Chesterfield, Ray; And Others (1979). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Report of the Pilot Study Results and the Training of Fieldworkers for the Ethnographic/Observational Component. This report provides information on feedback from a consultant panel concerning the initial phase of the ethnographic component of the multimethod evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Adjustments made as a result of feedback are indicated. The document is organized into several sections. First, a brief review of the evaluation objectives is presented, followed by a summary of the evaluation approach developed by Juarez and Associates to achieve the objectives. The report continues with a discussion of the development of observational instruments to be used in the evaluation. A description of the recruitment and selection of the staff who will use the data collection instruments, and of the various components of the training of the field personnel, is then presented in detail. The report concludes with a series of recommendations for the remainder of the ethnographic component of the project. Several related sets of materials, such as a…

Sung, Robert (1978). Fa Keih Reading Series. Book 1. This is the first of a reading series designed primarily for students who are interested in continuing to learn Chinese in a Chinese bilingual program at the secondary level. It follows "The Golden Mountain Reading Series" developed for students in the elementary grades. Each lesson contains the following elements: vocabulary, explanations, idioms, questions for discussion, and exercises on structure and usage of words and phrases. Also included are exercises to distinguish synonyms, antonyms, homonyms, and classifiers. The reading selections are taken from Chinese literature, both classical and contemproary. The topics covered in the reading selections include the introduction and appreciation of writing styles, practical wirtings, translations, student's writings, newspaper articles, and essays written by Chinese Americans. The series was developed around the interests and experiences of the students for whom it was intended. In addition to objectives directly connected…

Bobby, Pete; And Others (1978). K'qizaghetnu Ht'ana (Stories from Lime Village). A cross section of Athabascan life as related by eight inhabitants of Lime Village, Alaska, is given in this document. The short narratives are printed in English and in Dena'ina. Illustrations accompany the text. The stories tell of making eagle feather robes, birchbark or mooseskin boats, a raincoat from black bear intestines, and boots from fish skins. Another story describes how to make a birch bark basket and then brew tea in it by dropping hot stones into the water. A recipe for Indian ice cream includes such ingredients as cooked salmon, moose grease, berries and sugar. Fishing methods include blackfish traps, dipnets, spears for whitefish, and nets for salmon. Wormwood soaks and hot packs are listed as native remedies for blood poisoning, with blackberry tea as a cure for stomach ache or constipation, and red currant bark tea as an aid for those with tuberculosis. The stories also tell of hunting sheep, seals, mountain squirrels, ducks, and black bear. (DS)…

Thomas, Hadley A. (1968). The Teacher Aide Program. The Tuba City Elementary School, located in a Bureau of Indian Affairs Sub-agency Headquarters on the Navajo Reservation in Arizona, has conducted a teacher aide program since August 1965. Specific teacher aide duties have been developed for routine record-keeping, small group and individual instruction, and supervisory activities. Teacher aides are used in ungraded primary grades, in intermediate grades, and to assist nurses, librarians, and home visitation officers. The aides are trained in operation of equipment, reporting procedures, and classroom operations through inservice training programs. Three aides attended a summer institute for teacher aides at Northern Arizona University for undergraduate credit. Seniors in high school who wish to become teacher aides upon graduation may participate in a 28-week training program during which time they receive $1.25 an hour. (JH)… [PDF]

Strong, Helen; And Others (1976). Agnagiinniqpik (Am I Beautiful)?. This is a brief, illustrated story in Kobuk Inupiaq, intended for reading instruction on the intermediate level. It is part of a series designed for reading instruction in Kobuk Inupiaq. (AM)…

Askins, Billy E.; And Others (1975). Clovis-Portales Bilingual Early Childhood Program. Third Year Evaluation Study (1974-75). Final Evaluation Report. This report describes an external evaluation study of two of the components (instructional and community-parental involvement) on an on-going bilingual intervention program for 3- and 4-year-old children. The purpose of the intervention program is to facilitate the learning of English and Spanish simultaneously in an environment designed to enhance the child's cognitive, affective, and psychomotor skills. Brief descriptions of the program's background purpose and components, and of the children served are included in the report. Evaluation of the instructional component was based on a pre-posttest design (without a control group) which measured language development in English and Spanish, school readiness, and self-concept and personality development. The community-parental involvement component was subjectively evaluated using observations, records, and self-reports by the staff. Major findings include: (1) students made significant gains in language development in English and… [PDF]

