Sousa, Ronald L. (1977). Revision, Development and Implementation of a Bilingual Evaluation Management System, Volume III. The purpose of this practicum was to develop a bilingual management system to enable bilingual teachers to monitor individual students' performance in the bilingual program. This required: (1) revising the kindergarten thru sixth grade student performance objectives; (2) developing kindergarten thru sixth grade criterion-referenced tests and mastery tests in English, Spanish and/or Portuguese for language arts-reading, mathematics, second language acquisition and multicultural social studies; and (3) developing student answer sheets and individual and class profiles. The present volume contains appendices 6 through 14: criterion-referenced tests for mathematics in Spanish and Portuguese; English/Spanish and English/Portuguese multicultural social studies; multicultural social studies in Spanish and Portuguese, English, Spanish and Portuguese as second languages; and a criterion-referenced tests item bank and item critique cards. (Author/CLK)… [PDF]

Gardner, Barbara S. (1977). Building Educational Bridges Between Practically Everybody. A JEP Idea Book on How to Start a College-Community Partnership. The Joint Educational Project (JEP) is a partnership started in 1972 between the University of Southern California and eight public schools. It has achieved a number of purposes ranging from development of new curricula and conduct of applied research to making the university and community a friendlier place. A project description tells how JEP began and grew, how it works, and its value for partici- pating institutions and people. The strategy that guided its development is described. Suggestions are made for the adaptation of the model for other postsecondary institutions and schools. The report is written for university, college, and community college educators who would like to develop a new urban oriented or career oriented curricula or more effective community service programs in an economical way. It is also for elementary and secondary school educators who would like assistance in individualizing instruction, enriching curricula, offering bilingual and multicultural…

Gaughen, James M.; And Others (1980). Policy Report of the Study on Special Pupil Needs. A study was conducted to consider alternative approaches and make specific recommendations for funding Programs on Pupils with Special Educational Needs (PSEN) in New York State. First, the study reviewed various methods for estimating district need including tests and socioeconomic indicators. Second, the effect of the Board of Regents 1979 mandate for remedial education for all pupils falling below statewide reference points on selected tests was considered. And third, the need for an accurate determination of cost for PSEN programs was examined. Approaches to funding Special Pupil Needs programs studied included: (1) uniform grants; (2) excess cost formulas based on program budgets; and (3) weighting formulas. Also considered were three additional adjustments to these basic forms of allocation: a concentration adjustment, rewarding districts for successful programs, and secondary school pupil weighting. Specific attention was paid to aid for children with limited English…

(1980). Bilingual Skills Training Program. Meat Cutting. Module l.0: Meat Grades and Classes. This module on meat grades and classes is the first of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify classes and grades of beef, veal, pork (hog), chicken, turkey, mutton, and lamb; to identify methods of preserving poultry and fish and seafood; and to identify forms in which fish and seafood may be marketed. Contents include list of module objectives; pretest; five sections on (1) beef and veal, (2) pork, (3) poultry, (4) lamb and mutton, and (5) fish and seafood; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate…

(1980). Bilingual Skills Training Program. Meat Cutting. Module 3.0: Identifying and Cutting Meat and By-Products. This module on identifying and cutting of meat and by-products is the third of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary and to identify ways to determine meat freshness and tenderness; bone structures which determine names of cuts; primal and retail cuts of beef, veal, pork, lamb, mutton, and chicken; and edible and inedible by-products. Contents include list of module objectives; pretest; four sections on (1) meat appearance and bone structure, (2) primal meat cuts, (3) retail meat cuts, and (4) animal by-products; posttests; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish;…

(1980). Bilingual Skills Training Program. Auto Mechanics. Module 5.0: Automotive Transmissions. This module on automotive transmissions is the fifth of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to identify and explain the function of the three types of clutches, to explain how the manual transmission works, to identify and explain the function of the parts of an automatic transmission, and to explain parts and functions of the drive line, rear axles, and differentials. Contents include list of module objectives; pretest; five sections on (1) clutches, (2) manual transmissions, (3) automatic transmissions, (4) drive lines, and (5) rear axles and differentials; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or…

