(1980). Writings From the Network. Teachers' Centers Exchange. Occasional Paper No. 7. This annotated bibliography contains lists of curriculum materials, teachers' commentaries, articles, and books about adult and childrens' learning that have been written by participants in the network of American teacher centers. Citations are presented of writings in the following areas: (1) curriculum; (2) language arts; (3) mathematics instruction; (4) arts and crafts; (5) science instruction; (6) social studies; (7) learning processes; and (8) teacher centers. (JD)… [PDF]
(1978). A Comparison of Achievement of Mexican and Mexican-American Children in the Areas of Reading and Mathematics When Taught Within a Cooperative and Competitive Goal Structure. Mexican and Mexican American students enrolled in 58 bilingual settings (grades K-6) were studied to determine whether there was a relationship between student achievement and specific ethnic and profile characteristics of students and teachers. Five student-related independent variables were based on language dominance. Teacher-related independent variables were cooperative response, teacher training, ethnicity, and grade level taught. A significant relationship existed between cooperative response and achievement of Mexican and Mexican-American students in the areas of reading and mathematics. Mexican and Mexican-American students responded negatively to a cooperative teacher in the lower grades (K-2) and positively in the upper grades (3-6). Students responded positively to the competitive teacher in the earlier grades and negatively to the competitive teacher in the upper grades. Influence, both positive and negative, was at the 5% level of significance. A bilingual setting with…
(1978). Blackfeet Language Coloring Book. Blackfeet Heritage Program. A part of the Blackfeet Indian Heritage Project, this coloring book features 21 pages of pictures of animal and plant life, foods, and numbers. Arranged in alphabetical order, the pictures are accompanied with their names printed in both the English and Blackfeet languages. The reverse side of each page is left blank to give the student room to practice writing the picture words. A Piegan Blackfeet pronunciation and spelling guide is included for the teacher. Pictures of animals dominate the coloring book; the animal life represented includes the bear, buffalo, cat, cow, coyote, and deer. Also pictured are the dog, horse, mouse, otter, pig, and rabbit. Three birds are represented, the chicken, crow, and owl, as are two reptiles, the frog and turtle. Insects include the bee, butterfly, and grasshopper. The foods pictured include an apple, banana, carrot, corn and orange; there is also a picture of some flowers. Numbers from 1 to 10 are also illustrated. (DS)…
(1979). Project Salud. Final Report. A bilingual vocational training program was instituted to provide fifty-six Spanish- and Chinese-speaking students with a chance to acquire English language skills and training as medical clerks simultaneously. Community benefits expected and evident need in the area for bilingual medical-clerical employees led to the choice of this field. The twelve-month, four-quarter program had courses concentrated in skill development (office skills and medical office procedures) and English proficiency (language training and medical terminology). On-the-job experience came from work in local offices and clinics, the time ratio of classwork to fieldwork being 3:1. Sixteen courses were developed along with support services that included bilingual counseling and a learning center with bilingual instructors. The bilingual staff availed themselves of an extensive and individualized development program consisting of workshops and inservice training. The program was judged successful based on (1)…
(1978). Spanish Language Materials for the Spanish Speaker: An Overview of the State of the Art. The field of Spanish language instruction for bilingual Chicanos has been an area of pedagogical neglect within most college and university language departments. In the past, teachers wishing to implement a significant modification in their approach and methodology found the task virtually impossible because of a scarcity of commercially prepared materials. The recent appearance of several titles on the commercial market indicates that this trend of neglect may be drawing to a close. This paper reviews eight of these works which represent a cross section of the pedagogical approaches as well as a large portion of the currently available Spanish language textbooks for the Spanish speaker. The literature reviewed includes books by Paulline Baker, Marie Esman Barker, Fidel de Leon, Rosa Kestelman, Susan Maiztegui, Lequerica de la Vega, Sara and Carmen Salazar Parr, Guadalupe C. Quintanilla, James B. Silman, Guadalupe Valdes Fallis and Richard V. Teschner. For each of the books there is…
(1975). Interpersonal Communications Inventory: A Need Assessment of the Communication Skill Competencies of Educational Personnel Attending In-Service Training Activities Conducted by the Cherokee Bilingual Project, Tahlequah, Oklahoma. Final Report. The Interpersonal Communications Inventory (ICI), developed by Bienvenu, identifies and compares the communication patterns, characteristics, styles, and processes of educational personnel. One hundred forty-three individuals, most of whom were teachers or teacher aides from bilingual schools in six school districts in northeastern Oklahoma, participated in the project. The ICI was administered during an inservice training workshop. This 40-item scale measured the process of communication as an element of social interaction; in particular, the individual's ability to listen, to empathize, to understand, to manage angry feelings, to express oneself, and to communicate skillfully were explored. The results indicated that interpersonal communication skill competencies were held highest by teachers, then by administrators, and finally, by teacher aides. Teachers responded highest to self concept and clarity of expression, while they scored lower than counselors, administrators, and…