Bernstein, Lewis; And Others (1974). The Sesame Street Writers' Notebook. This manual outlines the instructional objectives for the children's television program "Sesame Street." The first section focuses on the child and his world with objectives related to: body part recognition; the child and his powers; reasoning and problem solving; emotions; career awareness; social groups and institutions; social interactions; and the environment. The second section deals with symbolic representation, including: letters recognition, letter sounds, rhyming, verbal blending, word recognition, numbers recognition, numeric operations, and geometric forms. Later sections state objectives in perceptual discrimination, relational concepts, classification skills, and bilingual bicultural awareness. In each area, concepts are defined, and suggestions are made for program content and format to communicate the concept. (EMH)… [PDF]

Cillizza, Joseph; Devine, John M. Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.12; Developing a Child-Centered Curriculum. Teacher Corps Bilingual Project. This teaching module is designed to present guidelines for developing a child-centered reading program. Participants are shown how to utilize the information developed in previous modules in this sequence in order to structure a comprehensive, yet free and open, reading program. Emphasis is placed on the child as decision maker and the teacher as structurer of alternatives. Upon completion of the module, participants should be able to develop an acceptable outline for a hypothetical reading program which involves synthesizing previously developed module information. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)…

Cunningham, Grover; Pierce-Jones, John (1969). Curricular Intervention to Enhance the English Language Competence of Head Start Children. Part of the Final Report on Head Start Evaluation and Research: 1968-69 to the Office of Economic Opportunity. This research was designed to assess the effects of various curriculum materials and different levels of teacher training on the cognitive, intellectual, and language development of full-year Head Start children who were given intensive language training. The curriculum materials used were the "Sullivan-Buchanan Readiness Program," the "Sullivan Enrichment Supplement," the "Swanson Supplement," and the "Reinstein Reinforcement Program" which are described in detail. There were three control groups and 10 experimental groups (five each of English and Spanish speakers) grouped according to curriculum materials and levels of teacher training. Children were pre- and posttested on a battery of language and intelligence tests to determine the extent of changes in their language competence. There were significant pretrial intergroup differences on the dependent variables; however, results must be seen in the light of differing subject populations…. [PDF]

(1973). School Readiness 1972-1973. Profiles of Progress: An Evaluative Report. An evaluation of the School Readiness Program is presented in detail. Each of four objectives is examined: (1) To provide effective teaching-learning settings; (2) To determine and alleviate health problems; (3) To develop language skills; and (4) To develop Spanish language skills for children in bilingual centers. The accomplishments of the program are noted and recommendations for further development are listed. (SBT)… [PDF]

Carter, Norman (1972). Exemplary Teaching and Programs in Santa Clara Unified School District. Gathered together are descriptions of exemplary teaching programs, systems, techniques, innovations, teaching items, or methods that have been collected from teachers and administrators in the Santa Clara Unified School District. Listed under schools, each description offers different learning conventions that have proved successful or useful. Reading, language arts, math, science, drug education, and social studies are just some of the many areas that are covered in the descriptions. It is hoped that such a collection of shared ideas will encourage teachers to explore new pedagogical concepts, to borrow ideas and adapt them to their particular situation, and to question techniques and patterns that have become habit over a number of years. (HS)… [PDF]

Justman, Joseph (1971). An Evaluation of Non-Public School Participation in District Decentralized ESEA Title I Programs, 1970-1971 School Year. In the 1970-71 school year, 24 of the 28 local school districts in New York City submitting proposals for the organization of projects to be funded under Title I of the Elementary and Secondary Education Act of 1965 had provided for some degree of non-public participation in a total of 53 separate projects. The evaluation reported here is limited to two aspects of non-public school involvement: (1) evaluation of non-public school involvement in the planning of District decentralized Title I programs, and (2) evaluation of the functioning of those programs organized by 11 Districts in which services were made available only to non-public schools. Participation in planning took three forms: (1) direct participation in the deliberations of the District planning group on the part of the principals of the non-public schools in that District; or, (2) indirect participation in the work of the District planning group via a representative who transmitted the thinking of the principals of… [PDF]

Tucker, G. Richard; And Others (1976). Affective, Cognitive and Social Factors in Second Language Acquisition. Canadian Modern Language Review, 32, 3, 214-226, Feb 76. This paper examines the role of selected affective, cognitive and social factors in second language acquisition, in an attempt to define a group of factors associated with success in second language learning within the formal educational system. Also examined is the effect of different teaching programs on an optimal group of factors. (CLK)…

Genesee, F.; And Others (1978). An Experiment in Trilingual Education: Report 4. Language Learning, v28 n2 p343-66 Dec. Presents results of the fourth evaluation of trilingual school programs in French, Hebrew, and English being offered on an experimental basis in several elementary schools in Montreal. (Author/AM)…

