Adams, Verna M. (1993). Teacher Talk: Cognitive Goals Inferred from Instruction. To suggest that activity in the classroom shift from a focus on memorizing procedures to using mathematical reasoning is to suggest a shift in the classroom environment accompanied by shifts in teacher talk. The task of this report was to introduce the idea of teachers' orienting behaviors aimed at facilitating student cognition, and to suggest that these behaviors might indicate cognitive goals that guide the teacher's decision making. To accomplish this task, results of an exploratory study of naturalistic data were reported. The question addressed was, "What does an observer infer about expectations of student cognitive activity from the teacher's talk and organization of instruction?" Three teachers from a National Science Foundation (NSF) funded study were selected two of the teachers were bilingual. Seventy hours of videotapes of whole class and small group instruction were examined for explicit or implied references to cognitive goals. Types of cognitive goals… [PDF]

Arreaga-Mayer, Carmen; Chavez, Gene T. (1987). Ecobehavioral Variables within a Classroom with Limited English Proficient Students. A study analyzed the effects of classwide peer tutoring on science vocabulary spelling achievement for three language groups in one school's sixth grade. The groups consisted of: (1) Spanish-dominant and limited-English-proficient (LEP) students (n=8); (2) students proficient at grade level in both Spanish and English (n=14); and (3) monolingual English speakers (n=5). For comparison of weekly spelling gains, the second and third groups were combined as one non-LEP group. Experimental stimuli were drawn from the sixth-grade science text. Results of weekly spelling pre- and post-tests demonstrated that the peer tutoring procedures resulted in gain scores for the three language groups. In addition, the Spanish-dominant LEP group made greater gains when compared to the non-LEP group. Implications for the design and implementation of peer tutoring programs for LEP students are discussed. An 11-item bibliography is included. (Author/MSE)… [PDF]

Vetter, Enid B. (1983). TPR-Plus. In recent years progress has been made in facilitating the acquisition of interpersonal English language skills through the use of new approaches such as the Total Physical Response (TPR) method, which is based on the premise that second language learning involves the same stages as those evidenced in first language acquisition. TPR-Plus, an expanded version of the TPR approach, applies TPR not only to acquisition of interpersonal communication, but also to the more formal English of classroom instruction. Based on the abilities and needs of limited English proficiency (LEP) students, the lessons are related to curriculum areas, with the focus on the communicative functions students need in order to succeed in a classroom. With regard to instructional materials, the teacher would diagnose students' linguistic and academic needs and then adapt materials to their needs and purposes. Whatever material is used or adapted, the basic criterion for including academic and/or linguistic…

Duran, Richard P. (1983). Organization of Chicano Children's Narrative Behavior. Final Report. To determine how bilingual children display a sense of story in an oral reading activity at home, researchers video- and audio-taped samples of four bilingual Chicano second grade chidren engaged in matched narrative tasks. While the two male and two female children read aloud storybooks in English and Spanish in the home setting, reseachers focused on their presentation of story content, projection and control of the social role of story reader, and accuracy of story delivery. In particular they concentrated on the children's perspective strategies (how the children organized and coordinated the social act of story reading by manipulating the perspective of their speech and how this helped audience perception) and contextualization cues (how the children manipulated intonation, prosody, stress, and gesture to assist the listener's reception of an intended message). The children apparently followed general plans or "scripts" for how to go about reading to an audience and… [PDF]

Mackey, William F. (1987). Problemes de l'enseignement de la langue seconde standard pour les minorites culturelles (Problems in Standard Second Language Teaching for Cultural Minorities). Second-language and native-language methodologies are equally inappropriate as a foundation for the language training of cultural minorities. Second-language methodologies are based on the assumption that the language is to be acquired in school, as either a subject or a school activity. The relationship between teaching and learning is taken for granted, as is the existence of levels of competence acquired in school and related to age-grade learning progression from year to year. Language minorities of the same age-grade level enter school with extra-scholastically acquired competence in the second language that ranges individually from incipient to native-like. However, few can be classed in the same age-grade level as unilinguals for whom the language is native, since entire areas of their conceptual universe may exist only in their other language. Yet their combined language repertoire may be sufficient in their bicultural environment. The function of the school may be to enrich…

