Horn, Raymond A., Jr., Ed.; Kincheloe, Joe L., Ed. (2007). The Praeger Handbook of Education and Psychology. Volume 1. Praeger Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty on standardized testing? How can a teacher or parent develop study skills in the special needs learner? What is the effect of the school environment on students? What are the larger issues at work in educating students of diverse race, culture, and class? This work, a rethinking of the field of school psychology, will be an essential resource for anyone interested in teaching and learning. It combines effective, traditional knowledge with contemporary insights into the nature of today's schools and students. Currently, there is an information gap between scholars and practitioners in the field of educational psychology concerning recent and… [Direct]

Rendon, Laura I. (1995). Facilitating Retention and Transfer for First Generation Students in Community Colleges. In general, students attending two-year colleges are nontraditional students; i.e., first-generation, studying part-time, employed while attending college, from lower socio-economic status (SES) levels, or having poor high school achievement records. Attrition rates for first-semester two-year college students have been estimated at over 67%, with attrition highest for nonwhite students and those with low SES. Two critical phases affect the retention of first-semester students: making the transition to college and making connections in college. The first phase can be especially difficult for those students who are the first in their families to attend college, as they must often deal with changing identities, being perceived as different, leaving old friends behind, breaking family codes of unity and loyalty, and living between two worlds. Further barriers to retention can be student related (e.g., low SES, poor academic preparation, or a lack of clear goals) or institution-related… [PDF]

Schleifer, Jay (1996). A Student's Guide to Jewish American Genealogy. Oryx American Family Tree Series. This book provides a step-by-step guide to genealogical research in the United States and other countries for Jewish Americans. The book also contains information on the history of the Jews, including the Diaspora, the Holocaust, immigration to the United States, and the establishment of the modern state of Israel. Chapters include: (1) "The Box in the Closet"; (2) "In the Beginning…"; (3) "The Jewish Diaspora"; (4) "Coming to America"; (5) "Never Forget, Never Again"; (6) "Two Promised Lands"; (7) "Genealogical Ground Rules"; (8) "Gaining Knowledge from Family Members"; (9) "Searching for Records"; (10) "Research on the Holocaust and Your Ancestors' Roots"; and (11) "Conclusion." Contains a 22-item glossary and an index. (EH)…

(1997). University of Kentucky Southeast Community College, Exploring America's Communities. Progress Report. In 1996, Kentucky's Southeast Community College (SCC) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. SCC's primary goals include: introducing the project to the college's Institutional Advisory Board and faculty, linking a U.S. History and a Spanish course, securing institutional funding to support the project, acquiring appropriate library resources, holding an essay competition among local eighth grade students, and conducting professional development workshops for SCC faculty. Through e-mail, voice-mail, and presentations, information about the project has been disseminated to faculty, staff, and boards. Library materials have been acquired through private funding. Eighth grade students who participated in the essay competition discussed what it means to be an American, and workshops devoted to the… [PDF]

(1993). Minnesota Study on Race/Ethnicity in Child Care. This study discusses the racial and ethnic composition of Minnesota's children and child care providers, focusing on the need for more multi-ethnic, culturally-appropriate programming for the increasing number of children of color in the state. A 1992 survey of 1,003 day care centers and 35 Head Start programs found disparities between numbers of staff of color and European-American caregivers. Center staff of color were more likely to hold lower level positions in centers than European-Americans. Among the nine recommendations intended to have an impact on the cultural appropriateness of the child care system in Minnesota were the following: (1) recruitment of child care providers of color; (2) multicultural training for all providers; (3) professional development opportunities for child care providers of color; (4) implementation of strategies for overcoming barriers to people of color entering the child care field; (5) collection of information on the informal system of child… [PDF]

Van Tassel-Baska, Joyce; And Others (1994). A Curriculum Framework in Language Arts for High Ability Learners K-8. This curriculum framework provides a model for developing appropriate and meaningful language arts curricula for high ability learners in kindergarten through grade 8. It is intended as a guide to making decisions about traditional curricular emphases within the language arts areas of reading, writing, speaking, and listening, as well as nontraditional areas like thinking, multiculturalism, and technology. The curriculum development guide discusses: issues in developing learner outcomes; current language arts learning objectives specified by state guides; learner outcomes in the concept, content, and process dimensions; and interdisciplinary applications through project work. Four goals are presented, each accompanied by learner outcomes and archetypal activities for high ability students in language arts. The goals include: to develop analytical and interpretative skills in literature, to develop persuasive writing skills, to develop linguistic competency, and to develop… [PDF]

