(1982). Responding to Teachers' Concerns with Qualitative Inquiry. Five ethnographic researchers worked with five elementary school teachers to develop individualized research topics related to teaching in multiethnic classrooms. The teachers were familiar with the ethnographers, having participated in previous naturalistic studies in their newly desegregated schools. Subjects included two teachers from a predominantly white \back to basics\ magnet school and three teachers in an extended learning program for gifted students at a school with 80 percent minority students. Ethnographers and teachers used research results obtained from previous studies to choose useful research topics: (1) differences in student responses to teacher's praise and reward behaviors according to ethnic identity; (2) underlying social and ethnic issues based on students' ethnic self-identification, self-expressed play choices, and bilingualism; (3) behavioral problems of three disruptive students; (4) student attitudes toward cooperative learning, peer relations, play…
(1980). A Sociopolitical Study of the Concept and Role of Ethnic Teacher Aides in Victorian State Schools. Research Report. A study utilized survey and case-study techniques supplemented by examination of documents to facilitate a sociopolitical investigation of the concept and role of ethnic teacher aides in state schools in Victoria, Australia. A theoretical framework was developed, combining an historical sociology of knowledge with a systems management perspective. The sample consisted of personnel in schools with high percentages of migrant students, persons with political influence on educational policy, and persons and groups interested in educational policy. Data indicated: (1) there was no coherent policy or program involving ethnic teacher aides; (2) uncertainty surrounded the number of ethnic teacher aides and the duties expected of them; (3) aides were expected to undertake many tasks, without clear guidelines concerning aide training and use; (4) the concept of ethnic teacher aides differed between primary and post-primary levels of schooling, despite considerable commonality concerning the…
(1979). The City Kids' Book. OISE Curriculum Series No. 37. Compiled in this curriculum program are a number of poems, stories, classroom activities, songs and illustrations dealing with various aspects of a multiethnic urban environment in Canada. Designed to familiarize students with the diverse urban population, differences and similarities among individuals, communities, and families of different ethnic and minority groups in a city are described. Also considered are the different kinds of jobs held and job opportunities available to these people. Racism and other discriminatory attitudes are problems presented in some of the stories. (EB)…
(1980). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Report of Pretest Results and Posttest Analysis Plan for the Quantitative Component. The principal objective of this part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates, 1980) was to determine the effectiveness of four early childhood bilingual/bicultural curriculum models developed for Spanish-speaking children. The eight programs assessed had implemented the Alerta, Amanecer, Nuevas Fronteras or the Un Marco Abierto models. Each model was assessed at two sites. Evaluation of Head Start and control group children on selected measures of social competence with model program experience as the independent variable in a pre- and a posttest format was attempted. Areas of social competence tested as dependent variables included the four following domains: Spanish and English language comprehension and production, and concept development and socioemotional behavior. Additionally, a parent interview was designed to gather information on background characteristics of experimental and control group children and their families….
(1984). The Education of Minorities. Comparative Education, v20 n1 p155-64. The history of education of minority nationalities in China before and after 1976 is discussed. Tables of population (1964, 1982) of China by nationality, of types of autonomous administration units of minority nationalities, and of increase in number of minority nationality students are provided. (MH)…
(1983). Educational Processes for Obtaining Perspectives on and from Subcultures. Comparative Education, v19 n3 p255-68. Discusses the goal of internationalization of Swedish higher education, necessary to train Swedish personnel who will be stationed outside the country and because of internationalization of Swedish society due to extensive immigration from other countries. Describes proposals and attitudinal objectives of an internationalizing commission and activities undertaken toward internationalization. (MH)…
(1996). Japan: Instructional Materials for the Classroom. This lesson booklet is designed to fit any classroom and can be adjusted to any grade level. The materials can be used as a thematic unit or as individual activities to be integrated into the curriculum. The objective is to provide students with a broader cultural perspective on Japan. Blackline masters, pictures, and handouts are included, along with objectives, a list of materials needed and possible teaching strategies. The lessons contained in the booklet include: (1) "The Geography of Japan"; (2) "The Japanese People"; (3) "A Comparison of Japan and the United States"; and (4)" Political and Economic Symbols of Japan." Contains a total of 22 items in 2 resource lists. Includes a list of publications for additional classroom reading. (EH)… [PDF]
(1998). A School Called \Inclusive\: Pio Pico Elementary School. Pio Pico Elementary School, Santa Ana (California), is a public school that provides a rigorous academic program for every one of its low income Latino students by embracing the multifaceted offerings of the community in a spirit of equity for all, inside and outside the classroom. This qualitative study explores the complexities of Pio Pico School to better understand what makes it successful in nurturing a compassionate and inclusive community. Observation of the community and a neighborhood association meeting set the stage for observation of the school. Conversations with the school staff show the importance of high expectations for staff members and for students. In spite of the fact that over 90% of the families at the school live at the poverty level, expectations at home and at school are the same for these students as they are for students at much more affluent public schools. The cooperation between the school and the University of California at Irvine is another thing… [PDF]
