This bibliography is reformatted and customized by the Center for Positive Practices for the Center for Positive Practices website. Some of the authors featured on this page include Mary L. Kelly, Fred Rodriguez, Rita M. Tatis, Training and Advocacy (META) Multicultural Education, Patricia B. Campbell, Min-Joung Kim, Zelda W. Chevalier, Washington National Education Association, Shalom Staub, and Theresa A. Cullen.
(2004). Utilizing Multimedia PBL to Engage Pre-Service Teachers in Multi-Cultural Special Education Decision-Making, Association for Educational Communications and Technology. Pre-service teacher programs have a central goal of fostering skills necessary for students to become successful professional educators. This goal is often challenging because students typically do not have sufficient opportunities to gain realistic experiences before becoming teachers (Andrews, 2002). In addition, teaching is a complex, dynamic profession where challenges regularly occur which require teachers to incorporate new information, make decisions, and problem-solve on a regular basis (Howard, 2002; Jonassen & Hernandez-Serrano, 2002). This study researched the implementation of a multimedia PBL module, entitled Multicultural Special Education (MUSE), in a contextualized learning experience. The MUSE module was developed as part of the CASELINK series of multimedia PBL cases designed by researchers at the University of California at Santa Barbara to train pre-service teachers to think about special education issues in a realistic, professional context (Gerber, English, & Singer, 1999). The main goal of the modules is to give pre-service teachers an opportunity to use information and interact with their peers in such a way that they become self-sufficient, life long learners that are able to adapt to new professional situations (Ochoa, Kelly, Stuart, & Rogers-Adkinson, 2004). [More] [More] Descriptors: Preservice Teacher Education, Multimedia Instruction, Problem Based Learning, Special Education
(1974). Music in Elementary Education. Bulletin No. 743. This guide presents a general music program for elementary grades. The program divides the grades into four levels: early childhood through grade 1, grades 2-3, grades 4-5, and grade 6. At each level the program is outlined in terms of rhythm, melody, harmony, form, tempo, dynamics, and tone color. In addition, there is a section on instrumental programs which is strongly recommended as an enrichment of the general music program, a section on evaluation which explains and gives examples of both teacher-prepared and standardized music tests, and a section on equipping the music room which lists instruments, records, textbooks, and other equipment necessary for this type of program. There are short paragraphs dealing with music in kindergarten, multi cultural education, and special education. The document includes a glossary of musical terms and an appendix with a list of resource materials and a directory. [More] Descriptors: Elementary Education, Equipment, Music Activities, Music Education
(1978). Multi-Cultural Education and the "Basics.". The back to basics movement continues to be the education media event of our time, but it appears that many advocates of the movement have interest in it other than that of education. Objectives range from strict drill in the three R's to a more vague return of religious and patriotic values to the curriculum and the elimination of such "frills" as multicultural education. Historically, however, education has failed to teach the "basic" fundamentals of knowledge to minority groups or to meet the individual needs of minority students because it has been so Anglo-centric. The majority of schools which attempt to provide equal educational opportunities are in urban areas and do so as a result of Federal legislation and the threat of losing Federal financial assistance. The lack of equal education deprives not only minority students, but majority students as well, because the latter lack knowledge and understanding of people different from themselves. Education is more than reading, writing, and arithmetic; it is preparation for life. Students need more than facts and problem solving skills; they need to know how to lead full and useful lives in a complex world. Multicultural education is a necessary part of the educational system because it provides all students with a more relevant and meaningful experience. Descriptors: Basic Skills, Educational Change, Educational Legislation, Educational Responsibility
(1978). A Useful Evaluation of Sex Role Materials: Possibility or Pipe Dream?. An evaluation design for educational equity materials was utilized with seven instructional units on sex roles and sex stereotyping for teachers and teacher educators. The instructional units were developed by the Project on Sex Stereotyping in Education in the areas of human growth and development, mathematics education, science education, language arts education, educational history, social studies education, and physical education. Each unit was reviewed by experts in sex stereotyping, subject area, and multi-cultural education. In embarrassment field tests, education students completed questionnaires identifying possible unit improvements. Multiple-choice cognitive tests incorporated alternatives to stereotyped behaviors and