Focus on Educational Success. Abstracts of Exemplary Programs. This booklet contains abstracts describing successful educational programs initiated and implemented by school systems. Each abstract follows a similar format offering concise information, a description of the project, the target audience, financial requirements, materials used, services available, an evaluation of the program, and the name and address of the person to contact for further information. (JD)…
(1973). Selected Bibliography of Educational Materials: Algeria, Libya, Morocco, Tunisia. Volume 6, Number 4, 1972. English language annotations of newspapers and government publications covering educational materials of interest to North Africans to (1) raise the consciousness of their Islamic and Arabic heritages (Arabization) and (2) to adapt education to the problems of the multilingual population are included in this bibliography. Citations are categorized by country. Topics include the philosophy and theory of education, educational organization, vocational education, adult education, and Arabization and bilingualism. A list of sources and authors concludes the bibliography. (JR)… [PDF]
(1995). COMSIS Mid-Atlantic Multifunctional Resource Center. Contract Year Three, 1994-1995. Annual Report. This report details and evaluates the third year of the Mid-Atlantic Multifunctional Resource Center, a program providing training and technical assistance to educators and parents of limited-English-proficient (LEP) students in an area including Delaware, the District of Columbia, Kentucky, Maryland, New Jersey, Ohio, Pennsylvania, Virginia, and West Virginia. The program's ultimate goal is to increase the effectiveness of instruction to maximize LEP student learning and achievement. Providing services to such a diverse area required flexibility of programs, continuous clarification of needs, and well-thought-out plans for internalizing and institutionalizing training. In the third year, the program completed all deliverables in its baseline management plan, conducted 93 major training and technical assistance activities, and responded to 998 quick action requests. Training participants numbered 1,653, with teachers the most common participants, and administrators and project… [PDF]
(1995). Special Issues Analysis Center (SIAC). Annual Report: Year Three. Volume V: Task Order D100 Report–An Analysis of Language Minority and Limited English Proficient Students from NELS:88. Task Order D150 Report–An Analysis of Educational Services for Language Minority and Limited English Proficient Early Elementary School Students Based on Prospects: The Congressionally Mandated Study of Compensatory Education. Two reports concerning the education of limited-English-proficient (LEP) students are presented. The Task D100 report summarizes demographic characteristics and key research issues associated with high-school-age youth, including students and dropouts, who are identifiable as language minority and LEP in the National Educational Longitudinal Study of 1988 (NELS:88). It also examines the aspirations of these students at the base year and in a follow-up survey, describes school programs and courses for this population, and describes student persistence and academic performance through high school. The Task D150 report focuses on first-grade cohort data from an earlier study and explores other data describing services available to language minority and LEP students. Special attention is given to Chapter 1 programs. (MSE)… [PDF]
(1993). Approaches to Teaching Language Arts in a Bilingual Multicultural Setting. A study of whole language teaching in urban heterogeneous classrooms was undertaken to identify teacher student classroom discourse patterns. Using the Gutierrez Index of Coding Schema researchers identified three discourse scripts in the 14 bilingual and multicultural classrooms in Southern California under investigation. These were: the recitation script, the responsive script, and the responsive-collaborative script. Results of the study indicated that most teachers favored the responsive script when providing whole language instruction. There were educationally significant differences between experienced and novice teachers on selected variables of the scale. There were insignificant correlational results on the type of discourse pattern teachers used and the standardized California Achievement Tests language subsection. (Three tables of data are included; 43 references, the coding schema, and 9 graphs of data are attached.) (Author/RS)… [PDF]
(1992). State Bilingual and ECIA Chapter 1 Migrant Product Evaluation Report, 1992-93. In 1992-93, Saginaw (Michigan) School District bilingual and migrant programs operated as one program at 24 elementary schools, 4 junior high schools, and both high schools. Enrollments were 677 students, primarily Hispanics, in the bilingual program and 585 students in the migrant program, but there was considerable overlap between enrollments. Services consisted primarily of supplemental instruction for 30 minutes per week on a pullout basis. Kindergarten through sixth grade students received instruction in reading, while students in grades 7-12 received instruction in the basic skills as well as counseling and support services. The product evaluation of the program consisted of comparisons between reading and math pretest and posttest scores on the California Achievement Tests. The performance standard used to evaluate program success was mean posttest normal curve equivalent (NCE) scores improvement over pretest NCE scores. In the bilingual program, 75 percent (12 of 16 grades)… [PDF]
(1991). Hispanic Cultures through Literature. A method for planning multicultural lessons for both regular and gifted and talented students, and sample lessons, are presented. The approach was developed in order to introduce Hispanic culture through literature in a bilingual classroom. All materials are constructed based on Bloom's taxonomy of educational objectives. The lessons were developed to show similarities between people and their roots, celebrate the positive aspects of diversity, and develop pride in heritage. The units are suggested for use in cooperative learning groups or as bases for discussion, individual work, and more advanced assignments for individual students. Lesson format includes initial input (pre-reading, reading, and post-reading activities), small group activities for both regular and gifted students, and culminating activities (pre-evaluation, revision, presentation of unit product, post-evaluation, and product display). Seven lessons, in both English and Spanish and including reproducible visual…
