Frederiksen, John R. (1987). The Development of Computer-Based Instructional Systems for Training Essential Components of Reading. Final Report. A series of studies conducted to examine deficits in reading comprehension skills of low ability, young adult readers and to evaluate computer-based systems that have been designed to improve skills deficiencies in comprehension are described in this report. The studies described in the first section of the report: (1) examined readers' use of semantic entailments (such as the action "murdered" entailing an agent case, "the killer," and a patient case, "the victim") in drawing inferences from text; (2) investigated readers' use of relational terms such as causal and adversative connectives in gaining an understanding of higher order semantic relations among clauses and sentences within a text; and (3) focused on the problem of analyzing referential relations within a text. This section concludes with a discussion of the findings of the studies, which suggest that the subjects, high school students, need to develop efficient techniques for mapping… [PDF]

(1986). Project CAREERS, 1983-1984: OEA Evaluation Report. Project CAREERS is a Title VII bilingual program operating at three Queens, New York high schools (William C. Bryant, John Bourne, and Hillcrest). The program provides intensive instruction in English as a second language (ESL), native language arts, and bilingual instruction in mathematics, science, and social studies to Hispanic, Chinese, and Haitian students. Emphasis is placed on bilingual career awareness and training, as well as the cultural and ethnic heritages of the student participants. An evaluation of academic year 1983-84, the first year of funding, found that most students surpassed program objectives for English language achievement, but objectives were not met in content-area and business/health careers. Student achievement data varied from site to site, and no data were provided to assess the native language arts and drop-out rate objectives. The evaluators found that the non-instructional component of the program was not developed during 1983-84. Proposed staff…

(1986). Project BACIS, 1983-1984: OEA Evaluation Report. Project BACIS provides instructional, resource, and supportive services for recent immigrants from Cambodia, Haiti, and Vietnam at three New York City high schools (Christopher Columbus, Samuel J. Tilden, and Walton). At each site, students received instruction in English as a second language (ESL). Although the project proposed that both native language arts and content-area classes would be taught in the native language, students were placed in classes according to the availability of such instruction at each school. Supportive services to program students included academic, personal, and vocational counseling, contact with families, and referrals to outside services. Development activities for staff members consisted of attendance at parent advisory council meetings and ESL classes taught by project staff. In 1983-84, the second year of funding, students were able to meet project objectives in ESL, but they were able to achieve attendance and content-area objectives only in the…

(1986). Erasmus Hall High School Bilingual Program 1984-1985. OEA Evaluation Report. In 1984-85, the Bilingual Program of New York City's Erasmus Hall High School was in its second year of a 3-year funding cycle, and served 220 students of limited English proficiency (LEP). The program population included 190 Haitian students, in addition to 21 Hispanic, eight Asian, and one Middle Eastern student. All program participants received English as a second language (ESL) instruction. Native language arts instruction was available for the Haitian and Hispanic students; bilingual classes in mathematics, science, social studies, and typing were available in Haitian Creole/French. The major instructional goal was to provide students with special assistance in English to help accelerate their movement into mainstream academic classes. A combination of Title VII and tax-levy funds supported administrative staff, instructional services, and paraprofessional assistance. Development activities for staff members included monthly meetings and workshops, and attendance at university…

(1986). Newton High School Project CAPABLE 1984-1985. OEA Evaluation Report. In 1984-85, Project CAPABLE was in its final year of a 3-year funding cycle at schools in New York City. The program provided instruction in English as a second language, native language arts, bilingual science, and bilingual social studies to 324 Chinese, Korean, and Vietnamese-speaking students of limited English proficiency (LEP) in Grades 9 through 12. Most were recent immigrants. The program operated at four sites: the primary resource at Newton High School; John Bowne High School; William Cullen Bryant High School; and Tottenville High School. The project's overall goal was to help LEP students achieve proficiency in English and thus to prepare them for mainstream classes. In addition, the project was intended to help these students adjust to their new environment and new culture. Findings concerning the implementation of the project were positive; both instructional and non-instructional objectives were met; the school authorities were supportive of the program; both the…

(1986). Project BEAM UP. Sarah J. Hale High School, 1983-1984. OEA Evaluation Report. Project BEAM UP provides instructional and supportive services to 233 Hispanic and Haitian students (Grandes 9-12) of limited English proficiency (LEP) at Sarah J. Hale High School in Brooklyn, New York. The project's main objective is to enable LEP students to participate in mainstream content-area classes by as early as the middle of their junior year. Electing to take courses in either an academic or vocational track, all students receive instruction in English as a Second Language, English and native arts, bilingual content-area classes, and mainstream content-area classes. Quantitative analysis of student achievement data during the project's first year indicates that most students showed significant gains in language skills, both English and native, and they achieved high passing rates in vocational subjects. Program students' passing rates in mathematics were not significantly higher than those from mainstream students, but they surpassed mainstream students' performance in…

