(1985). Project ESL-SEDAC, 1983-84. E.S.E.A. Title VII Annual Evaluation Report. During 1983-84, the second of three program cycles of the Title VII English as a Second Language, Special Education Development Approach Curriculum Project (ESL-SEDAC) was fully implemented in the New York City Public Schools. The project provided direct instruction to 260 handicapped limited English proficient students, resource assistance, ongoing individual staff training, staff development, and parent training workshops. All program objectives were fully or partially attained. The proposed criteria for student achievement were met in English-language listening, speaking, reading, and writing, as was the criterion for improvement of the instructional skills of participating classroom teachers. Staff development and parent training workshops were effective and well received, although not as well attended as hoped for. The program curriculum, "Day by Day in English: ESL-SEDAC Daily Living Skills Curriculum Guide," was field tested, revised, and distributed. The following… [PDF]

(1986). Project CAREERS, 1985-1986. OEA Evaluation Report. In 1985-86, Project CAREERS was in its third and final year at three Queens, New York, high schools. The project's goal was to help limited English proficient (LEP) students acquire proficiency in English while they developed reading and writing skills in their native languages. This goal was pursued through instruction in English as a second language (ESL) and native language arts, and bilingual instruction in mathematics, science, and social studies. The project served a total of 293 Hispanic, Chinese and Haitian LEP students at three Queens high schools. In addition to basic instructional goals, Project CAREERS aimed to teach basic skills in health-, law-, and business-related subjects, and to foster a positive career orientation. Title VII funds supported administrative and support staff positions, including a resource teacher and paraprofessional located at each site. Two of the schools were provided with a resource room for the project's career-oriented component. In 1985-86,… [PDF]

Holtzman, Wayne H., Jr.; Mendoza, Patricia (1984). Decision Models to Assist in Assessment Procedures for Bilingual Exceptional Children. The reasons for overrepresentation of Hispanic children in the learning disability service category are examined, and two assessment models designed to accommodate the needs of limited English proficient (LEP) and bilingual exceptional children are analyzed. The first model, a modification of J. Tucker's model, proposes parent consultation at every stage of the assessment process and relies on a variety of different types of data from different sources. P. Mendoza's Coordinated Service Delivery Model is also described, and its advantages are noted to include delineation of procedural safeguards at the preassessment stage to validate referral of culturally/linguistically different students or LEP students. This model emphasizes determination of specific levels of language proficiency through a comprehensive language assessment. It is suggested that an integration of two models holds the most promise. (CL)…

(1983). A Review of Research Affecting Educational Programming for Bilingual Handicapped Students. Final Report, Volume 1. The first (containing chapters 1 through 5) of two volumes begins a review of research regarding educational programming for bilingual handicapped students. The following major topics are addressed: (1) demography (socioeconomic ties, geographic location/residential patterns); (2) assessment (legal mandates, nondiscriminatory assessment); (3) cognitive-linguistic development and language-culture ties; (4) teacher training (critical competencies, characteristics of current training programs, model training programs); and (5) curriculum and instructional methods (locus of control and learned helplessness, second language acquisition). Chapters typically include recommendations for policy, references, and a substantial annotated bibliography. (CL)… [PDF]

Reyhner, Jon; And Others (1984). Heart Butte: A Blackfeet Indian Community = Moisskitsipahpiistaki Siksikaiitsitapi Ohkanopissini. A collection of photographs published by the Heart Butte Bilingual Program depicts student life in Heart Butte on the Blackfeet Indian Reservation in northern Montana. Each photograph is captioned both in first-grade English and in Blackfeet. Included are Photographs of the community center, a general store, a church, the Heart Butte school, a school social gathering, a band, dancing, eating, and play and learning activities. A Blackfeet glossary of words used is appended. (MM)…

