DOCUMENT RESUME ED 462 805 EC 308 881 Catlett, Camille, Comp.; Winton, Pamela J., Comp.; Parrish, AUTHOR Rosalie N., Comp.; White, Cindy, Comp. Walking the Walk: A Guide to Diversity Resources for TITLE Trainers. North Carolina Univ., Chapel Hill. Frank Porter Graham INSTITUTION Center. SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC.; North Carolina State Dept. of Public Instruction, Raleigh. ISBN-0-9709924-2-4 ISBN PUB DATE 2001-00-00 NOTE 47p. 0800000725; H325N980034; H324R00030 CONTRACT AVAILABLE FROM FPG Publications Office, CB #8185, Sheryl Mar Bldg., University of North Carolina at Chapel Hill, Chapel Hill, NC Tel: 919-966-4221; Fax: 919-966-0862; 27599-8185 ($6) . e-mail: [email protected]. For full text: http://www.fpg.unc.edurwalkingthewalk/rg. Guides - Non-Classroom (055) PUB TYPE Reference Materials Bibliographies (131) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Agency Cooperation; Community Programs; *Cultural Pluralism; *Diversity (Faculty); *Diversity (Student); Early 1 Childhood Education; Family Involvement; Higher Education; Inservice Teacher Education; Instructional Materials; Integrated Services; Personnel; Preservice Teacher Education; *Professional Development; Staff Development; *Training Methods ABSTRACT This resource guide contains an annotated listing of high quality resources, including videotapes, books, curricula and other materials, that can be used to assist in developing a more diverse and better prepared workforce to serve infants, toddlers, children and families. It (1) materials that can be used to recruit and support culturally includes: and linguistically diverse students and faculty in higher education; (2) materials to assist faculty, trainers, supervisors and other decision makers in preparing personnel to work effectively with culturally and linguistically diverse children and families; and (3) materials to support and strengthen linkages among institutions of higher education, families, community practitioners and agencies. All items have been reviewed carefully to ensure that they are culturally and linguistically sensitive and, to the extent possible, free from bias or prejudice. The guide is divided into two sections: Resources and Appendices. The Resources section describes primary and supplemental resources and includes information on the content of the materials, the medium, the source, and the cost. Five appendices include: (1) Diversity Organizations and Associations; (2) Diversity Publishers; (3) Source Lists; (4) Title Index; and (5) Author Index. (SG) Reproductions supplied by EDRS are the best that can be made from the original document. alkingthu lk GuN'3 to U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) fiThis document has been reproduced as received from the person or organization WUS4 originating it. 0 b Mrnor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. 'CH PERMISSION TO REPRODUCE AND rahn-As DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY C Compiled and previewed by TO THE EDUCATIONAL RESOURCES Camille Catlett INFORMATION CENTER (ERIC) Pamela J. Winton Rosalie N. Parrish and Cindy White 4 Ecrank otter aharm add 61iiehoowirteM 00 00 im2ev 00 (ID C.) rth BEST COPY AVAILABLE a el WalkingtheWalk A Guide to Diversity Resources for Trainers 2001 Compiled and Previewed by Camille Catlett Pamela J. Winton Rosalie N. Parrish, and Cindy White $te. Frank Porter Graham Child Development Center The University 3 of North Carolina at Chapel Hill Please cite publication as: Catlett, C., Winton, P.J., Parrish, R.N., & White, C. (2001). Walking the Walk: A guide to diversity Resources for trainers. Chapel Hill: University of North Carolina, FPG Child Development Center. This symbol designates items that have been reveiwed for cultural and linguistic appropriateness by the CLAS (Culturally and Linguistically v- , Appropriate Services) Early Childhood Research Institute. Reviews are available at http://clas.uiuc.edu/search.html Printed in the United States of America September 2001 by Camille Catlett, Pam Winton, Rosalie N. Parrish, & Cindy White ISBN 0-9709924-2-4 Design by Michael Brady. Assistance from Anna Mitchell is gratefully acknowledged. For additional information about the content of this product, contact Camille Catlett Systems Change in Personnel Preparation Frank Porter Graham Child Development Center CB #8185, UNC-CH Chapel Hill, NC 27599-8185 Phone: (919) 966-6635 Fax: (919) 843-5784 Email: [email protected] To order additional copies, contact FPG Publications Office diN Phone: (919) 966-4221 Fax: (919) 966-0862 Email: [email protected] Support for the Walking the Walk was provided in part by funds from the IDEAs Office of Special Education Programs, U.S. Department of Education, thatWork Grants #H325N980034 and #H324R00030, and the North Carolina Department of Public Instruction, Contract #0800000725. i i Table of Contents Introduction: How to Use Walking the Walk Resources 1 Appendixes Diversity Organizations & Initiatives 21 Publishers of Diversity Resources 27 Source List 29 Title Index 33 Author Index 35 5 iii Introduction: How to Use Walking the Walk Walking the Walk: A Guide to Diversity Resources for Trainers is an annotated listing of high quality resources. These include videotapes, books, curricula and other materials that can be used to assist in growing a more diverse and better prepared workforce to serve infants, toddlers, children and families. It includes: materials that can be used to recruit and support culturally and linguistically diverse students and faculty in higher education; materials to assist faculty, trainers, supervisors and other decisionmakers in preparing personnel to work effectively with culturally and linguistically diverse children and families; and materials to support and strengthen linkages among institutions of higher education (including community colleges, 4-year institutions, and Historically Black Colleges and Universities [HBCUs]), families, community practitioners and agencies. All items in Walking the Walk have been reviewed carefully to make certain they are culturally and linguistically