(2003). Designing Research to Include Racial/Ethnic Diversity and Marginalized Voices. Canadian Journal of Environmental Education, v8 n1 p67-79. Environmental education research designs will either exclude or include voices outside the dominant culture. Examining the questions we ask and the data collection techniques we use may enable us to design research that is more sensitive to marginalized voices. This article puts forward several methodological considerations that either draw out the voices of marginalized people or silence them. Research considerations addressed in this article include the delimitations of the study, conceptualizing the research question, ethnocentrism, sample selection, and who should conduct the research…. [PDF] [Direct]
(1995). Scientific and Methodological Concerns in Research: Perspectives for Multicultural Learners. This review of the literature addresses scientific and methodological concerns of research with children from various racial and ethnic backgrounds in the United States. It first identifies three major demographic trends: (1) the increasingly multiethnic and multilingual nature of American society; (2) the increasing number of children in poverty; and (3) the increased risk of needing special education services when conditions of poverty and racial and language diversity exist. Specific challenges to researchers are discussed, including the relationship among race, ethnicity, socioeconomic status, and gender. The importance of epistemological considerations is also noted, especially considering issues of race categorization, ethics, and human values. Issues raised by the underlying assumptions of quantitative research methodology are noted, including sampling, instrumentation, and measurement. The importance of the mutual support of research and practice is stressed. (Contains 50… [PDF]
(1996). A Student's Guide to Mexican American Genealogy. Oryx American Family Tree Series. This book provides a step-by-step guide to genealogical research in the United States and Mexico for Mexican Americans. The book also contains information on the history of Mexico and its relationship with the United States. Chapters include: (1) "Why Do Mexican Americans Explore Family History?"; (2) "Your Mexican American Heritage"; (3) "How Do I Begin?"; (4) "Charts and Computers: Organizing What You Find"; (5) "Working with Mexican Documents"; (6) "Other Documents: Making Your Ancestors Come Alive"; (7) "Where Do I Go from Here?"; and (8) "Putting It All Together." Contains a 30-term glossary and an index. (EH)…
(1996). A Student's Guide to Native American Genealogy. Oryx American Family Tree Series. This book provides a step-by-step guide to genealogical research in North America for Native Americans. The book also contains information on the history of Native Americans and their relationships with the United States. Chapters include: (1) "Grandmother Spider's Tangled Web"; (2) "Why Trace Your Roots?"; (3) "Celebrating Heritage and Diversity"; (4) "A Deeper Sense of History"; (5) "Tracing Your Family Tree"; (6) "Genealogical Records and Research"; (7) "Native American Records and Documents"; and (8) "Preserving What Your Find." Contains a 31-term glossary and an index. (EH)…
(1991). Planning and Implementing a Global Studies Curriculum. This report on the experimental Northeast Global Studies Middle Magnet School in Kansas City, Missouri, discusses the planning and implementation of a global studies curriculum to be implemented by the school. The 1990-1991 school year was the school's first as a magnet school under a consent decree issued by a federal judge. The decree was intended to desegregate the Kansas City School District by attracting non-minority students to renovated and restructured magnet schools. A global studies focus was chosen for the school and a task force issued goals for the school. The mission of the school was to prepare students to be citizens of the world; and students were to develop intercultural sensitivity through the promotion of problem-solving skills, foreign language exposure, and environmental awareness. The new program is described from several perspectives: program rationale, school demographics, design of the curriculum, global studies program features, co-curricular emphasis,… [PDF]
(1994). Teachers' Voices: Reinventing Themselves, Their Profession, and Their Communities. This collection of four case studies discusses the work of teachers and their efforts to change their classrooms, schools, and districts. The case studies show that teachers can learn to use their own strengths and talents, knowledge, shared vision, and commitment to student growth and development to effect change. The first case study, "Santa Ynez Valley Union High School" (Jon Snyder), documents how a rural California high school brought together internal and external resources and expertise to create a model for school change, and reports the difficulty and complexity of mobilizing "whole school" change and of sustaining optimism and momentum in face of early setbacks. "Pod 200 Clubs: A Multicultural Curriculum in Action–the Walt Disney Magnet School" (Lynette Hill with the assistance of Alice Weaver) describes creation of a multicultural and integrated curriculum within an open-classroom team-teaching environment in Chicago (Illinois) through… [PDF]
