Peko, Andelka, Ed. (2005). Contemporary Teaching: Collection of Scientific Papers. International Scientific Colloquium (Osijek, Croatia, December 5-6, 2002). Online Submission At the beginning of the new century, education of students faces an ambitious task, namely to realize the vision in which an individuals and institutions, all around the world, appreciate learning, not only as means of accomplishing an aim, but as an aim itself. To pursue the realization of that aim, Department for Educational and Psychological Training at Faculty of Arts in Osijek, has organized an international scientific seminar on Modern Teaching. Teaching is the central topic of the seminar, with emphasis on communication in teaching process, different approaches to the lesson plans, lesson realization and lesson evaluation. All aspects of educational system have been taken into consideration: pre-school education, primary school, secondary school and undergraduate university education. Partly, the works presented here have been directed towards theoretical analysis, and partly towards empirical approach. Collected papers give a survey on a nine-year primary school system in The… [PDF]

Fairbanks, Colleen M., Ed.; Hoffman, James V., Ed.; Maloch, Beth, Ed.; Schallert, Diane L., Ed.; Worthy, Jo, Ed. (2005). 54th Yearbook of the National Reading Conference (San Antonio, Texas, December 1-4, 2004). National Reading Conference This volume presents the 54th Yearbook of the National Reading Conference (NRC). The 2004 NRC conference, set in San Antonio, took place against a political backdrop in which the nature and substance of literacy research has become suspect. Given the current state of politically-driven research agendas, the focus of the 54th annual NRC meeting–What is the past, present, and future of literacy research, and how is excellence in literacy research defined?–was a timely one, one also reflected in this volume. Papers included in the 54th NRC Yearbook suggest that literacy researchers continue to push for new and increasingly sensitive methodologies to address the ways in which policy is positioning teachers, schools, and researchers, as well as ways to examine the understandings of children, of teachers, and of pre-service teachers. Included in this volume are: (1) The Role of Wisdom in Evidence-Based Preschool Literacy Curricula (Lea M. McGee); (2) \New\ Literacies: Research and Social… [Direct]

(1997). Adult Learning: A Key for the 21st Century. CONFINTEA V Background Papers (Hamburg, Germany, July 14-18, 1997). Adult Education and Development, spec iss. The following papers are included: \Foreword\ (Jakob Horn, Paul Belanger); \Internationalization and Globalization\ (Ove Korsgaard); \Adult Learning and the Challenges of the 21st Century\ (Marc-Laurent Hazoume); \Diversity in Adult Education: Some Key Concepts in Minority and Indigenous Issues\ (Linda King de Jardon); \The Culture of Peace: The UNESCO (United Nations Educational, Scientific, and Cultural Organization) Perspective\ (David Adams); \Literacy on the Eve of CONFINTEA: Observations, Questions and Action Plans\ (Jean-Paul Hautecoeur); \Learning Gender Justice: The Challenge for Adult Education in the 21st Century\ (Carolyn Medel-Anonuevo); \Adult Education and the Changing World of Work. Focal Points of Change\ (R. Barry Hobart); \Environmental NGOs (Nongovernmental Organizations) and Adult Education as 21st Century Partners in Civil Society–from the Local to the Global Level\ (Rene Karottki); \The Environment: A Unifying Theme for Adult Education\ (Walter Leal Filho);…

Robottom, Ian; Sauvee, Lucie (2003). Reflecting on Participatory Research in Environmental Education: Some Issues for Methodology. Canadian Journal of Environmental Education, v8 n1 p111-128. We reflect on methodological issues arising in two of our own research projects as a form of practice, as a way of engaging in a praxis of project research. The projects chosen for this purpose are themselves concerned with teacher education and curriculum development in environmental education: they include participatory "reflective practice" processes in exploring issues relating to formal education in schools and informal education in communities and are grounded in the specific contexts of developing countries. We discuss issues in participatory research such as: (1) Whose research agenda gets to be explored?; (2) The importance of project partnerships; (3) Participants' preconceptions about the nature of research; (4) What is "rigor" in participatory research in environmental education?; (5) The Colonialist Dilemma: Avoiding the "package or perish" mentality; and (6) The Bigger Picture: Technocratic Rationality and Participatory Research. (Contains… [PDF] [Direct]