(1997). Overview of Germany: The Federal Republic and the Federal States. Social Studies. Grades 6-8. Update 1997/1998. This packet is designed for middle school classrooms. The four lessons correspond to the typical curriculum pattern of world cultures, geography, and government. The materials focus on national studies and state studies from a comparative U.S./Germany perspective. The lessons include: (1) "Culture and Perspective Taking on the Federal Republic of Germany"; (2) "Unifying Traits in Both the United States and the Federal Republic of Germany"; (3) "German Governmental System"; and (4) "Geography of Germany." Numerous activities accompany each lesson with handouts and transparencies for use. There are 21 color transparencies in this packet correlated to the topic areas. ERIC copy of the document contains photocopies of the transparencies. (EH)…

Clark, Christine; Jenkins, Morris (1993). Multiculturalism as a Policy for Disarming Gang Violence in Communities at Large and in Schools. Those who try to deal with violence in U.S. communities and schools have tended to concentrate on suppression of violence, rather than real prevention, particularly as violence is associated with youth gangs. This discussion focuses on multiculturalism as a policy for reducing gang violence, rather than strategies that have been used to deal with youth gangs, which include community organization, social intervention, provision of social and economic opportunities, organizational development, and suppression. Institutional racism is perhaps the most important issue involved in the formation of gangs and their inappropriate activities, although it is by no means the only cause. The incorporation of the process of multiculturalism into the concept of community policing may assist in reduction of all forms of violence in our society, including gangs. The racial and ethnic character of the police force must reflect the composition of the community. Education to make students more… [PDF]

Penfield, Joyce (1989). The Hispanic Student: Questions & Answers. This guide provides answers to teachers' questions about Hispanic students. Its purpose is to provide a conceptual foundation for educators, and to sensitize and inform teachers of the plight of Hispanic students by making them aware of the students' historical, cultural, economic, language, and educational backgrounds. The following sections are included: (1) \Introduction\; (2) \Demographics\; (3) \Diversity in the Hispanic Community\; (4) \Literacy\; (5) \The Classroom\; (6) \The Professions: ESL & Bilingual Ed.\; (7) \Culture\; (8) \Child Rearing and Parenting\; (9) \Language Acquisition\; (10) \Spanish & English: Differences\; and (11) \Grammatical Errors.\ Six tables and one figure are included, along with a list of 75 references. Teaching pointers on the following topics are appended: (1) \False Cognates\; (2) \Common Grammatical Errors\; and (3) \Useful Spanish Terms.\ (JS)…

Lynch, James (1988). Pedagogical Strategies To Reduce Prejudice: Towards Middle Range Theories. Educational policies to combat racist attitudes can succeed if comprehensive strategies are developed compatible with the context and the skills of the teachers involved. These strategies should be part of broader social policies and interests. Strategies should be holistic, comprehensive in scope and sequence, and involve the total school environment. Maximum use should be made of the resources and skills of the local community. Teaching strategies for prejudice reduction should include cognitive objectives to correct misinformation, as well as affective and behavioral objectives. Positive values are likely to transfer from one issue to another, but systematic reinforcement is necessary if gains are to be persistent. The purposes, values, and attributes of multiculturalism should permeate the school's functioning, including the following: (1) a democratic classroom and school ethos; (2) ethnic pluralism reflected in staff composition; (3) positive multi-ethnic interactions with…

(1981). Elementary Language Development Handbook for Students with Limited Proficiency in English. Curriculum Support Series. This handbook was developed to suggest an approach for language development in the elementary school that uses existing curricula and the child's experiences to help students develop the language skills necessary for success in school and society. After an introductory chapter on the theories of language learning and teaching, the guide provides: (1) sample units in language and content subject areas; (2) a discussion of multiculturalism and its application in the classroom; (3) a discussion of language assessment for teachers; (4) information for administrators on assessment and placement of limited English proficiency children; and (5) a collection of additional language development activities. The section on sample units covers the major portion of the guide. The units demonstrate how to choose an appropriate context for activities, the linguistic content, and meaningful activities. The sample units are story-telling at the primary level and a science unit at the intermediate…

Green, Judith L.; Smith, Deborah C. (1982). Teaching and Learning: A Linguistic Perspective. Findings from 10 projects, sponsored by the National Institute of Education, which focused on teaching as a linguistic process, are examined in this paper, along with findings from related studies. The projects constitute first-generation indepth studies of selected classrooms and are discussed in relation to two aspects of the linguistics of classroom environment. The first section explores findings in terms of the differentiated nature of classroom activities, behaviors, and requirements at group and individual levels. The second section combines information about features and outcomes of discourse and relates the data to student academic achievement. The subjects of the projects and their principal investigators are: (1) interpersonal relationships during playground games (Borman); (2) social and cultural organization of bilingual classroom interactions (Cazden and Erickson); (3) effect of classroom organization on learning of classroom discourse rules (Cole); (4) cooperative and… [PDF]