myths about males and females. An adaption of the Bem Sex Role Inventory (BSRI), in which subjects rate themselves on characteristics which are given masculinity, femininity, or androgyny scores, was used as an affective instrument for unit evaluations. The units and evaluation instruments were administered by teacher educators. Results indicated that the units significantly increased subjects' knowledge, but did little to affect scores on the BSRI. Inclusion of periodic revision points, and the incorporation of expert and user reviews are among the strengths of the evaluation design. Design weaknesses include the difficulty of obtaining affective measurement results which are both valid and reliable. [More] Descriptors: Affective Objectives, Age Differences, Cognitive Objectives, Curriculum Evaluation
(1970). Social Change and Teacher Education: An Annotated Bibliography. This annotated bibliography lists 137 published and unpublished documents, the majority of them dated between 1967 and 1969. Included are research reports, program descriptions, addresses, articles, and conference papers. The citations are organized into six sections: 1) Teacher Education and Changing Social Order–25 items; 2) Insights into Multi-Culture Education: Multi-Cultural Education–36 items, Innovation in the Inner City–19 items, Puerto Rican Children in Mainland Schools–3 items, and Job Corps–5 items; 3) The Need for Individual Commitment–8 items; 4) Preparation of the Campus for Change–19 items; 5) National Institute of Educational Forum–11 items; and 6) Education of the Executive for Change–11 items. In addition to the brief descriptive annotations, each entry includes information on ERIC (Educational Resources Information Center) availability; most of the documents are available through ERIC in both microfiche and hard copy. Descriptors: Annotated Bibliographies, Social Change, Teacher Education
(1983). Towards a Methodology for the Study of Australian Multi-Cultural Educational Approaches. This paper proposes a methodology for research on Australian multi-cultural education based on the idea that patterns of domination and subordination in the cross-cultural colonial context of the Third World countries can be examined to establish a comparative concept of cultural accommodation. The paper maintains that an examination of the attitudes, assumptions, and resulting interactions in the classical colonial relationship may help to increase understanding of the relationships between dominant and subordinate ethnic groups in the Australian situation. It is argued that the formulation of multicultural education policies at present relies on a subjective ethnocentrism on the part of the dominant group. Policies tend to assume that the culture of specific ethnic groups is readily identifiable and that appropriate educational programs can be formulated. Unless policy makers are more fully aware of the nature of cultural diversity and the cultural reality of individuals within minority ethnic groups, policies will continue to reflect the ideologically committed views of the majority culture. Initially, a distinction must be made between culture and ethnicity. Further elaboration of a theory of cultural accommodation may lead to greater insights into researchers' attitudes and values and how they are reflected in the Australian educational system, and may also inspire new approaches and methods in the schools. Descriptors: Acculturation, Colonialism, Comparative Education, Cross Cultural Studies
(1976). Language and Culture: Heritage and Horizons. Reports of the Working Committees, Northeast Conference, 1976. This volume contains the reports of the working committees of the 1976 Northeast Conference on the Teaching of Foreign Languages. The introduction traces the patterns of immigration in North America from the colonial period to the twentieth century. Sections entitled Origins, Cultural Pluralism, and Contributions deal with the settlement patterns of the French-, Spanish-, and German-speaking; the struggle between the forces of assimilation and the desire for ethnic preservation; and the cultural contributions of these groups. A special section discusses the impact of classical culture in American culture and education. "Horizons" discusses directions for the future in multi-lingual and multi-cultural education. Finally, suggestions for classroom implementation provide a means of incorporating community ethnicity, popular culture, social studies, the press, cultural field trips, and ethnic literature in the classroom. Two papers read at the 1975 conference are included: "Retrospect and Prospect," by N. Brooks, and "Changing Goals for Foreign Language Education," by T. T. Grenda. The Conference Award Article for 1975 is "The Imaginative Use of Projected Visuals," by T. P. Carter. Contents of the Conference Reports from 1954-1975 are appended, as well as a list of Conference Officers and Directors for 1954-1976. [More] Descriptors: American Culture, American History, Anglo Americans, Asian Americans