Hepburn, Larry; Shin, Masako (1981). Multi-Cultural Competency-Based Vocational Curricula. Maintenance Mechanics. Multi-Cultural Competency-Based Vocational/Technical Curricula Series. This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on maintenance mechanics. This program is designed to run 40 weeks and cover 5 instructional areas: basic electricity (14 weeks); maintenance and repair of heating (4 weeks); maintenance and repair of air conditioning (12 weeks); maintenance plumbing (3 weeks); and maintenance carpentry (7 weeks). A duty-task index lists competencies in each instructional area that the student should be able to perform at the end of the program. For example, in the residential air conditioning section, a student should be able to (1) add oil to a hermetic system; (2) add refrigerant to a hermetic system; and (3) install a filter-drier. In section 1, each instructional task area contains a list of performance objectives, evaluation criterion, performance guide, and a list of tasks to be covered. In section 2, the introduction and duty-task index is repeated in English, Spanish, and Laotian. In…

Garcia, Gilbert; Maynes, J. O., Jr. (1980). Arizona State Plan for the Education of Migratory Children, Fiscal Year 1981. The Arizona state plan for a program designed to provide educational assistance and support services to an anticipated 15,310 migrant children is presented for fiscal year 1981. The plan administration, agency organizational structure, and authority and program definitions are explained. The population to be served, assessment of special educational needs, objectives of the program, and expected results are narrated. The plan of action, schedule of activities, data to be collected, and additional service sources are outlined. The geographic locations of crop areas and migrant projects in progress are revealed, along with biographical sketches of the director of the program and other key personnel. A description of accomplishments of similar programs implemented since 1967 is given, and an appendix describing inservice training is included. (JD)…

Kotesky, Art (1979). Report on Community Needs Survey of the Hispanic-American Population of Elgin. A telephone survey was undertaken of a random sample of 75 Hispanic-American family groups in Elgin, Illinois. The purpose was to learn the educational needs and characteristics of this and the large Hispanic-American group it represents in the community. Preferred courses were elicited, and the preferred method of instruction was in English with Spanish learning aids, a method used in Elgin Community College's Bilingual Access Program. Morning and evening scheduling of classes were preferred also. Only about two-thirds of the group would require financial aid, and most could provide their own transportation. The average schooling of the group was eight to nine years, most have Mexican and Puerto Rican background, and the average age was 34 years. No further analysis is given. The survey instrument, in Spanish, is appended. (MSE)…

Arias, Beatriz; And Others (1978). An Evaluation of the Head Start Bilingual Biclutural Curriculum Development Project. Review and Recommendations for the Test Battery. The purpose of this part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates 1978), is to familiarize curriculum model developers with test and item analysis procedures used to select and recommend tests for evaluating curriculum models. Considerations and procedures (such as screening, and comparing and determining best fit between tests and programs) used in choosing tests are indicated. Recommendations for measures to be included in the Head Start curriculum model assessment battery are made and test administration guides are provided. Materials related to the test selection effort, including lists of the curriculum models' characteristics, cross-model behaviors, sources of information, a list of language measures, test match forms, results of item analysis, and reviews of recommended and non-recommended measures are appended. (Author/RH)…

Do, Dinh Tuan; And Others (1977). Mathematics: A Vietnamese Supplement. A High School Bilingual Handbook for the Vietnamese Student. Indochinese High-School Supplements. This handbook in mathematics is one of a series of handbooks designed for the Indochinese student in American high schools. Like the other books in the series, it is not intended to replace the English-language textbook, but it is designed to help the student understand the textbook. The material presented was compiled and adapted from high school texts so that the terms and concepts would be applicable to standard secondary textbooks. The handbook is composed of two parts: (1) geometry postulates and theorems in both Vietnamese and English; and (2) a glossary of technical terms. (Author/AMH)…

