ERIC Number: ED213624
Record Type: RIE
Publication Date: 1981-Nov
Reference Count: 0
Multi-Cultural Education: New Perspectives - New Delivery Systems.
Dick, James; Van Every, Ivalyn J.
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. (Author/RM)
Publication Type: Reports - Descriptive; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council for the Social Studies (Detroit, MI, November, 1981). Appendices on pages 24-41 may not reproduce clearly from EDRS due to fading ink throughout original document.