Kittredge, Michael H. (1978). Newcomer Education at San Francisco's Chinese Education Center. English Language Teaching Journal, 32, 3, 225-30, Apr 78. The components of newcomer education are explored as they were developed at San Francisco's Chinese Education Center. (Author/HP)…

(1982). America's Women of Color: Integrating Cultural Diversity into Non-Sex-Biased Curricula. Filmstrip User's Guide for American Indian Women. This document is one of five filmstrip users' guides that can be used to increase understanding of minority women in the United States by supplying basic information on their histories, current concerns, myths, and misleading stereotypes. The guide was designed to be used with a filmstrip entitled \American Indian Women\ and to help teachers of secondary and postsecondary students to integrate ethnic group information into existing curricula. The focus of the guide and filmstrip is on traditional and present day roles of American Indian women, as well as their current concerns. A discussion guide presents the four basic objectives of the program and suggests questions and discussion topics and reference materials. A filmstrip script contains narration for the 53-frame filmstrip. A teacher-developed 5-day lesson plan for seventh through ninth grade students is presented, using the five filmstrips in the series to explore the roles of minority group women. Appended is an essay on the… [PDF]

Segan, Frances (1981). The Effectiveness of Two Strategies to Develop Selected Skills in Bilingual/Bicultural Teachers. A training experiment was made with 40 bilingual/bicultural preservice teachers that compared the effectiveness of two teaching strategies. The students were taught using a self-instructional (field-independent) approach or a cooperative (field-sensitive) approach. At the same time, both groups were learning to combine field-sensitive and field independent activities within their own lesson planning. Participants were undergraduate Spanish-English, Puerto Rican, bilingual teacher trainees. They were required to write lesson plans that incorporated behavioral objectives, Puerto Rican cultural elements, a variety of instructional strategies, and field-sensitive/field-independent elements in English and Spanish. During the training sessions, the self-instructional treatment group used a self-teaching package. The cooperative treatment group was presented with the same training material through the use of scripts and materials that encouraged teacher-student interaction. In comparing… [PDF]

Beck, Armin (1979). Cross Cultural Education: Some Administrative and Curriculum Concerns. Important steps in building a multicultural curriculum are the development of specific criteria for cultural inclusion, use of different methods of instruction in the classroom, and implementation of in-service programs for the continual retraining of teachers. Various state departments have developed criteria for inclusion, and these can be used by school systems as a basis to develop their own criteria. However, school systems should go directly to the ethnic communities, where possible, for direction in the cultural concepts to be included in the curriculum and for examination of texts and other resource materials based on the criteria. Where ethnic groups are not available, the school system can use criteria written by other people or organizations of that same culture group. A theme approach to teaching is preferable to a chronological approach, but course content may need to be reorganized before it is possible to use the theme approach. Schools should develop programs to…

Birtha, Cheryl, Ed.; Dirlam, Karen S., Comp. Handbook of Human Relations Classroom Activities. This guide is for the incorporation of human relations education in the elementary and secondary school curricula. The primary purpose of each teaching unit is to promote an understanding of and respect for individual differences. Classroom activities listed involve the use of discussion and inquiry and cover self awareness, value clarification, family relationship, racism, sexism, and classism. (CJ)…

Kasten, Wendy C. (1987). Medicine Men, Bethlehem, and Pacman: Writing in a Cultural Context. Anthropology and Education Quarterly, v18 n2 p116-25 Jun. Papago Indian children are members of two language groups and several cultural groups. The effects of these groups are manifested uniquely in each individual. A longitudinal study of writing samples from these children reveals a rich and varied experiential base which includes meaningful understandings of both Papago and American cultural practices. (VM)…

Hoeplin-Phalon, Nancy, Ed. (1997). Great Decisions. 1997 Edition. This annual briefing book focuses on eight topics related to U.S. foreign policy. The essays provide an overview of the geographic area or subject of concern. The volume's introduction features a discussion of how U.S. foreign policy is made. The eight essays include: (1) "Today's Media: What Voice in Foreign Policy" (Raymond Carroll); (2) "Northeast Asia: Strategic Crossroads" (James Shinn); (3) "Russia and the U.S.: Growing Cooperation?" (Ted Hopf); (4) "Terrorism and Crime: A More Dangerous World" (David C. Morrison); (5) "European Integration: What Future for Europe and the U.S.?" (Andrew Moravcsik); (6) "Environmental Threats to Stability: The Role of Population Growth" (Gail Robinson; William Sweet); (7) "Middle East: Peace and the Changing Order" (F. Gregory Gause III); and (8) "Globalization: Workplace Winners and Losers" (Bruce Stokes). Each essay is accompanied by discussion questions,…

