Sarangarm, Isara; And Others (1998). Bilingual Program Evaluation Report on Idea Language Proficiency Tests, 1996-97. The report presents findings concerning the language proficiency of elementary, middle, and high school students receiving bilingual services in the Las Cruces Public Schools (New Mexico). The report contains five sections: general information about the bilingual program in the school district; the Idea Language Proficiency Tests (IPT); results of the English and Spanish oral tests; results of the English and Spanish reading and writing tests; and recommendations. Highlights of the findings include the following: an overall decrease in the number of non-English and limited-English speakers and a rise in the number of fluent English speakers; an overall increase in fluent Spanish speakers and decrease in limited-Spanish speakers; differential program effects on LAU ratings of oral proficiency; an overall rise in competent English readers and writers; and an overall rise in competent Spanish readers and writers. In all cases, differential program effects were found, and are… [PDF]

(1989). Responsabilidad = Responsibility. Level II. Student Book and Teacher's Edition. This curriculum presents an overview of responsibility as a concept intrinsic to the functioning of a democratic society. The curriculum has been developed to provide students with an increased awareness of the importance of responsibility in their own lives and its place in contemporary society, and to encourage their capacity and inclination to deal with issues of responsibility effectively and wisely. The curriculum is organized around topical questions that provide a systematic approach to the analysis and evaluation of responsibility and its social, political, and legal aspects. This edition of the curriuclum, for students in grades 2 and 3, contains four units, each of which concerns a topical question. Unit 1 asks: \Que es la responsabilidad?\ (What is responsibility?) Unit 2 asks: \Cuales seran los beneficios y los costos de complir con la responsabilidad?\ (What might be some benefits and costs of fulfilling responsibilities?) Unit 3 asks: \Como decidir que…

Kucer, Stephen B. (1993). Change and Resistance in a Bilingual Whole Language Classroom. A study examined how two third-grade bilingual (Mexican-American) students resisted, appropriated, and/or internalized a whole language curriculum and the relationship between student interaction with and response to the whole language curriculum and their literacy development. Participant-observer ethnographic field notes recorded over an entire academic year were supplemented with data (collected at the beginning and end of the school year) from students' oral reading of several stories appropriate to their reading ability, students' stories about a frightening experience, and the results of students' spelling 57 randomly selected words from the third-grade speller. Results indicated that: (1) 84% of Jose's interactions with the curriculum were as intended by the teacher while Angie engaged with the curriculum 56% of the time; (2) Jose appeared to be able to put his own beliefs about the reading and writing processes "on hold" as he interacted with various literacy… [PDF]

Bruno, Paula (1993). The Wisdom Is Now (Project WIN) Final Evaluation Report, 1992-93. OREA Report. The Wisdom Is Now (Project WIN) was designed to increase student English proficiency, native language proficiency, and academic achievement, increase parent involvement, and encourage staff development at the High School for the Humanities and the School of Fashion industries in New York City. It served a total of 349 students of limited English proficiency (LEP), their parents, and their teachers. Students received instruction in English as a Second Language (ESL), native language arts (NLA), and the content area subjects of mathematics, science, and social studies. Teachers of the participating students had the opportunity to attend monthly staff development meetings and receive tuition reimbursement for relevant college courses. The project sponsored a variety of parental involvement activities, including workshops and counseling services. Project WIN met its specific objectives for increasing students' familiarity with American culture and citizenship, cultural pride, attitude… [PDF]

(1993). CLAD/BCLAD Examinations. Test Specifications. This draft handbook provides descriptions and summaries of the six tests that California elementary and secondary teachers must pass to earn the Crosscultural, Language, and Academic Development (CLAD) or Bilingual, Crosscultural, Language, and Academic Development (BCLAD) certificates. The six tests include: (1) "Language Structure and First- and Second-Language Development"; (2) "Methodology of Bilingual, English Language Development, and Content Instruction"; (3) "Culture and Culture Diversity"; (4) "Methodology for Primary Language Instruction"; (5) "The Culture of Emphasis"; and (6) "The Language of Emphasis." Each description and summary outlines the skills covered by the test and the weights given to specific categories of skills in the grading of the test. Tests one through four are in English and are the same for each language certification. Test five is in English but focuses on a specific target culture. Test six… [PDF]

