(1981). The Status of Native Hawaiian Education. This review of the educational status of native Hawaiian students suggests the need for special programs that: (1) promote self-esteem and appreciation of multiculturalism while improving cognitive skills; and (2) encourage parent participation and the involvement of community leaders as role models. The effects of Federal programs (such as those administered under Title I, the Comprehensive Mathematics Project, and the Right to Read program) and the impact of State compensatory programs are discussed. Also discussed are financial assistance alternatives, the educational needs of Hawaiian students as summarized in the 1979 Native Hawaiian Education Bill, adult education and special education training programs for teachers, the objectives of the Advisory Council on Native Hawaiian Education, and economic benefits of these programs to society. (JCD)…
(1980). New York City Russian Bilingual Program. ESEA Title VII Final Evaluation Report, 1979-1980. The New York City Russian Bilingual Program operated in three public and eight private secondary schools and served 740 students from families that immigrated from the Soviet Union. The program offered instruction in English as a Second Language, native language arts, and bilingual instruction in academic subjects. Program participants were mainstreamed for some areas of instruction. Additional program components included curriculum development, supportive services, staff development, parent and community involvement, and extracurricular activities. The program was evaluated through criterion referenced tests of student achievement, interviews with staff members, and evaluator observation. The program was found to be operating effectively. Tables of data are included. Translated competency examinations and program correspondence are appended. (MK)… [PDF]
(1980). Integrating Cultural Diversity into Non-Sex-Biased Curriculum. Final Program Performance Report. The Integrating Cultural Diversity into Non-Sex-Biased Curriculum project focused on training teachers and developing instructional materials for teaching elementary and secondary level students about minority group women. This report describes the final phase of the project. The project staff conducted inservice training workshops and developed materials for teacher-training and classroom use. Included in this performance report are project staffing patterns data, dissemination information, the project evaluation, a description of the problems experienced during project implementation, and a list of project products. The appendices include the first year evaluation report, the initial program performance report, project newsletters, evaluation instruments, and the project brochure. (MK)… [PDF]
(1975). ESAA Bilingual/Bicultural Project. 1974-1975 Final Evaluation Report. The 1974-75 Austin Independent School District bilingual/bicultural program was designed as a comprehensive program of bilingual (Spanish and English) education for schools with the highest concentrations of Spanish-dominant Mexican American students. Bicultural instruction was inherent in the program which used both languages for a portion of all the curriculum. On a budget of $271,530 the program served over 1400 elementary students in six schools using 6 1/2 professional staff, 20 teacher aides, and 7 support staff. Students receiving Spanish instruction met objectives regarding acquisition of basic concepts and improved language proficiency, but not Spanish reading skills. Students receiving English instruction met English reading objectives. The program met most objectives regarding staff training, supervision, materials, team teaching, and bilingual aides, but not the important objectives regarding curriculum development and parental involvement. Compared to students not in… [PDF]
(1988). On Possible Uses of Traditional Angolan Sand Drawings in the Mathematics Classroom. Educational Studies in Mathematics, v19 n1 p3-22 Feb. Both industrialized and Third World countries see the need to \multi-culturalize\ their mathematics curricula. Following a brief description of the drawing tradition of the Tchokwe people (Angola), some possible uses of their pictograms in the mathematics classroom are suggested. Examples given in this paper include the study of arithmetical relationships, progressions, symmetry, similarity, and Euler graphs. (Author/PK)…
(1983). Education despite the Law. Educational Perspectives, v22 n2 p4-11 Sum. Surveys the history and influence of native and non-Anglo ethnic groups who contribute to Australia's cultural diversity. Focuses on the struggle to preserve the Aboriginal language and asserts that legislation is needed to expedite pro-bilingual education policies. Describes several efforts made to promote cultural pluralism in Australia. (KH)…
(2001). Newcomers and the Environment: Teaching Guide–Answer Key [and] ESL Textbook. Intermediate Level. This intermediate level teaching guide, answer key, and English-as-a-Second-Language (ESL) textbook package provides nine career and personal profiles of immigrants to the United States from a variety of countries presently working in the field of environmental protection and regulation. A glossary translates numerous more specialized, environment-related vocabulary into six languages other than English, including Russian, Hmong, Serbocroatian, Somali, Vietnamese, and Spanish. (KFT)… [PDF]
