Bass, Michelle Britton; Schaeffer, Arthur Gross (1996). Conflict between Law & Religion: A Peaceful Solution for the Teaching of December Holidays. Social Education, v60 n5 p308-12 Sep. Provides a series of guidelines, suggestions, and teaching activities designed to promote multicultural awareness during the December holiday season. The instructional activities, developed by a group of teachers and clergy, aim to educate students about holiday celebrations from many cultures. Includes lists of activities counterproductive to this goal. (MJP)…

Chan, Sucheng (1996). The Writing of Asian American History. OAH Magazine of History, v10 n4 p8-17 Sum. Reviews representative approaches, issues, and individual works concerning Asian American history from the 1870s to the present. Divides Asian American historiography into four overlapping periods and identifies a number of continuing themes including assimilation, immigration, and discrimination. Notes that most history was written by non-Asians until the 1960s. (MJP)…

(1997). The 1996 Carter G. Woodson Book Awards. Social Education, v61 n4 p216-17 Apr-May. Discusses this year's recipients of the award that honors books dealing with subjects related to U.S. ethnic minorities and race relations in a manner suitable for young readers. The books include the story of a young Navajo girl learning to weave and an account of the Tuskegee airmen. (MJP)…

Tanaka, Masako (Missi) (1992). What Can We Do in a Multicultural Classroom?. Kamehameha Journal of Education, v3 n2 p69-84 Fall. Examines curriculum development and culturally compatible practices in light of contemporary Hawaiian culture, and provides a guide for implementing a multicultural program. Such a program centers on parent and community involvement in an on-site curriculum development team using a systematic set of implementation strategies. Three worksheets for program implementation are appended. (SM)…

Marek, Rosanne; Wires, Richard (1990). Studying Immigration: A Supplemental Readings Approach. OAH Magazine of History, v4 n4 p29-32 Spr. Describes a reading series to personalize classroom study of immigration. Includes two readings about Ellis Island and German immigrants in Colonial America. Appropriate questions accompany each reading with a list of classroom activities and additional resources, including films, for secondary level classroom use. (NL)…

Cobb, Jeanne; Rusher, Anne (1996). PeRCS: \Grand Conversations\ with Multicultural Books. Dimensions of Early Childhood, v24 n3 p5-10 Sum. Describes reading aloud as an interaction between child, caregiver, and book. Asserts that the caregiver's role is to provide a framework for children to converse about books–characters, events, and themes. Describes the PeRCS (Purpose explore Read Connect Summarize) idea, which provides steps for language exploration and idea experimentation. Gives criteria for book selection. (BGC)…

Yee, Sze-Onn (1996). Ethnic Enclaves as Teaching and Learning Sites. Social Studies, v87 n1 p13-17 Jan-Feb. Presents a fascinating combination of learning activities and instructional materials investigating urban ethnic enclaves in developing countries. Briefly profiles Chinatown, Little India, and the Arab Quarter, ethnic enclaves in Singapore. Activities and discussion questions incorporate geographic, economic, and historical information. (MJP)…

Street, Paul (2003). By All Means, Study the Founders: Notes from the Democratic Left. Review of Education, Pedagogy & Cultural Studies, v25 n4 p281-301 Jan. A thesis concocted by right-wing ideological watchdogs and advanced with elevated urgency in the wake September 11, 2001, claims that America's college and university students are hostage to a leftist, "moral-relativist" and multiculturalist professoriat. To restore right-thinking to college campuses, the argument continues, academic authority figures (university presidents, trustees, and relevant public officials) should impose "rigorous broad-based courses" on "American history, America's founding documents and America's continuing struggle to extend and defend the principles"–freedom and democracy–"on which it was founded." Academia must resume its proper role, subverted by the post-Sixties influx of radicals and liberals, of "passing on to the next generation our legacy of freedom and democracy." Higher Education must instill new knowledge of and respect for the Founding Fathers, the Great White Men who created This Great… [Direct]