(1975). A Legacy of Diversity: Contributions of the Hawaiians, Chinese, Japanese, Portuguese, Puerto Ricans, Koreans, Filipinos and Samoans in Hawaii. Each of the stories in this booklet describe, from a personal viewpoint, the respective contributions of various ethnic groups living in Hawaii. Taken into consideration are the cultural, political, industrial, and economic contributions that each of the groups has made to Hawaiian society. (EB)…

Bunney-Sarhad, Linda (1992). International Studies: A Transdisciplinary Agent for Curricular Reform. This report covers a 3-year project at California State University, Stanislaus, in cooperation with Modesto Junior College (California), to add a non-Western dimension to existing courses and to "internationalize" the curriculum through academically related field projects conducted at a community center serving a large population of Cambodian refugees. The school, with a largely rural, insular student body, serves a six-county area of the Central Valley. Student field work projects are integrated into course syllabi and are intended to serve as the vehicle for developing students' understanding of international issues inherent to specific disciplines, create sensitivity to and respect for other cultural modes, including study of non-Western languages, and enhancing understanding of global effects of national political and economic decisions upon human populations. Among the disciplines participating in the field-work requirement are anthropology, child development,… [PDF]

Petovello, Laura R.; Quenk, Rachel (1997). The Spirit That Moves Us: A Literature-Based Resource Guide. Teaching about Diversity, Prejudice, the Holocaust, and Human Rights. Volume 1: Grades K-4. Revised [and] The Spirit That Moves Us: A Literature-Based Resource Guide. Teaching about the Holocaust and Human Rights. Volume 2: Grades 5-8. This two-volume resource guide includes lesson plans and bibliographical references for teaching about the Holocaust. The first volume, revised in 1999, covers grades K-4, and the second volume, published in 1997, covers grades 5-8. Each guide offers age-appropriate strategies and lesson plans for teaching students about the fundamental causes of human rights violations and for developing their awareness of ongoing social issues. Lesson plans include exercises that explore underlying concepts while teaching students about geography, history, social studies, math, music, and society. Volume 1's chapters are: (1) "Celebrating Diversity"; (2) "Learning from Many Cultures"; (3) "Creating Community"; (4) "Confronting Prejudice"; and (5) "Beginning Holocaust Studies." Appendices give articles and resources for teachers. Volume 2's chapters are: (1) "Cultural Identity: The Positive Power of Belonging"; (2) "Forging an…

Pertusati, Linda (1988). Beyond Segregation or Integration: A Case Study from Effective Native American Education. Journal of American Indian Education, v27 n2 p10-20 Jan. Examines defacto segregated education for Native American students as it exists in rural schools. Uses the programs at Mohawk and Salmon River Schools to illustrate effective practices and notes the role played by parents and community participation, planned transition, and teacher commitment. (JHZ)…

Garcia, Eugene E.; Gonzalez, Rene (1995). Issues in Systemic Reform for Culturally and Linguistically Diverse Students. Teachers College Record, v96 n3 p418-31 Spr. The article addresses the demographic circumstances of student diversity, which have grown significantly in American schools in recent years and have posed a challenge for school reform. The article examines the emerging knowledge base and discusses federal education reform policy changes related to student cultural and linguistic diversity. (SM)…

Stritikus, Tom T. (2006). Making Meaning Matter: A Look at Instructional Practice in Additive and Subtractive Contexts. Bilingual Research Journal, v30 n1 p219-227 Spr. In this article, I examine the implications of additive and subtractive conceptions for the education of English language learner (ELL) students. To understand how competing theories regarding the education of ELL students materialize into action, I examine select findings from one district's implementation of Proposition 227. Focusing on the cases of two teachers, I examine the connections between teachers' theories about their students and the role in the policy to practice connection. This article provides an opportunity for school leaders to consider the implications of subtractive and additive approaches in the educational achievement of ELL students. (Contains 2 tables.)… [Direct]