DuMond, Chari (1994). An Introduction to Global Arts. Fulbright-Hays Summer Seminar Abroad 1994 (India). This unit provides an introduction to global arts with a focus on the arts of India. Through analysis of artistic works, students develop an awareness of individual expression which addresses the elements of art. A background of Indian history is presented, along with the arts of India including painting, sculpture, relief sculpture, mandala design, wood block prints, textile design, and Rajput painting. (EH)… [PDF]

Hughes, Michael A.; Mirel, Jeffrey E.; Strickland, W. Jay (1998). Evaluation Report: SALSA Educational Programming. SALSA is a 30-episode video series for early elementary school children produced by Georgia Public Broadcasting. It is intended to do three things: (1) introduce non-Spanish speaking children to the Spanish language and Hispanic cultures; (2) promote appreciation for the Spanish language and Hispanic cultures; and (3) promote cultural pride and self-esteem among Hispanic children. Each 15-minute episode is introduced in English, and the remainder is presented in Spanish. The show uses puppets in each episode who present traditional children's stories as humorous three-act plays. This report aims to evaluate, using quantitative and qualitative data, how effective SALSA has been in regards to its three goals and in generating viewer interest, promoting cultural appreciation, and facilitating Spanish language acquisition. It was found that viewers very much enjoyed SALSA videos, and educators rated it superior to other educational videos aimed for early elementary students. Voluntary… [PDF]

DiPietro, Robert J. (1980). Filling the Elementary Curriculum with Languages: What Are the Effects?. Foreign Language Annals, v13 n2 p115-23 Apr. Evaluates a bilingual/bicultural education pilot program in which native speakers of Vietnamese, Korean, Spanish, and English participated. Language classes were integrated within the overall curriculum. School attendance, motivation, language proficiency, and academic grades all improved. (PMJ)…

Jacques, Marie; Potter, Annie (1997). Developing an Inclusive Approach to Preschool Education: A Discussion of Issues and Strategies, with Implications Focussing on Quebec. Canadian Journal of Research in Early Childhood Education, v6 n2 p85-105 May. Examines cultural conditions necessary for children's development in day care settings, using Bronfenbrenner's Ecology of Human Development. Considers the parental role in this context; also the relationship between educators and parents, with a view to creating culturally appropriate conditions for the developing child. Discusses policies and practice specific to the day care provision in Quebec. (JPB)…

Garcia, Betty; Van Soest, Dorothy (1997). Changing Perceptions of Diversity and Oppression: MSW Students Discuss the Effects of a Required Course. Journal of Social Work Education, v33 n1 p119-29 Win. A survey of 43 master's social work students enrolled in a required course on diversity and oppression investigated the course's effect on their understanding of their social identity, on cognitive and affective changes as students considered the effects of discrimination and oppression, and on students' discoveries about barriers to and resources for confronting oppression. Results are reported and implications for instruction considered. (MSE)…

Saldana, Johnny (1997). "Survival": A White Teacher's Conception of Drama with Inner-City Hispanic Youth. Youth Theatre Journal, v11 p25-46. Profiles how and why a White, upper-middle-class teacher who was trained in aspects of play production and theater education changed her conception of educational drama as she worked in an inner-city magnet school with impoverished, inner-city Hispanic youth. Discusses culture shock, cross-cultural functioning, and survival in terms of ethos, gang subculture, language, and staff authority. (SR)…

Griffiths, Anna (1996). Australia and Asia–A Part or Apart? The Place of the Arts of Asia in the Victorian Secondary School Curriculum. Australian Art Education, v19 n2 p25-35 Aut. Determines the extent to which Asian art is represented in Australian secondary art education. Surveys and discusses art appreciation classes, art education curricula, teacher education programs, and the Artists in Schools program. Maintains that although some progress has been made, Asian art is still underrepresented. (MJP)…

Hull, John M. (1996). A Gift to the Child: A New Pedagogy for Teaching Religion to Young Children. Religious Education, v91 n2 p172-88 Spr. Describes the main features of a new method for teaching religious education to children. Compares this method to other British religious education approaches. The "gift method" approach begins with the child receiving some easily understood component of a religion (song, prayer, material object) then progresses to a more complex understanding. (MJP)…

Green, Judith; Kyratzis, Amy (1997). Jointly Constructed Narratives in Classrooms: Co-Construction of Friendship and Community through Language. Teaching and Teacher Education, v13 n1 p17-37. Examines joint construction of narratives in the classroom, presenting narratives from two ethnographic studies. The preschool narratives illustrate how peer culture, friendship patterns, and identity are socially constituted through discourse. Fifth grade narratives illustrate ways in which students view their bilingual class community as jointly constructed through everyday patterns of interaction and activity. (SM)…