Vargas, Lucila, Ed. (2002). Women Faculty of Color in the White Classroom: Narratives on the Pedagogical Implications of Teacher Diversity. This book compiles narratives by women professors of color who examine their classroom experiences in predominantly white U.S. campuses, focusing on the impact of their social positions upon their classroom practices and teaching-learning selves. The 19 papers are (1) "Introduction" (Lucila Vargas); (2) "Why Are We Still So Few and Why Has Our Progress Been So Slow?" (Lucila Vargas); (3) "My Classroom in Its Context: The Struggle for Multiculturalism" (Lucila Vargas); (4) "'Passing/Out' in the Classroom: Eradicating Binaries of Identity" (Giselle Liza Anatol); (5) "Reading the Body Indian: A Chicana Mestiza's Experience Teaching Literature" (Lisa D. Chavez); (6) "Useful Anger: Confrontation and Challenge in the Teaching of Gender, Race, and Violence" (Kimberly Nichele Brown); (7)"Negotiating the Minefield: Practicing Transformative Pedagogy as a Teacher of Color in a Classroom Climate of Suspicion" (Rashmi Luthra);…

(2000). Report on the Binational Conference: In Search of a Border Pedagogy (4th, El Paso, Texas and Ciudad Juarez, Mexico, January 1999). This report contains a synopsis of the binational conference and features brief summaries of all the papers presented at the conference. Over 350 educators, community leaders, and researchers were brought together to discuss the educational extremes found along the border between the United States and Mexico and to investigate instructional approaches that address the unique characteristics of this region. The following questions helped to shape the scope and content of the conference: What is the current condition of bilingualism, particularly in the United States? How can educators break the cycle of low performance in border schools? How can teachers and administrators reinvent school norms, structures, and culture so that there is respect for linguistic and cultural differences? The conference was sponsored by the Center for Research on the Education of Students Placed at Risk, the Texas Teacher Recruitment, Retention, and Assistance Project at Johns Hopkins University, and the… [PDF]

Banks, James A. (1990). Citizenship Education for a Pluralistic Democratic Society. Social Studies, v81 n5 p210-14 Sep-Oct. Examines the challenge of educating increasing numbers of minority and impoverished students to produce effective citizens and future workers. Offers a lesson on reconceptualizing European westward expansion to analyze the social construction of knowledge. Argues that schools can and must help students think critically, deal with social and political contradictions, and improve society. (CH)…

Roman, Elliott M. (1994). Emergency Immigration Education Act Programs. Summer ESL Welcome Program for Students of Limited English Proficiency, Summer Bilingual Program, Projects Omega, Wise, and Bell. Summer 1994. OER Report. The Emergency Immigration Education Act supported three distinct programs in New York City in the summer of 1994: (1) the Summer English as a Second Language (ESL) Welcome Program for Students of Limited English Proficiency; (2) the Summer Bilingual Program; and (3) Projects Omega, Wise, and Bell. The projects served 3,443 students in all. The Summer ESL Welcome program served 526 entering ninth graders, acquainting them with their rights and responsibilities in high school. The Summer Bilingual Program served 2,917 high school students. Projects Omega, Wise, and Bell focused on staff and curriculum development. In general, the programs met their objectives. Some recommendations for program continuation call for more materials for the summer bilingual program, additional field trip opportunities, and better sharing among participants in the three staff development efforts. One table lists program sites. (Author/SLD)… [PDF]

(1994). Proceedings of the National Conference on Successful College Teaching (18th, Orlando, Florida, February 26-28, 1994). This proceedings contains 27 articles on improving teaching and learning in higher education. The following articles are included: "Gender Differences and Faculty Work Satisfaction," (N. Beardslee, N. White, and J. Richter); "Using Your Own Student Evaluation Form for Teaching Improvement," (Y. Bhada); "Excellence in College Teaching," (J. Follman); "Faculty Turnover: An Analysis by Rank, Gender, Ethnicity and Reason," (D. Honeyman, Jr. and S. Robinson Summers); "Linking the Faculty Recognition Process to Teaching Excellence," (J. Shirk and M. Miller); "Part-Time Faculty Evaluation: A Campus Case Study," (J. Williams); "Reigniting the Flame: TQM Tactics for Faculty Rejuvenation," (W. Akin); "Reigniting the Flame: TQM Tactics for Faculty Rejuvenation (Transforming the Marketing Imperative into a Career Boost)," (C. Chambliss); "Using Professional Software To Enhance Teaching Excellence," (F…. [PDF]

