Roden, Gunilla (1988). Handicapped Immigrant Preschool Children in Sweden. Western European Education, v20 n3 p95-107 Fall. Examines provisions made in Sweden for the education of handicapped and immigrant students and the services offered to their families. Stating that all handicapped persons have the right to receive government services, the article discusses preschool education, day nurseries, mother-tongue language activities, family services, and courses for immigrant parents. (GEA)…

Slwooko, Grace (1978). Yuggaankuk Mayeraaghpagenkuk (The Eskimo Man and the Giant). The legend of an Eskimo hunter, trapped on a moving, melting ice flow and subsequently rescued by a friendly but shy giant who returns him to his village, is presented in the St. Lawrence Island Yup'ik language and in English. Ten full page color illustrations by J. Leslie Boffa visually tell the story for those readers who may not yet have mastered the written word. (NEC)… [PDF]

(1980). Social Studies: Level One–Needs. Teacher's Guide & Resource Book=Araling Panlipunan: Unang Antas–Pangangailangan. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the concepts of identity, needs, and interaction. Level One is designed for children in grades one and two. Each level develops one or more aspect of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled \Environmental Needs,\ develops the conceptual statements…

de la Brosse, Beatrice (1984). A Multicultural/Bilingual Mainstreaming Day Care Program for Young Children with Mild to Moderate Disabilities. Based on the experiences and design of a model demonstration program, the guide describes basic considerations in developing services for mildly and moderately developmentally handicapped young children in a mainstreamed, multicultural/bilingual day care setting. Un Bien Comienzo (UBC), a program developed to respond to the needs of Spanish speaking parents with young, developmentally delayed children, is part of Rosemount Center (Washington, D.C.), a bilingual, multicultural day care center for children 6 weeks to 5 years of age. Both assessment and intervention services are bilingual. Intervention by specialists is provided on-site at the day care center when parents cannot leave work to take their children for treatment. Chapter 1 of the manual discusses initial steps in program development, including such topics as needs assessment, funding, setting program goals, and recruitment and advertising. The second chapter describes UBC assessment and intervention procedures, while…

Rist, Ray C. (1979). Language and Literacy: An Overview of Policies and Programs in Five OECD Member Countries. This paper describes the results of a study conducted by the Center for Educational Research and Innovation regarding language policies and programs in five countries which belong to the Organization for Economic Cooperation and Development: Canada, France, Spain, the United Kingdom, and West Germany. Part I explains the study's focus on language diversity and how it is addressed within the educational systems of the countries studied. It is assumed that the role ascribed to language is a key one to a better understanding of the position of various cultural groups in a society. The study methodology and content are described. (A set of simultaneous case studies were taken, each developed according to a common frame of reference.) Part II discusses the distinctions drawn between each country for the purpose of analysis: historical and ecological considerations; geographical boundedness versus dispersal; time the special population has been within the national boundaries; government… [PDF]

(1982). Tests of English as a Second Language [1940-1980]. Arranged alphabetically by title, the bibliography lists 92 tests, designed for use with students ranging from preschoolers to adults, that are measures of proficiency in English as a second language. Each citation provides title, author, copyright date, age level suitability, publisher, and a brief annotation describing the purpose of the test. Dates of tests range from 1940 to 1980, with the majority being dated from 1970 to 1980. The bibliography includes tests to measure: language dominance in Spanish and English; English language proficiency; inventory of natural language; bilingualism (oral and syntax); comprehension of English language; bilingualism of Chinese students; oral communication; oral language development; language usage in the home; Navajo-English language dominance; oral English-Spanish proficiency; oral production and aural comprehension of adults; and linguistic skills of bilingual students. The document also contains addresses of the 46 publishers of the cited…

Javora, Angela (1981). Yo Ciudadano: Un Curriculo de Experiencias Para Educacion Civica. Nivel: Tres (Citizen Me: An Experiential Curriculum for Citizenship Education. Level: Three). Integrating concepts of basic citizenship education with community involvement, this experiential curriculum provides a means for developing decision making and critical thinking skills within the existing third grade social studies curriculum. The 10 lessons, translated into Spanish, cover school rules as personal safety measures, consequences of not knowing rules, rules for everyone, rules as a joint responsibility, personal responsibility for crime prevention, and need for rule enforcers. Lessons aim to: (1) stimulate concern for maintaining personal and others safety, for the responsibility for one's actions, and for preventing injury to self or damage to personal property; (2) create awareness of rule makers as rule obeyers, of the rules a school service worker must follow to meet job expectations, that rules work only when each person meets his responsibility, and that good citizenship includes reporting hazards, crime and appreciation for good services; (3) develop insight…

