Bibliography: Immigrant Rights (page 28 of 54)

This bibliography is reformatted and customized by the Center for Positive Practices for the Sanctuary Cities website. Some of the authors featured on this page include Paul E. Green, Laura Chin, Jennifer Locke, Carolyn Temple Adger, Pamela Wrigley, Carolyn M. Evertson, Ake Bjerstedt, Silja Kallenbach, Wendy Schwartz, and Elias Zambrano.

Zambrano, Elias, Comp. (1989). Human Rights Resource Catalogue. This document provides information about 25 programs/brochures which focus on human rights topics. Specific topics include: (1) counselor preparation; (2) multicultural awareness; (3) abuse and neglect; (4) Acquired Immune Deficiency Syndrome; (5) self-awareness; (6) human rights awareness and human rights of students; (7) cultural diversity; (8) parent/adolescent mediation; (9) corporal punishment in public schools; (10) refusal skills; (11) dropout prevention; (12) new immigrants; (13) substance abuse; (14) teenage pregnancy; (15) delinquency; (16) elimination/reduction of stereotyping or discrimination; and (17) single parenting. Intended audiences include community, counselors, counselor educators, students, parents, prospective counselors, public officials, school personnel, staff, and teachers. Programs are indexed according to program areas and intended audience. Each entry lists the school counseling association; a submitter name, address, and phone number; program name; audience; description of program; funding source; contact name, address, and phone; and consultation/training person name, address, and phone. Descriptors: Civil Liberties, Elementary School Students, Elementary Secondary Education, School Counseling

Adger, Carolyn Temple; Locke, Jennifer (2000). Broadening the Base: School/Community Partnerships Serving Language Minority Students at Risk. Educational Practice Report 6. Language minority students, including immigrants and their American-born children, may have to contend with a mismatch between the language and the culture of their schools and those of their homes and communities. To broaden the base of support for these students and to help address their academic needs appropriately, some schools have been partnering with community-based organizations (CBOs). This report outlines findings from a study of school/CBO partnerships that promote the academic achievement of language minority students. It describes the type of CBOs that partner with schools, the ways the partners work together, and the work they do. Crucial elements of program success are discussed, as well as the challenges that partnerships may face. The following recommendations for developing effective partnerships came from partnerships described in this report. Partnership recommendations include assuring that potential partners are fully committed to the partnership and maintaining communication among partners. Program recommendations are threefold: ensure strong leadership at the program level; start small and build up carefully; and be on the look out for new opportunities. Finally, two important dimensions of successful partnerships deserve more scrutiny: the contributions of staff members who share the clients background, and the effects of partnership and program plasticity and the need to find the right balance between consistency and flexibility. (Contains 13 references.)   [More]  Descriptors: Adult Education, Community Coordination, Community Organizations, Elementary Secondary Education

Wrigley, Pamela (2000). The Challenge of Educating English Language Learners in Rural Areas. Rural school districts are experiencing an influx of language minority students. Rural communities generally have little experience with people from other cultures and have fewer resources and bilingual people. At the district level, leaders who view the influx of immigrants in a positive light are more likely to prepare a well thought out plan for serving their English Language Learners (ELLs). An example shows the steps taken in a rural Virginia district to implement a well-researched program that set the district on the right path for years to come. Although the district provides structure and guidance, it is the school principal who ensures that programs are properly implemented and maintained. Schools that are successfully helping their ELLs have principals with positive attitudes towards their new population. Successful principals arrange training sessions for all staff on cultural awareness, schedule ongoing training sessions for mainstream teachers on English-as-second-language (ESL) strategies, actively recruit ethnically diverse teachers and staff, encourage collaboration between mainstream and ESL teachers, support extended-day opportunities for ELLs, purchase classroom and library resources that broaden student understanding of different cultures, and reach out to parents using their native language. The increased emphasis on standards and high-stakes testing and related questions about fair treatment of ELLs can support rural district efforts to obtain additional funding. The Department of Education provides free technical assistance, and there are often community resources and volunteers that can be tapped.   [More]  Descriptors: Administrator Role, Cultural Awareness, Cultural Isolation, Educational Change