Blankenship, Glen; Tinkler, D. William (1994). Cultural Reflections: Work, Politics and Daily Life in Geramny. Social Studies Lessons. This curriculum packet, designed for high school students, contains student activities that focus on worker training and apprenticeship programs, structure of the school system, family income, leisure time activities, structure of the federal government, and social programs/health care. The three lessons may be used individually via integration into the curriculum, or collectively as a complete stand-alone unit. Each lesson begins with an outline for teaching that includes instructional objectives, a list of necessary materials, and a sequenced list of procedures for using the activities provided with the lesson. The lessons in this instructional kit include: (1) "The German Worker"; (2) "Government in Germany"; and (3) "Culture and Daily Life in Germany." (EH)… [PDF]

Berg-Tilton, Mariann; And Others (1996). Increasing Cultural Understanding between Mexican-Americans and Whites in a Multiethnic School. A program was developed to create a positive school climate in a multiethnic school to reduce conflict among students. The targeted population consisted of students in kindergarten through grade six in a school in a low socioeconomic environment in a rural community in northern Illinois. The majority of the school's 309 students were White, but 29.4% were Mexican American, 0.6% were Asian, and 0.3% were African American. Problems of poor peer interaction and negative school climate were documented through a study of discipline referrals, parent, teacher, and student surveys, and teacher checklists. Review of this data about probable causes indicated that students have inadequately developed social skills, and that the amount of parental involvement, the socioeconomic status of the population, and the number of troubled families might be contributing to the problem. An underlying factor might have been the response of the school to the demographic changes that have resulted in a… [PDF]

Hoeben, Wijnand Th. J. G. (1991). Educational Effectiveness and Curriculum: Quality Requirements of Curricula in Minority Education. Quality requirements of curricula are analysed in terms of the educational effectiveness of their implementation. Improvement of educational effectiveness is seen primarily as taking place by improving the pupils' opportunity to learn, by increasing their time on task, by structuring and pacing their instruction, by clear and explicit objectives and by evaluating, feeding back and reinforcing their learning achievements. Education of minority students in the Netherlands and the quality of curricula for their education are analytically evaluated and discussed in terms of these elements of educational effectiveness. Evaluation, feedback and reinforcement, especially, are elaborated as inter-related elements of educational effectiveness, and, therefore, also as inter-related quality requirements of curricula. The analysis has implications for educational policy and development at the national and school level. (Contains 37 references.) (Author)… [PDF]

Roen, Kim (1997). The Ties That Bind: What Is Cultural Identity? Fulbright-Hays Summer Seminars Abroad 1966 (India). This curriculum unit was developed to assist middle-school students in understanding diversity in race, religion and culture present in India. Sections of the guide include: (1) "Assessment," which discusses Indian culture; (2) "The Culture of the Monsoon"; (3) "Musical Culture"; (4) "Systemic Culture"; (5) "The Culture of Stories"; (6) "The Culture of Cuisine"; and (7) "The Culture of Appearance." The guide also provides a list of multiple abilities used in this unit (EH)… [PDF]

Ruddell, Martha Rapp (1993). Teaching Content Reading and Writing. Addressing the many ways that literacy interacts with and supports learning, this book explores various aspects of middle and secondary school literacy instruction in subject area classrooms. The book presents a number of issues, instructional strategies, and classroom ideas for guiding students' literacy and language development in particular subject areas. Three features in the book are designed to guide readers' reflective thought and assist in transferring ideas from the text to the classroom: double entry journal activities at the beginning and end of each chapter; "how to do" features (step-by-step lists of things that need to be planned, prepared, or considered) occurring at irregular intervals in chapters focusing on instructional strategies; and "building tables" at the end of instructional strategy chapters that summarize critical information. Chapters in the book are: (1) Literacy in Middle and Secondary Schools; (2) Literacy Processes: Thinking,…