Ramirez, Genevieve M. (1987). Retention of the Latino University Student: Student Affirmative Action at CSULB. The Student Affirmative Action Program at California State University, Long Beach was designed to serve the needs of Latino students, an underrepresented population in higher education, and to help eliminate identified institutional barriers to their participation. Barriers include inadequate orientation and information, poor planning and academic scheduling, limited support services, and personal and cultural alienation. Program features include: the original summer residential program providing orientation, basic study skills, academic advising, and exposure to some of the interpersonal dynamics of the first year; intensive writing and math instruction; and fall course registration. Participating students are assigned a trained peer advisor for regular meetings, progress evaluation, and referrals for additional academic and nonacademic services. Student scheduling incorporates breaks so students may use academic support services, meet with faculty, or prepare for classes. Group… [PDF]

Lyons, James J. (1989). Legal Responsibilities of Education Agencies Serving National Origin Language Minority Students. National Origin Desegregation Assistance. Technical Series. This document traces the evolution of federal protection of the educational rights of language-minority students, beginning with the enactment of Title VI of the Civil Rights Act of 1964 and the first steps of the (then) Department of Health, Education and Welfare (HEW) to ensure local school district compliance through its Office of Civil Rights (OCR). A review of federal civil rights laws concludes that state and local educational agencies have special responsibilities for designing and implementing, with the necessary and appropriate resources, programs that will enable national origin-minority students who are limited in their English language proficiency to surmount language barriers. Furthermore, student academic performance is the ultimate criterion used by the courts to judge whether an agency is fulfilling its legal responsibilities to language-minority students. The effects of the following key federal court decisions and laws are discussed: (1) Lau v. Nichols (1974); (2)…

Rothfarb, Sylvia H.; And Others (1985). Evaluation of the Bilingual Curriculum Content (BCC) Pilot Project: A Three-Year Study. First Interim Report. Bilingual Curriculum Content (BCC) is an instructional component of the Transitional Bilingual Basic Skills program offered to students with limited English proficiency (LEP) in the Dade County Public Schools, Florida. In BCC instruction, students learn mathematics and combined instruction (science, social studies, and health/safety) in their native language. To evaluate student achievement in content areas with or without bilingual instruction, the BCC Pilot Project was implemented in 12 kindergarten classes in February, 1984. The schools were randomly assigned to either BCC or No-BCC instruction groups. Participants were Hispanic origin LEP kindergarteners. A test of general cognitive ability was administered at the beginning of the project. Content area and language skills achievement tests were administered at the pretest (February) and posttest (May). Program implementation characteristics and school demographic data were also gathered for each school. Results showed no… [PDF]

(1986). George W. Wingate High School Multilingual Survival Skills Program, 1985-1986. OEA Evaluation Report. The Multilingual Survival Skills Program, in its final year of a three-year funding cycle, provided instructional and support services to 350 Haitian and Hispanic students of limited English proficiency (LEP) at George Wingate High School (Brooklyn, New York). The program emphasized the acquisition of English language skills, using students' native language (Spanish, French, and/or Haitian Creole) to maintain and/or develop content-area knowledge and skills. The major goals of the program were to: (1) implement special instructional services; (2) develop curricular materials in Spanish for content-area courses; (3) help students pass required courses for graduation; and (4) provide support services. Quantitative analysis of student achievement data indicates that: (1) students mastered an average of one Criterion Referenced English Syntax Test (CREST) skill per month; (2) program students' passing rates in native language arts, science, and social studies met the program objectives;…

Morrison, F.; Pawley, C. (1983). Subjects Taught in French. Evaluation of the Second Language Learning (French) Programs in the Schools of the Ottawa and Carleton Boards of Education. Part I. Tenth Annual Report, December 1983. Groups taught in English and French in four Ottawa English-language schools were tested for achievement in mathematics and geography in grade 9 and history in grade 10, and the two groups' results were compared. In each subject area the group instructed in French had significantly higher mean scores on the available scholastic aptitude measures than the group instructed in English. Questionnaires administered to students and their teachers yielded opinions about the courses, especially relating to the language of instruction. After adjustments for ability, mathematics achievement was higher for the group instructed in French. Geography achievement was similar for the two groups, but students instructed in French and taking the test in both languages performed better on the English test, and a similar result was found in the grade 10 history test. Item analysis also showed some significant differences related to test language. No significant sex differences were found in mathematics,…

