Atkinson, Paul A.; Yu, Vivienne W. S. (1988). An Investigation of the Language Difficulties Experienced by Hong Kong Secondary School Students in English-Medium Schools: II Some Causal Factors. Journal of Multilingual and Multicultural Development, v9 n4 p307-22. Responses of 118 Cantonese-speaking students at Hong Kong English-medium secondary schools to a questionnaire indicated those factors that contribute to the ineffectiveness of the English-medium education include: (1) lack of exposure to English outside the classroom; (2) absence of the Hawthorne effect on the immersion programs; and (3) "subtractive bilingualism" preventing students from learning the language effectively. (Author/CB)…

Burd, Stephen; Zook, Jim (1992). Bush Signs Education Spending Bill That Fails to Keep Pace with Inflation. Chronicle of Higher Education, v39 n8 pA22-23,26-27 Oct 14. Fiscal 1993 appropriations for Departments of Education, Health and Human Services, and Labor, signed by President George Bush, include cuts in maximum Pell Grants, first in a decade, and little increase in funding for National Institutes of Health (NIH), among others. Requests and appropriations for student aid, institutional assistance, disadvantaged, disabled, other programs and NIH funding are charted. (MSE)…

Fillmore, Lily Wong (1991). When Learning a Second Language Means Losing the First. Early Childhood Research Quarterly, v6 n3 p323-47 Sep. Discusses a nationwide study of language shift among language-minority children in the United States. Immigrant and American Indian families were surveyed to determine the effects of children's learning of English in preschool on their family language patterns. Findings suggest that primary language loss can be very costly to the children, their families, and society. (Author/GLR)…

Beaumont, Carol J. (1999). Dilemmas of Peer Assistance in a Bilingual Full Inclusion Classroom. Elementary School Journal, v99 n3 p233-54 Jan. An ethnographic study in a second-grade full-inclusion classroom examined spontaneous, unstructured peer-assistance interactions between 22 general education and 11 special education students during small-group and independent work periods. Found that helping exchanges in academic contexts were complicated by students' social agendas: desire to achieve mastery, display competence, establish themselves in the classroom social network, and save face. (Author/LPP)…

Arnot-Hopffer, Elizabeth; Smith, Patrick H. (1998). Exito Bilingue: Promoting Spanish Literacy in a Dual Language Immersion Program. Bilingual Research Journal, v22 n2-4 p261-77 Spr-Fall. Teachers in a Spanish/English dual language elementary school in Tucson (Arizona) promote Spanish literacy using a school-designed program. The schoolwide, nonscripted program has been successful in supporting the transfer of reading skills from Spanish to English and in including special education students in dual language schooling. (Contains 33 references.) (Author/SV)…

Genesee, Fred; Gordon, Edmund W.; Kahlenberg, Richard D.; Orfield, Gary; Payne, Ruby K.; Slocumb, Paul D. (2000). The New Diversity. Principal, v79 n5 p6-32 May. In this special section, various authors (in separate articles) discuss the new face of school segregation; socioeconomic integration–a plan to mix poor and middle-class students; and ways to bridge the minority achievement gap, teach linguistically diverse students, and identify and nurture the gifted poor. (MLH)…

Kneidek, Tony (1996). Two Worlds in One Classroom. Northwest Education, v1 n1 p8-13 Win. Describes the successful bilingual program of the Ontario School District (Oregon). District strategies include visiting a model school in south Texas, encouraging parent participation, facilitating staff development and recruitment, acknowledging cultural awareness, using student-directed instruction and cooperative learning, maintaining students at grade level, and emphasizing literacy. (SAS)…

Garcia, Eugene E.; Stritikus, Tom (2000). Education of Limited English Proficient Students in California Schools: An Assessment of the Influence of Proposition 227 on Selected Teachers and Classrooms. Bilingual Research Journal, v24 n1-2 p75-85 Win-Spr. Interviews with 32 teachers in 8 California school districts examined how teachers responded to Proposition 227. Three teacher reactions were identified: outward defiance, clarification of pedagogical purpose, and anxiety in the face of change. Key factors in these reactions were teacher ideology and experiences and the course of implementation taken by their districts and schools. (TD)…