(1996). Multicultural Mental Health Training Program: Researcher Projects with Ethnically Diverse Communities. This paper contains summaries of research projects of three graduate students participating in the Multicultural Mental Health Training Program at the University of South Florida's Florida Mental Health Institutes. The students' work involved the development of evaluation or research projects with ethnically diverse minority communities. The first study, "Working Together for the Children: School-Community Partnerships in East Tampa" (M. Yvette Baber), describes the results of a qualitative evaluation of locally based efforts to increase levels of interaction between schools and parents from East Tampa, Florida. The success of the East Tampa School-Community Partnership is described. The second study, "Community-Based Job Service Programs: The First Step toward Community Economic Revitalization" (Tracy Lea McPhail), describes the use of community-based job development efforts to increase economic revitalization. The third study, "Health Information… [PDF]
(1994). Life in Japan: A Culture Studies Unit for Grades 7-9. Today's Japan. This unit's multidisciplinary approach is well-suited to students in grades 7 through 9. "Life in Japan" is a unit of "Today's Japan": Learning Environment's three level series on Japanese culture. This resource is designed to help teachers with this effort. The program was developed in consultation with classroom teachers by a team of editors, writers, and designers active in U.S. educational publishing. This resource unit is designed to help teenagers gain a better understanding of Japanese people in the 1990s and the unique and dynamic culture that shapes their lives. Students will read an article on "Life in Japan" and learn of schooling of students their own age. Three lessons form the basis of the unit: (1) "Where the Japanese People Live"; (2) "Education for Democracy"; and (3) "What Some Japanese Writers Say." Additional resources are listed for future reference. (EH)… [PDF]
(2002). President's Report on Strategic Action Areas and Initiatives, April, 2002. This paper outlines the strategic action areas and initiatives of the American Association of Community Colleges (AACC) for 2002. The six action areas outlined are: (1) national and international recognition and advocacy for community colleges; (2) learning and accountability; (3) leadership development; (4) economic and workforce development; (5) connectedness across AACC membership; and (6) international and intercultural education. Among the issues addressed in area one is AACC's involvement in negotiated rulemaking with the Department of Education to simplify student aid regulations. AACC is also preparing for efforts to reform the welfare reform law in order to encourage more postsecondary education and training for Temporary Assistance to Needy Families (TANF) recipients. Area two outlines, among other issues, a new project brief that describes activities at ten community colleges participating in the Teaching Scholar Partnerships program sponsored by the National Science… [PDF]
(1999). Preserving Home Languages and Cultures in the Classroom: Challenges and Opportunities. Directions in Language and Education, n13 Spr. Decades of research document the powerful academic and socio-affective benefits of a strong home language base and affirmation of home language and culture as a valuable resource. This article explores the implicit challenges, daily realities, opportunities, and practical implications of incorporating language and culture into classrooms as they relate to culturally and linguistically diverse language learners. It describes the daily realities faced by teachers, students, families, and communities, and then offers practical advice for all classroom educators. The following suggestions are given: accept the premise that children are members of diverse family and community systems bringing multiple gifts of language, culture, and wisdom; become an ethnographer: keenly observe children's language capabilities, both in the native language and English; encourage and accept children's attempts to communicate since errors are a normal part of language learning; provide many opportunities… [PDF]
(1979). Revelations, Responses, Refinement: An Overview of the Research Pertaining to the Young Child, 1960-79. Journal of Negro Education, v48 n3 p288-305 Sum. Discusses research concerns of the 1960s, including the heredity v environment controversy and compensatory strategies. Reviews the response to these concerns, particularly the focuses on child advocacy and ethnic issues, which have dominated research in the 1970s. Outlines an integrated (social, developmental, and applied) approach for the future. (GC)…
(1997). Global Classrooms–E-Mail Learning Communities. Learning & Leading with Technology, v25 n3 p38-41 Nov. Describes the learning experiences that occurred when a third-grade Spanish class participated in a pilot e-mail project. Highlights include the Internet learning community; social studies and language learning activities; multicultural learning opportunities; using e-mail for other content areas; project management; and benefits of the project. Sidebar lists resources. (AEF)…
(1996). Studying Diversity Issues in Teacher Education Using Online Discussions. Journal of Computing in Teacher Education, v13 n1 p6-11 Oct. Describes a graduate preservice education course on diversity that used online e-mail discussions to facilitate learning. The activity successfully involved all students in the online discussions, so less-verbal students were able to voice their opinions. It cut tensions when discussing controversial issues and changed student/teacher roles. (SM)…