Richardson, Maurine V.; And Others (1995). Children's Literature from Northeastern Asia. This paper presents an overview of three countries, China, Japan, and Korea, in the northeastern Asia region and provides a bibliography of children's literature from the area in the appendix. The document advocates that the global interdependence of societies necessitates an understanding of the cultures with which people must interrelate. Ramirez and Ramirez's (1994) suggestions for selection of classroom literature includes consideration of the following factors: (1) the general accuracy of the story line; (2) lack of stereotypes; (3) use of appropriate language rather than derogatory slang; (4) accurate perspective of the author; and (5) story line and illustrations that are current in fact and interpretation of children's literature. (EH)… [PDF]

Derlin, Roberta; McShannon, Judy (1996). Action Research Teams: A Means to Transform Teaching and Empower Underrepresented Students in the University Classroom. This paper describes the Action Research (AR) Team model for joining classroom observations with collegial interaction among university faculty, teaching assistants, and university students to improve pedagogy and the retention of diverse students in higher education. The paper includes a progress report of efforts to develop the model and apply it on a pilot basis at New Mexico State University. In the professional fields in which minorities and women are presently under-represented, science, engineering, and mathematics, the need for student retention efforts is seen to be especially important. The AR teams are described as part of efforts to retain minority students as they attempt to: (1) identify teaching strategies and aspects of the classroom environment and dynamics of classroom interaction that may impede student performance; (2) reduce differential treatment of students and improve the pattern of interactions; (3) increase use of non-stereotypical interactions, materials,… [PDF]

Richardson, Richard C., Jr.; Skinner, Elizabeth Fisk (1990). Achieving Quality and Diversity: Universities in a Multicultural Society. This book presents a comprehensive model of how institutions adapt to improve the environments they provide African American, Hispanic, and American Indian students without relinquishing historical standards. The model is based on the experiences of ten institutions that have graduated higher numbers of minority students as compared to their states and nations. Case studies of the following institutions are presented: Memphis State University (Tennessee); Florida State University; Brooklyn College (New York); University of Texas at El Paso; Wayne State University (Michigan); California State University, Dominguez Hills; Florida International University; Temple University (Pennsylvania); University of New Mexico; and the University of California, Los Angeles. Topics discussed include: (1) state and system level influences which pressure the public university to increase diversity and simultaneously maintain quality; (2) the role of state coordinating and governing boards in creating…

Viramontes de Marin, Maria (1979). Understanding Chicano People, Language, and Culture. Designed to provide classroom teachers, administrators, district personnel, and board members with a brief description of the cultural and educational background of native Spanish speakers, this monograph is divided into seven sections. Section 1 describes the historical and cultural influences on the Chicano way of thinking, believing, acting, and speaking. Section 2 gives a brief overview of Chicano culture. Section 3 discusses school problems encountered by limited English proficiency students. Section 4 describes the heterogeneity of Spanish speakers, including bilinguality, code-switching, code-mixing, and teacher attitudes. Section 5 contains a brief overview of strategies and problems of teachers of English as a Second Language (ESL). Section 6 contains guidelines to help district administrators develop a plan to more effectively teach limited English speaking students. Section 7 offers a selected reading list on background material, education, and English as a Second… [PDF]

Ogletree, Earl J. (1976). Perspectives and Issues in Bilingual-Bicultural Education. Whether bilingual-bicultural education will become a change agent and secure equal status with other programs as a desirable and essential aspect of the American educational process is still a question. Like all socio-political issues, its future depends upon the attitudes and beliefs of the populace. One of the current stumbling blocks for the acceptance and implementation of bilingual education is the question of ethnic group status. To provide a compromise between the nativists and the immigrants, current bilingual education is being developed and funded on the basis of the transitional model. Bilingual schooling is not a new phenomena in the United States; since the 1700's, various ethnic groups have established their own schools teaching English as a subject. However, during and after World War I, restrictive legislation and nationalistic and isolationist foreign policies led to the "English only" policy in schools. But by 1975, 383 classroom demonstration projects in…