Chan, Yiu Man (1977). A Multicultural Social Studies Series for C.S.L. Students. Book 1. Europe. This text is written primarily for students of Chinese as a second language who are continuing in the ESEA Title VII Chinese Bilingual Pilot Program at the secondary level, and introduces different aspects and general knowledge of Europe. The text is divided into twenty-five lessons, having the following headings: European Countries, Class, On the Move, Holland, Europe, Cities, Greece, Rome, Martin Luther, Renaissance, European Buildings, Nations, Colonies, Life in Europe, Industrial Revolution, Science, Rousseau, Women, Karl Marx, Too Many People, Evolution of a Revolution, Germany, East Germany and West Germany, Pollution, and Living. No more than 50 characters are introduced in each lesson. At the end of each lesson, there is a list of terms in both English and Chinese, vocabulary, and exercises. Answers to the exercises are at the back of the book. The text is to be used along with the World Studies Inquiry Series: Europe, and A Multicultural Social Studies Series: Europe. (CLK)…

McConnell, Beverly (1975). Bilingual Mini-School Tutoring Project. A State of Washington URRD (Urban, Rural, Racial, Disadvantaged) Program. Mid-Year Evaluation, 1975-76 Program Year. Combining URRD and other funding sources, the program provides an interstate and interdistrict tutoring service, usually outside of regular school hours, to children of migrant and seasonal farm worker families. The tutoring is done by adult paraprofessionals, many of whom are parents or relatives of the children served. Parents also participate in program management through advisory groups for each site. Serving primarily Mexican American children, the program consists of two permanent sites in Connell and Moses Lake, Washington, and a "mobile component". The mobile component provides tutoring to migrant children in their home base in La Grulla (Texas) as well as during their stay in Washington, Oregon, Idaho, and Illinois. All curriculum materials used are programmed so that progress through them can be individualized. Child progress is also evaluated through nationally standardized tests. Nine objectives were established for the 1975-76 program year. This report…

Santana, Ray; And Others (1974). Parameters of Institutional Change: Chicano Experience in Education. During the 1960's, the Chicano movement directed considerable attention, energy, and resources toward educational change. The predominant mood was optimism and anticipation of major institutional change; the predominant tactic used was militant confrontation. Countless confrontations occurred and numerous plans and strategies for educational change were formulated during this period. These led to varying degrees of change. Composed of 2 parts, this publication examines and assesses the Chicanos' efforts to create institutional change. Case histories of Chicano experiences in attempting to create educational change are discussed in Part I. Among these are: (1) the Los Angeles Blowouts in East Los Angeles in March-April 1968; (2) the conference in Santa Barbara in April 1969 which resulted in "El Plan de Santa Barbara"; (3) Chicano Commencement which was a mass walkout of the June commencement at San Jose State College in 1968; and (4) the Bilingual/Bicultural program in…

Skinner, Jann (1970). The Somerton Story: Teaching Spanish Surname Children. A summer school project which was designed to reorient the teachers and the curriculum to more successfully provide for individual needs was described. This project was based on the philosophy that since the migrant child's social and language patterns are different from those of the mainstream of America and since these differences were common for 85 percent of the population of the Somerton school, the school and not the child should be changed. Teachers attended graduate courses and taught in the summer program where the pupil-teacher ratio was small. The unit approach was used because it correlated language and reading programs with the content areas. Flexible grouping on the basis of reading levels and/or interests was used, and the language-experience approach was introduced to beginning readers. Training in diagnostic skills was provided the teachers; a number of tests were used. Also, an English as a Second Language program (ESL) was incorporated at all levels–kindergarten… [PDF]

Reed, E. Irene, Comp. (1974). List of Materials Developed by the Eskimo Language Workshop. This bibliography consists of materials in Yup'ik and English prepared for levels K-3. Most of the entries are books, primarily fiction suitable for the primary grades. The nonfiction books are teachers' handbooks, instructional materials, and other teaching aids. In addition there is a list of newly completed or reprinted instructional or testing materials on various subjects in Yup'ik and English. Video tapes, filmstrips, and taped recordings in Yup'ik are also listed, as well as ESL materials and sets of questions for the books in Yup'ik and English. (LG)…

