(1991). Full Day Kindergarten Program: 1988-1989, 1989-1990, 1990-1991. Summative Evaluation. This summative evaluation of the district-wide Full Day Kindergarten Program presents a longitudinal view of the program's progress and outcomes from 1988 through 1991, including enrollment and achievement trends, the extent of program implementation, and the status of previous recommendations. Data were collected through site visits and interviews with teachers and program administrators. Surveys were given to teachers, principals, and instructional assistants, and district records were examined. While overall enrollment increased from 1990 to 1991, nonminority enrollment declined slightly. There was consistency among schools in the implementation of the proposed kindergarten daily schedule. This consistency applied to an emphasis on cognitive, social-emotional, and motor skills development. Teachers made significant progress towards the infusion of a multicultural awareness program into the basic curriculum, but had limited success in increasing parental participation in…
(1992). Developing Positive Parent Involvement in Indian Pre-School Programs through Appropriate Program Orientation. The goal of this practicum was to design an effective program orientation session for teachers and parents that would enhance parent involvement in an American Indian Head Start preschool program. Objectives were that: (1) a total of 90% of families and 100% of staff would attend a program orientation session; (2) a parent involvement activity idea book would be generated during the orientation session; and (3) half the families would volunteer twice a month for participation in the classrooms. Implications for continuation and duplication of the practicum are included. Results revealed that even though the objectives were not met, the program orientation session effectively enhanced parent involvement, particularly in terms of classroom activities, policy, and decision making. Factors that contributed to the failure to attain practicum objectives are discussed. Appended are 20 references and related materials. (GLR)… [PDF]
(1984). The Report of Engineering Special Programs July 1, 1983-June 30, 1984. In an effort to achieve ethnic parity for underrepresented minorities at the University of New Mexico College of Engineering, precollege and undergraduate programs were developed to recruit and retain Hispanic and American Indian students. The Math, Engineering, and Science Achievement (MESA) program is a coherent, longitudinal program organized to increase awareness and motivation in bright minority Algebra I students and to support their interest through high school graduation and university matriculation. It provides such student services and activities as short on-campus college/engineering orientation programs; tutoring; academic, university, and career counseling; field trips; summer enrichment and employment programs; and scholarship incentive awards. The undergraduate program supports minority students through the Hispanic Engineering Professional Advisory Committee and the Hispanic Engineering Organization, the Native American Program/College of Engineering, and the College…
(1980). Preparing to Teach in Low-Income Area Schools. A Case Study Users' Manual. The four case studies presented in this manual were designed to illustrate different approaches to the preparation of interns for low-income area schools offered by Teacher Corps programs around the country. The introduction presents the objectives of the manual and possibilities for its use. The research background for the case studies is given, and some lessons learned from the studies are discussed. The four case studies, based on interviews with Teacher Corps staff members, are presented in the second section. Each of the studies was organized according to the following topics: (1) the intern's family, socioeconomic, and educational background; (2) the initial orientation period before the Corps Member Training Institute (CMTI), with particular emphasis on any activities aimed at introducing the intern to low-income communities or schools; (3) the intern's experiences at CMTI; (4) post-CMTI activities and courses designed to further acquaint the intern with the low-income…
(1976). Ensenanza Bilingue (Bilingual Education). The purpose of bilingual education is to increase the academic ability and success of the student through the use of the native language as the principal instrument of instruction. The aim is for the student to develop appropriate academic attitudes towards, practical aptitudes in, and a knowledge of the target language. The pamphlet explores bilingual education as it traces: (1) the principles, rights, and responsibilities of bilingual and bicultural education; (2) methods of bilingual instruction; (3) bicultural education; (4) the history of bilingualism in the United States; (5) the social implications of bilingual eduation; (6) goals and objectives of bicultural programs; (7) administrative planning for bilingual and bicultural programs; (8) the future of bilingual education; and (9) sources of information on bilingual and bicultural education. (JK)… [PDF]
(1994). Multiculturalism and Cultural Literacy. International Journal of Social Education, v9 n1 p66-80 Spr-Sum. Discusses multiculturalism in its context as a form of intellectual and historical atonement and points out its internal contradictions. Argues that the Western culture is becoming global, or universal; and, therefore, there should be no school-enforced multiculturalism. (CFR)…
(1996). Cities, Democracy, and Governance in Latin America. International Social Science Journal, n147 p73-83 Mar. Examines the economic troubles and social turmoil experienced by Latin American cities in the last 10 years. Identifies a global economy, moving from the production of raw materials to information-related jobs and services, as the main culprit. Discusses the growing importance of city councils in municipal governance. (MJP)…
(1978). Grade 4: Maryland–Geography. Maryland–History of the Colonial Period. The curriculum guide presents a working draft of the fourth grade component of a K-6 social studies program using the expanding environments approach which was developed by the Allegany County Board of Education in Maryland. The overall objective is to help teachers assist their students in gaining the understanding needed to deal with the problems of a complex society. The bases for each unit are three goals (development of social science concepts, skills, and social attitudes), and six conceptual statements relating to ethnic heritage studies; family life; and citizenship, career, consumer, and environmental education. The key question/suggested activity format involves students in gathering and organizing data, and in analyzing its content and implications. The fourth grade unit is presented in two sections. Section I pertains to the geography of Maryland, studying how land forms, bodies of water, natural resources, and climatic conditions affect people in the state. Activities…
