(2003). DEC Personnel Preparation in Early Childhood Special Education: Implementing the DEC Recommended Practices. The Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) has developed recommended practices for the ECSE field in the area of personnel preparation. This book provides guidance to higher education faculty and professional development specialists on how these recommended practices can be implemented in preservice and inservice programs. Chapter 1 provides an introduction to seven recommended practices. Chapters 2-8 each focus on a single category of the recommended practices. Case studies from across the U.S. are included as examples of how each category might be implemented. Chapter 9 discusses challenges to the implementation of these practices. Appendix A contains a \Self Assessment Checklist\ for programs to assess the extent to which the recommended practices are addressed by the structure and activities within their program. Appendix B contains the \Personnel Preparation Action Planning Form,\ which is designed to be used in conjunction with the…
(1987). International, Intercultural Communication: Selected Annotated Bibliography. Designed to assist the student, scholar or practitioner interested in the role of culture in communications and human organization, this annotated bibliography cites sources since 1972 on intercultural and international communication. The 78 references are organized as follows: (1) books (including general handbooks for training sojourners or expatriates and those who work with them, anthologies of studies on teaching and intervention, teaching guides and class curricula, guides for developing intercultural awareness, translation guides, surveys of bilingual education, and other general works); (2) articles (including studies of internationally oriented education, analyses of international public relations and policies, and summaries of research on intercultural aspects of values, adjustment, cultural difference, integration, commerce, and work); and (3) ERIC documents (covering education and training in developing nations, development of intercultural communication theories, course… [PDF]
(1996). History/English Core. Social Studies Review, v34 n3 p12-15 Spr. Discusses the origin, development, and current status of a history-geography-English integrated curriculum program for eighth-grade students. Summarizes the "pluses" and "minuses" of the approach. Describes classroom activities and student projects in the program. (CFR)…
(1997). Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Cincinnati, OH, January 9-12, 1997). This proceedings of the 1997 Annual International Conference of the Association for the Education of Teachers in Science (AETS) includes a copy of the conference program and 43 papers and presentation summaries from the meeting, placed in order by conference session. Among the topics of the papers include are: reading-to-learn and writing-to-learn science activities, views and actions taken on global atmospheric change issues, disciplinary knowledge of science teachers, student teachers and curriculum reform, elementary education majors in an alternative content biology course, translating reform efforts to classroom practices, values and dissection, preservice science teachers self-efficacy, professional development for secondary science teachers, infusion of Native American culture, policy issues in Florida science teachers, constructivist learning environments, teacher preparation, nature of science, children's literature, video case studies in pre-service science teacher… [PDF]
(1998). The Senior Year Experience. Facilitating Integration, Reflection, Closure, and Transition. The theme of this collection of 17 monographs is defined as the "senior year experience," that final period of the undergraduate experience leading to entry into graduate school or the workplace. Part 1, "Understanding the Unique Needs of Today's Seniors," examines the characteristics and needs of senior as they make the transition from classroom to work. Included are the following selections: "The Emerging Movement to Strengthen the Senior Experience" (John N. Gardner, Gretchen Van der Veer); "Objectives and Benefits of Senior Year Programs" (Joseph B. Cuseo); "Moving On: Seniors as People in Transition" (Arthur W. Chickering and Nancy K. Schlossberg); "A President's Personal and Historical Perspective" (Arthur Levine); and "Are College Seniors Prepared to Work?" (Philip D. Gardner). Part 2, "Enhancing the Senior Year Experience," relates senior year experiences to institutional academic,…
(1996). Developmentally Appropriate and Culturally Responsive Education: Theory in Practice. Northwest Regional Educational Laboratory Program Report. The key to developmentally appropriate practices is to let a child construct his or her own knowledge through interactions with the social and physical environment. Because the child is viewed as intrinsically motivated and self-directed, effective teaching capitalizes on the child's motivation to explore, experiment, and to make sense of his or her experience. This report, which focuses on the above points, attempts to provide a synthesis of the literature relevant to developmentally and culturally appropriate practices. It also discusses future plans of the Child and Family Program of the Northwest Regional Educational Laboratory. This report is divided into ten main topics: (1) Developmentally Appropriate Practices: An Overview; (2) Early Literacy; (3) Integrated Curriculum: Themes, Projects, Webs, and Inquiry; (4) Mathematics: Basket of Facts or Search for Meaning? (5) Coverage, Multiple Intelligences, and Standardized Tests; (6) Multiage Grouping: A Community of Learners; (7)… [PDF]
(1989). Computer-Assisted Bilingual/Bicultural Multiskills Project, 1987-1988. OREA Report. The Computer-Assisted Bilingual/Bicultural Multiskills Project completed its first year of an extension grant. The program used computerized and non-computerized instruction to help 109 native speakers of Haitian Creole/French and Spanish, most of whom were recent immigrants, develop English-as-a-Second-Language (ESL) native language, and content area skills for mainstreaming and continued academic success. Analysis of student achievement data indicate that the program met its objectives in ESL, native language arts, the content areas (biology, social studies, mathematics, American government, and United States history), and attendance. Staff development activities were offered. Parent involvement activities were also offered but received little response. It is recommended that the progam provide transportation and child care for parents who are members of the parent advisory commmittee in order to increase committee participation. (MSE)… [PDF]