Mayer, Shoshana Ben-Tsvi (1976). The Evolution of the Modern Jewish School System in Israel. World Education Monograph Series, Number One. The Palestinian Jewish educational system grew out of urban schools established in the 1800s through the philanthropic efforts of the European Jewish communities and out of rural schools established at Kibbutzim from the turn of the century. Standards were set first by a Teachers' Association, then by the worldwide Zionist Organization, and finally by the National Council of the Palestinian Jewish community. Financial support came from both Palestinian and international Jewish sources, and to a minor extent from the British administration. Public elementary schools reflected the three major political trends: conservative religious (25% of pupils in 1947), leftist labor (25%), and centrist (50%). Israeli statehood brought compulsory education (1949) and centralized administration. The political basis of school types was prohibited in 1953 and replaced by a system of religious and nonreligious state schools. The major problem currently facing Israeli education is that the many…

Banks, James A. (1972). Ethnic Studies in the Social Context. Series Paper No. 4. Since ethnic studies in schools is an integral part of the larger social system in this country, its current status, problems and strengths must be examined within the total social context. Ruling groups determine the formulation and dissemination of knowledge (particularly negative social science research about ethnic groups and the poor). This knowledge is designed to support the status quo, and to legitimize the position of those in power. Ethnic studies programs must be replanned and novel teaching strategies formulated in order for students to effectively challenge and invalidate the assumptions about ethnic groups on which white-dominated social science research is often based. A primary goal of ethnic studies must be to help minority students to psychologically liberate themselves from myths and stereotypes and to help them to develop a commitment to social change. Unfortunately, reform of current programs is needed, as dissension among different ethnic groups, lack of funds,… [PDF]

(1978). Developing Sense Perception in the Multicultural Classroom. This guide provides group activities for teachers to aid in planning a multicultural curriculum for developing sensory perception in children. The guide emphasizes the cognitive processes involved in sorting out sensory data and the use of multicultural materials as resources for sensory experience. Activities are presented in six sections. Section I introduces the goals of the guide and discusses sensory perception as a system of sensing and thinking. Section II, Observation and the Senses, helps teachers to recall their own sensory awareness through a sense walk and presents an exercise in observing children involved in sensory experience. Activities in Section III, Touch, call for participants to explore the texture of a cornstarch/water mixture, develop a texture wordlist, examine materials of similar textures, and work with size and shape. Suggested classroom activities are included. Section IV, Tasting and Smelling, features multicultural food and cooking experiences. Section…

Bennett, Christine I. (1995). Research on Racial Issues in American Higher Education. This review of racial issues in American higher education identifies the quest for community amid diversity as the major challenges facing colleges and universities today. The literature reviewed is organized into three parts: (1) the demographics of equity and access in higher education; (2) the legacy of racism in higher education; and (3) the movement toward democratic or integrated pluralism in higher education. Each segment provides evidence from research and scholarly writing that illustrates complexities and crises that must be considered in efforts to create communities amid diversity on college campuses. Trends in undergraduate, graduate, and professional education are summarized for African Americans, Asian Americans, Hispanic Americans, and Native Americans. Racism on college campuses can be individual, institutional, or cultural. Several studies are reviewed that attempt to combat racism at these levels and that attempt to establish a goal of integrated pluralism. An…

Anderson, Lori, Ed.; Ekblad, Alan, Ed.; Newborg, Jean, Ed. (1999). Early Childhood Special Education for Children with Disabilities, Ages Three through Five: An Introduction. Revised. This introduction to a reference guide for early childhood special education personnel in North Dakota discusses the purpose of the guidelines, the North Dakota philosophy on the importance of early intervention programs, and quality indicators of early intervention programs. The highlighted quality indicators of early childhood programs include: (1) providing opportunities for young children with disabilities to be educated with same-age peers without disabilities; (2) providing services in a variety of settings with an emphasis on utilizing the least restrictive learning environment for each child; (3) providing services that reflect interagency and interdisciplinary cooperation and coordination; (4) actively involving parents in every aspect of the educational process; (5) providing services that are developmentally appropriate and address how the child's disability affects access to those activities; (6) providing services that value cultural diversity; (7) promoting interagency… [PDF]

