Gordon, Derek E.; Stoner, Scott D. (1995). Beyond Enhancement: The Kennedy Center's Commitment to Education. Arts Education Policy Review, v96 n4 p38-47 Mar-Apr. Asserts that exposure to high-quality arts performances with accompanying educational experiences enlivens teaching and learning. Maintains that few schools have taken advantage of opportunities provided by arts-presenting institutions. Describes resources from the John F. Kennedy Center for the Performing Arts. (CFR)…

Sarrazin, Natalie (1995). Exploring Aesthetics: Focus on Native Americans. Music Educators Journal, v81 n4 p33-36 Jan. Maintains that effectively presenting another culture in the classroom is one of the most fundamental problems facing teachers using a multicultural curriculum. Discusses the role of music and the arts in Native American culture. Provides suggestions for presenting traditional Native American music in Western classrooms. (CFR)…

Haberman, Martin (1995). The Dimensions of Excellence in Programs Preparing Teachers for Urban Poverty Schools. Peabody Journal of Education, v70 n2 p24-43 Win. Presents guidelines to inform teacher education programs aspiring to prepare teachers for working in impoverished urban schools: (1) attributes of preservice teacher candidates, (2) teacher educator expertise, (3) knowledge, behaviors, beliefs, attitudes, and values to be learned by prospective teachers, (4) educational methods, and (5) program evaluation. Such programs should emphasize on-site coaching. (SM)…

Yudkin, Jacqueline (1995). Language Barriers and Teaching Music. Music Educators Journal, v81 n6 p23-26 May. Maintains that every public school student deserves an opportunity to study a musical instrument. Asserts that a limited command of English should not prevent a student from being accepted into instrumental music class or hinder that student's progress. Describes a music education program for students speaking limited English. (CFR)…

Becker, James M. (1988). Global Education: An Overview. Louisiana Social Studies Journal, v15 n1 p4-8 Fall. Discusses the different definitions and conceptualizations of global education, stating that much of the traditional curriculum of international studies can be reinterpreted to prepare students to participate in an interdependent society. Gives nine objectives for global education, and delineates the issues surrounding current conceptions of global education. (SLM)…

Metzger, Devon J. (1988). The Challenges Facing Global Education. Louisiana Social Studies Journal, v15 n1 p13-16 Fall. Analyzes seven barriers to teaching global education, focusing on teacher education, teaching methods, textbook bias, curricular rigidity, and student attitudes. Stresses the importance of understanding global interdependence as a part of citizenship education and the social studies curriculum. Suggests that understanding the barriers to global education can help overcome them. (CH)…

Cruz, Carmen A. (1993). A Selected Bibliography of Bilingual Education. Illinois Schools Journal, v72 n2 p50-63. Offers an annotated bibliography of 42 bilingual education sources designed to provide educators with current information that will help them make informed decisions about issues related to bilingual education. Lists 22 articles and conference papers, 10 books, and 10 dissertations. The publication dates range from 1986 to 1992. (JB)…

Chatman, Larry (1993). A Bright Future Awaits Minorities in Art Education. Art Education, v46 n4 p21-24 Jul. Argues that art education programs must actively recruit minority students for training in visual arts education. Describes a cooperative effort between an independent art college and a metropolitan school system to identify, recruit, train, and employ minority teachers in art education. Outlines a three-year plan that includes curriculum evaluation, sensitivity training, and an exhibit of artworks by minority artists. (CFR)…

Bermudez, Andrea B.; Rakow, Steven J. (1993). Science Is "Ciencia": Meeting the Needs of Hispanic American Students. Science Education, v77 n6 p669-83 Nov. Reviews some of the factors known to influence the achievement and retention of Hispanic Americans in technologically related fields. Discusses directions in which research should focus to meet the needs of Hispanic-American students. (PR)…

Haberman, Martin (1993). Predicting the Success of Urban Teachers (The Milwaukee Trials). Action in Teacher Education, v15 n3 p1-5 Fall. Study surveyed students in an alternative, multicultural teacher certification program to determine how well the Urban Teacher Selection Interview could predict the success of future urban teachers. Comparisons between their interview rankings and their rankings as classroom teachers indicated that degree of future teaching success can be predicted. (SM)…

Bainer, Deborah L. (1993). Essential Skills for Effective Minority Teacher Education. Teacher Education Quarterly, v20 n3 p19-29 Sum. Efforts must be made from inside the teacher education classroom to retain minority students and increase their success in completing credential programs. After explaining why there is a shortage of minority teacher education students, the paper presents five essential skills for preparing and retaining minority teacher candidates. (SM)…