(2000). Teens Working: Turning Earning into Learning. Facilitator Guide [and] Critical Workplace Issues [and] Student Guide. These guides are part of a toolkit designed to help young people make connections between the jobs they now hold, the classes they are taking, and the goals they may have for the near and distant future. The guides contain a variety of materials and activities appropriate for all skill levels. The activities in the student guide are grounded in the principles of the federal SCANS (Secretary's Commission on Achieving Necessary Skills) and All Aspects of the Industry studies. The facilitator guide contains classroom activities for practicing job skills in the classroom, while integrating academic skills. Topics include problem solving, reading, science, technology, writing, job search methods, communication, history and culture, and mathematics. It also lists resources for the facilitator and the student in the areas of general information, health and safety, sexual harassment, diversity and cultural competence, and curriculum development. The guide provides directions and materials… [PDF]

Wagner, June G. (2002). Teaching the Growing Population of Nontraditional Students. Keying In, v13 n2 Nov. This document contains three articles on teaching the growing population of nontraditional students. \The Changing Demographics of the Classroom\ defines \nontraditional students\; reviews the characteristics, risk factors, and special needs of nontraditional students; and identifies the following services as particularly important to nontraditional students: (1) separate registration, orientation, and advising; (2) greater availability of parking; (3) more evening, weekend, and distance learning programs, including telecourses and online courses; (4) special assistance with financial aid, child care, and housing; (5) student support services such as counseling, assessment, and peer support groups; (6) social activities geared toward older students and their families; and (7) better preparation of educators and staff in meeting nontraditional students' needs. \Teaching and Retaining Nontraditional Students\ discusses the importance of showing nontraditional students respect and…

Cervero, Ronald M.; Wilson, Arthur L. (2001). Power in Practice: Adult Education and the Struggle for Knowledge and Power in Society. The Jossey-Bass Higher and Adult Education Series. This book contains 14 papers on adult education and the struggle for knowledge and power in society. The following papers are included: "At the Heart of Practice: The Struggle for Knowledge and Power" (Ronald M. Cervero, Arthur L. Wilson); "The Power of Economic Globalization: Deskilling Immigrant Women through Training" (Shahrzad Mojab); "Silent Power: HRD (Human Resource Development) and the Management of Learning in the Workplace" (Fred M. Schied, Vicki K. Carter, Sharon L. Howell); "The Power of Discourse: Work-Related Learning in the 'Learning' Age" (Elaine Butler); "The Power of the State: Connecting Lifelong Learning Policy and Educational Practice" (Kjell Rubenson); "The Politics of Globalization: Transformative Practice in Adult Education Graduate Programs" (Budd L. Hall); "The Power of Race and Gender: Black Women's Struggle and Survival in Higher Education" (Juanita Johnson-Bailey); "The Politics…

Cornwell, Steve, Ed.; Rule, Peggy, Ed.; Sugino, Toshiko, Ed. (1997). On JALT96: Crossing Borders. Proceedings of the Annual JALT International Conference on Language Teaching and Learning (23rd, Hiroshima, Japan, November 1996). Papers from an international conference on language teaching/learning are presented by topic and grouped under seven sections. An introductory section contains two papers on cultural diversity and world English. The second section, on teacher development, contains papers on these topics: teacher development and socialization; teachers' responses to questions about instruction; characteristics of a good language lesson; teaching students to understand instruction; students' reasons for poor English skills; cross-cultural aspects of the teacher's role; and an instructional materials development workshop. The third section, on classroom techniques and issues, addresses these topics: postsecondary level cooperative learning in Japan; shared inquiry for fostering critical thinking in English-as-a-Second-Language (ESL) instruction; story grammar as a reading and discussion strategy; use of Japanese literature in reading instruction; multimedia second language reading instruction;… [PDF]