(1992). The Impact of Classroom Diversity on Teachers' Perspectives of Their Schools as Workplaces. Changing demographic patterns present teachers with students of diverse ethnic backgrounds, learning abilities, family structures, and linguistic traditions. This study assessed the impact of classroom diversity on Israeli teachers' perspectives of the their workplace. Generally favorable perceptions of multiculturalism in the abstract conflict with the reality of greater job difficulty. This disparity may produce job dissatisfaction. This problem is compounded by the fact that less experienced professionals are more frequently assigned to diverse classrooms. Three-hundred seventy teachers, mostly female, responded to a questionnaire distributed to 883 secondary schools in one medium-sized Israeli city. Teachers from diverse classrooms were likelier to report lower levels of student academic achievement, lack of parental support, larger class sizes, and many disciplinary problems. Females with relatively shorter careers are assigned to more diverse classrooms. The effects on… [PDF]
(1993). School Improvement Research Series: Series VII, 1992-93. This loose-leaf compendium includes three types of brief research summaries: "topical synthesis,""close-ups," and "snapshots." The single topical synthesis is entitled "School-Based Management" (Kathleen Cotton). Close-ups consist of brief definitions and essential research findings on the following topics: "Developing Empathy in Children and Youth" and "Nongraded Primary Education" (Kathleen Cotton). Four snapshots describe effective practices currently in place at various school districts throughout the country: "Building Positive Student Self-Concept" (Kathleen Cotton); "Achieving Success in Mathematics Through Innovative Programming" (Al Fitzpatrick); "Success for At-Risk Students Through Computer-Assisted Instruction" (Kathleen Cotton); and "Restructuring in a Multiethnic Environment" (Barbara K. Hernandez). Annotated bibliographies are appended to the topical synthesis and… [PDF]
(1992). Critical Issues Facing America's Community Colleges. Drawing on demographic data, a variety of sources and abstracted documentation, as well as the work of national scanning panels, this report briefly reviews the following 12 issues facing community colleges: (1) the conflict between the broad requirements of state and federal educational legislation, and the increasingly unique demands placed on individual institutions to address local needs; (2) the decreasing availability of resources to meet people's needs; (3) the growing difficulty in identifying and defining the purpose of community colleges; (4) the increasing demand on institutions to assess their educational outcomes; (5) the casual attitude many students take towards education; (6) the problem of an aging faculty, nearing retirement, with little incentive to become actively involved in change efforts; (7) the need to teach students about the history, culture, politics, and economies of other countries; (8) the problems of finding qualified faculty to fill new vacancies,… [PDF]
(1993). Golden West College Intercultural Center. In response to the increasing diversity of the student population at Golden West Community College, in California, the the Intercultural Center (IC) was established in 1989 to enhance campus-wide awareness of cultural diversity through services to immigrant and international students and the campus community. An Intercultural Task Force was first created involving members from all areas of the campus. Task Force members developed the IC mission statement and major goals, conducted a survey of the campus community which indicated strong support for the mission and goals, and planned supporting activities. The IC opened in October 1989 providing assistance for international students on schoolwork, English pronunciation, or other language skills through volunteer peer counselors; audio tapes for advanced English-as-a-Second-Language instruction; modules and workshops on international education; assistance for faculty and staff working with international students; information on study… [PDF]
