Weiner, Lois (1993). Preparing Teachers for Urban Schools: Lessons from Thirty Years of School Reform. Preparing teachers of at-risk students in urban schools is examined, focusing on the issues raised in teaching disadvantaged students and the problems of teaching in an urban school system. The broad thesis underlying the discussion is that to fulfill human potential, society must have the widest and most popular forms of political freedom and economic democracy. It is argued that school and community must be linked, and that school systems must be altered because systems, not isolated factors, subvert academic achievement. An ecological, or holistic, perspective is adopted that expresses the belief that school must take all of the child's life experiences into account. The first three chapters consider what researchers have learned over the last 30 years about how teachers should be educated to teach in urban schools. Chapter 4 summarizes the history of research on preparing teachers of at-risk students. Chapter 5 analyzes how teacher education might improve education and why a…

Cajete, Gregory A. (1999). The Native American Learner and Bicultural Science Education. Explanations of natural phenomena within a traditional Native American context are often at odds with Western scientific philosophy and what is taught in school science. Herein lies a very real conflict between two distinctly different worldviews: the mutualistic/holistic-oriented worldview of Native American cultures and the rationalistic/dualistic worldview of Western science that divides, analyzes, and objectifies. General tendencies in Native learning styles include a predominantly nonverbal orientation; tendency toward visual, spatial, and kinesthetic modes of learning; heavy reliance on visual perception and memory; preference for movement and activity while learning; and preference for process learning that moves from concrete examples to abstractions. In the typical school environment, free movement is significantly restricted and indirect intellectual learning, which emphasizes verbal, mathematical, and logical orientations, is the norm. The disparity between home and… [PDF]

Conley, David T. (1993). Roadmap to Restructuring: Policies, Practices and the Emerging Visions of Schooling. Designed as a guide for practitioners, this book draws on over 600 sources to discuss school restructuring definitions, trends, and issues; achievements of a few select schools; and implementation techniques and strategies. Two overarching, indirectly stated issues pervading the reconceptualization of schooling are multiculturalism and a caring school staff. The book is organized into four parts. Part 1, Rationale and Context, presents a historical context for restructuring and a summary of the current motivations for, and implications of, educational restructuring. Part 2, Changing Roles and Responsibilities, examines the evolution of new roles for essentially all the groups that participate in public education. Part 3, Dimensions of Restructuring, explores the concepts of incremental and discontinuous change and extensively discusses current school restructuring activities along 12 dimensions: learner outcomes, curriculum, instruction, assessment, learning environment, technology,… [PDF]

Gabioud, Catherine; And Others (1987). Interculturalism: From the Idea to Teaching Practice and from Practice to Theory. The CDCC's Project No. 7: "The Education and Cultural Development of Migrants.". In addition to a summary of conference proceedings, this document presents background information on the promotion of intercultural education in Europe. Part I introduces Switzerland as a society combining several cultures and nationalities, noting the large presence of foreigners–14.6% of the total population as of December 1985 and 20% of the school population. Part I concludes that meeting the needs of pupils in such a diverse culture calls for confrontation and dialogue between the host countries and the countries of origin in a multinational context, like that of the Council of Europe. Part II defines culture and the role of the Council of Europe in promoting interculturalism. Part III outlines the work of the Joint Italo-Swiss Group including their sponsorship of a competition inviting teachers to submit studies and practical experiments in the field of intercultural education. Main features of the 40 papers submitted are highlighted. Part IV summarizes the proceedings of a…

Cintrat, Iva (1987). Recognition of Cultural Diversity in the Teaching of School Subjects. Final Report. The CDCC's Project No. 7: "The Education and Cultural Development of Migrants.". A workshop supported by the Council of Europe's Project No. 7 for representatives of supervisory staff for the teaching of languages and culture of origin from Algeria, Italy, and Portugal focused on cultural diversity as contributed by migrants' children in day-to-day classroom work and in the curricula and subject-matter of primary teaching as a whole. Six major papers were presented and discussed. Paper topics included (1) the work of the Council of Europe's project for the educational and cultural development of migrants, (2) intercultural education, (3) interculturality and the logic of learning, (4) the intercultural approach and art education, (5) culture and language learning, and (6) history and the intercultural approach. Issues discussed included the types of connection which define the intercultural approach, links between the Council of Europe project and possibilities of application in member countries, the attitude of European countries to intercultural education, how…