Smith, Gary R. (1978). Teaching about U.S. History: A Comparative Approach, 33 Activities. History Series, Volume 2. This book contains 33 supplementary activities on U.S. history. Although the activities were written for junior and senior high school students, most activities are adaptable for use with elementary school students also. The activities attempt to develop skills in three areas: (1) discovery skills (collecting, analyzing, and evaluating data; hypothesizing; and decision making); (2) values and value analysis (assessing, examining, verbalizing, and acting on values); and (3) knowledge about U.S. history. Section I contains lessons designed to interest students by linking their personal and family histories to U.S. history in general. Section II covers topics such a puritanism, nationalism, immigration, imperialism, and the American Revolution. Section III develops basic social studies skills as interpretation of data, citizenship, and map use. Section IV presents the United States as a multicultural society; students look at different life styles, ethnic groups, and minority groups in… [PDF]

Quintero, Elizabeth (1984). Preschool Literacy: The Effect of Sociocultural Context. A study investigated the literacy development of bilingual children as they interacted in the social context of their preschool classrooms. Subjects were 12 native Spanish speaking preschoolers in a headstart classroom. It was hypothesized that what bilingual children bring to the classroom in terms of experience, values, language, culture, and personality affects the social context of the classroom and, in turn, affects the developmental process of the children's literacy acquisition. Because literacy was being investigated as a holistic process consisting of many components and many different behaviors, ethnographic techniques were used to observe and analyze the children's interaction approximately 100 hours in a five month period. Results indicated that the children overwhelmingly preferred group activity and play with others as opposed to being alone. Preschool children used the various literacy behaviors often in the social context of the classroom, and often for the purpose…

Ariza, Maria J. (1988). Evaluating Limited English Proficient Students' Achievement: Does Curriculum Content in the Home Language Make a Difference?. This study followed longitudinal achievement data from Hispanic students with limited proficiency in English who participated in a pilot instructional program. The program involved bilingual curriculum content (BCC) in the home language and was initiated in the winter of 1983-84 and continued through the 1986-87 school year. Six elementary schools were randomly assigned to the BCC strategy and six were randomly assigned to the No-BCC strategy; all 12 were in the Dade County (Florida) Public School system. Two cohorts of Hispanic kindergartners beginning kindergarten in the winter and fall of 1984 were followed for 2 years (until the end of their respective second grade). A pretest-posttest comparison group design, using content achievement tests, was used. Achievement tests were administered in English and Spanish. A separate one-way analysis of covariance was conducted for each test. At the end of the second grade for students in the first cohort and first grade for students in the…

Fairchild, Halford H.; Lindholm, Kathryn J. (1988). Evaluation of an "Exemplary" Bilingual Immersion Program. The results of a longitudinal evaluation of an innovative educational program in bilingual immersion at the San Diego City Schools are presented. The program's goals emphasized the acquisition of communicative proficiency, in English and Spanish, for both native-English-speaking and native-Spanish-speaking students. Using a quasi-experimental longitudinal design, the evaluation investigated the effectiveness of the San Diego program on the academic achievement, in both Spanish and English, of 78 fluent-English-proficient students (FEPS) and limited-English-proficient students (LEPS) in grades 2 through 6. As expected, both groups of students demonstrated achievement gains in reading and math (on both Spanish- and English-language tests), and performed at or above national norms in all subject areas by the end of elementary school. These findings are discussed in terms of their conceptual and evaluative significance, and with respect to ongoing debates in the scholarly and… [PDF]

Kapfer, Sherry (1977). Report of Selected Sessions from the "Parents, Children and Continuity" Conference (El Paso, Texas, May 23-25, 1977). This report of selected sessions from the national conference on "Parents, Children and Continuity" in May 1977 deals with topics of immediate concern to Home Start (home-based) Programs and Child and Family Resource Programs. It is based on notes taken at conference sessions and consists of brief summaries of topics discussed. The conference itself focused on: (1) the most recent research findings pertaining to child development and family centered child development programs, and (2) program and research activities which emphasize continuity into the early school years. Topics highlighted in this report include assessing family needs, implementing home-based programs, individualizing services, parents as educators, bilingual-bicultural programs, single parents, teenage parents, handicapped children in home-based programs, and unique characteristics of urban and rural home-based programs. (CM)…