(1986). Project GET SET, 1985-1986. OEA Evaluation Report. This report evaluates the achievement of Project GET SET, a Bronx, New York, program designed to provide supportive and peer-tutorial services to Hispanic junior high school students for the following purposes: (1) to reinforce English language skills, especially reading and writing; (2) to reinforce native language arts skills; (3) to offer personal counseling services; and (4) to offer career guidance. Pupils from a local high school were used as tutors. Their services were to be offered to students as extra enrichment classes. The report describes the program, its participants, and staff. It discusses evaluation findings, draws conclusions and makes recommendations. Project GET SET began in 1983 with many funding, staffing, and site problems. The program survived, however, and results of student performance on tests for English proficiency in Spring 1986 showed that seventh graders made gains, but they were not statistically significant. The gains made by eighth- and ninth-grade…

Koopmans, Matthijs (1987). The Difference between Task Understanding and Reasoning Skills in Children's Syllogistic Performance. A study investigated the reason for the high performance of bilingual children on a syllogistic reasoning task. Thirty-nine Puerto Rican Spanish-English bilingual children in grades 3 through 6 were asked to solve problems in both languages. Response times were recorded, and the subjects were asked to justify their answers to assess to what extent reasoning led to task success. Response times were found to be longer if the justification given reflected reasoning, but it was also found that students needed more time to give an answer in their stronger language (Spanish) than in their weaker one (English). In addition, solution accuracy and solution strategy did not interact and the strategies used to solve syllogisms were manifested differently at different grade levels. In the lower grades, the justification given seemed to reflect whether or not the student understood the purpose of the task, and in higher grades, the justification appeared to show whether the student succeeded in… [PDF]

Gombeski, William R.; And Others (1980). Television Public Service Annoncements: Are They an Effective Channel for Communicating Health Information to Urban Mexican Americans?. To document the effects of television public service announcements (PSAs) in a community setting, a public service campaign was designed and implemented to stimulate awareness of and behavioral response to problems of hypertension among urban Mexican Americans in Houston. Three pretested Spanish language PSAs were designed to motivate the audience to call for additional information about the control of hypertension. The PSAs were aired 224 times over 6 weeks on all local television stations during daytime and prime time viewing periods. A three-phase evaluation of the effectiveness of the PSAs consisted of telephone surveys of adults in randomly selected Mexican American households. Over one-third of the 499 surveyed adults reported awareness of the PSAs. Also, a significantly greater percentage of the group exposed to the PSAs reported subsequently dicussing their blood pressure with their physician, family, or friends; 16.5% reported having a blood presure checkup. The 101 viewers…

Greene, Jennifer E. (1983). The Nature and Development of Letter Writing in Hispanic and Anglo Children Using a School-Based Postal System. Final Report. Most school writing required of students is done in artificial situations that have little resemblance to the writing demands people actually face. For this reason, students often fail to see the value of writing and thus produce writing that does not reflect their true ability to communicate. In a bilingual Los Angeles school serving students from low income Hispanic and Anglo backgrounds, a method was devised to make writing more meaningful. Students in grades two through four were asked to write letters each day to anyone in the school they chose. These letters were then distributed through a school "post office" system. Students were free to write in English or Spanish; the letters were not graded, or even read, by teachers; and students wrote whatever they wished. Letters written by 32 students were analyzed for three aspects of writing development: (1) the acquisition of the ability to write and respond to letters, (2) the purposes for which students wrote, and (3)… [PDF]

Young, John; And Others (1984). Newton High School Project Capable, 1982-1983. O.E.E. Evaluation Report. Project CAPABLE, in its first year of funding, provided instruction in English as a Second Language (ESL) and native language skills, as well as bilingual instruction in science and social studies, to approximately 500 Chinese, Korean, and Vietnamese students in grades 9-12. The program operated at three sites in the New York City borough of Queens: Elmhurst, Long Island City, and Flushing. The project's overall goal was to help students achieve proficiency in English. Upon successful completion of the ESL sequence and bilingual content-area courses, students were considered ready for transfer out of the program. In addition to the instructional services, program activities included academic and personal counseling, career orientation and information, academic evaluation, translation of school materials for parents, and home visits and phone calls. Development activities for staff members, as well as parent participation workshops, were also conducted. Quantitative analyses of… [PDF]

