(1997). Women's Journeys, Women's Stories: In Search of Our Multicultural Future. Units in U.S. Women's History. Teacher Guide. This collection of curriculum units in U.S. history tells some of the untold women's stories that describe some of the historical events and social settings of the past and illustrate some trends for the future. These stories are intended to encourage middle school and junior high school students to explore contemporary women's history themes that correlate with themes previously highlighted in "In Search of Our Past," also from the Women's Educational Equity Act Resource Center. Three main units on contemporary topics are presented in both this "Teacher's Guide" and the "Student Manual." Each unit of the teacher's guide contains an overview of the unit, an introduction to the topic and background on the topic, ideas for additional student activities, and selected annotated resources. Units are presented on native women, women of the South (southern United States), and immigrant women, and these units encompass sections on the following cultural or… [PDF]
(1997). Women's Journeys, Women's Stories: In Search of Our Multicultural Future. Units in U.S. Women's History. Student Manual. This collection of curriculum units in U.S. history tells some of the untold women's stories that describe some of the historical events and social settings of the past and illustrate some trends for the future. These stories are intended to encourage middle school and junior high school students to explore contemporary women's history themes that correlate with themes previously highlighted in "In Search of Our Past," also from the Women's Educational Equity Act Resource Center. Three main units on contemporary topics are presented in both the "Teacher's Guide" and this "Student Manual." Each unit contains an introduction to the topic and background on the topic, profiles of individual women, interviews with individual women, readings about the unit topic, student activities, selected resources, and a vocabulary (some units). Units are presented on native women, women of the South (southern United States), and immigrant women, and these units encompass… [PDF]
(1993). Scholar with a Mission: The Career of Theodore Andersson and His Contributions to Language Education. The accomplishments of Theodore "Tug" Andersson (1903-1994) cover four major areas: (1) the teaching of modern languages in general; (2) the foreign languages in the elementary school (FLES) in particular; (3) bilingual education in the United States; and (4) preschool biliteracy. The 11 articles of Andersson's work are as follows: (1) "FLES after Fifty: The Bilingual Legacy of Theodore Andersson" (William F. Mackey); (2) "Some Early Encounters" (Joshua A. Fishman); (3) "Yet Another Tribute" (Wallace Lambert); (4) "A Very Sane Man of La Mancha" (Robert Lado); (5) "Pioneer, Visionary, Educator" (George M. Blanco); (6) "An Intellectual Foundation for Bilingual Education" (Eugene Garcia); (7) "Scholarship, Geniality, and a Sense of Fun" (Muriel Saville-Troike and Rudy Troike); (8)"A Man with a Clear Vision of the Big Picture" (Chester C. Christian, Jr.); (9) "A Student's Perspective"… [PDF]
(1983). Yaqui World View and the School: Conflict and Accommodation. It is within the sphere of their socioreligious domain that Arizona Yaquis have been able to survive as a cultural group. Yet this domain, consisting of the two realms of the profane (good versus evil), and the sacred enchanted world of "huya ania," exists apart from the external world of a modern industrial society. The school, because of the nature of its power structure, cannot accommodate Yaqui youth. Therefore, nonformal and informal mechanisms of education based on the Yaqui world view and within the Yaqui community must be used to assist Yaqui youth in their accommodation to the school. (Author)…
(1979). Bilingual Bicultural Curriculum for Social Studies: Grade Five. 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 social studies curriculum guide for fifth 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 fifth grade guides: environmental adaptation, migration, cultural contacts, production, trade, stability and change, ideals, building a style of life. Appropriate skills are presented in each unit; for example, the skills in the unit on trade are: explaining the importance of trade between countries, comparing old and new methods of trade, understanding the concepts of exportation and importation, and citing examples of…