Downing, Karen E.; And Others (1993). Reaching a Multicultural Student Community: A Handbook for Academic Librarians. The Greenwood Library Management Collection. This handbook is intended for academic librarians who are interested in establishing peer outreach programs for minority students on their campuses or who are trying to decide whether such a program would meet the needs of their students. Chapters include an overview of the unique challenges facing academic institutions and libraries in serving the new multicultural student population, suggestions on working effectively in the current academic environment, and practical guidelines for specific program design, implementation, and evaluation. Topics considered include performing a community analysis, the politics of program development, budgeting, personnel management, and program evaluation. Model program materials are presented, and a bibliography lists additional information sources. Eight tables and nine figures complement the discussion. Three appendixes give training plans and exercises, a minority student survey form, and sample advertisements. (Contains 80 references.)…

Phillips, Douglas A.; Sipe, Rebecca Bowers (1990). Alaska and Japan: A Teacher's Resource Guide. This collection of teaching materials about Japan is designed to educate the youth of Alaska about various aspects of the country that is Alaska's largest trading partner. With some modifications the materials may be adapted for use in other states or regions. The guide is interdisciplinary in nature and is intended for skills development and knowledge base improvement in reading, writing, speaking, listening, research, computation, mapping, graphing, economics, geography, history, and cultural understanding. Most of the 26 lesson plans included in the guide contains 8 sections: lesson overview, recommended time, objectives, materials, procedure into the community, evaluation, and enrichment ideas and assignments. (DB)… [PDF]

Lee, Courtland C., Ed.; Richardson, Bernard L., Ed. (1991). Multicultural Issues in Counseling: New Approaches to Diversity. This book was written to provide counseling and human development professionals with specific guidelines for becoming more culturally responsive. It looks at the evolution of multicultural counseling, addresses ideas and concepts for culturally responsive counseling interventions, and examines the implications of cultural diversity for future counselor training. Individual chapters include the following: (1) "Promise and Pitfalls of Multicultural Counseling" (Courtland C. Lee and Bernard L. Richardson); (2) "Cultural Dynamics: Their Importance in Multicultural Counseling" (Courtland C. Lee); (3) "Counseling American Indian Adults" (Grace Powless Sage); (4) "Counseling Native American Youth" (Roger D. Herring); (5) "Counseling African American Women: 'Sister-Friends'" (Janice M. Jordan); (6) "Utilizing the Resources of the African American Church: Strategies for Counseling Professionals" (Bernard L. Richardson); (7)…

Dancy, Edith (1983). Multicultural Early Childhood Resource Guide. Designed to provide teachers and administrators with a resource for integrating multicultural concepts into the standard early childhood program, this guide first reviews the value of programs such as Headstart and Followthrough, offers a philosophy of racial/ethnic pluralism, and states the purpose and objectives of this guide. Seven sections discuss the following topics in relation to multicultural considerations: (1) classroom and school ecology; (2) nonverbal communication in the classroom; (3) basic pupil characteristics; (4) how children learn; (5) suggestions for enriching instruction; (6) parent involvement; and (7) curriculum development. Instructions are provided for 22 multicultural activities structured to teach concepts, attitudes, and skills which may be lacking in the core curriculum. Suggestions for evaluating programs and activities are given along with guidelines for teaching in a multicultural setting. A 42-item annotated bibliography of multicultural resources is… [PDF]

(1990). The Ibero-American Heritage Curriculum Project. Latinos in the Making of the United States of America: Yesterday, Today, and Tomorrow. Conference Proceedings of the Annual Meeting of the International Advisory Panel (2nd, Santillana del Mar, Spain, October 6-9, 1988). The Ibero-American Heritage Curriculum Project is an interdisciplinary curriculum development project designed to integrate the study of Ibero-American heritage and culture into classroom instructional programs, kindergarten through grade 12. The project was initiated by the New York State Education Department and involves the Spanish National Commission for the Quincentenary of the Discovery of America, the Christopher Columbus Quincentenary Jubilee Commission, seven countries, seven states, and Puerto Rico. This proceedings presents papers linking scholarly research to previously identified curriculum themes. Papers and authors are: (1) "The Ibero-American Experience (The Colonial Period: XV-XVIII Centuries)," J. J. Klor de Alva; (2) "The Sephardic Influence and Contributions," J. Z. Appelbaum; (3) "Latin America: The Nineteenth Century," G. H. Gossen; (4) "Portugal," A. Novoa; (5) "The Chilean in California," N. Duchens; (6)…