Puccio, Ignazio; Torres, Judith A. (1983). Project BABS (Bilingual Academic and Business Skills). O.E.E. Evaluation Report, 1981-1982. Project BABS is a Title VII-funded comprehensive project designed to develop the business and basic skills of limited English proficient students of Chinese/Vietnamese, Greek, Russian, and Hispanic descent. Participating students come from six New York City high schools. Major program activities include career counseling, job internships with business enterprises, curriculum development, a computerized reading program, and parental involvement activities. Student objectives include the development of English syntax skills, English reading achievement, and the development of business skills through internships. This report describes Project BABS, discusses the implementation of both instructional and noninstructional components, and provides numerous tables of data on the performance of participating students from each of the six schools. Problems in meeting program objectives are attributed to its late start and to administrative difficulties. A number of suggestions are provided… [PDF]

Saylor, Lucinda (1985). Indochinese Refugees: An Administrator's Handbook. This handbook is designed for administrators and teachers dealing with Indochinese refugees from Vietnam, Laos, and Cambodia. The first section provides the reader with basic information on the personal and behavioral characteristics of Indochinese at home and in school. The second section gives practical suggestions on how to keep student records for Asian students, how to determine grade placement, and the types of programs most likely to be successful in teaching the students both English and native language skills. The third section outlines the legal requirements with regard to these students, and the next section is a simple listing of appropriate and inappropriate expectations to have and actions to take regarding this group. The booklet includes an extensive materials reference section and bibliography. (CG)…

Galang, Rosita G. (1982). Native Language Assessment of Asian-American Students. Problems and issues in the field of native language proficiency assessment for Asian American students are examined. Language skills assessment in both English and the native language is a crucial step in the provision of equal educational opportunity to language minority students. Language assessment for Asian Americans, the fastest growing group of language minority students in the United States, should evaluate language preference, proficiency, and dominance. A severe lack of language assessment instruments dealing with Asian language was revealed by a review of the available language tests for bilingual students. The few tests available have not been systematically evaluated or disseminated. Among the many controversies surrounding language testing is the increasing emphasis on communicative competence as opposed to linguistic skills. Despite the new emphasis on communicative competence, most tests consist of discrete items that evaluate subskills and skill components. Suggested… [PDF]

Collins, Carla; Cotayo, Armando (1984). George Washington High School Bilingual Academic and Career Orientation Program, 1982-1983. O.E.E. Evaluation Report. This program, in its final year of a two-year funding cycle, offered bilingual instruction and supportive services with a career orientation focus to 250 Hispanic students in grades 9-12. The major program goal was to expedite the acquisition of the English language skills necessary for full mainstreaming within an average period of three years. Mainstreaming was accomplished by placing students in content area courses in their native languages and some English as a Second Language (ESL) classes during the first two years, and then increasing their exposure to English instruction in order to achieve full integration in all-English content area courses by their senior year. Program activities for students, in addition to instructional services, included adaptation of curriculum materials, preparation of a lesson planning guide to include "career infusion" in the teaching of subject areas, academic and personal guidance, home visits and outreach, and outside referrals. Staff… [PDF]

Chan, Sucheng (1982). Asian American-Pacific American Relations: The Asian American Perspective. This paper examines the migration and settlement history of Asians into the United States and the interaction of the major Asian immigrants with each other and with American society. An important thesis is that, because the differences between Asian Americans and Pacific Islanders are much greater than the similarities between them, they should no longer be treated as a single social entity. The term \Asian\ is used to refer to persons originating in China, Japan, Korea, India, the Philippines, and Vietnam. \Pacific Islanders\ represents Chamarros (from Guam), Samoans (both East and West), Native Hawaiians, and Tongans. The paper is divided into five major parts: (1) \Asian Immigration History, 1849-Present\; (2) \Settlement Patterns and Labor History\; (3) \Community Structure, Inter-ethnic Relations and Cultural Development\; (4) \Contemporary Issues\ (including education, employment, health and mental health, community development, cultural integrity, and civic participation);… [PDF]

