(1996). Teacher Learning: New Policies, New Practices. The Series on School Reform. This collection of articles focuses on the practice and policy of staff development in terms of recent developments in teacher learning. Following an introduction by the editors, the book is divided into five parts. Part 1: New Perspectives on Practice contains three chapters: (1) \Reconceptualizing Teaching: Moving toward the Creation of Intellectual Communities of Students, Teachers, and Teacher Educators\ (B. S. Nelson and J. K. Hammerman); (2) \Teaching the Way Children Learn\ (B. Falk); and (3) \Constructivism and School Reform\ (M. G. Brooks and J. Grennon Brooks). Part 2: A New Lens on Traditional Roles contains three chapters: (4) \Of Regularities and Reform: Navigating the Subject-Specific Territory of High Schools\ (P. Grossman); (5) \Improving Classroom Practice: Ways Experienced Teachers Change after Supervising Student Teachers\ (E. S. Tatel); and (6) \Assessment as a Heuristic for Professional Practice\ (K. Jamentz). Part 3: New Structures for Learning and Change…
(1997). Exploring Students' Personal Cultures: A Tool for Use in IEP Development. Since deaf students who are members of more than one cultural group (e.g., Deaf and Black, Deaf and Asian, Deaf and Native American, Deaf and Hispanic) seldom encounter teachers who are deaf, let alone deaf and representative of their ethnic/racial group, this paper offers a framework to help teachers attend to the variations in beliefs, traditions, and values which impact these students' lives. The framework includes forms for identifying personal culture variables and generating curricula adaptation; encourages the use of \cultural brokers\ to provide a bridge between cultures; and offers six steps for identifying cultural variables and generating strategies for inclusion in curricular methods and the student's Individualized Education Program (IEP). The Student's Personal Culture Form is used to explore a student's personal culture. A second form, the Personal Culture Curricular Strategy Form, is used to summarize findings from the student's personal culture form. It offers…
(1994). Diversity, Equity and Community in Educational Reform. Educational equity demands are progressively being framed in terms of multiculturalism and diversity within the educational process. This change of focus means that strategies aiming to secure rights should make room for others that emphasize the building of relationships, mutual knowledge, and community. For schools in poor, inner-city neighborhoods, community building must reach beyond the school, to address the social and economic environment in which the school is located. The paper presents an incipient model which begins with conceptual revisioning in four areas, with a common emphasis on reciprocity, capacity finding, and capacity building (empowerment) rather than deficits (service provision. The four areas are: (1) the student and the curriculum; (2) school relationships; (3) community "partnerships"; and (4) community development. (Contains 19 references.) (Author)… [PDF]
(1994). Unbank the Fire. Visions for the Education of African American Children. The question of what sorts of measures are required to overcome differences between African American and other students is addressed. It is suggested that none are required, and that African American children will reach their potential when the ashes that historically and presently stunt their development are removed. The author's descriptions of the backgrounds of her own parents provide insight into the factors that contribute to black social advancement. The cultural lessons from her own history in part 1 lead to the discussion of educating African American children in part 2. It is argued that there is a distinct African American culture with a particular world view. The transfer of this culture is interrupted because schools do not support it. Chapter 10 describes a demonstration school in a Cleveland (Ohio) suburb designed to facilitate the intellectual development of African American preschool children. Culturally appropriate pedagogy and issues of African American male…
(1991). Final Documents of the International Congress of Educating Cities (1st, Barcelona, Spain, November 26-30, 1990). The First International Congress of Educating Cities in Barcelona (Spain) considered education in its broadest sense, beyond the school system. An introduction by P. Figueras Bellot is provided. The following are the English translations of the Spanish titles of the presentations given by representatives of international and government organizations: (1) "UNESCO" (United Nations Economic and Social Council) (F. Marti Ambel); (2) "The European Council" (A. Siurana Zaragoza); (3) "The Spanish Ministry of Education and Science" (E. Angulo Aramburu); (4) "The Department of Education of Catalonia" (S. Blasi Gutierrez); and (5) "The City of Goteburg" (host for the next conference) (M. Fagberg). Attachments include greetings from J. Zapasnik of the International Union of Local Authorities and P. Mauroy of the Federation Mondiale des Cites Unies and Villes Jumelees. Lectures presented include the following: (1) "Why We Talk about the…
