studies into early primary education. Provides social studies objectives for young children that include building positive self-concept; promoting understanding of cultural differences; gaining early appreciation of law concepts; and developing spatial and temporal skills. Argues that young children become more competent as they connect these skills and concepts to their life situations. (NL)…

Bell, William E.; And Others (1980). Educational Quandaries and Opportunities. Urban Education Studies, 1977-1980. This collection of papers examines the current issues in urban education as suggested by on-site studies of programs in sixteen different cities between 1977 and 1980. An overview of the problems in urban education and their causes is presented in the first paper. The second paper discusses program improvement strategies and several examples of efforts to adapt curriculum and instruction to the differences in the cultural backgrounds and personal characteristics of students. Basic skills, bilingual and special education programs are examined. Also discussed are the characteristics of successful school environments. The third paper reviews the conditions necessary for systemwide renewal with emphasis on career centers, alternative schools, school community collaboration, staff development and school management. Strategies for optimizing educational resources through school community interactions and new approaches to inservice education are discussed in the fourth paper. The fifth… [PDF]

Blue, George, Ed. (1994). CLE Working Papers 3. This third volume by the Centre for Language in Education (CLE) is intended to bring together a number of concerns currently under review at the Centre. Articles in this issue include: "Managing Open Learning" (Vicky Wright); "Self-Assessment of Foreign Language Skills: Does It Work?" (George Blue); "Language Awareness and Language Development: Can We Trace Links?" (Janet Hooper, Rosamond Mitchell and Christopher Brumfit); "Learners' Accounts of Their Errors in a Foreign Language: An Exploratory Study" (Francine Chambers); "Crocodile Dundee Meets His Match in Urdu: Brixton Primary School Children Shape a Multilingual Culture" (Charmian Kenner); "Literacy, Values, and Non-Literary Texts" (Andrew Hart); "English Language Teaching, Education, and Power" (Christopher Brumfit); "The Politics of Language: Spain's Minority Languages" (Clare Mar-Molinero); "Syntactic Variation and Change in Contemporary… [PDF]

Cuevas, Gilbert, Ed.; Driscoll, Mark, Ed. (1993). Reaching All Students with Mathematics. The National Council of Teachers of Mathematics'"Curriculum and Evaluation Standards for School Mathematics" and "Professional Standards for Teaching Mathematics" reflect the belief that all students can learn a significant core of high-quality mathematics. Recognizing the magnitude of the task of reaching all students, this book was put together to give mathematics teachers the opportunity to recount their stories of success in achieving that goal. The 17 chapters in this book describe programs that range from minimal to revolutionary efforts to widen the participation and success of students from underrepresented groups. This book is divided into four parts. Part 1 contains 4 articles taking a global view at reaching students: (1) "Introduction. Reaching all students: A vision of learning mathematics" (L. Stiff); (2) "If everybody counts, why do so few survive?" (Z. Usiskin); (3) "Educators and parents working together to help all…

Castaneda, Lillian Vega (1992). Site Descriptive Protocols of Programs for Ethnolinguistically Diverse Classrooms. The Southwest Regional Laboratory's Metropolitan Educational Trends and Research Outcomes (METRO) Center processed 17 descriptions of exemplary sites that addressed the needs of language minority, limited English proficient students. Data were collected regarding program features; schools' and districts' size, geographic location, grades served, number of classes involved, and languages spoken; school organization; instructional leadership; school climate; student characteristics and performance; instructional features; and support components. This report provides descriptive data, in the form of survey item responses, for the following six sites and programs that were found to have the most comprehensive documentation and support data: (1) the Irvine (California) Unified School District's Pre-School Program; (2) the Nogales (Arizona) High School Comprehensive Bilingual Program; (3) the San Diego (California) City Schools' Central Elementary School (a school restructuring process… [PDF]

Ligon, Glynn; And Others (1974). ESAA Bilingual/Bicultural Project. 1973-74 Evaluation Report. Designed to establish a comprehensive program of bilingual education in Spanish and English in schools with high concentrations of Spanish dominant Mexican American students, the project aimed to: increase the achievement levels of minority students in the communication skills areas; provide for their special learning needs through a staff with special skills; increase their experience backgrounds; increase the home support for the students' learning goals; improve their self-concept through awareness of their cultural heritage. For evaluation purposes, project objectives were categorized into input, process, and outcome objectives. These were then evaluated via classroom observations, parent and teacher interviews, questionnaires, and standardized tests–the Boehm Test of Basic Concepts, Prescriptive Reading Inventory, California Achievement Test, Prueba de Lectura, Secondary Vocabulary Test, Primary Self-Concept Test, and Piers-Harris Children's Self-Concept Test. Findings… [PDF]

