Johnson, Levar L. (1981). Non-Required Plan for the Prevention of Minority Group Isolation and Provision for Greater Racial Integration. Evaluation Report. This report describes a desegregation/integration plan implemented in four junior high schools in the Elkhart, Indiana school district. The first section details the history, design, and objectives of the project. The second section deals with data concerning the achievement of project objectives as obtained by a locally developed and validated instrument. Student reaction is handled in section three, which covers behavior and attitudes, extracurricular activities, and school-parent communication. The following section presents results of findings about student attitudes in table format accompanied by discussion. Teacher evaluation of inservice activities is included in section five, which examines the effectiveness of system-wide inservice programs. Section six presents the results of a multicultural needs assessment. Reactions from an external perspective are given in section seven. The last section provides conclusions and recommendations. Six appendices include evaluation… [PDF]

Holmes, Elizabeth Ann (1971). A Study to Determine the Effects of Pre-Reading Comprehension and Post-Reading Comprehension of Black High School Seniors. An investigation was conducted into the difference between two levels of comprehension: that which black high school seniors bring to the reading of English prose and that which they achieve from actual reading. A pre- and post-test treatment was administered. No significant difference was found between pre- and post-reading comprehension of these students as a group, by instructional levels and by sex. Six recommendations were made: (1) future research is needed with subjects from an integrated school and with subjects having all black teachers; (2) this study might be replicated in different school districts and states; (3) the level of pre- and post-comprehension of high school students be researched in other subject areas; (4) teachers should establish a method of determining prereading comprehension; (5) research is needed to see if black students would benefit from more exposure to diversified multiethnic and multicultural materials; and (6) curriculum and methods need to be…

Botzler, Sally; Nethery, Mary (1983). Cultural Exchange in a Pluralistic Society. Social Studies Review, v23 n1 p89-92 Fall. The Cultural Exchange program in California is a model supplementary social science curriculum available to California teachers. Students start with their own ethnic heritage and then explore cultural diversity at the community, national, and international levels. Graphics, activities, and materials are designed for fourth- through eighth-grade students. (CS)…

Walsh, Jari Taylor (1996). The Mayans in Chiapas, Mexico: Past and Present. Fulbright-Hays Summer Seminar Abroad 1996 (Mexico). This unit is designed for a second-year Spanish language class. The focus is on the Mayans and the 1994 Zapatista uprising in Chiapas (Mexico). The topics addressed include: (1) the Mayans' historical problems; (2) the 1994 rebellion in Chiapas; and (3) the reactions of the world and of the Mexican federal government to the rebellion. Suggestions are made for adaptation of the unit to a geography class. The unit uses a month of class time and contains Spanish language worksheets and additional reference materials. (EH)…

(2004). Integrating Immigrant Children into Schools in Europe: Italy–National Description 2003/04. Eurydice The national contributions contained in this paper formed the basis for the comparative study on the integration at school of immigrant children in Europe. Each contribution has exactly the same structure with four main sections entitled as follows: (1) National definitions and demographic context of immigration; (2) Measures offering school-based support to immigrant children and their families; (3) Intercultural approaches in education; and (4) Evaluation, pilot projects, debates and forthcoming reforms. This paper focuses on the integration at school of immigrant children in Italy. Appended are: (1) Percentage of pupils with non-Italian citizenship out of the total number of school pupils by type of school, region and geographical area–School year 2002/03; and (2) Italian language support in the Marche region in 2003. A bibliography is included. (Contains 4 figures and 5 footnotes.) [CD-ROM is not included with this publication. For related report, "Integrating Immigrant… [Direct]

Antonouris, George; And Others (1989). Science Education Notes. School Science Review, v70 n252 p97-131 Mar. Eight articles are included in this collection. Topics include: multicultural science, teaching science with metaphors, development of a graded assessment scheme in science, relative performance of boys and girls in chemistry, promoting science understanding, formative evaluations, science background of primary teachers, and promoting creativity with problem solving. (MVL)…

Harris, Margaret (1995). Multiculturalist in Training: A High School Teacher's Experience in Developing a Multicultural Curriculum. Teaching and Change, v2 n3 p275-92 Spr. Describes one teacher's evolving beliefs about teaching cultural diversity: she has moved from a traditional textbook-oriented formula for teaching U.S. history to one that uses a greater breadth of materials and resources. Student writing reflects critical thinking about and understanding of the points of view of many diverse interest groups. (JB)…

