(1978). Bilingual/Bicultural Education: Titles and Abstracts of Doctoral Dissertations. Dissertation abstracts describing research on a wide variety of topics in bilingual education are presented. This publication is designed to provide background material for bilingual educators as well as practical procedures for bilingual teachers, administrators, counselors, and evaluators. The titles were acquired by using the two broad descriptors of bilingual and bicultural. The dissertations are presented under the following divisions: program management, assessment, language curriculum, and affective domain. The following topics are covered: scope, history, and legislation; development; bilingual program models; comparative studies (bilingual/monolingual); teacher education; investigations beyond North America; language proficiency; intelligence; acquisition and development; concept and development; language and culture; linguistics; sociolinguistics; reading and language arts; content fields; special education; career education; audio-visual media; self-concept; and attitudes…
(1998). Teacher Education's Responsibility to Address Diversity Issues: Enhancing Institutional Capacity. Theory into Practice, v37 n2 p88-95 Spr. Preservice teachers must be prepared to address substantial student diversity and to educate all students to higher levels of understanding and competence. Many teacher educators are not competent to prepare new teachers in this area. Several approaches to handling institutional aspects of teacher education for diversity are discussed, noting existing programs that address the issue. (SM)…
(1996). Leisure Today: Educating for Diversity. Journal of Physical Education, Recreation and Dance, v67 n2 p41-48 Feb. Three articles propose diversity strategies for teachers, recreation leaders, and program managers to include in their classrooms and programs. The articles are "Diversity Education for Professional Practice" (Sharon Washington); "Just Recreation for Girls and Women" (Karla Henderson); and "A Different Set of Footprints: A Portrayal of One Woman's Leisure" (Rodney Blackman). (SM)…
(1993). A Plan for Enhancing Student Achievement in an Eleventh Grade Large Classroom American History Course through a Multicultural Curriculum. This practicum was designed to increase student achievement and to motivate 11th grade U.S. history students to consistently complete homework assignments, to actively participate in classroom discussions, and to perform with a passing grade of "C" or above on all examinations. This paper describes the development of a multicultural curriculum and its implementation in a large classroom U.S. history course. The curriculum was developed for a class of 200 students from a student body with an ethnic composition of 56 percent Hispanic, 31 percent black, 13 percent white, and one percent Asian American/Indian. The textbook that had been in use gave inadequate attention to minority groups and women, so that these students did not feel they were an integral part of the U.S. history experience. The curriculum was designed to encourage active student involvement in their course work. It emphasized the use of guest speakers; hands on discovery learning projects designed to enhance… [PDF]
(1997). Bronx Community College, Exploring America's Communities. Progress Report. In 1996, New York's Bronx Community College (BCC) participated in the American Association of Community Colleges' Exploring America's Communities project, which works to strengthen the teaching and learning of American history, literature, and culture at U.S. community colleges. The BCC action plan was drafted to improve both the core curriculum and the college's teaching and learning about American pluralism and identity. The plan addressed a perceived lack in cohesion in the Liberal Arts curriculum and the need to provide more rigorous experiences in academic courses. Additionally, candidates for Liberal Arts associate's degrees are now required to take at least two "enhanced" courses, which provide additional educational experiences and stress writing and creative thinking. Communications, English Literature, and History are the disciplines that agreed to develop exercises on the common theme. Communications students read articles about nonverbal communication in… [PDF]
(1991). Multicultural Communication Arts, Grades 7 & 8. Designed to challenge students to think critically and to motivate them to relate their own personal experiences to a broader panorama of society, this curriculum guide presents a seventh-grade unit on "The Struggle for Equality" and an eighth-grade unit on "The Movements of People." The three related goals of the curriculum guide are: (1) to introduce students to a cross-section of literature representing a diversity of literary genres and cultural perspectives; (2) to develop in students an understanding of the ways in which literature reflects the customs, beliefs, and traditions of the many ethnic, cultural, and linguistic groups that make up our society; and (3) to correlate thematically learnings from communication arts with those of the multicultural social studies curriculum. The 19 activities for grade 7 and the 20 activities for grade 8 presented in the guide are each based on a reading, and support cooperative learning and small-group work in order to…
(1990). Multidisciplinary Perspectives on Cross-Cultural Education. A pilot study explored the disciplinary perspectives and instructional practices within English, Foreign Language, and Social Science departments in a midwestern high school to determine the degree of collaboration practised by instructors to provide interconnected cross-cultural education. Data were collected by means of interviews with and classroom observation of eight subjects teaching the following disciplines: American Literature, and World Literature, French, German, Spanish, Modern World Civilization, Anthropology, and Sociology. Results revealed that the social studies teachers have taken on the leadership role in promoting cross-cultural education from a global perspective, that the English teachers have not broadened their materials to include literature at the international level, and that the foreign language teachers emphasize language competency and proficiency while attributing a secondary role to the teaching of other cultures. Findings suggest that little…