Clesca, Monique; And Others (1984). Project KANPE, 1982-1983. O.E.E. Evaluation Report. This report describes Project KANPE, a multi-site program. In its final year of a three-year funding cycle, the project served approximately 275 Haitian students of limited English proficiency in grades nine through twelve at three New York City high schools. Ninety-six percent of the target population were born in Haiti and all spoke either Creole or French as their first language. The original program goal was to provide talented Haitian limited English proficiency (LEP) students with the opportunity to gain proficiency in English while continuing to develop their academic skills. The project proposed to use instructional assistants and aides to supplement each school's bilingual services. However, as only one of the schools had a basic bilingual program, at the other two Project KANPE became the basic skills program. Curriculum development, likewise, could only be a major component of the program at one of the schools. At that school, staff development and parent involvement were… [PDF]

Penkala, John (1976). Bilingual Consciousness. Alberta Modern Language Journal, v15 n1 p42-52 Fall. This paper is concerned with the role of speech in the development of control of cognitive processes, with particular attention paid to the nature of bilingualism. It is stated that exposure to a second language provides a way of overcoming the encapsulation of the mind that develops when an individual is exposed to only one language. In order to understand the phenomenon of bilingualism, it is necessary to adopt a historical perspective and to note what has changed and developed in the lifetime of both a group and an individual. There is a need to explain how it is that two languages interact so that a new kind of consciousness is the outcome. In considering bilingualism, three central questions are: (1) What is consciousness? (2) How did it come about? (3) What are the particular understandings of a given cultural group and what is that individual's experience within that cultural group? These questions are discussed in light of Bain's work on the nature of human consciousness….

(1980). Sarah J. Hale High School Project SABER. ESEA Title VII. Final Evaluation Report, 1979-80. This is an evaluation of a Title VII Bilingual Program conducted at a New York City High School in 1979-80. The report contains information on the program goals and objectives, the school site, and the student characteristics. Aspects of the instructional component discussed include programming, mainstreaming, and program funding. Non-instructional components covered are curriculum and materials development, supportive services, staff development, and parental and community involvement. Tables show Spanish speaking students' performance on the Criterion Referenced English Syntax Test, and on English Spanish Reading, and mathematics achievement tests. The number and percentage of mainstream and bilingual program students passing content area courses is given, as are student attendance figures. (APM)… [PDF]

(1978). The Educational Disadvantage of Language-Minority Persons in the United States, Spring 1976. This bulletin provides information on two educational disadvantages of language-minority persons in the United States based on an analysis of data from the nationwide Survey of Income and Education (SIE), conducted in the spring of 1976 by the Bureau of the Census. Language-minority persons were found to be educationally disadvantaged on two key measures: school grade attainment for age and drop-out rate. SIE findings for persons of Hispanic origin who usually speak Spanish show that on these measures, this group is even more disadvantaged than language-minority persons in the aggregate. In addition to summaries of some of the findings, data are presented on the percentages of students two or more years behind expected age-grade levels by ethnic origin and language characteristics and on the numbers and percentages of students age 6 to 20 in grades 1 to 12 who were below expected grade levels. Additionally, numbers and percentages of persons 14 to 25 years old who had not completed… [PDF]

(1977). Developmental Assessment Instruments: Survey and Identification of Head Start Practices and Needs. Interim Report. This interim report presents the background, procedures, and preliminary results of a national survey of Head Start directors and teachers, focusing on the extent of use of developmental assessment procedures and instruments, staff perceptions of their usefulness and of unmet needs, and the relationship of selected variables to the use of assessment procedures and instruments. A review of related literature presents information on the history of Head Start, current legislation, educational accountability, legal trends, issues in testing, and training. Data on developmental assessment practices were collected on two questionnaires sent to 1900 Head Start directors and 1900 Head Start teachers. Results presented here reflect data from 773 teachers and 657 directors from center-based programs. Statistics describing the structural characteristics of the programs, training and experience of teachers, and language and ethnic/racial composition of classes are provided. Other data reported…

Rhine, Steve (1995). The Challenge of Effectively Preparing Teachers of Limited-English-Proficient Students. Journal of Teacher Education, v46 n5 p381-89 Nov-Dec. Discusses the effect of inservice and preservice education emphasizing the educational needs of limited-English- proficient students, examining a study of the effects of English language proficiency on teachers' assessment of students' understanding. Results indicated that despite inservice education, teachers did not accommodate students' needs and maintained their teaching biases. (SM)…