Carr, Paul; Klassen, Thomas (1997). Institutional Barriers to the Implementation of Antiracist Education: A Case Study of the Secondary System in a Large, Urban School Board. Journal of Educational Administration and Foundations, v12 n1 p46-68. This case study of the Toronto Board of Education's secondary system thoroughly analyzes barriers to implementing antiracist education in a large, ethnically diverse education district. Findings highlight implementation difficulties, including poor leadership, lack of minorities in key positions, informal resistance, and decentralized decision making. Minority teachers have little power to influence implementation of antiracist education. (63 references) (MLH)…

Honig, Alice S. (1996). Early Childhood Education: Training for the Future. Early Child Development and Care, v121 p135-45 Jul. Discusses the future training of early childhood educators, focusing on techniques for teachers to build prosocial skills, develop aesthetic appreciation, inculcate acceptance and inclusion, and develop a curiosity for learning among children. Also discusses the political status of early childhood education. (MDM)…

Brown, Elsa Barkley (1989). African-American Women's Quilting: A Framework for Conceptualizing and Teaching African-American Women's History. Signs: Journal of Women in Culture and Society, v14 n4 p921-29 Sum. Describes the qualities of African-American quilts. Explains how to organize a classroom to reflect the polyrhythmic structure of the African-American culture and its quilts. This allows students to experience a different culture and therefore judge it by its own standards rather than by the norms of White middle-class America. (JS)…

Katter, Eldon (1995). Multicultural Connections: Craft and Community. Art Education, v48 n1 p8-13 Jan. Contends that craft art should be viewed as the inherent connectedness between an art object and its maker and perceiver. Maintains that school craft programs can increase students' international and intercultural perspectives. Asserts that crafts are meaningful if they are examined in context. (CFR)…

Johnson, Richard; Tobin, Joseph (1994). A Multicultural, Multivocal, Multimedia Approach to Teaching Classroom Management and Preservice Teachers. Teaching Education, v6 n1 p113-22 Fall-Win. At the University of Hawaii, preservice teachers are prepared for diverse classrooms. This paper examines how a group of largely white, middle-class professors can effectively introduce diverse cultural perspectives on classroom management to preservice teachers who are themselves culturally diverse, and highlights use of an interactive videodisc to teach principles of classroom management. (SM)…

Beeler, Roy (1994). An Inner-City Science and Cultural Experience. Science Scope, v17 n6 p20-24 Mar. Describes a partnership between the Joint Activities Program and an inner-city school that provides students with an enriched science learning experience. The program's educational beliefs, assumptions, and their implications are discussed. Also included in the article are brief descriptions of some the science experiences and learning of the students. (ZWH)…

Key, Kathleen; Morphew, Valerie N. (1994). The Scientist Scavenger Hunt. Science Scope, v17 n6 p48-52 Mar. Using a well-planned scavenger hunt, students' awareness of the significance of minorities and women in science is enhanced. Provides a sample scavenger hunt and resource list as well as activities for extension. (ZWH)…

Blendinger, Jack; Jones, Linda T. (1994). New Beginnings: Preparing Future Teachers to Work with Diverse Families. Action in Teacher Education, v16 n3 p79-86 Fall. Professional literature highlights the importance of school-family connections for increasing student success. Parent-teacher collaboration to support student learning is one competency in new standards for beginning teachers. Universities can provide experiences to help future teachers understand diversity. Student teaching provides optimal opportunities to offer students parent involvement experiences. (SM)…

Smith, Peter (1994). Multicultural Issues: Dilemmas and Hopes. Art Education, v47 n4 p13-17 Jul. Asserts that multiculturalism is an inevitable feature of future curriculum development. Describes four approaches to multiculturalism: (1) attack multiculturalism; (2) escape multiculturalism; (3) transformative multiculturalism; and (4) repair multiculturalism. (CFR)…

Madison, Anna-Marie, Ed. (1991). Minority Issues in Program Evaluation. New Directions for Program Evaluation, n53 p1-92 Spr. The six articles of this special issue focus on minority issues in program evaluation. The aim is to begin a discussion of minority concerns about the impact of cultural dominance on definitions of social goals, the measurement of outcomes, and the political consequences of the selection of evaluation methods. (SLD)…