(1992). Integrating the International/Intercultural Dimension in the Community College. Focusing on the role that community colleges have played in promoting international/intercultural education (IIE), this six-part report examines key concepts, issues, and programs related to IIE. First, "International Education: Challenges and Responses" reviews efforts by the American Association of Community and Junior Colleges (AACJC) and the Association of Community College Trustees to promote an international/intercultural dimension. Next, "Relationship of International and Intercultural Education," examines the effects of ethnic diversity within community colleges, and within the United States, citing changing perceptions of ethnic heritage, and growing support for multi-ethnic education. Next, "The International/Intercultural Dimension" focuses on the implications of the IIE movement for general education, offers suggestions for trustees and administrators concerning IIE implementation, and discusses the institutionalization of new curricula. In…
(1982). American Indian Language Development Institute – 1982: Curriculum Guide. Volume II. A product of the 1982 American Indian Language Development Institute, sponsored by the Center of Indian Education and the Bilingual Education Service Center at Arizona State University, the curriculum guide reflects valuable language and cultural information of six tribal language groups (Hualapai, Havasupai, Papago, Pima, Ute, and Shoshone). Developed by respective tribal members attending the summer institute, the curriculum reflects bilingual-bicultural teaching approaches to be used with K-12 students. Designed for educators, students, community resources and schools, the guide is presented in six tribal sections. Each section introduces the tribe and language, describes the tribe's bilingual program, outlines the school's philosophy and educational goals, presents orthographical information on the tribal language (alphabet, symbols, pronunciation), and offers the language and cultural unit plan with bilingual curriculum lesson plans. Topics of units include tribal customs,… [PDF]
(1974). ESAA Bilingual/Bicultural Project [Executive Summary]. 1973-74 Evaluation Report. Austin's Bilingual/Bicultural Project was designed to establish a comprehensive program of bilingual education in Spanish and English in schools with the highest concentration of Spanish dominant Mexican American students. The four participating elementary schools had already completed three years of a modest, locally sponsored bilingual project begun in 1970; in 1973 the Bilingual/Bicultural Project expanded activity at the elementary level and began an entirely new secondary program at two junior and two senior high schools. Some of the outcomes and observations at the year's end included: increased English communication skills at all levels; increased Spanish communication skills at elementary and secondary levels; uneven input of materials, staff training, and parent participation, with delivery of instructional materials and equipment delayed; except for a few classrooms, little successful incorporation of the background and culture of students into regular classroom…
(1982). Community Involvement Components in Culturally-Oriented Teacher Preparation. At Indiana University, preservice teachers participate in required community-based multicultural programs that allow them to become directly involved with community characteristics, values, needs, and achievements. It is hoped that this experience will help them to adapt curriculum and instructional techniques to fit community realities and aspirations. Three projects, located in American Indian reservations, Hispanic communities, and urban areas, provide preservice teachers with a variety of community activities. Each participant completes a prerequisite course focusing on the target cultural group before reporting for a 16- to 17-week assignment in the chosen community. Each project has its unique structure, but all preservice teachers must average at least 15 hours per week of nonschool teaching in the local community in addition to fulfilling student teaching requirements. Evaluation data collected over the nine years of the project's existence have indicated that structured,…
(1977). Psychosocial Growth and Academic Achievement in Mexican American Students. A bilingual, bicultural program in the Edgewood Independent School District in San Antonio, Texas, part of the Experimental Schools Program, was designed to reverse "negative self concept, motivation, and attitudes" of its Mexican American students, and by so doing, improve their academic achievement. Efforts were employed to: (1) acquire more Mexican American teachers; (2) use Spanish as a language of instruction and classroom management; (3) develop/adapt Mexican American and local content materials; and (4) increase individualized instruction. Evaluation of the program was conducted during a four-year period, and included both cross sectional analyses within each of the years and longitudinal analyses across the four for experimental and comparison students. No major differences were revealed between the groups at the beginning of the testing period. Mexican American students were found to be at or above the norm in self concept and attitudes, somewhat below the norm in…
(1980). Trabajamos! (We Work!) A Bilingual/Multicultural Career Awareness Language Enrichment Program for Beginning Primary Hispanic Students – K-1. Teachers Program Guide. The Spanish and English versions of a 3-part, 3-week program designed to help portray non-sex-stereotyped, non-traditional occupational roles for Hispanic females introduce 12 community and school workers employed in non-traditional positions (bus driver, nurse, secretary, principal, fire fighter, letter carrier, police officer, sanitation worker, doctor, grocer/storekeeper, dentist, construction worker). The program is intended to promote a wider range of occupational choices based on the child's interests and abilities, to present positive role models from the Hispanic female's culture, and to enhance developmental skills while maintaining and cultivating the child's own language and culture. The material is multicultural and sensitive to the cultural, linguistic, and regional differences among Spanish speakers in the United States, and can be used by large or small groups or by individual students. The material is appropriate for use in social studies or language classrooms. Each…
(1977). Ethnic Education for Future and Present Public Administrators. Director's Report. Methods for teaching college students studying public administration about the cultures, values, and politics of major ethnic groups were studied. Several activities were undertaken. In one, graduate students at the State University of New York at Binghamton participated in two courses specifically focusing on ethnic cultures, entitled American Urban Ethnic Politics and Social Values and Public Policy (the syllabi are appended). A second activity involved integrating ethnic projects and learning into regular public administration courses. For example, one student analyzed the impact of ethnicity on policy attitudes using existing social survey data. The paper is appended. Another research paper, also appended, analyzes the political organization and activities of four ethnic groups: Jews, white Catholics of European descent, Blacks, and Mexican Americans. Other project activities included placing students in internships with an ethnic component and conducting a lecture and…
