(1986). Cross-Cultural Training for Business and the Professions: Rationale and Program Design and Development. A discussion of cross-cultural training in the context of business and professional education outlines the need for such training and proposes methods of designing and implementing it within foreign language courses. Four segments address specific aspects of development for such courses. The first looks at procedures used to determine the type of intercultural instruction required. The second lists and explains specific objectives to guide the program, and the third part focuses on themes and topics to be included. The fourth part considers the structure of a special purpose culture component. Appended materials include sample questionnaires for assessing the language and cultural needs of students and professionals and a model cross-cultural syllabus. (MSE)… [PDF]
(1986). Intercultural Education at High Schools in Greater Salt Lake City, Utah: An Ethnographic Inquiry. Urban Education Reports Series Number Seven. Intercultural education in the Greater Salt Lake City (Utah) metropolitan area seems to have minimal effect on high school students' behavior or attitudes. This study was planned in order to better understand the nature and dynamics of intercultural instruction in Salt Lake City. Information was analyzed from the following sources: (1) interviews with local and state educational leaders, observation of community cultural events, and documentary sources; (2) 200 hours of participant observation in public high school classrooms; and (3) a survey of principals of 20 public, and seven independent or church related schools. Conclusions included the following: (1) the curriculum emphasized western civilization and world studies; (2) formal instruction was textbook centered, supplemented with some instructional media, and considerable oral interpretation and elaboration by the teacher; (4) students tended to ignore any classroom instruction that would not be later included in examinations,…
(1981). Reflections on the Education of Native American Children, Focusing on Navajo Children. Offered as an introduction to some of the pertinent studies and personalities concerning the education of Native Americans, with emphasis on the education of Navajo children, this paper traces the history of Navajo education from 1868 to the present. A discussion of the shortcomings of early schools for Navajos and other Native Americans is followed by a description of the changes effected in Navajo education after World War II. Various ideas about why Native Americans in general and Navajo students in particular fail to make more satisfactory adjustments to school life are discussed. Cultural biases and stereotyped images of Native Americans which are held by members of the dominant culture are noted. Biases in teacher attitudes toward American Indian children is discussed. The paper concludes with advances being made in Navajo education and the steps, including bilingual and bicultural education and local control of schools, which the Navajo people are taking to ensure quality…
(1977). Approaches to Bilingual/Bicultural Education of the American Indian: A Survey of Periodical Literature, 1967-77. The bibliography lists approximately 300 English language periodical articles dating from 1967 to 1977 that are directly concerned with methods, projects, teacher education, and curriculum developments in bilingual/bicultural education of the American Indian. The entries are organized by topic: General, Federal Guidelines and Funding, Community Involvement, Preparation of Education Personnel, Curriculum and Methods, Testing and Research, and Demonstration Programs. Listed alphabetically by author, the entries include author's name, title, and periodical data. An annotated list of 8 reference sources, with the retrieval terms used in searching each one, is included. (SB)…
(1995). Art First Nations: Tradition and Innovation. Student Workbook 2. 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. These draw on a comparative picture method to show relationships between tradition and innovation by featuring both a traditional and an innovative artist, and encouraging examination of the similarities and differences in those cultures and artworks. Artists and cultures examined are: Unit 1: Southwest, (1) Helen Hardin (Santa Clara Pueblo) and Anonymous (Hopi) and (2) Conrad House (Navajo/Oneida) and Anonymous (Anasazi); Unit 2: Arctic, (1) Edward Kiokan (Eskimo) and Anonymous (Eskimo) and (2) Manasie Akpaliapik…
(1999). Supporting Teachers To Bridge Cultures for Immigrant Latino Students. A Model for Professional Development. This publication describes a model for faculty development in the area of immigrant Latino students. The Bridging Cultures Project was developed to address: how teacher professional development would affect teachers' understanding of how differing values could lead to conflict between home and school; how teachers could translate such understanding into improved practices bridging home and school cultures; and what effects this faculty development would have on students, teachers, and parents. The project was designed to validate a professional development process and materials for use with other teachers. This publication also describes the second phase of the project, which focused on: documenting the teachers' changes in thinking and practice; continuing to support teachers' growth as a professional development cadre; and disseminating the project through presentations/professional development workshops and publications. The four appendixes offer the Bridging Cultures… [PDF]
(1999). Cultural Citizenship in the 21st Century: Adult Learning and Indigenous Peoples. Adult Learning and the Challenges of the 21st Century. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education. (Hamburg, Germany, July 14-18, 1997). This booklet, which was produced as a follow-up to the Fifth International Conference on Adult Education, examines cultural citizenship in the 21st century: adult learning, and indigenous peoples. The booklet begins with an introduction and overview of the current situation of indigenous peoples throughout the world, including recent changes in thinking with regard to indigenous peoples. Three approaches to human rights for indigenous peoples are considered: the concept of universal human rights; the system of protection of minorities within existing states; and peoples' rights to self-determination. The following four pillars of learning with regard to indigenous peoples are explored: (1) learning to be (the right to self-identification and self-definition); (2) learning to know (the right to self-knowledge); (3) learning to do (the right to self-development); and (4) learning to live together (the right to self-determination). The six recommendations for follow-up that conclude… [PDF]
