Lufler, Henry S., Jr. (1980). Pupils. Chapter 4 of a book on school law, this chapter focuses on 1979 cases involving students. The author notes that in 1979 most unresolved legal issues in this area involved handicapped children. He finds disagreement among the holdings in these cases about the limits of a district's responsibility to provide special services to the handicapped. It is noted that the Supreme Court rendered several significant decisions in 1979 cases dealing with school desegregation. According to the author, decisions in \Dayton II\ and \Columbus\ made it clear that the Court was not backing away from approving plans involving substantial busing. In other desegregation cases, the Fifth Circuit Court of Appeals continued last year's trend by becoming more like the other circuits in desegregation decisions. Two new patterns in pupil cases are seen: one regarding cases involving both student testing and bilingual-bicultural programming, and one regarding cases involving athletic association and school…

Fong, Susan; Matthews, Tom (1981). A Descriptive Summary of the Characteristics of Bilingual Students and Programs in Seattle, 1976-1980. Report No. 81-1. This is a descriptive summary of the characteristics of bilingual students and programs in Seattle, Washington for 1976-1980. The first section presents information on Seattle's students from non-English language backgrounds in regard to their English fluency, language group membership, family income, residential patterns, and by their attrition from lower categories of English fluency. In the second section a detailed description of the instructional services provided to bilingual students is found. This section outlines the structure, operation, and components of Seattle's bilingual programs which include program development, instructional methods, staff development, funding, and Lau compliance service status. The last section discusses the following issues of particular concern to school district planners in the future implementation of special language programs: (1) growth of the bilingual population; (2) entrance and exit criteria for students; (3) need for a comprehensive…

(1980). Nonpublic School Programs: English as a Second Language. ESEA Title I. Final Evaluation Report, 1979-1980. This is an evaluation report on a Title I English as a second language program that served Spanish speaking students (grades K-8) in private schools in New York in 1979-1980. Section one of the report provides a description of the program. Data analysis methods and pre- and post-test scores are presented in the second section. The third section gives a summary of survey data and teacher interviews that includes: (1) information about teacher respondents; (2) a pupil profile; (3) information on various teaching methods used; and (4) a report on the role of support services and parents. In section four, observations regarding classroom and teacher characteristics are summarized. The fifth section contains a summary of interviews with the program coordinator and the field supervisor that cover issues including: (1) program organization; (2) instructional approaches; (3) student progress and retention; and (4) personnel considerations. The final section presents evaluation conclusions… [PDF]

Met, Myriam; And Others (1979). Spanish Bilingual Program: Samples from Levels III and IV. This document presents sample lesson plans for Level 3, part of a proposed fourth volume in this series of curriculum guides, and a more detailed sampling of Level 4, which will be volume 5 of the series. The samples for Level 3 are two lesson plans for Unit Two, the content of Unit 7, and some lesson plans for that unit. The Level 4 section provides the content of the curriculum, the performance objectives, and suggested learning experiences for each of the seven units of Strand A (oral language skills) and Strand B (language skills for receiving and engaging in content instruction in Spanish). It outlines six units in Strands A and B according to the following categories: (1) culture and cross-cultural contrasts; (2) vocabulary; (3) pronunciation and listening skills, and (4) morphology, syntax and usage. Sample lesson plans are included for parts of units 1 and 2. (AMH)…

Pfeiffer, Marie Genevieve (1979). Evaluation of a Grade Six Late Immersion Program. ERIBC Reports. A report is presented of an evaluation study that was set up to monitor the effects of a bilingual program on students' progress in all subject areas, its effects on student attitudes towards the French language and culture, and the patterns of language usage in the bilingual classroom. The sample for the study consisted of three groups: a treatment group of two sixth grade bilingual classes, and two comparison groups comprised of sixth grade classes and a ninth grade class from a regular program. Standard tests and observation procedures were used to collect data. Analysis of the data indicated the following: (1) the treatment group performed as well as the comparison grade six class in subjects other than French, and better than both comparison groups in French; (2) the treatment group maintained more positive attitudes toward the French language and culture than the sixth grade comparison group; and (3) by the end of the year, the greatest percentage of French language used in…