Cziko, Gary A.; And Others (1977). A Comparison of Three Elementary School Alternatives for Learning French: Children At Grades Five and Six. This is the third and final evaluation of three French-language educational programs presently being offered to English-speaking children enrolled in the elementary schools of the South Shore Protestant Regional School Board in Quebec. The three programs under study are: (1) a French-as-a-second-language (FSL) alternative, taught for one period each day in an otherwise conventional English program where English is used as the sole language of instruction; (2) a Grade 4 French immersion program in which a pupil follows the traditional English curriculum from Kindergarten to Grade 3, but as of Grade 4 is introduced to French as the sole language of instruction for the year; and (3) an early bilingual program where French is used as the sole language of instruction from Kindergarten through Grade 2 and with both English and French used as separate languages of instruction for different school subjects from Grades 3 through 6. (Author/CLK)… [PDF]

Svensson, Frances (1981). Language as Ideology: The American Indian Case. Bilingual Resources, v4 n2-3 p34-40 Win-Spr. Historical development of the politically, socially, economically, and racially scattered and factionalized Indian communities has led to a situation in which the development of symbolic ideology of broad appeal is necessary in the emergence of a substantive ideology. Language has an increasingly important role in the mobilization of American Indians around the twin goals of political self-determination and cultural autonomy. Educational policies and sociological pressures have tended to reinforce a movement away from Indian languages. The late 1960's and early 1970's brought some startling changes to Indian affairs when Indian groups in their confrontation with the United States government spoke to Indian causes with which large numbers of Indians (reservation and urban) could identify and led to the emergence of a self-conscious Indian ethnic ideology of the revival and revitalization of lost heritage, including important Indian languages. Where Indian populations had not been…

Martinez, Jose A.; And Others (1982). Project P.I.A.G.E.T.: Promoting Intellectual Adaptation Given Experiential Transforming with Hispanic Bilingual Five Year Old Children and Their Families. A Summary. Technical Paper No. 100. Project P.I.A.G.E.T. (Promoting Intellectual Adaptation Given Experiential Transforming) is a demonstration program to train five year old Hispanic children in the English language while maintaining their Spanish language skills. The instructional program is based on Piagetian principles which recognizes thought and language development as a sequential process depending upon interaction with the environment; child interest and self regulation; adult guidance; peer group influence; and play processes. The project comprises classroom and home based programs located in four kindergarten sites in predominatly Hispanic communities. Classroom programs aim to develop communication and awareness skills by developing social and physical knowledge, representational skills, cognitive/logic/mathematics skills, self and cultural identity, and role playing skills. Home based programs are designed to deliver instructional support systems to children and their parents. Project P.I.A.G.E.T. uses… [PDF]

(1980). Betterment Through Bilingualism, 1979-1980. Morris High School. ESEA Title VII Final Evaluation Report. This is an evaluation of a Title VII Bilingual Program that was conducted at a New York City high school in 1979-1980. The program served Spanish speaking students in the South Bronx. Characteristics of both the students and the neighborhood are discussed in the report. A program description outlines the general administrative organization that was employed. Information regarding the instructional component of the program includes: (1) funding; (2) bilingual classes; (3) English language instruction; (4) native language instruction; and (5) summer programs. The non-instructional components of the program discussed are: (1) curriculum development; (2) supportive services; (3) staff development; (4) staff characteristics; (5) parental involvement; and (6) affective domain. Tables show students' performance on tests measuring: (1) English reading achievement; (2) native language reading achievement; (3) mathematics; and (4) science and social studies ability. Figures on attendance are… [PDF]

