CUMMINS, EMERY J.; PALOMARES, UVALDO H. (1968). ASSESSMENT OF RURAL MEXICAN-AMERICAN PUPILS, PRESCHOOL AND GRADES ONE THROUGH SIX, SAN YSIDRO, CALIFORNIA. MEXICAN-AMERICAN STUDENTS FROM 8 GRADE LEVELS WITHIN THE SAN YSIDRO, CALIFORNIA, ELEMENTARY SCHOOL DISTRICT WERE TESTED IN JUNE, 1967, AS PART OF AN EVALUATION OF THE RURAL MEXICAN-AMERICAN STUDENT POPULATION IN CALIFORNIA. ANALYSIS OF TEST RESULTS REVEALED THAT MEXICAN-AMERICAN STUDENTS FELL PROGRESSIVELY BEHIND IN PERCEPTUAL MOTOR DEVELOPMENT–A DEFICIT ATTRIBUTED TO BOTH HOME AND SCHOOL ENVIRONMENTS. LOW SELF-CONCEPT SCORES AND ABOVE-NORMAL SOCIAL MATURITY SCORES MAY HAVE REFLECTED THE DEMANDS OF 2 CULTURES ON THE MEXICAN-AMERICAN STUDENT. ACADEMIC ACHIEVEMENT PROGRESSIVELY DECLINED, POSSIBLY AS A RESULT OF THE DE-EMPHASIZING OF INDIVIDUALIZED INSTRUCTION AND THE ABSTRACTION DEMANDS MADE ON MEXICAN-AMERICAN STUDENTS BY MATERIALS GEARED TO MIDDLE-CLASS NORMS. TABLES SHOW WHICH TESTS WERE GIVEN TO WHICH GRADE LEVELS, AGE-GRADE RELATIONSHIPS, AND RESULTS BY INDIVIDUAL TEST. RELATED DOCUMENTS ARE RC002539 AND RC001775. (JEH)… [PDF]

Torres-Guzman, Maria E.; And Others (1996). Stories about Differences in a Collaborative with Middle School Students. Theory into Practice, v35 n3 p196-204 Sum. Describes a collaborative in which graduate students who were learning about participatory research and cultural diversity in the classroom worked with middle school students who were learning about research. The paper examines the stories of six middle school research clubs, focusing on collaborative interactions between researchers and students. (SM)…

Sher, Jonathan P., Ed. (1981). Rural Education in Urbanized Nations: Issues and Innovations. Westview Special Studies in Education. An OECD/CERI Report. Collected as part of the program of work for the Organisation for Economic Co-operation and Development/Centre for Educational Research and Innovation (OECD/CERI) Education and Local Development project, scheduled to operate from 1979 to the end of 1981, this volume is designed to provide a foundation of information and insights on education in the sparsely populated areas of a group of industrialized nations. The book addresses the broad spectrum of rural education issues within some OECD member countries (Portugal, New Zealand, Scotland, Australia, Finland, Norway and the United States). The authors identify innovative programs, policies, and strategies, and point toward the more promising paths for rural school improvement. They also issue warnings about some of the blind alleys and dead ends that can be encountered. The major topics covered include delivery systems, in-school innovations, support mechanisms, and community-school linkages. (Author/CM)…

Guadalupe, Deana R. (1993). Integrated Methods for Pupils To Reinforce Occupational and Verbal Effectiveness (Project IMPROVE). Final Evaluation Report, 1992-93. OREA Report. Integrated Methods for Pupils to Reinforce Occupational and Vocational Effectiveness (Project IMPROVE) was a federally funded project in its second year of operation in two Manhattan (New York) high schools in 1992-93. It served limited-English-proficient students, 186 Latino and 13 Asian-American, in grades 9-12. Students received instruction in English as a Second Language (ESL), native language arts (NLA), science, mathematics, social studies, and career education. Program staff attended workshops and conferences, had the opportunity to take college courses, and developed curriculum materials. Parent involvement activities included ESL classes, meetings, interviews with program staff, and educational field trips. The project met its objectives for Spanish and Chinese NLA, familiarity with American citizenship and culture, cultural pride, attitude toward school, dropout prevention, attendance, career education, and parent involvement. It partially met objectives for content area… [PDF]

