[EDEQUITY] Weekly Resource List

From: Hilandia.Rendon, EdEquity.Moderator, (edequity-admin@phoenix.edc.org)
Date: Thu Sep 19 2002 - 15:58:11 EDT

Saludos a todos ( means Greeting to All):

The week starts the celebration of Hispanic Heritage Month (September
15-October 15), so I have found a couple of resources on this theme. To
continue the celebrate of this great month please send any lessons plans,
videos, bibliographies, websites etc. to edequity-admin@edc.org. so that I
can include them in our next resources list.

Our information for EdEquity Weekly resource list comes from various
e-sources, including external list serves and web sites, EDC, and our own

Seeking the right course on bilingual education: Despite criticism,
Lawrence schools try a different approach
By Anand Vaishnav, The Boston Globe, September 4, 2002

In Room 105 of the Gerard A. Guilmette School yesterday, Angel Ruiz, a
tousle-headed 6-year-old newly arrived from the Dominican Republic, recited
his numbers. He skipped 14, stumbled over 16, and with gentle prompting in
English from teacher Fred Confalone, made it to 20. A typical scene for day
one of Grade 1, but Angel's halting, slightly accented counting in English
- instead of in Spanish - is the result of a new district policy that has
rearranged the sights, sounds, and feel of bilingual education in this
heavily Latino school system. The new direction is more English and less of
a student's native tongue. ''This is the way to go,'' said Confalone, a
bilingual teacher for 18 years. ''I see results. Children are excited to
learn English. They're anxious to speak it and read it and write it. I see
a love of learning to read in English - as long as it's done in a
nurturing, safe, risk-taking environment where they know they're not going
to be teased.'' Lawrence's new policy of ''structured immersion'' in
grades K-2 is being praised and picked apart by advocates on both sides of
the emotionally charged debate over how best to educate children who don't
speak English. As the school year kicks off, and with a November ballot
initiative to replace bilingual classes with English immersion inching
closer, Massachusetts school districts are grappling with newfound pressure
to produce better results for bilingual students - or mark this school year
the last for bilingual education as it exists. For the full report please

The White House Initiative on Educational Excellence for Hispanic Americans
recently unveiled a new website to provide parents with a one-stop center
information to increase college knowledge. Among the resources online are:
"Myths and Facts About College Costs," "20 Questions to Ask Your Guidance
Counselor," and "Things You Need to Know About Paying for College." In
addition, the new mascot, Pablo the Eagle, encourages reading and
educational achievement among the community's youngest members. (Note: The
Tomas Rivera Policy Institute found that 96 percent of Hispanic parents
surveyed expected their children to go to college, but fully 66 percent of
parents failed to answer four out of eight questions about what it takes to
make college a reality.) http://YesICan.gov <http://YesICan.gov>
(http://YoSiPuedo.gov <http://YoSiPuedo.gov> )

National Disability Mentoring Day

Wednesday, October 16, 2002 is National Disability Mentoring Day. The
theme is "Career Development for the 21st Century." National
Disability Mentoring Day is an event sponsored by the American
Association of People with Disabilities designed to encourage students
and other people with disabilities to explore their career options. The
first National Disability Mentoring Day was three years ago. It was
initiated by the White House as a practical and useful way to celebrate
National Disability Awareness Month.

 This event is community-based, so each community that participates has
flexibility in organizing events to help students and other job-seekers
with disabilities and employers exchange information on:
· Personal goals,
· Important job skills, and
· Possible career paths.

To find out more about how National Disability Mentoring Day is being
celebrated in your community, visit the list of local coordinators at

American Association of People with Disabilities, 1819 H Street, NW,
Suite 330, Washington, D.C. 20006,
800.840.8844 (voice/TTY), 202.457.0473 (fax), aapd@aol.com (email),
www.aapd-dc.org (website).


1)Selecting Culturally and Linguistically Appropriate Materials:
Suggestions for
Service Providers"http://ericeece.org/pubs/digests/1999/santos99.pdf

2)"Seleccionando materiales adecuados cultural y linguísticamente:
Sugerencias para
 los proveedores de servicios"
3)"Working with Culturally & Linguistically Diverse Families"

1) September is Hispanic Heritage Month. During this month, U.S. Latinos
are recognized for their accomplishments and students are informed of the
opportunities available for Spanish speakers in the U.S. and abroad.