(1982). Bilingual/Bicultural Demonstration Project for Teachers of Emotionally Disturbed Children. E.S.E.A. Title VII Annual Evaluation Report, 1981-82. This report is an evaluation of the Bilingual/Bicultural Demonstration Project for Teachers of Emotionally Disturbed Children, a program which supplemented the basic special education program by providing (1) staff training and consultation; (2) materials development, selection and evaluation; and (3) assistance in the diagnosis of educational needs and the prescription of instructional and management strategies. In 1981-82, the program offered services to five itinerant teachers who provided supplementary bilingual instruction to 211 emotionally handicapped (Spanish-speaking pupils with limited English proficiency in nine special schools in Brooklyn, Manhattan, and Queens (New York City). The objectives of the program were to improve reading in English and Spanish, mathematics, science, and social studies for students in mid-elementary to high school levels. Evaluation of the project's fourth year results showed that pupil achievement objectives compared favorably to those of the… [PDF]

Shafer, Susanne (1982). Bilingual Education for Guest Workers. Bilingual education programs in West Germany and Sweden for the children of foreign workers are described. The 4.5 million foreign workers come particularly from Turkey, but also from other southern European countries, from other member nations of the European Economic Community, and from Asia and Latin America. Some are immigrants, some political refugees, and some temporary migrant workers. The following school programs are directed to the children: transitional programs of German as a second language, maintenance bilingual programs, and bilingual/bicultural programs that follow the curriculum of schools in the foreigner's country of origin. German is then taught as a foreign language. In the first instance, the goal is assimilation of the foreign worker's child, while in the second case, it is acculturation; and in the third, eventual repatriation. It is suggested that segregated classes for these children interfere with social integration, and that the weak educational…

Darity, Evangeline R. (1985). Multiethnic Perspectives on Education. Despite attempts by educators to implement sound programs in multiethnic education, there is conceptual confusion, philosophical conflict, and widespread disagreement about what should be the proper role of public schools and universities in the ethnic education of students, in recognition of minority groups, which include, but are not limited to, Afro-Americans, Hispanic Americans, Asian Americans, and American Indians. Multiethnic education encompasses the study of ethnic cultures and experiences, institutional changes within school settings to provide equal educational opportunities, and promoting the concept of ethnic diversity. Goals for multiethnic education include providing all students with skills, attitudes, and knowledge to function within their ethnic culture, the mainstream culture, and within and across other ethnic cultures; helping mastery of essential reading, writing, and computational skills; reducing the pain and discrimination experienced in school and the wider…

Rosenzweig, Linda W., Ed. (1982). Developmental Perspectives on the Social Studies. This bulletin provides an overview of developmental theory and practice in relation to social studies instruction in K-12 curriculum. In the first of eight chapters developmental theories pertaining to teaching and learning social studies are presented. The theories of Erik Erikson, Jane Loevinger, Jean Piaget, Lawrence Kohlberg, and Robert Selman are discussed. Chapter two describes the rationale and implementation strategies for a social studies program designed to create a "just community" with 8- to 10-year olds. Chapter three summarizes cognitive developmental characteristics of typical middle-school students. It also provides activities and assignments designed specifically to meet the needs of both the concrete and beginning formal operational thinkers. Chapter four focuses on community building activities which function as an integral component of the Carnegie-Mellon civic education project. Chapter five examines the implications of developmental research in the…

Lira, Juan R. (1979). An Investigation of Bilingual Teacher Training and its Effect on Bilingual Bicultural Instruction. To investigate bilingual teacher training and its effect on bilingual bicultural instruction, a review of the literature was undertaken and teacher training for a bilingual bicultural program in a Texas school district was analyzed through an interview with the program supervisor. The review focused on the academic achievement of language minority groups, success factors in bilingual education programs, bilingual teacher certification and competencies, correlations between teacher attitudes and bilingual education, bilingual education program rationales, inclusion of culture in instruction programs, and the University of Texas at Austin teacher preparation program, New York City Bilingual Teacher Intern Program, and six French bilingual projects in New England and Louisiana. Findings on the Texas school district bilingual program (intended to develop capability in English and Spanish) revealed: a real attempt to give teachers necessary training; inconsistency between philosophy and… [PDF]