Slavin, Robert E.; And Others (1996). Success for All: A Summary of Research. Journal of Education for Students Placed at Risk, v1 n1 p41-76. Describes the various components of the Success for All Program (SFAP) and provides a detailed review of its effectiveness in improving the academic accomplishments of students placed at risk, including English-language learners and special education students. It also compares SFAP with Reading Recovery programs. Results of evaluations of 23 SFAP in 9 districts in 8 states show that SFAP increases student reading performance. (GR)…

Bauer, Laura; Sweeney, Linda (1999). The Use of Literary Letters with Post-Secondary Non-Native Students. Learning Assistance Review, v4 n1 p33-41 Spr. Examines the methodology of using novel reading and letter exchange based upon the novels to enhance reading/writing skills in non-native speakers at the college freshmen level. In addition, it refers to theories on which such methodology is based and offers samples from student work. Contains 17 references. (VWC)…

McCarty, T. L. (1993). Creating Conditions for Positive Change: Case Studies in American Indian Education. A study investigated factors supporting innovation in American Indian education by comparing data from two separate studies. One was a followup study of 25 Indian educators' implementation of cooperative learning and whole language techniques, which sought to identify: (1) the impact of the innovations on student achievement; and (2) factors that enable or constrain sustained pedagogical change. The second was a long-term ethnographic study at Rough Rock, on the Navajo Reservation in northern Arizona. The investigation's focus was on institutional and other structural barriers to educational reform, beyond what occurs in the classroom. It is argued that analysis of reform efforts must address factors both within the instructional setting and in the school's organizational structure and sociopolitical context. It is proposed that such analysis is essential to understanding and transforming the historically disempowering experiences of this population. (MSE)… [PDF]

Hanson, Kaye T. (1991). Solidifying International Bridges through Communication Teaching. This paper discusses an ongoing study being conducted at Brigham Young University (BYU) in Utah concerning ways of improving communication teaching to graduate students, especially those in the business administration program. The paper also discusses some current research on language and management and some preliminary results of fourth year data. The research involves the MBA (Master of Business Administration) classroom in which bilingual (foreign national) students (abundant at BYU) are divided into study groups formed around languages, and periodically give 3-minute presentations, one in English and the second in their native language. Listeners fill out evaluation forms and presenters complete presenter forms. The purpose of the program is two-fold: (1) the North Americans can help foreigh nationals with the English language, and (2) the foreign nationals can supply business terms in the foreign language. The program is centered around the concept of the Competing Values… [PDF]

(1991). Bilingual Resource Instruction for the Development of Gainful Employment Skills (Project BRIDGES). 1990-91 Final Evaluation Profile. OREA Report. An evaluation was done of New York City Public Schools' Bilingual Resource Instruction for the Development of Gainful Employment Skills Program (Project BRIDGES), which served poor immigrant high school students. The program operated at three Brooklyn high schools (Sheepshead Bay High School, Franklin D. Roosevelt High School, and South Shore High School). It served 405 limited English proficiency students with instruction in English as a Second Language (ESL), native language arts (NLA), content area subjects, and vocational skills. The program served students from many cultures, who spoke a variety of native languages including Spanish, Haitian Creole, Russian, Hebrew, and Arabic. Evaluation of the program was based on demographic data, citywide student test scores, and interviews with and surveys of the program director. In its final year of implementation, Project BRIDGES was fully implemented; provided at-risk students with essential supportive services and individualized… [PDF]