Brown, Stephen I.; Walter, Marion I. (2005). The Art of Problem Posing. 3rd Edition. Lawrence Erlbaum Associates (Bks) The new edition of this classic book describes and provides a myriad of examples of the relationships between problem posing and problem solving, and explores the educational potential of integrating these two activities in classrooms at all levels. "The Art of Problem Posing, Third Edition" encourages readers to shift their thinking about problem posing (such as where problems come from, what to do with them, and the like) from the "other" to themselves and offers a broader conception of what can be done with problems. Special features include: an exploration of the logical relationship between problem posing and problem solving; sketches, drawings, and diagrams that illustrate the schemes proposed; and a special section on writing in mathematics. In the updated third edition, the authors specifically: (1) address the role of problem posing in the NCTM Standards; (2) elaborate on the concept of student as author and critic; (3) include discussion of computer… [Direct]

Hume, Susan E. (1996). A Resource Guide To Teaching about Africa. ERIC Resource Guide. People from African countries who visit the United States often are stunned by how little people know about African countries. Africa is a large continent more than 3 times the size of the continental United States, and it contains over 50 independent countries. One out of every three member states in the United Nations is an African country. One out of every 10 people in the world lives on the African continent. Increasingly, the United States has economic, political, and organizational ties to African countries. This ERIC Resource Guide provides suggestions and resources for teaching and learning about Africa. The lesson strategies cover confronting African myths and stereotypes; avoiding faulty generalizations; presenting a balanced view; limiting the scope of African study; and avoiding outdated materials. Methods for integrating the study of Africa into elementary and secondary school curricula through the disciplines of social studies (extends to United States history,… [PDF]

Elias-Olivares, Lucia; Valdes-Fallis, Guadalupe (1979). Language Diversity in Chicano Speech Communities: Implications for Language Teaching. Working Papers in Sociolinguistics, No. 54. This paper focuses on language diversity in Chicano speech communities in the United States and its relation to the teaching of Spanish to Chicano bilinguals. Attempts to teach standard Spanish to Spanish-speakers in the United States have been unsuccessful for the most part, because the schools recognize only a single standard of \correctness\ that is not always the same as that used in the communities. Attempts to teach Spanish as a mother tongue to Chicano students are reviewed, and the need to establish guidelines for the evaluation of current positions and programs is addressed. The sociopolitical, socioeconomic, and educational experiences of Chicanos are reviewed based on an assessment of the present sociolinguistic situation of Chicanos. This situation consists of a language repertoire with various codes that depart from the Mexican Spanish linguistic tradition, an asymmetrical type of bilingualism, and the use of Spanish viewed as transitional and not valued in the broader… [PDF]

McConnell, Beverly (1977). Bilingual Mini Schools Tutoring Project. A Bilingual Program (Urban, Rural, Racial Disadvantaged Program Funds). Final Evaluation 1976-77 Program Year. Sixth in a Series of Reports on this Program. Project objectives included: the children would increase their grade equivalent (GE) score in reading and math by one or more months GE for each 20 days of attendance; children dominant in Spanish would have a higher mean score in Spanish than norm group children of comparable age after 100 or more days of attendance; the children's bilingual capability would increase by advancing one or more steps on the project bilingual classification scale after 100 or more days of attendance; children who had attended the program for 100 or more days since February 1975 would show superiority over those of comparable age in the norm group; parents and advisory board members would be active in program management decisions; family members would participate in their children's educational program by acting as teacher or assistant, assisting with cultural heritage activities, or providing support services. During the year, 203 children were served; of these, 199 were Mexican Americans. The reading…