sensitive and, to the extent possible, free from bias or prejudice. Please note that Walking the Walk is not intended to be a comprehensive document. Instead, this collection represents materials the compilers have used, currently use and will continue to use even as we work to discover and create new materials in this very dynamic field. Your help in facilitating those discoveries will be greatly appreciated. Features of Walking the Walk This symbol in the margin designates items that have been reviewed for the cultural and linguistic sensitivity as part of the CLAS (Culturally and Linguistically Appropriate Service) Early Childhood Research Institute. Each review provides information about the strengths, limitations, and potential uses for personnel preparation of the material. The home page for CLAS is http://clas.uiuc.edu. Reviews of materials may be found by title or by author at http://clas.uiuc.edu/resource.html. Online Access Walking the Walk is available online as a PDF file at http://www.fpg.unc.edu/-walkingthewalk/rg By downloading Adobe Acrobat Reader (available for free at the web site) you will be able to read, print or search the document. Additional diversity resources are available at the Walking the Walk project web site (http://www.fpg.unc.edu/-walking the walk/). V Introduction How is Walking the Walk organized? This guide is divided into two sections: Resources and Appendices. This section includes the descriptions of over 100 resources, divided into two categories: Primary Resources and Supplemental Resources. Primary Resources typically are items that are intended for instructional use and lend themselves without adaptation. The description of each item includes the title, author(s), publication date, format (e.g., print, video, audiotape), a brief description of the content, the level of impact, publisher or source, and cost (if any). See diagram below. Title Developing cultural competence in early childhood assessment Susan M. Moore, Janet Beatty, & Clara Pérez-Méndez Author or editor These training materials were developed to respond to questions regarding the best methods for incorporating values, cultural differences, and child-rearing practices into Description of contents everyday usage when interacting with families from diverse linguistic and cultural backgrounds. It provides frameworks for examining, or teaching/training about skill in five aspects of early childhood asiessment: gathering baCkground information; working with interpreters and cultural mediators; adapting formal measures and utilizing informal measures; interpreting assessment information; and sharing information with families. Two unique tools (Cultural Competence Team SelfReflection Tool arid Personal Values Self Reflection Tool) could be very useful in facilitating the movement of trainees from awareness to application of cultural knowledge. Date, medium, cost Print 1995 Ch'ad Koffman Publisher's or DePartment of Speech, Language, and Hearing Science distributor's contact University of Colorado at Boulder source . Box 499/409 Boulder, CO 80309 Phone (303) 492-3066 Supplemental Resources are items that might be useful as activites, checklists, vignettes, handouts, readings, or bibliographic entries. They are described in less detail than items in the Primary Re- sources. The description of each item includes the title, author(s), source (publisher or distributor), and cost (see diagram below). For the full address and telephone number of any Supplemental resource, please refer to the Source List, which begins on page 29 of this book. Multicultural education: Raising consciousness Title Author or editor Boutte, G (1999) Florence, KY Wadsworth Publishing Co Date and publisher This resource captures the complexity of multicultural education by examining issues from early childhood through elementary school, high school, university, and into the Description of contents workplace. Assessment issues and parenting issues are examined along with many areas of multiculturalism, including ethnicity, religion, exceptionality, socioeconomic status, and gender. Readers will have many opportunities to examine their own beliefs from the standpoint of both institutional and individual discrimination Practical application is mixed with theoretical, research, and conceptual information. Cost: $55.95 Cost I vi 7 Introduction Appendices There are five appendices to Walking the Walk. Diversity Organizations and Associations lists places, initiatives and projects with a commitment to and information about diversity. Each source offers additional resources for teaching, training, supervision and staff development. Diversity Publishers features producers and developers of resources (for adults and children) that support cultural and linguistic diversity and cultural competence. This includes products in multiple languages and products that promote culturally competent practices. The Source List includes publishers and producers for all materials described in Walking the Walk. Each entry includes the name of the individual, group, agency, department, institution or publisher, an affiliate institution (where appropriate), mailing address for ordering, telephone number, fax number, and, where available, Email and Web addresses. The Title Index lists all materials in this volume alphabetically. The Author Index lists all the authors and editors (including institutions) of materials in this volume. Support for this Product The authors of this publication have received funding from the U.S. Department of Education, Office of Special Education Programs (Grant # H324R00030) to develop, implement and evaluate ap- proaches that support increases in the cultural and linguistic diversity of personnel serving children and families. Information about the project (Walking the Walk: Promoting Diversity in Early Childhood Intervention through Campus-Community Partnerships) and additional resources are available at the project web site (www.fpg.unc.edu/-walking the walk/). From time to time, books go out of print, telephone numbers or Email addresses change, the publisher's