(1993). Narrative and Voice: Marginalized Perspectives in Teacher Education. Heritage Language Teachers in Ontario Schools. This paper reviews the development of interest in teaching Portuguese to immigrant students, an interest rooted in an individual's ethnicity and cultural past. The story of a Portuguese couple who immigrated to Sweden with their young son is recited, emphasizing the child's struggle with his lack of identity with either Portuguese or Swedish culture. The heritage language programs in Ontario, Canada, are then described as programs that allow for schooling in the student's first language to enhance students' cultural identity and self-esteem. The historical development of the language programs is reviewed, and their goals are listed. Institutionalized discrimination towards such multicultural federal educational policies are noted. Qualifications of heritage language teachers are discussed, and it is explained that instructors need not have an Ontario teacher's certification, can be paid at a lower rate than regular classroom teachers, and occupy a lower status than regular classroom… [PDF]
(1992). Towards Preparing the Monocultural Teacher for the Multicultural Classroom. An ethnographic study was conducted to determine what happens when teachers are placed in schools in which the students' cultural background differs dramatically from their own. Participants were five student teachers completing their internship in a low socioeconomic school in Tallahassee, Florida. Three methods were used to collect data: journals reflecting student teachers' thoughts and ideas about the teaching experience; participant observation; and qualitative ethnographic interviewing. Data analysis indicated that each student teacher experienced culture shock when beginning the internship, basing value judgments and expectations on norms established by their personal prior experience, and judging different experiences to be abnormal. Four of the five student teachers experienced difficulties with classroom management and control, attributing their difficulties to the background of the students being taught; and efforts to control students using the prepackaged technique of… [PDF]
(1984). Toward Effective Desegregated Schools. This monograph attempts to clarify the relationship between desegregated education and effective education. The first part of the monograph concentrates on desegregation as it has been assumed to, as well as it actually appears to, relate to school academic effectiveness. The second part of the monograph addresses what is known about school academic effectiveness and the structural conditions under which it would appear attainable, whether schools are desegregated or not. The concluding recommendations concern: (1) individualizing instruction in desegregated schools; (2) other less expensive methods for initiating change at schools with many low achieving students; (3) an increased emphasis on teaching basic skills; (4) implementation in desegregated schools of grading practices that minimize the weight given to previous achievement; (5) an emphasis on consistent student grading practices; (6) an emphasis on discipline at both segregated and desegregated schools; (7) individualized… [PDF]
(1981). Bilingual/Bicultural Education: Titles and Abstracts of Doctoral Dissertations, Volume II. This collection of dissertation abstracts on the subjects of bilingual and bicultural education originally published by \Dissertation Abstracts International\ contains items in the following areas: bilingual education program management, assessment, language, curriculum, and the affective domain. The section on program management covers scope, history, and legislation; program development, program models, comparative monolingual/bilingual studies, teacher education, and investigations outside North America. The second section covers assessment, language proficiency, and intelligence testing. The language section includes studies of acquisition and development, concept and development, language and culture, linguistics, and sociolinguistics. The fourth section covers reading and language arts curriculum, content fields, special education, career education, and audio-visual media. The final section on the affective domain deals with self-concept and attitudes toward bilingual… [PDF]
(1977). Intercultural Awareness at the Elementary and Secondary School Level. This paper provides a state of the art review of intercultural awareness at the elementary and secondary school level. The key assumptions underlying this paper are two: (1) Intercultural awareness education, however many fields or special efforts are included, is increasingly becoming education for interaction in a global society or world community, and (2) the nation's schools bear a major responsibility for preparing children and youth to live in this complex world. An historical perspective on international education indicates that the establishment of UNESCO in 1945 was the most important event in this field during the post World War II era. Current developments include the passage in 1976 of an amendment to Title VI of the National Defense Education Act which authorized support for the development of international programs at the pre-collegiate level. Although there is a growing feeling that students need to know and understand more about other peoples and cultures and that as… [PDF]