Coombs, L. Madison (1970). The Educational Disadvantage of the Indian American Student. The main body of this research synthesis serves to point out research findings regarding the educationally disadvantaged Indian American school children. The decade of the 1960's is noted to be the significant period in bringing to the attention of educators and the American public the educational problems facing the Indian American. Some of the factors reported to be the underlying causes for the educational retardation of the Indian children include (1) the Federal Government's policy of coercive assimilation which has resulted in disorganization of the Indian communities, (2) a lack of self-fulfillment of Indian students at every age level, (3) the negative self-images of the Indian students, and (4) a lack of understanding of cultural differences on the part of many schools. The study cites the efforts of some schools to combat this problem through implementation of programs that are bicultural and bilingual in nature. The bibliography lists 153 relevant documents, the contents… [PDF]

Gandara, Patricia; Maxwell-Jolly, Julie (2000). Preparing Teachers for Diversity: A Dilemma of Quality and Quantity. Teaching and California's Future. This report explores the absence in educational reform of attention to preparing teachers to work with culturally and linguistically diverse students, focusing on: characteristics of California's existing student and teacher populations; teacher supply and demand and its consequences; the effects of teachers on student performance; preparing mainstream teachers to meet the challenges of diversity; attributes of effective teachers in multicultural settings; practices of effective teachers for diverse learners; unique skills and attributes of effective teachers of English language learners; preparation for teachers of culturally and linguistically diverse students; teacher preparation programs and teacher quality; the role of professional development; bilingual teacher preparation and professional development; and efforts to increase the quality and quantity of California teachers. The report notes the lack of minority group teachers in California schools and concludes that…

Heath, Inez A. (1996). The Social Studies Video Project: A Holistic Approach for Teaching Linguistically and Culturally Diverse Students. Social Studies, v87 n3 p106-12 May-Jun. Describes a class project conducted by multiethnic, limited English speaking, fifth-grade students. The students produced their own videos as part of lessons they developed about their countries of origin. Maintains that this process increases language and social skills while it develops social studies content. (MJP)…

Gonzalez, Irma Viscarra (1996). Third Grade: Planning Lessons for Change and Continuity. Social Studies Review, v36 n1 p28-34 Fall. Outlines the instructional strategies that overcame the language difficulties of a Hispanic/Anglo third grade social studies class. The class focused on local history in Pasadena, California which required competence in both Spanish and English. Includes instructional materials, graphic organizers, and guidelines for further units. (MJP)…

Zepeda, Ofelia (1995). The Continuum of Literacy in American Indian Communities. Bilingual Research Journal, v19 n1 p5-15 Win. Describes the O'odham language and oral tradition of the Tohono O'odham Indians of southern Arizona, relating it to the development of O'odham children's English literacy. Oral tradition and school literacy constitute opposite ends of a literacy continuum, in which English literacy is often isolated from and in conflict with O'odham literacy. (10 references) (MDM)…

Escamilla, Kathy; Medina, Marcello, Jr. (1992). Evaluation of Transitional and Maintenance Bilingual Programs. Urban Education, v27 n3 p263-90 Oct. Studies the long-term effects of transitional (TBE) and maintenance (MBE) bilingual instructional programs on development of native and English oral language proficiency for 125 TBE-instructed Vietnamese and 298 MBE-instructed Hispanic American children from kindergarten through second grade. Discusses significant findings on positive and negative effects of TBE and MBE. (SLD)…

Corsetti, Maria (1993). Language Learning Down Under: Community Language Programs in the Primary School. Multicultural Teaching to Combat Racism in School and Community, v11 n3 p25-28 Sum. Describes the second-language and native language maintenance programs of Brunswick North Primary School (Australia), a school that offers its students opportunities to learn Turkish, Italian, Greek, or Arabic. An integrated curriculum ensures that students acquire or maintain a language other than English. (SLD)…

Scribner, Alicia Paredes (1995). Advocating for Hispanic High School Students: Research-Based Educational Practices. High School Journal, v78 n4 p206-14 Apr-May. High schools can have a positive effect on Hispanic students' academic success by cultivating an advocacy-oriented school environment that implements effective practices in four areas: dropout prevention, effective instruction, psychoeducational assessment, and understanding and easing the acculturation process. Contains 47 references. (TD)…