(1979). Resources for Child Development Associate Training: An Annotated Bibliography. (Spring 1979). This annotated bibliography lists more than 50 resources for Child Development Associate (CDA) training which were published between 1976 and 1978. Materials are listed under the most appropriate CDA competency and functional area. Materials which are part of a series are listed in a separate section. Ordering information is included in each citation. (Author/RH)…

Cunningham, M. E. (1979). Core Curriculum in a Multicultural School: Strategies for Multicultural Education in the Middle School. The American School in Mexico City is a multicultural school drawing its students from the upper middle class with a pupil population of about 40% United States citizens, 40% Mexican, and 20% other nationalities. Admission is based on language proficiency, scholastic achievement, and ability to pay. The school admits monolingual Spanish speakers at kindergarten level only and provides a two- to three-year program of total immersion to prepare them to read in English at first grade. All through the elementary program, there is a half day of Spanish and a half day of English with course content taught in both languages. The middle school features a core curriculum combining social studies and English and incorporating the multicultural backgrounds of the students. At all levels, teaching strategies are based on recognition and appreciation of the students' cultural characteristics and differences. Family roles, community requirements, work ethics, student-teacher roles, and school…

Cummings, Tom (1975). Bilingual/Bicultural Law-Related Curriculum at Pine Hill High School, November 1975. For 5 years, Ramah Navajo High School (New Mexico) has researched, produced, and taught a bilingual bicultural law-related-curriculum that emphasizes the pluralistic legal environment in which Navajo students exist. The resulting 4-unit law-related curriculum is compiled from anthropological field data gathered by local legal specialists working with a consulting attorney and is an introduction to law ways, customary as well as formal, that are important as Navajo people meet the problems of contemporary everyday life. The case method is utilized, setting forth disputes, and illustrating how parties to disputes define problems and resolve them. Students participate in bilingual "moot courts" representing both cultures; utilize a bilingual dictionary compiled by the local legal and language specialists; view video tapes of tribal judges, prosecutors, and other legal officers familiar with local disputes; and students then evaluate the program through their comprehension of…

Vicenti, Dan; And Others (1972). The Law of the People (Dine Bibee Haz'Aannii): A Bicultural Approach to Legal Education for Navajo Students, Volume 2. Volume 2 of a 4-volume bilingual bicultural law-related curriculum deals with the evolution of a Navajo legal system. Navajo "law" was referred to by Navajos as "religion", thus Anglos viewed the Navajo as having no "law." Because of the complexity of this topic, it is suggested that the first sections covering this view be read and digested by teachers and professionals only, who then convey sufficient information to give the student a flavor of Navajor law, thus laying the basis for discussions of other units that focus on specific disputes. Among subjects covered in the first section are: Anglo influence on Navajo law; the Indian Bill of Rights; Navajo torts; "Navajo Legal Vocabulary: A Critical Analysis" defines and compares Navajo and Anglo terms such as law; the system and its players–a Navajo view; the parties and their functions; and roles (judge, jury, police). The third section deals with legal institutions and roles on the…

Offenberg, Robert M.; Wolowec, Wolodimir (1973). Title VII Bilingual Project, Let's Be Amigos: Evaluation of the Third Year, 1971-1972. The 12 studies that constituted the 1971-1972 evaluation of the Let's Be Amigos program are presented together with the evaluation findings. The three components of the Bilingual Program, serving 1,813 students by the end of the third year, were the Model A program (prekindergarten to grade 3) with teams of English- and Spanish-speaking teachers working with the students; the Model B program (grades 1 and 2) in which teachers worked with students who were dominant in the teacher's mother tongue; and the ARRIBA program (elementary, junior high, and senior high schools) serving primarily Latino pupils who could benefit from instruction in their mother tongue. The evaluation studies were categorized as to Process Evaluation Studies (four studies) and Product Evaluation Studies (eight studies). The Process Evaluation Studies were: General Process Evaluation of the Third Year of the Bilingual Program; Perceptions of Prinicpals, Teachers, and Parents Regarding the Bilingual Program;… [PDF]

