(1976). Parents Helping Children to Learn. This bilingual (English-Chinese) booklet contains a variety of suggestions for activities that parents can do with their children to supplement the school program. It is divided into twelve "monthly letters" with four to six ideas for each month. It includes activities such as outings to the library and to the park, playing games, making handicrafts, coloring and painting, reading picture stories and simple words, cooking, and doing practical life exercises such as setting the table and sorting the laundry. (CFM)…
(1977). Preservice Teacher Education. This is a report on a survey of the heads of education units, faculty, and students in United States higher education institutions that prepare teachers. Questionnaires were sent to administrative officials of teacher education institutions, faculty of these institutions, and students. The size of the selected schools ranged from small colleges to large universities. The body of the report deals specifically with the characteristics of institutions, programs, and students and presents speculation on potential future directions in teacher education. The design seqment of the study commenced with a needs survey, during which more than one-hundred policy makers in education were interviewed to determine what they believed to be the major data needs and issues in preservice teacher education. In addition, a series of position papers on major dimensions of preservice education was created. These include: (1) the structure and content of teacher preparation programs, which deals with the…
(1976). State Annual Evaluation Report for Migrant Programs in Pennsylvania. ESEA Title I Migrant Education Report, Fiscal Year 1976. Designed to meet the children's academic, vocational, and social needs, Pennsylvania's migrant programs served 1,393 children during 1976. Social workers, local ministers, project staffs, and the Migrant Student Record Transfer System (MSRTS) office staff at Millersville identified and recruited the children. School records were used to identify 5-year migrants. In many programs, designed to allow flexibility in the placement of children as they progressed, children were grouped by needs, and classrooms were ungraded. All programs were specifically designed as summer programs that emphasized instruction that enhanced learning experiences in regular school. Program effectiveness was determined during a 3-day visit to each program by an evaluation team who used evaluative criteria based on the 11 national goals for migrant education and the objectives listed in the project application. Overall the programs were effective in meeting the various objectives. This report presents the…
(1976). Pilot Course in Century 21 Shorthand. An Evaluation of the Project. An evaluation project conducted at the Dona Ana County Occupational Education Branch of New Mexico State University was designed to compare the effectiveness of Century 21 Shorthand with Gregg Shorthand. Two classes of shorthand students were set up as experimental groups: thirty-five students in Century 21 and twenty-six students in Gregg. Their performance was assessed for four semesters based on the following performance measures: dictation speed, scores on theory tests, scores on brief form tests, and overall average grades. In addition, survival rates of students with different ethnic and language backgrounds were studied. After the first semester comparison results indicated no statistical difference in the performance of the two groups. Century 21 was found to have some slight advantage in holding power (perhaps because of its novelty). Additional data was gathered from each student utilizing the following forms: biographical information, Career Education Description…
(1971). 1970-71 Evaluation Report of ESEA (Title III) Inner City Education Project. In this evaluation report, considerable analysis is devoted to the definition of program development in each of the three years of funding, as well as an evaluation of third year objectives attainment. Emphases include project history prior to 1970-71 and context definition, project inputs, fiscal and staff resources, and terminal product evaluation of the 1970-71 (final) funding year. Results of terminal evaluation indicate that: (1) the Inner City Project Staff, by the end of the second year, had increased parent-school-community interaction and had supplemented district services in educational areas found deficient for adequate Inner City pupil instruction and guidance; (2) the three-year Inner City Project was instrumental in sustaining high pupil-school-community cooperation during the 1970-71 year; (3) project efforts made positive changes in parent involvement, English acquisition by pupils whose native language was Spanish, unexcused absences, health absences, and teacher… [PDF]
(1971). Report of Final Evaluation, ESEA Title I Projects, Fiscal Year 1971. The report addresses itself to the Elementary and Secondary Education Act Title I projects operated via the Bureau of Indian Affairs. Phoenix Area, during fiscal 1971. Projects are classified by components in the cognitive, psychomotor, and affective domains (e.g., reading, physical fitness, and dropout reduction). Within each component, project statistics are followed by a discussion of the evaulation results. Because the success of any program is based upon the correction of the problem areas encountered, the chapter containing the summary, conclusions, and recommendations is followed by a discussion of fiscal 1972, which presents specific modifications designed to improve new projects in the Phoenix Area. (LS)… [PDF]
(1999). Collaborative Talk in a Bilingual Kindergarten: A Practitioner Researcher's Co-Construction of Knowledge. This year-long study explored the linguistic and cognitive transactions of immigrant language-minority kindergarten students in the social context of classroom collaborative talk in their native language. Collaborative talk transactions were selected from 13 videotaped sessions involving 27 Hispanic kindergarten students, mostly recent arrivals from Mexico, in a Chicago public school. Findings were threefold. First, the collaborative talk transactions, framed within a cognitive and linguistic stance, demonstrated how meanings and new understandings were constructed and restructured; showed how the teacher and students made use of their cultural values, assumptions, attitudes, and experiences to construct new meanings and shared understandings; and revealed how learners engaged in oral literacies in collaboration with the teacher and then began to formulate and test hypotheses without the teacher's mediation. Second, the collaborative discourse situated within an empowerment and…
(1994). A Skunk Is in the Sky (or Is It a Plow?). Science Scope, v17 n6 p26-30 Mar. Describes Project ARTIST (Astronomy-Related Teacher Inservice Training). Using hands-on science experiences, an integrated curriculum, and translated materials, teachers can make space science accessible and interesting to elementary and middle school children. (ZWH)…