Adams, Brian F. (1987). LILAC: A Program Enabling Primary-Age Spanish-Dominant Children to Learn the Language of Instruction. A school on Florida's west-central coast was selected as the site for the Language Intensive Lab Accelerated Classroom (LILAC) program which was developed to address the need for a county-wide, objective-based educational program for non-English proficient (NEP) and limited-English proficient (LEP) Hispanic children in grades K-2. The number of enrolled children fluctuated around 28, with children being integrated into the normal curriculum as soon as they were ready. Instruction focused on language experiences in English, with emphasis placed on readiness concepts for success in the regular classroom and instructional mode, and conformed to the basic English for Speakers of Other Languages (ESOL) philosophy. Evidence showed that 93.75% of enrolled children raised their IDEA Oral Language Proficiency Test score by at least one level. In April 1987, the school agreed to apply to the State of Florida for funding, through a formula tied to "Drop Out Prevention." This funding… [PDF]

(1989). Selected Elementary and Secondary Spanish Language Materials: Content Areas. CLEAR Annotated Bibliography Series. This 76-item annotated bibliography is composed of materials for teaching Spanish in the content areas at the elementary and secondary levels. For each of the entries, the following information is indicated: target language, educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. Included are program descriptions (of immersion, one-way, and two-way bilingual programs), cultural materials, vocabulary development activities, curriculum guides, and computer-assisted instructional materials. (DJD)… [PDF]

Berney, Tomi D.; Gritzer, Glenn (1990). Computer-Focused Russian Bilingual Instructional Program, 1988-89. OREA Report. In its fourth year, the computer-Focused Russian Bilingual Instructional Program provided instructional and support activities to 276 Russian-speaking students, most of whom are limited English proficient, at 4 public and 2 private high schools in Brooklyn. Instructional activities varied by site. Public school students took English as a Second Language (ESL), native language arts (NLA) courses in Russian culture and literature, and content area (mathematics, science, and social studies) and business and vocational subjects taught bilingually or in English using ESL methodology. At private schools, the project offered individual and small-group tutorials in English and content areas. Additional program components included counseling, tutoring, vocational services, staff development, and parental involvement activities. The program met its objectives in ESL, NLA, content area subjects, and parental involvement, but did not provide sufficient data to assess the computer skills and… [PDF]

Harrison, Barbara; And Others (1985). Manokotak: A Case Study of Rural School Development in Alaska. A University of Alaska staff member, two local teachers, and two community members used on-site visits, observations, questionnaires, and interviews to assess development of the Manokotak school from its inception in 1947 to 1984 as perceived by community members, school staff, and students. Rural and cross-cultural, the Alaskan school served 117 pre-school through high school students in 1984 and provided basic academic programs and vocational training, a Yup'ik literacy program, and a variety of special and extracurricular programs. A Community School Committee played an active role in the school; the staff was experienced and relatively stable. The majority of community adults, high school students, teachers, and the principal thought the school was successful, although teachers perceived a wide range of unsolved problems involving educational and personal concerns not expressed by others. Written primarily for practicing educators in rural Alaska but with possible application…

(1985). The Danger of Poison. Level 2 = El Veneno es Peligroso. [Nivel 2.]. Developed especially for migrant children, this field-tested curriculum teaches the benefits and hazards of pesticides to primary students. Materials are prepared in Spanish and English versions and can be used as a separate science/health unit on pesticides or integrated into the regular math and reading curriculum. Topics include benefits of pesticides, packaging and warning labels, application methods for fields and homes, specific hazards such as pesticide storage areas and contaminated irrigation water, and steps to take in case of pesticide contamination. The Level 2 Unit gives background information for teachers, a detailed course for instructing children, 15 visuals, 4 true-false tests, and an illustrated pamphlet for parents. The unit is organized under 16 pesticide concepts with teaching materials, activities, and reading and math skills outlined for each concept. Activities include discussing stories related to pesticide concepts and completing the skills activity sheets… [PDF]

(1984). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in \Dissertation Abstracts International,\ July through December 1984 (Vol. 45 Nos. 1 through 6). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 13 titles deal with the following topics: (1) developmental differences in preschoolers' comprehension of WH-questions; (2) discourse analysis and early literacy in minority education; (3) effects of text structure on comprehension and recall in adult readers of English as a foreign language; (4) the writing proficiency of ESL and monolingual English writers at three grade levels; (5) language philosophy in composition theory and its pedagogical implications for native and nonnative English speakers; (6) comprehension skills of black and white good readers; (7) effects of sociodramatic play on language development of rural Appalachian kindergarten children; (8) teaching language arts and social studies in inner-city schools; (9) effectiveness of supplementary computer assisted instruction in reading; (10) math and reading anxiety among Mexicans, Hispanic… [PDF]

