(1981). Developing Culture Curriculum for Native American Children: The Rough Rock Experience. The booklet uses both narrative and line drawings to outline Rough Rock Demonstration School's process of developing a K-12 Navajo language and culture curriculum for Navajo children at Rough Rock and other schools on and off the reservation. There are suggestions for writing the proposal, getting community support, and recruiting staff. The next sections discuss finding out what the community perceives to be its needs and problems (including a sample needs assessment survey), and assessing available native-based curriculum materials. The booklet next discusses developing a philosophy of education, setting up a curriculum model, and translating the needs assessment survey into ideas for curriculum. The sections on developing curriculum content, scope and sequence, and writing teacher objectives are followed by a sample fourth grade social studies program. The booklet ends with suggestions for implementation of the curriculum, evaluation, and working with others. A summary of the…
(1980). American Samoan Families in Transition. A Report. A study of the adjustment of migrant American Samoan families in five gateway cities (Honolulu, San Diego, Los Angeles, San Francisco and Seattle) was done with the objectives of learning about the transition experiences of the families, gaining information about the human services provided in these cities, and providing background cultural information about American Samoans. Two out of three Samoans migrated because of overcrowding, lack of economic and educational opportunities, and changing life styles in American Samoa, and it was estimated that 115,000 Samoans would reside in the U.S. by 1980. Informal interviews of 85 families revealed basic adjustment problems in employment, education, interaction with the new community, heavy reliance on public assistance, and display of antisocial behavior. The families themselves identified their major problems as economics, education, health care, family issues, and legal matters. Recommendations were made that Samoans take more…
(1980). Barbering/Cosmetology, Module 6-10: Bilingual Vocational Language Development Workbook. This vocabulary language development workbook accompanies modules 6-10 in the barbering/cosmetology course of the Bilingual Skills Training Program (CE 028 314-318). For each module the trade-related vocabulary to be learned and practiced is first presented in both English and Spanish. Various types of activities and exercises using both the English and Spanish vocabulary are then provided, including alphabetizing, unscrambling letters, translation, finding words in puzzles, and matching Spanish to English terms. Directions are generally given in both English and Spanish. (YLB)…
(1977). Final Evaluation Report. 1976-1977. Title I Migrant Program. Publication Number: 76.59. The final evaluation of the Elementary and Secondary Education Act Title I Migrant Program in the Austin, Texas Independent School District is reported. The program consisted of instructional, student recruitment, parental involvement, health services, and clothing components. The instructional component included programs for pre-kindergarten children, secondary level (sixth grade and above) reading classes and secondary oral language development classes. The purpose of the recruitment and involvement component was to identify and register migrant children and to establish local Parental Advisory Councils. Health service activities included medical and dental treatment for students referred by a pediatric nurse practitioner. Funds to purchase clothing for needy migrant children comprised the clothing component. Evaluation of the program served three purposes: (1) to define the population served and to identity its needs; (2) to determine how the program was being implemented; and… [PDF]
(1978). An Evaluation of the 1977-1978 Title I ESEA Program for Community School District No. 4. This evaluation focuses on Title I programs implemented in 26 public and private schools in Community School District 4, a predominantly Hispanic and black district located on Manhattan's upper east side. The various programs examined include: (1) the High Intensity Learning System Reading Program for elementary and junior high grades; (2) the THINK program (comprising reading instruction and language analysis) in junior high schools; and (3) reading, English as a Second Language, and mathematics programs implemented in the six private schools receiving funds. Each program is described in terms of objectives, target population, staffing and strategies. Evaluation procedures are discussed. Findings from observations, interviews, and questionnaires and data on student achievement gains under the different programs are also presented. Appended to the report are copies of observation checklists used in the evaluation, questionnaires administered to teachers and paraprofessionals, and an…
(1976). Doctoral Dissertations on Urban and Minority Education. Equal Opportunity Review, August 1976. Two hundred and forty-five entries comprise this bibliography on doctoral dissertations on urban and minority education. This document is a guide to the literature on urban and minority education which is not easily accessible to educational researchers, decision makers, and practitioners. It brings together significant works in this area which appear in the January 1975 through May 1976 issues of Dissertation Abstracts International (the abstract journal of the University Microfilms doctoral dissertation data base). University Microfilms order numbers are included at the end of the citations, where appropriate. A subject index by citation number and a statement on the availability of the cited materials are included on a separate page. (Author/AM)… [PDF]