Potter, Francis J.; And Others (1977). Teacher Classroom Behaviors. Designed and implemented to improve the academic achievement of a predominantly Mexican American student body, this project of the Edgewood Independent School District in San Antonio, Texas, part of the Experimental Schools Program, attempted to improve the affective and cognitive environment of the students through encouraging the use of Spanish, adding culturally relevant materials to the curriculum, and enhancing pupil/teacher relationships. A study of classroom teacher behaviors initially employed very small samples of experimental and comparison students and was later expanded to larger groups to more fully document possible changes produced by the four-year program. The implementation of the program significantly changed neither the emotional climate scores nor teacher interpersonal style scores (mostly at low, positive levels), nor did it significantly raise scores for the measures above those found in the group of comparison classrooms. Measures of individualization of…

Caliguri, Joseph P.; Levine, Daniel U. (1969). The Use of Inter-Ethnic Materials in Suburban School Districts in the Kansas City Metropolitan Area. This report summarizes an informal survey to determine how extensively inter-ethnic materials are being used in suburban school districts in the Kansas City Metropolitan Area. Data was obtained from responses to a questionnaire distributed to some 100 teachers and administrators from 20 districts enrolled in two courses, fall 1968. In no school or district did a percentage of black or other minority students constitute an appreciable proportion of the student body. Information was sought on the following topics: 1) representation, inclusion, and characteristics of minority groups in textual materials; 2) written policies of school districts on the use of inter-ethnic materials; 3) procedures for the selection of inter-ethnic materials; 4) availability of films, filmstrips, tapes, records, magazines, and other kinds of aids with inter-ethnic content; and 5) procedures utilized by school districts to distribute inter-ethnic materials. Some conclusions are: 1) the situation is very… [PDF]

(1980). Back to School, Parts One and Two, Program Nos. 264-265. Scripts of public radio programs on educational concerns and specifically on the topic of entering college are presented. The following scripts are included: \Mother Helps Her Daughter to Move into Her New Dorm Room;\\Another Student Talks About Her Hopes and Fears as She Packs;\\One Student Can't Even Get His Key to Unlock His Room;\\A Young Woman Who Already Misses Home;\\Psychologist Michael Stadder;\\Parents Describe Their Feelings of Loss;\\Two Young Women Discuss the Importance of Living with a Compatible Roommate;\\Michael Stadder on How Today's Freshman Class Is Different from That of Ten Years Ago;\\A Group of Students;\\Vice President of Student Affairs, Bruce Poynter;\\A Resident Advisor Tells of a New Freshman;\\Class Roll Call;\\Albert Shanker on School Money Problems;\\Tom Shannon of the National School Boards Association;\\Education Secretary Shirley Hufstedler Says Those Rules Are Crucial;\\Teacher Reading Roll;\\Terry Herndon of the National Education…

Steele, Catherine (1978). Kanienkehaka Tiontenientenstakwa (A Language Guide for Elementary Mohawk). This resource guide for teachers of elementary Mohawk contains the following elements: (1) an outline of language learning levels, (2) a description of developmental traits of elementary school students, (3) an indication of elementary school curriculum areas that can be taught in Mohawk, and (4) a development of the language component of the curriculum. Each of the 13 language units includes student objectives, vocabulary lists, a sample lesson plan, and a sample activity sheet. The units are arranged according to the following topics: (1) Names, greetings, commands; (2) colors; (3) numbers; (4) family; (5) foods; (6) animals; (7) clothing; (8) household; (9) body parts; (10) money; (11) months and seasons; (12) time; and (13) action words. Also available are a corresponding assessment instrument for the vocabulary presented in this booklet and the Mohawk language checklist, Level One. (Author/AMH)…

Askins, Billy E.; And Others (1978). Responsive Environment Early Education Program (REEEP): Third-Year Evaluation Study. Final Evaluation Report, 1977-78. REEEP serves as an educational intervention providing direct services to "high risk" (of low birth weight–less than 5 1/2 pounds) 3-, 4-, and 5-year-old children, living in the Clovis, New Mexico area. The program aims: to prevent school failure with an intervention program which includes early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; to provide inservice training for the project teacher and aide; to disseminate information concerning the program. Student achievement was evaluated via standardized tests to measure language development in Spanish and English, school readiness, and self-concept. Program impact was determined by a special regression analysis model using three dependent variables and eight independent variables. Inservice training and dissemination activities were subjectively evaluated using site visits, observations, records, and self-reports by the staff….