Vargas, Lucila, Ed. (2002). Women Faculty of Color in the White Classroom: Narratives on the Pedagogical Implications of Teacher Diversity. This book compiles narratives by women professors of color who examine their classroom experiences in predominantly white U.S. campuses, focusing on the impact of their social positions upon their classroom practices and teaching-learning selves. The 19 papers are (1) "Introduction" (Lucila Vargas); (2) "Why Are We Still So Few and Why Has Our Progress Been So Slow?" (Lucila Vargas); (3) "My Classroom in Its Context: The Struggle for Multiculturalism" (Lucila Vargas); (4) "'Passing/Out' in the Classroom: Eradicating Binaries of Identity" (Giselle Liza Anatol); (5) "Reading the Body Indian: A Chicana Mestiza's Experience Teaching Literature" (Lisa D. Chavez); (6) "Useful Anger: Confrontation and Challenge in the Teaching of Gender, Race, and Violence" (Kimberly Nichele Brown); (7)"Negotiating the Minefield: Practicing Transformative Pedagogy as a Teacher of Color in a Classroom Climate of Suspicion" (Rashmi Luthra);…

(2000). Report on the Binational Conference: In Search of a Border Pedagogy (4th, El Paso, Texas and Ciudad Juarez, Mexico, January 1999). This report contains a synopsis of the binational conference and features brief summaries of all the papers presented at the conference. Over 350 educators, community leaders, and researchers were brought together to discuss the educational extremes found along the border between the United States and Mexico and to investigate instructional approaches that address the unique characteristics of this region. The following questions helped to shape the scope and content of the conference: What is the current condition of bilingualism, particularly in the United States? How can educators break the cycle of low performance in border schools? How can teachers and administrators reinvent school norms, structures, and culture so that there is respect for linguistic and cultural differences? The conference was sponsored by the Center for Research on the Education of Students Placed at Risk, the Texas Teacher Recruitment, Retention, and Assistance Project at Johns Hopkins University, and the… [PDF]

Banks, James A. (1990). Citizenship Education for a Pluralistic Democratic Society. Social Studies, v81 n5 p210-14 Sep-Oct. Examines the challenge of educating increasing numbers of minority and impoverished students to produce effective citizens and future workers. Offers a lesson on reconceptualizing European westward expansion to analyze the social construction of knowledge. Argues that schools can and must help students think critically, deal with social and political contradictions, and improve society. (CH)…

Roman, Elliott M. (1994). Emergency Immigration Education Act Programs. Summer ESL Welcome Program for Students of Limited English Proficiency, Summer Bilingual Program, Projects Omega, Wise, and Bell. Summer 1994. OER Report. The Emergency Immigration Education Act supported three distinct programs in New York City in the summer of 1994: (1) the Summer English as a Second Language (ESL) Welcome Program for Students of Limited English Proficiency; (2) the Summer Bilingual Program; and (3) Projects Omega, Wise, and Bell. The projects served 3,443 students in all. The Summer ESL Welcome program served 526 entering ninth graders, acquainting them with their rights and responsibilities in high school. The Summer Bilingual Program served 2,917 high school students. Projects Omega, Wise, and Bell focused on staff and curriculum development. In general, the programs met their objectives. Some recommendations for program continuation call for more materials for the summer bilingual program, additional field trip opportunities, and better sharing among participants in the three staff development efforts. One table lists program sites. (Author/SLD)… [PDF]

(1994). Proceedings of the National Conference on Successful College Teaching (18th, Orlando, Florida, February 26-28, 1994). This proceedings contains 27 articles on improving teaching and learning in higher education. The following articles are included: "Gender Differences and Faculty Work Satisfaction," (N. Beardslee, N. White, and J. Richter); "Using Your Own Student Evaluation Form for Teaching Improvement," (Y. Bhada); "Excellence in College Teaching," (J. Follman); "Faculty Turnover: An Analysis by Rank, Gender, Ethnicity and Reason," (D. Honeyman, Jr. and S. Robinson Summers); "Linking the Faculty Recognition Process to Teaching Excellence," (J. Shirk and M. Miller); "Part-Time Faculty Evaluation: A Campus Case Study," (J. Williams); "Reigniting the Flame: TQM Tactics for Faculty Rejuvenation," (W. Akin); "Reigniting the Flame: TQM Tactics for Faculty Rejuvenation (Transforming the Marketing Imperative into a Career Boost)," (C. Chambliss); "Using Professional Software To Enhance Teaching Excellence," (F…. [PDF]

