(1992). Art First Nations: Tradition and Innovation. Elementary Program Teacher's Guide 1. This comprehensive teacher's guide and 20 laminated art reproductions are part of an instructional resource designed to assist teachers in incorporating Native American studies into the elementary art program and general curriculum. It highlights visual art which is actively being innovated by aboriginal artists throughout North America and focuses on ways important cultural beliefs and values are being renewed through visual expression. The program consists of five units, each dealing with one of the major geographical regions of North America. Each unit consists of two self-contained modules which can be taught in any order. These draw on a comparative picture method to show relationships between tradition and innovation by featuring both a traditional and innovative artist, and encouraging examination of the similarities and differences in those cultures and artworks. Artists and cultures examined are: Unit 1: Southwest, (1) David Johns and Mary Taylor (Navajo) and (2) Jesse…
(1996). African Art: Virginia Museum of Fine Arts. Art Education, v49 n5 p25-28,45-48 Sep. Provides a series of instructional activities and material concerning African art. Includes four color plates of African artwork. Accompanying materials include cultural, historical background information on each piece, as well as, learning activities. Artwork is from Cameroon, Ghana, Nigeria, and Zaire. (MJP)…
(1993). Using Games to Meet the Standards for Middle School Students. Arithmetic Teacher, v40 n9 p499-503 May. Discusses the use of games to learn mathematics both in the classroom and at home. Games promote nonroutine learning, cooperative learning, problem solving, communication, and reasoning. Included are store-bought games, games made specifically for educational purposes, and multicultural games. A table lists many common games and their uses. (JAF)…
(1995). Teaching for All–The Preparation of Student Teachers To Work with Diverse Populations in the Elementary School. A literature review and analysis, and a case study of two "mainstream" student teachers working in a minority elementary school explored how teacher education prepares teachers to work in diverse settings. The literature review and analysis addressed both macro level issues (program policies) and micro level initiatives (specific studies of individual student teachers and teaching practices and strategies). The purpose of the paper is to demonstrate that current programs are not sufficient to prepare teachers for the current K-8 population. It found that some teacher education programs are trying to prepare teachers to work with differences in race, ethnicity, language, and socio-economic status though many are having only limited success as diversity awareness and strategies are not appearing in classroom practice. The case study examined the experiences of two student teachers in an elementary "barrio" school located in the southwestern United States where a… [PDF]
(1994). Development, Culture, and Education. International Yearbook of Education Volume XLIV – 1994. This book focuses on the interplay of education and culture and is designed to stimulate educational decision makers and practitioners in their attempt to maximize educational contributions to cultural development. People of the non-educational sectors, such as the community and media, may wish to join educators in order to make the process of education more dynamic, creative, and relevant to the requirements of cultural development. The volume also stimulates current areas of educational concern such as multiculturalism/interculturalism, cultural identity, and cultural change. The essays have been prepared by several specialists representing different disciplines in education and cultural backgrounds. Chapters include: (1) \What Are Development, Culture and Education?\ (Leo F. B. Dubbeldam); (2) \Development, Culture and Education\ (Leo F. B. Dubbeldam); (3) \Policy Goals and Objectives in Cultural Education\ (Toshio Ohsako); (4) \Intercultural Education\ (Le Thanh Khoi); (5) \The…
(1992). What Next? Promoting Alternatives to Ability Grouping. With new knowledge and tools at their disposal, educators at all levels are exploring alternatives to ability grouping in order to improve schooling for all students. Bringing about positive results requires the development and utilization of knowledge about how ability grouping affects schools, exploration of beliefs that support grouping, and identification of the educational tools and techniques that make alternative practices possible. Implementation of alternatives to ability grouping include more than the regrouping of students from homogeneous to heterogeneous groups. Rather, what is needed is whole-school reform, requiring educators to investigate and adapt a variety of new approaches to curriculum and instruction in the classroom. Curriculum and instruction resources developed expressly for heterogeneous groups emphasize thinking skills, cultural perspectives, and high expectations for all students. Successful school reform depends on demonstrating to different interest… [PDF]
(1994). Confronting Issues of Diversity: Putting the Pieces Together with Programs at Home and Abroad. This paper demonstrates how teacher education institutions can expand understanding of others and tolerance for differences by developing cross-cultural exchange programs in international settings and on the local level. The paper outlines the steps involved in establishing international student teaching programs at three different universities (University of Northern Iowa, Iowa State University, and University of Nevada-Las Vegas). The paper presents the personal stories of three faculty members who became involved in faculty exchange programs. Faculty members included a research associate, a visiting researcher, and the leader of a multi-institutional delegation, who traveled to Pacific Rim countries, each one for a different purpose. The paper then describes ways that these international exchange experiences can impact local communities. An appendix provides a sample application for international student teaching. (JDD)… [PDF]
(1983). Building School-Community Relationships in Northern Communities: A Sourcebook of Policy Alternatives and Recommendations. The 3-part companion volume to the final report of the Education North Evaluation Project serves as a policy development resource book for anyone who must address questions of school-community relations. Part I focuses on the educational issues of concern to policy makers and their advisors in very remote, interracial, poor northern communities. Those issues fall into five categories: social (population explosion, housing, apathy, health), cultural (multiculturalism, prejudice), economic (resource development, seasonal employment), educational (purposes, priorities, community control), and political (distrust of government agencies, community organization and involvement, native movements). Part II presents seven strategic alternatives for use by senior level government to set the stage for the local improvement of the quality of school-community relationships. The strategies (local education society, community school, local control, curriculum development resource center,…