(1969). Annotations on Selected Aspects of the Culture of Puerto Rico and Its People. Intended for teachers who are currently working with Puerto Rican children, this manuscript provides an orientation to the cultural and historical background of Puerto Rico. The primary purpose of this survey is to depict significant contributions that occurred in Puerto Rico. Contents include information and materials obtained from national archives, official documents, and cultural institute reports, and offer a collection of selected notes relevant to Puerto Rico's history, music, everyday life and culture, horticulture, architecture and current trends. A series of descriptions about famous Puerto Ricans is also included, tracing the culture from 1580 to 1968. An alphabetical listing of information sources by author is presented from which educators may secure information about Puerto Rico. (Author/SJM)… [PDF]

(1996). Digest of California Teacher Recruitment/Development Policy History and Related Reports. This digest provides a summary at-a-glance of critical legislative activity and related reports that have addressed many facets of California's teacher recruitment and development challenges over the decade. The nine chapters focus on: "Teacher Recruitment,""University-Based Teacher Preparation,""Teacher Credentialing,""Alternative Certification/Preparation,""Paraeducator-to-Teacher Preparation,""Bilingual Teacher Preparation,""Special Educator Preparation,""Pre-Collegiate Teacher Recruitment," and "Teacher Induction." (Contains 74 references.) (SM)… [PDF]

Kromhout, Ora; Massey, Romeo (1979). The Spanish Employability Skills Series. Florida Vocational Journal, v4 n8 p12-15 May. Describes efforts of the Florida Division of Vocational Education to translate the Employability Skills Series into Spanish. Reports the findings of the field-test evaluation conducted on the Spanish version of the Employability Skills Series which found the materials were just as effective in Spanish. (LRA)…

Xu, Hong (2000). Preservice Teachers Integrate Understandings of Diversity Into Literacy Instruction: An Adaptation of the ABC's Model. Journal of Teacher Education, v51 n2 p135-42 Mar-Apr. Investigated preservice teachers' understandings of their own and their students' cultural backgrounds, examining how they integrated those understandings into literacy instruction. The ABC model (autobiographies, biographies of students, cross-cultural analysis, analysis of cultural differences, and classroom practices) helped stimulate students to continue examining their lives, their cultural/linguistic backgrounds, and the impact of those factors on teaching diverse students. (SM)…

Kindler, Anneka L. (1995). Education of Migrant Children in the United States. Directions in Language and Education, v1 n8. This report discusses demographic characteristics of migrant students in the United States, their educational needs, the features of federally-funded programs under the Migrant Education Program (MEP) legislation reform, and suggestions for enhancing current migrant student performance. The MEP was established in 1966 and reauthorized in 1994. It provides educational services for migrant students and facilitates interstate coordination of these services. Demographics outlined include geographical distribution by state, age, and language of the program participants. Educational needs reviewed include factors of mobility, work and family responsibilities, poverty, and language and culture. The 1994 reauthorization mandated reforms that focused limited federal funds on the neediest students with the highest risk of academic failure. Strategies for improving migrant student performance include classroom buddies, parent outreach, attention to warning signs, extracurricular activities,… [PDF]

Forgione, Pascal D., Jr.; Prince, Cynthia D. (1993). Raising Standards and Measuring Performance Equitably: Challenges for the National Education Goals Panel and State Assessment Systems. Approaches to equitable performance standards and assessment are discussed with three points of focus. First, the work of the National Education Goals Panel is described, with particular attention to Goal 3, Student Achievement and Citizenship, and the Panel's efforts to establish world-class standards of performance. National standards are assumed to include content standards, student performance standards, school delivery standards, and system performance standards. Second, four possible approaches to standard-setting for students with special needs are presented. They include the following: one standard for everybody; same standard, different conditions; different standards for different groups; and exclusion of some groups from assessment altogether. Potential advantages and disadvantages of each approach are discussed. Third, a discussion of how states are reacting to the national interest in standard-setting and assessments focuses on the standards-based approach to… [PDF]

Beckman, Sandra (1993). The Development and Implementation of Training Workshops Directly Related to Programming for Daycare Directors in Northern Canada. Daycare directors in northern Canada, with little or no post-secondary education, face the difficulties of programming for children from diverse cultures. Directors often feel isolated in their small communities, and a lack of programming expertise and early childhood development training for them has become a concern. This practicum designed, implemented, and evaluated a three-part strategy for training daycare directors. First, an initial visit focused on evaluating existing programs and targeting areas for improvement. Second, a one-day programming workshop presented material relevant to each director. The workshop was approximately 6 hours long, during which participants were introduced to a programming method intended to develop the social, physical, intellectual, creative, and emotional aspects of the child. Third, follow-up visits provided feedback to each director and reinforced curriculum programming strategies. Both on-site visits ranged from 3 to 6 hours. The program was… [PDF]