Adelman, Miriam; Berney, Tomi D. (1989). Bilingual Resource Instruction for Development of Gainful Employment Skills. Project BRIDGES, 1987-88. The Bilingual Resources for Development of Gainful Employment skills (Project BRIDGES) was a federally-funded program in its second year of a 3-year funding cycle. Project BRIDGES aimed at developing the academic and vocational skills of limited-English-proficient (LEP) students who had failed two or more classes and were at risk of dropping out. Students were selected for the program on the basis of low scores on the Language Assessment Battery (LAB). Students received instruction in English as a Second Language (ESL), native language arts, and bilingual or ESL content-area instruction in mathematics, science, and social studies. The project also provided support services, curriculum and staff development, and parental-involvement activities. Students achieved the ESL objective, as well as the objectives of business and vocational courses by making gains on the LAB and on teacher-made tests. They partially achieved the objective for content area classes (in science and social… [PDF]

Davis, Peter B., Ed.; Jones, Earl, Ed. (1977). Experimental Schools Project, Edgewood Independent School District. Volume I: Final Summary Report. The Edgewood Independent School District (San Antonio, Texas), using a mini-system of one high school, one middle school, and four elementary schools, conducted an Experimental Schools Program from 1972-1977 to test a local decision making, long-term innovative program to effect substantial changes in the affective and cognitive characteristics of a largely Mexican American student body. The program utilized intervention components of staff development, curriculum development, internal evaluation, family services, cultural advocacy, and services to the handicapped to operationalize its instructional strategies. Cross-sectional and longitudinal analyses were performed on the constructs of educational change, educational compatibility, social context, and student impacts. Evaluation data indicated: (1) about the same range of characteristics (student attitudes, self-concept, motivation) in program students as those tested elsewhere by the same instruments; (2) no consistent…

Reynolds, Jack; And Others (1978). The PLESA Experience: Training and Employment Services for Persons of Limited English-Speaking Ability. This report summarizes the Program for Persons of Limited English-Speaking Ability (PLESA) which involved 47 prime sponsors providing training and employment assistance to over 6,000 persons, most of whom were Hispanic or Asian. Focus is on lessons learned that will be useful for developing such programs. Chapters 1 and 2 discuss the background of the PLESA program and highlight the similarities and differences among the projects which improved their clients' English-speaking ability by providing English as a Second Language (ESL) training and in some cases offering occupational skills training and general education courses. Chapters 3-7 describe project planning and organization; client recruitment, selection, counseling, and training (English language and vocational); and job development and placement. Each chapter follows a standard format including a summary introduction pointing out key lessons learned from the PLESA experience and sections dealing with program components. Each… [PDF]

(1978). English Teachers' Journal (Israel), No. 19. This journal, published in Israel, 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) "Thirty Years of Israel — in the English Class," by A. Sotto and L. Marnin; (2) "English in Grade Four," by E. Gelber; (3) "English Teaching in Grade Four," by L. Marnin and A. Sotto; (4) "Instructional English," by J.R. Ewer and E.H. Davies; (5) "Simplifying Tense and Aspect for English Language Students," by W.K. Gallagher; (6) "The Role of the Experienced Teacher in Training Future Teachers," by S. Shaulson; (7) "Work in Groups," by S. Sar-Shalom; (8) "Guidelines for Teachers in the Secretarial and Tourism Trends"; (9) "Theater Games for All Grades," by L. Ravich; (10)"Teaching the Reading Skill," by R. Kressel; (11) "Some Recommendations for Extensive Reading," by Y….

Cassidy, Jack, Ed.; Garrett, Sherrye D., Ed. (2002). Early Childhood Literacy: Programs & Strategies To Develop Cultural, Linguistic, Scientific and Healthcare Literacy for Very Young Children & their Families, 2001 Yearbook. This yearbook recounts the work in 2001 at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The book's first four chapters give a historical overview of the ECDC and its dual-language programs; each program is then discussed more fully in chapters 5-14. The book's first unit, "The School and the Classroom," contains chapters: (1) "A University Lab School for the 21st Century: The Early Childhood Development Center" (Jack Cassidy and Jana Sanders); (2) "A Dual Language Curriculum for Young Children" (Nicole S. Montague, Christine Marroquin, and Frank Lucido); (3) "University/Public School Partnership Provides a Jump Start for Three-Year-Olds"… [PDF]

