(1980). Reading in American Schools: A Guide to Information Sources. Education Information Guide Series, Volume 5. Addressing the needs and concerns of educators, parents, and others interested in the development of reading programs for children, this guide contains 1,032 annotations of resources that focus on the major issues in reading and reading instruction in public schools in the United States. The guide is divided into five major parts, beginning with a theoretical orientation spanning almost 100 years of reading research and reading theory. The other four sections provide annotations of resources on children's literature, adolescent literature, diagnosis and remediation, bilingualism (texts and programs), law, leisure, and literacy. An appendix provides information on professional journals that help teachers keep abreast of current and emerging trends, research, and practice in reading. Three indexes list the citations by author, title, and subject. (RL)…
(1976). Research and Evaluation of Second Language (French) Programs in the Schools of the Ottawa Roman Catholic Separate School Board (Annual Reports 1971-1972 and 1972-1973). This final report summarizes the research carried out between September 1971 and August 31, 1972, on the second language programs (French), of the English schools of the Ottawa Roman Catholic Separate School Board. Eight immersion classes and forty-seven classes receiving 75 minutes of French daily at the first grade level, and five immersion classes and forty-nine 75-minute classes at the second grade level were considered. A sample of classes representing traditional grade 3 to 8 programs was tested, to compare traditional programs with immersion and 75-minute programs. Chapter 2 of the report consists of a selected review of background literature upon which the research is based, while Chapter 3 outlines a summary of results as presented in the 1970-71 Annual Report. Chapter 4 describes the second language programs currently being used or developed in the school system in question. The fifth chapter describes the subjects of the 1971-72 research, and the longitudinal research…
(1977). Teacher's Guide to Accompany "Atightumun Liitusit.". This is an instruction book for the bilingual teacher of the St. Lawrence Island Yupik language. This guide accompanies the beginning primer, "Atightumun Liitusit" ("The First Letters"). Each sound in the language has a definite letter or combination of letters that represents it. The primer presents the alphabet letter by letter, starting with the most common and using only words with letters that have already been presented. Detailed instructions for the presentation of each letter are given. (AMH)…
(1977). Kahtnuht'ana Qenaga (The Kenai People's Language). This collection of writings in and about the Kenai language is intended for students at the intermediate or advanced level. The volume is divided into five sections: (1) narratives about Dena'ina life; (2) traditional stories or "sukdu"; (3) prayers and songs; (4) literacy and grammar exercises; and (5) place names. The narratives, stories, prayers and songs are presented with interlinear and free English translations. (AM)…
(1974). Evaluation of Learning in Language Arts Vernacular Instructon. This paper presents a preliminary model for a table of specifications for Language Curricula Development Center Language Arts materials. Description of the development of the Criterion-Referenced Unit Achievement Tests, including the tests' design, precedes the recommended model. The model categorizes the main components and behaviors of the SCDC Structud Reading Series, demonstrating how test items are developed keyed to each level of Bloom's Taxonomy. This type of test item costruction has been basically followed in developing SCDC tests. The Language Arts Vernacula Strand follows an eclectic approach in reading instruction. At the Primary One Level, it offers a dual purpose Spanish Vernacular reading program: structured reading and related skills of comprehension and interpretation, and language experience reading with oral language development. At the Primary Two Level, it is broadened by a Language Analysis component and by adding creative expression dimensions to the language…
(1971). Puerto Rican Parents and Mainland Schools, Hartford, Connecticut. This study constitutes the promised product of an institute on \Puerto Rican Pupils in Mainland Schools,\ sponsored by the Educational Leadership Institute and the University of Hartford during the Summer of 1971. The stated purposes of the Institute were: (1) to stimulate communications and understanding between school and community representatives toward the improvement of the educational opportunities of Puerto Rican pupils in mainland schools; (2) to develop a data base concerning cultural and linguistic factors in the home environment that may be significant toward that end; and, (3) to examine and interpret such data in terms of present and potential school programs and practices. The Institute focused on facilitating the relationship between the home and school environment of Puerto Rican pupils in Hartford as a possible model for other mainland school systems. The formal program of the Institute was concentrated in the week of June 28 – July 2. The morning sessions provided… [PDF]
(1976). An Investigation of the Needs of Children in the Migrant Education Program in the State of Oklahoma. Summary Report. During the spring of 1976, a study was conducted to compare Oklahoma migrant student against a standard which would allow for the determination of areas in which to improve the migrant education programs. The literature concerning migrant students and their education in other states was explored. Findings and characterizations of migrant students in literature were grouped into three broad areas reflecting: the educational status of migrant students; parental participation in the education of their children; and the teaching repertoires of the migrant education program teachers. From that exploration emerged a description of the educational plight of migrant students and auxiliary issues. This was used to provide direction for data collection and a standard against which Oklahoma migrant students were compared. This report consists of: (1) a summary report of the study, and (2) selected tabular information. The summary consists of an overview of the steps taken to conduct the study,… [PDF]
(1992). Bilingual Classroom Studies and Community Analysis: Some Recent Trends. Educational Researcher, v21 n2 p20-24 Mar. Uses a sociocultural perspective that acknowledges the many resources for children beyond school for language acquisition to describe how research about children' communities can be used to enhance bilingual instruction. Argues for the redefinition of researchers' and teachers' roles for a collaborative working relationship to bring about educational change. (JB)…