(1979). Criteria for Excellence: Bilingual-Bicultural Education. Promising Practices. Designed to be used by administrators, professional staff, and community representatives to assess bilingual-bicultural education programs, the booklet consists of checklists (rating aspects of the programs on a 5-point scale which ranges from \not started\ to \achieved\) and a district profile sheet. Areas covered on the checklists include philosophy, management, staff preparation and inservice, program design, materials and resources, program evaluation, and community involvement. Information generated from the checklists can also be used for: establishing program goals; validation of promising practices or exemplary programs; self-appraisal (school, district, or community level); planning inservice; planning and evaluating federal programs; and disseminating information. (CM)… [PDF]
(1980). Abstract of Research Performed by the Research Committee Since July 1978. Report No. 10. Reports on all the research projects performed under the aegis of the Nedlands College Research Committee since July 1978 are presented in summary form. Abstracts on the following projects are offered: (1) Nedlands action project; (2) measurement of academic staff workloads; (3) measurement of student workloads; (4) causes of student withdrawals; (5) teaching of children of different cultural backgrounds; (6) survey of science graduates from Nedlands College; (7) seminar on discipline in secondary schools; (8) inquiry into good teaching; and (9) survey of research requirements of academic staff members. Brief annotations are given of reports still in preparation on the role of teaching practice, a pilot study on patterns of student stress, and a study of occupational skills and employment opportunities. (JD)…
(2000). Multicultural Early Childhood Team Training: Outreach 1996-1999. Final Report. This final report summarizes the activities and outcomes of a grant-funded project designed to infuse cultural competence in early childhood programs by disseminating and replicating a proven parent and professional inservice training module, Multicultural Early Childhood Team Training (MECTT). During the 3 years of the project, the following objectives were achieved: (1) 61 culturally linguistically diverse parent/professional teams were prepared to provide leadership and training to approximately 3050 professionals and parents in local and state early childhood programs; (2) a guide was developed to assist these teams in adapting MECTT training materials for a broad range of programs and audiences; and (3) technical assistance was provided to adoption sites in developing and implementing state and community action plans. Additional training and dissemination activities included: 2 Leadership Institutes; 4 display/poster sessions; and a variety of workshops, seminars, and… [PDF]
(1998). Educating Latino Students: A Guide to Successful Practice. This book attempts to assist readers in expanding their knowledge base in the area of quality practices for Latino students. The chapters contain many practices that can be implemented in educational settings from preschool to secondary school. The following chapters are included: (1) "Successfully Educating Latinos: The Pivotal Role of the Principal" (Maria Luisa Gonzalez); (2) "Learning for Latinos: The Sociocultural Perspective" (Ana Huerta-Macias); (3) "Fostering the Home-School Connection for Latinos" (Alma Flor Ada and Nancy Jean Smith); (4) "Developmentally Appropriate Practice: Rethinking the Preschool Curriculum with Latino Families" (Elizabeth Quintero); (5) "Emergent Literacy: Implications for Kindergarten Settings" (Maria Cristina Gonzalez); (6) "Learning Environments Supportive of Young Latinos" (Cecilia Espinosa, Karen Moore, and Irene Serna); (7) "Developing Language and Literacy in Bilingual…
(2000). Intercultural Education in European Classrooms: Intercultural Education Partnership. This collection of papers demonstrates the role of the Intercultural Educational Partnership in the United Kingdom. It offers contributions from teachers, educationalists and academics in the field of second/additional language learning. The papers include: "Introduction: 'Learners' or 'Learned'" (Susan E. Shaw); "Second Language Pedagogy: A Value Free Zone?" (Constant Leung); "Accelerated Schooling for All Students: Research Findings on Education in Multilingual Communities" (Wayne P. Thomas and Virginia P. Collier); "Learning to Read in a Second Language: Fact and Friction" (Jim Cummins); "Lefteris Doesn't Go To School Any Longer" (Kostas Magos); "The Power of Babel: Collaboration and Empowerment (an extract)" (Viv Edwards); "'Mum, Let's Learn Together!': Some Examples of Parental Participation Using the Mother Tongue" (Joke Kypriotakis); "Teaching Academic Language to Pupils With EAL" (Carrie Cable);…