(1994). Roma, Gypsies, Travellers. Revised Edition. Collection Education. In Europe, prejudice and stereotyping of Gypsies and Travellers often result in the failure of measures aimed at helping this group. This book resulted from a request of the Conference of Local and Regional Authorities of Europe to the Council of Europe to prepare teacher information packs on the history, culture, and family life of nomadic populations as part of work in intercultural education. There are two sections. The first, on sociocultural data, examines Gypsy origins in northwest India and their dispersal throughout Europe in several waves of migration from the 12th century to the present; populations; language; social organization; travel; the family; religion; economic organization; art; and lifestyle and identity. The history of Gypsy interactions with outsiders and the treatment to which they have been subjected is examined in the second part, on sociopolitical data. Rejection remains a dominant factor in relations between Gypsies and the surrounding population, and the…
(1992). Careers Going Global. Curriculum Resource Guide. This guide contains 164 suggested learning activities that are designed for use in helping middle and high school students learn to think in global terms rather than in terms of city, state, and national boundaries. The guide's organization and framework are based on 5th- through 12th-grade social studies, geography, language arts, mathematics, foreign language, economics, sociology, history, and career counseling competencies. The learning activities are described on activity sheets that are organized according to the following categories: cultural diversity, customs, geography, global career counseling, import/export, a potpourri of economic issues, and other activities. Each activity sheet contains the following: activity title, purpose, suitable subject area, appropriate grade level, description of the activity, and suggested additional resources. The instructional level of the individual activities varies widely. Some activities are recommended for students in a narrow range of… [PDF]
(1990). The Globalization of Higher Education. Cross Currents, v17 n2 Spec Iss Fall. This special issue of a journal on language teaching and cross-cultural communication includes both regular articles and forum essays. Regular feature articles include: "Is Japanese English Education Changing?" (Yoshie Aiga); "Textual Schemata and English Language Learning" (S. Kathleen Kitao); "Visuals and Imagination" (Alan Maley); "Oral Language Taping and Analysis for Teacher Training" (Elizabeth Leone); "Who Does What With Errors?" (Joyce M. Taniguchi); "Expanding the Intercultural Perspective" (William McOmie); and "Rapid-Fire Questions for Better Communication" (Robert Ruud). Forum essays on the topic "The Globalization of Higher Education" include "An American Comprehensive Public University Linked with a Japanese Municipality" (Jared Dorn); "The Internationalization of an American University" (William G. Davey, Lynne A. McNamara); "An American Community College in… [PDF]
(1981). Assessment of Current Knowledge about the Effectiveness of School Desegregation Strategies. Volume IV: A Practical Guide to Desegregation: Sources, Materials, and Contacts. This volume on desegregation is divided into seven sections that outline and annotate bodies of information available from various sources. These sections include: (1) selected sources of information on various school desegregation issues; (2) \how to\ sources on school desegregation; (3) sources of information on cities that have been desegregated for a comparatively long time; (4) sources of reviews of research on desegregation; (5) sources of information on government agencies and private organizations offering desegregation assistance; (6) persons (names and addresses) with expertise in one or more areas of desegregation implementation; and (7) a glossary of desegregation and equal education terminology. (JCD)… [PDF]
(1977). [Bilingual Bicultural Curriculum for Science: Grade Two.]. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this bilingual-bicultural science curriculum guide for second grade is one of a series for pre-school through fifth grade. The overall focus is on Puerto Rican history and culture, placing the development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains eight units, related to those in the other second grade guides: myself, my school, family, my home, my community, transportation, communication, animals. Appropriate skills are presented in each; for example the skills in the unit on transportation are: identifying the source of energy which causes objects to move; determining the difference between storing, or accumulating, and using energy; measuring the distance that an object travels using a quantity of…
(1978). [Bilingual Bicultural Curriculum for Grade Three.]. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and for other students whose native language is Spanish, this science curriculum for third grade is one of a series for pre-school through fifth grade. The overall focus of the guides is on Puerto Rican history and culture, placing the development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains seven units, related to those in the other third grade guides: Connecticut, Puerto Rico, Latin America, Europe, Asia, Eskimos, American Indians. Appropriate skills are presented in each unit; for example, the skills in the American Indian unit are: inferring the formation of clouds; identifying the types of clouds and symbols used to represent them; identifying the cause of rain; investigating the regulation of rainfall; making and using a rain gauge. Key…
(1978). Bilingual-Bicultural Curriculum for Social Studies: Grade 4. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this social studies curriculum guide for fourth grade is one of a series for pre-school through fifth grade. The overall focus is on Puerto Rican history and culture, placing development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains seven units, related to those in the other fourth grade guides: Connecticut, Puerto Rico, Latin America, Europe, Asia, Eskimos, and American Indians. Appropriate skills are presented in each unit; for example, the skills in the unit on Eskimos are: describing a theory about Eskimo origins; understanding how climate affects social structure by causing migration; comparing different aspects of the Eskimo with the American Indian; describing historical changes affecting Eskimo…