(1986). Multilingual Survival Skills Program. George W. Wingate High School, 1983-1984. OEA Evaluation Report. In 1983-1984, the Multilingual Survival Skills Program provided support services and instruction in English as a Second Language (ESL) and native language skills to approximately 360 students of limited English proficiency (LEP) in Grades 9-12 at Wingate High School (Brooklyn, New York). Bilingual instruction in mathematics, science, and social studies was also provided. Eighty-one percent of the students spoke Haitian Creole as their native language. The remaining 19% were Hispanic, mainly from the Dominican Republic and Panama. Among the major goals of the project were to help students pass courses required for graduation; to develop and implement a pilot program in native language arts for Haitian students; and to develop curriculum materials to reinforce skills for illiterate or semi-literate Haitian and Hispanic students in required content-area courses. An assessment of first-year student achievement found that program students were able to achieve proposed instructional…

Mata, Roberto L. (1981). Hablando Con Maestros Guia para Padres para Resolver Problemas Con La Escuela = Talking With Teachers: A Problem-Solving Handbook for Parents. Designed to help parents communicate with teachers about the school problems of their children, the handbook provides strategies which can guide parents to collect accurate information about a problem and to use it to initiate an open exchange with the teacher. The strategies can be used whether parents are becoming aware of a problem or have been engaged in a long struggle on behalf of their child. Emphasizing the importance of collecting and exchanging facts in the initial stages of working with the teacher, the handbook covers the thinking process used to resolve problems; definitions of problem, communicate, collaborate, and problem solving; collection of accurate information through observation; examples of responses to an exercise on accurately observing situations; observations made at home; strategies for making observations in the home; approaching the teacher; and steps in talking with the teacher. (NQA)…

Weinberg, Meyer (1974). Chronicle of Race and Schools, February-April, 1974. Integrated Education, 12, 3, 9-16, May-Jun 74. A review on both the Federal level and on a State-by-State basic of the latest and the greatest developments in the field of school integration and race relations embracing the period February- April, 1974. (JM)…

Lew, Helene (1976). Chinese as a Second Language (Spoken Cantonese). Level II. Teacher's Manual. One of the main objectives of the Chinese Bilingual Pilot Program in San Francisco is to teach Cantonese to non-Chinese speaking children. This teacher's manual is designed to be used at the second level of instruction in Chinese as a second language. For each of the thirty-five lessons, the materials needed are indicated. The basic grammar points, language patterns and vocabulary are outlined, and likely errors are pointed out. Sample tests are provided, followed by an outline of the procedures to be followed in the teaching of the language patterns. Every fourth lesson consists of a review of the previous material. Although teachers should teach language patterns that are most natural to their speech, it is suggested that students should be exposed to alternative ways of speaking once the basic foundation has been established. (CLK)… [PDF]

Partridge, Susan (1980). Bilingualism and Beginning Reading. Instructional methods and teaching resources are discussed in this document for the kindergarten teacher of bilingual beginning readers. The instructional program presented suggests, for instance, enlisting the aid of children's librarians to identify books of universal appeal; parental involvement is sought in selecting books for individual children. Use of audiotapes of stories in both English and the first language of the child is suggested, and these tapes should be available to children to listen to when they are interested. (One means of obtaining audiotapes in the native languages of children is to have community members record stories in their native tongues.) Pictorial stimuli geared to beginning readers' individual differences are reported as a successful teaching technique, as is the use of materials depicting common emotional responses, such as love and fear. Other instructional techniques which have been found to be successful in the bilingual kindergarten are reviewed….