Valdes, Guadalupe (1996). Con Respeto. Bridging the Distances between Culturally Diverse Families and Schools. An Ethnographic Portrait. As part of a larger ethnographic study, this book focuses on Mexican American family life, parental attitudes toward school, and efforts to increase student achievement by changing families. Exploration of the daily life of the 10 immigrant families sheds light on what educators have interpreted as the disinterest of newly arrived immigrants in their children's education. It is argued that Mexican working-class parents bring to the United States goals, life plans, and experiences that do not help them make sense of what the schools expect of their children. Schools expect a \standard\ family and show little sensitivity to the immigrants' culture. Examination of the lives and backgrounds of these families shows that parents' expectations of the \good life\ are often incongruent with the school's definitions of success. While it was true that the families in this study were not producing successful students, it was not because they were bad parents. There are many reasons to question…

(1991). Ninos del Arco Iris: Primar Grado = Children of the Rainbow: First Grade. This manual for first grade teachers provides suggestions and teaching materials that reflect the multicultural composition of New York City's (New York) public schools. It is organized into two sections: the first is in English, and the second is in Spanish. The English section contains the following six sections: (1) "Planning for the First Grade," which offers strategies to assist teachers in beginning the school year successfully; (2) "The Multicultural Learning Environment," which offers guidance in organizing and implementing instructional approaches; (3) "Instructional Approaches and Strategies," which suggests approaches for implementing multicultural and basic education; (4) "Working Together," which describes shared responsibilities and activities for parents, teachers, and administrators; (5) "Societal Concerns," which discusses current societal pressures and concerns affecting young children; and (6)…

(1992). Assessing Special Populations in Vocational Programs. Annotated Resource List. This resource list is for practitioners who have limited time to obtain program assessment resources necessary for program improvement. The list includes 33 references, 6 educational information centers/services, and 1 organization that can provide practitioners with this information. Address/contact and price information is included for each listing along with resource descriptions. (NLA)… [PDF]

Toro, Leonor; And Others (1985). Brazil = Brasil. America = Las Americas [Series]. Written for teachers to use with migrant children in elementary grades, this bilingual English/Spanish social studies resource booklet provides an encyclopedia-style overview of Brazil's history, geography, economy, and culture. Topics include Brazil's form of government; geographic regions; holidays; climate; people; music; carnaval celebration; agriculture; mining; industry; transportation; communications; Portuguese women; and the piranha and anaconda, inhabitants of the Amazon Basin and River. Separate sections profile Emperors Dom Pedro I and II, author Joaquim Maria Machado de Assis, and the mysterious Zumbi, ruler of Palmares. Consisting mainly of narrative text, the booklet includes maps, illustrations, recipes, quizzes, fact sheets, word searches and other activity pages, useful Portuguese words and phrases, and a 12-item bibliography. (NEC)…

Simich-Dudgeon, Carmen, Ed. (1986). Issues of Parent Involvement and Literacy. Executive Summary of the Symposium Held at Trinity College (Washington, D.C. June 6-7, 1986). The symposium on Issues of Parent Involvement and Literacy marked the culmination of a collaborative project of Trinity College in Washington, D.C. and the Arlington (Virginia) Public Schools to reach out to limited-English-proficient (LEP) parents. This was accomplished by providing cultural and language information so that parents could become more knowledgeable about and involved in their children's education. The conference's participants included researchers, educators, policymakers, community workers, and community leaders. Presentations addressed these issues: past and current federal legislation and policy concerning the needs of the language-minority students' community; the forms, objectives, and effects of parent involvement in the schools; how illiteracy is addressed in the United States and what it implies for this population; materials and methods for teaching the LEP student; cross-cultural issues in parent involvement; involving LEP parents; and existing programs to… [PDF]

Hadley, Linda; Hathale, Roger (1986). Hozhooji Hane' = Blessingway. First Edition. The Rough Rock Medicinemen Training Program prepared this book to preserve Medicine practice of Navajo practitioners. Materials include Navajo transcriptions and English translations of lectures by Roger Hathale, a well known Medicineman. Written primarily for use by Navajo students at secondary and junior college levels, the book contains a full documentation of the Blessingway ceremony from the Navajo perspective, as well as some of the more famous and entertaining mythological stories of the Navajos. The stories describe the beginning of time; the emergence of gods and primal beings from the Lower World and their triumphs over monsters; the creations of sun, stars, mountains, plants, animals, and human beings; and the origins of hogans, sweat baths, games, ceremonies, and clan divisions. (SV)…