Fritzberg, Gregory J. (2001). From Rhetoric to Reality: Opportunity-to-Learn Standards and the Integrity of American Public School Reform. Teacher Education Quarterly, v28 n1 p169-87 Win. Focusing on national policy and practice, this paper suggests key recommendations for consideration in the context of standards-based reform, including: produce teachers who are multiculturally literate; re-assess ability grouping and tracking practices; reduce K-3 class size and elementary and secondary school size; expand and improve federal compensatory education programs; and incorporate school reform into broader social reform. (SM)…

Hayes, Kecia, Ed.; Kincheloe, Joe L., Ed. (2007). Teaching City Kids: Understanding and Appreciating Them. Counterpoints, Studies in the Postmodern Theory of Education Volume 306. Peter Lang New York This book examines the maligned students who populate urban schools and finds a talented group of resilient young people who deserve the support of the larger society. The editors and authors explore the ways such students are undermined, in the process developing new ways of teaching based on an understanding and appreciation of them. Contemporary political leaders have used the fear of the poor, non-white, and immigrant \city kids\ studied here to push racist and class-biased social and educational agendas. This book challenges these tactics, while laying out a pedagogy of respect and hope. Following an introduction, this book is divided into four parts. Part I, Introduction, presents: (1) City Kids–Not the Kind of Students You'd Want to Teach (Joe L. Kincheloe). Part II, Understanding City Kids, continues with: (2) Latinas in Single-Sex Schools: An Historical Overview (Rosalina Diaz); (3) How Multicultural Curriculum Development Often Misses the Mark (Pepi Leistyna); (4) Urban… [Direct]

Medel-Anonuevo, Carolyn, Ed. (2002). Integrating Lifelong Learning Perspectives. This publication is comprised of 43 papers on the topic of promoting lifelong learning. The papers in Part 1, Overcoming False Dichotomies, are "Lifelong Learning in the North, Education for All in the South" (Torres); "Practice of Lifelong Learning in Indigenous Africa" (Omolewa); "Gender and Information Societies" (Youngs); and "Lifelong Learning for a Modern Learning Society" (Somtrakool). Part 2, Scanning Developments in the Regions, consists of these papers: "Challenges of Lifelong Learning in Africa" (Tapsoba); "Promoting Community-Based Learning Centers in Asia-Pacific" (Oyasu); "European Union (EU) Memorandum on Lifelong Learning" (Smith); "Hungarian Response to the EU Memorandum on Lifelong Learning" (Istvan); "Regional Framework for Action for Adult and Youth Education in Latin America and the Caribbean (2001-10)" (Jauregui de Gainza); and "Lifelong Learning" (Essefi). Part… [PDF]

Valverde, Leonard A. (1983). Office for Advanced Research in Hispanic Education: Project Activities and Accomplishments 1979-1983. Final Report. The Office for Advanced Research in Hispanic Education, funded from 1979 to 1983, was established to support research and to disseminate findings that focused on policy formation or policy implications for Hispanic education at all levels. During its 3 years of funding, the Office supported 16 research proposals in Texas, New Mexico, California, Arizona, and Virginia. The Office also supported two round table seminars (on bilingual education and Title VII programs) and an invitational symposium on Hispanics in higher education. The report includes a description of 15 of the funded projects, giving the title, the investigators and their affiliations, and an abstract of the project. The projects included studies of immigrant and Hispanic children in public schools, Hispanic administrators, Chicano students in higher education, college attrition, Chicano student retention and achievement, bilingual education, early childhood bilingual education, interdependent/cooperative bilingual… [PDF]

Ingram, E. J.; McIntosh, R. G. (1980). Education North Evaluation Project. The First Annual Report. The first annual report and evaluation of Education North (a project designed to encourage parents, community members, and teachers in small, isolated, primarily Native and Metis communities in northern Alberta to work together to meet the educational needs of all community members) concentrates on the inner workings of the organizations (local education societies) which work under the Education North umbrella. Divided into three parts, the report consists of an overview, a description of the local projects, and an analysis. Part 1 first describes the evaluation design, which consists primarily of interviews, observations, questionnaires, and document analysis procedures for data-gathering purposes. Next, a history section reviews Education North's origins in leaders' concern over poor school attendance and high drop out rates, particularly among Native and Metis children. Part 2 describes the development of the local societies and highlights accomplishments of each society. Part 3,…