Below are several web sites put together by the Smithsonian Institute in
celebration of this month:

      Encyclopedia Smithsonian: US Latino History and
      http:// www.si.edu/resource/faq/nmah/latino.htm

      150 Years of Research on Latin America, interactive
      http:// www.si.edu/history_and_culture/latino

      Young Americanos Virtual Gallery Exhibition Service
      http:// www.youngamericanos.net/gallery_main.html

      Hispanic Heritage Month Events

2)Celebrate Hispanic Heritage Month September 15 - October 15

First proclaimed as a week of celebration by Congress in 1968 and then
established by public law as a month of celebration in 1988, Hispanic
Heritage Month begins on September 15th each year. This date marks the
anniversary of independence for five Hispanic countries - Costa Rica, El
Salvador, Guatemala, Honduras, and Nicaragua. In addition, Mexico achieved
independence on September 16, and Chile on September 18. National Hispanic
Heritage Month provides the nation an opportunity to express appreciation
to Hispanic Americans for their countless contributions to our society and
to pay tribute again to America's distinctive diversity.

For Hispanic American celebration resources such as colorful biographical
posters, educational videos, books and music, visit the Latina section of
the NWHP online resource catalog at


Chicago Public Library

World Education: http://www.education-world.com/a_lesson/lesson023.shtml

Montgomery County Public Schools

U.S. Census Bureau

Scholastic http://teacher.scholastic.com/activities/hispanic/index.htm

Family Education Network

PBS Teacher Source

Book list http://www.nypl.org/branch/kids/espanol/pura2.html

Overview: Progress in the Achievement and Attainment of
Women, The National Center for Education Statistics: Report on
The Condition of Education, 1995.

Bibliography of Additional Print Resources. North Central
Regional Educational Laboratory.

Infusing Equity by Gender into the Classroom: Intenet Resources for Notable
Women http://www.ricw.state.ri.us/notable.htm

1) Latino study "Rhode Island Latinos: A Scan of Issues Affecting the
Latino Population of
Rhode Island" brings to the forefront a wealth of information on the
Latino communities of the state.

It offers a dozen findings - ranging from "There is a high rate of poverty
among Latinos in Rhode Island" to facts on the education of Latino
children, such as "Only 62% of Latino students graduate from high school,
the lowest graduation rate of any racial/ethnic group in the state" - and
provides a series of recommendations to help answer the question, "How
does Rhode Island and its Latino population move forward?"

Latinos currently make up 30% of the population in Providence.

The report was authored by the Mauricio Gastón Institute for Latino
Community Development and Public Policy at the University of
Massachusetts, Boston, for The Rhode Island Foundation, 2002.


2) Asian & Pacific Islander American Demographics
 By Marla Hendriksson, 2002
 Office of Environmental Justice

      This document provides current information on Asian
      and Pacific Islander (API) demographics. As of
      2000, APIs constituted 3.6%-4.2% of the U.S. total
      population. There are 28 Asian and 19 Pacific
      Islander subgroups representing a vast array of
      languages and cultures. APIs are the fastest
      growing racial group in the United States, and the
      U.S. Census predicts that by the year 2050, one out
      of every ten Americans will be of Asian or Pacific
      Islander descent.

      A copy can be downloaded at:

Lisa D. Delpit Other People's Children : Cultural Conflict in the Classroom
by Lisa D. Delpit 1999 Fall Forum. The following was handed out by Lisa
Delpit during a presentation.
Ten Factors Essential to Success in Urban Classrooms
1. Do not teach less content to poor, urban children, but understand
their brilliance and teach more.
2.Whatever methodology or instructional program is used, demand
critical thinking.
3.Assure that all children gain access to "basic skills," the
conventions and strategies that are essential to success in American
4.Challenge racist societal views of the competence and worthiness of
the children and their families, and help them to do the same.
5.Recognize and build on strenghs.
6.Use familiar metaphors and experiences from the children's world to
connect what they already know to school knowledge.
7.Create a sense of family and caring in the service of academic
8.Monitor and assess needs and then address them with a wealth of
diverse strategies.
9.Honor and respect the children's home and ancestral culture(s).
10.Foster a sense of children's connection to community - to something
greater than themselves.

Eisenhower National Clearinghouse (ENC)
Contact: Carolyn Hamilton [chamilton@enc.org -- (614) 247-7928]
Increasing Math and Science Content Knowledge Is Discussed by Practicing
Teachers in the July issue of ENC Focus Magazine

(Columbus, Ohio, July 9, 2002) More than most other teachers, math and
science teachers must continually update and expand their content knowledge
to keep pace with increased expectations. National standards for student
learning, recent discoveries in science, new approaches to teaching, and
national and international comparisons of student achievement require these
teachers to keep learning more in their fields. In the July issue of the
quarterly magazine ENC Focus, classroom teachers and teacher educators
describe ways that they learn and grow while they teach.

