(1989). The Effects of School Reform on Black and Latino Students in Los Angeles County. Report on a Public Hearing by the Los Angeles County Commission on Human Relations. This publication reports on a hearing concerning the relationship between educational reform and the educational problems of Black and Latino students in Los Angeles County. Findings include the following: (1) while over 70 percent of students countywide are minority group members, fewer than 30 percent of teachers are from these groups; (2) most poor students and students of color lack access to resources that are believed to make a difference in learning; (3) with rare exceptions, students placed in low-ability groups continue in these groups and drop out at alarming rates; (4) school reform has emphasized college preparation at the expense of students who pursue occupational training, enter military service, or immediately seek jobs; (5) the need to teach English to students while simultaneously keeping them on an academic par with their age group has increased dramatically with recent immigration; (6) the few model classrooms and schools in communities of color are mostly…
(1986). Mobile Computer-Assisted-Instruction in Rural New Mexico. The University of New Mexico's three-year Computer Assisted Instruction Project established one mobile and five permanent laboratories offering remedial and vocational instruction in winter, 1984-85. Each laboratory has a Degem learning system with minicomputer, teacher terminal, and 32 student terminals. A Digital PDP-11 host computer runs the TOAM operating system. Originally developed for Israel's culturally diverse immigrants in educationally isolated rural areas, the Degem system courseware was selected for its relevance to the basic skill remediation needs of rural New Mexico's multi-ethnic population. Courseware emphasizes mathematics, English as a second language, and reading through drill-and-practice and diagnostics. Introductory courseware in electricity, typing, algebra, sciences, and geometry was added. Each student receives individualized lessons at each session, based on initial placement results and subsequent performance. Instructors can print reports pinpointing a…
(1987). Literacy Enhancement for Adults. OPTIONS. Expanding Educational Services for Adults. This monograph is part of OPTIONS, a packaged set of materials developed to provide postsecondary administrators, program planners, curriculum developers, counselors, and instructors with up-to-date, reliable information. This volume and two other monographs are intended to enable counselors and instructors to establish and conduct special services to meet the learning and career needs of adult populations. This publication provides the literacy enhancement program planner with the demographic information, program development considerations, and remediation strategies needed to implement a successful program. Part I discusses the characteristics of illiterate speakers of English. An examination of employers' literacy competency needs results in a checklist of literacy competencies required for entry-level employment and for career advancement. Guidelines for assessing the basic skills of literacy program clients are presented along with criteria for selecting instructional materials… [PDF]
(1980). Bilingual Vocational Dental Assistant Training. Program Performance Report, Final, August 15, 1979-August 14, 1980. In addition to a 20-page program narrative, this report provides materials from a bilingual vocational dental assistant training project (1979-80). These program accomplishments are discussed: curriculum, English as a Second Language (ESL), student performance, in-service training, and languages and cultures represented. Major activities and events are also enumerated. Program problems considered include English comprehension and communication, study habits, and enrollment decline. Other topics covered are publicity, dissemination, and progress on data collection and evaluation. The employment service and student projects are also described. Appendixes include teacher evaluations of student bilingual oral hygiene presentations, list of students and languages and cultures, copies of articles publicizing the program, and program brochure. Three exemplary copies of one student project, the Plaque Control Notebook, are provided in both English and Spanish, Japanese, and Chinese. An…
(1977). Academic Achievement of Mexican American Students: The Edgewood School Plan. A five-year bilingual, bicultural program, part of the Experimental Schools Program, employed by the Edgewood Independent School District, San Antonio, Texas, was designed to enhance the affective characteristics of the predominantly Mexican American student population, to train teachers to avoid socioeconomic and cultural biases, and to improve the academic achievement of the students. Measurement of the program impact was conducted yearly in language, mathematics, science, social studies, reading, and study skills through a quasi-experimental research design, wherein the treatment schools were matched with comparison schools where students had similar socioeconomic status, affective characteristics, and standardized test achievement scores. Annual comparison scores were collected from both groups over a four-year period, with some significantly higher scores in the treatment groups attributed to particular subjects and grades where treatments were employed. However, the general…
(1977). Annual Evaluation Report for Migrant Programs, Fiscal Year 1976 (School Year 1975-76) [Iowa]. During fiscal year 1976, 5 school districts conducted special educational activities for 386 migrant children. Although each local educational agency (LEA) approached the migrant child's educational problems differently, the individualized instruction concept was central in all programs. Standardized testing, Migrant Student Record Transfer System printouts, and teacher judgement determined the grade level instructional activities. Normal age-grade criteria was used for grade classification during the regular school term; during the summer, instructional grouping was established by attainment level with the actual age range limited to a 3-year differentiation. Although summer programs were integrated with the regular Title I summer programs in the morning, afternoon sessions were for migrant children only and included such enrichment activities as art, swimming, field trips, and social activities. Coordination with other programs concerned with the migrant's problems was maintained….