(1996). Milagros: Symbols of Hope=Milagros: Simbolos de Esperanza. Teacher's Guide [and] Student Booklet. A milagro is a little metal pendant that symbolizes a request, a prayer, or a wish. This "Teacher's Guide" and bilingual "Student Booklet" accompany a bilingual videotape and color wall poster in a multimedia package intended to introduce students in grades 3-8 to the folk art tradition of milagros. The videotape, presented first in English and then in Spanish, presents the narrated story of Alfonso's Milagro in Part 1. Part 2: Symbols of Hope, presents historical/cultural content on milagros. Part 3: Symbols in Relief, illustrates the steps involved in a production activity. The teacher's guide includes introductory information, a vocabulary list, discussion topics and questions, and lesson plans for a mixed-media relief rubbing and a metal tooling relief activity. Interdisciplinary extensions, a time line of milagros, and assessment activities are included. The student booklet, printed in both English and Spanish, contains a summary of the video program,…
(1996). Japanese Radio Exercises. Revised. This unit focuses on Japanese radio exercises which became popular in Japan just after World War II and are still used among students and workers in companies to help raise morale and form group unity. The exercises reflect the general role of exercise in Japanese culture–to serve as a symbol of unity and cooperation among the Japanese, as well as to raise energy levels and encourage good health. The purpose of the exercises is not to encourage students to become athletes but to push themselves and develop unity with their classmates. There are 13 exercises and a pronunciation guide. Students learn how to count from 1 to 10 in Japanese and to understand the cultural and historical context in which the exercises developed. (EH)…
(1990). Religion in Japan and a Look at Cultural Transmission, Grades 7-12. This unit focuses on the periods in Japanese history up to the reign of Prince Shotoku (A.D. 592-622) and his role in the transmission of Chinese culture to Japan. A special focus is made on the joint practice of Buddhism and Shinto in Japan. Each lesson's materials and format are described in detail with specific objectives noted and the procedure for conducting the lessons. The five lessons include: (1) "Transmission of Culture to Japan: Setting the Historical Context for the Study of Religion in Japan"; (2) "History and Tenets of Buddhism and Shinto"; (3) "Joint Practice of Buddhism and Shinto"; (4) "Differing Perspectives on the Sacred"; and (5) "Three Personal Profiles." A pronunciation guide is part of the six appendices to the unit, along with background essays on Buddhism, Christianity in Japan, guidelines for teaching about religion, references and a bibliography. (EH)…
(1994). Short Course in South Asian Literature and Culture. Fulbright-Hays Summer Seminar Abroad 1994 (India). This syllabus describes a college course developed to address South Asian literature and culture with a focus on India. Suggestions for student readings and discussion, oral communication, listening, writing, and field trips are included. The empires of South Asia, its religions, social stratification, parallels of history and religion with the arts, and a discussion of gender roles and social issues are addressed in the study. (EH)… [PDF]
(1995). Voices for Diversity. Future Teacher, v1 n2 May-Jun. Prominent Americans were asked to reflect on the diversity challenge facing America's teacher workforce. The following leaders from several fields voiced their support of teachers and their beliefs America needs more diverse and culturally responsive teachers: (1) Mary Hatwood Futrell, President of Education International; (2) Carol Moseley-Braun, U.S. Senator; (3) Dominque Wilkins, professional basketball player; (4) Joseph A. Unanue, President, Goya Foods, Inc.; (5) Norbert S. Hill, Sr., Executive Director, American Indian Science and Engineering Society; (6) Sandy McBrayer, 1994 National Teacher of the Year; (7) Shunthea Renee Ward, winner of the 1995 FEA Essay Competition; (8) Dexter Scott King, Chief Executive Officer, the King Center; (9) Delores Escobar, President, American Association of Colleges for Teacher Education; (10) Andrew Hacker, professor and author; (11) Dee Brown, professional basketball player; (12) Edward James Olmos, actor and activist; (13) Albert Shanker,… [PDF]
(1999). International Culture and Management Education: A Synopsis of the Literature. This paper reviews the literature on the effects of international culture on management education. Morden (1995) notes that what works well in one country may be entirely inappropriate in another. Obaldeston (1993) explains that business schools must employ teaching faculty with international experience, enroll a high proportion of students from other nations, and use teaching materials based on international business. Finegold (1994) points out that in response to increasing questions about the usefulness of the MBA degree, U.S. institutions are re-engineering programs to integrate contemporary topics such as information technology and internationalization into the curriculum. Other authors provide specific criticisms of graduate business programs in the United States, noting that MBA programs focus on technical skills to the exclusion of communication and cross-cultural skills; do not teach leadership, creativity, and entrepreneurship; ignore the importance of group dynamics; lack… [PDF]
(1997). Collaboration in the Science Classroom To Tackle Racism and Sexism. Multicultural Teaching, v15 n3 p33-36 Sum. Describes techniques used in a British secondary school classroom to encourage collaborative learning to promote science while addressing sexism and racism in the classroom. Group work practices were extended to include students monitoring of themselves and their interactions, with feedback and discussion of the social processes. (SLD)…
(1996). Internationalizing the Curriculum: Study in Nepal. Teaching Sociology, v24 n3 p272-83 Jul. Describes a program of summer study in Nepal that exposes students to a multicultural and international perspective. Examines the content, goals, and objectives of the program. The objectives include active learning, structuring learning communities, and developing higher-order thinking skills. Provides suggestions for setting up similar programs. (MJP)…