Lofgren, Horst (1980). Models for the Bilingual Instruction of Immigrant Children: School Research Newsletter. Project No. 218. An experimental scheme of bilingual instruction for Finnish immigrant children at the preschool level and at the junior level of elementary school was conducted between 1972 and 1980. The aim of the project was for the children to become functionally bilingual in an educational context equivalent to that provided for Swedish children. Between 1972 and 1979, the school achievement and linguistic and general development of four groups of Finnish children were continuously studied. Initial group size varied between 11 and 15. The instructional model for the project consisted of a two-year, Finnish-speaking pre-school and a two-year junior level elementary school. The Finnish students first reading and writing instruction was in Finnish and transition to regular Swedish instruction was accomplished at the intermediate level (Grade 4). Data were obtained from Finnish and Swedish school and language tests, ability tests, teacher observations and interviews with parents. It was concluded…

Begay, Shirley M., Ed. (1976). To Be A Navajo. Second Edition, 1976. Designed to provide culturally relevant and interesting reading material in Navajo for Navajo speaking children, this booklet presents 20 short stories written and illustrated by students at Rough Rock Demonstration School. Intended to encourage Navajo speaking children, and others, to read and to instill pride in being a Navajo, the stories pertain to the children's experience at home. The short stories, given in English and Navajo, cover such topics as horses, the seasons of spring and summer, the family, the rodeo, home, herding sheep, weaving a rug, and the student's surrounding environment. (NQ)…

Cooper, Stephen (1978). Communication Education and the Teaching of English as a Second Language. Changes in the field of teaching English as a second language (TESL), especially in the last two decades, have included increased recognition of the language needs of learners in numerous circumstances and have resulted in greater attention to the problems of language minority groups in the United States. TESL today is strong and growing, has achieved professional status, and has expanded in teaching, teacher training, and research. Three current areas of TESL of potential interest to teachers of speech are programs for bilingual children, for children in immigrant groups, and for minority children who speak a nonstandard dialect such as Black English. Basic resources for TESL teachers include a wide array of professional groups, professional publications, commercial texts and materials, and other aids. The recent stress on communicative competence has led to increased collaboration between ESL and speech or language arts teachers and has had an impact on TESL curriculum design,…

Christiansen, Matrona; And Others (1977). Alaska Peninsula Alutiiq Workbook. This workbook contains materials for teachers to use in the classroom. An alphabet book, the Pledge of Allegiance, songs, a play, and units on various subjects, such as hunting, picking berries, making a garden, and spring cleaning, are included. The materials are presented in both Alaska Peninsula Alutiiq (Sugpiaq) and English. (CFM)…

Peter, Katherine (1975). Shahnyaati' Tr'iinin Nilii Dai' (Shahnyaati's Childhood). This illustrated reader is geared toward students with an intermediate level of proficiency in Gwich'in Athapascan. It consists of a story about a child's life in the old days. (AMH)…

Nageak, James; Nashaknik, Henry (1973). Anulhuyuk. This illustrated reader is in the North Slope (Barrow) dialect of Inupiaq. A traditional story, it is intended for competent speakers of the language with knowledge of the writing system. (AMH)…

Leaf, Jeanette B. (1976). Tutoring: Walk and Talk Program, 1975-1976 Academic Year. This report evaluated the seventh year of an after school tutorial program designed to provide extra instruction to students who were recent immigrants to New York City or who came from bilingual homes. The primary objective of the program was the improvement of the students' basic skills, namely reading, communications, and mathematics. One hundred seventy-six students from grades one to six were enrolled in the program. The majority of the students came from Chinese or Spanish speaking homes. Students were selected for participation in the program on the basis of teacher-counselor recommendation and academic need. Students were divided into five bilingual and basic skills groups and received intensive and individualized instruction six to ten hours weekly from teachers, educational assistants and high school students who served as tutors. The Stanford Achievement Tests were administered to every student on a pre and post test basis. Questionnaires were administered to all…

(1977). Proceedings of National Conference on Research & Policy Implications. Lau Task Force Report. "Findings Specifying Remedies for Eliminating Past Educational Practices Ruled Unlawful Under Lau v. Nichols" (Austin, Texas, June 17-18, 1976). This publication presents the proceedings of a national conference on the research and policy implications of the U.S. Supreme Court's decision in Lau v. Nichols that was held in Austin, Texas, June 17-18, 1976. The conference was designed around eight panel discussions that focused on the following topics: 1) analysis of performance variables affecting use of dominant language in bilingual settings, 2) review of research on culturally based learning behaviors, 3) analysis of the nature and importance of culturally responsive programs, 4) analysis of the dynamics of first and second language acquisition in the context of general cognitive development, 5) review of current bilingual/multicultural programs and models, 6) analysis of culturally based process variables, 7) discussion of potential administrative problems and solutions in implementing bilingual/multicultural programs, and 8) review of statutory and judicial bases for bilingual program implementation. The report is divided… [PDF]