Green, Paul E. (2003). The Undocumented: Educating the Children of Migrant Workers in America, Bilingual Research Journal. Partly because of mobility, but mostly because of poverty, migrant children are systematically denied their right to equal educational opportunity. This review covers migrant families' immigration and illegal immigration, migration patterns, poor living conditions, impact of migrant workers on the U.S. economy, children as migrant workers, impact of mobility and poverty on educational attainment and achievement, and efforts to improve migrant education. (Contains 55 references.) Descriptors: Academic Achievement, Access to Education, Child Labor, Economic Impact

Schwartz, Wendy (1988). More Recent Literature on Urban and Minority Education. ERIC/CUE Digest No. 49. This document reviews the following books on urban and minority education: (1) "Communicating Racism: Ethnic Prejudice in Thought and Talk" (Teun A. van Dijk), which discusses the ways that prejudice and negative stereotypes are conveyed in discourse and then socially reproduced in everyday thought, talk, and action; (2) "American Business and the Public School: Case Studies of Corporate Involvement in Public Education" (Marsha Levine and Roberta Trachtman, Eds.), which presents case studies that provide a good cross-section of local environments, school agendas, and business efforts that can define and help determine the success of the school-business relationship; (3) "Human Rights and Education" (Norma Bernstein Tarrow, Ed.), which contains 13 essays that address both the universal right to be educated, and education abut human rights; (4) "Young, Black, and Male in America: An Endangered Species" (Jewell Taylor Gibbs, Ed.), which contains essays discussing the social and economic plights that beset young, black, mostly urban males; and (5) "Urban Ethnicity in the United States: New Immigrants and Old Minorities" (Lionel Maldonaldo and Joan Moore, Eds.), which contains essays that describe the new immigrant population, indicate how the population has been integrated into existing American society, and assess the impact of new immigrants on institutions and on the areas where they locate.   [More]  Descriptors: Acculturation, Adjustment (to Environment), Black Youth, Blacks

Journal of Intergroup Relations (1984). Proceedings of the Second International Consultation of Selected Human Rights Professionals. Reports on an international conference of human rights professionals held in 1982. Topics covered include ethnicity, intergroup relations, migration, immigration, emigration, and women's rights. Descriptors: Civil Liberties, Equal Opportunities (Jobs), Feminism, Foreign Countries

Bjerstedt, Ake, Ed. (1995). Multicultural Education: Bias Awareness, Empathy, and Transcultural Identities. A Selective Bibliography. Reprints and Miniprints No. 830. The bibliography contains 331 citations of books, dissertations, research reports, and articles on multicultural education, primarily materials in English written in recent years. Topics include cultural awareness, classroom communication and culture, development of ethnic or national identity, classroom processes, curriculum design and evaluation, teacher education, immigrants, adult education, racism, research and research needs, national policy, peer relationships, human rights, and values education at all educational levels.   [More]  Descriptors: Adult Education, Bias, Citizenship Education, Civil Rights