Kauffman, Dorothy; And Others (1994). Content-ESL across the USA. This book highlights information from a project that focused on where and how content-based English-as-a-Second-Language (ESL) instruction has been implemented in pre-K through Grade 12 classrooms in public schools across the United States. A database was constructed of 3,000 public schools that have content-ESL programs. Descriptions of the programs were obtained through two questionnaires, by telephone, and from 2-day site visits conducted at 20 schools. The book is based primarily on the field reports of the 20 site visits but contains, in addition, highlights of the survey. It is for educators interested in learning more about content-ESL programs in other schools and provides information on designing a program, implementing or modifying a program, or sustaining an existing program. Part 1 describes the students who were observed and interviewed for the study; actions taken to meet federal, state, and district-level mandates; in-take, placement, and exit procedures; program… [PDF]

Alvarez, Rosalyn; Berney, Tomi D. (1989). Park West High School Vocational and High School Equivalency Bilingual Program, 1987-88. OREA Evaluation Report. In its fifth and final year of federal funding, the Vocational and High School Equivalency Program at New York's Park West High School served 254 students in grades 9-12. The program's purpose was to help students of limited English proficiency develop English language skills while receiving occupational training after school. The transitional program functioned as a minischool within the high school, providing the same overall job and career orientation offered to mainstream students. Students received instruction in English as a Second Language (ESL), native language arts (NLA), and bilingual instruction in mathematics, science, and social studies. The program also provided activities for parent involvement and staff development. It met its objectives in ESL and attendance. Data were insufficient to determine whether it met its NLA objective. The mainstreaming objective was not met. Recommendations for improvement include efforts toward increased communciation between bilingual… [PDF]

Alvarez, Rosalyn; Berney, Tomi D. (1989). Bilingual Language Arts Survival Training: Project BLAST, 1987-88. OREA Evaluation Report. Project Bilingual Language Arts Survival Training (BLAST) served 254 Spanish-speaking 9th- through 12th-graders at Walton High School in the Bronx in its fifth year of funding. The program's aim was to supplement the school's bilingual program by providing instruction in English as a Second Language (ESL), native language arts (NLA) and culture, and bilingual instruction in math, science, and social studies. The program also provided extracurricular activities, career orientation, college counseling, coping skills and citizenship training, parent involvement, and staff development activities. The program met the objectives in ESL, NLA, and student attendance. It also met most of its objectives in parental involvement, staff development, and curriculum development. Content area classes were not evaluated as proposed. Program changes over the previous year include a larger population, budget cuts leading to shortages of materials and modified objectives, separate classes for native… [PDF]

Berney, Tomi D.; Friedman, Grace Ibanez (1989). Project GET SET, 1987-88. OREA Evaluation Report. In its second extension year following a 3-year federal funding cycle, Project GET SET served 163 junior high school students of limited ability in both English and Spanish at two Bronx junior high schools. The project's aim was to reinforce English and native language skills and to offer students personal counseling, informative programs that would involve their parents, and career guidance. Students also worked with a part-time tutor. The program met its proposed objectives for native language development, and the noninstructional objectives were met for career seminars, parent programs, and staff training and development. Project GET SET only partially achieved the objectives in Englsih language development and curriculum material preparation. The project exposed students to a variety of traditional and nontraditional career opportunities through a range of bilingual reference works, field trips, and lecture programs. Parents could participate in four workshops, and teachers and… [PDF]

Berney, Tomi D.; Velasquez, Clara (1990). Project Aprendizaje, 1988-89. Evaluation Section Report. OREA Report. In it's first year, Project Aprendizaje served 250 students from the Dominican Republic and Puerto Rico at Seward Park High School in Manhattan (New York). Project objectives were to improve participants' language skills in Spanish and English, help participants successfully complete content area courses needed for graduation, and provide career orientation and skills to help participants enter the work force or higher education. Instruction was provided in English as a Second Language (ESL), native language arts (NLA), mathematics, global history, American government, advanced Spanish, and occupation and computer/business technology. The project met its objectives in ESL, student attendance, advanced Spanish, keyboarding, staff development, suspension rate, and extracurricular activities. Data were not appropriate to evaluate the NLA objective, and sample size was too small to evaluate one career advancement objective. Development of upper level curricula, using a mastery learning… [PDF]