Cortez, Edmund; Lerman, Alan (1978). Discovering and Meeting the Needs of Hispanic Hearing Impaired Children. During the 1976-77 school year members of the Cooperative Research Endeavors in Education for the Deaf (CREED VII) project conducted a survey and analysis of the situation of Hispanic hearing impaired children in New York City. The demographic profile of this population, home background and language environment, the school environment, cultural factors and factors related to individual children's deafness were examined. In addition, an effort was made to determine the general characteristics of the population, in terms of language and affective functioning in school, and to understand the factors in the Hispanic child's background that affect his functioning in school. Available literature on Hispanic and other non white deaf children is briefly reviewed, and the model design, study sample, and methodology used are described in this document. The most relevant variables in the Hispanic deaf child's functioning were found to be the presence of the natural father in the home and the…

Seelye, H. Ned; Wasilewski, Jacqueline Howell (1981). Social Competency Development in Multicultural Children, Aged 6-13. Final Report of Exploratory Research on Hispanic-Background Children. This report examines the results of an exploratory research study of the social competency development among multicultural students who attended an after school program administered by the Spanish Education Development Center in Washington, D.C. Three main questions were probed: (1) What social competencies are needed by multicultural children to maintain effective functioning in three culturally distinct settings–home, school, and among peers? (2) What conflicts are inherent in maintaining multiple adaptation? (3) What are the resultant stresses and their management by children successful in maintaining this multiple adaptation? Chapter one explains the theoretical constructs and methodology of the research. Testing techniques and instruments are discussed in chapter two, and the association between selected demographic variables and multicultural social competency scores is examined in chapter three. Chapter four includes a series of case study profiles of 24 Hispanic students… [PDF]

Freundlich, Joyce (1981). Evaluating Ethnic Literature from a Cross-Cultural Perspective: Implications for the Bilingual Classroom. Training of four Puerto Ricans and four non-Puerto Ricans to assess the portrayal of Puerto Ricans in a sample of ethnic literature using a holistic approach is described. Basic assumptions involved in a holistic reading or scoring are as follows: (1) readers judge each textual unit as a whole and also within the context of the range of categories of a particular instrument; (2) the group develops evaluative criteria from the content; and (3) the analytical task occurs after the readers have formed their initial perceptions. The training had three major objectives: to interpret the categories of the instrument, to develop criteria to determine the positive or negative image of the principal character, and to enable the reviewers to reach a reasonable degree of consensus in their analysis of the literature. An analytic scale provided specific data regarding the character's image. Three different responses to the same content during the early training period indicated the need for…

Driscoll, Berle M.; Young, John (1980). ESEA Title VII Chinese Bilingual Program. Community School District One. Final Evaluation Report, 1979-1980. This report examines the progress and achievements of a Title VII Chinese Bilingual Program conducted in New York City in 1979-1980. The economic and ethnic composition of the school district and the school population are discussed in the introduction. The evaluation's design and data collection procedures are outlined along with the program's goals and objectives. The bilingual program's instructional scheme is examined in terms of class organization and curriculum instruction. Materials and techniques used in various content areas are described in a grade by grade breakdown that covers grades 1 through 9. Content areas include: (1) English language activities; (2) Chinese reading and language arts; (3) reading; (4) mathematics; (5) activities related to culture; and (6) the use of educational and cultural resources. Observations regarding attendance and parent involvement are drawn from attendance records and questionnaires. The results of a language assessment battery and the… [PDF]

Weiss, Rita S. (1980). Efficacy of INREAL Intervention for Preschool and Kindergarten Language Handicapped and Bilingual (Spanish) Children. Evaluation of the 1974-77 INREAL (INclass REActive Language) demonstration model project, initially serving 518 children (aged 3-5 years), focused on the Colorado program's objectives of increasing language handicapped and bilingual (Spanish) children's language development significantly and preventing later language-related learning problems in mild-to-moderate language handicapped children. Project goals were to improve the language and related learning skills of the children by a naturalistic, non-stigmatizing method using inclass service delivery, thus redefining the traditional role of the speech-language pathologist. A 1976-77 experimental study of matched INREAL and control groups measured language development and indicated that INREAL intervention effected highly significant language improvement. A longitudinal experimental study gathered data for three years (1977-80) after the INREAL program had ended and revealed that use of the INREAL method at preschool and kindergarten…

