(1985). Global Lessons for Second Language Students, Grades 9-12. Student Edition and Teacher's Edition. An Oak Park, Michigan student workbook prepared as part of the Oak Park Title VII Project for limited English proficient students or students whose first or second language is other than English. contains fifteen multicultural lessons presented in four units. The first unit focuses on the nature of human global interdependence and takes a geographic look at the world through languages and their distribution. It stresses the need for mutual understanding and cooperation for survival and for the humane use of world resources. The second unit, entitled "Why Study a Second Language?" looks at ethnocentrism and its many manifestations as an obstacle to understanding other peoples and their ways. It underscores the usefulness of second language skills for making new cultural experiences, travel, and a broader range of occupations more available. This unit examines four of the major languages of the world (English, Arabic, French, and Spanish) and two cultures in Oak Park (Hebrew… [PDF]
(1987). Longitudinal Evaluation of the Indian Youth Leadership Conferences for the Years 1983-1987. This report presented results of longitudinal evaluation of Indian Youth Leadership Conference summer camps which provide 8- to 10-day sessions of physical activities and action-oriented problem-solving situations for male and female junior high aged Indian students aimed at developing skills and motivation. The evaluation provided information about the nature of participants, their overall impressions of the camps, and a series of pre-test and post-test measures relating to perceptions about academic and vocational opportunities and self-esteem. Data from 1983-1987 indicated participants entered camp with relatively high levels of academic self-concept and above average participation in school/community activities. The selection process was biased toward Indian students with strong academic/leadership records and positive teacher/counselor recommendations. Overall, participants responded with very favorable ratings of the camp experience and were willing to recommend the experience…
(1978). An Orientation Manual for Non-Indian Teachers of Papago Students. This extensive manual introduces non-Indian teachers to the cultural history and contemporary life style of the Papago, emphasizing information with immediate usefulness to the classroom teacher. Discussion of traditional and modern Papago life includes a brief history of the tribe, delineation of tribal values, and information on the customs of mate selection and marriage, child rearing, puberty rites of adolescence, social roles of adults, and family relationships. A separate chapter relates specific child rearing practices to classroom behavior. Chapters on Papago and Anglo values supply teacher strategies for resolving cultural conflict and fostering constructive communication between cultures. Four chapters provide information on the Papago language and describe in detail the types of linguistic interference that occur as the Papago speaker learns English. Examination of bilingual bicultural education and its possible applications for Papago students includes a description of…
(1979). Reading in the Bilingual Classroom: Literacy and Biliteracy. The issues of reading in bilingual education are examined with a primary focus on the contemporary classroom in the United States. Within bilinqual education, concern for reading has seldom reflected current research and theory, and little research has focused on reading within bilingual programs. In addition to focusing on the specifics of the classroom, issues are discussed in the context of human language and language use now and in the past. The development of literacy in multilingual countries must be based on understanding of linguistic realities in specific locations and must be in tune with political, economic, and cultural realities. The range of possibilities in the school's responses to bilingual or multilingual realities and the kind of literacy program each alternative requires are presented. The series of alternatives focus on maintenance, transitional, and English as a second language programs. Three common assumptions that have dominated curricular suggestions in…
(1978). VALE: Value Assessment Latino Education, a Needs Assessment Model for Latino Children. Over 2,000 interviews, questionnaires, and observations obtained needs assessment information from students, teachers, school administrators, and community members with the 4 major objectives being to help Latino children and parents articulate their educational needs, to help South Bend Community School Corporation interpret these needs in deliverable terms, to demonstrate to Latino people that their perceptions are valued, and to inform service providers of Latino needs. The assessment led to six general recommendations for meeting Latino needs: (1) improve language skills and school achievement, (2) decrease student dropout rate, (3) address educational problems related to family mobility, (4) increase compatibility between home culture and school experience, (5) alleviate stress generated by personal and family economics, and (6) coordinate state and local resources to meet student needs. The delivery strategy task force translated these general recommendations into specific…
(1979). Mexican Americans in School: A Decade of Change. Various explanations and possible solutions for the low social status and poor school achievement of the Mexican American are the subject of this book, which examines ethnic characteristics of the Mexican American, socioeconomic conditions in the five southwestern states, and practices and policies of the schools in the Southwest. This book grew out of an earlier work ("Mexicans in School: A History of Educational Neglect") based on the Mexican American Study Project; to supplement the background provided by that extensive investigation, the authors conducted 100 interviews and examined research studies of the past decade, as well as reports of special programs for Mexican Americans that resulted from federal funding for minority group education projects. Chapter headings include"A History of Educational Neglect,""The Outcome of Schooling,""The Failure of the Chicano,""The Default of the School,""Efforts to Adjust the…
(1979). Major Questions about Preservice Teachers to Indian Communities. Journal of American Indian Education, v18 n2 p1-5 Jan. Discusses the issue of the effectiveness of non-Indian preservice teachers in an Indian school. Recommends research to determine the changes in professional performance of reservation student teachers, and to study the frequency, duration, nature, and outcome of cultural immersion field experiences. (SB)…