(1995). Issues of Education at Community Colleges: Essays by Fellows in the Mid-Career Fellowship Program at Princeton University. This collection includes essays on contemporary issues facing community colleges written by fellows in Princeton University's Mid-Career Fellowship Program. The following essays are provided: (1) "A Human Development Workshop on Cultural Identity for International Students," by Cecilia Castro-Abad; (2) "Generating Moral Dialogue on a College Campus," by Francis H. Conroy; (3) "A is for Average: The Grading Crisis in Today's Colleges," by Barbara L. Farley; (4) "Interdisciplinary Study: Towards the Millennium," by Maryanne M. Garbowsky, arguing against extreme specialization in academia; (5) "One-Person Criminal Justice Programs: An Exploratory Study," by Peter Horne, examining issues confronting criminal justice programs with only one full-time faculty member; (6) "Amateur Nursing: Delegating Nursing Tasks to Unlicensed Assistive Personnel," by Jane Pamela Meehan; (7) "A Small Example of Reverse Discrimination,"… [PDF]

Hope, Richard O., Ed.; Rendon, Laura I., Ed. (1996). Educating a New Majority: Transforming America's Educational System for Diversity. This book presents 20 papers on the current status and future needs of disadvantaged minority students in the elementary, secondary, and higher education systems. Papers are grouped into four sections: current challenges to minority education; restructuring schools to foster minority student success; reforming higher education; and leadership imperatives. Papers are: (1) "An Educational System in Crisis" (Laura I. Rendon, Richard O. Hope); (2) "Education, the Economy, and Tomorrow's Workforce" (Ray Marshall, Robert W. Glover); (3) "Ending the Crisis in the K-12 System" (Jose A. Cardenas); (4) "Responding to the New Demographics in Higher Education" (Shirley Vining Brown); (5) "Changing State and Federal Roles in Improving Minority Education" (Dewayne Matthews); (6) "Understanding the Need for Restructuring" (Ruth S. Johnson); (7) "Promoting Effective Teaching for Diversity" (Vinetta C. Jones, Rochelle Clemson);…

Weinstein-Shr, Gail (1996). Adult Education: Profiles in Diversity and Strength. Even Start is a family literacy and support program for families with young children. This paper identifies several characteristics of adult learners in order to suggest effective approaches for working with adults to improve literacy skills. The first section presents five case studies illustrating adults with different histories, circumstances, and motivations for improving language and literacy skills. The second section argues that adult learners are diverse in the areas of age, learning abilities and challenges, and culture, which requires adult educators to create opportunities that will be meaningful for different adult learners. The third section proposes that despite much diversity, there are also shared characteristics, including experience, managing changing environments, and parenthood. Meaningful curricula should therefore include real-world, task-oriented transactions and work that reflects values, behavior, and beliefs. The fourth section discusses developing literacy… [PDF]

El-Khawas, Elaine; Knopp, Linda (1996). Campus Trends 1996. Adjusting to New Realities. Higher Education Panel Report, Number 86. For the 13th year, a national survey of changes in the academic and administrative practices of American colleges and universities was undertaken. Senior administrators at 403 colleges and universities completed and returned survey questionnaires (80 percent of a sample of 506). Responses were statistically weighted so that results were representative of all American colleges and universities that offer a general program of undergraduate instruction. Selected highlights of the findings include: (1) for half of the institutions, increased attention to teaching and learning ranked among their most significant program changes in the last decade; (2) increased use of technology has become a major focus but only 29 percent of respondents gave strong ratings to their ability to keep up with the latest technological advances; (3) about 20 percent of institutions reported smaller faculties than a year earlier and 23 percent expected faculty size to decrease over the next 5 years; (4)… [PDF]