Bisagna, Joanne (1978). Materials Development and Lesson Planning for Elementary School ESL Instruction. This paper is the narrative portion of a workshop presentation on lesson planning and materials development for ESL instruction. The specific materials and lessons which were demonstrated and which are discussed in this paper, had been designed and used in English as a Second Language classes for students ranging from Kindergarten to eighth grade in a Title I program in New York City. Six areas are dealt with: (1) Lesson Planning; (2) Classroom Routines; (3) Independent Activities; (4) Games; (5) Poems, Rhymes and Songs, and (6) Creating and Adapting Materials. The suggestions emphasize the development of communicative competence by the use of functional language in meaningful settings. Activities are discussed which facilitate the use of communicative language in the classroom. Materials are recognized to be most effective when they are prepared or adapted for a particular group of students with particular language needs. All the areas discussed are accompanied by sample exercises,…

Brannan, Robert (1979). Correspondencia (Correspondence). The language of Spanish correspondence possesses particular characteristics that lie somewhere between the everyday conversational style and the more formal literary style. This minicourse contains three lessons intended to enable the student to learn the letter-writing style and to write letters in Spanish. It is also intended to encourage and develop interest in Spanish. There are three lessons in the mini-course dealing with the following topics: (1) terminology; (2) letter elements and their placement in the letter; and (3) types of letters such as business, personal, and miscellaneous, with emphasis on the personal correspondence. A filmstrip with reel to reel tape is available to accompany the lessons. (Author/AMH)…

Adkins, Dorothy C.; And Others (1970). Iterative Research in Curriculum Development: A Preschool Language Module. A Section of the Final Report for 1969-70. The child in a bilingual or bidialectal situation must increase his skills so that he may function successfully in a wider variety of situations and know how and when to use both language codes. The curriculum described here, used in Head Start classes, is a carefully programmed, very detailed presentation of syntactic patterns that appear with high frequency in the standard dialects of American English. Details of the classroom techniques are provided in this report as are the results observed from tests administered to young children under the new curriculum and to those under other nursery school programs. The various tests and their particular results are discussed. A list of references is given. For additional information; see ED 048 924. (VM)… [PDF]

(1997). Letters from Home: An Exhibit-Building Project for the ESL Classroom. This curriculum is designed to be a flexible enrichment project for adult English-as-a-Second-Language (ESL) education by harnessing the dynamic power of letters for language learning purposes. The goals of the project are to help teachers assisting students in developing communication skills, encourage social interaction as a means of building language skills, increase cultural awareness among students, identify the role letters play in maintaining ties between family members, and teach students how to create and display an in-class exhibition of personal letters. Each of the activities explores the power and significance of family letters. Students will examine the writings of immigrant families from the past and compare them to their own personal experience and correspondence. The class may share the experience with each other and the community by creating an exhibit that interprets the meaning of family letters. The project encourages adult ESL students to reflect on their… [PDF]

Cenoz, Jasone (2000). Basque, Spanish, French and English in the Basque Country. This paper analyzes the demographic, sociolinguistic, and educational status of Basque in the whole of the Basque country: the Basque Autonomous Community (BAC), Navarre in Spain, and the Northern Basque Country in France. It also discusses English as a third language within the bilingual educational system in the BAC. In terms of demography, 22% of the population of the Basque country is bilingual and an additional 14.5% is "passive bilingual." Even though the percentage of all bilinguals (passive and otherwise) is 35% in the Northern Basque Country, the lack of institutional support for the Basque language is producing an important decline in its knowledge and use while in the BAC and Navarre the decline has already been stopped. The use of the Basque language in the BAC and Navarre has increased as it has come back into use in everyday life. The use of Basque is most influenced by the user's competence in the language and the use of Basque in the user's social networks… [PDF]

Endo, Russell (1982). Bibliographic Resources on Pacific/Asian Americans. P/AAMHRC Research Review, v1 n3 p3-6 Jul. Bibliography on Pacific and Asian Americans covers their sociocultural and historical background, experiences in the United States, educational needs, and related concerns. Categorizes materials by: (1) Pacific/Asian American group in general; (2) specific ethnic groups; (3) special topics; and (4) general sources on racial/ethnic groups. (Author/MJL)…