Vardeman, Lou (1981). Yo, Ciudadano: Un Curriculo de Experiencias para Educacion Civica. Nivel: Kindergarten (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Kindergarten). Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing social studies curriculum at the kindergarten level. Consisting of 11 lessons, the guide, written in Spanish, introduces the meaning of rules, truth, responsibility, sharing, citizenship, and respect for property. Using the characters and stories of "Sammy, El Oso Buen Ciudadano,""Maria Tenia Un Borreguito,""La Gallinita Roja,""Caperucita Roja,""El Leon y El Raton,""El Nino Que Grito 'Lobo',""El Zapatero y los Enanos," and "Los Tres Ositos," the lessons teach students about: various school rules that need to be obeyed; the importance of safety rules, of sharing, and of asking permission before using the property of others; the need for rules; the need to share and accept responsibilities; their…

(1981). Bibliography of Materials. This annotated bibliography of social studies materials, language arts materials, mathematics materials and miscellaneous publications was developed by the Asian American Bilingual Center. The materials are organized in the form of kits designed for ten weeks of instruction in each of three curriculum levels: identity, needs, and interaction. The social studies materials list includes entries in environmental studies and fine arts which are available in both Chinese/English and Pilipino/English editions. Chinese, Pilipino, Japanese and Korean materials are featured in the language arts section which emphasizes the gradual introduction of language patterns relative to speaking, writing, reading and listening of each respective language. Mathematics materials are available in Chinese English and Pilipino English editions. The three curriculum levels correspond with each of two elementary grades. The social studies materials list contains a limited number of entries suitable for high…

Franco, Sandra Maciell (1981). How to Design a CAI Course for Mexican American Migrant Students. This course design is presented as an example of a computer assisted instructional program for adolescent Mexican American migrants. Like other migrants, they suffer from poor socioeconomic conditions, language and literacy problems, and intermittent classroom attendance. In addition, the regular American course of studies does not appear to have any bearing on their present or future way of life. The four-module format for this course was chosen so that students could begin with the workbook and tape components (modules 1-3) covering very specific, student-centered objectives and then progress to the computer portion in module 4. The program illustrated here deals with the sound symbol correspondence of English and is designed for students who have limited skills in English. Listening and speaking skills are practiced and reinforced in modules 1 and 2; reading is practiced in modules 3 and 4. The contents and methodology of the four modules are set out in six tables with…

Smith, Allen G.; And Others (1977). A Process Evaluation of Project Developmental Continuity, Interim Report VII, Volume 1: Findings from the PDC Implementation Study. This third year interim report, one of a series of documents on the evaluation of Project Developmental Continuity (PDC), presents findings from three major analyses of program implementation; measurement of the extent each program has implemented the basic PDC Guidelines; a description of patterns of that implementation; and analysis of some facts and events that have shaped that implementation. A Head Start demonstration program, PDC is aimed at providing greater educational and developmental continuity between children's Head Start and primary school experiences. This report is divided into 5 parts. Chapter I gives a general introduction to PDC and the PDC evaluation. Chapter II describes basic structure (both national and local features) of the PDC project and gives demographic information for each of the sites. Chapter III presents the rationale, design, and major findings from the assessment of implementation. Chapter IV presents an overview of some of the similarities and… [PDF]

(1979). An Evaluation of the ESEA Title I and Impact Aid Programs, Community School District 27, New York City Board of Education 1978-1979. Final Evaluation Report. Results of the evaluation of Title I and Impact Aid programs conducted in District 27, Queens, New York, are presented in this report. Program components described include: (1) reading resource centers organized in 14 Title I elementary schools and 4 junior high and intermediate schools as well as the Impact Guidance Program operated in conjunction with the reading resource centers; (2) mathematics resource laboratories servicing elementary and junior high school Title I students and industrial arts mobile units offering similar services; (3) bilingual resource centers located in four elementary schools; (4) an oral communication laboratory program for students in grades 4-6 deficient in both oral language and reading skills; and (5) an optional assignment reading program for students attending other than their officially designated schools. All programs described made extensive use of individualized instruction based on a diagnostic/prescriptive method. Also discussed in this…

Verbist, R., Ed.; And Others (1978). Scientia Paedagogica Experimentalis. International Journal of Experimental Research in Education. XV, 2. Scientia Paedagogica Experimentalis, v15 n2. This journal of educational research contains five papers written by international authors. The initial paper presents the evaluation of a French immersion program for students from the second through the fourth grade in Toronto. The aim of the second paper, written in French with an English summary, was to find the attitude dimensions of French Canadian primary school teachers and to discover the contents of those dimensions. The third paper, also in French, describes an experiment of computer assisted instruction for diabetic, insulin dependent patients. The fourth paper identifies problems experienced by first year university students of various ethnic backgrounds at the University of Fort Hare, South Africa. The final paper investigates relationships among locus of control, difficulties with social groups, and psycho-social difficulties in social situations. Current educational research being done by various international educators is chronicled, and information about current…