(1977). Un Viaje al Aeropuerto (A Trip to the Airport). This illustrated, bilingual Spanish-English intermediate reader describes a class trip to an airport, in which the class tours the airport, and learns about airport activities, the parts of an airplane, and other related topics. Each page of the text is illustrated with a drawing. The narrative is followed by a list of 24 suggested learning activities and 40 vocabulary items relating to airplanes and airports, as well as a few classroom games. (AM)…

Politzer, Robert L.; Ramirez, Arnulfo G. (1975). A Revised Spanish/English Oral Proficiency Test, 1974 Field Test Results. Research and Development Memorandum No. 134. A revised Spanish/English oral-proficiency test battery was administered to 40 Spanish-surnamed pupils equally divided by sex at grade levels 1, 3, 5, and 7. The test battery included parallel Spanish and English versions of: (1) a 12-item vocabulary pretest, (2) a 32-item vocabulary-by-domain test consisting of four sections–home, neighborhood, church, and school–of eight items each, and (3) a 32-item grammar production test requiring 10 different grammatical operations. The pupils' performance was similar (balanced) in both languages on the home and neighborhood domains in all grades; Spanish was dominant on the church domain in grades 1 and 3, balance not being achieved until grade 7. English was dominant only on the school domain in grade 5. Spanish was dominant on the grammar test through grade 5, with balance achieved in grade 7. The general tendency was for test scores to improve with grade level or years in school. The amount of variance in the test scores that could be… [PDF]

Weiner, Lois (1993). Preparing Teachers for Urban Schools: Lessons from Thirty Years of School Reform. Preparing teachers of at-risk students in urban schools is examined, focusing on the issues raised in teaching disadvantaged students and the problems of teaching in an urban school system. The broad thesis underlying the discussion is that to fulfill human potential, society must have the widest and most popular forms of political freedom and economic democracy. It is argued that school and community must be linked, and that school systems must be altered because systems, not isolated factors, subvert academic achievement. An ecological, or holistic, perspective is adopted that expresses the belief that school must take all of the child's life experiences into account. The first three chapters consider what researchers have learned over the last 30 years about how teachers should be educated to teach in urban schools. Chapter 4 summarizes the history of research on preparing teachers of at-risk students. Chapter 5 analyzes how teacher education might improve education and why a…

Cajete, Gregory A. (1999). The Native American Learner and Bicultural Science Education. Explanations of natural phenomena within a traditional Native American context are often at odds with Western scientific philosophy and what is taught in school science. Herein lies a very real conflict between two distinctly different worldviews: the mutualistic/holistic-oriented worldview of Native American cultures and the rationalistic/dualistic worldview of Western science that divides, analyzes, and objectifies. General tendencies in Native learning styles include a predominantly nonverbal orientation; tendency toward visual, spatial, and kinesthetic modes of learning; heavy reliance on visual perception and memory; preference for movement and activity while learning; and preference for process learning that moves from concrete examples to abstractions. In the typical school environment, free movement is significantly restricted and indirect intellectual learning, which emphasizes verbal, mathematical, and logical orientations, is the norm. The disparity between home and… [PDF]

Conley, David T. (1993). Roadmap to Restructuring: Policies, Practices and the Emerging Visions of Schooling. Designed as a guide for practitioners, this book draws on over 600 sources to discuss school restructuring definitions, trends, and issues; achievements of a few select schools; and implementation techniques and strategies. Two overarching, indirectly stated issues pervading the reconceptualization of schooling are multiculturalism and a caring school staff. The book is organized into four parts. Part 1, Rationale and Context, presents a historical context for restructuring and a summary of the current motivations for, and implications of, educational restructuring. Part 2, Changing Roles and Responsibilities, examines the evolution of new roles for essentially all the groups that participate in public education. Part 3, Dimensions of Restructuring, explores the concepts of incremental and discontinuous change and extensively discusses current school restructuring activities along 12 dimensions: learner outcomes, curriculum, instruction, assessment, learning environment, technology,… [PDF]