contact person moves on, or other things change. If you find any information in this book that is out of date, please contact us (at 919/966-6635; or [email protected]) so we can update our files. Thank you. vii Diversity This section includes materials to support cultural and linguistic diversity in all as- pects of personnel preparation and service delivery. This includes resources to en- courage the recruitment and support of diverse individuals, facilitate the apprecia- tion of individual differences in ourselves and others, promote the infusion of diversity throughout coursework and practical experiences and foster collaboration with diverse community partners. Primary Resources Anti-bias curriculum: Tools for empowering young children Louise Derman-Sparks and the A.B.C. Task Force This book provides a comfortable framework for programs to use in creating an anti-bias environment for young children, including a self-education guide for introducing the curriculum into an existing program. chapters deal with a variety of issues in the area of inclusion, including racial differences and similarities, cultural differences and similarities, learning about disabilities, learning about gender identity, learning to resist stereotyping and discriminatory behavior, and activism. Developmental tasks and guidelines, worksheets, activities and resources are provided. $9.00 plus postage & handling. Print 1989 Order No. 242 National Association for the Education of Young Children (NAEYC) 1509 16th Street, NW Washington, DC 20036 Phone (202) 328-8777 ext. 2001 or (800) 424-2460 ext. 2001 Fax (202) 328-1846 Web: http://www.naeyc.org/ Email: [email protected] Dealing with differences: A training manual for young people and adults on intergroup relations, diversity, and multicultural education Marion O'Malley & Tiffany Davis This manual is designed for individuals who are interested in facilitating workshops, classes and training sessions on understanding diversity, promoting multicultural education and improving intergroup relations. Information is provided for trainers of varying skill levels, including introductory sections with tips on designing and facilitating training (novice) and conceptual frameworks for further exploration (advanced). The manual includes lots of ideas for organization of training, instructional approaches, dividing groups, providing feedback and planning next steps. Each activity includes goals, materials, procedures and trainers notes, along with reproducible overheads and handouts. Print $75.00 1994 Crossroads Communications P.O. Box 343 Efland, NC 27243 Phone and fax: (919) 563-1223 Email: [email protected] For ordering information, please see the Source List on page 29. Diversity Developing cultural competence in early childhood assessment Susan M. Moore, Janet Beatty, & Clara Pérez-Méndez These training materials were developed to respond to questions regarding the best methods for incorporating values, cultural differences, and child-rearing practices into everyday usage when interacting with families from diverse linguistic and cultural backgrounds. It provides frameworks for examining, or teaching/training about skill in five aspects of early childhood assessment: gathering background information; working with interpreters and cultural mediators; adapting formal measures and utilizing informal measures; interpreting assessment information; and sharing information with L_Jc) families. Two unique tools (Cultural Competence Team Self-Reflection Tool and Personal Values Self- Reflection Tool) could be very useful in facilitating the movement of trainees from awareness to application of cultural knowledge. Print 1995 $10.00 Chad Koffman Department of Speech, Language, and Hearing Science University of Colorado at Boulder Box 499/409 Boulder, CO 80309 Phone (303) 492-3066 Diversity Janet Gonzalez-Mena A series of four videotapes designed to help individuals working with young children and their families to integrate culturally responsive caregiving with developmentally appropriate practices and a set of thought-provoking discussion questions comprise this remarkable set of materials. The tapes (Diversity, Independence and Individuality; Diversity: Contrasting Perspectives; Diversity and Communi- cation; and Diversity and Conflict Management) display a multiethnic group of practitioners and family members struggling over differences that arise from culturally driven views on caring for children. Preservice instructors, inservice trainers, or individuals with staff development responsibilities could use these materials to uncover pre-conceived notions, provide exposure to other viewpoints within a non-judgmental manner, and offer approaches to conflict resolution, all in a safe context. 1996 Video with accompanying print manual $89.95 per video (includes manual) $295.00 for all 4 videos 30-day free evaluation is available Magna Systems 101 N. Virginia St., Ste. 105 Crystal Lake, IL 60014-9800 Phone (800) 203-7060 Fax: (815) 459-4280 Web: http://www.webering.com/magna/index.htm Email: [email protected] Essential connections: Ten keys to culturally sensitive child care Center for Child & Family Studies This 36-minute videotape does a sensitive, effective job of illustrating principles for creating culturally sensitive child care environments. It is accompanied by a "magazine" which offers additional text about the ten areas (Provide cultural consistency, Work toward representative staffing, etc.) discusssed. Each area could provide the basis for discussion and strategizing about program-specific applications. Part of the Culture, Families, and Providers module described on page 10. 1993 Videotape with accompanying magazine. $65.00 per packet Materials are also available in Chinese & Spanish. (videotape and magazine) Bureau of Publications Sales Unit Order No. 105b California Department of Education P.O. Box 271 Sacramento, CA 95802-0271 Phone (916) 445-1260, (800) 995-4099 Fax: (916) 323-0823 Web: http://www.cde.ca.gov/cdepress/ Email: [email protected] 2 For ordering information, please see the Source List on page 29. 1 0