Evertson, Carolyn M., Ed.; Weinstein, Carol S., Ed. (2006). Handbook of Classroom Management: Research, Practice, and Contemporary Issues, Lawrence Erlbaum Associates (Bks). Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. This book has four primary goals: (1) to clarify the term classroom management; (2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers' managerial tasks; (3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and (4) to promote a vigorous agenda for future research in this area. The book is divided into 10 parts. Part I, Introduction, presents the initial chapters of the book: (1) Classroom Management as a Field of Inquiry (C. M. Evertson and C. S. Weinstein); and (2) History of Research on Classroom Management (J. Brophy). Part II, Alternative Paradigms for the Study of Classroom Management (J. Brophy), continues with chapters: (3) Behavioral Approaches to Classroom Management (T. J. Landrum and J. M. Kauffman); (4) Process-Outcome Approaches to Classroom Management and Effective Teaching (M. Gettinger and K. M. Kohler); (5) Ecological Approaches to Classroom Management (W. Doyle); (6) Classroom Management and Classroom Discourse (G. Morine-Dershimer); (7) Critical Theory Perspective on Social Class, Race, Gender, and Classroom Management (E. Brantlinger and S. Danforth); and (8) Student and Teacher Perspectives on Classroom Management (A. W. Hoy and C. S. Weinstein). Part III, Recent and Emergent Perspectives on Classroom Management (M. McCaslin), then presents: (9) Self-Regulated Learning and Classroom Management: Theory, Research, and Considerations for Classroom Practice (M. McCaslin, A. R. Bozack, L. Napoleon, A. Thomas, V. Vasquez, V. Wayman, and J. Zhang); (10) Building and Sustaining Caring Communities (M. Watson and V. Battistich); (11) Design-Based, Participation-Centered Approaches to Classroom Management (D. T. Hickey and N. J. Schafer); (12) From Compliance to Responsibility: Social and Emotional Learning and Classroom Management (M. J. Elias and Y. Schwab); and (13) Connections between Classroom Management and Culturally Responsive Teaching (G. Gay). Part IV, Classroom Management in Specific Contexts (A. W. Hoy), includes the next chapters: (14) Classroom Management in Early Childhood and Elementary Classrooms (K. Carter and W. Doyle); (15) Classroom Management in Middle and High School Classrooms (E. T. Emmer and M. C. Gerwels); (16) Classroom Management in Special Education Classrooms and Resource Rooms (K. Lane, K. Falk, and J. Wehby); (17) Classroom Management in Inclusive Settings (L. C. Soodak and M. R. McCarthy); and (18) Classroom Management in Urban Classrooms (H. R. Milner). Part V, Managing the Instructional Formats of Contemporary Classrooms (J. M. Cooper), includes: (19) Managing Groupwork in the Heterogeneous Classroom (R. A. Lotan); (20) Classroom Management and Technology (C. M. Bolick and J. M. Cooper); (21) Organization and Management of Language Arts Teaching: Classroom Environments, Grouping Practices, and Exemplary Instruction (L. M. Morrow, D. R. Reutzel, and H. Casey); and (22) Pervasive Management of Project-Based Learning: Teachers as Guides and Facilitators (J. R. Mergendoller, T. Markham, J. Ravitz, and J. Larmer). Part VI, Research and Theory with Implications for Classroom Management (T. L. Good), contains: (23) A Social Motivation Perspective for Classroom Management (K. R. Wentzel); (24) Extrinsic Rewards and Inner Motivation (J. Reeve); (25) Why Research on Parental Involvement Is Important to Classroom Management (J. M. T. Walker and K. V. Hoover-Dempsey); (26) Classroom Management and Relationships between Children and Teachers: Implications for Research and Practice (R. C. Pianta); and (27) Classroom Management for Moral and Social Development (L. Nucci). Part VII, Programs for Classroom Management and Discipline (E. T. Emmer), continues with: (28) Research-Based Programs for Preventing and Solving Discipline Problems (H. J. Freiberg and J. M. Lapointe); (29) Helping Individual Students with Problem Behavior (S. L. Robinson and S. M. R. Griesemer); (30) Conflict Resolution, Peer Mediation, and Peacemaking (D. Johnson and R. Johnson); (31) Schoolwide Positive Behavior Support: Building Systems to Develop and Maintain Appropriate Social Behavior (T. J. Lewis, L. L. Newcomer, R. Trussell, and M. Richter); and (32) Bullying: Theory, Research, and Interventions (I. Hyman, B. Kay, A. Tabori, M. Weber, M. Mahon, and I. Cohen). Part VIII, Teaching and Learning about Classroom Management (C. M. Evertson), offers: (33) How Do Teachers Learn to Be Effective Classroom Managers? (V. Jones); (34) The Place of Classroom Management and Standards in Teacher Education (L. Stough); (35) Classroom Management and Teacher Stress and Burnout (I. A. Friedman); (36) Teacher Research and Classroom Management: What Questions Do Teachers Ask? (K. Fries and M. Cochran-Smith); and (37) The Convergence of Reflective Practice and Effective Classroom Management (B. Larrivee). Part IX, Policy, Law, Ethics, and Equity (I. Hyman), includes: (38) Classroom Management, Discipline, and the Law: Clarifying Confusions about Students' Rights and Teachers' Authority (D. Schimmel); (39) Schoolwide Discipline Policies: An Analysis of the Discipline Codes of Conduct (P. Fenning and H. Bohanon); (40) Classroom Management as a Moral Activity (C. Fallona and V. Richardson); (41) Zero Tolerance, Suspension, and Expulsion: Questions of Equity and Effectiveness (R. J. Skiba and M.K. Rausch). Part X, International Perspectives on Classroom Management (T. Wubbels), concludes the book with the remaining chapters: (42) Contexts and Attributions for Difficult Behavior in English Classrooms (A. Miller); (43) Classroom Management in Multicultural Classes in an Immigrant Country: The Case of Israel (M. Ben-Peretz, B. Eilam, and E. Yankelevich); (44) Group Phenomena and Classroom Management in Sweden (K. Granstrom); (45) An Interpersonal Perspective on Classroom Management in Secondary Classrooms in the Netherlands (T. Wubbels, M. Brekelmans, P. den Brok, and J. van Tartwijk); (46) Classroom Discipline in Australia (R. Lewis); and (47) Classroom Management in Postwar Japan: The Life Guidance Approach (K. Nishioka).   [More]  Descriptors: Classroom Techniques, Educational Research, Classroom Communication, Critical Theory

