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 Dennis M. Ogawa, Fred Muskal, J. B. Jones, Charles Payne, David D. Marsh, Norman J. Macpherson, M. Reyes Mazon, Jane Robbins, Paul E. Carlson, and Valerie Boyds.
(1977). Innovative Teacher Training for Multi-Cultural Education. Final Report of the Cycle X Teacher Corps Project. This report describes an inservice teacher education program that had special emphasis on multicultural education, initiated by the Teacher Corps at the University of Southern California. The children in the elementary school involved in the project were mainly Spanish-speaking Mexican-Americans. The objectives for the project were to: (1) retrain teachers-in-practice in bilingual and multi-cultural teaching techniques; (2) provide specialized training for instructional aides; (3) develop a teacher center design for sharing with other teachers insights and strategies learned in the program; (4) establish a classroom environment to provide children with a more stable emotional and physical learning ambiance; (5) reestablish the role of the brincipal as leader of teacher innovation and curriculum development; (6) encourage parents and community volunteers to participate in school instructional programs; (7) develop training programs for local school administration; (8) build community confidence in the instructional program in support of the learning needs of the multi-cultural child; (9) field test course work designed for a proposed bilingual/crosscultural credential; (10) up-date competency-based education modules designed for training teachers in bilingual and multi-cultural teaching skills; and (11) develop greater interdisciplinary cooperation in the building of teacher education courses. The above objectives and their implementation are described in detail. Successes and failures are discussed, and the project as a whole is evaluated. Descriptors: Bilingual Teachers, Cross Cultural Training, Elementary Education, Inservice Teacher Education
(1975). Toward a Multi-Cultural, Multi-Lingual Education System in the Northwest Territories. Monograph No. 5. Designed to define and clarify the policies and programs of Canada's Northwest Territories' Department of Education, this monograph addressed the following concerns: (1) Program Policies and Problems (emphasis on the vast size and small population of the Northwest Territories and the divergent demands placed upon the Department of Education and its Director); (2) History (documentation of the Department's increasing involvement in the administration and development of a "unified education system"); (3) Extent and Organization (65 schools spread throughout 1.3 million square miles; 625 teachers; 110 classroom assistants, most of whom are of Native descent; regional superintendents assisted by supervisors in charge of Special and Continuing Education and by traveling teacher consultants; the Yellowknife headquarters and its various divisions; adult education; and specialized training programs); (4) Principles (parental right to choose the type of education suitable for their children; cultural relevancy; language of the learner during the first three years of education; a multi-cultural/multi-lingual objective; and education which develops and preserves the confidence of the child); (5) Programs (teacher education programs for Native which emphasize the standards of: northern teaching suitability; community responsiveness; bilingualism; and specific training for northern teaching). Descriptors: Administrative Organization, Administrative Principles, American Indians, Cultural Interrelationships
(1975). An Instrument for the Analysis of Teacher Education Textbooks, Courses, and Programs as Related to Multi-Cultural Education. The evaluation instrument presented in this paper is derived from an article by Asa Hilliard, "The Essential Multicultural Content for Teacher Education." The nearly 100 questions in the instrument are designed to evaluate, for any book, course, or program, its reflection of cultural understanding, its potential for enhancing essential teaching and communication skills, and its potential for developing desirable teacher attitudes toward multicultural education and toward diverse ethnic groups. Descriptors: Course Evaluation, Elementary Secondary Education, Ethnic Bias, Ethnic Studies
(1973). Competency Based Teacher Education: Teacher Training for Multi-Cultural Education. This paper defines competency-based teacher education (CBTE) and discusses relevant competencies, some problems and issues, and some assessment strategies. Competencies for all teachers and nine competencies for teachers working in a multicultural setting are listed. Problems discussed include the following: (a) professional educators ignore the problem of ethnic pupils' school achievement; (b) teacher behavior fosters pupil behavior that fulfills the culturally derived expectation; and (c) teachers hold biased stereotypical views of minority pupils. The discussion on assessment strategies includes the following topics: (a) assessment of cognitive and behavioral skills, (b) behavioral assessment strategies, (c) behavioral objectives, (d) instructional strategies on designing a learning environment, and (e) evaluation as a tool for collecting data to optimize the system. The author concludes that training institutions should facilitate an educational policy which promotes the following: (a) conducting scientific analyses of learning tasks and designing teacher functions to maximize the probability of achievement, (b) redesigning teacher function with the CBTE model, (c) instructing teachers in the pros and cons of reinforcement practices, (d) designing internships for teachers, (e) providing instruction on teacher expectancies of minority pupils and the ramifications of teacher behavior, and (f) instructing teachers in the evaluation of pupil performance on a pre-post performance continuum. [More] Descriptors: Behavioral Objectives, Competency Based Teacher Education, Cultural Differences, Cultural Pluralism