Branson, Margaret S. (1998). International Education, Citizenship, and National Standards. Social Studies Review, v37 n2 p18-22 Spr-Sum. Maintains that if students are to make informed and prudent judgments about the international role of the United States and its foreign policy they need to understand the major elements of international relations and how world affairs affect them. Connects this goal to the National Standards for Civics and Government. (MJP)…

Smitherman, Geneva (1999). CCCC's Role in the Struggle for Language Rights. College Composition and Communication, v50 n3 p349-76 Feb. Recounts the activist history of the Conference on College Composition and Communication in working toward a more democratic valuing of language diversity by both teachers and the public. Focuses on two organizational policies of CCCC, the "Students' Right" resolution of 1974 and the "National Language Policy" of 1988, incorporating articles and commentaries on language from this journal. (SR)…

Carger, Chris Liska (1998). The Anansi Connection. Educational Leadership, v56 n1 p76-79 Sep. Describes a teacher educator's efforts to connect children's literature, sponsored by a partnership between Northern Illinois University and Chicago Public Schools. In one project, student teachers used award-winning picture books to inspire African-American eighth graders to create pastels on black paper. In another, regional folk tales inspired Hispanic students to create mosaics and painted animal sculptures. (MLH)…

Creamier-Wilhelm, Billie Lois; Karr-Kidwell, PJ (1995). The Role of Common Culture and Cultural Diversity in the Creation of the Anti-Biased Classroom and Curriculum: A Case Study and Guidelines. This paper first explores the problem of increased cultural diversity in public education and then offers suggestions and guidelines for educators in the creation of an anti-biased classroom and curriculum. Case studies of two Hispanic students illustrate the role of acculturation and the middle school classroom setting and curriculum on academic achievement and future educational and employment aspirations. A review of related literature looks at: acculturation models, ethnic identity, educating diverse cultural groups, non-biased educational environment, and diversity as an agent for change. Generalizations from the case studies suggested that: (1) the curriculum was not meeting the two students' educational needs; (2) Hispanic culture was not included across the curriculum; and (3) the middle school classrooms did not provide a secure environment for Hispanic cultural expression. Among 12 suggestions and guidelines for educators are the following: teachers must be sensitive to…

Ballesteros, David (1973). Meeting Instructional Needs of Chicano Students. NCRIEEO Newsletter, Volume 3, Number 3, February 1972. The black and brown minorities which constitute about 16 percent of the total U.S. population today are demanding equal opportunities and quality education. The fact that more and more of these students are attending high schools and colleges will accelerate these demands. The demands are not only to reinforce their own ethnic heritage, but also to educate the dominant majority in the realities of a true history; that is, through economic development and land expansion, the United States inherited a diverse citizenry whose potentials and contributions still require recognition. All institutions, particularly institutions of higher education, can either re-examine traditional white elitist beliefs and create real and equal opportunity, or risk that violence which increasingly has become the dominant instrument of social change. In meeting the instructional needs of Chicanos, both in the public schools and institutions of higher learning, standards must be reassessed regarding… [PDF]

Devlin, Brian C., Ed. (1991). Education for All. South East Asia and South Pacific Sub-Regional Conference Report (Darwin, Northern Territory, Australia, October 14-19, 1990). In October 1990, 223 delegates from 22 nations of Southeast Asia and the South Pacific met in Australia to discuss plans and strategies for achieving universal education in the region. To inform planning and action, the conference defined five groups of people for whom universal education is a priority: indigenous people and minorities, people in poverty, people in remote areas, people with disabilities, and women and girls. This report contains summaries of 25 workshops and 25 round table discussions that examined education for each of these groups from the standpoint of access and equity, curriculum and professional development, literacy, elementary education, and the school/work interface and continuing education. These sessions included descriptions of how various countries are addressing each of these issues, and recommendations for further action. Appendices contain background information on the region; proposed areas for cooperative action; conference organization; highlights… [PDF]

(1971). A Compilation of Federal Education Laws. 92d Congress, 1st Session. This report presents a comprehensive compilation of federal laws affecting education and reflects the latest changes in the laws related to elementary, secondary, higher, and vocational education. The compilation includes the School Lunch and the Child Nutrition Acts. (Author/JF)… [PDF]