Blankenship, Glen; Tinkler, D. William (1994). Cultural Reflections: Work, Politics and Daily Life in Geramny. Social Studies Lessons. This curriculum packet, designed for high school students, contains student activities that focus on worker training and apprenticeship programs, structure of the school system, family income, leisure time activities, structure of the federal government, and social programs/health care. The three lessons may be used individually via integration into the curriculum, or collectively as a complete stand-alone unit. Each lesson begins with an outline for teaching that includes instructional objectives, a list of necessary materials, and a sequenced list of procedures for using the activities provided with the lesson. The lessons in this instructional kit include: (1) "The German Worker"; (2) "Government in Germany"; and (3) "Culture and Daily Life in Germany." (EH)… [PDF]

Berg-Tilton, Mariann; And Others (1996). Increasing Cultural Understanding between Mexican-Americans and Whites in a Multiethnic School. A program was developed to create a positive school climate in a multiethnic school to reduce conflict among students. The targeted population consisted of students in kindergarten through grade six in a school in a low socioeconomic environment in a rural community in northern Illinois. The majority of the school's 309 students were White, but 29.4% were Mexican American, 0.6% were Asian, and 0.3% were African American. Problems of poor peer interaction and negative school climate were documented through a study of discipline referrals, parent, teacher, and student surveys, and teacher checklists. Review of this data about probable causes indicated that students have inadequately developed social skills, and that the amount of parental involvement, the socioeconomic status of the population, and the number of troubled families might be contributing to the problem. An underlying factor might have been the response of the school to the demographic changes that have resulted in a… [PDF]

Hoeben, Wijnand Th. J. G. (1991). Educational Effectiveness and Curriculum: Quality Requirements of Curricula in Minority Education. Quality requirements of curricula are analysed in terms of the educational effectiveness of their implementation. Improvement of educational effectiveness is seen primarily as taking place by improving the pupils' opportunity to learn, by increasing their time on task, by structuring and pacing their instruction, by clear and explicit objectives and by evaluating, feeding back and reinforcing their learning achievements. Education of minority students in the Netherlands and the quality of curricula for their education are analytically evaluated and discussed in terms of these elements of educational effectiveness. Evaluation, feedback and reinforcement, especially, are elaborated as inter-related elements of educational effectiveness, and, therefore, also as inter-related quality requirements of curricula. The analysis has implications for educational policy and development at the national and school level. (Contains 37 references.) (Author)… [PDF]

Roen, Kim (1997). The Ties That Bind: What Is Cultural Identity? Fulbright-Hays Summer Seminars Abroad 1966 (India). This curriculum unit was developed to assist middle-school students in understanding diversity in race, religion and culture present in India. Sections of the guide include: (1) "Assessment," which discusses Indian culture; (2) "The Culture of the Monsoon"; (3) "Musical Culture"; (4) "Systemic Culture"; (5) "The Culture of Stories"; (6) "The Culture of Cuisine"; and (7) "The Culture of Appearance." The guide also provides a list of multiple abilities used in this unit (EH)… [PDF]

Ruddell, Martha Rapp (1993). Teaching Content Reading and Writing. Addressing the many ways that literacy interacts with and supports learning, this book explores various aspects of middle and secondary school literacy instruction in subject area classrooms. The book presents a number of issues, instructional strategies, and classroom ideas for guiding students' literacy and language development in particular subject areas. Three features in the book are designed to guide readers' reflective thought and assist in transferring ideas from the text to the classroom: double entry journal activities at the beginning and end of each chapter; "how to do" features (step-by-step lists of things that need to be planned, prepared, or considered) occurring at irregular intervals in chapters focusing on instructional strategies; and "building tables" at the end of instructional strategy chapters that summarize critical information. Chapters in the book are: (1) Literacy in Middle and Secondary Schools; (2) Literacy Processes: Thinking,…