(1974). Bilingual/Bicultural Education: A Need for Understanding. The Challenge of Communication. ACTFL Review of Foreign Language Education, Vol. 6. This article discusses the varieties of bilingualism, types of bilingual programs, goals and program implementation, measurement and evaluation of bilingual/bicultural programs, teacher preparation, the impact of the ESEA Title VII Bilingual Education Act, sample programs, the question of language \standards,\ and studies about program outcomes. The term \bilingual\ refers to persons who demonstrate abilities in two languages. Most bilinguals demonstrate mastery of one language and less than educated native speaker competence in the other language. Goals of bilingual/bicultural education vary from transition to English and rapid assimilation into the dominant culture to parallel programs in both English and the home language. A promising way to develop English literacy in children whose home language is other than English is to begin by teaching them to read and write in their home language, while acquiring skills in English. Bicultural programs stress understanding of and respect…
(1980). Trends in Segregation of Hispanic Students in Major School Districts Having Large Hispanic Enrollment. Desegregation and the Hispano in America: An Overview, Volume I. Final Report. Volume I of a five-volume study of the trends in segregation of Hispanic students in public schools contains a review of relevant litigation and legislation dating from the 1850's and notes the almost negligible effect on Hispanic desegregation of such landmark events as the 1954 "Brown" decision and the 1964 Civil Rights Act. The effects of desegregation on Hispanics in the areas of achievement, ability grouping, dropouts and suspensions, quality of education, curriculum, staff allocations, and bilingual services are described, as are community response to desegregation, the so-called "white flight", and busing. School desegregation remedies are examined, with emphasis given to community involvement and mandatory plans (which appear to be more successful than voluntary plans) and including a discussion of the role of bilingual education in desegregation. Finally, a theoretical framework for the research findings of the study as a whole is presented. (SB)…
(1983). The Promise of Northland. Canadian Journal of Native Education, v11 n1 p27-36. In 1981 Northland School Division (Northern Alberta) enrolled 2,500 pupils, 98% of them Native children. Northland's educational history shows "failure to provide even a minimally adequate level of educational services to its students." Three official inquiries indicate overall lack of purpose as chief impediment of progress; recommends money, leadership, advocacy. (MH)…
(1997). Culture. Twelve conference papers on cultural aspects of second language instruction include: "Towards True Multiculturalism: Ideas for Teachers" (Brian McVeigh); Comparing Cultures Through Critical Thinking: Development and Interpretations of Meaningful Observations" (Laurel D. Kamada); "Authority and Individualism in Japan and the USA" (Alisa Woodring); "Study Trip to France" (Alain Lauffenburger) (in French); "Everything You Need To Know Begins at Kindergarten" (Laura McGregor); "Native Americans and Europeans, Ainu and Waijin: Culturally Relevant EFL Content-Based Social Studies Comparative History Curriculum Design at a Japanese Junior College" (Robert E. Gettings); "Folklore in the ESL Classroom" (Virginia A. Jenkins); "Redefining Our Educational Parameters" (Eton F. Churchill, Jr.); "Commonly Asked Global Issues Questions" (Jessica Newby Kawata, David Peaty, Donna McInnis, Junko Mukainakano);… [PDF]
(1997). Dine College Struggles to Synthesize Navajo and Western Knowledge. Tribal College, v9 n2 p11-15 Fall. Discusses the 30-year struggle Navajo Community College leaders faced in developing a Navajo philosophy and education model that combines Navajo principles and values with a Western-based curriculum. Describes the 1995 implementation of Dine College's Philosophy of Education model at the Tsaile campus. (VWC)…
(1980). Beyond Coping. Some Approaches to Social Education. Project Report. This report examines various approaches to social education that are currently in use in Great Britain. Discussed in an overview of social education are the following topics: social education in secondary schools, social education and the Youth Service, social education for adults, training in personal interaction, the social education of mentally handicapped adolescents and adults, and further education. A number of approaches to social education are explained, including the information-based, enquiry-based, creative, experiential, awareness-raising, skills training, and modeling approaches. Presented next are five case studies of the following successful social education projects: Schools Council Social Education, Humanities Curriculum (HCP), Man: A Course of Study, Personal Development Training Courses at Lindley Lodge, and Three Life Skills Programs given in Canada and Great Britain. Among those areas covered in the case studies are program scope and definition, approaches to…