Bruna, Katherine Richardson; Chamberlin, Dennis (2008). Illuminated by the Shadow: U.S.-Mexico Schooling and Pedagogies of Place, Multicultural Perspectives. Currently, 20% of Gardston High School's K-12 students are Latino, the overwhelming majority from small "ranchitos" in rural Mexico with populations of less than 4,000-5,000 residents. In this way, the presence of Mexicans in Gardston means that there is, numerically, the equivalent to a "ranchito" living right within this traditionally white Midwestern community's periphery. In fact, many would say that Gardston's "ranchito" has a name–El Pueblo. Pueblo is the "shadow" city of Gardston, its source of hands to work the plant, of consumers to build the economy, of children to fill the schools. Yet most Gardston residents begrudge the newcomers and do not see the benefits they bring; their contributions remain hidden. What their lives were like in Pueblo and how, in living as Pueblans in Gardston, they are transforming that community into a dynamic hybrid space, remains obscured, for example, by national discourses of immigration or school "reform." In this article, the authors attempt to illuminate the shadow by sharing what they discovered when they traveled to Pueblo and visited its schools. In contrasting images of schooling en "los dos lados" [the two sides], the authors engage in an analysis about the pedagogies of place embodied in the Gardston and Pueblan schools.   [More]  Descriptors: Elementary Secondary Education, Foreign Countries, Writing Instruction, Comparative Education

