(1996). The New York City Early Childhood Initiative Year II Evaluation. Learning Together: Children's Progress in Integrative Early Childhood Education. The Early Childhood Initiative (ECI), supported by the Fund for New York City Public Education, operates in four New York City schools, reinventing the early childhood classroom by combining special education and general education team teaching and a heterogeneous mix of students with developmentally appropriate instruction, authentic assessment, and parent partnerships. Ongoing staff development efforts help refine the model. The model departs in a fundamental way from inclusion programs that focus on one or two special education students in a general education classroom. It actually reduces general education class size to allow for full integration of special and general education students. A total of 396 students were served in ECI classrooms in the 4 schools. Of these, 111 (28%) were labeled as having special educational needs. During the 1994-95 school year, 8 students were decertified, including 3 of the 12 special-needs students in the 2 ECI prekindergarten classrooms. This… [PDF]
(2000). Early Childhood Education Program Expectations: Standards of Quality. In 1999, a task force was appointed to develop early childhood education (ECE) program expectations or standards for New Jersey's ECE programs. The standards were based on the task force's review of research, curricula, standards, and guidelines developed by local boards of education, other states, and professional organizations; feedback on draft standards from various professionals; and three regional focus groups. This guide presents the ECE standards, providing early childhood educators with a foundation to build upon in creating developmentally appropriate learning environments and preparing children to meet New Jersey's core curriculum content standards when they enter kindergarten. The guide's introduction defines developmentally appropriate expectations, preschool, and curriculum, and discusses implementation issues and program continuity/transition. The guide is then organized into three parts. The first part addresses the expectations that cross all content areas: school… [PDF]
(1995). Religion and Multiculturalism in Education. Religious Education, v90 n3-4 p377-87 Sum-Fall. Provides a concise historical overview of theological thinking concerning fundamentalism, absolutism, and relativism. Considers corresponding responses to issues regarding multiculturalism. Concludes that a diversity of viewpoints is necessary for society to learn from its mistakes and progress in a positive fashion. (MJP)…
(1997). Communication in Action: Teaching Literature-Based Language Arts. Sixth Edition. Suggesting that teachers must develop a philosophy of language arts instruction to guide their teaching, this book provides teachers in language arts or combined language arts and reading courses with the knowledge base and practical ideas they need to plan and implement a literature-based language arts program in which children are actively involved in thinking and communicating. The book describes an approach that integrates the language arts–speaking, listening, reading, and writing–into the total curriculum and in which literature is central. Among the changes and additions for the sixth edition of the book is "Access Pages," a planning resource handbook that presents lists of award-winning books, unit plans, lesson plans, mini-lessons, and information on the Internet and e-mail. Chapters in the book are (1) Teaching for Communication: An Integrated, Literature-Based Approach to the Language Arts; (2) Diversity in the Multicultural, Inclusive Classroom: Meeting the…
(1991). African Americans. [Multicultural Studies for Grades 3 and 4, Reproducible Workbook.]. This workbook is designed for use with third, fourth, or fifth grade elementary school students and focuses on African American history and culture. Of the workbook's 14 lessons, Lesson 1 asks students to consider what they already know about Africa. Lesson 2 focuses on the geography of Africa. Lesson 3 presents current scientific theory about the origins of the human race. Lesson 4 tells an African creation myth. Lessons 5 and 6 tell about the glory of two ancient African civilizations, Egypt and Mali. Lessons 7 and 8 deal with the issues of the slave trade and slavery including ex-slaves' memories of what life was like for them as children. Lesson 9 deals with the civil rights movement. Lessons 10 through 13 describe several prominent African Americans: Zora Neale Hurston, Langston Hughes, Marva Collins, Louis Sullivan, Condoleezza Rice, Maxine Waters, and Colin Powell. The final lesson suggests that students do a report on some African Americans of prominence and offers a list of…