(1969). Foreign Language Innovative Curricula Studies; End of Grant Period Report. Title III, ESEA, 1968-1969. This final administrative report describing seven language-related programs in the Foreign Language Innovative Curricula Studies (FLICS) project includes program description and objectives, evaluation reports, testing materials, and program costs. A Bilingual Curriculum Development Program was to develop materials in the teaching of standard English as a second language to language handicapped kindergarten children. The Learning Laboratory Program features automated learning carrels using flexible audio and visual equipment for study of language and other related materials. An Associated Staff Training Program is designed to train school personnel in the discovery and solution of instructional problems. Language programs include Humanities in French, Spanish-American Language and Culture, Polish Language and Heritage, and Dutch Language and Heritage. (RL)… [PDF]
(1971). Bibliography of Spanish Materials for Children: Kindergarten Through Grade Six. This annotated bibliography of instructional materials, intended for students, teachers, and native speakers of Spanish, contains more than 400 items emphasizing both language and culture. The entries are arranged alphabetically in sections including: (1) books in series; (2) children's literature; (3) dictionaries and encyclopedias; (4) dramatization, rhymes, and poetry; (5) games, puzzles, and activities; (6) health and science; (7) mathematics; (8) music; (9) reading and language arts, and (10) social science. Bibliographic information includes the price of the publication, availability, and suggested readership. Appendixes contain a directory of publishers and distributors, and a book evaluation form. (RL)… [PDF]
(1988). Higher-Education Funds in the Fiscal 1989 Budget. Chronicle of Higher Education, v34 n24 pA25 Feb 24. Fiscal 1987 actual, fiscal 1988 actual, and fiscal 1989 requested budgets for higher education through the Department of Education and other federal agencies are presented. Student, institutional, and specific program assistance budgets are listed. (MSE)…
(2002). Learning through Drama. This chapter is part of a book that recounts the year's work 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 dual-language ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The chapter describes the ECDC's Learning through Drama program, in which children explore weekly concepts through movement and drama. Examples include movement and drama activities related to children's books, mime, field trips, geography, movies, and math, language, and science skills. The chapter includes a list of children's books. (EV)… [PDF]
(2002). Entanglements of Altruism, Whiteness, and Deficit Thinking: Preservice Teachers Working with English Language Learners of Color. This study examined the altruistic motivations of nine white, female preservice teachers who spent one semester tutoring English Language Learners (ELLs) of Mexican origin. Data were collected via classroom observations and discussions about their teaching aspirations, the children they tutored, and their own racial identity. Results indicated that although the participants were devoted to children and education, generous with their time, and struggling to share their honest feelings, the deficit thinking that was entangled with their own whiteness pervaded all aspects of their contact with, beliefs about, and expectations for the ELLs of color they tutored. The students they tutored were disadvantaged by the influences of whiteness on their tutors. The paper argues that whiteness is an amalgamation of classism, deficit thinking, and racism that privileges the dominant white group and disadvantages everyone else. The whiteness that affected the study participants continuously worked…
(1998). Academic Achievement of Elementary Students with Limited English Proficiency in Texas Public Schools. Policy Research Report Number 10. This report presents findings about the academic performance of elementary students with limited English proficiency (LEP) who entered first grade in Texas public schools in 1992-93. In general, performance gaps existed between elementary LEP students and non-LEP students, in terms of Texas Assessment of Academic Skills (TAAS) results and retention rates. LEP students experienced a relatively higher incidence of living in poverty, of attending schools with concentrations of economically disadvantaged students, and of attending schools that, campus-wide, performed worse on TAAS. The report highlights factors that impact LEP students' academic achievement: socioeconomic status, consistency of services in special language programs, preschool attendance, mobility, regularity of school attendance, retention in grade, and prior experience taking the TAAS in English. Geographic distribution of grade-1 LEP students is shown for 1992-93, including data for education service center regions…. [PDF]
(1995). The Budget at a Glance, Compared with Fiscal 1995; Proposed Federal Spending on Colleges, Students, and Scientific Research in 1996. Chronicle of Higher Education, v41 n23 pA30-31 Feb 17. Charts and graphs present data on changes in fiscal 1996 funding for the Department of Education and other federal agencies, and tables report dollar amounts of fiscal 1995 actual spending, fiscal 1996 estimated expenses, and fiscal 1996 requested aid for student assistance, graduate support, institutional assistance, research, and other purposes. (MSE)…
(1992). Minorities in America 2000. Education and Urban Society, v24 n2 p178-95 Feb. An overview of educational policies toward language-minority students from 1960 to the present indicates how often they have been ignored. The new national standards movement, America 2000, is no exception. The effects that this initiative might have on the education of language-minority students are explored. (SLD)…
(1992). A Comparison of Instructional Contexts in Writing Process Classrooms with Latino Children. Education and Urban Society, v24 n2 p244-62 Feb. Discusses research on the importance of context and social interaction on the development of school literacy, particularly writing development, concentrating on five classes of Latino elementary school students. Specific features of institutional contexts that shape writing process instruction are identified. Necessary broadening of current writing process curricula is urged. (SLD)…