Dinnebeil, Laurie A., Ed.; Miller, Patricia S., Ed.; Stayton, Vicki D., Ed. (2003). DEC Personnel Preparation in Early Childhood Special Education: Implementing the DEC Recommended Practices. The Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) has developed recommended practices for the ECSE field in the area of personnel preparation. This book provides guidance to higher education faculty and professional development specialists on how these recommended practices can be implemented in preservice and inservice programs. Chapter 1 provides an introduction to seven recommended practices. Chapters 2-8 each focus on a single category of the recommended practices. Case studies from across the U.S. are included as examples of how each category might be implemented. Chapter 9 discusses challenges to the implementation of these practices. Appendix A contains a \Self Assessment Checklist\ for programs to assess the extent to which the recommended practices are addressed by the structure and activities within their program. Appendix B contains the \Personnel Preparation Action Planning Form,\ which is designed to be used in conjunction with the…

Casmir, Fred L. (1987). International, Intercultural Communication: Selected Annotated Bibliography. Designed to assist the student, scholar or practitioner interested in the role of culture in communications and human organization, this annotated bibliography cites sources since 1972 on intercultural and international communication. The 78 references are organized as follows: (1) books (including general handbooks for training sojourners or expatriates and those who work with them, anthologies of studies on teaching and intervention, teaching guides and class curricula, guides for developing intercultural awareness, translation guides, surveys of bilingual education, and other general works); (2) articles (including studies of internationally oriented education, analyses of international public relations and policies, and summaries of research on intercultural aspects of values, adjustment, cultural difference, integration, commerce, and work); and (3) ERIC documents (covering education and training in developing nations, development of intercultural communication theories, course… [PDF]

Coate, Jim; White, Nina (1996). History/English Core. Social Studies Review, v34 n3 p12-15 Spr. Discusses the origin, development, and current status of a history-geography-English integrated curriculum program for eighth-grade students. Summarizes the "pluses" and "minuses" of the approach. Describes classroom activities and student projects in the program. (CFR)…

Rubba, Peter A., Ed.; And Others (1997). Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Cincinnati, OH, January 9-12, 1997). This proceedings of the 1997 Annual International Conference of the Association for the Education of Teachers in Science (AETS) includes a copy of the conference program and 43 papers and presentation summaries from the meeting, placed in order by conference session. Among the topics of the papers include are: reading-to-learn and writing-to-learn science activities, views and actions taken on global atmospheric change issues, disciplinary knowledge of science teachers, student teachers and curriculum reform, elementary education majors in an alternative content biology course, translating reform efforts to classroom practices, values and dissection, preservice science teachers self-efficacy, professional development for secondary science teachers, infusion of Native American culture, policy issues in Florida science teachers, constructivist learning environments, teacher preparation, nature of science, children's literature, video case studies in pre-service science teacher… [PDF]

Gardner, John N.; Van der Veer, Gretchen (1998). The Senior Year Experience. Facilitating Integration, Reflection, Closure, and Transition. The theme of this collection of 17 monographs is defined as the "senior year experience," that final period of the undergraduate experience leading to entry into graduate school or the workplace. Part 1, "Understanding the Unique Needs of Today's Seniors," examines the characteristics and needs of senior as they make the transition from classroom to work. Included are the following selections: "The Emerging Movement to Strengthen the Senior Experience" (John N. Gardner, Gretchen Van der Veer); "Objectives and Benefits of Senior Year Programs" (Joseph B. Cuseo); "Moving On: Seniors as People in Transition" (Arthur W. Chickering and Nancy K. Schlossberg); "A President's Personal and Historical Perspective" (Arthur Levine); and "Are College Seniors Prepared to Work?" (Philip D. Gardner). Part 2, "Enhancing the Senior Year Experience," relates senior year experiences to institutional academic,…