(1995). But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory into Practice, v34 n3 p159-65 Sum. Describes the centrality of culturally relevant pedagogy to academic success for minority students who are poorly served in public schools, discussing linkages between school and culture, examining the theoretical grounding of culturally relevant teaching in the context of a study of successful teachers of black students. Provides examples of culturally relevant teaching practices. (SM)…
(1990). White Children in a Multi-cultural School Setting: A Valid Cause for Concern?. Educational Studies, v16 n2 p109-16. Compares social, emotional, and scholastic adjustment of two groups of White elementary students, one group attending a multicultural school and another attending a monocultural school in England. Finds no significant difference between the two groups. Also investigates interethnic differences among the three cultural groups represented. Finds sex differences have more impact on attitudes. (NL)…
(1991). The What, Why, and How of Cooperative Learning. Social Studies, v82 n3 p120-24 May-Jun. Reviews research literature that defines cooperative learning and substantiates many educational benefits to be derived from it. Outlines eight selected cooperative learning methods. Reports that research shows cooperative learning methods improve students' academic achievement, self-esteem, and social skills. Also suggests that cooperative learning fosters better social relations among students from different ethnic backgrounds. (CH)…
(2005). A Rationale for Cultural Awareness in the Science Classroom. Science Teacher, v72 n3 p32-35 Mar. Across the United States, only 10% of all teachers are members of minority groups, indicating that teachers are far less diverse than the current population of students they teach. The West Virginia Health Sciences and Technology Academy, a math and science afterschool program and summer institute, was created specifically to reach out to underrepresented students in order to improve student opportunities for completing college and becoming healthcare professionals. To teach science with a multicultural focus, it is imperative for teachers to identify culturally relevant pedagogical content knowledge to pique student interest. Through the infusion of culturally relevant content in the summer institute, teachers gain an inside view of their students' culture and identifiable learning styles of cultural groups, which helps to expand teachers' comfort zone so they are then able to transfer this awareness of different cultural perspectives into their regular school classes. The infusion… [Direct]
(2003). Rich Contexts to Emphasize Social Justice in Teacher Education: Curriculum and Pedagogy in Professional Development Schools. Equity & Excellence in Education, v36 n3 p249-258 Sep. Teacher preparation typically follows one of three paths, including a professional development school (PDS) model developed by university and P-12 school faculty. Regardless of the program model, it is a research interest to determine the extent to which courses and field experience can prompt preservice teachers to advocate for the elimination of societal inequities and deliver effective inclusive instruction that informs and empowers all students. This article reports on a study of the elements of curriculum and pedagogy identified by preservice teachers as affecting their knowledge and ability to provide effective instruction in multicultural, multilingual, and inclusive classrooms. Preservice teachers found value in (a) guided exposure to "real-world" cross-cultural interactions in PDSs, (b) observations of theory-practice applications in course work and PDSs, and (c) observations of and interactions with the clinical teacher. (Contains 5 tables.)… [Direct]
(1993). Words Can Hurt You: Beginning a Program of Anti-Bias Education. An anti-bias curriculum focuses not only on the richness of various cultures, but also on seeing cultures as differing responses to common human needs–for food, shelter, fellowship, governance, and other necessities. Thus, cultures and peoples are not superior or inferior, just different. The anti-bias curriculum presented in this book has the following goals: (1) to help each child develop a positive self-concept, based on an understanding of his or her uniqueness and self-worth; (2) to develop in children an acceptance and appreciation of differences in individuals and cultures; (3) to encourage decision making about people based on appropriate information, rather than stereotypes; and (4) to help children develop attitudes and understanding that will allow them to function in a multicultural, multiracial world. The chapters follow: (1) "Why We Need an Anti-Bias Curriculum"; (2) "Creating a Supportive Environment"; (3) "Taking Advantage of How Young…
(1994). The Selection, Evaluation and Integration of Culturally Authentic Texts: A Case for Making the On-Line Catalog Reflect Parallel Cultures. This paper examines the process of selecting, evaluating, integrating, and cataloging multicultural texts for school libraries. the first part examines the selection and evaluation of culturally authentic texts. Seven sources for locating multicultural literature and several reviewing sources are listed. The following criteria for evaluating multicultural are identified: accuracy and authenticity; avoidance of stereotypes; and use of language and dialect. Suggestions for integrating culturally diverse literature throughout the curriculum are given: sharing the contributions of other cultures; adding stories from other cultures; and choosing books which transform and mobilize readers. The second part of the paper examines the challenges of cataloging culturally diverse material, especially Spanish language materials. Two areas of cataloging are identified that present problems: (1) routine cataloging and authority control issues; and (2) problems unique to specific physical formats….
(1996). Considerations for the Development of a Higher Education Agenda for the '90s and Beyond. This discussion paper examines major issues that institutions of higher education must face in their long-range planning light of such factors as changes in economic conditions, major demographic shifts, emergence of multimedia/distance education, increased acknowledgement of diversity, and the transition to information age. The key to dealing successfully with lower revenues, while maintaining quality education, lies in rethinking work already being done on current social, technical, political, economic, and educational trends. The challenge for the next decade is addressing the issue of how students learn and their skill development. Higher education must align itself with curriculum reforms already taking place in K-12, such as the California Curriculum Frameworks, and changes in demographics and multiculturalism. By the year 2000, workers will need to devote at least 20 percent of the working day to learning; workers and institutions of higher education must establish… [PDF]