(1991). Access through Innovation: New Colleges for New Students. Continuing Higher Education Series. This examination of innovation and invention in higher education presents the thesis that, contrary to public perceptions about the university and internal attempts at separation and purification, higher education has, from its earliest days, repeatedly introduced far-reaching innovations, responsive to the economic, social, and political needs of an expanding nation. The book's focus is largely on undergraduate, for-credit education. Part 1 examines the American environment for collegial innovation and provides an historic perspective, showing how social and environmental values have actually stimulated both process and product. In Part 2 the emergence in recent years of a number of highly innovative institutions or programmatic approaches is considered. The impact of six complex areas of innovation is measured, including new approaches in the liberal arts curriculum, access for new students, innovation and multiculturalism, adult continuing higher education, external degrees, and…
(1979). United States History: A Multi-Ethnic, Non-Sexist, Multi-Disciplinary Resource Guide for High School Teachers. The first part of this resource guide is designed to help secondary teachers provide a multi-ethnic/non-sexist thrust to United States history. The second part will help them develop a multi-disciplinary approach to U.S. history. Part one is organized by the following ethnic groups: Blacks, Asians, Europeans, Hispanics, Jews, American Indians, and women. A variety of information is provided for these groups. For example, the section on Blacks outlines concepts and events that can be taught throughout the various periods of U.S. history. Recommended readings and media are listed. Activities are suggested. Students discuss readings, do research, participate in debates, and make reports. The section on Asian Americans is an annotated bibliography of specific works dealing with one topic or issue such as Asian women, Asian Americans and the law, or the plight of the Asian American elderly and poor. The second part of the guide contains resources to help teachers teach various…
(1980). Culture, Community and the Curriculum. Curriculum Resources for the Alaskan Environment. A goal for minority education is "cultural eclecticism," which combines features of assimilationist and cultural pluralist perspectives into an open-ended educational approach that respects cultural diversity. To achieve this, a project-centered approach to curriculum design, blending the academic functions of the school (subject-oriented) with the cultural patterns of the community (process-oriented) is most effective; the goals, content, structure and methods must also contain some form of experiential learning. The "nonformal education" approach, which draws on community resources, incorporates experiential learning, allows flexibility for different types of learning experiences, and provides opportunities for student and community influence on form and direction of learning, provides a model for adapting formal education to an informal context in minority communities. The "micro-society" approach restructures the schooling environment to create a…
(1979). Culture Capsules: A Route to Biculturalism. Biculturalism is considered a necessary curricular component in bilingual education. In the attempt to meet this challenge, schools often adopt a combination of cultural curriculum models currently available. While these models have intellectual advantages, they lack inclusion of affective considerations. The bicultural approach, on the other hand, actively and directly familiarizes students with the attitudes, value systems, communication styles, and thinking and behavioral patterns consistent with and necessary for the development of bicultural abilities. \Culture Capsules,\ or minidramas portraying actual or potential real life situations, are a strategy designed to assist teachers facilitate the development of biculturalism. The rationale behind them is: (1) teachers and other school personnel must be cognizant of the nature of culture and biculturalism; (2) they need to realize the basis for conflicts that may occur between culturally divergent groups; and (3) they need to be…
(1980). The State of Indian Education: Working Papers on Meeting the Education Needs of Cultural Minorities. Because the many distinct native languages and cultural variations of Native Americans create special educational needs for their children, it is important to encourage the active involvement of Indian parents and tribal leaders in planning and implementing Indian education programs. This report provides specific recommendations and practical approaches made by the Education Commission of the States Task Force on Indian Education to encourage the involvement of the Indian people in the education of their children. The report also provides illustrations of what has been done by Michigan in the area of policy and by California in the area of legislation in their efforts to improve Indian education. Also included is a description of current efforts by the Bureau of Indian Affairs, by tribes, by the Coalition of Indian Controlled School Boards, and by the National Indian Education Association. In addition to parental/tribal involvement in education, there is a need for more Indian… [PDF]
(1979). The Interface Between Desegregation and Bilingual Education As It Affects Hispanic Migrant Children. Literature review, questionnaire survey, and personal interviews were the primary methods of gathering information about the educational opportunities available to Hispanic migrant students needing bilingual instruction. Four major findings were supported: (1) the number and percentage of Hispanic migrant students attending segregated schools is increasing due to the segregation of Hispanic students generally and the failure to identify \migrancy\ per se as an illegal basis for discrimination; (2) although bilingual education is a matter of civil rights (Lau v. Nichols), few non-English-speaking or limited English-speaking migrants receive appropriate language instruction; (3) educational statistics, e.g., under enrollment and high dropout rates, document the exclusion of the migrant student from the public school system; (4) even when Hispanic students are served in a desegrated, bilingual setting, there are no clear legal obligations to ensure that Hispanic migrants receive a…
(1978). Project Pet: Preserving Ethnic Traditions through Delaware High School Student Research. The final product of an ethnic heritage studies project entitled Preserving Ethnic Traditions (PET), the document presents photographs and transcriptions of interviews by high school students with members of various ethnic groups. Carried out by 50 high school students from seven Delaware school districts, the interviews focus on values, cuisine, customs, dress styles, traditions, and artifacts among Slavic Americans, Amish, Pakistanis, Ukranian Americans, American Indians, Italian Americans, Afro-Americans, and Hispanics. Information includes recipes for native dishes, instructions for arts and crafts projects, and ways of expressing native hospitality. The interviews are organized into sections by ethnic group and by participating schools. For each section, information is presented on a project overview by interview teams, background of the ethnic group in the country of origin and in America, case studies of several ethnic group members, evaluation of the learning experience… [PDF]