Gabioud, Catherine; And Others (1987). Interculturalism: From the Idea to Teaching Practice and from Practice to Theory. The CDCC's Project No. 7: "The Education and Cultural Development of Migrants.". In addition to a summary of conference proceedings, this document presents background information on the promotion of intercultural education in Europe. Part I introduces Switzerland as a society combining several cultures and nationalities, noting the large presence of foreigners–14.6% of the total population as of December 1985 and 20% of the school population. Part I concludes that meeting the needs of pupils in such a diverse culture calls for confrontation and dialogue between the host countries and the countries of origin in a multinational context, like that of the Council of Europe. Part II defines culture and the role of the Council of Europe in promoting interculturalism. Part III outlines the work of the Joint Italo-Swiss Group including their sponsorship of a competition inviting teachers to submit studies and practical experiments in the field of intercultural education. Main features of the 40 papers submitted are highlighted. Part IV summarizes the proceedings of a…

Cintrat, Iva (1987). Recognition of Cultural Diversity in the Teaching of School Subjects. Final Report. The CDCC's Project No. 7: "The Education and Cultural Development of Migrants.". A workshop supported by the Council of Europe's Project No. 7 for representatives of supervisory staff for the teaching of languages and culture of origin from Algeria, Italy, and Portugal focused on cultural diversity as contributed by migrants' children in day-to-day classroom work and in the curricula and subject-matter of primary teaching as a whole. Six major papers were presented and discussed. Paper topics included (1) the work of the Council of Europe's project for the educational and cultural development of migrants, (2) intercultural education, (3) interculturality and the logic of learning, (4) the intercultural approach and art education, (5) culture and language learning, and (6) history and the intercultural approach. Issues discussed included the types of connection which define the intercultural approach, links between the Council of Europe project and possibilities of application in member countries, the attitude of European countries to intercultural education, how…

(1982). Bilingual/Bicultural Demonstration Project for Teachers of Emotionally Disturbed Children. E.S.E.A. Title VII Annual Evaluation Report, 1981-82. This report is an evaluation of the Bilingual/Bicultural Demonstration Project for Teachers of Emotionally Disturbed Children, a program which supplemented the basic special education program by providing (1) staff training and consultation; (2) materials development, selection and evaluation; and (3) assistance in the diagnosis of educational needs and the prescription of instructional and management strategies. In 1981-82, the program offered services to five itinerant teachers who provided supplementary bilingual instruction to 211 emotionally handicapped (Spanish-speaking pupils with limited English proficiency in nine special schools in Brooklyn, Manhattan, and Queens (New York City). The objectives of the program were to improve reading in English and Spanish, mathematics, science, and social studies for students in mid-elementary to high school levels. Evaluation of the project's fourth year results showed that pupil achievement objectives compared favorably to those of the… [PDF]

Shafer, Susanne (1982). Bilingual Education for Guest Workers. Bilingual education programs in West Germany and Sweden for the children of foreign workers are described. The 4.5 million foreign workers come particularly from Turkey, but also from other southern European countries, from other member nations of the European Economic Community, and from Asia and Latin America. Some are immigrants, some political refugees, and some temporary migrant workers. The following school programs are directed to the children: transitional programs of German as a second language, maintenance bilingual programs, and bilingual/bicultural programs that follow the curriculum of schools in the foreigner's country of origin. German is then taught as a foreign language. In the first instance, the goal is assimilation of the foreign worker's child, while in the second case, it is acculturation; and in the third, eventual repatriation. It is suggested that segregated classes for these children interfere with social integration, and that the weak educational…

Darity, Evangeline R. (1985). Multiethnic Perspectives on Education. Despite attempts by educators to implement sound programs in multiethnic education, there is conceptual confusion, philosophical conflict, and widespread disagreement about what should be the proper role of public schools and universities in the ethnic education of students, in recognition of minority groups, which include, but are not limited to, Afro-Americans, Hispanic Americans, Asian Americans, and American Indians. Multiethnic education encompasses the study of ethnic cultures and experiences, institutional changes within school settings to provide equal educational opportunities, and promoting the concept of ethnic diversity. Goals for multiethnic education include providing all students with skills, attitudes, and knowledge to function within their ethnic culture, the mainstream culture, and within and across other ethnic cultures; helping mastery of essential reading, writing, and computational skills; reducing the pain and discrimination experienced in school and the wider…