Downing, Karen E.; And Others (1993). Reaching a Multicultural Student Community: A Handbook for Academic Librarians. The Greenwood Library Management Collection. This handbook is intended for academic librarians who are interested in establishing peer outreach programs for minority students on their campuses or who are trying to decide whether such a program would meet the needs of their students. Chapters include an overview of the unique challenges facing academic institutions and libraries in serving the new multicultural student population, suggestions on working effectively in the current academic environment, and practical guidelines for specific program design, implementation, and evaluation. Topics considered include performing a community analysis, the politics of program development, budgeting, personnel management, and program evaluation. Model program materials are presented, and a bibliography lists additional information sources. Eight tables and nine figures complement the discussion. Three appendixes give training plans and exercises, a minority student survey form, and sample advertisements. (Contains 80 references.)…

Phillips, Douglas A.; Sipe, Rebecca Bowers (1990). Alaska and Japan: A Teacher's Resource Guide. This collection of teaching materials about Japan is designed to educate the youth of Alaska about various aspects of the country that is Alaska's largest trading partner. With some modifications the materials may be adapted for use in other states or regions. The guide is interdisciplinary in nature and is intended for skills development and knowledge base improvement in reading, writing, speaking, listening, research, computation, mapping, graphing, economics, geography, history, and cultural understanding. Most of the 26 lesson plans included in the guide contains 8 sections: lesson overview, recommended time, objectives, materials, procedure into the community, evaluation, and enrichment ideas and assignments. (DB)… [PDF]

Lee, Courtland C., Ed.; Richardson, Bernard L., Ed. (1991). Multicultural Issues in Counseling: New Approaches to Diversity. This book was written to provide counseling and human development professionals with specific guidelines for becoming more culturally responsive. It looks at the evolution of multicultural counseling, addresses ideas and concepts for culturally responsive counseling interventions, and examines the implications of cultural diversity for future counselor training. Individual chapters include the following: (1) "Promise and Pitfalls of Multicultural Counseling" (Courtland C. Lee and Bernard L. Richardson); (2) "Cultural Dynamics: Their Importance in Multicultural Counseling" (Courtland C. Lee); (3) "Counseling American Indian Adults" (Grace Powless Sage); (4) "Counseling Native American Youth" (Roger D. Herring); (5) "Counseling African American Women: 'Sister-Friends'" (Janice M. Jordan); (6) "Utilizing the Resources of the African American Church: Strategies for Counseling Professionals" (Bernard L. Richardson); (7)…

Dancy, Edith (1983). Multicultural Early Childhood Resource Guide. Designed to provide teachers and administrators with a resource for integrating multicultural concepts into the standard early childhood program, this guide first reviews the value of programs such as Headstart and Followthrough, offers a philosophy of racial/ethnic pluralism, and states the purpose and objectives of this guide. Seven sections discuss the following topics in relation to multicultural considerations: (1) classroom and school ecology; (2) nonverbal communication in the classroom; (3) basic pupil characteristics; (4) how children learn; (5) suggestions for enriching instruction; (6) parent involvement; and (7) curriculum development. Instructions are provided for 22 multicultural activities structured to teach concepts, attitudes, and skills which may be lacking in the core curriculum. Suggestions for evaluating programs and activities are given along with guidelines for teaching in a multicultural setting. A 42-item annotated bibliography of multicultural resources is… [PDF]

(1990). The Ibero-American Heritage Curriculum Project. Latinos in the Making of the United States of America: Yesterday, Today, and Tomorrow. Conference Proceedings of the Annual Meeting of the International Advisory Panel (2nd, Santillana del Mar, Spain, October 6-9, 1988). The Ibero-American Heritage Curriculum Project is an interdisciplinary curriculum development project designed to integrate the study of Ibero-American heritage and culture into classroom instructional programs, kindergarten through grade 12. The project was initiated by the New York State Education Department and involves the Spanish National Commission for the Quincentenary of the Discovery of America, the Christopher Columbus Quincentenary Jubilee Commission, seven countries, seven states, and Puerto Rico. This proceedings presents papers linking scholarly research to previously identified curriculum themes. Papers and authors are: (1) "The Ibero-American Experience (The Colonial Period: XV-XVIII Centuries)," J. J. Klor de Alva; (2) "The Sephardic Influence and Contributions," J. Z. Appelbaum; (3) "Latin America: The Nineteenth Century," G. H. Gossen; (4) "Portugal," A. Novoa; (5) "The Chilean in California," N. Duchens; (6)…