Kallenbach, Silja, Ed. (1996). Can We Really Make a Difference?, Change Agent. This issue is intended as a collection of teaching and learning resources. It presents news, issues, information, ideas, activities, and discussion questions on social justice. Articles that focus on learning how to make a difference areas follows: "What Is Civic Participation Anyway?"; "The Hundredth Monkey: When You're Not Sure, Keep Washing Your Sweet Potatoes"; "Who Makes the Decisions that Affect You?"; and "What Is the Right Question Project? What Does It Do for People? How Does It Work?" These articles deal with making a difference in the local community: "Politicians 'Walk-a-Mile' in the Shoes of Welfare Recipients"; "Persistence Pays Off: Enrique Helps Draft a Law in California to Protect Low-Literacy Workers"; "Students Fight for Public Transportation; "Students Speak Out for Adult Education in Vermont"; "Community-Building in an English as a Second Language Classroom"; "Community Garden"; "What Support Do Students Need in Order to Make a Difference?"; "Taking Action against Violence"; and "Controlling Our Economic Destiny: An Update on the Mountain Women Soap Company." Articles on voting and advocacy are as follows: "Voter Power"; "The Long Struggle for Women to Get the Right to Vote"; "Voter Education in the Asian Community"; "Unveiling the Mysteries of Voting"; "What If Rosa Parks Shot the Bus Driver?"; "A Key to Combining Voter Education and Economics"; "An Adult Basic Education Class Moves into the Rhode Island State House"; "Quiz: How Does Your Political Knowledge Compare with that of Other Americans"; "Immigrant Students Advocate for Adult Education"; and "Education Gives Us Wings." The final series of articles deals with selected presidential election issues: "The Economy Is Doing Well, But What about the Average Worker?"; "New Bedford Students Question Decision-Makers About the Economy"; "Is Big Money Doing Away with Real Democracy?"; "Just How Much Does Foreign Aid Cost Us?"; "National Issues Forum: Seeing All Sides of the Issue of Crime"; "Myths and Facts about Gun Control and Crime"; "Students Speak Out on Crime"; "Immigrants under Attack: Is New Legislation Punishing Immigrants Unjustly?"; "The Rights and Responsibilities of Citizenship"; and "Myths and Facts about Immigration."   [More]  Descriptors: Activism, Adult Basic Education, Advocacy, Citizen Participation

Tomasi, Lydio F., Ed. (1985). In Defense of the Alien. Volume VII. Immigration Reform and Refugee Developments. Proceedings of the Center for Migration Studies Annual National Legal Conference on Immigration and Refugee Policy (7th, Washington, DC, March 29-30, 1984). The proceedings of the 1984 Annual National Legal Conference on Immigration and Refugee Policy are collected in this book. Following a brief introduction, 16 papers are presented under three major headings: Immigration Legislation Reform; Immigration Legislation Practice; and Refugees: Policy and Legal Developments. The papers (and their authors) are: (1) "What is the Immigration Reform and Control Act?" (James Hoffman); (2) "The Political Parameters of H.R. 1510" (Dale Frederick Swartz); (3) "Presentation on Simpson-Mazzoli" (Richard Fajardo); (4) "Florida Coalitions and the Expansion of the H-2 Program: A Personal Witness" (Frank O'Loughlin); (5) "Rights of Immigrants Under International Laws" (Peter A. Schey); (6) "New Grounds for Undocumented Aliens Plowed by the Courts" (Maurice Roberts); (7) "Extended Detention and Detention Facilities" (Austin T. Fragomen, Jr.); (8) "Enforcing the Immigration Law: Now and After Simpson-Mazzoli" (Edwin Harwood); (9) "Shifts in Refugee Programs: Overseas Assistance vs. Domestic Admissions" (James N. Purcell, Jr.); (10) "Early Warning of Forced Migration" (Leon Gordenker); (11) "Some Reflections on the Protection of Refugees from Armed Conflict Situations" (G.J.L. Coles); (12) "Comments on the Presentations by James Purcell, Leon Gordenker and Gervaise Coles" (Dennis Gallagher and Arthur C. Helton); (13) "Church Sanctuary: Historical Roots and Contemporary Practice" (Richard H. Feen); (14) "Sanctuary: An Impasse" (David Brooks Arnold); (15) "Admission of Refugees under the Revised Immigration and Nationality Act" (Diana Zanetti); (16) "The Politics of Salvadoran Refugees" (Leonel Gomez). The conference program is appended. Descriptors: Church Programs, Federal Legislation, Immigrants, Law Enforcement