(2002). Affirmative Action in Antidiscrimination Law and Policy: An Overview and Synthesis. SUNY Series in American Constitutionalism. This book focuses on the legal and ideological controversy over the application of affirmative action policy to combat discrimination based on race, national origin/ethnicity, and gender. After the introduction, seven chapters discuss (2) "The Roots of Affirmative Action, the Women's Movement, and the Groups Covered by Affirmative Action" (e.g., reconstruction and the origins of affirmative action and white supremacy and the origins of disparate impact); (3) "The Career of Affirmative Action in Employment" (e.g., Title VII and employment discrimination and the unresolved issues of affirmative action in employment); (4) "Affirmative Action and the Primary and Secondary Schools" (e.g., the epochal Brown ruling and recent scholarship on school integration); (5) "Affirmative Action in Higher Education" (e.g., affirmative action and student admissions and the unresolved controversy over nonremedial affirmative action); (6) "Affirmative Action…
(1997). Langues et education en Afrique noire (Language and Education in Black Africa). Travaux Neuchatelois de Linguistique (TRANEL), n26 Apr. Papers on language and education in Black Africa include: "L'enseignement des et en langues nationales au Zaire. Bilan d'une experience" ("The Teaching of and in National Languages in Zaire. Results of an Experiment") (Andre Mbula Paluku); "Langues et education au Rwanda" ("Languages and Education in Rwanda") (Melchior Kanyamibwa); "Un modele africain d'education multilingue: le trilinguisme extensif" ("An African Model of Multilingual Education: Extensive Trilingualism") (Elisabeth Gfeller); "L'utilisation des langues nationales dans l'education au Cameroun: les lecons d'une experience" ("The Use of National Languages in Cameroon: Lessons from an Experiment") (Maurice Tadadjeu, Gabriel Mba); "Pour un modele d'enseignement de concepts de base en vue d'une meilleur structuration de la pensee du jeune apprenant: le cas du projet d'education prescolaire en langue maternelle dans le cadre d'un projet de… [PDF]
(1980). Chronicle of Race, Sex, and Schools: September-December 1980. Integrated Education, v18 n5-6 p72-95 Sep-Dec. Provides a comprehensive view of legislation, policies, programs, existing situations, and cases concerning race and sex equality, particularly as these relate to schools and education in the nation as a whole and in the individual States. (MJL)…
(1995). The Semi, Self-Contained Classroom: An Island of Innovations. Bilingual Research Journal, v19 n3-4 p537-50 Sum-Fall. In a financially pressed elementary school, 1 bilingual teacher meets the varying needs of over 60 children through collaboration with homeroom teachers and innovative delivery. Children with no English receive most instruction from the bilingual teacher in a "semi-self-contained classroom," while limited-English-proficient students receive adjusted amounts of time in a resource pull-out model. (SV)…
(1994). A Divided and Divisive Legacy: Education in Ireland 1900-20. History of Education, v23 n2 p207-24 Jun. Examines tensions and divisions that formed the educational legacy of the two states in Ireland that emerged from the political settlements of 1920-21. Concludes that, on the eve of partition in 1921, deep divisions in education were reminders that education would continue to expose ideological differences between Ireland and Britain. (CFR)…
(1992). Paradise Elementary School. Urban Review, v24 n1 p73-82 Mar. Offers a fictionalized account of the development, within an elementary school, of four distinctive schools-within-schools. Questions and issues arising in developing such programs are discussed; the theme of each of these four is described, and advantages that staff find in the arrangement are presented. (Author/JB)…
(2004). English in Brunei Darussalam: Portrait of a Vital Language with an Elusive Role. RELC Journal: A Journal of Language Teaching and Research, v35 n3 p359-370. English has been an important language of education in Brunei since the inception of public education there but, as is often the case when a language becomes a second language within a country, it is taking on some unique local characteristics, despite official condemnation of such developments. Can the desired balance of roles between English and Malay be maintained without either language unduly influencing the other? And what of the roles of the local versus international varieties of English? These and other questions about English in Brunei will be explored in this article. (Lists 10 online resources.)… [Direct]
(1991). Blackfoot Language and Culture Program. A Curricular Program and Guide (Early Childhood Services-Grade 9). This curriculum guide outlines a program designed for Blackfoot students to study their Native language and culture. The curriculum is also appropriate for non-Native students. The guide outlines general learner expectations, including: (1) acquiring basic communication skills in the Blackfoot language; (2) developing cultural sensitivity and enhancing personal development; (3) developing originality and creativity in the Blackfoot language; (4) acquiring additional concepts and generalizations about language and language learning; and (5) developing a desire to extend or improve proficiency in the Blackfoot language through further language study. Following this, specific learner expectations expand on the general learner objectives and are divided into three levels of proficiency. The linguistic program component provides examples of Blackfoot language functions (language uses and language concepts) and the English translations. The cultural component presents Blackfoot culture in… [PDF]
(1994). Framework and Implementation of the Jyvaskyla TCE/TCFL Programmes. The first teacher in-service development program in foreign language content instruction was run by the Continuing Education Centre of the University of Jyvaskyla in 1991-1992 as a contract program for the City of Kokkola. The success of that program led to the development of the present Teaching Content in a Foreign Language (TCFL) Program, which offers the opportunity to specialize in the teaching of non-language subjects through English or German. The aim of the program is to provide the teacher and the institute in which he operates an opportunity to develop his expertise to teach in either English or German to an optimum level. Before initiating a TCFL program, various issues to be considered include clarification of aims, cooperation and collaboration, methodological approaches, teaching materials, assessment of results, follow-up, sharing of information, and public relations. The range of subjects covered in the current program include general and vocational subjects. The… [PDF]