Hoskyn, Janita J. (1994). Multicultural Reading and Thinking: A Three Year Report–1989-92. McRAT Report, n2 Spr. A report on implementation of the Multicultural Reading and Thinking (McRAT) Program in Arkansas from 1989-92 chronicles the program's development, operation, and results. McRAT is a staff development program designed to help teachers infuse higher order thinking processes and multicultural concepts into regular classroom curricula (grades 3 to 8). The program provides teachers with explicit strategies for teaching reasoning and problem solving throughout the curriculum; it trains teachers in state-of-the art alternative assessment approaches to evaluating student progress, emphasizes intercultural concepts as a meaningful context for application of thinking and problem- solving strategies, and includes methods for integrating direct instruction with other effective strategies such as cooperative learning, process writing, and facilitated group discussion. Data on the program were from evaluation of student essays using scoring consistent with those of other large-scale writing… [PDF]

Cifuentes, Lauren; Davis, Trina; Murphy, Karen (1998). Cultural Connections: Promoting Self-Esteem, Achievement, and Multicultural Understanding through Distance Learning. This case study focused on the effects of collaborative activities between two teachers and their students. The authors explored the effectiveness of distance learning for adolescents in promoting self-esteem, achievement, and multicultural understanding. In Cultural Connections, diverse students across Texas collaborated on multicultural activities, which helped them grow in self-esteem, achievement, and multicultural understanding. Student participants were 14 randomly placed eighth-grade students and ten gifted and talented fifth-grade students. This project demonstrated that, in networked classrooms, students can connect with distant others to learn about their perspectives and increase their multicultural understandings. Four overarching themes emerged from the data: growth, empowerment, comfort with technology, and mentorship. In addition, distance technologies can foster team teaching across cultures and geographical distances. Technology used included interactive compressed… [PDF]

(1991). On the Road to Success: Students at Independent Neighborhood Schools. Independent neighborhood schools are meeting the academic, social, and cultural needs of African American, Hispanic American, Latino American, Native American and Asian American children when viewed from a broad spectrum of criteria for individual and institutional success. Hundreds of these institutions provide full-time academic programs, usually in inner city areas. They are called "independent neighborhood schools" to distinguish them from more traditional private schools. These schools are a response to educational needs not being met by public school systems. This study attempts to fill the information gap about independent schools by focusing on a sample to show their environments and resources as pre-collegiate and pre-employment institutions. Of the 300 neighborhood schools identified, 82 schools (27%) responded to a survey. The 11,068 students in these schools in 1989 represented African American (89%), Hispanic (10%), and Native American (1%) ethnic groups….

Seale, Doris, Ed.; Slapin, Beverly, Ed. (1989). Through Indian Eyes. Books without Bias. Revised Edition. This collection contains poems and stories by Native Americans, articles on American Indian stereotypes and on providing unbiased reading materials for Native American children, and book reviews and bibliographies. In several articles, Beverly Slapin, Doris Seale, and Michael A. Dorris discuss American Indian stereotypes in children's books and school activities, their effects on children's self-concept and attitudes, and efforts to persuade educators and libraries to eliminate children's books that preserve racial stereotypes. In two articles, Joseph Bruchac discusses the use of traditional Native American stories as lessons for children and adults, problems related to the telling of American Indian stories by non-Indian storytellers, and suggestions for the non-Indian storyteller to follow. Other authors of articles and poems include Ceni Myles, Mary Gloyne Byler, Paula Gunn Allen, Marilou Awiakta, Beth Brant, Diane Burns, Chrystos, Jimmie Durham, Gogisgi/Carroll Arnett, Linda…

Lewis, Francione N.; Margold, Jane (1981). Children's World View: The Basis for Learning Activities. Responsive Multicultural Basic Skills Handbook for Teachers & Parents. Strategies for devising primary grade academic learning activities that promote cultural diversity are provided. Based on the responsive multicultural basic skills (RMBS) approach, the strategies emphasize skill development, incorporate content from a diversity of cultural groups into all parts of the curriculum, and provide each child with opportunities for using his or her own world view as an asset for learning. Following a brief introduction, section 2 of the handbook discusses how to use the combined or infused curriculum. The third section focuses on teaching and learning methods for using the RMBS approach. Procedures for combining academic and multicultural learning activities are presented in section 4. Examples of multicultural/academic classroom activities are provided in section 5. Included are activities to motivate children's interest in a culture, activities that assess growth and help students integrate new information, and exercises that combine multicultural… [PDF]