(1995). Bilingual Children's Writing: Evidence of Active Learning in Social Context. Journal of Research in Childhood Education, v9 n2 p157-65 Spr-Sum. Examined the relationship between literacy development and sociocultural aspects. Identified some cognitive processes in biliteracy acquisition through categorizing children's work according to Piaget's active learner categories that show learners constructing knowledge for different purposes. Results suggest that these cognitive processes are interwoven into the sociocultural development of each child, individually and as members of a family, school, and community. (AA)…
(2005). Hispanic High Schoolers and Mathematics: Follow-Up of Students Who Had Participated in Two-Way Bilingual Elementary Programs. Bilingual Research Journal, v29 n3 p641-652 Fall. Research shows a serious underrepresentation of Hispanic students entering the math, science, and engineering fields, possibly fueled by a large gap in math achievement between Hispanic and Euro-American students. The current study addressed this concern by examining the general school-related attitudes, coursework, and achievement, with a focus on math for 139 high school students–Hispanics who were previous English language learners, native English-speaking Hispanics, and Euro-American English speakers–who had been enrolled in a two-way bilingual program throughout elementary school. The results showed that all three groups of students had positive attitudes toward math and school in general and were scoring at grade level in math. They were taking higher level college preparation math courses and getting mostly average grades (B's and C's) in those courses. These results suggest that the two-way bilingual program may provide the academic preparation and schooling attitudes,… [Direct]
(1979). In, Out, and About the Classroom: A Collection of Activities. Resources for Schools. No. 15. This booklet contains a collection of services available to professional educators in the state of Massachusetts. Services in the areas of curriculum materials, field trip sites, films, and training and support services are included. While services are broadly categorized under curriculum areas, an index to locate names of specific organizations is provided. (JD)…
(1991). Educational Reform in New Mexico: Tireman, San Jose, and Nambe. In the 1930s Loyd Tireman organized two successful New Mexico experiments in progressive and bicultural education that anticipated contemporary trends. Resisting the nativist and assimilationist sentiments of the time, Tireman saw the necessity of tailoring education to the child rather than fitting the child into a standardized curriculum. His demonstration school at San Jose near Albuquerque, founded in 1930, implemented individualized instruction, peer tutoring, and the use of community resources. A preschool class helped Spanish-speaking students learn English. Instruction at the school was based on activity programs that balanced passive reading with active exploration. Recreational reading and readings from newspapers stimulated students' interest in reading. The school's innovative programs reversed low reading comprehension scores and became an important resource for rural teachers. In another innovative project funded by Cyrus McCormick, the community school at Nambe became…
(1998). The Transforming Power of Critical Autobiographies. The rationale for using critical autobiography projects in English-as-a-Second-Language (ESL) instruction is discussed, and procedures for implementation are outlined. Writing a critical autobiography involves the student's presenting a personal narrative while exploring external factors influencing his life. Critical experiences in life provide fertile starting points to motivate students to read, write, and learn, and helps language learners understand that problems associated with living in a new culture are the result of social factors rather than personal shortcomings. Four case studies illustrate how critical autobiographies can be used in different settings and the effects they can have on students, their parents, and teachers. The cases include: a reading teacher working individually with a first- grader; a bilingual fifth-grader working with the whole class, assisted by ESL and computer teachers; a sixth-grade bilingual teacher using critical autobiographies in Spanish… [PDF]
(1991). Adaptation and Implementation of Success for All: Progress Report. The Southwest Regional Laboratory (SWRL) is adapting Success for All, a prominent early-elementary school program for at-risk minority youths, for use with disadvantaged limited English proficient students whose primary language is Spanish. The Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students is collaborating with the SWRL and the Riverside (California) Unified School District (RUSD) in adapting, implementing, and evaluating Success for All in a low-achieving disadvantaged elementary school with mostly Hispanic American students. The program strives to prevent learning deficits through a comprehensive approach that emphasizes early education, improvement in instruction and curriculum, and intensive intervention at the earliest possible stage when deficits first surface. The program includes the following: (1) English and Spanish reading tutors; (2) English and Spanish reading programs; (3) 8-week assessments administered in English and… [PDF]
(1993). Cognitive Academic Language Learning Approach (Project CALLA), Community School District 2 Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OREA Report. Cognitive Academic Language Learning Approach (Project CALLA) was a federally funded program serving 960 limited-English-proficient students in 10 Manhattan (New York) elementary schools in 1992-93 its third year of operation. The project provided instruction in English as a Second Language (ESL), mathematics, science, and social studies in kindergarten through grade 6. Staff development workshops, individualized staff training, parent ESL instruction, and parent involvement activities were also important program components. The project met all its stated objectives in English language development and the content areas, staff development, and the parent involvement objective for understanding children's education, but not the parent involvement objective for parent participation in activities. It is suggested that in this case, either attendance records were inadequate or the participation level targeted was unrealistic. The major recommendation for program improvement was to modify… [PDF]