(1980). South Shore High School Project BLAST. Bilingual Assistance for Students. Final Evaluation Report, 1979-1980. This is an evaluation of a Title VII bilingual program that was conducted at South Shore High School in Brooklyn, New York, in 1979-1980. The program served Russian, Haitian Creole, and Spanish speaking students in both public and private schools. The evaluation provides a demographic analysis of the school's environment, information on student characteristics, and a program description. Instructional components of the program discussed include: (1) programming and transition; (2) funding; (3) bilingual classes; and (4) mainstream classes. Non-instructional components reviewed include: (1) curriculum and materials development; (2) supportive services; (3) staff characteristics; (4) staff development; (5) parental and community involvement; and (6) affective domain. The private school component of the program is also covered. Tables show students' results on the Criterion Referenced English Syntax Test. Students' performance and achievement is also shown for mathematics, native… [PDF]

(1967). ENGLISH AS A SECOND LANGUAGE IN ELEMENTARY SCHOOLS–BACKGROUND AND TEXT MATERIALS. THIS SELECTIVE, ANNOTATED BIBLIOGRAPHY IS A LIST OF THE OUTSTANDING PUBLICATIONS AVAILABLE IN THE FIELD OF TEACHING ENGLISH AS A SECOND LANGUAGE IN KINDERGARTEN AND ELEMENTARY SCHOOLS. SECTION A (METHODOLOGY) LISTS BACKGROUND READINGS DEALING WITH THEORY AND APPROACHES, MATERIALS, AND TECHNIQUES. SECTION B (PRE-SCHOOL OR PRIMARY SCHOOL MATERIALS) LISTS TEXTS DESIGNED FOR CHILDREN OF SPECIFIC AGE AND LEARNING LEVELS. OF SPECIAL INTEREST ARE THE VARIOUS MATERIALS FOR TEACHING SPANISH-SPEAKING CHILDREN PREPARED BY THE NEW YORK CITY BOARD OF EDUCATION, IMPERIAL COUNTY SCHOOLS (EL CENTRO, CALIFORNIA), DADE COUNTY PUBLIC SCHOOLS (MIAMI, FLORIDA), PUERTO RICO DEPARTMENT OF EDUCATION, AND THE TEXAS EDUCATION AGENCY (AUSTIN, TEXAS). THIS BIBLIOGRAPHY IS ALSO AVAILABLE ON REQUEST FROM THE CENTER FOR APPLIED LINGUISTICS, ENGLISH FOR SPEAKERS OF OTHER LANGUAGES PROGRAM, 1717 MASSACHUSETTS AVENUE, N.W., WASHINGTON, D.C., 20036. (AM)… [PDF]

Devine, Jan (1978). Home Task Book for Parents and Kids. The bilingual Spanish-English book contains 61 learning activities and educational games that parents can use to help their preschool children develop readiness skills. The activities are generally intended to develop gross and small motor skills, an awareness of the world around, independence, social awareness, and curiosity, although some are specifically designed to acquaint preschoolers with basic concepts, colors, numbers, and letters. Activities such as sorting clothes; making puzzles, instruments, and books; conducting simple experiments; pasting; and lacing are organized according to 13 major skill areas: categorizing; listening; touching; matching; sequencing; speaking; shapes; colors; music; numbers; letters; art; and science. Each activity or game is presented in large print on a separate page and is illustrated with-cartoons and drawings. The Spanish translation of the activity appears on the facing page. A list of interrelated skills is included for each activity in…

Halpern, Gerald; And Others (1976). Alternative School Programs for French Language Learning. Evaluation of the Federally-Funded Extensions of the Second Language Learning (French) Programs in the Schools of the Carleton and the Ottawa Boards of Education. This research compared alternative school programs for French language learning. Student achievement was focused on, and data concerned French language arts (including attitudes), mathematics, English language arts, environmental science, social studies, geography, and history. Research was carried out during the 1973/74 and 74/75 academic years, and in conjunction with two boards of education in the Ottawa region. Major findings of the study are: (1) providing more time can lead to more learning, although inadequate teaching materials can result in less learning even when time is provided, (2) there were seldom instructional activities aimed at attitude improvement, and attitudes measured generally did not improve, (3) smaller classes at the high school level did not produce either more learning or different teaching styles, as compared with larger classes, (4) basic French instruction plus the teaching of a subject through French (extended French) appeared promising, (5)…