(1997). Multicultural Diversity of Children's Picture Books: Robert Fulton Elementary School Library. The United States has a culturally diverse society. Since children are influenced by what they see and hear at a young age, the aim of this study was to determine if the picture book collection of the Robert Fulton Elementary School Library (Cleveland, Ohio) reflects the cultural diversity of its students. The secondary objective was to ensure that students have materials to learn about a diversity of cultures, and the ability to develop a sense of themselves in the books they read. A content analysis was conducted of 143 books in a sample of 201 picture books. Each book was analyzed for: ethnic representation of characters, central and incidental; ethnicity in terms of roles and gender; the importance of the family to the characters and the story; the authenticity and realism of the races portrayed; and whether children would be positively or negatively affected by the content of the book. The characters in the majority of the titles were realistic and little stereotyping was… [PDF]
(1993). A Study of Multicultural Approaches to School: Functional Differentiations among Ethnic Students in Five Multiethnic Middle Schools. A study was done to investigate the coupling of perceptions of organizational climate together with the values of students in a multiethnic middle school. The study used data on cultural variables and information on perceptions of organizational climate and values priorities of 617 students from different ethnic groups (Black, White, Hispanic, Oriental, and other) responding to 2 questionnaires, the Elementary and Secondary Environment Index and the Rokeach Values Survey. A discriminant analysis was used to determine how these aspects functioned together in the minds of students from each ethnic group. Discriminant analysis was used to predict group membership based on certain response patterns. These patterns were successful in predicting ethnic group membership 61.4 percent of the time. Findings indicate that students have very different perceptions of middle schools to the extent that they seem to be having different experiences entirely. In particular, Hispanic students look… [PDF]
(1978). Cultural Assimilator for Training Army Personnel in Racial Understanding. A cultural assimilator was developed to teach white junior officers about black culture in the army. Scenarios involving misunderstandings between blacks and whites in the army were presented, and respondents were asked to identify "correct" reasons for the misunderstandings. In the first of three field tests respondents showed evidence of learning from assimilator training, but cultural sensitivity to black culture on a related measure did not increase, and stereotyping was not reduced. In a second assimilator field test subordinates rated their company commanders as being more effective in race relations when commanders demonstrated greater knowledge of black culture. However, this was true only for white and Hispanic subordinates and not for black subordinates. A third assimilator evaluation and follow-up showed that neither self-reports nor supervisor nor subordinate reports provided evidence that trained personnel were seen as being more effective in race relations… [PDF]
(1995). The HOTT Program. Higher Order Techno Thinking: Its Trials and Tribulations. The Higher Order Techno Thinking (HOTT) Program was developed by a group of graduate students, who were experienced teachers, at the University of New Mexico. The objective was to develop an environment in which independent research, curriculum integration, multicultural awareness, and technology application could be integrated into a general or alternative learning environment. About 30 elementary and middle school students from varied educational settings, including one that combines home and classroom schooling, participated in the HOTT program. Each received instruction in using telecommunications technology. Each student then assumed the role of an individual from another culture, accessing information about the chosen character through information provided by " Mr. Data," a graduate student. Mr. Data answered questions individually and communicated with the students in ways that increased their enthusiasm and interest. The information allowed students to role-play… [PDF]
(1998). The Linguistic Minority Parents' Perceptions of Bilingual Education. A study examined linguistic minority parents' views on bilingual education, motivated by recurrent controversy surrounding public school provision of bilingual education for language minority students. Multiple-choice questionnaires in English and Spanish were answered by 299 Latino parents whose children were enrolled in bilingual education classes at six elementary and four middle schools in the Los Angeles (California) area. Responding parents had been in the United States an average of 13 years. About 73 percent of the children were foreign-born. The questionnaire asked about parents' understanding of the goals, objectives, and design of bilingual education programs and their views on appropriate Spanish and English language use in the bilingual classroom, desired language skills for their children, and preferences concerning bilingual and regular education. Results indicate that the majority (83 percent) supported bilingual education, and about three-quarters felt use of two… [PDF]
(2005). Personal Perspectives: Using Multimedia to Express Cultural Identity. Contemporary Issues in Technology and Teacher Education (CITE Journal), v4 n4 p465-488. The Personal Perspectives multimedia project described in this article engages teacher candidates in examining and representing their cultural identity by means of Apple's iMovie software. This digital storytelling project was developed by the authors, who are instructors in elementary education and instructional technology at a state university whose college of education strongly emphasizes intercultural education. The paper begins with a project overview, then explains how the project is scaffolded in each course–providing downloadable pdf files of task sheets and student work. A discussion follows of the benefits and challenges of a cross-course multimedia project of this type, citing feedback received from students…. [Direct]
(1977). Educating Nevada's Limited-English-Speaking Students. This resource for program planning offers guidelines for providing Nevada's limited-English-speaking (Spanish-speaking and American Indian) students with equal access to quality education. The following chapters are included: (1) "Educating Limited-English-Speaking Students: The Record," (2) "State Board of Education Position on Bilingual-Bicultural Education," (3) "Federal Involvement in the Education of Limited-English-Speaking Students," (4) "Common Criteria for Instructional Program for Limited-English-Speaking Students," (5) "Bilingual-Bicultural Programs," (6) "English as a Second Language Programs," (7) "Identification and Needs Assessment," (8) "Assessment of School District's Capabilities," (9) "Parental and Community Involvement," (10) "Selection and Implementation of Instructional Programs," and (11) "Process and Product Evaluation." Several annotated… [PDF]
(1979). Bilingual Education and the Pueblo Indians. Journal of American Indian Education, v18 n2 p23-27 Jan. Federal and state bilingual education legislation since 1923 has not enhanced the education of Pueblo Indian children in New Mexico. Lacking public school control, Pueblo Indians have resisted the establishment of bilingual education programs for their children. Bilingual-bicultural program development must be preceded by giving Pueblos community control. (SB)…