Ames, Margery E.; Marcus, Susanne D. (1998). Reaching Linguistically and Culturally Diverse Young Learners with Disabilities. TESOL Journal, v7 n4 p10-17 Sum. Describes how cross-over training and a whole-school approach help preschool educators assist disabled students who have not yet acquired their native language, examining New York's English-as-a Second-Language/Linguistically and Culturally Diverse Training Program for Pre-K Special Education Personnel, which trains preschool personnel to meet culturally and linguistically diverse students' social, emotional, and academic needs. (SM)…

Funkhouser, Janie; Leighton, Mary; Weiner, Lisa (2000). Helping Hispanic Students Reach High Academic Standards: An Idea Book. This report is part of a series of Idea Books designed to help schools and communities work together to strengthen education so all students can achieve high academic standards. It is specifically designed to help administrators and teachers seeking to understand how Title I, Title VII, and other programs assist educators in helping Hispanic students and Spanish-speaking English language learners achieve high standards. It describes promising practices that have been proven effective, illustrating how they can operate in schools and other community settings with Hispanic students. The book describes how effective schools serve Hispanic students in four ways: implementing effective, aligned, standards-based programs; building teacher and organizational capacity to serve Hispanic students; using family and community resources; and building firm foundations for postsecondary education. Each section of the book ends with a checklist that educators can use to see how well their schools… [PDF]

(1974). Departments of Labor and Health, Education, and Welfare Appropriations for 1975. Hearings Before a Subcommittee of the Committee on Appropriations, House of Representatives, Ninety-third Congress, Second Session. Part 5, Office of Education. In this volume, the Commissioner of Education, Dr. John Ottina, and the Director of the National Institute of Education (NIE), Dr. Thomas K. Glennan, Jr., present their budget proposals for fiscal year 1975 and discuss the numerous programs under their direction. The material in this volume consists of formal, prepared material concerning the programs and dialogue between members of the committee and staff members of OE and NIE. (JF)… [PDF]

Choonoo, John (1994). To Examine and Plan for Occupational Requisites and Employment (Project EXPLORE). Final Evaluation Report, 1993-94. OER Report. To Examine and Plan for Occupational Requisites and Employment (Project EXPLORE) was an Elementary and Secondary Education Act Title VII-funded program in its fifth and final year at Long Island City and Aviation High Schools in Queens (New York). Project EXPLORE served 510 mainly Spanish-, Korean-, Vietnamese-, Mandarin-, and Cantonese-speaking students of limited English proficiency with fewer than 2 years in English-speaking schools. Students received instruction in English as a second language (ESL) and native language arts, as well as support services including curriculum development, staff development, and parent involvement activities. The project met its ESL objectives and almost all others, although one parent involvement objective could not be evaluated. The development of curriculum materials was a particularly effective component, highlighted by a Chinese science review. Nine tables present evaluation findings. Two appendixes describe instructional materials and class… [PDF]

Rivera, Manuel G. (1993). Hispanic Participation at Educational Institutions. This report provides an overview of Hispanic participation in education at the national level, in the state of Wisconsin, and in the Wisconsin Technical Colleges (WTCs). The first section provides national statistics, indicating that in 1990 Hispanics had a high school completion rate of 54.9%, more than 20 points below Black and 30 points below White completion rates, and that Hispanics aged 18 through 24 had an educational participation rate of 18%. Next, 1990 data for Wisconsin reveal that 42% of the state's Hispanics are age 17 and younger. The next section discusses the status of Hispanics in Milwaukee County, reviewing declining high school completion rates and an increase in dropouts and suspensions. The following sections examine the lack of English proficiency among minority groups; the status of limited-English-proficient students at Milwaukee Area Technical College; characteristics of Hispanics in Milwaukee County, reviewing issues related to poverty, employment, and… [PDF]