Tonigan, Richard F. (1979). Educational Program Status Report. Ganado Public Schools. Prepared as background information for a future long-range comprehensive plan, this status study was done to determine the scope and nature of the current educational program and facilities in the four schools operated by the Ganado Public School District. To accomplish the project, the staff of consultants followed a 5-part procedure: (1) examined faculty and administrative prepared North Central Association documents (1978); (2) examined North Central Association review team's re-evaluation report (1978); (3) observed district school plants; (4) interviewed and questioned selected school personnel; and (5) researched documents from interviewed personnel. Observers concentrated on gaining overall impressions of the settings in which teaching and learning take place in the four schools. The combination of high rates of personnel turnover, inadequate facilities, and widely scattered facilities was determined to be contributing significantly to communication difficulties, thereby…

Easter, Marilyn (2002). The Rise and Fall of Diversity Training. The effectiveness of diversity training in eliminating racial stereotypes in the workplace and modifying employees' negative attitudes toward diversity was examined in a study conducted at a private nonprofit college in the San Francisco Bay area. The study sample consisted of 80 nontraditional students from 4 sections of a course titled Managing Cultural Diversity (MCD) and 40 students from 2 marketing classes. The Cross-Cultural Adaptability Inventory (CCAI) was administered to all 120 students as a pretest and posttest. The MCD students received 7 weeks of intensive training on cultural diversity, interracial differences, race relations, ethnicity and attitude, psychographics, prejudice and discrimination, and white privilege. The 40 marketing students received no diversity training during the study. An analysis of the students' performance on the CCAI using descriptive statistics and repeated measure analysis of variance established that there were no significant differences… [PDF]

Plata, Maximo (1979). Preparing Teachers for the Mexican-American Handicapped. The Challenge and the Charge. Teacher Education and Special Education, v2 n4 p21-26 Sum. The article focuses on issues that are important in training teachers to work with Mexican American students who are handicapped. Factors examined include cooperative efforts between local education agencies and universities; teacher attitudes, both toward the culturally different and toward the handicapped; and legislation and litigation. (DLS)…

Battle, Jennifer; Menchaca, Velma (1997). Addressing Diversity through a Field-Based Center for Professional Development and Technology. Teacher Education and Practice, v13 n1 p14-21 Spr-Sum. To meet the challenges of student diversity, the Southwest Texas Center for Professional Development and Technology offers school-family-community partnerships with urban schools. Preservice teacher interns participate in field-based experiences where they interact with diverse students in various settings over a semester. They learn to handle the realities of diversity in public schools. (SM)… [Direct]

Greenman, Nancy P.; And Others (1992). Institutional Inertia to Achieving Diversity: Transforming Resistance into Celebration. Educational Foundations, v6 n2 p89-111 Spr. The paper examines the problem of resistance to diversity as manifested in some institutions of higher education. It explores the mutually reinforcing dynamic between individuals and institutions in perpetuating existing structures and offers a pathway for transforming resistance into celebration of diversity by identifying sites where change can occur. (SM)…

Hyland, Anne, Comp. (1974). A Mexican American Bibliography: A Collection of Print and Non-Print Materials. This annotated bibliography of Mexican American materials gathered from 1971 to 1974 offers teachers and students a listing of available print and nonprint resources on Mexican American history, primarily concentrated in the social studies areas. The materials address themselves to the history, heritage, pride, and contributions of Mexican Americans. Resources are on Mexico; the Indians of Mexico and the culture they are responsible for; the development and growth of the Southwest as an integral portion of the developing Americas; and the role of Mexican American Persons in shaping present day American life. All materials listed in this catalog are owned and housed at the curriculum office. All resources are available for circulation, with priority given for Toledo Public School use. The bibliography contains listings of books, recrods, filmstrips, tapes, 16mm films, realia, and periodicals, along with necessary purchasing information. Materials are listed alphabetically by author,… [PDF]

Hogges, Lilia; Hogges, Ralph (1976). A Study of Factors Affecting Cuban Parent-Child Interaction. This paper investigates the value system of Cuban students living in the United States, how those systems interface with the school and the home, and how they influence their personalities, behaviors, and family relationships. Eighth-grade students attending a predominantly Spanish private bilingual school were administered a questionnaire, and participated in a group interaction process. The questionnaire covered the areas of cultural values in school and home. Comments from the group interaction process are also listed. The study concludes that students: (1) like the atmosphere of the bicultural school; (2) accept their parents' Latin-American values; (3) feel free to incorporate American cultural elements into their lifestyles; (4) have a high concept of the Cuban lifestyle; and (5) are optimistic about their expectations and futures. The study recommends: (1) a re-testing of the same students in 1979; (2) an expansion of the same study to include older students; (3) a study of… [PDF]