(1979). Iowa Annual Evaluation Report for Migrant Programs. Fiscal Year 1979. Tabular data and narrative evaluations describe the goals and achievements of Iowa's migrant education programs (three summer session and five regular session programs) operated during fiscal year 1979. A program overview provides summary information on staff utilization, numbers of students served, inservice training activities, medical services provided for students, parent involvement, procedures for recruiting students and establishing their educational needs, cooperation between schools and other agencies, and methods of disseminating information about migrant program activities. Statewide instructional information is presented in tables showing curriculum areas, ages and numbers of students participating, and numbers of students meeting the standards of success in each area. Student success was measured by standardized tests, teacher-made tests, criterion referenced tests, checklists, and observation. Narrative evaluations for three programs provide a brief program…
(1995). Art First Nations: Tradition and Innovation. Student Workbook 1. This student workbook, a companion to a comprehensive teacher's guide and 20 laminated art reproductions, is part of an instructional resource designed to assist teachers in incorporating Native American studies into the elementary art program and general curriculum. It highlights visual art which is actively being innovated by aboriginal artists throughout North America and focuses on ways important cultural beliefs and values are being renewed through visual expression. The program consists of five units, each dealing with one of the major geographical regions of North America. Each unit consists of two self-contained modules which can be taught in any order. These draw on a comparative picture method to show relationships between tradition and innovation by featuring both a traditional and innovative artist, and encouraging examination of the similarities and differences in those cultures and artworks. Artists and cultures examined are: Unit 1: Southwest, (1) David Johns and Mary…
(2001). Rethinking Our Classrooms: Teaching for Equity and Justice. Volume 2. This companion volume to the first "Rethinking Our Classrooms" presents a collection of articles, curriculum ideas, lesson plans, poetry, and resources designed for educators seeking to pair concerns for social justice with student academic achievement. Topics are: (1) "The Power of Words," including "Where I'm From: Inviting Students' Lives into the Classroom" (Linda Christensen), "What Color is Beautiful" (Alejandro Segura-Mora), and "I Am Proud To Be Bilingual" (Monica Thao); (2) "The Power of the Past", including "Unsung Heroes" (Howard Zinn), "On the Road to Cultural Bias" (Bill Bigelow), and "A Lesson on the Japanese-American Internment" (Mark Sweeting); (3) "The Power of Critique," including "Teaching Math across the Curriculum" (Bob Peterson), "The Human Lives behind the Labels" (Bill Bigelow), and "Girls, Worms, and Body Image" (Kate Lyman); (4)…
(1995). Germany Since Unification. Workshop Leader's Manual. An Introduction to Social Studies Instructional Resource Materials for Teaching about Germany Since Unification. This manual is designed to offer support for the instructional resources guides on "Germany since Unification." It provides the basis for a full-day inservice training session on the use of those materials. The format can be modified to meet the needs of leaders, audiences, and time frames. Using the materials developed by teachers and sponsored by the Goethe Institute, the workshop provides participants with a familiarity for teaching about contemporary Germany. (EH)… [PDF]
(1996). Teaching about Contemporary Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts, Content and Skills. This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional materials packages to traditional social studies course topics. The materials provide students with the opportunity to address social studies topics and skills in an authentic context. The kits are listed in charts delineating the content and skills addressed in each area of the kit. (EH)… [PDF]
(1997). Creating Culturally Responsive Classrooms. This action guide helps teachers understand student differences from an environmental and contextual perspective, explaining how to better engage students in the learning process so they can increase their academic performance. The guide focuses on students who are African American, American Indian, Mexican American, and Hmong. Section 1, "Introduction: A Vision of the Future," presents underlying assumptions and explains the guide's goals. Section 2, "Understanding Cultural Backgrounds," discusses culture as the backdrop for learning, focusing on African American, American Indian, Mexican American, and Asian American cultural styles and cultural style in the schools. Section 3, "Understanding How Culture Influences Motivation," explains how to create a culturally compatible classroom and offers an example of a culturally responsible learning community. Section 4, "Identifying Ways to Structure a Culturally Compatible Classroom," discusses…
(1994). Celebrating Diversity through Northeastern Asian Children's Literature and Dramatic Productions. At the University of South Dakota, as part of a campus-wide celebration of diversity focused on northeastern Asia (China, Japan, Korea), undergraduate and graduate Children's Literature classes participated by locating relevant literature and presenting them dramatically. Students were divided into six small cooperative groups. Each group chose a country to focus on, located all the children's literature available from the selected country, selected one for presentation, researched background information on the country, and selected a form of dramatic presentation for the work (improvisation, reader's theater, creative drama, wide story, choral speaking, puppetry, or play). Students learned research techniques, a variety of dramatic presentations, collaboration among group members, editing and rewriting techniques, and how to find and collect cultural material and information. The document contains detailed descriptions of the method and theory of each type of presentation as well… [PDF]
(1997). Looking into Oceanic Art. Art Education, v50 n3 p25-28,37-40 May. Presents background material, suggested teaching activities, and four color plates illustrating the folk art of the Oceania islands (Melanesia, Micronesia, and Polynesia). The background material is incorporated into an interview with two Oceanic art specialists from Indiana University who discuss the culture of the islands. (MJP)…