Kansanen, Pertti, Ed. (1991). Discussions on Some Educational Issues III. Research Report 94. This publication consists of eight articles in which contributors discuss the following educational issues: (1) "Prospects for Schooling" (Friedrich W. Busch); (2) "Broadcasting, Education and Active Citizenship" (Brian Groombridge); (3) "On the Role of Mother-tongue Education in Multilingual Societies" (Wilfried Hartmann); (4) "Theory, Practice and Teacher Education" (Paul H. Hirst); (5) "Pedagogical Thinking: The Basic Problem of Teacher Education" (Pertti Kansanen); (6) "Self-Esteem and School-Achievement Revisited" (Patrik Scheinin); (7) "An Ethnographic Approach in Research on Teaching" (Eija Syrjalainen); and (8) "Phenomenological Study of Concentration versus Disruption in Class" (Rupert Vierlinger). (LL)… [PDF]

Wagemaker, H. (1987). Maori and Pakeha School Performance: The Challenge for Educational Policy and Research. It is suggested that significant differences remain between ethnic groups in New Zealand, specifically the Maori and the non-Maori, or "Pakeha" (a term used by the Maori for New Zealanders of European descent), in terms of educational achievement. This gap exists despite emphasis placed on education as a means of reducing social inequality. These differences, when combined with similar disparities in other social indicators such as life expectancy, employment, and composition of prison populations, pose a significant challenge to the belief in equality, social justice, and the potential attainment and maintenance of social harmony. Statistics reveal that over one-half of Maori students who took School Certificate examinations received grades below that required to proceed, whereas only 26.5 percent of non-Maori received a similar grade. Access to and progress through schools has been changed significantly due to curriculum modifications, and greater attention is being paid… [PDF]

Sousa, Ronald L. (1977). Revision, Development and Implementation of a Bilingual Evaluation Management System, Volume III. The purpose of this practicum was to develop a bilingual management system to enable bilingual teachers to monitor individual students' performance in the bilingual program. This required: (1) revising the kindergarten thru sixth grade student performance objectives; (2) developing kindergarten thru sixth grade criterion-referenced tests and mastery tests in English, Spanish and/or Portuguese for language arts-reading, mathematics, second language acquisition and multicultural social studies; and (3) developing student answer sheets and individual and class profiles. The present volume contains appendices 6 through 14: criterion-referenced tests for mathematics in Spanish and Portuguese; English/Spanish and English/Portuguese multicultural social studies; multicultural social studies in Spanish and Portuguese, English, Spanish and Portuguese as second languages; and a criterion-referenced tests item bank and item critique cards. (Author/CLK)… [PDF]

Gardner, Barbara S. (1977). Building Educational Bridges Between Practically Everybody. A JEP Idea Book on How to Start a College-Community Partnership. The Joint Educational Project (JEP) is a partnership started in 1972 between the University of Southern California and eight public schools. It has achieved a number of purposes ranging from development of new curricula and conduct of applied research to making the university and community a friendlier place. A project description tells how JEP began and grew, how it works, and its value for partici- pating institutions and people. The strategy that guided its development is described. Suggestions are made for the adaptation of the model for other postsecondary institutions and schools. The report is written for university, college, and community college educators who would like to develop a new urban oriented or career oriented curricula or more effective community service programs in an economical way. It is also for elementary and secondary school educators who would like assistance in individualizing instruction, enriching curricula, offering bilingual and multicultural…

Gaughen, James M.; And Others (1980). Policy Report of the Study on Special Pupil Needs. A study was conducted to consider alternative approaches and make specific recommendations for funding Programs on Pupils with Special Educational Needs (PSEN) in New York State. First, the study reviewed various methods for estimating district need including tests and socioeconomic indicators. Second, the effect of the Board of Regents 1979 mandate for remedial education for all pupils falling below statewide reference points on selected tests was considered. And third, the need for an accurate determination of cost for PSEN programs was examined. Approaches to funding Special Pupil Needs programs studied included: (1) uniform grants; (2) excess cost formulas based on program budgets; and (3) weighting formulas. Also considered were three additional adjustments to these basic forms of allocation: a concentration adjustment, rewarding districts for successful programs, and secondary school pupil weighting. Specific attention was paid to aid for children with limited English…