Sireci, Stephen G. (1996). Technical Issues in Linking Assessments across Languages. Test developers continue to struggle with the technical and logistical problems inherent in assessing achievement across different languages. Many testing programs offer separate language versions of a test to evaluate the achievement of examinees in different language groups. However, comparison of individuals who took different language versions of a test are not valid unless the score scales for the different versions are linked or equated. This paper discusses the psychometric problems involved in cross-lingual assessment, reviews linking models that have been proposed to enhance score comparability, and provides suggestions for developing and evaluating a model for linking different language versions of a test. Attempts to link different language versions of a test onto a common scale are classified into three general research design categories: (1) separate monolingual group designs, usually linked through item response theory; (2) bilingual group designs; and (3) matched… [PDF]

Quay, Suzanne (1993). Bilingual Evidence against the Principle of Contrast. Prior research on early lexical acquisition in bilingual infants has been used by Clark (1987) to support the Principle of Contrast, which states that every two forms contrast in meaning. In this study of an English-Spanish bilingual child, it is argued that the Principle of Contrast is not applicable to bilingual acquisition in general. Daily diary records were supplemented by weekly video recordings from age 1;3 to 1;10. The adults involved spoke either only English with the child or only Spanish. The child's lexicon up to age 1;10 showed that one-third of the child's first 150 words was made up of translation equivalents that were synonymous in reference. Contrast, therefore, cannot be generalized to include bilingual acquisition if there is even one case that refutes its condition that children will give priority to known words and reject apparent synonyms in the earliest stages of acquisition, (Contains nine references.) (Author/JP)… [PDF]

McInnes, Marguerite M. (1991). Using Bilingual Classification Exercises To Teach Inference to Spanish-Speaking High School Students. Examples are given of how schema and classification skills, presented bilingually, can be used by classroom teachers to teach Spanish-speaking high school students how to infer the main idea of paragraphs in English. The instructional model is one in which the student learns to identify the main idea of a selection in a series of exercises that progress from simple categorization tasks to the complex task of identifying and then writing the implied main idea of a 70-word selection. The alternative bilingual approach is used, with more exercises gradually presented in English than in Spanish. Components include the following: classification of concrete objects; classification using pictures; and abstract classification (word, sentences, and paragraphs). Sample lessons are included. Contains 11 references. (Author/LB)…

(1990). The New "English" Teacher. A Guide to Using Captioned Television with Language Minority Students. Curriculum Guide. Closed-captioned television is a highly motivating instructional medium that encourages reading, assists comprehension, and helps students to acquire new vocabulary. While these skills are important for all students, they are particularly important for bilingual students. This guide begins with information about the equipment needed: a television set, videocassette recorder, and a TeleCaption decoder. The guide then presents a variety of lessons and activities for using closed-captioned television with language minority students. These activities can be adapted for students of different ages, grades, and language proficiency levels, and all can be carried out with ordinary classroom materials. These activities have been found to be useful for helping language minority students develop reading strategies. The appendix provides technical information about the equipment as well as a copy of the copyright laws. (JL)…

(1981). Supplement for Curriculum Guide for Mathematics: Spanish-Speaking Students, Grades 2-3 = Supplemento de la guia didactica de matematicas para los estudiantes de habla hispana, segundo y tercer grados. Field Test. A contrastive analysis approach is used in this supplementary math curriculum guide for Spanish-speaking second and third grade students in Chicago public schools. Lessons are presented for those objectives for which the instructional strategies used in the United States differ from those used in Spanish-speaking countries. (Objectives for which the methodology is the same are taught from the standard math curriculum.) Every lesson has four parts: (1) an explanation of the differences in instructional strategies used in Spanish-speaking countries and the U.S.; (2) a student activity, in Spanish, to reinforce students' skills in using their native language and methodologies; (3) suggestions for facilitating students' transition from their native methodology to the U.S. methodology; and (4) a transitional activity which provides students with practice in solving problems using both methodologies and languages. Major topics covered are place value, operations with whole numbers, and… [PDF]

(1983). Development Communication Report. No. 44. Development Communication Report, n44 Dec. Varied development projects in several countries are described in this newsletter, which also provides current reviews of development books, and publications available from the Non-Formal Education Information Center at Michigan State University and ERIC. The following articles are included: (1) "From Oral Traditions to Elementary Textbooks: A Description of the Maternal Languages Project in Niger," Connie L. Stephens; (2) "Formative Evaluation in Educational Radio and Television: A Fundamental Need in Developing Countries," Gale R. Adkins; (3) "Community Radio in Ecuador: Playing Local Music, Strengthening Cultural Ties," Kurt Hein; (4) "IEC (Information, Education, and Communication) Planning: Eight State-of-the-Art Principles," John Middleton; (5) "Two Thoughts on the Use of Microcomputers in Developing Countries," Kurt Moses; (6) "Numeracy Project Makes New Use of Pocket Calculators," Mary Dickie; and (7)… [PDF]