Rodriguez, Armando (1968). Urban Education and the Mexican-American. With 90% of about 4.7 million Mexican Americans living in the 5 Southwest States and 80% of these living in an urban environment, Mexican American students face several educational problems in the urban setting, including high dropout rate, low educational achievement, and ineffective institutions. Schools fail to recognize the cultural richness of the student's bilingualism which can be made a positive force helping to retain personal identity and self-esteem. Possible solutions lie in the areas of teacher and administrator training, focusing on in-service curriculum, pre-service curriculum, recruitment and retention of teacher candidates, and scholarships and aid programs. By developing relevant curriculum and materials through redirecting available federal funds and through the community and school working together, the problems of Mexican American students in an urban environment can be met. Several statistics are included. (CM)… [PDF]

Seelig, Jerome M. (1975). The Cultural Dimension in Learning and Child Development: New Policy Implications. Working Paper Series No. 12. Prepared for presentation to a \Consultation on the Cultural Dimensions of Learning and Development in the Young Child,\ this paper offers a series of policy recommendations as a guide to implementation of child service programs that are sensitive to cultural and group identity influences. The terms \ethnicity,\\identity\ and \culture\ are defined, and it is emphasized that professionals must understand the culture of young children and their families and the way that culture diverges from the values and culture of public institutions. The bulk of the paper consists of specific policy recommendations for each of the following groups: researchers, child welfare agencies and professionals, employers and labor unions, government, training institutions, the media, schools, child/day care programs, and consumers (including children, parents, community, and ethnic or special interest groups). (BF)… [PDF]

Goldman, Susan R.; Rueda, Robert (1988). Developing Writing Skills in Bilingual Exceptional Children. Exceptional Children, v54 n6 p543-51 Apr. This paper reviews two theoretical approaches (cognitive-developmental and functional-interactive) to the study of the writing of bilingual exceptional children and discusses their implications for effective writing instruction. Also described are two illustrative research projects, one employing the dialogue-journal technique on a microcomputer and another using narrative writing in dyads. (Author/JDD)…

Delgado-Gaitan, Concha (2001). The Power of Community: Mobilizing for Family and Schooling. Immigration and the Transnational Experience. This book presents an ethnography of community efforts in Carpinteria, California, to bridge ethnic differences, empower parents, and improve education for the town's diverse student population. Located on the central California coast south of Santa Barbara, Carpinteria has been home to generations of Mexican immigrants and their children. Over the past 15 years, a Latino parent organization, Comite de Padres Latinos/Committee of Latino Parents (COPLA), has become a formal agency through which Latinos can navigate the school system and advocate for their children's education. However, rather than focusing on the structure and merits of the organization, this book spotlights the individuals and families involved in COPLA. Many of these people are Spanish-speaking immigrants from Mexico, but their story encompasses a much wider community, including Latinos whose families have been in the United States for generations and European-Americans. Chapters detail the values and experiences…

Figueroa, Richard A.; Hernandez, Sonia (2000). Testing Hispanic Students in the United States: Technical and Policy Issues. In the rush to implement world-class standards supported by systems of accountability in public schools, education leaders have compromised the educational future of Hispanic students by making high-stakes decisions based on inaccurate and inadequate testing information. State policies often require that Hispanic students be assessed in English with tests they don't understand or in Spanish with alternative but less rigorous tests, whether or not they are receiving instruction in Spanish. Neither approach produces accurate information about student learning, but the results are often used to hold students, rather than educators or the public school systems accountable. Where exemptions from testing exist, Hispanics disappear from accountability systems. This report aims to bring attention to the growing crisis of \invisible\ Hispanic students and provide guidance on rectifying the conditions that allow Hispanic students to be wrongly measured and unaccounted for in their own… [PDF]