(1981). South Dakota Social Studies Curriculum Guide, Kindergarten-Twelve. This K-12 social studies curriculum guide was developed to provide local schools in South Dakota with a point of departure for their own curriculum development. There are five sections to the guide. Section one, "Social Studies Standards of Excellence," discusses shared decision making and commitment, community support for the social studies, staffing and staff development, organizing, instructional activities, evaluation, social studies resources, and curriculum planning. Goals for each area of the K-12 curriculum are outlined in section two. These areas include American Indian education, anthropology, career education, citizenship, consumer education, contemporary issues, drug/alcohol education, economics and free enterprise, environmental education, geography, government, historical and cultural impact of religion, multi-cultural education, psychology, rights and responsibilities, social behavior, sociology, South Dakota studies, and world and American history. Section three provides an overview of the K-12 social studies scope and sequence and section four examines the problem-solving and critical-thinking skills integrated throughout the curriculum. The final section presents and discusses the six major steps in curriculum development. Quotes from research are presented. Included in the appendices are a glossary of terms and recommendations of the National Council of Social Studies. Descriptors: Critical Thinking, Curriculum Development, Educational Objectives, Elementary Secondary Education
(1981). Multi-Cultural Education: New Perspectives – New Delivery Systems. This paper describes the cooperative development of multi-cultural inservice courses by the University of Nebraska Teacher Corps and the Omaha public schools. A planning group with representatives from the university and from the local school district met to develop courses to meet the specific needs of teachers in the project schools which include two elementary, one junior high, and one high school. The special requirements of the university were also considered as the course proposals were being developed. Three five-week courses were approved: (1) Introduction to Education That Is Multi-cultural; (2) Teaching Ethnic Studies; and (3) Teaching in Multi-cultural Schools. The paper describes the first of these three courses. At the first class session, teachers from all grade levels were given an overview of the concerns of multi-cultural education, shared what they were presently doing in the area of multi-cultural education, and identified related concerns and problems. The teachers then identified activities, speakers, and resources that were included in the course. Much planning and coordinating went into utilizing community resources. The course was evaluated in several ways including assessment of teacher projects and pre- and post-tests. Evaluations were positive. The paper concludes with reflections and observations of the inservice coordinator. Appendices include course proposals, class schedules, evaluation forms and results, and selected planning documents. [More] Descriptors: Community Involvement, Cooperative Programs, Coordination, Course Descriptions
(1986). Complaint for Injunctive and Declaratory Relief for Violations of Article I, Section 7 (a) and Article IV, Section 16 of the California Constitution: State Equal Protection Guarantees Re Allocation of Educational Resources. Filed in Superior Court of the State of California, for the County of Los Angeles, August 1986. This court action, brought by taxpayers and parents of children attending schools in the Los Angeles Unified School District (LAUSD), asserts that the district unequally allocates instructional staff, facilities, and finances in a manner that discriminates against poor and minority students, in violation of the California Constitution. The taxpayers and parents are the plaintiffs. The LAUSD, the Board of Education, and the superintendent of schools are the defendants. Organizations representing the plaintiffs are: (1) Legal Aid Foundation of Los Angeles; (2) Mexican American Legal Defense and Educational Fund; (3) Multi-Cultural Education Training and Advocacy, Inc.; (4) Western Center on law and poverty; (5) ACLU Foundation of Southern California; (6) San Fernando Valley Legal Services, Inc. It is asserted that as a result of the defendants' policies, a child residing in a poor or minority area receives an education substantially inferior to that provided a child in more affluent areas of the District, violating their rights to equal educational opportunity. Section 1 provides an introduction to the complaint. Section 2 lists the parties involved in the dispute and their affiliation. Sections 3 through 11 present the causes of action and substantiating evidence of disproportionate allocation of funds. Plaintiffs' requirements for injunctive relief are included. Their major request is that the LAUSD develop and implement a master plan to fairly allocate educational resources. Signed verification forms for each plaintiff are included. Descriptors: Access to Education, Advantaged, Asian Americans, Black Education
(1990). Governor's Conference on Ethnicity. A Conference To Explore the Impact of Pennsylvania's Cultural Diversity on Public Policy. (Harrisburg, Pennsylvania, June 8-9, 1990). This proceedings of a conference convened by the Governor of Pennsylvania explores the impact of Pennsylvania's cultural diversity upon public policy. The following five panel discussions were held: "Conservation of Cultural Heritage Resources: Values and Strategies"; "Culturally Sensitive Delivery of Health Care and Human Services"; "Inter-Ethnic Relations"; "Multi-cultural Education"; and "Ethnicity in Pennsylvania: Looking Ahead." The policy recommendations that are made on each of these topics are included. The texts of the welcoming remarks by Mark S. Singel and keynote addresses by Michael Novak and Niara Sudarkasa also are provided. [More] Descriptors: Cultural Awareness, Cultural Background, Cultural Exchange, Cultural Pluralism