(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 3.0: Cells. This module on cells is the third of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to define and describe cells, to draw the structure of a cell and explain each part and its function; to describe cell reproduction, and to define and explain how tissues and organs are formed. Contents include list of module objectives; pretest; five sections on (1) definition of a cell; (2) function, shapes, and sizes of cells; (3) basic structure of a cell. (4) growth and reproduction of a cell; and (5) tissues and organs formed by cells; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading)…

Jacquette, Barbara, Ed. (1979). Reading: More Than Minimum Skills. Volume 2. The ten articles in this yearbook were drawn from Arizona State University's Annual Reading Conference. The first two articles present different perspectives on current research in the teaching of reading comprehension, the third offers a systematic plan for teaching comprehension to remedial readers, and a fourth looks at reading as a tool for dealing with technological challenges from the mechanical arts to mathematics and the theoretical sciences. A fifth article offers suggestions for practical classroom activities for building and reinforcing comprehension skills in readers at all stages, the sixth defuses the controversy between the proponents of phonics-based versus meaning-based reading instruction, while the seventh discusses the effect of parents on children's early reading. The eighth article provides evidence of the effect of reading on ideas and life views and the ninth contains a history of speed reading in the United States. The final article describes a skills-based…

Kondakov, Mikhail I. (1983). Research, Theory and Practice in the USSR. Prospects: Quarterly Review of Education, v13 n3 p275-98. A prominent Soviet educator is interviewed about education in the Soviet Union. Topics covered include the goals of Soviet education, the current 10-year plan for education, school consolidation and upgrading, the use of national languages and Russian in the school system, and educational research and its dissemination. (IS)…

Burnaby, Barbara Jane, Ed.; Reyhner, Jon Allan, Ed. (2002). Indigenous Languages across the Community. Proceedings of the Annual Conference on Stabilizing Indigenous Languages (7th, Toronto, Ontario, Canada, May 11-14, 2000). Conference papers examine efforts by Indigenous communities, particularly Native American communities, to maintain and revitalize their languages. The 27 papers are: "Ko te reo te mauri o te mana Maori: The Language Is the Life Essence of Maori Existence" (Te Tuhi Robust); "The Preservation and Use of Our Languages: Respecting the Natural Order of the Creator" (Verna J. Kirkness); "Maori: New Zealand Latin?" (Timoti S. Karetu); "Using Indigenous Languages for Teaching and Learning in Zimbabwe" (Juliet Thondhlana); "Language Planning in a Trans-National Speech Community" (Geneva Langworthy); "The Way of the Drum: When Earth Becomes Heart" (Grafton Antone, Lois Provost Turchetti); "The Need for an Ecological Cultural Community" (Robert N. St. Clair, John A. Busch); "Building a Community Language Development Team with Quebec Naskapi" (Bill Jancewicz, Marguerite MacKenzie, George Guanish, Silas Nabinicaboo);… [PDF]

Bonilla, Carlos A., Ed.; Goss, Joyce, Ed. (1997). Teaching to Ethnicity, Gender, and Race: The Quest for Equality. This book contains seven chapters, written by graduate students in teacher education, on educational strategies to promote multiculturalism and combat racial, ethnic, and gender bias in the classroom. Chapters are: (1) "Diversity and Multiculturalism: Quo Vadis? What Is Multiculturalism?" (Deborah Bradford Basey, Michelle Danner, Stacy Graham, Rebecca Jackson); (2) "Rural Class of 2000: Are We Preparing Our Students for the Multicultural World Next Door? A Survey of Calaveras Unified and Mark Twain Unified High Schools, Calaveras County, California" (Joan Goldie, Shari Pargett, Dustyn, Jim Kern, Sandra Cobbs); (3) "Gender Bias in the Classroom: Do Teachers Treat Boys and Girls the Same?" (Alexandra Garschagen, Cam Graves, Marla Heed, Ken Ishida, Greg Kalthof); (4)"Gender-Stereotypes: Who's To Blame?" (Todd Schilling, Emily Wong, Inez Rowles, Tina Kendall); (5) "Forever Homecoming Queen: Fashion Model or Role Model?" (Wendy Agari,… [PDF]