Novick, Rebecca (1996). Developmentally Appropriate and Culturally Responsive Education: Theory in Practice. Northwest Regional Educational Laboratory Program Report. The key to developmentally appropriate practices is to let a child construct his or her own knowledge through interactions with the social and physical environment. Because the child is viewed as intrinsically motivated and self-directed, effective teaching capitalizes on the child's motivation to explore, experiment, and to make sense of his or her experience. This report, which focuses on the above points, attempts to provide a synthesis of the literature relevant to developmentally and culturally appropriate practices. It also discusses future plans of the Child and Family Program of the Northwest Regional Educational Laboratory. This report is divided into ten main topics: (1) Developmentally Appropriate Practices: An Overview; (2) Early Literacy; (3) Integrated Curriculum: Themes, Projects, Webs, and Inquiry; (4) Mathematics: Basket of Facts or Search for Meaning? (5) Coverage, Multiple Intelligences, and Standardized Tests; (6) Multiage Grouping: A Community of Learners; (7)… [PDF]

Berney, Tomi D.; Carey, Cecilia (1989). Computer-Assisted Bilingual/Bicultural Multiskills Project, 1987-1988. OREA Report. The Computer-Assisted Bilingual/Bicultural Multiskills Project completed its first year of an extension grant. The program used computerized and non-computerized instruction to help 109 native speakers of Haitian Creole/French and Spanish, most of whom were recent immigrants, develop English-as-a-Second-Language (ESL) native language, and content area skills for mainstreaming and continued academic success. Analysis of student achievement data indicate that the program met its objectives in ESL, native language arts, the content areas (biology, social studies, mathematics, American government, and United States history), and attendance. Staff development activities were offered. Parent involvement activities were also offered but received little response. It is recommended that the progam provide transportation and child care for parents who are members of the parent advisory commmittee in order to increase committee participation. (MSE)… [PDF]

Mosely, Joyce J. (1997). Multicultural Diversity of Children's Picture Books: Robert Fulton Elementary School Library. The United States has a culturally diverse society. Since children are influenced by what they see and hear at a young age, the aim of this study was to determine if the picture book collection of the Robert Fulton Elementary School Library (Cleveland, Ohio) reflects the cultural diversity of its students. The secondary objective was to ensure that students have materials to learn about a diversity of cultures, and the ability to develop a sense of themselves in the books they read. A content analysis was conducted of 143 books in a sample of 201 picture books. Each book was analyzed for: ethnic representation of characters, central and incidental; ethnicity in terms of roles and gender; the importance of the family to the characters and the story; the authenticity and realism of the races portrayed; and whether children would be positively or negatively affected by the content of the book. The characters in the majority of the titles were realistic and little stereotyping was… [PDF]

Strodl, Peter (1993). A Study of Multicultural Approaches to School: Functional Differentiations among Ethnic Students in Five Multiethnic Middle Schools. A study was done to investigate the coupling of perceptions of organizational climate together with the values of students in a multiethnic middle school. The study used data on cultural variables and information on perceptions of organizational climate and values priorities of 617 students from different ethnic groups (Black, White, Hispanic, Oriental, and other) responding to 2 questionnaires, the Elementary and Secondary Environment Index and the Rokeach Values Survey. A discriminant analysis was used to determine how these aspects functioned together in the minds of students from each ethnic group. Discriminant analysis was used to predict group membership based on certain response patterns. These patterns were successful in predicting ethnic group membership 61.4 percent of the time. Findings indicate that students have very different perceptions of middle schools to the extent that they seem to be having different experiences entirely. In particular, Hispanic students look… [PDF]

Hart, Roland J.; And Others (1978). Cultural Assimilator for Training Army Personnel in Racial Understanding. A cultural assimilator was developed to teach white junior officers about black culture in the army. Scenarios involving misunderstandings between blacks and whites in the army were presented, and respondents were asked to identify "correct" reasons for the misunderstandings. In the first of three field tests respondents showed evidence of learning from assimilator training, but cultural sensitivity to black culture on a related measure did not increase, and stereotyping was not reduced. In a second assimilator field test subordinates rated their company commanders as being more effective in race relations when commanders demonstrated greater knowledge of black culture. However, this was true only for white and Hispanic subordinates and not for black subordinates. A third assimilator evaluation and follow-up showed that neither self-reports nor supervisor nor subordinate reports provided evidence that trained personnel were seen as being more effective in race relations… [PDF]

