(1968). Utilizing Community Resources to Implement School Desegregation. A Guidebook. This booklet was prepared to assist school administrators in cooperating with community groups to develop support for school desegregation plans. Actual experiences of Southern school administrators in implementing desegregation plans provide the basis for the guidelines. The variety of approaches, procedures, techniques, and steps which have been used effectively provide the basis for suggestions and cautions. The specific topics included in the discussion are formal and informal power structures, informal advisory committees, school staff, community agencies, national organizations, local independent support groups, and news media. It is emphasized that the quality of the relationship of the school to the community is determined in large measure by the extent of effective interaction achieved between the two. (HW)… [PDF]
(1966). Inner-City Schools and the Beginning Teacher: A Dialogue. This booklet addresses the beginning teacher whose assignment is an inner-city school. It advocates that each new teacher in the inner city should have what amounts of a self-administered interview schedule, focusing on points one needs to keep uppermost in one's mind if one wishes to be effective in working with low-income youth. This protocol focuses on 11 issues: (1) recognizing, understanding, and taking into account the conditions in which many of the students grow up; (2) the lack of experience with, and knowledge of, even the most basic words, concepts, and facts of many disadvantaged students; (3) the negative factors in the child's environment that might influence judgments of his potential; (4) the interpretation of student reactions; (5) recognizing and using positive forces in the students' neighborhood; (6) the danger of too openly and too frequently exhorting students to try harder in order to ensure themselves of successful careers as adults; (7) the danger of \giving… [PDF]
(1970). Desegregation Research: An Appraisal. Studies which are relevant to the experiences of children in segregated and desegregated schools are reviewed and evaluated in this edition, including those completed by 1969. For purposes of the study segregation is defined as a socially patterned separation of people; desegregation as the abolition of social practices that bar equal access to opportunity. The chapters are concerned with: desegregation and academic achievement; aspiration and self concept; the student in school and in the family; the Riverside, California, school study due to be completed in 1972; non-Negro minorities; the Equal Educational Opportunity Survey and Racial Isolation in the Public Schools (two HEW studies); the Negro community and desegregation; and anti-desegregation critics. Included are a summary of the effects of desegregation, research trends, the author's conclusion, an author index, a geographical index of studies, and a bibliography. The first edition (1968) is available from EDRS as ED 031…
(1956). Handbook on Catholic School Integration. This 1956 pamphlet summarizes \scientific facts\ about race and race relations from the point of view of the Catholic church and the desegregation of its schools. Discussed are the moral teachings of the Church, the scriptural support for racial equality, and the practicality of desegregation. The document refutes the racist notions about disease, intellectual inferiority, psychological problems and delinquency said to be prevalent among Negroes. The legal and constitutional basis for desegregation as well as the moral obligations of Catholics are noted. (NH)… [PDF]
(1968). Desegregation Research: An Appraisal. Examined and evaluated are studies which are relevant to the experience of children in desegregated schools. The chapters in the volume are concerned with desegregation and academic achievement, aspirations and self concept, the student in school and in his family, and non-Negro minorities. Also included is a chapter devoted to the "Equal Educational Opportunity Survey" and to "Racial Isolation in the Public Schools." Other sections are devoted to the Negro community and desegregation, and to the anti-desegregation critics. (NH)… [PDF]
(1998). How To Celebrate National Women's History Month. Intended for teachers, this guide is designed as an aid to mark Women's History Month with special thought and activity, and to offer suggestions for further information and resources. Noting that "history doesn't only happen to men," the document stresses that "history is made at home, in the community, in the factories, offices, and fields of America." Every subject and every level of education can use the addition of the lost heritage of women as evidenced by books, letters, diaries, speeches, oral histories, poems, handicrafts, paintings, musical compositions, and other productions of women. The guide suggests what state federations of teachers can do, what American Federation of Teachers (AFT) locals can do, and what the community and school districts can do to commemorate the month of March as National Women's History Month. The document offers several lists of information sources and includes separate information sheets on the suffrage movement, how AFT… [PDF]
(2013). U.S. Department of Education FY 2013 Agency Financial Report. Office of the Chief Financial Officer, US Department of Education The purpose of the United States Department of Education's (the Department) FY 2013 "Agency Financial Report" (AFR) is to assist Congress, the President, and the American people to assess the Department's stewardship over resources with which it is entrusted. This annual report is required by legislation and complies with the requirements of the Office of Management and Budget's Circulars A-11, "Preparation, Submission, and Execution of the Budget," and A-136, "Financial Reporting Requirements." Federal Student Aid, a principal office of the Department and a designated Performance-Based Organization, is required by legislation to produce a separate Annual Report, which details Federal Student Aid's financial and program performance. A summary of the information included in the "Federal Student Aid Annual Report" can be found in the applicable sections of the Department's AFR. The AFR is organized into four major sections: (1) Management's… [PDF]