(1980). Bilingual Skills Training Program. Meat Cutting. Module l.0: Meat Grades and Classes. This module on meat grades and classes is the first of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify classes and grades of beef, veal, pork (hog), chicken, turkey, mutton, and lamb; to identify methods of preserving poultry and fish and seafood; and to identify forms in which fish and seafood may be marketed. Contents include list of module objectives; pretest; five sections on (1) beef and veal, (2) pork, (3) poultry, (4) lamb and mutton, and (5) fish and seafood; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate…

(1980). Bilingual Skills Training Program. Meat Cutting. Module 3.0: Identifying and Cutting Meat and By-Products. This module on identifying and cutting of meat and by-products is the third of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary and to identify ways to determine meat freshness and tenderness; bone structures which determine names of cuts; primal and retail cuts of beef, veal, pork, lamb, mutton, and chicken; and edible and inedible by-products. Contents include list of module objectives; pretest; four sections on (1) meat appearance and bone structure, (2) primal meat cuts, (3) retail meat cuts, and (4) animal by-products; posttests; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish;…

(1980). Bilingual Skills Training Program. Auto Mechanics. Module 5.0: Automotive Transmissions. This module on automotive transmissions is the fifth of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to identify and explain the function of the three types of clutches, to explain how the manual transmission works, to identify and explain the function of the parts of an automatic transmission, and to explain parts and functions of the drive line, rear axles, and differentials. Contents include list of module objectives; pretest; five sections on (1) clutches, (2) manual transmissions, (3) automatic transmissions, (4) drive lines, and (5) rear axles and differentials; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or…

(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 3.0: Cells. This module on cells is the third of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to define and describe cells, to draw the structure of a cell and explain each part and its function; to describe cell reproduction, and to define and explain how tissues and organs are formed. Contents include list of module objectives; pretest; five sections on (1) definition of a cell; (2) function, shapes, and sizes of cells; (3) basic structure of a cell. (4) growth and reproduction of a cell; and (5) tissues and organs formed by cells; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading)…

Jacquette, Barbara, Ed. (1979). Reading: More Than Minimum Skills. Volume 2. The ten articles in this yearbook were drawn from Arizona State University's Annual Reading Conference. The first two articles present different perspectives on current research in the teaching of reading comprehension, the third offers a systematic plan for teaching comprehension to remedial readers, and a fourth looks at reading as a tool for dealing with technological challenges from the mechanical arts to mathematics and the theoretical sciences. A fifth article offers suggestions for practical classroom activities for building and reinforcing comprehension skills in readers at all stages, the sixth defuses the controversy between the proponents of phonics-based versus meaning-based reading instruction, while the seventh discusses the effect of parents on children's early reading. The eighth article provides evidence of the effect of reading on ideas and life views and the ninth contains a history of speed reading in the United States. The final article describes a skills-based…

Kondakov, Mikhail I. (1983). Research, Theory and Practice in the USSR. Prospects: Quarterly Review of Education, v13 n3 p275-98. A prominent Soviet educator is interviewed about education in the Soviet Union. Topics covered include the goals of Soviet education, the current 10-year plan for education, school consolidation and upgrading, the use of national languages and Russian in the school system, and educational research and its dissemination. (IS)…

Burnaby, Barbara Jane, Ed.; Reyhner, Jon Allan, Ed. (2002). Indigenous Languages across the Community. Proceedings of the Annual Conference on Stabilizing Indigenous Languages (7th, Toronto, Ontario, Canada, May 11-14, 2000). Conference papers examine efforts by Indigenous communities, particularly Native American communities, to maintain and revitalize their languages. The 27 papers are: "Ko te reo te mauri o te mana Maori: The Language Is the Life Essence of Maori Existence" (Te Tuhi Robust); "The Preservation and Use of Our Languages: Respecting the Natural Order of the Creator" (Verna J. Kirkness); "Maori: New Zealand Latin?" (Timoti S. Karetu); "Using Indigenous Languages for Teaching and Learning in Zimbabwe" (Juliet Thondhlana); "Language Planning in a Trans-National Speech Community" (Geneva Langworthy); "The Way of the Drum: When Earth Becomes Heart" (Grafton Antone, Lois Provost Turchetti); "The Need for an Ecological Cultural Community" (Robert N. St. Clair, John A. Busch); "Building a Community Language Development Team with Quebec Naskapi" (Bill Jancewicz, Marguerite MacKenzie, George Guanish, Silas Nabinicaboo);… [PDF]