Dowler, Earl R.; And Others (1995). The HOTT Program. Higher Order Techno Thinking: Its Trials and Tribulations. The Higher Order Techno Thinking (HOTT) Program was developed by a group of graduate students, who were experienced teachers, at the University of New Mexico. The objective was to develop an environment in which independent research, curriculum integration, multicultural awareness, and technology application could be integrated into a general or alternative learning environment. About 30 elementary and middle school students from varied educational settings, including one that combines home and classroom schooling, participated in the HOTT program. Each received instruction in using telecommunications technology. Each student then assumed the role of an individual from another culture, accessing information about the chosen character through information provided by " Mr. Data," a graduate student. Mr. Data answered questions individually and communicated with the students in ways that increased their enthusiasm and interest. The information allowed students to role-play… [PDF]

Lee, Stephen K. (1998). The Linguistic Minority Parents' Perceptions of Bilingual Education. A study examined linguistic minority parents' views on bilingual education, motivated by recurrent controversy surrounding public school provision of bilingual education for language minority students. Multiple-choice questionnaires in English and Spanish were answered by 299 Latino parents whose children were enrolled in bilingual education classes at six elementary and four middle schools in the Los Angeles (California) area. Responding parents had been in the United States an average of 13 years. About 73 percent of the children were foreign-born. The questionnaire asked about parents' understanding of the goals, objectives, and design of bilingual education programs and their views on appropriate Spanish and English language use in the bilingual classroom, desired language skills for their children, and preferences concerning bilingual and regular education. Results indicate that the majority (83 percent) supported bilingual education, and about three-quarters felt use of two… [PDF]

Carney, Joanne; Carroll, David (2005). Personal Perspectives: Using Multimedia to Express Cultural Identity. Contemporary Issues in Technology and Teacher Education (CITE Journal), v4 n4 p465-488. The Personal Perspectives multimedia project described in this article engages teacher candidates in examining and representing their cultural identity by means of Apple's iMovie software. This digital storytelling project was developed by the authors, who are instructors in elementary education and instructional technology at a state university whose college of education strongly emphasizes intercultural education. The paper begins with a project overview, then explains how the project is scaffolded in each course–providing downloadable pdf files of task sheets and student work. A discussion follows of the benefits and challenges of a cross-course multimedia project of this type, citing feedback received from students…. [Direct]

(1977). Educating Nevada's Limited-English-Speaking Students. This resource for program planning offers guidelines for providing Nevada's limited-English-speaking (Spanish-speaking and American Indian) students with equal access to quality education. The following chapters are included: (1) "Educating Limited-English-Speaking Students: The Record," (2) "State Board of Education Position on Bilingual-Bicultural Education," (3) "Federal Involvement in the Education of Limited-English-Speaking Students," (4) "Common Criteria for Instructional Program for Limited-English-Speaking Students," (5) "Bilingual-Bicultural Programs," (6) "English as a Second Language Programs," (7) "Identification and Needs Assessment," (8) "Assessment of School District's Capabilities," (9) "Parental and Community Involvement," (10) "Selection and Implementation of Instructional Programs," and (11) "Process and Product Evaluation." Several annotated… [PDF]

Suina-Lowery, Carletta (1979). Bilingual Education and the Pueblo Indians. Journal of American Indian Education, v18 n2 p23-27 Jan. Federal and state bilingual education legislation since 1923 has not enhanced the education of Pueblo Indian children in New Mexico. Lacking public school control, Pueblo Indians have resisted the establishment of bilingual education programs for their children. Bilingual-bicultural program development must be preceded by giving Pueblos community control. (SB)…

Hainsworth, Peter K. (1993). Beacon Outreach Program. Final Report 1990-1993. This 3-year project provided support services to 16 sites (in 8 states) which implemented the BEACON model (Bilingual Early Assessment and Curriculum Outreach Network) to screen, evaluate, and serve young (ages 2-8) bilingual children with disabilities and their families. Major components of the BEACON model are: (1) bilingual children with disabilities in mainstream and special classrooms are screened using the Preschool Screening System (PSS); (2) follow-up classroom and/or home programs are provided using the ERIN (Early Recognition Intervention Network) curriculum adapted for bilingual children generally and for each language group specifically; and (3) family involvement is stressed. The project assisted a range of agencies including public school mainstream, special, and bilingual classrooms; Head Start; and day care programs. Local, regional, and national training was provided to site staffs. Among project achievements were: screening of over 1,900 children and services… [PDF]