(1972). Teacher Training for Social Development–an Essential Component of Multi-cultural Education, Journal of Afro-American Issues. Argues that since desired social development is at least an implicit aim of educational institutions, it is necessary for teachers to be instructed in the art of social problem solving including emphasis on self management, cognitive dissonance, affiliation, power parity and behavioral modification. Descriptors: Biculturalism, Conflict Resolution, Curriculum Development, Decision Making Skills
(1991). Drama and Multi-Cultural Education in Montgomery County, Maryland (Curriculum), Drama/Theatre Teacher. Describes the work of the Interrelated Arts Program (IAP) in Montgomery County, Maryland, whose multiethnic staff of 18 arts teachers provides varied teaching activities in the schools, many incorporating multicultural education. Offers a sample lesson plan on proverbs, and lists four multiethnic stories for which detailed lesson plans are available from IAP. Descriptors: Class Activities, Drama, Elementary Secondary Education, Lesson Plans
(1978). Multi-cultural Graduate Library Education, Journal of Education for Librarianship. This paper examines factors influencing the number of minority students enrolling in library schools during the last 10 years. Undergraduate and graduate minority education, the presence of foreign students, and the issues of professionalism, recruiting and admissions, financial aid, affirmative action, curriculum content, and continuing education are discussed. Descriptors: Change Agents, Demography, Foreign Students, History
(1974). Statement by Puerto Rican Educators (A Response to the Multi-Cultural Education Task Force of the National Institute of Education). A critique of research objectives and funding patterns of the National Institute of Education, as well as recommendations for change, with special reference to the needs of minority groups and the Puerto Rican community. [More] Descriptors: Action Research, Educational Research, Institutional Research, Minority Groups
(1979). A Learner-Centered Approach to Multi-Cultural Education: Some Beginnings. This paper uses Edward T. Hall's theory of Primary Message Systems (PMS) as a basis for suggesting ways in which multicultural education can be organized around a learner's everyday life. It is argued that typical multicultural education programs do not take into account the variety and complexity of a learner's everyday life at home, in the school and in the community. Suggestions are presented within the context of the PMS theory and focus on the teacher's role in developing questions and activities that address the home, school and street subcultures of the learner. Emphasis is placed on the active participation of learners in research and discussion. Additional readings are suggested for the educator who might wish to develop this type of multicultural education approach in his or her classroom. [More] Descriptors: Cultural Differences, Educational Environment, Elementary Secondary Education, Family Environment
(1981). The Cultural Training Semester: A Model Field-Based Program in Multi-Cultural Education for Non-Urban Universities. Following a decade of growth in the size and variety of Wisconsin's ethnic minority communities, a study by the University of Wisconsin-Oshkosh (UW-O) indicated need for a program to train teachers and human service professionals in the culture, traditions, and values of ethnic minority groups. Under a 1-year Ethnic Heritage Grant, UW-O established a Cultural Training Center program designed to do this by combining activities of community agencies in minority communities and a university multicultural center. The basic operational plan for all training centers included: (1) an orientation and planning session for all those collaborating on the student seminar and model for dissemination; (2) an all-day 2-week student seminar on minority culture, traditions, and values; (3) a 1 to 10 week all-day field experience for students in minority communities with minority agencies and schools, to help them understand the cultural glue that holds minority communities together; (4) a 2-day cultural retreat in which students are taken to an isolated campsite and totally immersed in minority culture(s); and (5) final on-campus appraisal sessions in which students begin to process what they have learned about themselves and others and plan how to use this ethnic learning in their professional lives. Descriptors: American Indians, Blacks, Cross Cultural Training, Cultural Awareness
(1976). Toward a Definition of Local-Level Multi-cultural Education, Anthropology and Education Quarterly. Argues that "multicultural education cannot be defined apart from specific communities and is more a matter of local ethnographic description than one which is easily generalized throughout the country." Presents "some anthropological categories which should serve a local educator in defining whether and to what extent a multicultural population exists within the school district." Descriptors: Biculturalism, Community Characteristics, Community Involvement, Cultural Education