Matthews, Tom (1979). An Investigation of the Effects of Background Characteristics and Special Language Service on the Reading Achievement and English Fluency of Bilingual Students, Report No. 79-19, [and] Management Information Summary, Report No. 79-20. Some of the variations in reading achievement and fluency levels among bilingual students enrolled in the Seattle Public Schools are explained, and an examination of the effects of special language services (English as a second language and bilingual subject matter instruction) is emphasized. A model is presented which examines the relationships among the following variables: reading achievement, relative English fluency, special language services, family income, language background and grade level. Results indicated that the bilingual population is: (1) low in relative English fluency; (2) largely composed of Asian language groups; (3) lower in reading achievement and higher in math achievement than the national norm group; and (4) composed of high proportions of low income families. No strong evidence was obtained supporting the assertion that special language services have a consistent or positive effect upon reading achievement. A summary of the report is included. (Author/GK)…

HEFFERNAN, HELEN (1967). THE DIVERSE NEEDS OF THE LEARNERS TO BE SERVED. ONE OF THE GOALS OF EDUCATION IS HELPING EVERY LEARNER ACHIEVE HIS INDIVIDUAL POTENTIAL. IN DIRECTING EFFORT TOWARD THIS GOAL, EDUCATIONAL LEADERS MUST IDENTIFY AND MEET DIVERSE NEEDS IN THE FOLLOWING AREAS–(1) THE MATURITY OF THE LEARNER, (2) HIS PHYSICAL AND SOCIAL ENVIRONMENT, (3) HIS FAMILY BACKGROUND, (4) HIS PHYSICAL CONDITION, AND (5) INDIVIDUAL DIFFERENCES IN ABILITY, INTEREST, APTITUDE, AND ASPIRATION. ENROLLMENT GROWTH IN JUNIOR COLLEGES AND ADULT EDUCATION CLASSES, INCREASED EMPHASIS ON EDUCATION OF THE DISADVANTAGED, AND PRE-SCHOOL PROGRAMS ARE CITED AS TRENDS IN EDUCATION IN THE TWENTIETH CENTURY. CHILDREN FROM HOMES OF POVERTY, MIGRANT CHILDREN, AND CHILDREN WHOSE PARENTS SPEAK ANOTHER LANGUAGE PRESENT DIFFERENT KINDS OF EDUCATIONAL CHALLENGES TO THE SCHOOLS. THE MAJOR RESPONSIBILITY IS SEEN AS THE PREVENTION OF FAILURE. THIS REQUIRES LEARNING ACTIVITIES WHICH ARE HIGHLY INDIVIDUALIZED, FREEDOM FROM RIGID GRADE STANDARDS, AND A CLOSER HOME SCHOOL RELATIONSHIP. THIS… [PDF]

Shopen, Tim, Comp. (1975). Working Papers in Linguistics. CAL-ERIC/CLL Series on Languages and Linguistics, No. 5. This annotated bibliography, compiled in an effort to improve the dissemination of linguistic information, provides information about 53 working papers series. It is the result of responses to questionnaires sent out during the past year. Most of the inquiries were made at institutions within the United States, but a few entries from other countries are included. Each citation indicates the subject areas covered by the particular series, its intended audience, frequency of issue, price, and availability. (PMP)…

Clark, Michal C.; Nieto, Jesus G. (1975). Project M. E. CH. I. C. A.: Materials para Estudios Chicanos Interculturales de America. Final Project Report. A group of 25 Chicano, bilingual, community college students were selected to participate in this curriculum development project, 15 spending an entire semester in Mexico, and 10 going on a shorter tour. The major objectives of the project were: (1) to develop and disseminate bilingual Chicano Studies curriculum materials; (2) to train school personnel in the use of these materials; and (3) to develop an intercultural dimension to Chicano Studies. Fourteen teaching modules for public school classrooms were developed by the participating students, each providing prototype of necessary curriculum materials and orientation and resource materials for the teacher. Among the other project achievements were a Chicano literature anthology, an anthology on Mexican and Chicano thought and philosophy, an anthology on Mexican and Chicano art, videotapes, poetry tapes, a catalogued collection of pictures and slides, collections of Chicano Studies books and records, a comprehensive bibliography… [PDF]

Gonzalez, Josue M. (1981). Special Report: Short Answers to Common Questions About Bilingual Education. AGENDA, v11 n4 p29-35. Defines United States bilingual education, why it is needed along with bicultural education, its advantages, why the Supreme Court did not require it, why it does not hinder English proficiency, the distinction between language grouping and segregation, why the research is inconclusive, and why Quebec's problems will not be encountered here. (LC)…

Cherry, Schroeder (1997). Four Works by African American Artists in the Baltimore Museum of Art Collection. Art Education, v50 n2 p25-32 Mar. Presents a series of lesson plans and learning activities using discipline based art education principles to focus on four works by African American artists. The artists featured are Joshua Johnson, Horace Pippin, Alma Thomas, and Tom Miller. Includes a representative color plate of each artist's work. (MJP)…