(1994). Helpful Opportunities for Pupil Enrichment (Project HOPE). Final Evaluation Report, 1993-94. OER Report. The Helpful Opportunities for Pupil Enrichment (Project HOPE) was an Elementary and Secondary Education Act Title VII-funded project in its third year in 1993-94. It operated at three intermediate schools in New York City. In the year evaluated, Project HOPE served 365 Spanish- and Chinese-speaking students in grades 6 through 8 who were categorized as being of limited English proficiency. Participants received instruction in English as a second language (ESL), native language arts (NLA), and subject content areas. The project offered career counseling, staff development, and parent involvement activities. Project HOPE met its objectives for Chinese NLA, advising, attendance, curriculum development, and parent participation. It partially met objectives for content area subjects, but did not meet ESL and Spanish NLA objectives. Recommendations are designed to increase English and NLA proficiency and the use of educational technology. Nine tables present study findings. Two appendixes… [PDF]
(1997). Classroom Instruction, Home Language, and English Acquisition of Secondary Bilingual Students. A study investigated the effects of home language and some bilingual instructional practices on language minority or bilingual secondary students' learning of English as a second language. Subjects were 17 teachers and their students from 12 secondary schools in an urban school district with a high Hispanic enrollment. Teachers were observed for their interaction with students or others, settings in which the interactions occurred, purpose of the interaction, and specific behavior. Each was observed for 10 30-second intervals 2 separate times. Students' English skills were pre- and posttested using a standardized proficiency test and a locally-produced Spanish literacy test. Analysis of results indicates that, in general, cognitive processes in the bilingual classroom are teacher-centered, and peer group support in learning English was not emphasized. Teachers rarely placed students in pairs or small groups. It was also found that students' existing home language skills affected… [PDF]
(1993). The Collaborative Nature of Language Learning and Meaning Making in Mexican-American Bilingual Kindergarteners' Storybook Discussions. The purpose of this study was to present a detailed description of Mexican-American bilingual kindergartners' discussions of stories read aloud by their teacher in the students' second language, which was English. Eighteen Mexican-American kindergartners with limited English proficiency were observed for 12 weeks during storytime, and their discussions and interactions were recorded on videotape and in field notes. The students and teacher were also interviewed at the beginning, middle, and end of the study. It was observed that conversations about stories took place throughout the story reading sessions, before the actual reading, during the reading of the story, and after the reading was finished. The students' conversations revolved around their familiarity with the literature, illustrations in the books, relevant personal experiences, features of the book, and language. Children used both Spanish and English in the discussions, and noticed differences between the two languages….
(1989). The Hispanic Student: Questions & Answers. This guide provides answers to teachers' questions about Hispanic students. Its purpose is to provide a conceptual foundation for educators, and to sensitize and inform teachers of the plight of Hispanic students by making them aware of the students' historical, cultural, economic, language, and educational backgrounds. The following sections are included: (1) \Introduction\; (2) \Demographics\; (3) \Diversity in the Hispanic Community\; (4) \Literacy\; (5) \The Classroom\; (6) \The Professions: ESL & Bilingual Ed.\; (7) \Culture\; (8) \Child Rearing and Parenting\; (9) \Language Acquisition\; (10) \Spanish & English: Differences\; and (11) \Grammatical Errors.\ Six tables and one figure are included, along with a list of 75 references. Teaching pointers on the following topics are appended: (1) \False Cognates\; (2) \Common Grammatical Errors\; and (3) \Useful Spanish Terms.\ (JS)…
(1989). Selected Elementary and Secondary Resources in English and Foreign Languages for Computer-Assisted Instruction. CLEAR Annotated Bibliography Series. This 30-item annotated bibliography is composed of resource materials for using computer-assisted instructional materials to teach English as a Second Language (ESL) and foreign languages at the elementary, secondary, and postsecondary 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: video-based programs, courseware, annotated bibliographies, software descriptions, teaching guides, case studies, and descriptions of language programs that use computer-assisted instructional materials. (DJD)… [PDF]
(1990). Bilingual Resource Instruction for the Development of Gainful Employment Skills. Project BRIDGES 1988-89. OREA Evaluation Section Report. Project BRIDGES, a 3-year program conducted for students of limited English proficiency (LEP) at three High Schools in Brooklyn (New York City) sought to develop the English language, academic, and vocational skills of a high-risk LEP population. The native languages of the participating students were Haitian Creole, Spanish, Chinese, Hebrew, and Russian. Students received instruction in English as a Second Language (ESL) and mathematics, science, and social studies taught bilingually or using ESL methodology. Native Language Arts (NLA) were available in at least three languages at each site. Students enrolled in mainstream classes for art, music, physical education, and business and vocational subjects. Project BRIDGES met its ESL and English reading objectives as well as its objectives in NLA, science, social studies, and business and vocational subjects. The program also achieved its objectives in staff development, parental involvement, mathematics, and student attendance rates…. [PDF]
(1982). Career Planning for Chicano/Latino Students. This career planning curriculum is designed for use with Chicano or Latino community college students. Addressed in the curriculum are the following topics: cultural and self-awareness; career awareness (self-assessment, assessment of jobs and organizations, economic awareness, and Hispanics in the work force); decision making and planning (making decisions and developing an action plan); and job search skills and job success (resumes, letters, and applications; finding the right employer; job interviews; issues relevant to the Chicano/Latino employee, and what employers expect). Each section contains instructor materials (objectives and a rationale) and student materials (handouts, exercises, and discussion questions). All student materials (with the exception of a few in the fourth section) have been translated into Spanish so that the course may be taught either in Spanish or in English. (MN)…