(1980). A Basic Guide in Tri-Lingual Education in Gros Ventre and Assiniboine. This curriculum was written to give American Indian children an appreciation of Native American culture and two oral languages, Gros Ventre and Assiniboine. It is intended to create a comfortable cultural atmosphere while teaching K-4 children to say some words in their native language. The major content objective is to give children a repertoire of Indian words that will enhance their appreciation for Indian language and culture, resulting in a better self-image. The curriculum focuses on the past by reporting on traditional Indian home life, ways of gathering food, games, and roles of family members. The curriculum includes vocabulary lessons on numbers, colors, animals, seasons, clothing, and food. There are also units offering Indian history, stories, games, sign language, education, and role playing. Numerous black and white drawings illustrate the text and the vocabulary. The guide includes lesson plans, a 27-item reference list, and a 7-page vocabulary list. (TE)… [PDF]
(1986). Grover Cleveland High School Project CAUSA 1984-1985. OEE Evaluation Report. This program, Project CAUSA, provided instruction in English as a second language (ESL), native language arts, and content-area courses, in addition to a career and vocational training program focused on office and computer skills, to a selected group of 141 Hispanic and Italian immigrant students of limited English proficiency (LEP). Students entered the program with a wide range of educational backgrounds and levels of native language and English proficiency. The program's aim was to help recently arrived students in the acculturation process, provide basic language, academic, and vocational skills while enhancing appreciation of their native cultures and languages. Staff development activities included training workshops and monthly department meetings. Career counseling services included career guidance, and job placement services along with academic and personal counseling, referral services, tutoring, and family contacts and advisement. Student achievement data indicate…
(1976). The Eagle and the Dragon. A Real-Life Chinese-American Story. This volume originated with a desire to supplement the social science curriculum in grades 4 through 8 of the Chinese Bilingual Pilot Program. The volume thus consists of ten chapters, or stories, reflecting the life experiences of one Chinese American which may be used to stimulate discussion and study around the topic of the heritage of Chinese Americans in the United States. Each chapter is followed by discussion topics and learning activities. (AM)…
(1980). Title VII Bilingual Educational Approach (B.E.A.). Community School District 28. Final Report, 1979-1980. The basic goal of the Bilingual Educational Approach (B.E.A.) Program of District 28 in Queens, New York, was to develop and maintain Hispanic students' proficiency in English within a multicultural setting. B.E.A. operated in five elementary schools and one junior high school. Services were provided to 500 students. The program was implemented somewhat differently in each of the participating schools; however, all students received instruction in English and Spanish language arts and bilingual instruction in other academic subjects. B.E.A. was evaluated through pupil achievement measured with norm referenced tests; interviews with staff, parents, and students; and classroom observations. The evaluator found the program to be of immeasurable value and recommended that it be implemented again the following year. Student achievement data are appended. (MK)… [PDF]
(1976). Stories That Must Not Die. Volume Three. Local history and legends of spirits appear often in this bilingual Spanish and English collection of 10 Southwest traditional tales, intended to promote interest in bilingual/bicultural programs and to preserve the colorful folklore of the area. Black and white drawings accompany the stories which deal with animals ("A Parrot for Christmas", "An Eye for an Eye"); local history and legend ("The Rangers", "Don Pedrito's Triumph", "The Cuddling Ghost", "The Voice", "A Watch from the World Beyond"); folklore ("The Magical Pears"); and the social problem of drinking ("Not Only One but Two Devils", "I Wanted to See Mama Also"). The English and Spanish non-literal translations of each story appear together, followed by a series of related questions, also in both languages. The Spanish-English vocabulary section which completes the book contains about 30-40 words and cognates per story. The…
(1976). Humanistic Counseling of Bilingual Students: A Continuous Process K – 12. Field independence, traditions and assertiveness of counselors and Latino students are explored to help counselors function more effectively with Latino students. Latino students can be taught to be bicognitive, biaffective, and assertive. A model is offerred to assist counselors in this effort. Six examples of counseling methods, using teacher-counselor teams, are presented and analyzed. Suggestions are offered for strong, innovative counseling teams to serve students. (Author/BEF)…
(1972). Evaluation of Progress in Bilingual Mini-Head Start, October 1972. The Bilingual Mini-Head Start program aims to maintain contacts with migrant children from their home base through a series of northern work locations. The project has served migrant children over a 6,000 mile circuit in three different states, showing its flexibility at each site in adapting to take advantage of local programs as well as providing continuity through a continuation of the bilingual curriculum with the mobile teaching staff. This paper presents a final progress report for the 1971-72 program year. Program progress is discussed by objective for the instructional, teacher training, parent and community, materials development, relocating delivery systems, and management components. Overall, the project has achieved its objectives. (NQ)… [PDF]
(1974). Bilingual Mini-School Tutoring Project. Evaluation Progress Report Number 2, Final Evaluation Program Year 1, July 1974. An early childhood education program for children of migrant and seasonal farm workers, the Project provides tutoring, usually outside of regular school hours, to kindergarten and first grade children. The tutoring is done by adult paraprofessionals who are former migrants or seasonal farm workers. Program focus is to: (1) develop the child's ability to understand and use both Spanish and English in oral communication, (2) give bicultural instruction, and (3) reinforce the child's learning of the basic academic skills of reading and mathematics. Tutoring is provided to migrant children in their home base in Texas as well as during the migrant season in Washington. Two year-round sites in Washington (Moses Lake and Connell) offer services to children of seasonal farm workers and migrant families who have graduated from the Mini Head Start program (see RC 008 937-942) into classrooms all over the city and neighboring communities. These children are brought together for supplementary… [PDF]