Berney, Tomi D.; Hriskos, Constantine (1990). Asian and Arabic Mediated Enrichment Resource and Instructional Career Awareness. Project Amreica 1988-89. OREA Evaluation Section Report. Project America provided supplemental instruction in English as a Second Language (ESL); Native Language Arts (NLA); and bilingual instruction in the subjects of mathematics, science, and social studies. The project also provided support services to encourage pride in, and respect for, both ethnic heritage and the American culture. The project served a total of 412 Chinese- and Arabic-speaking students at two high schools in Brooklyn, New York City. Evaluation results show the project failed to provide NLA for Arabic-speakers and failed to meets its NLA objectives for the Arabic-English bilingual courses. It was decided to drop the Arabic-speaking component for the 1989-90 program cycle. Project America met the career development objective of providing a career conference. Data was not provided for evaluation on the staff development objective concerning awareness of pupils' needs and problems, and on the career development objective that students would meet with a bilingual career… [PDF]

Rothfarb, Sylvia H.; And Others (1987). Evaluation of the Bilingual Curriculum Content (BCC) Pilot Project: A Three Year Study. Final Report. A three-year longitudinal study of bilingual curriculum content (BCC) was initiated in the 1983-84 school year to assess alternative strategies for teaching curriculum content to Limited English Proficient (LEP) students in Dade County (Florida) Public Schools. The BCC strategy (in which content subjects are taught bilingually) was contrasted with a control strategy (in which students are taught in English). LEP kindergartners of Hispanic origin (Cohort I–52 BCC and 58 No-BCC) were followed through second grade. A follow-up group of first graders in 1984 (Cohort II–80 BCC and 58 No-BCC) was also studied. Six BCC and six No-BCC schools participated; six BCC and six No-BCC kindergarten teachers each were in Cohorts I and II. Implementation and survey data from teachers and principals, and classroom observations were analyzed. Achievement test results for both cohorts showed no discrimination pattern of achievement between BCC and No-BCC students. Comparable academic progress in… [PDF]

Berney, Tomi D.; Friedman, Grace Ibanez (1989). The New York City Staff Development Program in Mathematics for High School Teachers and Supervisors, 1987-1988. The state-funded New York City Staff Development Program in Mathematics was a five-workshop series serving bilingual/English-as-a-Second-Language teachers teaching mathematics, and mathematics teachers unfamiliar with the special needs of limited-English-proficient (LEP) high school students. Supervisors were also invited to participate. Workshop topics included the relationship between language and mathematics, the relationship between students' cognitive styles and mathematics learning, and improved ways to prepare LEP students to pass the state competency test in mathematics. Participants evaluated the workshops by questionnaire. The objective that 90% of participants would be highly satisfied with each aspect of the workshops was not met, but 81% indicated a high level of satisfaction. The program was well planned, well implemented, and appeared to meet a real and significant need. Follow-up conferences to reflect on and discuss implementation of techniques and strategies are… [PDF]

Lehman, Sheila; Schulman, Robert (1984). The Bilingual Program in Auxiliary Services for High Schools, 1982-1983. O.E.E. Evaluation Report. In 1982-83, this program provided instruction in English as a Second Language and bilingual instruction in four content areas to 1,690 Spanish, Chinese, Haitian, Greek, and Italian students of limited English proficiency (LEP) at eight daytime and eight evening learning centers located at 15 different sites throughout New York City. Created in 1972 as an offshoot of a monolingual alternative high school program, this bilingual program serves a target population which includes students aged 16-21 years or older. This year, 90 percent of these students were from low income families and 82 percent had never previously attended a New York City high school. The program's overall instructional goal was to provide these LEP students with the English language and cognitive skills necessary to allow them to pass a high school equivalency examination. In addition, the program aimed to provide students with employment and job training awareness and opportunities. Based on these goals, each… [PDF]

(1977). Evaluation of Personalized, Individualized, Vocational Occupations Training. Final Report. A study was conducted to determine whether or not the Personalized, Individualized, Vocational Occupations Training (PIVOT) materials developed by the School District of Philadelphia were capable of developing entry-level competency in secondary school students in a variety of educational settings (comprehensive high schools, an occupational school for educable mentally retarded, a skills center, and an area vocational-technical school) and subject areas (nurse's aide, industrial electricity, automotive mechanics, and machine tool trades). Experimental classes, using the PIVOT materials, were taught by means of individual sound-on-slide projectors, while control classes were taught the same material by conventional methods. Comparison of rates of success on a criterion task in each subject area proved the PIVOT method capable of developing entry-level competency in each setting. No significant differences were detected however between effects of the PIVOT materials and conventional…