Chin, Laura, Ed.; And Others (1980). Civil Rights Issues of Asian and Pacific Americans: Myths and Realities. This report contains papers presented and the transcripts of proceedings of a consultation to the United States Commission on Civil Rights on the civil rights of Asian and Pacific Americans. The proceedings are divided into nine sections. Each section contains the transcripts of summarized presentations of papers, discussions on each topic, and the formal papers prepared for the consultation. Topics of the sections are: (1) an overview including presentations on civil rights, the identification of issues, and Federal exclusionary policy; (2) the policy, methodology, and impact of census issues; (3) women's issues, including discussions on poverty, politics, legal issues, military wives, the emerging role of Asian immigrant women, and health issues; (4) immigration issues including refugee policy, undocumented aliens, and policy impact and strategies; (5) the concerns of Pacific Americans; (6) issues in education; (7) employment issues; (8) housing issues; and (9) health and social service issues.   [More]  Descriptors: Asian Americans, Census Figures, Civil Rights, Educational Needs

Rutledge, Paul (1987). The Vietnamese in America. In America Series. The history of Vietnamese immigration to the United States is traced, and contributions Vietnamese immigrants have made to the United States are reviewed in this book which is part of a series for children. Most Vietnamese immigrants came in the wake of the Vietnam War, making them among the recent immigrants to the United States. Determination, hard work, and a belief in the importance of education are making them successful in a culture so different from their own, and the notable Americans of Vietnamese descent whose accomplishments are traced will be joined by many others. Vietnamese children in United States schools may find a conflict between the traditional ways of instruction in Vietnam, where the authority figure of the teacher is always right, and the American system that tries to teach children to think for themselves. English and Vietnamese differ greatly, and learning the language is very difficult for the immigrant. Nevertheless, many young Vietnamese have adapted well and are doing well academically. Descriptors: Academic Achievement, Acculturation, Asian Americans, Childrens Literature

Lopata, Helena Znaniecka (1980). Euro-Ethnic Families and Housing in Urban America. Social, economic, and cultural factors that historically have limited the housing choices of southern and eastern European immigrants to the United States and have influenced the development of ethnic neighborhoods in American cities are reviewed in this paper. Difficulties that non English speaking, relatively uneducated immigrants had in adapting to American society are described. The absence of traditional village and family structures are cited as contributing to personal and family disorganization among immigrants. The inability of the American welfare and social service system to accommodate large influxes of urban immigrants is also discussed. Demographic information (including educational level, household ownership, home value, and rent paid) on various ethnic groups in Chicago is presented in order to illustrate features of social and family life among immigrants and their descendants. It is suggested that many of the current problems of American cities have come about from the poor assimilation of immigrant groups, and that if satisfactory means are not discovered for dealing with new waves of immigrants, negative social consequences will continue to occur. Descriptors: Acculturation, Ethnic Discrimination, Ethnic Groups, Family Life

Canadian Consultative Council on Multiculturalism, Ottawa (Ontario). (1977). A Report of the Canadian Consultative Council on Multiculturalism 1977. Rapport du Conseil Consultatif Canadien du Multiculturalisme 1977. In its capacity as an advisory body to the Canadian Minister of State for Multiculturalism, the Canadian Consultative Council on Multiculturalism prepared this report, written in English and French, in order to compare the government's policy of multiculturalism with its realization in practice. The work was conducted through five standing committees: Language and Cultural Development, Immigration Policy, Media, Human Rights and Humanitarian Concerns, and Grants. Part I summarizes findings and recommendations derived from a series of hearings and consultations held by the committees concerning the areas of language, education, immigration, communications, legal rights, and the government's role in fostering cultural pluralism. Part II presents evaluations of progress toward meeting recommendations made in a previous report. The following topics are addressed: retention of language and culture, human rights, cultural and multicultural community centers, the ethnic press and mass media, the arts, immigrants, attitudes of young people, and government administration. Descriptors: Art, Bilingual Education, Civil Rights, Cultural Activities

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