Johnson, Holly A.; Smith, J. Lea (1995). Dreaming of America: Weaving Literature into Middle-School Social Studies. Social Studies, v86 n2 p60-68 Mar-Apr. Asserts that the use of multiethnic adolescent literature can help teachers create meaningful learning opportunities to explore diverse perspectives. Recommends the use of thematic literature studies and provides a framework model. Includes four multidisciplinary cognitive maps and a bibliography. (CFR)…

Dash, Shrikant; Niemi, Richard G. (1992). Democratic Attitudes in Multicultural Settings: A Cross-National Assessment of Political Socialization. Youth and Society, v23 n3 p313-34 Mar. Surveys of attitudes toward multiculturalism of 190 Canadian eleventh graders, 584 eleventh graders from the United States, and 350 tenth graders from India indicate that despite general agreement with socialized abstract principles of democracy, students in the United States and Canada are not very tolerant of divergent cultural perspectives. (SLD)…

Coyner, Sandra (1993). Feminist Research Methods. NWSA Journal: A Publication of the National Women's Studies Association, v5 n1 p111-19 Spr. Reviews six works by Connie Miller, Comp., and Corinna Treitel (1991); Margrit Eichler (1987); Carol A. B. Warren (1988); Beth Hartung, Ed., and others (1988); Joyce McCarl Nielsen, Ed. (1990); and Liz Stanley, Ed. (1990). Works span diversity of current writing about feminist methodologies, offer guidelines for producing nonsexist or feminist research, are centered in American experience, and fall short of being multicultural. (SLD)…

Blum, Lawrence (2004). Systemic and Individual Racism, Racialization and Antiracist Education: A Reply to Garcia, Silliman and Levinson. Theory and Research in Education, v2 n1 p49-74. I take up Silliman's challenge to explore the \moral logic\ of \structural racism\ largely absent in my book, \I'm Not a Racist, But…\ I criticize and build on Glenn Loury's account of the normative assessment of racial inequality by examining three factors generating such disparities in educational achievement–stereotyping, performance-based generalizing, and a preschool skills gap. What is morally troubling about the resultant achievement gap is partly dependent on and partly independent of the moral assessment of the individual racial wrongs involved (or not) in these processes, a result in the spirit of Garcia's individual focus but not his anti-consequentialism. Responding to Levinson, I suggest forms of antiracist educational practice built around the rejection of \race\ as a scientifically valid classification together with the retention of racial domination, and resistance to it, as historically significant forces (captured in the notion of \racialization\). (Contains 33… [Direct]

Bertera, Elizabeth M.; Littlefield, Melissa B. (2004). A Discourse Analysis of Online Dialogs in Social Work Diversity Courses: Topical Themes, Depth, and Tone. Journal of Teaching in Social Work, v24 n3-4 p131-146 Dec. Online discussions can extend learning experiences beyond the time and space of the classroom, allowing students more time to process information, and an additional mode of expression for those who are less active in open classroom discussions. They may be especially appropriate for teaching sensitive or controversial subject matter such as oppression and diversity, which is required by the Council on Social Work Education. This study investigated topical themes, depth, and tone of online dialogs in social work diversity courses at two universities in the mid-Atlantic area. Discourse analysis–a type of content analysis–is employed to gain a deeper understanding of the learning experience, and to compare the impact of anonymous and identified participation in the dialogs. (Contains 4 tables.)… [Direct]

(1994). New York State Magnet Schools Program, 1993-94. OER Report. For the 1993-94 school year, the Office of Educational Research (OER) of the New York City Public Schools was asked to conduct evaluations of the 12 magnet schools funded under the New York State Magnet School Initiative. The state initiative was planned to promote the development of magnet schools that promote multicultural educational environments, reduce ethnic isolation, promote academic success for all students, and foster parent and community involvement. In New York City, four elementary schools, five intermediate schools, one middle school, and two junior high schools were selected, with five schools implementing their programs in 1993-94 and seven schools in the planning stage. OER found that the planning schools generally made adequate progress toward their goals for designing and organizing their schools, as well as for recruiting students for the implementation year. However, the implementing schools did not completely achieve their academic goals or their goals for… [PDF]

Phuntsog, Nawang (1994). Renewal of Tibetan School Curriculum in Exile: A Tibetan-Centric Approach. This paper traces the development of modern secular Tibetan education from the time of exile in India in the 1960's when the Communist Chinese occupied the country. A brief overview of the monastic education is presented as a way to provide a context to the importance of integrating Tibetan culture in the school curriculum. The rationale for a Tibetan-centric approach to schooling in exile is offered at various levels of its importance. An integration of Tibetan culture is also attempted. The necessity of preserving the Tibetan culture to help maintain national identity and to prepare students to face the challenges of life in exile and for reclaiming their lost nation is advocated. A constructive approach in this direction is to: (1) identify fundamental concepts and universal experiences in Tibetan culture; (2) develop a clearly defined scope and sequence in terms of creating learning experiences critical to ensure continuity of Tibetan culture; and (3) include activities in the… [PDF]