Park, Clara C. (1995). California Reform: Certification of Teachers for LEP Students. Social Studies Review, v34 n2 p28-31 Win. Maintains that California schools have undergone an enormous transformation over the past two decades, with over a million students identified as limited English proficient. Describes changes in teacher education and certification designed to meet the needs of limited English proficient students. (CFR)…

Yudkin, Jacqueline (1995). Language Barriers and Teaching Music. Music Educators Journal, v81 n6 p23-26 May. Maintains that every public school student deserves an opportunity to study a musical instrument. Asserts that a limited command of English should not prevent a student from being accepted into instrumental music class or hinder that student's progress. Describes a music education program for students speaking limited English. (CFR)…

Henrie, Samuel N., Ed. (1974). A Sourcebook of Elementary Curricula Programs and Projects. Designed for teachers, students, parents, curriculum specialists, administrators, school board members, and community representatives, this guide includes a selected sample of curricula, training programs, model projects, and resources in elementary education. Organized alphabetically by subject area and using an outline format, information on subjects such as target audience, content evaluation, project goals, length of use, unit sequencing, instructional method, teacher's role and training, and program evaluation are provided for each entry. Subject matter areas cover the traditional elementary school subjects as well as recently developed subjects such as affective education and environmental education. Priority is given to those projects that have been established with performance objectives and have been field tested. The final section lists resources to extend the reader's search beyond the entries in the first three sections. (Author/DW)…

Brush, Lorie; De Wilde, Johan; Fanning, Marina; Heyman, Cory; Lent, Drew; Provasnik, Stephen (2002). Changing Girls' Education in Guatemala. Guatemala's school completion rates are among the lowest in Latin America and are particularly low in rural indigenous areas ravaged by 36 years of civil conflict. In 1997, USAID launched the Girls' Education Activity, known as Proyecto Global in Guatemala, to increase the percentage of girls who complete fifth grade, especially in rural areas and among indigenous (Maya) populations. For 4 years ending August 2001, the project promoted a national discourse on girls' education; developed materials crafted to promote girls' education in the Guatemalan social and cultural context; and pursued four strategies, focusing on the department of El Quiche. First, materials and teacher workshops were developed to increase teachers' sensitivity to gender stereotypes and roles and to introduce instructional methods that engage children and make them agents in their own learning. Adoption of these "interactive and dynamic" teaching methods by rural teachers has been slow. Second,… [PDF]

Henderson, Lana T., Comp.; Jackson, Fran R., Comp. (1995). Balancing the Curricula in the Arts: The Caribbean Connection. Jamaica, Trinidad, and Tobago. This curriculum unit evolves from a 5-week study program to the Caribbean by cultural arts teachers from North Carolina. The program was designed: (1) to enhance educators' knowledge of the Caribbean influence on Western culture; (2) to understand the history of the Caribbean and its impact on the arts; and (3) to infuse this information into the current arts programs of public school and higher education. Fourteen participants, including classroom teachers and university arts professors, visited the island countries of Jamaica, the Republic of Trinidad, and Tobago. The unit offers 20 sample lesson plans that demonstrate the use of the cultural arts as a vehicle for promoting intercultural and global understanding, as well as a mechanism to enhance learning in other academic disciplines. The lessons are organized according to three themes that reflect collective impressions of the Caribbean arts. An overview lesson for the elementary level is "Introducing the Caribbean"… [PDF]