(1982). Responsive Evaluation of an Indian Heritage Studies Program: Analyzing Boundary Definition in a Suburban School Context. This paper reports on a pilot project in curriculum integration, funded by the Ethnic Heritage Studies Program, and is intended to explore ways of coordinating public school instruction with Indian heritage education. Classroom teachers in a suburban school district participated in six workshops with Indian parents, students, and heritage instructors in area Title IVA and Title VII programs. Contact theory was used to design a series of structured, cooperative activities. These included: goal-setting for multi-cultural education, evaluating instructional resources, integrating content areas, training in cooperative learning strategies, and improving home-school communications through critical incident scenarios. Consultants presenting included traditionalist elders. Workshop activities are described and demonstrated, and results to date from responsive evaluation interviews are reported. It is proposed that the workshop design may have applications elsewhere, particularly in urban and suburban districts with Title IVA or other heritage programs. Descriptors: American Indian Culture, American Indian Education, Cultural Awareness, Cultural Background
(1967). Fourth National NEA/PR&R Conference on Civil and Human Rights in Education. The fourth conference dedicated itself to the topic "The Treatment of Minorities in Textbooks," intending to give educators, publishers, civil rights leaders, and government officials an unbiased understanding of textbook problems. Participants learned from each other and gained insight into differing points of view, stimulating cooperative team action and improving human relations. Contents include: 1) Conference resolutions urging utilization of textbooks which treat all groups fairly and accurately, enhance multi-cultural education, and recognize contributions of minority groups; 2) Selection criteria for textbooks; 3) The keynote address suggesting ways in which learning materials can contribute toward the development of democratic behavior in human relations; 4) Panel discussions on the roles of educators and agencies in providing multi ethnic teaching materials; 5) Three summarized addresses on the findings of hearings; reasons why most textbooks have not been reality oriented; and on publisher's problems and aspirations; and, 6) Work shop reports on various topics. Follow up activities of the conference continue, resulting in multi ethnic publications, news, special teacher programs, and state activities. Related document is ED 019 351. [More] Descriptors: Civil Liberties, Conference Reports, Ethnic Groups, Human Relations
(1973). Native American Teacher Corps Conference (Denver, Colorado, April 26-29, 1973). Position Papers, Volume 2. The second of 2 volumes of position papers presented at the first Native American Teacher Corps Conference (Denver, Colorado; April 26-29, 1973), is composed of 8 position papers. These include: Indian education: the rights of a people; education and politics; school as it relates to present and future societies; multi-cultural teacher education center at Rough Rock; the visual achievements of the 19th century Plains Indians; crisis in red and white; early childhood in Indian communities; and HEW and state responsibilities to Indian education. [More] Descriptors: American Indian Reservations, American Indians, Child Development, Community Involvement
(1993). New Tools for Multicultural Education: A Response to Patricia Seed's "Multiculturalism and the Predicament of the Comparative Method in Historical and Social Science Research and Teaching.". Researcher Patricia Seed has noted the difficulty undergraduates have in understanding concepts of other cultures. Differences in vocabulary sometimes underscore differences in culture. Seed has suggested that cross- or multi-cultural education cannot proceed from a position of ignorance or arrogance. It is possible to move from cultural misunderstanding by brainstorming solutions from the patterns of those misunderstandings. Researchers have observed that culture shock can be a learning experience. As students experience a strange culture for the first time vicariously in the classroom, their values are challenged and they may experience culture shock. The students may require support for their own positions and the opportunity to adjust to new ideas and customs. Simulations, in which students assume characteristics and behaviors of the people they are studying, often provide a useful way to teach about other cultures. As Seed suggests, teachers need to find ways to make the familiar unfamiliar and the unfamiliar familiar. The effort to make teaching more effective has to be a long term, collaborative effort. [More] Descriptors: Cultural Differences, Culture Contact, Higher Education, Instructional Improvement