Koscielny, Mary Patrice (1994). Mexico: Yesterday and Today. This guide features Mexican history, culture, and the environment in the years past and present. This guide discusses five periods of Mexican history, including: (1) Indian Period; (2) Colonial Period; (3) Independence Movement; (4) The Revolution; and (5) Mexico Today. Each section has goals for the students, background readings, and activities for incorporation into the lessons. (EH)… [PDF]

Martinez, Silvia; Schloff, Rose-Laurie (1982). Culturally/Linguistically Different Children: Report Writing Guidelines for Speech-Language Pathologists [and] Summary of Project Communicate. Guidelines for writing assessments of the English language skills of minority, bilingual, preschool and elementary school children are presented for monolingual speech-language pathologists. In addition, a project (Project Communicate) providing direct client services and training of speech-language pathologists is briefly described. With regard to the assessment of children from culturally and linguistically diverse backgrounds, the following information approaches are suggested for the monolingual clinician's report: 1) identifying the language spoken at home and the length of time the child has been in the English-speaking environment; 2) evaluating the child in his/her native language, using other bilingual staff if necessary; 3) including descriptive information about the child's second language performance; 4) specifying the type of services recommended in the child's second language, such as speech and language therapy. Examples of acceptable and unacceptable ways to describe…

Berney, Tomi D.; Plotkin, Donna (1989). Erasmus Hall High School Bilingual Program, 1987-88. OREA Report. Evaluation Section Report. The Erasmus High School bilingual Program of instructional and support services served 111 limited-English-proficient students in its fifth year of federal funding. The program's major goal was to provide the least academically and linguistically prepared students with the instruction in English as a Second Language (ESL) needed for moving into mainstream academic classes. Students received instruction in ESL, native language arts (NLA), and bilingual instruction for some students (Haitian) in mathematics, science, and social studies. Students had the options of enrolling in an ESL typing class, mainstream subjects such as gym and art, and in a hotel and restaurant management program. Non-instructional components included academic, personal, career, and college counseling, individual and small-group tutoring, an after-school and summer jobs program, and extracurricular activities. While the program did not achieve its ESL objective, over 80% of students passed their NLA classes, and… [PDF]

Barrera, Maria; Rosenberg, Graciela (1982). El ensenar a escuchar, a hablar, a leer y a escribir. Cuadernos para el entrenamiento de maestros de educacion bilingue. Cuardernos 1, 2 y 3, Serie D. (Teaching Listening, Speaking, Reading, and Writing. Training Packets for Bilingual Teachers. Packets 1, 2 and 3, Series D.). This teacher training guide includes three major units that deal with the teaching of listening, speaking, reading, and writing skills in Spanish in the bilingual classroom. Each packet includes objectives, materials, and activities that help develop and promote students' receptive and productive skills. Other major topics covered include: the elements of language, including prosody, orthography, analogy, syntax, and semantics; aspects of oral language and activities for its development, including conversations, games, use of pictures and drawings, dramatization, and improvised dialogs; and methodology of reading, including syntactic methods, phonetic methods, onomatopeic methods, analytical and global methods, eclectic procedures and the experiential approach. Transparencies for each method are included. (TR)… [PDF]

Ariza, Maria J. (1990). A New Beginning for LEP Students?. New Beginning is a transitional program for limited-English-proficient (LEP) secondary school students in Dade County, Florida whose prior school experience was interrupted or limited. The program currently serves 102 students in four schools. Most participants are Hispanic or Haitian. Students are selected by district-wide criteria and grouped in self-contained classes. Program aims are: (1) to develop rapid acquisition of English skills, literacy, and academic skills needed to profit from English-as-a-Second-Language and bilingual curriculum content programs, as well as a more positive self-image; and (2) to reduce failure and dropout rates. Although the schools all follow specific guidelines, program implementation varies. All participants enrolled shortly after arrival in the United States. The program's attendance rate has been generally high. Achievement data for the first year is inconclusive concerning program success. Staff perceive the program as valuable, student response…