Pierce, Lorraine Valdez (1991). Effective Schools for National Origin Language Minority Students. This monograph examines effective schooling for language minority students through a review of current practices, an analysis of current thinking on related issues, and a look at actual exemplary schools and programs. The first section briefly reviews effective schools research as an introduction to the text. The second section looks in detail at instructional practices that preclude equity and excellence. This section also addresses practices that promote acquisition of English and understanding of and respect for cultural differences in the classroom. The third section is a re-analysis of the effective schools literature covering the following topics: (1) cultural pluralism; (2) parent participation; (3) shared governance; (4) academically rich programs; (5) skilled use and training of teachers; (6) personal attention to students; (7) student responsibility for school affairs; (8) an accepting and supportive environment; and (9) teaching aimed at preventing academic problems. The… [PDF]

Agurcia, Joan Bundy (1984). Increasing Linguistic and Cultural Assimilation through a Language Exchange Approach. The development and implementation of a high school program bringing together 8 limited-English-proficient Hispanic students and 20 students of Spanish as a foreign language is described. The program's objective was to improve relations and decrease linguistic and cultural separation between the two groups. The approach used was multicultural, emphasizing cross-cultural and linguistic studies in Spanish and English. The four steps in program development included: (1) a survey of the class; (2) a test of cultural awareness; (3) merging the two ethnic groups in cross-cultural activities; and (4) evaluating student progress and program success. Results show that students improved linguistically and culturally, and commented favorably on the program. Appended materials include a Latin and American cultural awareness test, pre- and post-test scores on the cultural awareness tests and compositions, samples of cultural assimilators used in the program, and a student questionnaire….

(1986). Project BETA, 1985-1986. OEA Evaluation Report. Project BETA provided intellectually gifted, limited English proficient (LEP) students with educational programs geared to their talents. The program also sought to instill in students a sense of pride in their native cultures through exposure to their arts, histories, and languages. The program's chief goal was to prepare all students for mainstreaming by the twelfth grade. Two hundred twenty-nine Haitian, Korean, and Vietnamese speaking pupils were served at two sites in Queens, New York, and one in the Bronx, New York. Project students attended courses in English as a Second Language (ESL) at each site and, in addition, Vietnamese students at Theodore Roosevelt High School and Korean students at William C. Bryant High School received social studies instruction in their native languages. This evaluation of BETA's three-year funding cycle, which ended in 1986, contains the following: (1) an overview of the program; (2) information on student characteristics; (3) evaluation… [PDF]

Bennett, Ruth, Ed. (1981). Origin of Fire. Intended for use with college students, this booklet contains a traditional Hupa story (in Hupa and English) followed by information to aid in a critical literary analysis of the story and topics for student discussion. The introduction explains that "Origin of Fire"–first written down by P.E. Goddard in 1902 and still told by contemporary Hupas–relates how the chief divinity of the Hupa created fire. The brief story is presented in Hupa and English on facing pages which are illustrated with pen and ink drawings. Explanatory material following the story contrasts western and native story structure and social values, pointing out that native stories use visual imagery as a unifying device, do not necessarily build up to a climax, and may shift tense and point of view without warning. Discussion questions are listed and a retelling of the story maintaining its underlying syntactic sequence is suggested as a culminating activity. (JHZ)…

Day, Elaine M.; Shapson, Stan M. (1988). Provincial Assessment of Early and Late French Immersion Programs in British Columbia, Canada. The assessment reported in this paper represents the first attempt by British Columbia to use the Canadian Ministry of Education's assessment program model with special programs; in this case, the French immersion program was chosen. Objectives of the assessment were as follows: (1) examination of the extent to which students are achieving provincial curricular goals in French reading, listening, and speaking; (2) determination of student attitudes toward various aspects of French language and culture and their self-perceptions of their knowledge of French; and (3) comparison of immersion students' achievement in previous provincial assessments of English reading, mathematics, and science with achievement of students enrolled in regular English programs. French reading, speaking, and listening tests and student opinion questionnaires were administered to students in grades 4 and 7. The subjects included 1,508 early immersion fourth graders, 718 early immersion seventh graders, and…