Creighton, Allan; Kivel, Paul (1992). Helping Teens Stop Violence: A Practical Guide for Counselors, Educators, and Parents. This guide provides information and teaching strategies for adults to support young people who want to make choices and resolve conflicts using alternatives to violence. Although the material is primarily designed for teachers and counselors, the guide is designed to help assist all adults, especially parents. The premise of the book is that individual acts of violence are actually expressions of much broader patterns of social violence and that social violence is an expression of long-standing power imbalances between \have\ and \have not\ groups in society. To prevent violence or to intervene in it effectively, the guide asserts, people must turn their attention to rectifying the imbalances that motivate the violence. The guide is divided into six sections: (1) general issues for adults to consider in work with youth; (2) theory about age, gender, and race-related power imbalances which cause violence; (3) techniques for liberatory teaching; (4) a curriculum for teaching young…

(1996). Rings: Five Passions in World Art. Multicultural Curriculum Handbook. This curriculum handbook uses a discipline based art education (DBAE) approach, and includes lessons appropriate for use with students in grades 3-12. Five units address themes of universally experienced emotions: love, anguish, awe, triumph, and joy. Art exemplars are draw from among the international cultures represented in the High Museum of Art's exhibition, "Rings: Five Passions in World Art," which was presented in conjunction with the 1996 Cultural Olympiad in Atlanta, Georgia. Each unit contains three sections that address the unit theme through three diverse cultural images. Sections are similarly formatted to include: (1) an introduction that relates the presented image to the theme; (2) historical information "About the Work" and "About the Artist"; (3) "Main Ideas"; (4) "How the Four Disciplines Contribute to Our Understanding"; (5) "Connections to Other Areas of Study"; (6) "Vocabulary"; (7)…

Blankenship, Glen (1997). A Kid Like Me across the Sea: A Look into the World of a German Child. Social Studies. Grades Kindergarten – Grade 3. Update 1997/1998. This packet is a primary/elementary instructional package targeted at grades K-3 with interest level extending to adult. The lessons of each topic draw heavily on interpretation of photographs and address the topics of physical and cultural geography, basic needs, community services and community helpers, transportation and communication, political symbols and migration of people. The materials focus on a comparative U.S./German perspective. Titles include: (1) "Germany in the World"; (2) "The People of Germany"; (3) "Neighborhoods and Communities in Germany"; and (4) "Political and Cultural Symbols of Germany." Numerous activities accompany each lesson with handouts and transparencies for use. There are 48 transparencies in this packet correlated to the topic areas. ERIC copy of the document contains photocopies of the transparencies. (EH)… [PDF]

Huber, Tonya (1991). Restructuring To Reclaim Youth at Risk: Culturally Responsible Pedagogy. This paper addresses the issue of multiculturalism in public schools and the role teacher education programs play in preparing teachers to create, implement, and evaluate curriculum and instruction responsive to the educational needs of diverse learners. Ethnographic interviews and observations were utilized to present a case study which investigates how teachers can restructure and develop a classroom where, regardless of a learner's background, the student's social, academic, and personal development are maximized. The case of Josefina Guzman, a teacher whose sixth grade classroom reflects culturally responsive pedagogy, describes Josefina's background and her conceptions of self/other, teacher/student social relations, knowledge, teaching methods, and interpretation of culturally responsible pedagogy which asserts the importance of students' individual identities. Ms. Guzman's model is supported by findings of the success of similar programs targeting excellence for minority and… [PDF]

Hollins, Etta R., Ed.; And Others (1994). Teaching Diverse Populations: Formulating a Knowledge Base. SUNY Series "The Social Context of Education.". This book presents current knowledge about teaching culturally diverse populations that are traditionally underserved in U.S. schools. Such ethnic minority populations include African Americans, Appalachians, Native Alaskans, Native Americans, and Latin Americans. Part 1, "Shaping a Vision for the Schooling of Diverse Populations," challenges many contemporary practices in education. Part 2, "Developing a Holistic View of Schooling for Diverse Populations," reviews the literature on the education of these ethnic minority groups. Part 3, "Taking a Closer Look at Schooling for One Sociocultural Group: African Americans," examines the literature and explores implications for this particular group. The following papers are included in the collection: (1) "Cultural Congruence in Instruction" (Kathryn H. Au and Alice J. Kawakami); (2) "The Purpose of Schooling for African American Children: Including Cultural Knowledge" (Joyce E. King);…