Haberman, Martin (1999). Victory at Buffalo Creek: What Makes a School Serving Low-Income Hispanic Children Successful?. Instructional Leader, v12 n2 p1-5, 10-12 n3 p6-10 Mar, May. Buffalo Creek Elementary School in Houston, Texas, has been recognized for its success in serving its students–approximately 600 low-income Hispanic children in grades preK-5. A study of the school, which sought to develop a detailed picture of school effectiveness, identified 33 indicators of success. Each of these indicators is briefly described, but the overarching explanation of what makes Buffalo Creek an outstanding school is found in the quality of its teachers and principal. In addition to having much content knowledge (including Spanish and ESL) and much pedagogical knowledge, the staff has special expertise in the area of relationships. Every one of the success indicators is a function of the staff's ability to relate to the children, the parents, and each other. Also, the staff shares a common ideology of why the school exists, what is supposed to happen to the children, and their role as teachers (or principal) in making it happen. The Buffalo Creek staff is gifted at… [PDF]

Madden, Nancy A.; Slavin, Robert E. (1999). Effects of Bilingual and English as a Second Language Adaptations of Success for All on the Reading Achievement of Students Acquiring English. Two adaptations of Success for All, a comprehensive instructional reform program for elementary schools, have been used with students acquiring English as a second language. One is a Spanish bilingual version called "Exito para Todos," in which students are taught to read in Spanish and then transitioned to English reading, usually in the third or fourth grade. The other integrates English-as-a-Second-Language (ESL) strategies with English reading instruction. This report summarizes the results of both of these adaptations for students acquiring English. Experience shows that the effects of Success for All on the achievement of English language learners are, in general, substantially positive. In all schools implementing "Exito para Todos," effect sizes for first graders on Spanish assessments were very positive, especially when schools were implementing most of the program's elements. Even after transitioning to English-only instruction, "Exito para… [PDF]

Smolkin, Laura B.; Werner-Smith, Anne Marie (1995). An ESL/Bilingual/Bicultural Pre-collegiate Program for Southeast Asian Refugee High School Students. Bilingual Research Journal, v19 n3-4 p395-408 Sum-Fall. Describes a precollegiate English-as-a-Second-Language summer program for Southeast Asian high school students, held at the University of Wisconsin at Stevens Point. Discusses the use of cultural story telling to build a bridge between the self and the new academic setting, and the use of Southeast Asian college students as peer counselors providing bilingual support. (SV)…

Riojas Clark, Ellen (1995). "How Did You Learn to Write in English When You Haven't Been Taught in English?": The Language Experience Approach in a Dual Language Program. Bilingual Research Journal, v19 n3-4 p611-27 Sum-Fall. Case study reports on the use of language experience and a natural approach to learning languages in a dual-language (Spanish-English) kindergarten class. Descriptions of student writing activities in the classroom illustrate the process of literacy development in the first and second languages. The importance of trained bilingual teachers and committed administrators is emphasized. (SV)…

Zabalza, Miguel A. (1996). Cultural Content in Early Childhood Education in Spain. Early Child Development and Care, v123 p47-60 Sep. Defines and distinguishes three large dimensions of culture in relation to schools for young children. Introduces early childhood education's place in the Spanish educational system and the cultural contents that help children develop values and multicultural awareness. Details Spanish educational concepts and the ways in which Spanish teachers incorporate local culture in the classroom. (MOK)…

Carbado, Devon W. (2002). Afterword: (E)racing Education. Equity & Excellence in Education, v35 n2 p181-95 May. Presents an afterword to a collection of articles that illustrate how critical race theory shapes educational research and enables scholars to analyze educational outcomes that might otherwise remain hidden. Offers insight into the forward movement of critical race theory and education, suggesting that the articles collectively make a case for "racecentricity" (an explicitly race conscious approach to education) and demonstrate the potential of interdisciplinary approaches to education policy. (SM)…

McLaughlin, Daniel (1994). Critical Literacy for Navajo and Other American Indian Learners. Journal of American Indian Education, v33 n3 p47-59 Spr. Contrasts four educational theories that outline different diagnoses and prescriptive strategies for addressing minority student failure. Argues that critical theory offers the best possibilities for empowering Navajo and other American Indian students. Describes a bilingual language arts program, based on critical literacy instruction, that links community narratives to thematic studies. (LP)…