(1992). Issues in Child Care. Yearbook in Early Childhood Education, Volume 3. Noting that the provision of child care services has become an increasingly important part of early childhood education, this volume addresses issues associated with the increased acceptance and use of child care by American families and the way that child care is provided in the United States. The 11 chapters on child care issues are: (1) "Child Care 2000: Five Trends Shaping the Future for Early Childhood Centers" (Roger Neugebauer); (2) "Historical Overview of Child Care" (Alice Sterling Honig); (3) "Child Outcomes of Child Care Programs" (Carollee Howes); (4) "Family-Centered Child Care" (Ellen Galinsky and Bernice Weissbourd); (5) "Meeting the Needs of Special Populations in Child Care" (K. Eileen Allen); (6) "Caring for Children in a Diverse World" (Patricia G. Ramsey); (7)"Family Day Care: The 'Other' Form of Care" (Susan Kontos); (8) "Before- and After-School Child Care for Elementary School…
(1990). Incorporating an African American Multicultural Self-Concept Building and Creative Arts Program into Your Class Curriculum. The incorporation of an African-American, multicultural, self-concept-building, and creative arts program into the elementary school curriculum is discussed in this conference paper. Recommendations concern the relevance to African-American children of language and communication skills, mathematics, social studies, science, positive self-concept, African-American studies, self-concept development, creative arts and expression, and holidays. Other aspects of working with African-American students include use of body language, use of standard English, equal talking time, group learning, music in the classroom, and nonviolent conflict resolution. Appended to the text are: (1) suggestions for setting up a cultural enrichment program; (2) a list of cultural enrichment activities for parents; (3) a cultural enrichment program report card; (4) a bibliography of children's books about Africa, Africans, and Swahili; (5) a bibliography of folklore illustrating the cultural flow from Africa to…
(1979). Sociocultural Dimensions of TESOL and Bilingual Education. CATESOL Occasional Papers, No. 5. Considerations in teaching students from linguistically diverse backgrounds are outlined. The instructional program must consider: (1) the social, economic, and political circumstances of the students' families; (2) their reasons for being in the United States and the length of their residence; (3) their attitudes toward the English-speaking group and English; (4) their attitudes toward their own language and cultural maintenance; (5) parental aspirations; and (6) the social, economic, and political considerations within the United States. In light of these points, the merits of four education models–the Monolingual Mother Tongue, Transitional Bilingual Education, Maintenance Bilingual Education, and Monolingual Second Language Education–are discussed. Any model chosen must: (1) utilize a variety of techniques and texts appropriate to the situations; (2) explore pre-existing parent, student, teacher, and community attitudes; (3) increase the cultural awareness of teachers; (4)…
(1977). The How, What, Where, When and Why of Bilingual Education: A Concise and Objective Guide for School District Planning. This book's purpose is to satisfy a perceived need for a straightforward, non-academic, non-bureaucratically worded guide to bilingual education planning and to provide objective information on compliance procedures and federal and state funding opportunities to school district policy planners, whether they be administrators, teachers, or parents. The guide is designed to fill a gap in the literature that has arisen with the passage of "Lau vs. Nichols" and with the establishment of rigorous enforcement procedures by the (HEW) Office For Civil Rights. It is hoped that the book will help clarify issues, suggest strategies for interacting with state and federal bureaucracies, present alternatives, and suggest additional resources. Each of the book's seven sections explains the public policy issues and answers the most commonly asked questions. The sections are: Lau Centers (Technical Assistance Units); the "Lau vs. Nichols" Supreme Court decision; letter of…
(1991). Explorations in Higher Education: A South Pacific Critique. The collection of essays on higher education in the South Pacific includes: "Transplanting the University" (David R. Jones); "Education in the Small Island States of the South Pacific: The Changing Role of the School and Its Implications for Higher Education" (Tupeni L. Baba); "Co-operation and Collaboration among the Higher Education Institutions within the South Pacific and Beyond" (I. F. Helu); "The Impact of Foreign Aid on Pacific Mores, Ideas, and Traditions" (Pa'o H. Luteru); "Research Methodology in Education and Indigenous Life in Papua New Guinea" (Naomi T. Martin); "Higher Education and the Needs of Small Islands in the South Pacific Region" (Tuingariki; Cecilia Short); "A French University in the South Pacific" (Jacques Borzeix); "Higher Education in the South Pacific: Diversity and the Humanities" (Satendra Nandan); and "Understanding Higher Education Systems: Conceptual Issues" (V…. [PDF]