(1993). Exploring Culture. Final Report. This document reports on a project conducted to develop a curriculum to enable adult learners to explore their own and others' cultures while participating in reading, writing, math, English-as-a-Second-Language, or social studies course offered by adult basic education providers throughout Pennsylvania. The curriculum manual in this report consists of an instructor's guide and 10 packets of learner-developed cultural materials. Included in the instructor's guide are the following: suggestions for using the curriculum, an overview of the cultural packets, two model lesson plans for teachers to use in helping classes identify, explore, and document class members' cultures, and the 10 student-developed cultural packets in which students document their own cultures through their own writings and art. Each of the 10 packets deals with the cultures of one of the following groups: West Philadelphians; homeless people; persons in recovery; Black women; grandmothers, mothers, daughters, and… [PDF]

Iwamura, Susan Grohs (1986). Internship and Foreign Language Training: Blending Academic Study and Extra-Academic Experience. Student experiences in an exchange program linking the University of Hawaii and the Graduate School of Business in Lyon, France illustrate the positive impact of foreign internships. The students were enrolled in internship programs in travel industry management. The reports written by the students reveal that the experiences have affected the students' motivation to expand and perfect their skills in the foreign language, their understanding of the relationship between language and culture, and their view of comparative business practices. All participants appeared to be better able to adopt a case study approach and participant-observer perspective than their counterparts who did not have a foreign internship, and they seemed to develop a sense that the whole language/culture complex assigns values on the basis of internal rather than external relationships, making them more sensitive employees in the future. (MSE)…

Zaslavsky, Claudia (1988). Integrating Mathematics with the Study of Cultural Traditions. The educational failure of ethnic minority children in the industrialized countries has persuaded some educators of the need to incorporate multicultural perspectives into the mathematics curriculum. All societies have developed mathematical practices appropriate to their daily lives and cultures, an area of mathematics known as \ethnomathematics.\ Benefits of incorporating students' cultural background into the mathematics program include the following: (1) increased self-esteem on the part of language minority children; (2) increased interest when instruction is related to daily life; and (3) appreciation of different ways of thinking. Impediments to combining multicultural aspects with the mathematics curriculum include the following: (1) lack of materials, (2) inadequate teacher training; (3) stereotypic views of what constitutes a \proper\ curriculum; and (4) overemphasis on student performance on standardized tests. A list of 11 references and an illustration of an African… [PDF]

Wong, Paul (1986). Minority Community Mental Health Training: Analysis of an Educational Experiment. P/AAMHRC Monograph Series, No. 4. This monograph analyzes an experimental program that ran from 1976 to 1980 to train Pacific/Asian American social work students in community mental health. The students, who were awarded stipends, were recruited from three associate in arts programs in human services and from two universities that offered both bachelor's and master's programs in social work. Like many other minority community-based training programs in mental heath that emerged in the late 1960s and 1970s, this educational experiment was closely linked to the development of the community mental health movement and to social change in Pacific/Asian communities. Two sample surveys were conducted for the study, one of the students, and the other of the staff, council members, and field work supervisors of the center. Files and records of the center were examined and a number of individuals were interviewed intensively. Chapter 1 presents a historical survey of the development of the community mental health movement….

Beck, David, Ed. (1981). Contemporary Issues Reader One: A Humanistic View of Diversity and Commonality in the Tribal and American Indian Community. This volume is a collection of articles by American Indian educators, counselors, and administrators who seek to record the transformation of oral traditions into literate through the use of the written word. A variety of topics are discussed within broad frameworks, from the humanities to the highly technical. "Indian Learners and Public Education Policy" (D. Beaulieu) addresses issues and options by examining the roles of public agencies and tribal governments. "The Tribal Community and an Academic Philosophy" (R. V. Dumont, Jr.) examines curricular models. "History and Indian Leadership" (W. E. LaMere) discusses Indian values, identity, and treatment to trace management problems. "Tradition in a Contemporary Setting: Sentimentality or Spirituality" (E. Savilla) juxtaposes negative and positive viewpoints of traditional beliefs and practices. "Corporate Formation and Organizational Development in the Boys Club" (R. G. Archiquette)…