Baecher, Richard E. (1989). Links between Bilingualism, Achievement, and Psychosocial Classroom Environment among Bilingual and Monolingual Students. A study of a two-way bilingual program in the Port Chester, NY Public Schools examined the relationship between classroom environment, and the language proficiency levels and second language learning outcomes of bilingual and monolingual pupils participating in the program. Pupils were second- through fifth-graders, including native-Spanish-speaking, limited-English-proficient (LEP) pupils, and proficient native-English-speaking pupils. The instructional outcomes investigated include English and Spanish language proficiency, and academic achievement in mathematics. Data sets were collected between 1984 and 1987. The classroom environment was assessed by student perceptions of the degree of satisfaction, friction, competitiveness, difficulty, and cohesiveness in the classroom. Analysis of the data confirms the important role of classroom environment and language proficiency in bilingual and second language learning for elementary school children. For each year of the two-way program,… [PDF]

Shore, Rima, Ed.; And Others (1981). George Washington High School: A Vitalized Transitional Program for Bilingual School Students. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The Vitalized Transitional Program for Bilingual School Students at George Washington High School in New York City provides instruction in English as a second language, native language arts, and bilingual courses (mathematics, science, social studies, and vocational courses) for Spanish-speaking high school students of limited English proficiency. The aim of the program is to assist students in making the transition to all-English instruction and in completing graduation requirements. This report on the program as it was implemented in 1980-81 describes the program setting; student characteristics; program organization; student placement; instructional services; non-instructional activities (curriculum development, staff development, supportive services, and community involvement); program implementation; and program evaluation. Evaluation indicates that: (1) participants mastered English syntax objectives in accordance with program goals; (2) achievement in mathematics, science,… [PDF]

Rex, Buck R. (1981). Evaluation Report for the District 30 Title VII Bilingual Program, 1980-1981. This is an evaluation report on a Title VII bilingual program that was conducted in Community School District 30, Queens, in New York City during 1980-81. The report states that the program served pupils of limited English capacity whose native languages were Greek, Chinese, Italian, and Spanish. The program's goals, activities and structure are described, and the texts used for each language group are listed. Program objectives which are evaluated include progress in oral language proficiency in English, native language proficiency, and mathematics, science, and social studies proficiency. It was expected that 60 percent of the students would progress beyond what could be expected without the program. Test scores show student achievement met these objectives. The report provides analysis of classroom environment in a section devoted to on-site observations. In addition, various staff development efforts are outlined, and the involvement of parents in language workshops and general… [PDF]

Egan, Lawrence A.; Vongthieres, Siri (1980). Asian and Pacific Americans: An Educational Challenge. Working Papers on Meeting the Education Needs of Cultural Minorities. This report includes (1) a paper that was written by Siri Vongthieres and Lawrence Egan regarding the educational needs of both native born and recently arrived Asian Americans, and (2) a review of that paper by Masako Ledward, LaVerne Moore, and Emiko I. Kudo. Issues discussed concerning American born Asian students include: (1) English language proficiency; (2) self concept problems as an expression of cultural conflict; (3) cultural conflict and the home environment; (4) poverty; and (5) school climate. For recent immigrants topics covered are: (1) language barriers; (2) family structures; (3) school climate; (4) parent involvement; (5) poverty; and (6) mobility and settlement patterns. The use of bilingual immersion, peer tutoring and English as a Second Language programs to meet Asian students' educational needs is reviewed with attention paid to evaluation difficulties, personnel shortages, program costs, and pertinent laws. (APM)… [PDF]