(1985). IFLA General Conference, 1985. Division on Libraries Serving the General Public. Round Table on Library Service to Ethnic and Linguistic Minorities. Papers. the General Public. Round Table on Library Service to Ethnic and Linguistic Minorities. Papers. Papers on library services to ethnic and linguistic minorities which were presented at the 1985 International Federation of Library Associations (IFLA) conference include: (1) "On Serving the Older Polyglot: The Role of the Public Libraries in the United States" (Sylva N. Manoogian, United States); (2) "Minority Language Selection and Acquisition in an American Public Library" (Patrick M. Valentine, United States); (3) "Co-Operative Networking in Metropolitan Toronto (Regional Multilanguage Department)" (Genia Lorentowicz, Canada); (4) "Library and Information Needs of Vietnamese Students at an Australian College of Technical and Further Education" (Sabina Robertson, Australia); (5) "Nordic Cooperation on Selecting Books for Immigrants" (Jes Petersen, Denmark); (6) "Library Services to Turkish Minorities in Europe" (Tulin Saglamtunc, Turkey); (7) "Caring for All: Report on the Work of the Round Table on Library Service to Ethnic and Linguistic Minorities 1983-1985" (Michael Foster, United Kingdom); and (8) "Working in a Multi-Cultural Society: Education and Training for Librarians and Information Scientists" (Judith Bowen, Pat Hiley, and Ed Walley, United Kingdom). The final paper is a compilation of the annual reports of the sections and round tables that belong to the IFLA Division on Libraries Serving the General Public. Descriptors: Ethnic Groups, Foreign Countries, Foreign Language Books, Library Acquisition
(1979). Asian American Literature: Resource and Training for Multi-Cultural Education. Final Reports: Program Performance and Financial Status. Ethnic Heritage Studies Program. This is the report of a project designed to train secondary school teachers and other ethnic studies personnel in Hawaii in the area of Asian American literature so as to enhance their understanding of ethnic identity, interethnic relations, and the process of American multiculturalism. The project performance report includes a description of a bibliography developed by the project, a list of teachers trained to use materials developed under the project, and a description of inservice courses offered. In addition, five sample secondary school curriculum units developed by individuals trained under the multicultural education program are presented. These units include: (1) "Reading and Writing Local Poetry," by Joseph Stanton; (2) "Hawaii's Inter-Ethnic Culture: The Asian American," by Carolyn Okimoto; (3) "Kalaheo High School English IV Language Unit," by Joanne Shibuya; (4) an eighth grade social studies program, by Ellis Goto; and (5) "Using Asian American Literature to View Cultures in Hawaii," by Diane Shimazu. Also included in this document is information on project activities undertaken in cooperation with other individuals, a positive project evaluation letter, and a one page financial status report. Descriptors: Asian Americans, Ethnic Studies, Inservice Teacher Education, Instructional Materials
(1974). Community, Home, Cultural Awareness and Language Training (CHCALT): A Design for Teacher Training in Multi-Cultural Education. A Program Outline for the Bilingual/Cross-Cultural Specialist Credential. The Institute for Cultural Pluralism, a resource facility in multicultural education in the School of Education at San Diego State University, has been assigned to develop the Bilingual/Cross-Cultural Specialist Credential (BCCSC) Program plan. The basis of the BCCSC Program is the Community, Home, Cultural Awareness, and Language Training (CHCALT) model. The CHCALT model is based on nine features, which are considered essential to any multicultural education program. Incorporating these nine elements as the major goals of the program, the CHCALT teacher training model is divided into the following four basic components: (1) philosophy of education for the culturally and linguistically different, (2) sociocultural awareness, (3) oral language and assessment techniques, and (4) diagnostic and prescriptive strategies. These components make up the four phases used in the implementation of the CHCALT training model. (The four phases of the CHCALT teacher training model are discussed in detail. The appendix presents diagrams of the CHCALT model.) [More] Descriptors: Bilingual Education, Credentials, Cultural Awareness, Cultural Education
(1978). Celebrating Diversity: A Report on and Plea for Multi-Cultural Graduate Library Education. This paper discusses to what extent during the past eight to ten years the student bodies of accredited library schools have changed from the predominantly white demographic characteristic. Its principal focus is upon the financial, educational, psychosocial, and cultural barriers involved in higher education for Black, Mexican, Native, and Asian American minority students. It also briefly discusses concerns specifically related to Canadian library schools and the education of foreign students in American library schools. Even though a number of schools have undertaken effective recruitment programs and there are more non-white librarians, it appears as though the progress made to-date has been the result of one-time efforts supported by dollars outside the regular budget; at present, there is little indication that racial diversity is a priority in graduate library education. The major problems that must be overcome to increase minority enrollments include: (1) the profession's obsession with high education standards, such as GRE scores and grade point averages, as the primary prerequisites for admission to graduate school; (2) ill-defined and unarticulated recruitment and admission policies with respect to minority enrollments; and (3) curriculum content which currently does not emphasize intercultural communication and minority group concerns. A selected bibliography on minority higher education and librarianship is appended. Descriptors: Blacks, College Admission, Enrollment Influences, Foreign Students