(1987). Design for Cross-Cultural Learning. The essence of cross-cultural learning and how it can be effectively incorporated into an academic program are explored. A design for cross-cultural learning is proposed that can be applied anywhere in the educational process from high school through professional training. It is based on the experiences of the authors in experimental programs in Hawaii and the Pacific. It is predicated on the idea that becoming familiar with one new culture builds the framework for understanding and accepting other cultures. The educational design begins with a pre-field seminar meeting at the campus for weekly sessions of cultural learning for a term. The second step is field experience of at least 2 months in another culture. This phase includes a weekly seminar and keeping a journal by students. A final step is the post-field program on campus with learning summaries and weekly meetings for a term to integrate theory and practice. Appendixes discuss implementing the design, stages of learning in…
(1993). Preliminary Guidelines and Procedures for Working with Ethnolinguistically Diverse Student Populations. The Metropolitan Educational Trends and Research Outcomes Center has identified seven projects in the southwestern United States and one in Massachusetts that exemplify the educational practices important in today's ethnolinguistically diverse classrooms. Preliminary findings indicate that each of these programs contains several critical elements that serve as the basis for curriculum and instruction. These elements include primary language instruction and support, a strong focus on English language development, the use of meaning-centered activities, and a strong staff development component. In this paper, an attempt is begun to translate the descriptions of effective practices into guidelines and procedures for program developers and teachers working with ethnolinguistically diverse student populations. An overview is provided of the programs studied, and their critical elements are outlined and arrayed into a framework for guidelines and procedures. In these programs, diversity… [PDF]
(1992). Improving Programs of Schools Serving Culturally and Linguistically Diverse Student Populations. The Metropolitan Educational Trends and Research Outcomes Center conducts Improving Programs of Schools Serving Culturally and Linguistically Diverse Student Populations, a survey to identify programs that have successfully addressed the needs of ethnically, linguistically, and culturally diverse students. This report presents a cross-sites analysis of critical program elements at eight sites (six in California, one in Massachusetts, and one in Arizona) to demonstrate effective ways of helping students develop English proficiency, including instructional practices, curriculum development, and program implementation. The sites studied were chosen because their documentation and support data allowed analysis of critical elements. Across the sites, teachers shared a positive vision of children and believed that all children can learn. In the area of language acquisition, teachers emphasized natural language learning prior to form. A general theoretical orientation indicated that… [PDF]
(1993). Making Cultural Connections for African American Children under Six: Affirming Culture through Literature and the Arts. The school system in the United States was established as, and remains, an expression of the white, middle-class values dominant in the society. The "melting pot" theory, with its emphasis on assimilation and the reduction of differences has been held by many for a long time. In the schools, however, this emphasis tends to cause feelings of alienation among children from lower socioeconomic groups and ethnic minorities, especially African-Americans. Affirmation of African-American and other non-mainstream cultures in the classroom, therefore, is imperative for the survival of a sense of self among students. African-American culture can be affirmed for students through exposing them to literature by and about black people, discussing African-American history and cultural heroes, and explaining cultural holidays and celebrations, such as Kwaanza. Other activities can include field trips to museums reflecting African-American culture, classroom visits by authors or poets, or… [PDF]
(1991). Literacy through Literature. Proceedings of the Annual Conference and Course on Literacy (38th, Pittsburgh, Pennsylvania, June 1991). This conference proceedings is the result of a week-long conference and course focusing on the use of literature programs in the development of literacy skills and the attainment of broader educational outcomes. The proceedings includes speeches by keynote speakers, session presentations, graduate student papers, and middle school student papers. Keynote papers are: "Acting Meaning: The Play of Reading" (Shirley Brice Heath and Shelby Anne Wolf); "Remembering Pennsylvania" (Lois Lowry); "Families and Literacy: Building Social and Cultural Continuity" (Vivian L. Gadsden); "The Secret of the Lifetime Reader or the Clue in the Classroom" (Elizabeth Segel); and "The Secret of the Life-Long Reader or the Clue in the Classroom" (Margaret Mary Kimmel). Session presentations are:"Helping Parents and Teachers Develop Positive Dispositions toward Reading in Preschool Children" (Donna DiPrima Bickel); "Rights without Labels: A… [PDF]