Molina, Huberto (1975). The Development and Evaluation of the SWRL English Language and Concepts Program for Spanish-Speaking Children. Primary goals of the SWRL English Language and Concepts Program for Spanish-Speaking Children (LCS) are to teach Spanish-speaking children to communicate effectively in oral English language skills. An increasing amount of attention is given to the development of skills that prepare the children for future reading and writing in mathematics, science, and social studies. An important objective in the development of LCS has been to develop instructional and assessment procedures that will help integrate the program into extant bicultural, bilingual programs that will strengthen and extend the Hispanic cultural characteristics. During the five tryouts of LCS, the instructional, training and assessment systems of the LCS program have been developed and tested. In the early tryouts, the program format was in the developmental stage. In the last three, the components covering all 15 units were available for the year-long tryouts. Schools were selected to represent various demographic… [PDF]

Pope, Mary L.; Pulu, Tupou L. (1974). Stories of the Friendly Islands-Tonga. This illustrated reader contains four stories in English and Tongan about the legendary history of Tonga. They are designed to be used in teaching English as a second language to Tongan students. Therefore, the English stories are arranged in order of difficulty, from the simplest to the most structurally complicated. The Tongan stories are equivalent to the English ones, but are not direct translations. All are illustrated with water color prints. (CLK)…

(1971). East Harlem Block Schools. Program Summary. This document is the seventh in a series of 12 early childhood program descriptions compiled by the Far West Laboratory for Educational Research and Development. The program described here is the East Harlem Block Schools in New York City. The Block Schools include two day care centers, an elementary school, and a tutoring program, whose total ethnic population reflects that of the surrounding community — 70% Puerto Rican, 20% black, and 10% white. Most of the children are bilingual and all are from low-income families. The schools were established by parents who felt it necessary to design and control the educational environment in order to create continuity in attitudes and relationships between home and school. Staff and teachers were then hired who were responsive to these goals and accountable to parents. Included in the program description are brief outlines of: (1) goals and objectives, (2) content and materials, (3) classroom activities, (4) parent involvement, (5)…

Horner, Vivian (1968). Pre-Lessons for Use with an Oral Language Program. Five pre-lessons provide a set of brief daily activities for children encountering school, and perhaps a teacher who speaks standard English, for the first time. These activities should increase the likelihood that the children will feel comfortable, and will respond vocally and enthusiastically during subsequent systematic instruction in standard American English. The teacher can conduct the pre-lessons effectively with almost no preparation. Pre-lessons contain both instructions and lessons; the rationale for each day's lesson is given in narrative form, followed by a numbered outline of the steps in the lesson. There is a development from teacher-led to pupil-led activities, and from almost no dependence on verbal instruction to preliminary testing for such dependence. A critical difference between the pre-lessons and directed instruction in language is that the children are not expected to produce or understand specific utterances during most of the pre-lessons. They are… [PDF]

Sheldon, William D. (1970). Teaching Reading to the Disadvantaged: Progress and Promise. Information on the educational status of the disadvantaged child and a summary of progress in teaching him to read are presented. A description of a typical inner-city elementary school in New York City includes the school buildings, student population, reading programs, attendance of teachers and children, teacher education, achievement, and school rating. A summarizing statement estimates that 60 to 70 percent of all the children were poorly prepared for the education they were receiving and that almost half the teachers lacked sufficient training. The next section reviews reports of various people who have studied disadvantaged children and gives suggestions for improving the education of the disadvantaged. The teacher who cares is pointed out as a most important factor, as well as the teachers' and the administrators' willingness to experiment with innovative programs. It is also pointed out that many children learn to read in spite of severe handicaps if they have some factors… [PDF]

Barclay, Lisa Frances Kurcz (1969). The Comparative Efficacies of Spanish, English and Bilingual Cognitive Verbal Instruction With Mexican-American Head Start Children. Final Report. Sixty-seven Mexican-American children were administered a special 7-week Head Start language training program during the summer of 1967. Three basic treatments were used, and there was a control group. Two teachers were used, thus raising the number of groups to eight. The three basic treatments involved a structured English language training program; in one group, Spanish was the language of instruction; in a second group, English was the instructional language; and in the third, both languages were used. The control groups received the usual preschool art and music activities. Tests were administered at the beginning of the program, at the end, and the next spring. It was found that (1) since the groups were initially of varying ability, final differences in performance could have been due to this initial difference; (2) the teacher factor, sex factor, and age factor contributed nothing to the results; (3) the structured language treatments did not produce better scores than the… [PDF]