(1986). Project CHAMP, 1985-1986. OEA Evaluation Report. The Chinese Achievement and Mastery program, Project CHAMP, was a bilingual (Chinese/English) project offered at three high schools in Manhattan. The major goals were to enable Chinese students of limited English proficiency (LEP) to learn English and to master content in mathematics, science, global history, computer mathematics, and native language arts (Chinese) courses. Another goal was to achieve a high attendance rate for project students at the participating schools. An intensive literacy component was offered at the Seward Park High School site to those students who were functionally illiterate in their native languages and who lacked basic academic skills. The major objectives of this component were: (1) to develop students' ability to read and write fluently in their native language; (2) to master basic elements of reading, writing and speaking in English; (3) to develop the students' study skills and habits as a foundation for future academic work; and (4) to foster…

McFerren, Margaret; Robson, Barbara (1986). Criteria for the Evaluation of Secondary and Post-Secondary Foreign Language Teaching Materials. Criteria for the evaluation of foreign language materials in the commonly and less commonly taught languages in secondary and postsecondary institutions are presented. They are intended for use by individual teachers or appointed committees when selecting and evaluating language teaching materials. The criteria contain a set of evaluative and descriptive questions in six material areas: novice, intermediate, and advanced level course materials, reference materials, dictionaries, and computer-assisted instructional materials. In developing the criteria, attempts have been made to ensure ease of use while also capturing sufficient detail to provide a useful evaluation of the materials. A complete evaluation consists of three forms to be completed by the materials evaluator: a form eliciting descriptive information about the materials (bibliographic citation, availability, language/dialect presented, form of presentation, grammatical/pedagogical approach, overall organization of the… [PDF]

White, James L. (1980). Odaminodaa Ojibwemong!! = Let's Play in Ojibwe!!. The booklet contains directions for designing six word games to provide motivation, reinforcement, and review for students of all ages, from children to adults, as they learn the Ojibwe language. Step-by-step instructions are provided for making and playing Quiz Board, Tic-Tac-Toe, Concentration, Lottery, Lingo (Bingo), and Incocomp. Suggestions for adapting the games to the age and language ability levels of the students, using other languages, and creating flash cards and tapes are outlined. Supplementary materials included are illustrated diagrams and/or sample cards for each game; a pronunciation guide; and bilingual English/Ojibwe lists of pets and farm animals, wild animals, fish, birds, insects, body parts, people, relatives, food, fruits and vegetables, household objects, kitchen items, months and seasons, days and time, weather vocabulary, places, everyday expressions, and numbers. (NEC)…

(1986). A Parent Involvement Model for Use with Limited English Proficient High School Students. Teacher's Guide: The Vocationally Oriented Bilingual Curriculum. This teaching guide accompanying materials for parents to support the efforts of their limited-English-speaking high school children in a vocationally-oriented bilingual secondary program provides an explanation of the program and its objectives and suggests techniques for introducing and using the materials effectively with the parents. Steps to use in replicating the program in other districts, beginning with identification of the target population and proceeding through implementation, identifying community liaisons, selecting educators, scheduling, orientation, and evaluation are provided. A sample parent introduction letter, certificate of participation, and teacher's record chart are also included. (MSE)… [PDF]

(1988). English Language Arts Framework: Kindergarten-Grade 12. This guide provides general guidelines for local school districts in Texas to follow in designing English language arts programs to meet the needs of their students and the expectations of their communities. Instead of providing specific instructional items, strategies, and materials, the guide reflects Texas State Board of Education rules and legal mandates and presents suggestions for implementing these rules. The first section provides an overview of the content of the English language arts curriculum. Subject and course descriptions are provided together with scope and sequence illustrations of the English language arts essential elements at all levels. In addition, the section details the required and suggested time allocations for the English language arts essential elements as well as the high school graduation requirements. The second section provides sample English language arts lesson plans for Grades 2, 4, 5, 7, 9, and 10. The third section provides general information…

Rutkowski, Edward, Ed. (1982). Papers and Proceedings of the Annual Meeting of the Midwest History of Education Society (17th, Chicago, Illinois, October 30-31, 1981). Journal of the Midwest History of Education Society, v10. Divided into four parts, this document presents papers covering: quantitative analysis and educational history, ethnicity and education, educational paradigms, and schooling in the urban heartland. The first paper in part 1, \The Social and Economic Correlates of School Attendance among the Children of Textile Workers, 1890\ (D. L. Angus, B. A. Hilbert, and J. E. Mirel) is based on the 1890 and 1891 annual reports of the commissioner of labor. \Path Analysis: Another Research Tool for the Educational Historian\ (I. Newman and C. M. Dye) reviews the uses of path analysis as a research methodology. Part 2 begins with \A Test of Andrew M. Greeley's Six Step Theory of Ethnic Assimilation by the Use of Norwegian-American Historiography\ (F. C. Nelsen). \Ethnicity and Ethnic Studies Revisited\ (M. M. Krug) reviews the rise in the 1970s of ethnic awareness in education. \Two Christian Ideas of Childhood: Clement of Alexandria and Augustine\ (J. J. Chambliss) contrasts Clement's childhood…