(1984). Changing the Culture of the University. Results of the initial implementation of longitudinally-structured action research at the University of California, Irvine, are presented. The objective is to determine whether combining action research with an organizational cultures approach is a viable way to influence the culture of a research university. The intended outcomes include the realization of proportionate representation of three minority groups admitted to, enrolled in, and graduated from a research university, as well as the cultural diversification of the curriculum. The underrepresented minority groups are Chicanos, Blacks, and American Indians. Attention is focused on environmental influences, organizational values, communication networks, rites and rituals, and heroes (individuals who work toward the goal of a culturally-diverse campus). This student affirmative action project has resulted in the establishment of campuswide quantitative and qualitative goals and objectives that focus on an individual student's…
(1984). Secondary Social Studies: Arkansas Public School Course Content Guide. This guide is offered as a framework on which a comprehensive curriculum can be built. Within each subject area and grade level, skills have been identified at three instructional levels: basic, developmental, and extension. The study of political and economic systems, citizenship rights and responsibilities, and the foundations of the U.S. political system form the core of the civics and government course. United States history after 1865 is taught in grades 9 to 11. A contemporary history course emphasizes the years from World War II to the present. Economic decision making, economic systems, the market system, business cycles, and monetary and fiscal policies undergird the economics course. The global studies program stresses the commonalities, rather than the differences of people around the globe. The world cultures course provides an in-depth analysis of selected cultures from both the western and non-western countries. Five fundamental themes of location, place,…
(1981). The Home Environment and Academic Achievement: There Is a Correlation. The Home Environment Variable Questionnaire was given to guardians of 73 fifth grade students enrolled in bilingual-bicultural education programs in Espanola, New Mexico, for the purpose of identifying those home environment variables which predicted academic achievement. Grade Equivalent Scores from the Comprehensive Test of Basic Skills were used to measure student achievement. The questionnaire covered parent level of education, family size, verbal interaction (which language, Spanish or English, do family members use to speak to each other), learning materials in the home, encouragement of the child to read, parent aspirations toward education and future employment of the child, parental trust in school, home stability, and income levels. Step-wide multiple regression analysis was used to determine the relationship between home environment and academic achievement. For the total sample, the following five home environment variables were found to best predict achievement when…
(1975). Minneapolis Multi-Ethnic Curriculum Project–Prejudice/Discrimination Unit. The student booklet presents short chapters illustrating the prejudice/discrimination unit of the Minneapolis Multi-Ethnic Curriculum Project for secondary schools. Fifteen brief chapters describe the ways Americans have and still do discriminate against the people of various ethnic groups. Topics cover the history and policies of the Know-Nothing political party in the 1850s, the life and job of a Polish sweat-shop girl, a slave's work in the cotton fields, Chinese laborers on the transcontinental railroad, the living conditions of Mexican Americans in the valley of the Rio Grande River and of Puerto Ricans in the barrios of New York City, and the fight for citizenship by Dr. Pandit, an East Indian. Two chapters describe school segregation cases, one relating to Japanese American children in San Francisco and the other relating to Mexican American students. A photo essay illustrates the internment of Japanese Americans during World War II. Contemporary discrimination is discussed…
(1975). A Textbook Study in Cultural Conflict: Kanahwa County, West Virginia. Inquiry Report. On October 14, 1974, the Kanawha County Association of Classroom Teachers requested that the Teacher Rights Division of the National Education Association (NEA) conduct an investigation into the textbook controversy. This report contains information on the background, evolution, educational consequences, and dynamics of the conflict, and the results of the NEA investigation. Among the NEA conclusions are the following: (1) it is the basic principle of our Constitution that no group has the right to impose its religious value system upon the public schools; (2) education's fundamental purpose is to prepare students for good citizenship and for full, constructive lives by instilling in them the ability to think critically, reason, analyze and relate data, and to see behind deceptive facades; (3) an essential task of public education is to treat students honestly, inform them of the history of this and other nations, and provide them with a vast diversity of literature so that they may… [PDF]