Examines the theme of diversity in the 1981 "California History/Social Science Framework." Recommendations for examining diversity for grade levels K-12 are listed. Students learn about group identity and individuality, ethnicity in U.S. history, global diversity, and the role of citizens within diverse political, economic, and social…

Presents a lesson for secondary Asian studies, U.S., or world history classes comparing U.S. and Chinese concepts of individual freedom. Students study and write essays on U.S. court cases concerning privacy. They discuss two articles about Chinese concepts of self and privacy and the role of Chinese study groups in resolving disputes. (AM)

This paper integrates information from several areas regarding the use of discipline in American schools. The material provides a framework for conceptualizing what happens when children misbehave. (Author/MC)

This paper relates the scholastic performance findings of the International Educational Achievement (IEA) Studies to social characteristics. It explores the relationship of national school achievement to economic development, national communication systems, and national social and cultural indices. This is the final article in a symposium on the…

Presents instructional aspects of elementary education classrooms in Mexico. Topics addressed are conditions of instruction, instructional priorities, types of instruction, evaluation of instruction, teacher-pupil relationships, and home-school relationships. Implications are given for teachers in the United States who teach transfer students from…

The use of standardized tests in assessing culturally diverse children is discussed and a diagnostic/prescriptive model is suggested to allow for individualized assessments. (JMF)

The problems of teaching English literature to Puerto Rican students because of cultural differences are discussed and suggestions for overcoming these problems are given. (CFM)

Examines the effects of cultural and educational variables on the development of number conservation among Baoule (agricultural group) children and Dioula (merchant group) children. Results suggest that both school and a merchant culture provide for acquisition of a mature number concept, supporting the "functional learning systems"…

Suggests that the teacher-student relationship is the most important aspect of successful school desegregation. Reviews literature which focuses on teacher attitudes toward Black students in desegregated schools. (Author/GC)

In his call for action, the author discusses the development of American career guidance and its applicability to other nations and technologies. Citing cultural differences, he warns of the dangers of American career guidance's assumed "superiority," while simultaneously pointing out the need for multinational cooperation on career guidance. (KRP)

Counselors must recognize cultural differences, aggressively pursue clients to get them involved in community service programs, and gain the confidence and support of their prospective clients, if they are to be effective in working with Latino populations. (Author/HLM)

Poses some questions and practical answers to help teachers and students use computers effectively in science classes. Sample questions include: Does the increased use of computers in classrooms inhibit any student's progress toward scientific literacy? How do males and females respond differently to computer use in science classrooms? and How can…

Identifies gifted African American children's sociocultural and psychological needs that should be considered when promoting their inclusion in general education settings. Strategies are discussed for creating inclusive environments for these learners, including promoting leadership and prosocial skills, switching linguistic and cultural codes,…

Hispanic individuals typically experience several often traumatic stages of cultural adjustment as they adapt to life in the United States. This includes euphoria, culture shock (hostility), recovery (humor), and assimilation or adaptation. This article examines the challenges of each stage and explains the implications for schooling. (SM)

Responds to a previous dialog between Robert Courchene and Virginia Sauve on teaching Canadian culture in the English-as-a-Second-Language classroom. (13 references) (Author/CK)