(1993). Technology and Teacher Education Annual 1993. Proceedings of the Annual Conference on Technology and Teacher Education (4th, San Diego, California, March 17-20, 1993). Papers from the fourth annual conference on Technology and Teacher Education are presented. The keynote address, "Teaching Matters: The Role of Technology in Education" (K. Fulton) explores some of the key findings of educational technology studies conducted by the Office of Technology Assessment over the last five years. Conference sections and the number of papers delivered for each are as follows: (1) Diversity, 9 papers; (2) Inservice and Graduate Education, 14 papers; (3) Integrating Technology into Methods Classes, 4 papers; (4) Instructional Technology, 5 papers; (5) Multimedia, 11 papers; (6) Concepts and Procedures, 10 papers; (7) Technology Diffusion, 17 papers; (8) Preservice Teacher Education, 19 papers; (9) Instructional Design, 11 papers; (10) Research Section 1, 5 papers; (11) Research Section 2, 16 papers; (12) Mathematics and Science, 11 papers; (13) Telecommunications, 23 papers; and (14) Simulations, 4 papers. Most of the papers include references. (SLD)… [PDF]
(1981). Education North Evaluation Project. The Second Annual Report. The report and evaluation of Education North (a project designed to encourage parents, community members, and teachers in small, isolated, primarily Native and Metis communities in northern Alberta to work together to meet community educational needs) is comprised of three parts. Part One presents an update of Education North activities and concerns at the provincial level and an analysis of the teacher questionnaire and parent interview data collected in May and June of 1980. The survey summary indicates that: there is a major effect associated with "more" and "less" remoteness; there is teacher dissatisfaction with student attendance and commitment and with parental involvement; and parents strongly feel that they can have very little influence on school practices. Part Two provides historical background, current activities, and future plans for the local education societies (Atikameg, Fort Chipewyan, Fort Vermillion, Lac la Biche, Little Red River, Slave Lake,…
(1981). Motivating the Mexican-American Student Towards Higher Education. Definitions of "bilingualism" and "biculturalism" and a brief history of the development of the Bilingual Education Act are followed by a discussion of various factors that influence the educational outcomes and aspirations towards higher education of Mexican American students in the southwestern United States, particularly California and Texas. Some of the more important historical and socioeconomic factors that relate to Mexican Americans are covered, with emphasis on the family and traditional ties of family members and corresponding roles. A summary of some of the bilingual education programs and their results is followed by observations on some major obstacles to achievement for the Mexican American student. The role of the teacher is emphasized as the key to the motivation and higher aspirations of Mexican American students. How teacher attitudes influence student performance is described and effective teaching characteristics are reviewed: teachers must be…
(1996). Conflict, Learning, and Change in a School/University Partnership: Different Worlds of Sharing. Theory into Practice, v35 n3 p165-72 Sum. Tells the story of a partnership that involved university researchers, school administrators, and preservice and inservice teachers in the African and African American Curriculum Program. Examines commitments that brought in participants, tensions encountered, and areas of learning about curriculum reform and collaboration. (SM)…
(1996). Looking to the New Millennium: New Jersey's Plan for Higher Education. This document presents policy recommendations for higher education planning in New Jersey, in light of the New Jersey Higher Education Restructuring Act of 1994. It articulates a vision and characteristics of excellence to inspire future action, coupled with broad policy recommendations to guide institutions and state policymakers in their planning. The recommendations focus on six critical issues in higher education planning: (1) effective and efficient use of public resources, including capacity of the system, flexibility and productivity, effective delivery of services, Tuition Aid Grant distribution, transfer and articulation, and accelerated student learning; (2) education and workforce training, including K-12 education, undergraduate and graduate education, research and scholarship, continuing education, workforce needs, graduation and transfer rates, and academic support for diverse needs; (3) economic growth, including research funding and urban revitalization; (4)… [PDF]
(2016). International Psychological Applications Conference and Trends (InPACT) 2016 (Lisbon, Portugal, April 30-May 2, 2016). Online Submission We are delighted to welcome you to the International Psychological Applications Conference and Trends (InPACT) 2016, taking place in Lisbon, Portugal, from 30 of April to 2 of May, 2016. Psychology, nowadays, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, is aimed ultimately to benefit society. This International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. The conference is a forum that connects and brings together academics, scholars, practitioners and others interested in a… [PDF]
(1996). A Student's Guide to Chinese American Genealogy. Oryx American Family Tree Series. This book provides a step-by-step guide to genealogical research in the United States and China for Chinese Americans. The book also contains information on the history of China and its relationship with the United States. Chapters include: (1) "Making History Come to Life"; (2) "Being Chinese Americans"; (3) "Social Structure and Genealogy in Chinese History"; (4) "Starting Your Search in the United States"; (5) "Chinese Clan Registers"; (6) "Local Gazetteers"; (7) "Oral History"; and (8) "Your Final Result." Contains a 20-term English and a 34-term Chinese glossary and an index. (EH)…
(1993). Manual for Building an International Education Program in the Community College. Designed as a resource guide for establishing an international education program at a community college, this handbook provides descriptions of procedures and sample forms utilized in the establishment of an Office of International Education (OIE) at Central Florida Community College (CFCC). The first section, describes the role of the OIE in achieving the college's strategic goals in terms of student recruitment, faculty recruitment and exchange, and curriculum development. This section also includes a sample student and faculty exchange agreement, a class syllabus, and materials from an exchange in Sao Paulo, Brazil. The next sections provide correspondence illustrating institutional commitment, an outline of steps to establish an OIE, and sample application and admissions materials for the CFCC program. Next, information is provided on English as a Second Language (ESL) courses, including descriptions, grading policies, and sample brochures used to publicize the courses and other… [PDF]