(1981). Disadvantaged Pupil Program Fund (DPPF) Evaluation Reports, 1980-81. These descriptive and evaluative reports examine fifteen program components implemented under the Disadvantaged Pupil Program Fund by the Cleveland, Ohio public school system beginning in 1966. The following programs are discussed: (1) classroom support program; (2) communication skills improvement project; (3) computer assisted instruction in mathematics; (4) Latin American cultures project; (5) improvement of school community skills and relationships; (6) job development project; (7) kindergarten reinforcement project; (8) motivational cultural experiences; (9) pilot projects; (10) production workshop project; (11) reading impact project; (12) reinforcement science skills project; (13) residential environmental classroom; (14) building safety and security; and (15) upward reach project. Each report cites the purposes, objectives and outcomes of the program, with recommendations for future improvements. Appendices include lists of schools participating in each program area;…

Felice, Lawrence G. (1981). Bilingual Education and Affective Outcomes: The Past Ten Years and the Mexican American Experience. A review of research literature on whether Spanish bilingual, bicultural programs enhance self-concept and whether any relationship exists between enhanced self-concept and improved academic achievement also describes research problems and potential solutions. Theories of importance of self-concept as a determinant of achievement, particularly with minority/bilingual students, are briefly covered. Research findings are presented on whether self-concept improvements lead to improved achievement (result: self-concept and achievement appear so interdependent that precise relationships are difficult to distinguish) and whether bilingual programs enhance self-concept of Mexican Americans, as well as whether Mexican American students need to have their self-concepts enhanced (results: effects of bilingual programs in improving self-concept have been mixed; Mexican Americans do not have poor self-concept). Problems contributing to the mixed results are listed: lack of agreement on… [PDF]

Nachbar, Cornelia, Ed.; Timpte, Robert, Ed. (1974). Human Relations Guide I: Inter and Intracultural Education. K-12. Curriculum Guide No. 39. This guide is intended to assist the educational system with curriculum in the area of racial minorities. It was developed by the Minnesota State Department of Education and provides guidelines for developing a K-12 curriculum in intercultural and intracultural education with attention to four designated minority groups in the state: American Indians; Black Americans; Mexican Americans; and Asian Americans. Thirteen goals for human relations are outlined along with a brief explanation of them. Student objectives and instructional activities are outlined for each goal. Under each goal are objectives and activities for primary, intermediate, junior high, and senior high school age groups. This is followed by a brief history of the four ethnic target groups in the state. Lengthy appendices discuss the legislative record on Civil Rights in Minnesota, demographic data on minority groups in the state, other Minnesota human relations curriculum guides, periodicals, books, and articles… [PDF]

Bok, Derek; Bowen, William; Camarillo, Albert; Foner, Eric; Gurin, Patricia; Steele, Claude; Sugrue, Thomas; Syverud, Kent; Webster, Robert B. (1999). The Compelling Need for Diversity in Higher Education. The Center for Individual Rights (CIR) represented three white applicants who brought the two lawsuits, "Gratz, et al., v Bollinger, et al., No. 97-75231 (E.D.Mich.)" and "Grutter, et al. v. Bollinger, et al., No. 97-75928 (E.D. Mich.)," against the University of Michigan. These lawsuits challenge as unlawful the University of Michigan's policy of considering race as one of many factors in the process for admissions to the College of Literature, Science and the Arts, and the Law School. The University of Michigan brought together a team of leading scholars to serve as its experts in these cases to establish the basis for the University's argument that there is a compelling need for diversity in higher education. Thomas Sugrue of the University of Pennsylvania describes the important role that race continues to play in modern American society. Eric Foner of Columbia University (New York) describes the history of race relations through the lens of the…