(1991). 12 Teaching Methods To Enhance Student Learning. What Research Says to the Teacher. This monograph discusses 12 teaching methods that have a sound theoretical basis, have demonstrated a positive impact on student learning, and have a substantial research base. In many situations, the methods can be combined in such a way that the potential for student learning is greater than if used independently. Since no method will work in every situation for every student, teachers must use professional judgment in matching methods with other variables including students' previous skills and socio-psychological make-up, as well as available resources. In addition to an introduction, a note on multicultural educational suggests that all teaching methods should be implemented in order to complement and support a culturally diverse society. The publication describes the following methods: (1) whole-group instruction; (2) teaching by objectives; (3) adaptive or individualized instruction; (4) mastery learning; (5) cooperative learning; (6) learning styles; (7) direct instruction;… [PDF]
(1988). Official English/English Only: More Than Meets the Eye. In response to the movement to declare English the official language of the United States (by state legislation/ballot initiative or federal constitutional amendment), this pamphlet addresses commonly raised issues in the debate over language legislation in the United States. The paper urges the reader to reject the Official English/English Only movement and to support English Plus (a program to expand opportunities for limited English proficient individuals to learn English). The pamphlet's sections are as follows: (1) Foreword; (2) Questions and Answers; (3) A Historical Perspective on Language Restrictionism; (4) The English Language Amendment: Its Provisions and Their Meaning; (5) Say No to Official English/English Only; (6) Resources; and (7) Bibliography. (SR)…
(1984). Three Cities That Are Making Desegregation Work. Thirty Years after Brown. Report of a National Education Association Special Study. The experiences of three educationally strong, desegregated urban school systems are the subject of this report. The three school systems are Charlotte-Mecklenburg County, North Carolina, Austin Independent School District, Texas, and the Seattle Public Schools, Washington. The report is divided into five chapters. Chapter 1 discusses the current national climate of waning commitment to school desegregation and outlines some of the signals of desegregation success in the school systems under study. Chapter 2 traces the history of desegregation in each system. Chapter 3 examines what made desegregation work in the three systems and identifies unifying characteristics and conditions that have contributed to the desegregation process in all three. Certain patterns of success that could be exemplary for other school communities are suggested. Chapter 4 analyzes persistent problems that inhibit the effort to move toward the integration of programs and people that is essential to…
(1967). THE NEGRO AMERICAN IN PAPERBACK, A SELECTED LIST OF PAPERBOUND BOOKS COMPILED AND ANNOTATED FOR SECONDARY SCHOOL STUDENTS. THIS ANNOTATED BIBLIOGRAPHY OF PAPERBACK BOOKS ON THE NEGRO AMERICAN LISTS FICTION, SOCIAL HISTORIES, BIOGRAPHIES, AND AUTOBIOGRAPHIES SUITABLE FOR SECONDARY SCHOOL STUDENTS. EACH ENTRY IS LABELED APPROPRIATE FOR JUNIOR HIGH SCHOOL STUDENTS, SENIOR HIGH SCHOOL STUDENTS, OR BOTH. THE ADDRESSES OF THE PUBLISHERS OF THESE WORKS ARE ALSO INDICATED. THIS DOCUMENT IS ALSO AVAILABLE FROM PUBLICATIONS-SALES SECTION, NATIONAL EDUCATION ASSOCIATION, 1201 SIXTEENTH ST., N.W., WASHINGTON, D.C. 20036 AT $0.35 FOR SINGLE COPY, 10 PERCENT DISCOUNT FOR 2-9 COPIES, 20 PERCENT DISCOUNT FOR 10 OR MORE. (LB)… [PDF]
(1966). Las Voces Nuevas del Sudoeste (New Voices of the Southwest). Symposium: "The Spanish-Speaking Child in the Schools of the Southwest" (Tucson, Arizona, October 30, 31, 1966). The symposium was held to publicize the positive efforts which were being undertaken to solve the problems of Spanish-speaking children and to provide a catalyst for the further action that was needed. The problems were explored from various points of view with two questions in mind: "What was being done?" and "What more could be done?" Six areas were covered: the individual classroom, the home and school, community participation, state legislatures, colleges and universities, and the Federal government. Topics discussed included: educational programs in operation; tutorial instruction; outdoor recreation; a summer language institute; bilingual instruction; preschool education; adult education; migratory school and housing programs; ways to involve the community; health services; the relationship between local citizens, boards of education, and state legislatures; the role of colleges and universities; and Federal legislation, i.e., the 1965 Elementary and…
(2006). Constructive Disagreement, the Body, and Education for Democracy. Social Studies, v97 n1 p16-20 Jan-Feb. In this article, the author offers social studies educators a means to deepen students' understanding of and skills for constructive disagreement by bringing together four areas of study that inform one's awareness of the role of the body in democratic life. The author includes specific curricular suggestions and classroom activities that illustrate how attending to the body might enhance the learning of constructive disagreement skills that are so critical to life in a multicultural society. He presents two different approaches that educators might use to incorporate constructive embodied disagreement into their classrooms. First, he examines a specific seminar text for use in a middle or high school social studies classroom as an example of a text that might spark inquiry into the place of the body as a site of knowing. Second, he describes two physical movements that educators might practice with their students to highlight key aspects of constructive embodied disagreement. In… [Direct]
(1969). Stories of Three International Heroes: Mohandas Gandhi. Instructor, 79, 2, 70-71, 80,82, 69 Oct. …
(1982). The \Silver Writes\ Movement. Perspectives: The Civil Rights Quarterly, v14 n2 p22-31 Sum. The meaning of \civil rights\ is discussed by various American authors and poets, including Alice Walker, Arthur Miller, Nocholasa Mohr, Felipe de Ortega y Gasco, Laura Z. Hobson, Simon J. Ortiz, Raymond Barrio, John Rechy, and Vine Deloria, Jr. (MJL)…