Asselle, Maria Grazia; And Others (1988). Park West High School Vocational and High School Equivalency Bilingual Program, 1986-1987. OEA Evaluation Report. Park West High School's Vocational and High School Equivalency Bilingual Program's purpose was to help limited-English-speaking students develop English skills while receiving occupational training after school through bilingual content-area instruction. The program was funded as a mini-school within the high school, providing the same overall job and career orientation provided to mainstream students. In 1986-87, the program served 224 students in grades nine through twelve. Most were recent immigrants with diverse cultural and immigration histories. Half were overage for their grades. Major emphasis was placed on mainstreaming the students into a vocational mini-school or academic track in the high school, with the aim of preparing them for employment after graduation. Guidance, academic and career counseling, and parental involvement were part of the program. Analysis of student achievement data indicates: (1) English language objectives were met only in the fall semester; (2)… [PDF]

Yap, Kim Onn (1984). Standards for Title VII Evaluations: Accommodation for Reality Constraints. Two separate sets of minimum standards designed to guide the evaluation of bilingual projects are proposed. The first set relates to the process in which the evaluation activities are conducted. They include: validity of assessment procedures, validity and reliability of evaluation instruments, representativeness of findings, use of procedures for minimizing error, and use of multiple objectives and multiple measures. The second set of standards relates to the content of the evaluation, and includes: project implementation; student performance; school, family, and community factors; and evaluation use. In implementing evaluation standards, several issues and problem areas are likely to emerge, e.g., resistance to change, burden on resources, and technical issues. However, the development and implementation of sound evaluation standards should go a long way in ensuring the accomplishment of desired outcomes in Title VII projects. (BW)… [PDF]

Brause, Rita S.; And Others (1982). An Investigation into Bilingual Students' Classroom Communicative Competence. Final Report. The project studied a critical aspect of school performance, how children know how to display interactional competence during classroom lessons. Using videotapes of classroom lessons and interviews with participants, the study analyzed the language used by teachers and students as well as their physical behaviors to infer the knowledge needed for learners to function successfully. The participants in the study were teachers and students in a kindergarten, a second- and a fifth-grade classroom in which Spanish and English were the language of instruction. The findings were that in order to be interactionally competent, students must be able: (1) to recognize when lessons and episodes begin and end; (2) to know and follow the rules which govern them in order to participate appropriately by listening, soliciting a turn-at-talk, and/or responding to a teacher initiated turn as well as to initiate the negotiation of new episodes. These findings suggest that teachers facilitate the… [PDF]

(1975). Curriculum Guide for Italian Language Arts. Literature Levels AB = Guida alla Lettura della Lingua Italiana Letteratura Ciclo A & B. Working Draft. A curriculum and teaching guide for introductory literature appreciation in the Chicago public schools is an orientation for the bilingual teacher of Italian students. Concepts such as rhyme and personification are developed for the teacher. For each of the two levels included, the section begins with a list of specific performance objectives, numbered to correspond to subsections containing lesson outlines. Each lesson outline specifies the subskill or concept to be developed, a suggested instructional strategy, class activities, and evaluation criteria. Illustrations, poems, and worksheets provided are suitable for overhead projection. The literature covered is drawn from poetry, novels, folklore, and drama. (MSE)…

Pugh, Wesley C. (1984). The Provisions for Hispanics, Asians and Other Minority Groups in Desegregation Plans in Major American Cities. Report No. 8424. Analysis of the provisions for Hispanics, Asians, and other minority groups (excluding Blacks) in the desegregation plans of 13 cities (Boston, Chicago, Cleveland, Dallas, Denver, Detroit, Los Angeles, Miami, Milwaukee, New York City, Philadelphia, San Francisco, and Seattle) suggests a number of trends: (1) These groups have not been classified as Black; in voluntary plans they have been classified on a percentage formula related to the groups as "separate identifiable groups" (i.e., neither White nor Black); in mandatory plans they have been classified as White; district size has not affected classification; and a high percentage of a group in a system has led to classification as a "separate identifiable group," while a low percentage has led to classification White. (2) District size has had little effect on language provisions; in districts with a high percentage of these groups, government bilingual requirements, at a minimum, have been carried out, and…