(1972). Adelante: An Emerging Design for Mexican American Education. Prior to an intensive 3-day conference, position papers were prepared by a select group of Mexican American scholars, representing the areas of history, anthropology, bilingualism, sociology, political science, education research, psychology, and cultural arts. Under suggested guidelines, selected Mexican American educational leaders reacted to the papers in small group sessions at the conference. Based on these reactions, the papers were then revised for this publication, which is divided into two sections. The first contains two introductory papers concerning the general topic of education for the Mexican American. The second section includes a paper discussing specific problems of the Mexican American child and the eight main position papers. Topics of the papers are: a challenge for educational institutions–an educational philosophy for the instruction of Mexican Americans; anthropological implication in the education of Mexican Americans; toward a philosophy of education for…
(1996). Reducing Stereotyping among 4th through 6th Grade Students by Strengthening Self-Esteem, Interpersonal Relationships, and Multicultural Appreciation. This practicum study devised and evaluated a program designed to reduce overt incidents of stereotyping among diverse fourth through sixth graders in a large urban K-8 school. The 8-month intervention was comprised of six elements: (1) establishing a safe secure classroom atmosphere governed by consistent authoritative discipline; (2) building realistic self esteem; (3) increasing cultural, ethnic, and racial awareness and appreciation; (4) providing opportunities for students to have a positive impact on the home, school, or community environment; (5) introducing and using peer mediation; and (6) forming a student group to combat stereotyping and prejudice. Observation of students in class, on playgrounds, and at recess; sociometric techniques; and investigation of administrative records were used to examine social interaction patterns and the incidence of serious behavioral infractions involving race or ethnicity. Results indicated that, as a result of the intervention, the use of… [PDF]
(1993). Communication Disorders in Multicultural Populations. This text on communication disorders in multicultural populations is intended to provide a framework for speech language pathologists and audiologists in providing services to persons from different cultures and racial backgrounds. The 11 papers are grouped into 2 parts. Papers in part I provide an overview of the major cultural groups in the United States, with particular reference to factors related to the assessment and treatment of communication disorders. These papers are: \African-American Cultures\ (Sandra L. Terrell and Francis Terrell); \Asian-American Cultures\ (Li-Rong Lilly Cheng); \American Indian Cultures: A Lesson in Diversity\ (Gail A. Harris); \Hispanic Cultures\ (Hortencia Kayser); and \Cultural Diversity in the Development of Language\ (Noma B. Anderson and Dolores E. Battle). Part II deals with the role of culture in specific communication disorders. The following papers are included: \Fluency Disorders\ (Eugene B. Cooper and Crystal S. Cooper); \Voice and Voice…
(1991). Assessing Social and Cross-Cultural Impact of Group-Based Videodisc Technology. Final Report, October 1, 1987-December 31, 1989. This final report documents achievements of a project to assess social impact and achievement gains resulting from the use of interactive videodisc technology to teach fractions in mainstreamed classrooms across multicultural settings. Subjects (N=294) were regular upper elementary students and students with mild handicaps (MH) in Utah, Wyoming, and New Mexico. The study examined the effects of the videodisc-based math program on: (1) attitudes of regular teachers and student peers toward mainstreamed students with MH; (2) the self-esteem of the MH students; (3) the frequency of academic (as opposed to behavior management) interactions between teachers and MH students; and (4) achievement in basic fractions concepts. Findings indicated that teachers in both years of the study maintained their opinions about mainstreaming; MH students experienced greater teacher interactions; the MH students showed large achievement gains (both in fraction concepts and generalized achievement… [PDF]