(1987). Entertainment Films and Video in Africa. The film industry in Africa began in 1963. Since then, development has been slow because of funding problems and political restrictions. Television is available to only a fraction of the population and imported programming represents almost one-half of the programming. However, there are some successful African produced television programs. The themes and contents of the films tend to reflect a changing culture, social problems, and colonialism. The work of five filmmakers is discussed in this paper, including four films of Ousmane Sembene ("Ceddo,""Borrom Sarret,""Mandabi," and "Xala"). Sembene's themes concern the African elites and greed, and "Ceddo" has been banned by the government of Senegal. Souleyman Cisse's "Baara" concerns poor and illiterate Africans and the struggle to survive urban life. In Paul Zoumbara's "Jours de Tourmentes", a western educated man tries to introduce modern farming techniques in…
(1978). Ten Steps for Shared Roles in Multicultural Curriculum Development. These ten guidelines offer approaches for the development and implementation of multicultural materials. The approaches reflect the cooperative, shared roles of administrators, teachers, and parents in a school and community. Steps one and two involve identifying a core planning team and participants. Steps three and four identify strategies for developing structures of communication and for planning a communications brochure. Step five outlines a training program designed to increase the knowledge and skills of team members not previously involved in a school community program. The training design should address issues of specific interest to ethnic community members. The team recruiting process is outlined in step six. Step seven, developing the materials, includes assessing needs, stating the problem, identifying factors which impede or improve the situation, and creating and carrying out an action plan. Step eight investigates funding resources and step nine outlines definite…
(1996). Finding One's Voice: The Pacesetter Model for More Equitable Assessment. College Board Review, n179 p12-19,25-26 Nov. Describes the College Board's Pacesetter Program, high school courses developed using principles of ongoing performance testing and portfolios, standards, and curriculum. The model is illustrated in a description of the Voices of Modern Culture language arts course. Argues that this assessment process has systemic validity and is more relevant to disadvantaged students. (MSE)…
(1996). Doing Sociology: Connecting the Classroom Experience with a Multiethnic School District. Teaching Sociology, v24 n1 p46-53 Jan. Describes an undergraduate sociology course where college students helped develop and teach multicultural lesson plans to high school students in a multiethnic district of Los Angeles (California). Discusses the origin and organization of the project and addresses some of its inherent structural and substantive challenges. (MJP)…
(1992). Let Their Voices Be Heard! Building a Multicultural Audio Collection. Multicultural Review, v1 n2 p16-21 Apr. Discusses building a multicultural audio collection for a library. Gives some guidelines about selecting materials that really represent different cultures. Audio materials that are considered fall roughly into the categories of children's stories, didactic materials, oral histories, poetry and folktales, and music. The goal is an authentic learning experience. (SLD)…
(1999). A Student Programmer's Guide to Developing Multicultural Activities at Community Colleges. Campus Activities Programming, v31 n8 p54-61 Apr. Ten steps to success in multicultural campus-activities programming are outlined: seek new perspectives; learn issues and terminology; learn how the three stages of diversity apply to programming; build alliances with other student groups; co-sponsor events; build bridges with faculty; include educational components in programs; be creative; reach out to the community; and seek help from professionals. (MSE)…
(2001). YA Spaces of Your Dreams: Welcome to the Reading Room: Lindbergh Middle School, North Long Beach, California. Voice of Youth Advocates, v24 n1 p21-23 Apr. Describes the transformation of the school library in Lindbergh Middle School, North Long Breach CA that serves a predominantly lower income, multicultural area whose students are struggling readers. Highlights include painting, new furniture, and other physical changes; collection development and circulation increases; hours of operation; staffing; and programming. (LRW)…
(1994). Improving School Climate by Using Conflict Resolution in Grades K-6. A 12-week practicum was developed to improve school climate by using conflict resolution in grades K-6. Staff and students completed a poll designed to assess their concerns about the daily functioning of the school. The school's climate was discussed in light of how the student body reacted to the school setting, with emphasis on areas where supervision was not too obvious. Following the survey results, the focus shifts to a concentration on the areas of recess, playground, assemblies, and hallways. Rules in each of these areas received a new direction. Classes received instruction in how these areas would be addressed and what was expected of students. Careful supervision and analysis of the data allowed the researcher to adjust methodology and address problems as they arose. By the end of the 12 weeks, clear guidelines for acceptable behavior in the cafeteria, recess, hallway, and auditorium had been established. The students knew their limits and willingly accepted the imposed… [PDF]