Miletta, Maureen; Raywid, Mary Anne (1992). Paradise Elementary School. Urban Review, v24 n1 p73-82 Mar. Offers a fictionalized account of the development, within an elementary school, of four distinctive schools-within-schools. Questions and issues arising in developing such programs are discussed; the theme of each of these four is described, and advantages that staff find in the arrangement are presented. (Author/JB)…

Skelton, Kathy (1993). Combating Racism: A Confusing Story. Multicultural Teaching to Combat Racism in School and Community, v11 n3 p16-19 Sum. Incidents in two Australian secondary schools illustrate the real problems of discrimination that aboriginal students face in the Australian education system in spite of policies intended to combat discrimination and promote the needs and rights of minority students. A program to combat racism in six schools is described. (SLD)…

Davison, Chris (1993). Integrating ESL into the Mainstream: Australian Perspectives. Multicultural Teaching to Combat Racism in School and Community, v11 n3 p35-40 Sum. Describes the movement toward integrating the instruction of English as a Second Language (ESL) into mainstream education in Australia. Challenges of mainstreaming for teachers, students, and policymakers are described. ESL learners must have a carefully integrated program of language-conscious teaching and content-based language instruction. (SLD)…

Tellez, Kip (1999). Mexican-American Preservice Teachers and the Intransigency of the Elementary School Curriculum. Teaching and Teacher Education, v15 n5 p555-70 Jul. Investigated how Mexican-American student teachers expressed their cultural knowledge in lesson planning and implementation. Semistructured interviews with Mexican-American student teachers working in elementary Professional Development Schools revealed little ethnic expression, even when teaching Mexican-American children. They were never invited to develop curricular themes focusing on the cultural knowledge that they shared with the children. (SM)…

Goldfarb, Katia Paz; Grinberg, Jaime (1998). Moving Teacher Education in/to the Community. Theory into Practice, v37 n2 p131-39 Spr. Describes a set of structured experiences within a preservice teacher education program that helped construct, with the students, a critical perspective toward better understanding pupils' home, community, and school lives. The structured experiences occurred within a New Mexico school community research project combined with a course on families, schools, and communities. (SM)…

Brodie, Carolyn S., Ed.; Manna, Anthony L., Ed. (1992). Many Faces, Many Voices: Multicultural Literary Experiences for Youth. The Virginia Hamilton Conference (Kent, Ohio). This volume contains keynote and workshop presentations from several Virginia Hamilton Conferences on multicultural literature for children and young people. The papers and speeches are as follows: (1) "A Toiler, A Teller" (Virginia Hamilton); (2) "The Next America" (Arnold Adoff); (3) "The Magic of Imagining: Transaction with Young Adult Fiction and Poetry" (Arlene Harris Mitchell); (4) "A Conversation with Patricia and Fredrick McKissack" (Anthony L. Manna and Carolyn S. Brodie); (5) "Making the Journey" (Sheila Hamanaka); (6) "A Journey Toward a Common Ground: The Struggle and Identity of Hispanics in the U.S.A." (Nicholasa Mohr); (7) "The Mythic Dimensions of Appalachia" (Gary D. Schmidt); (8) "Literature in the Pediatric Setting: The Use of Books To Help Meet the Emotional and Cognitive Needs of Chronically Ill Children" (Marcella F. Anderson); (9) "Jewish American Experiences in Children's…

Ennals, Peter, Ed. (1993). The Canadian Maritimes: Images and Encounters. Pathways in Geography Series Resource Publication, Title No. 6. This guide covers the Canadian Maritime provinces of New Brunswick, Prince Edward Island, and Nova Scotia. The first in a series prepared for geographers and those interested in travel, this guide is written by local geographers or others with special expertise on the area and provides insights and a feeling for place that textbooks often miss. This guide introduces a region outside the geographical experience of most people in the United States and of many Canadians. The complexities, joys, and challenges of this multicultural region are presented for further exploration. Part 1, "An Overview of the Region," includes: (1) "Introduction"; (2) "First People"; (3) "The Maritimes in Canadian History"; (4) "The Environment of the Maritimes"; (5) "Physical Geography"; and (6)"Environmental Problems." Part 2, "The Regions of the Maritimes," includes: (1) "Acadia"; (2) "'Acadian' or 'Maritimer': A… [PDF]