(1988). Immediate Pertinence in the Acquisition of Multilingual Proficiency: The European Schools. Canadian Modern Language Review, v44 n2 p240-60 Jan. The structure and programs of the multilingual European Schools network are outlined, focusing on the role of language in the curriculum. The schools' linguistic outcomes are compared with those of Canada's immersion programs. The use of social engineering to foster multilingual contacts is discussed. (MSE)…
(2007). State Compensatory Education, 2005-2006. Publication Number 05.15. Online Submission State Compensatory Education (SCE) is a supplemental program in Texas designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995), and all other students. This report examines the results for the State Compensatory Education program for at-risk students in AISD for the 2005-2006 school year…. [PDF]
(1995). Teaching Literacy to Bilingual Children: Effective Practices for Use by Monolingual and Bilingual Teachers. This paper addresses the educational needs of children who speak English as a Second Language (ESL) and considers the issues that are critical to providing these children with beneficial classroom environments, focusing on the effective instruction of bilingual children who are placed in classrooms with monolingual teachers and monolingual instruction. Eight specific points address such concerns as use of the first language; first language and parent influence; cognitive abilities; the relationship between reading, listening, and speaking; situational impact; sources of learning difficulties; and assessment concerns. It is suggested that when teachers understand the role of the first language in literacy learning and build on it as a foundation for the development of English literacy, children who speak English as a second language experience greater success in school. (Contains 37 notes.) (NAV)… [PDF]
(1994). Improving Gender and Ethnic Relations. Strategies for Schools and Further Education. Cassell Education Series. The development of educational and social relationships among students of different ethnic groups and social backgrounds is examined in these explorations of the reduction of prejudice among school children. Qualitative methods are used, and emphasis is placed on the role of collaborative learning and on the strategies and techniques teachers can use to collect data on student interrelationships. Following an introduction, \Improving Social Relationships through Teaching Methods\ by Basil R. Singh, the following papers are included: (1) \Can Monolingual Teachers Teach Language Awareness Successfully to the Benefit of All Children?\ (Wendy F. Reeds); (2) \Personal and Social Education: A Vehicle for Prejudice Reduction\ (Lynn Powell); (3) \Experiencing Temporary Disadvantage through Drama as a Means of Prejudice Reduction\ (Carol Bianchi-Cooke); (4) \Using Curriculum Material and Teaching Methods To Reduce Prejudice and Maintain Academic Standards in an A Level Human Geography…
(1980). Pilipino Kindergarten Language Arts–Interaction. Teacher's Handbook [and] Teacher's Answer Key [and] Student Workbook=Sining ng Wika Pangkindergarten–Pakikisalamuha. Hanbuk ng Guro. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in kindergarten is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. The \Interaction Kit\ includes: (1) a teacher's handbook that includes a math handbook, reading/language arts handbook, lessons, games, worksheets, and resource materials; (2) a student workbook; and (3) a teacher's answer key. Four themes are stressed in this bilingual program: child, family, community, and natural environment. The emphasis in kindergarten is on self-discovery. Each theme reappears and expands through the curriculum from one level to the next in increasing complexity. (LB)…
(1981). Pilipino Language Arts Level One–Identity. Reader: \At School\ [and] Teacher's Handbook [and] Student Workbook=Sining ng Wika Unang Antas–Pagkakakilanlan. Reader: \Sa Paaralan\ [and] Hanbuk ng Guro [and] Gawaing-aklat ng Mag-aaral. As part of the Asian American Bilingual Center (AABC) Pilipino Language Arts Program, a curriculum suitable for students in grades 1 and 2 is presented. The program is geared both to the immigrant Filipino child and to the American-born Filipino child who learned to speak Pilipino at home, and includes kits that emphasize the AABC's major concepts: identity, needs, and interaction. It covers four basic areas of language development: listening, speaking, reading, and writing, with emphasis on reading. The \Identity Kit\ includes: (1) a student reader (a collection of eight to ten selections with topics linked to the AABC social studies core curriculum); (2) teacher's handbook that includes lessons, games, evaluative test and student profile, and resource materials; and (3) a student workbook that provides tasks focusing on phonic, structural, comprehension, and study skills as well as vocabulary development and practice. Four themes are stressed in this bilingual program: child,…
(1983). All Children in the Nordic Countries Should Be Bilingual–Why Aren't They?. Little data are available concerning the native languages of Scandinavian residents, other than the official languages, despite the linguistic diversity of the region. Foreign language teaching starts early in schooling, but there has been little study of actual language needs. Three basic program designs are available for teaching foreign languages, including: immersion, mixed classes of native and non-native majority-language speakers; and sheltered, maintenance, or native language medium instruction. Seven program design variations can be classified according to both language medium and social goals. Conditions affecting second language learning can also be classified according to both language medium and social goals. Conditions affecting second language learning can also be classified as affective (anxiety, motivation, self-confidence), cognitive/linguistic/social second-language-related (input adapted to student's level, input from peers outside school), and… [PDF]
(1991). A Study of the Factors Which Contribute to the Academic Performance of First Grade At-Risk Hispanic Students at a Schoolwide Projects Facility. This study examined the effect of school attendance, use of English-as-a-Second Language (ESL) services, and language spoken at home on Hispanic students' performance. The academic performance of 101 Hispanic first graders in intensive, regular, and bilingual programs was measured by standardized test scores in reading and mathematics, and report card grades. Students with no kindergarten experience earned a higher median score on the reading test than students with kindergarten experience. Students with kindergarten experience earned a higher median report card grade. Students in intensive programs had the highest median score in the reading test, and students in regular programs had the highest score in the mathematics test and the highest report card grade. Students who had better than median attendance scored better on the standardized tests and had higher report card grades than students below the median. Students in the intensive ESL group had higher median scores on the… [PDF]
(1990). Bright Beginnings (Ayagnekegtaaraat): Preschool Curriculum Guide. This preschool curriculum was developed by a local task force in Lower Kuskokwim School District, Alaska. The task force based their work on the book \Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8,\ on input from district parents of young children, and on the recommendations of a curriculum review committee. This document begins with a statement of educational philosophy and goals and an outline of program organization. The cognitive, physical, emotional, and social development of the preschool child are broken down into main components, and desired learning experiences related to each component are described along with sample activities and resources. Also discussed are methods for meeting each child's needs, parent participation, training of teacher aides, and tips for choosing preschool books and being a successful story reader. Instructional materials and resources are provided, including recipes, craft instructions,…