(1979). English-Vietnamese Scientific Terminology (for High School Students). Book 2: Mathematics = Danh Tu Khoa Hoc Anh-Viet (Danh Cho Cac Hoc Sinh Bac Trung Hoc). Quyen 2: Toan Hoc. This document is one in a series of books on terminology designed to help Vietnamese students overcome language obstacles. The English word is given, followed by the explanation in Vietnamese. Some illustrations are included. (MNS)…

Hanson, Ralph A.; Siegel, Donna Farrell (1990). Bilingual Background and Early Reading Instruction as Factors Related to the Reading Achievement of High School Seniors. Using extensive data gathered from a follow-up study on an early reading program which tested the reading competence of high school seniors who had received formal beginning reading instruction in kindergarten, an ancillary study investigated the effects of early formal reading instruction on bilingual students. Three of the dependent variables (reading comprehension, vocabulary, and remediation) from the full study were evaluated for 496 students identified as speakers of English as a second language. For each of these variables an analysis of variance was computed for three reading experience categories: (1) those receiving no kindergarten reading instruction; (2) those receiving some kindergarten reading instruction; and (3) those completing much/all of the kindergarten reading instruction provided. Consistent with the findings for other population groups of the parent study, results revealed that those bilingual students who began receiving their formal reading instruction in…

Bennett, Ruth, Ed.; Exline, Jesse (1983). Downriver Indians' Legends. Yurok Indian legends in Yurok Unifon text include English translations of the entire texts in order to produce fluent reading for English speakers and a continuous text for Yurok readers. Although corresponding sentences are numbered, translation is not word-for-word or sentence-for-sentence. The five stories refer to a time when animals could talk and people and animals could communicate. Story themes include romance, disputes, and family activities; stories typically end with an account of how something in nature came to be. Animals featured are fox, raccoon, sea gull, owl, and salmon. Pen and ink drawings by a Yurok illustrator supplement the handlettered text. (LFL)…

(1986). Project CLIMB, 1985-1986. OEA Evaluation Report. In 1985-86, Project CLIMB was in its first year of funding at two high schools in the Bronx, New York. The program provided instructional and supportive services to 188 students of limited English proficiency (LEP) in grades 9-12. The students were recent immigrants from Cambodia and Vietnam, and all spoke their native language at home. The goal of Project CLIMB is to increase students' proficiency in English through English as a second language (ESL) instruction and instruction in mathematics, science, and social studies in an ESL format. The project provided four Apple personal computers to facilitate individualized instruction, but for security reasons the computers remained unused. Supportive services for program students consisted of academic, personal, and vocational counseling; contact with families; and referrals to outside services. Staff and curriculum development activities were also conducted. Program students at one school did much better on end-of-year achievement… [PDF]

(1986). Project COPE, 1983-1984: OEA Evaluation Report. Project COPE provides supportive services, basic skills, career development, and occupational training to limited English proficient (LEP) students at three New York City high schools. Many COPE students are also limited in their ability to read and write in their native languages. Program participants in 1983-84 included: 173 Spanish-dominant students at John F. Kennedy High School; 82 Haitians at Prospect Heights High School; and 45 Italian-dominant students at Christopher Columbus High School. At each site, students received instruction in English as a second language, and some native language arts and content-area classes were offered. Title VII funds supported administrative and supportive services, and paraprofessional staff positions. In 1983-84, the first year of a three-year funding cycle, curriculum materials were developed by resource teachers at each site. Counseling services helped students deal with problems at home, in job-seeking, and in coping with an unfamiliar…

(1986). Project BETA, 1983-1984: OEA Evaluation Report. Project BETA is a Title VII program serving recent immigrant students in three New York City high schools: Koreans at William C. Bryant, Haitians at Springfield Gardens, and Vietnamese at Theodore Roosevelt. Project students receive instruction in English as a second language (ESL) at each site, and Vietnamese students at Theodore Roosevelt receive content-area subjects in their native language. Although initially designed for gifted and telented students, project BETA is open to all limited English proficient (LEP) students in the targeted language groups. In part, the program's objective is to facilitate the mainstreaming of students by instilling in them a sense of pride in their native culture through exposure to their histories and arts, and through formal study of their native languages. Assessment of achievement data in 1983-84, the first year of a three-year funding cycle, found that: (1) the ESL objective was met in the fall at Bryant, and in the spring at Roosevelt; (2)…