Describes the background, goals, and classroom experience of the cooperative learning program initiated in Fall 1986 by the Bay Shore Union Free School District, Bay Shore, NY. Results indicate cooperative learning is effective in narrowing the margin between the achievement of minority and majority students. (PS)

Describes the San Diego (CA) two-way bilingual program which puts English and Spanish-speaking students together to learn each others' languages. Program results in a lag in English language literacy after early years, but that difference is made up within one year of English language instruction. (PS)

Children of migrant workers spend time shifting between American and Mexican school systems. The two systems are described and compared in an effort to pinpoint differences that create difficulties for migrant children. (PS)

Reviews recent research on the long-term effects of school desegregation on Black assimilation. Reports that Black graduates of desegregated schools are more likely to obtain rewarding jobs and to freely choose desegregated colleges, neighborhoods, places of work, and schools for their children. (KH)

Team-learning interventions may improve intergroup relations within a desegregated classroom, but their effects are lessened outside of the school setting. Research suggests that generalized outgroup acceptance will be produced by (1) an interpersonal orientation toward team members; and (2) the assignment of persons to teams on the basis of their…

Briefly reviews two South Australian Education Department curriculum documents that justify the teaching of literature and then argues that newly arrived immigrants and many Australian ethnic minority students are denied the experiences of literature as established in the rationale of the documents. (HOD)

This paper describes a study in progress that is designed to examine the pressures that low-income, first generation African-American college students experience to leave college and the factors that help them stay in college, especially as the elements are related to Vincent Tinto's concept of social integration. It is planned to examine the…

The Winning with Stronger Education Project (WISE) was designed to develop new ways of educating and training the multicultural population of Anchorage, Alaska. Data were obtained from several sources: a mail survey of 1,600 Anchorage residents (which procured a 62 response rate); personal interviews with 25 key Alaska business leaders; a…

This paper explores early childhood education (ECD) and social integration within a common framework and against the backdrop of experience gained in these fields in the following 12 Mediterranean nations: Algeria, Cyprus, Egypt, Israel, Jordan, Lebanon, Malta, Morocco, Palestine, Syrian Arab Republic, Tunisia, and Turkey. The paper notes that…

This study investigated the effects of a visually mediated intervention (i.e., social stories, written social phrases, pictures of social skills, and videotaped feedback) on the social communication of five elementary students with pervasive developmental disorders. Five triads, each with one subject and two typically developing peers were formed.…

This study examined the impact of social and academic integration on college students' satisfaction and retention in the theoretical context of Tinto. A sample of 378 freshmen from a comprehensive state university responded to a survey. Variables examined included persistence, satisfaction, academic integration, social integration, academic…

This final report of the Ohio Developmental Disabilities Council's (ODDC) project on transportation presents an evaluation of the current transportation options available to Ohioans with disabilities and offers recommendations to improve these options. The first section provides an overview of the ODDC transportation project including its…

This paper explores how social capital is generated in schools. Social capital is defined as the resources available to actors that result from their interaction in a social network. The school sites selected for the study were relatively close in proximity to help control for social capital that is produced within communitywide structures,…

Problems related to multicultural education programs are cited. A model of ambivalent social exchange is presented that: (1) uses components of cultural pluralism while avoiding separatism; and (2) enhances understanding of culture, as represented by various social groups, so that individuals can choose values which allow personal fulfillment. (PP)

When making decisions about the education of immigrants, European countries must turn for models not to the circumstances of America's established minorities but to the experiences of America's early immigrants. (Author/JM)