Cantu, Norma E. (1979). \My Excuse-me Tongue\ or a Chicana in the English Classroom. To spur English teachers to change their attitudes and methods in dealing with nonnative English speaking students, this autobiographical account by a Chicana woman describes how English teachers caused her to feel insecurity, frustration, and embarrassment about her use of language. Among the problems the author describes are her suffering at being forbidden to use Spanish, and at being punished when she did so, in elementary school; her shame at being ridiculed by a junior high school English teacher because she and the other Mexican-American students had never heard of Tom Sawyer; her pain in high school at having her oral reports frequently interrupted with pronunciation corrections; her shame in a college public speaking course at having her \poor\ English pronunciation corrected in a cruel and humiliating manner; and her continuing apprehension about public speaking. She also describes current episodes showing that similar problems continue to exist for students. The author… [PDF]

(1977). English Teachers' Journal (Israel), No. 18. This journal contains articles of interest to teachers of English as a second language, particularly those in Hebrew-English situations. This issue contains the following articles: (1) "Information for English Teachers," which includes information on curriculum, materials, courses, teacher certification, and examinations; (2) "Narrative Attitude and Linguistic Choice," by E.A. Levenston; (3) "Teaching English to Less-Able Learners," by R. Gefen; (4) "Summer Schools for Disadvantaged Learners," by N. Alpert and others; (5) "Creative Drama in the 7th Grade," by A. Sotto; (6) "Audio-Visual Aids in the Teaching of English," by W. Rosenblum; (7) "Teaching Beginning Reading II," an interview with V.F. Allen; (8) "Everyman's English," by Y. Bejerano; (9) "Book Review: 'Facilitating Language Learning' by Dubin and Olshtain," by E. Neumark; and (10) "UTELI Conference, Summer 1977," by S….

Garrity, J. (1975). Memorandum of Decision and Remedial Orders. Tallulah Morgan et al, Plaintiffs Vs. John J. Kerrigan et al., Defendants, Civil Action No. 72-911-G. Findings of fact and conclusions of law that constitute many but by no means all of the factual and legal under pinnings of the court's student desegregation plan and related remedial orders are described. Numerous findings descriptive of the Boston public school system, its facilities, student body, curriculum, administration and the like, are considered to appear in the plan itself. The memorandum of decisions contained here deals mainly with the reasons for particular features of the desegregation plan that have been of major concern to the parties. Major headings include an introduction, prior proceedings, findings and conclusions, plans submitted by the parties, general principles governing remedy, school districts, guidelines for assigning students, examination of schools, school closings and capacities, magnet schools and programs, citizens participation, monitoring, reporting and conclusion. The plan and the demands of its implementation on the people of Boston are seen to… [PDF]

(1975). On Keeping Lines of Communication with Indochinese Children Open. Elementary Education Series, No. 1. Indochinese Refugee Education Guides. This guide addresses itself to elementary school teachers who may have Vietnamese and/or Cambodian children in their classes. The guide gives pointers on how to establish and maintain communication with the children and emphasizes the important role the teacher will play in the children's happiness and success in this country. The following suggestions are made: (1) use the services of a Vietnamese-speaking teacher or teacher aide, if one is present in the school; (2) use peer group instruction in the child's language wherever possible; (3) both English-speaking teachers and students in class would do well to learn a little Vietnamese or Cambodian; (4) use simple and basic English in talking with the child; and (5) teach him English as a second language as efficiently and as rapidly as possible. An annotated bibliography follows the text. (Author/TL)… [PDF]

Coates, Nadine H.; And Others (1969). Characteristics of Children Receiving Speech and Hearing Service in Los Angeles Area Schools. Final Report. The characteristics of pupils receiving service in speech and hearing programs are presented in detail utilizing a newly developed standard case record. The evaluation of the strengths and weaknesses of the case record and the identification of areas in which school clinicians have difficulty obtaining information have been incorporated into the project. The description of the project is in three parts. Volume I contains the results of a workshop for participating districts. The workshop examined the project data, identified problem areas, reported on related research and considered the role of the speech and hearing specialist in educational services. Volume II contains detailed descriptions of pupils in the complete caseloads of 212 school clinicians in 39 school speech and hearing programs in 1966-67. Volume III consists of the results of three studies of clinician agreement and reliability. The studies represent a first step toward identifying critical areas of disagreement in… [PDF]