Blankenship, Glen; Tinkler, D. William (1997). Cultural Reflections: Work, Politics, and Daily Life in Germany, Social Studies. Grades 9-12. Update 1997/1998. This packet contains three lessons designed for the high school classroom. Lessons include: (1) "The German Worker"; (2) "Government in Germany"; and (3) "Culture and Daily Life in Germany." Student activities focus on comparative economic systems, worker training and apprenticeship programs, structure of government with case studies of the health care system and the federal budget, the role of the press in Germany, and leisure activities. Numerous activities, handouts, worksheets, and transparencies accompany the lessons. ERIC copy of the document contains photocopies of the transparencies. (EH)… [PDF]

(1998). Education in Multi-Ethnic Societies of Central and Eastern Europe. A Skills Exchange Workshop (Bulgaria, November 7-10, 1997). Workshop Report. To address problems in public education for majority and minority ethnic groups in Central and Eastern Europe, Minority Rights Group International and the Inter Ethnic Initiative for Human Rights Foundation organized a skills exchange workshop in Sofia, Bulgaria in November 1997. Representatives from Bulgaria, Hungary, Poland, Romania, and Slovkia came together to address ways of making the education system responsive to the differing needs of minority and majority communities. This workshop report summarizes the key discussions and illustrates examples of good practice. An introductory section gives background information to the workshop and an overview of the discussions. The report's central section summarizes discussions and participants' views on the varied dimensions of multiculturalism in educational policy, concerns about imposing standard solutions to diverse situations, essential elements of successful educational policy and implementation, the legislative framework of…

(1990). Educating African American Males: A Dream Deferred. This document presents recommendations of the Milwaukee (Wisconsin) African American Male Task Force (MAAMTF), which reviewed from January through April of 1990 current educational efforts and recommended strategies by which schools could better address African American males' needs. The MAAMTF recommendations are to be implemented in two phases. Phase I focuses on district policy, staff development, and structural variation based on the notion that all students can learn at increasingly higher levels. The following are Phase I recommendations: (1) multicultural curricula; (2) flexible structuring for academic areas; (3) quality after-school, summer, and Saturday programs; (4) enhanced homework policies; (5) staff training and assistance for working with diverse populations; (6) increasing the number of African American teachers, especially males; (7) parent involvement; (8) inservice courses for all staff members on African American history and culture and racism in America; (9)…

Pickert, Sarah M. (1992). Preparing for a Global Community. Achieving an International Perspective in Higher Education. ERIC Digest. This brief report summarizes a longer document with the same title. The report discusses the response of colleges and universities in the United States to the needs of graduate students to become equipped to make personal and and public policy decisions as citizens of an international society. It notes that curriculum changes in higher education are showing greater enhancements of the international experience in the classroom and a tightening of foreign language standards. Federal spending in undergraduate study abroad has also increased substantially, as well as the U.S. commitment to working with the Economic Community and the United Nations Educational, Scientific, and Cultural Organization to standardize educational credential reporting, licensing, and certification. Steps that faculty and administrators can take in this environment include widening the curriculum to expose students to other cultures, widening opportunities for international contact, and evaluating… [PDF]

Pickert, Sarah M. (1992). Preparing for a Global Community. Achieving an International Perspective in Higher Education. ASHE-ERIC Higher Education Report No. 2, 1992. This report discusses the response of colleges and universities in the United States to the need of graduate students to become equipped to make personal and public policy decisions as citizens of an international society. Curriculum changes are showing a tightening of foreign language standards in schools of higher education and, throughout the curriculum, faculty are including material from other countries and advances in computer and satellite communication to enhance the international experience without leaving the classroom. Additionally, the international focus on higher education has been boosted through a major U.S. initiative that tripled federal spending on undergraduate study abroad. The United States is also cooperating with foreign representatives in working with the Economic Community and the United Nations Educational, Scientific, and Cultural Organization to standardize educational credential reporting, licensing, and certification. Governments are also looking with… [PDF]