Caldwell, J.; Fischer, Kathleen B. (1978). Establishing Criteria for Transition of ESL Students to Monolingual English Classrooms. This study explores several research questions. Of primary concern was the identification of variables that might be employed to predict the potential of students to succeed in monolingual English classrooms following transition from bilingual programs. Although consideration was given to various background and demographic factors, the principal focus of the research was on language proficiency variables–specifically reading comprehension, verbal production, and aural comprehension in English and the native language, Spanish. Of secondary and collateral concern was the validity and reliability of available instruments that might be used to measure these various language proficiencies. Two batteries of tests were constructed and refined. The appendix provides a list of the objectives or skills that were specified for construction of the batteries. A third concern was the comparability of results between different Hispanic language groups–students of predominantly native Mexican and…

Irizarry, Ruddie A.; And Others (1980). Newtown High School, Queens, Chinese/Korean Bilingual Language Arts Resource Center, ESEA Title VII, 1979-1980. Final Evaluation Report. This is an evaluation of a Title VII Bilingual/Bicultural Program that was conducted at a New York City high school in 1979-1980. The program served Chinese and Korean speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. The program description outlines the project's background, organization, and structure. Instructional components of the program that are reviewed include: (1) programming and transition; (2) bilingual classes; and (3) funding of the instructional component. Non-instructional components discussed include: (1) curriculum and materials development; (2) supportive services; (3) staff development; (4) parent and community involvement; and (5) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring reading achievement, oral language ability, mathematics achievement, science achievement, social studies achievement,… [PDF]

Price, M. A.; Trites, R. L. (1977). Assessment of Readiness for Primary French Immersion. A two-year study of "Learning Disabilities Found in Association with French Immersion Programming" indicated that children who encounter difficulty in primary French immersion programs may have a specific learning disability characterized by a maturational lag in the temporal lobe regions of the brain. In addition, it was found that biographical and background variables also identified in the study may be related to success and failure in such programs. This report discusses the first phase of a three-year follow-up investigation whose purpose is to identify a set of variables predictive of success or failure in primary French immersion programs. The subjects of the study were 1,000 four-year-olds in 77 kindergartens. Biographical and background information and teacher ratings were obtained for all. Two hundred children who would be enrolled in French immersion classes were also given the Early Identification Assessment Battery (EIAB). Results indicated describable… [PDF]

GREENBERG, GILDA M.; GREENBERG, NORMAN C. (1964). EDUCATION OF THE AMERICAN INDIAN IN TODAY'S WORLD, AN INTERDISCIPLINARY APPROACH FOR TEACHERS AND ADMINISTRATORS. A CONCISE, INTERDISCIPLINARY OVERVIEW OF AMERICAN INDIAN EDUCATION IS PRESENTED, INCLUDING AN HISTORICAL BACKGROUND, A PRESENTATION OF THEIR CULTURAL PRACTICES AND VALUE SYSTEMS, A BRIEF EXPLANATION OF SOUTHWESTERN INDIAN SPEECH SOUNDS, A DESCRIPTION OF THE EDUCATION OF INDIANS, AN EXAMPLE OF INDIAN EDUCATION AMONG THE NAVAJOS, AND A SELECTED LIST OF RESOURCE MATERIALS ON INDIANS AND INDIAN EDUCATION. THE AUTHORS STATE THAT A KNOWLEDGE OF INDIAN ENVIRONMENT, VALUES, AND CUSTOMS IS NEEDED TO PROVIDE EFFECTIVE INDIAN EDUCATION AND THAT AN EDUCATION PROGRAM FOR INDIAN ADULTS IS AN ABSOLUTE NECESSITY. THIS DOCUMENT IS AVAILABLE FROM WILLIAM C. BROWN BOOK COMPANY, 135 SOUTH LOCUST STREET, DUBUQUE, IOWA, 52003. (RB)…

Azios, Maria Leticia; And Others (1975). Teaching English as a Second Language: A Handbook for Mathematics. Curriculum Bulletin Number 75CBM4, Secondary Level. This course guide is intended for classroom use by teachers of secondary level mathematics to Spanish-speaking students of English as a second language (ESL). Both mathematical instruction and acquisition of English mathematical terminology are emphasized. The book is divided into chapters that comprise a Spanish-English glossary of mathematical terms, simple exercises involving the Roman and Mayan number systems, consumer arithmetic, fractions, decimals, positive and negative numbers, sets, graphs, equations, and geometry. (JB)…