Feagin, Joe R., Ed.; Smith, Michael Peter, Ed. (1995). The Bubbling Cauldron. Race, Ethnicity, and the Urban Crisis. The essays in this collection provide a background for discussions about multiculturalism, cultural politics, and urban crises by illustrating the ways in which race is still a central source of meaning, identity, and power and why it is intensifying as a category, rather than diminishing. Selections include: (1) "Putting 'Race' in Its Place" (Michael Peter Smith and Joe R. Feagin); (2) "Dictatorship, Democracy, and Difference: The Historical Construction of Racial Identity" (Howard Winant); (3) "Who Are the 'Good Guys'? The Social Construction of the Vietnamese 'Other'" (Michael Peter Smith and Bernadette Tarallo); (4) "The Rising Significance of Status in U.S. Race Relations" (Martin Sanchez Jankowski); (5) "African American Entrepreneurship and Racial Discrimination: A Southern Metropolitan Case" (Michael Hodge and Joe R. Feagin); (6) "Black Ghettoization and Social Mobility" (Norman Fainstein); (7) "Historical…

Moore, Rock; Suleiman, Mahmoud F. (1995). Figures of Speech, Symbolism and the Communicative Process in the Multilingual Classrooms. The increasing linguistic and cultural diversity of U.S. public schools requires teachers to be more sensitive to how symbols and figures of speech are used to maintain an effective cross-cultural communication. The purpose of this paper is to address and discuss the role of sociocultural factors that shape the insights and perspectives of diverse students in the process of interacting with others. Diverse students come to the classroom with a limited view of the use of English figures of speech and language symbols; they also employ culturally-bound symbols and figures of speech that cause miscommunication in the target language. Teachers need to foster a classroom environment where these symbolic differences are taken into consideration. They also need to create conditions that promote effective use of symbols and figures of speech. These conditions involve valuing linguistic and cultural diversity, contextualizing learning tasks and activities, and utilizing language functions to… [PDF]

Rothenberg, Julia Johnson; And Others (1997). Preparing White Teachers for Urban Schools: A Compendium of Research. The perceptions of novice and expert teachers in urban schools about their preparation through teacher education were studied. It is generally recognized that middle-class white teachers are strangers to urban cultures, and that they often believe the mass media's negative images about low- income African American and Latino communities. Thirty-five novice teachers and 15 experienced teachers were studied over a 2-year period. Novice teachers completed the questionnaire before and after student teaching, and their supervisory teachers completed identical questionnaires at the end of student teaching. Results show that teachers, whether experienced or novices, do not think about culturally responsive pedagogy or reflect on the interaction between culture and teaching. The initial concerns of novice teachers reflected their uneasiness with the urban environment and their students. By the end of student teaching, novice teachers were able to see their students as individuals and to…

Batelaan, Pieter; Coomans, Fons (1995). The International Basis for Intercultural Education Including Anti-Racist and Human Rights Education. Many international documents, building on the philosophy and contents of the Universal Declaration of Human Rights of the United Nations, support this declaration's standards and stress teaching and education as effective ways to make these standards reality. The two papers in this document describe and analyze some international documents for their implications for intercultural education. The first paper, "The Legal Character of International Documents on Intercultural Education," by Fons Coomans describes the legal character of international documents on intercultural education and explores whether they have legal standing with governments and their value at grass-roots level for students and teachers. In general terms, these documents are not enforceable against states, but they have great value as yardsticks and guidelines. The second paper, "The Implications of International Documents on Intercultural Education," by Pieter Batelaan, discusses obligations… [PDF]

Christian, Donna (1993). Current Research Issues in Minority Student Education. As a conclusion to a symposium on issues related to diversity and American education reform in the context of Goal 3 of the National Education Goals, this paper summarizes important issues of language and culture that must be faced in the process of implementing Goal 3. One of the prerequisites for dealing effectively with these issues is an adequate foundation of research. The need for accurate information and data from all possible sources is emphasized, and the following categories are identified: program and instructional models; the needs of special populations; processes of second language learning; acquisition of literacy; influence of home and community; assessment issues; and teacher education. Contains 44 references. (LB)… [PDF]

Keith, Nelson W.; Keith, Novella Z. (1993). Education, Development, and the Rebuilding of Urban Community. The paper asks what are appropriate policies for urban school reform in the context of global transformations affecting cities in both developed and "Third World" countries. Features of this transformation include growing population diversity, a semi-permanent underclass, and the informal economy. Comprehensive community development (i.e. economic, socio-political, and cultural) must promote alternative forms of integrating communities into the larger whole, in ways that emphasize "indigenous" knowledge and problem solving. Urban school reforms that promote culturally relevant education and community partnerships can make a contribution. However, the connections between school and community and school and work need to be rethought. The paper provides examples of strategies to convert new economic forms into life-sustaining opportunities and new social forms into structures that sustain the community. (Contains 55 references.) (Author)… [PDF]