The content of the magazine is available on ENC Online (

As a new school year begins, the relative absence of successful teachers
in America's poorest schools is becoming one of the most important
educational issues. Several new studies note that the poorest children are
hurt by having the least experienced, and often the least effective,
instructors. A study by Richard M. Ingersoll of the University of
Pennsylvania shows that the problem is not so much that low-income schools
cannot attract enough experienced teachers, but that they lose the ones
they have. "Once teachers gain a few years of seniority, they bolt from
these urban schools faster than the speed of sound," said Peter D. Ford
III, a mathematics teacher who has mostly low-income students at the
Foshay Learning Center in South Central Los Angeles. Many education
experts say teachers must be paid more and supported by good

The Education Alliance, a local education fund, wanted to know how new
teachers feel about their preparation to teach. Do they share the view
that they are well prepared? Two-thirds of middle and high school teachers
surveyed in four West Virginia counties agree that they would still want
to be teachers. A slightly smaller percentage (58 percent) feel their
teacher education program adequately prepared them for the classroom and
that recent graduates of teacher education programs are adequately
prepared to teach. Slightly over 60 percent felt that new teachers are
given sufficient assistance. This survey was conducted last fall as part
of a planning grant from the Public Education Network. Key findings
include the importance of structured orientation, mentorships, and
classroom observations to support new teachers.

This article compares the development of children's digital literacies in
low- and middle-income households. The results also show that children's
digital literacy skills are emerging in ways that reflect local
circumstances, such as the length of time children had a computer at home;
the family's ability to purchase stable Internet connectivity; the number
of computers in the home and where they are located (bedroom or public
area); parents' attitudes toward computer use; parents' own experience and
skills with computers; children's leisure time at home; the computing
habits of children's peers; the technical expertise of friends, relatives,
and neighbors; homework assignments; and the direct instruction provided
by teachers in the classroom. This article describes a useful framework
for defining digital literacies and provides recommendations to schools
and policymakers regarding ways to support the acquisition of digital
literacies by children in low-income households.

1)"Teaching Tolerance"
The Southern Poverty Law Center provides Teaching Tolerance grants of up
to $2,000 to K-12 classroom teachers for implementing tolerance projects
in schools and communities. Proposals from other educators such as
community organizations and churches will be considered on the basis of
direct student impact. Application deadline: ongoing.

2)"IBM's Reinventing Education Program"
IBM announced a $15 million grant program designed to drive higher-quality
training for U.S. public school teachers -- elevating their preparation to
the rigorous standards in other professional fields. The announcement
brings IBM's investment in its global Reinventing Education initiative --
currently serving 65,000 teachers and six million students -- to $70
million. The Reinventing Education teacher training initiative creates a
first-of-a-kind national collaborative among the participating teacher
education schools with the common goal of driving up the academic quality
of teacher preparation courses. The grants will bring innovative
technologies into schools of education, and build new, permanent bridges
between teacher education programs and the schools they serve.

3)"Handspring Foundation"
The Handspring Foundation focuses on supporting non-profit organizations
or international equivalents that help at-risk children and youth. The
Foundation makes cash grants from $1,000 to $25,000 for projects that
focus on preK-12 education or other issues directly related to at-risk
children and youth. Application deadline: November 1, 2002.

4)Community Grants from Target
Retail chain Target is offering $1,000 to $5,000 grants for programs
focusing on family violence prevention in local communities. The company is
looking for applicants who would provide such services as parent education,
family counseling, support groups, and shelter. Application Deadline:
October 1, 2002. Target Foundation phone: 612-304-6073 or email:

1)CLAS Techical Report #14 2001 Cross-Cultural Considertions in Early
Childhood Special Education

2)The Education Trust http://www.edtrust.org/main/main/index.asp
Global Work Ethic Fund http://globalfund.org/main.html

3)The David and Lucile Parkard Foundation: Future of Children

3)Smart Girls in Technology: Workshops on "How to Do Local Demographic
Analysis Workshop

4)Dads and Daughters

Final note: Information on these resources is provided as a service to
listserv subscribers. EdEquity does not review or necessarily endorse
these publications or events.

Hilandia Rendon
EdEquity Moderator

EdEquity (the Educational Equity Discussion List, is an international
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