Kaneshiro, Vera Oovi (1975). Piyaataalghiit (Going for a Walk). This reader in the Siberian Yupik language is intended for beginning readers on the elementary school level. Pen-and-ink drawings illustrate the text and a free English translation is appended. (NCR)…

Yachmeneff, Alexey M. (1976). Unangam Ungiikangin I (Aleut Traditions). This volume of Aleut traditions contains seven stories written in the Aleut language with a page-by-page free English translation. This is the first of a series of booklets designed to bring back to the Aleut people some of the traditions collected in the years 1909-1910 by a Russian ethnologist. (NCR)…

Peter, Katherine (1975). Gwich'in Gwitr'it Dehtly'aa (Gwich'in Workbook). This workbook in the Gwich'in Athapascan language contains six reading selections with questions for elementary school students who have a good grasp of the language. (NCR)… [PDF]

(1979). Set Number One, 1979. Research Information for Teachers. Topics and issues included in this packet of educational research information are presented in the form of separate news sheets or single-sheet essays. Particular emphasis is placed on improving communication between New Zealand teachers and Polynesian and Maori schoolchildren and parents. Guidesheets designed to aid teachers in assessing student study skills and a sample questionnaire used to determine the effectiveness of a given school's vocational education program are included. Articles included deal with youth employment patterns and with the effect of television viewing on reading ability. A special item exploring alcoholism in young people is appended. Also present is a copy of the United Nation's 1959 Declaration of Children's Rights and an index of SET items published from 1974-1978. (LH)…

(1977). Survey of Public Interest and Other Innovative Programs. Material for this directory was gathered from two questionnaires distributed to independent elementary and secondary schools affiliated with the National Association of Independent Schools. More than 250 schools responded. Four areas of inquiry were covered. The first concerned new organizational structures instituted in schools. Special emphasis was placed on the ways schools have made an effort to build a capacity for research and development to test new educational ideas. The second area of inquiry concerned programs that serve new student constituencies such as the disadvantaged or non-English speaking. The third area was new curricula instituted such as parenting, ecology, or child development courses. Finally, the questionnaire concerned public interest programs. These were programs implemented in cooperation with some public agency or programs that filled a community need. The publication is both an overview of innovative programs at independent schools and a directory of…

Bass de Martinez, Bernice (1977). Poder es Saber. Workshop: Developing a Bilingual Curriculum (New Mexico Highlands University, Las Vegas, New Mexico, June 1977). Bilingual teachers and program directors of northern New Mexico attended a workshop at New Mexico Highlands University to examine the curriculum designed to meet the needs of students within the bilingual bicultural setting. Participants were asked to redefine curriculum within the "workshop" setting. Consultants assisted the group in establishing a more complete overview of bilingual bicultural curriculum. Components of particular interest were reading and language arts, math, science, social science, and fine arts. Throughout the workshop participants were asked to assist in the development of activities for each area. This booklet is designed to disseminate the information gathered by the participants under the direction of the selected consultants. The booklet contains graded (K-7) lesson plans, written in Spanish, in the areas of reading, math, science, social science, and fine arts for use in the bilingual classroom. Thirty-five annotated sources, 30 additional… [PDF]

Evans, Joyce (1975). Survey of Tests Administered to Preschool Children in Texas. This document presents the results of a Texas survey undertaken to ascertain which developmental diagnostic and screening tests are used in the state to identify Mexican-American preschool children with learning disabilities. A total of 91 public schools, regional service centers, and Head Start centers throughout the state responded to the survey. Respondents were asked to indicate the extent to which they used each developmental test. They also delineated their population as: (1) Black, (2) Anglo, (3) Mexican-American (tests administered in English), or (4) Mexican-American (tests administered in Spanish). Results showed that the Peabody Picture Vocabulary Test, followed by the Stanford-Binet and IPAT Culture-Fair Intelligence Test, were used by the largest number of sites. Of the tests administered to Mexican-Americans, almost twice as many were given in English as in Spanish. Few schools reported using observation techniques for diagnostic purposes. A number of sites indicated… [PDF]