Bonilla, Carlos A., Ed.; Goss, Joyce, Ed. (1997). Teaching to Ethnicity, Gender, and Race: The Quest for Equality. This book contains seven chapters, written by graduate students in teacher education, on educational strategies to promote multiculturalism and combat racial, ethnic, and gender bias in the classroom. Chapters are: (1) "Diversity and Multiculturalism: Quo Vadis? What Is Multiculturalism?" (Deborah Bradford Basey, Michelle Danner, Stacy Graham, Rebecca Jackson); (2) "Rural Class of 2000: Are We Preparing Our Students for the Multicultural World Next Door? A Survey of Calaveras Unified and Mark Twain Unified High Schools, Calaveras County, California" (Joan Goldie, Shari Pargett, Dustyn, Jim Kern, Sandra Cobbs); (3) "Gender Bias in the Classroom: Do Teachers Treat Boys and Girls the Same?" (Alexandra Garschagen, Cam Graves, Marla Heed, Ken Ishida, Greg Kalthof); (4)"Gender-Stereotypes: Who's To Blame?" (Todd Schilling, Emily Wong, Inez Rowles, Tina Kendall); (5) "Forever Homecoming Queen: Fashion Model or Role Model?" (Wendy Agari,… [PDF]

Park, Clara C. (1995). California Reform: Certification of Teachers for LEP Students. Social Studies Review, v34 n2 p28-31 Win. Maintains that California schools have undergone an enormous transformation over the past two decades, with over a million students identified as limited English proficient. Describes changes in teacher education and certification designed to meet the needs of limited English proficient students. (CFR)…

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)…

Henrie, Samuel N., Ed. (1974). A Sourcebook of Elementary Curricula Programs and Projects. Designed for teachers, students, parents, curriculum specialists, administrators, school board members, and community representatives, this guide includes a selected sample of curricula, training programs, model projects, and resources in elementary education. Organized alphabetically by subject area and using an outline format, information on subjects such as target audience, content evaluation, project goals, length of use, unit sequencing, instructional method, teacher's role and training, and program evaluation are provided for each entry. Subject matter areas cover the traditional elementary school subjects as well as recently developed subjects such as affective education and environmental education. Priority is given to those projects that have been established with performance objectives and have been field tested. The final section lists resources to extend the reader's search beyond the entries in the first three sections. (Author/DW)…

Brush, Lorie; De Wilde, Johan; Fanning, Marina; Heyman, Cory; Lent, Drew; Provasnik, Stephen (2002). Changing Girls' Education in Guatemala. Guatemala's school completion rates are among the lowest in Latin America and are particularly low in rural indigenous areas ravaged by 36 years of civil conflict. In 1997, USAID launched the Girls' Education Activity, known as Proyecto Global in Guatemala, to increase the percentage of girls who complete fifth grade, especially in rural areas and among indigenous (Maya) populations. For 4 years ending August 2001, the project promoted a national discourse on girls' education; developed materials crafted to promote girls' education in the Guatemalan social and cultural context; and pursued four strategies, focusing on the department of El Quiche. First, materials and teacher workshops were developed to increase teachers' sensitivity to gender stereotypes and roles and to introduce instructional methods that engage children and make them agents in their own learning. Adoption of these "interactive and dynamic" teaching methods by rural teachers has been slow. Second,… [PDF]