Ogbu, John U. (1974). The Next Generation: An Ethnography of Education in an Urban Neighborhood. This book is about education in Burgherside, a low-income neighborhood in Stockton, California, the majority of whose residents are blacks and Mexican-Americans: They make up about 92% of the elementary school population. The study reported here probes into the reasons for many children from the neighborhood failing in public schools. The goal was to study how the people in Stockton, including Burghersiders, conceptualize their educational system and their place in it, and how these conceptualizations influence the way they behave within the institution. The author spent a total of 21 months (September 1968 to May 1970) doing the study. He lived in Stockton during the first 16 months and then visited the city every other week for interviews lasting 2-3 days. The research covered the following setments of the community: (a) Burghersiders; (b) residents of adjoining neighborhoods attending the same junior and senior high schools with Burghersiders; (c) organizations and leadership…

Lindt, John; Nosse, Marilyn (1970). The Cutler-Orosi Intercultural Center. The concept of an intercultural center, primarily located in \inner city\ areas with a high concentration of low income minority groups, is explored in this discussion of the Tulare County, California institution. An attempt to reach and teach members of minority groups precludes a formalized approach to instruction and seeks to develop greater intercultural understanding through alternative methods of teaching. Principal remarks include: (1) community description, (2) Intercultural Center approach toward meeting community needs, and (3) multi-culturalism and the identity crisis. (RL)… [PDF]

Saville, Muriel R. (1971). Providing for Mobile Populations in Bilingual and Migrant Educational Programs. It is noted that most bilingual and special migrant classrooms segregate children with different native languages despite the social disadvantages and the lower motivation for learning English which accrue as a result of such student grouping. This paper suggests administrative and instructional means for providing for these children within heterogeneous classes, and for the children who must move in and out of classes as their families move with the crops. (Author)… [PDF]

Larson, Donald N.; Smalley, William A. (1972). Becoming Bilingual: A Guide to Language Learning. Becoming bilingual as defined in this book is a process by which an adult acquires an additional language in the environment in which it is spoken, surrounded by the culture in which it is used. The book seeks to present the learner with an integrated and systematic treatment of his task–linguistic, cultural, and practical–in learning a new language abroad. The authors believe that habit formation and practice have important roles in the language learning process. Cultural alienation is seen as the primary problem in living abroad, and learning the local language is a major factor in adjustment to new surroundings. The book covers such topics as motivation, language learning, programs, opportunities, techniques for learning a language, and widening one's range of communication. (VM)…

(1986). Federal Appropriations for Higher Education for Fiscal 1987. Chronicle of Higher Education, v33 n9 p30 Oct 29. Fiscal 1986 and fiscal 1987 federal budget allocations for Department of Education programs, arts and humanities, the Departments of Defense, Agriculture, Energy, and Health and Human Services, the National Science Foundation, the Environmental Protection Agency, and other miscellaneous agencies are tabulated. (MSE)…

Cabral, Maria (2002). Foreign Students' Attitudes in Portuguese Language Classrooms. A Case Study. In Portugal's monolingual school system, foreign students are expected to succeed just like Portuguese native students, despite their linguistic and cultural needs and differences. This study characterized the attitudes and motivation of four 9th grade foreign students toward Portuguese and English language classrooms in two Portuguese public schools, noting the affective and motivational factors associated with second language learning in a monolingual school context. The study focused on interest in language classroom activities, involvement in classroom activities, and feelings toward the teacher and peers. Data collection included interviews with students, interviews with teachers, and classroom observations. Data analysis indicated that participating students developed negative attitudes toward language learning and classroom work in Portuguese as well as English classrooms. These attitudes were associated with their interest in the tasks and learning activities they were asked… [PDF]

Madden, Nancy A.; Slavin, Robert E. (1999). Success for All/Roots & Wings. Summary of Research on Achievement Outcomes. This report examines the current state of research on the achievement outcomes of Success For All, a program built around the idea that every child can and must succeed in the early grades, no matter what this takes. Success For All uses everything known about effective instruction for students at risk to direct all aspects of schooling and classroom organization toward helping prevent academic deficits from appearing at all; seeks and intensively intervenes with any deficits that appear; and provides a rich curriculum so students can build on their firm foundation in basic skills. Success for All is committed to seeing that all children become skilled, strategic, and enthusiastic readers while progressing through elementary school. This review describes research on Roots & Wings, a program that adds to Success For All in mathematics, science, and social studies. Evaluations of many Success For All schools in districts nationwide clearly show that the program increases student… [PDF]