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ERIC Number: ED355295
Record Type: Non-Journal
Publication Date: 1993-Feb
Pages: 14
Abstractor: N/A
Reference Count: N/A
The Development of Social Communications Curricula: A Proposal and a Resource Compendium.
Strodl, Peter
The difficulties of social complexity in discipline in large urban schools and other multiethnic schools may be treated as a resource for curriculum. This paper describes social communications curricula, strategies for their development, their usefulness particularly in large multiethnic urban schools, and a list of resources. The first of three parts discusses the rationale for social communications curricula, arguing that there can be such differences in cognitive ordering of shared experiences and differing expectations for and perceptions of behavior that social communications instruction can help students to cross cultural boundaries to deal with others who think differently from themselves and to help students benefit from school. The second part includes an abstract of some skills that may be developed within urban and multiethnic public schools including content and knowledge learning experiences, understandings derived through combinations of content learning and simulation experiences, and skills learned by students through group simulation and group process activities. The third part is a 59-item annotated bibliography concerning the development of social communications curricula at grade levels kindergarten through grade 12 under the following 4 headings: (1) multicultural curricula and other curricula; (2) resources that may be adapted to appropriate grade levels or adapted from other fields for use in public schools; (3) activities or literature that may be adapted for instructional activities; and (4) theoretical information that may be important in developing various ideas contained within the curricula. Contains 25 references. (JB)
Publication Type: Information Analyses; Reference Materials - Bibliographies; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A