Collier, Malcolm (1983). Nonverbal Factors in the Education of Chinese American Children: A Film Study. The research described in this paper examined nonverbal factors affecting the education of Chinese American children in bilingual/bicultural classrooms. The purpose was to define how such variables as interpersonal distance, arrangement and use of space, pace of participants, size of groups, use of time, and interpersonal synchrony influenced the behavior and response of students. The investigation also explored associations between language of instruction and these variables, as well as the effects of variations of classroom ethnic composition. Research methods involved analysis of research films of classrooms and film interviews with people associated with the classrooms and students. Findings showed that Chinese American students responded best to situations in which there were close interpersonal distances, a slow to moderate pace, arrangements that did not isolate individuals, and activities that involved group processes. They responded particularly well in situations with… [PDF]

Chesterfield, Ray; And Others (1982). Interaction Strategies of First Graders Who Have Experienced Different Bilingual Preschool Models. Final Report. Three different bilingual, bicultural curriculum, preschool models encouraged children to use three different interaction strategies, but the models had no lasting effects on the children's first grade interactions, according to a year's observation of the communication experiences of 42 Mexican American children of varying English language proficiencies in three Southwest classroom sites. In the preschool setting, the experiences emphasized by the curriculum model in use influenced the frequency of strategy employed by the children. In the first grade, the structure of the children's communicative episodes were similar in Spanish-dominant, bilingual, and English-dominant classrooms; but the frequency of strategy use differed by classroom type. Language proficiency influenced how children used strategies, which differed with peers and adults. Interaction sequences related to language acquisition accounted for 50% of the communication acts in a given communicative episode. Children… [PDF]

Beckum, Leonard C.; And Others (1982). Multi-Ethnic School Environments Project. Final Report. Three studies of schools during their first year of voluntary desegregation focused on classroom dynamics and inter-ethnic socialization occurring inside and outside the classroom. The initial study, an exploratory field investigation of four classrooms, involved 600 hours of observation and collaboration with teachers and principals through interviews and audiotapes. A validation study was conducted the following year in a similar school using similar research techniques. This report summarizes the validity study findings and compares them with those of the first study. Chapter I is an introduction. Chapter II describes the background of the desegregation process in the school districts. Brief sketches of the teachers in the study and descriptions of the schools are presented in chapter III. Chapter IV presents summaries of the findings, including instructional practices, classroom management, moral socialization, socioemotional development, efforts to encourage social integration,… [PDF]

McCrossan, Linda V. (1981). A Model Program for the Training of Professionals in Bilingual/Bicultural Education. Legal mandates and a demonstrated need for preservice and graduate instruction in bilingual and bicultural teacher education provided the impetus for initiating four programs at Northern Illinois University. This training program contains undergraduate and graduate program options in elementary education for the certification of bilingual teachers. The program also offers graduate options for the training of bilingual counselors and curriculum specialists. The first program option is a fulltime undergraduate program which leads to a bachelor of science degree in elementary education with an emphasis on bilingual/bicultural education. An outline is given of the coursework, the functions of a bilingual tutor for improving language skills in English or Spanish, diagnostic language procedures, and field experience programs. A similar outline is provided for the second option, which leads either to a master of science in elementary education with a specialization in bilingual/bicultural…

(1981). Bibliography of Materials. This annotated bibliography of social studies materials, language arts materials, mathematics materials and miscellaneous publications was developed by the Asian American Bilingual Center. The materials are organized in the form of kits designed for ten weeks of instruction in each of three curriculum levels: identity, needs, and interaction. The social studies materials list includes entries in environmental studies and fine arts which are available in both Chinese/English and Pilipino/English editions. Chinese, Pilipino, Japanese and Korean materials are featured in the language arts section which emphasizes the gradual introduction of language patterns relative to speaking, writing, reading and listening of each respective language. Mathematics materials are available in Chinese English and Pilipino English editions. The three curriculum levels correspond with each of two elementary grades. The social studies materials list contains a limited number of entries suitable for high…

Banathy, Bela H.; And Others (1979). Native American Career Education Staff/Community Training Workshop. Coordinator's Manual. Native American Career Education Demonstration Project. This staff/community training workshop handbook was written for teachers, counselors, career education specialists, administrators, and other educational staff; for parents, and Indian community representatives; and for any others who will be providing support for a native American career education program, or who will be actively engaged in developing and implementing it. The workshop consists of four sessions. The first session is devoted to providing participants with a general background in career education content and goals, and helping them begin to identify career education resources which are already available. The second session describes the various groups of people who can be involved in developing and implementing career education. The third session describes methods for teaching career education to native American students, beginning with a series of transparencies illustrating traditional Indian education methods, and goes on to introduce the twelve units in the native… [PDF]