Rosenzweig, Linda W., Ed. (1982). Developmental Perspectives on the Social Studies. This bulletin provides an overview of developmental theory and practice in relation to social studies instruction in K-12 curriculum. In the first of eight chapters developmental theories pertaining to teaching and learning social studies are presented. The theories of Erik Erikson, Jane Loevinger, Jean Piaget, Lawrence Kohlberg, and Robert Selman are discussed. Chapter two describes the rationale and implementation strategies for a social studies program designed to create a "just community" with 8- to 10-year olds. Chapter three summarizes cognitive developmental characteristics of typical middle-school students. It also provides activities and assignments designed specifically to meet the needs of both the concrete and beginning formal operational thinkers. Chapter four focuses on community building activities which function as an integral component of the Carnegie-Mellon civic education project. Chapter five examines the implications of developmental research in the…

Lira, Juan R. (1979). An Investigation of Bilingual Teacher Training and its Effect on Bilingual Bicultural Instruction. To investigate bilingual teacher training and its effect on bilingual bicultural instruction, a review of the literature was undertaken and teacher training for a bilingual bicultural program in a Texas school district was analyzed through an interview with the program supervisor. The review focused on the academic achievement of language minority groups, success factors in bilingual education programs, bilingual teacher certification and competencies, correlations between teacher attitudes and bilingual education, bilingual education program rationales, inclusion of culture in instruction programs, and the University of Texas at Austin teacher preparation program, New York City Bilingual Teacher Intern Program, and six French bilingual projects in New England and Louisiana. Findings on the Texas school district bilingual program (intended to develop capability in English and Spanish) revealed: a real attempt to give teachers necessary training; inconsistency between philosophy and… [PDF]

Tonigan, Richard F. (1979). Educational Program Status Report. Ganado Public Schools. Prepared as background information for a future long-range comprehensive plan, this status study was done to determine the scope and nature of the current educational program and facilities in the four schools operated by the Ganado Public School District. To accomplish the project, the staff of consultants followed a 5-part procedure: (1) examined faculty and administrative prepared North Central Association documents (1978); (2) examined North Central Association review team's re-evaluation report (1978); (3) observed district school plants; (4) interviewed and questioned selected school personnel; and (5) researched documents from interviewed personnel. Observers concentrated on gaining overall impressions of the settings in which teaching and learning take place in the four schools. The combination of high rates of personnel turnover, inadequate facilities, and widely scattered facilities was determined to be contributing significantly to communication difficulties, thereby…

Easter, Marilyn (2002). The Rise and Fall of Diversity Training. The effectiveness of diversity training in eliminating racial stereotypes in the workplace and modifying employees' negative attitudes toward diversity was examined in a study conducted at a private nonprofit college in the San Francisco Bay area. The study sample consisted of 80 nontraditional students from 4 sections of a course titled Managing Cultural Diversity (MCD) and 40 students from 2 marketing classes. The Cross-Cultural Adaptability Inventory (CCAI) was administered to all 120 students as a pretest and posttest. The MCD students received 7 weeks of intensive training on cultural diversity, interracial differences, race relations, ethnicity and attitude, psychographics, prejudice and discrimination, and white privilege. The 40 marketing students received no diversity training during the study. An analysis of the students' performance on the CCAI using descriptive statistics and repeated measure analysis of variance established that there were no significant differences… [PDF]

Plata, Maximo (1979). Preparing Teachers for the Mexican-American Handicapped. The Challenge and the Charge. Teacher Education and Special Education, v2 n4 p21-26 Sum. The article focuses on issues that are important in training teachers to work with Mexican American students who are handicapped. Factors examined include cooperative efforts between local education agencies and universities; teacher attitudes, both toward the culturally different and toward the handicapped; and legislation and litigation. (DLS)…

Battle, Jennifer; Menchaca, Velma (1997). Addressing Diversity through a Field-Based Center for Professional Development and Technology. Teacher Education and Practice, v13 n1 p14-21 Spr-Sum. To meet the challenges of student diversity, the Southwest Texas Center for Professional Development and Technology offers school-family-community partnerships with urban schools. Preservice teacher interns participate in field-based experiences where they interact with diverse students in various settings over a semester. They learn to handle the realities of diversity in public schools. (SM)… [Direct]

Greenman, Nancy P.; And Others (1992). Institutional Inertia to Achieving Diversity: Transforming Resistance into Celebration. Educational Foundations, v6 n2 p89-111 Spr. The paper examines the problem of resistance to diversity as manifested in some institutions of higher education. It explores the mutually reinforcing dynamic between individuals and institutions in perpetuating existing structures and offers a pathway for transforming resistance into celebration of diversity by identifying sites where change can occur. (SM)…