(1980). Auto Mechanics Modules 1-6: Bilingual Vocational Language Development Workbook. This vocabulary language development workbook accompanies modules 1-6 in the auto mechanics course of the Bilingual Skills Training Program (CE 028 296-301). 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)…
(1976). Help on Wheels: The Story of Colorado's Mobile Units Serving the Needs of Migrant Education. In order to help local schools cope with the problems of migrant children, the Colorado State Department of Education conceived the idea of a mobile unit which would make periodic visits to schools serving migrant children. Originally the service provided by the units placed heavy emphasis on the diagnostic function. Accordingly, the units were designed and equipped to test hearing, sight, reading ability, and other factors affecting the children's ability to learn. As the project neared the operational phase, it became obvious that teacher training institutions in the state should also be concerned with helping teachers of migrant children to do a more professional job. Therefore, Colorado State University and Colorado University were initially selected to implement the program. Because of the promise in the early successes of the two units, and the inability to provide sufficient needed services in such a huge state, a third unit was assigned to the University of Southern Colorado…
(1975). New Curricula for Multi-Ethnic Schools. Equal Opportunity Review, June 1975. This paper asserts that most of the urban and suburban schools are racially and ethnically isolated. Consequently, what are needed are curricula suited to a culturally diverse population which does not attend culturally and ethnically diverse schools. Thus, one issue requiring examination, it is stated, is the extent to which curricula are similar or different for culturally diverse student populations in contrast to culturally homogeneous groups. A definition of cultural pluralism proposed by the National Coalition for Cultural Pluralism suggests curricular strands that deal with (1) ethnic and cultural awareness of one's own identity, (2) understanding of other cultures, and, (3) awareness of the nature of racism and sexism as these affect individual and group behavior. It is a definition which has implications for both cognitive and affective development of the individual. While it is held that schools must certainly do a far more effective job in the basic skills areas, an… [PDF]
(1975). Special Education: Needs–Costs–Methods of Financing. A Report of a Study. This report has three parts–recommendations, substantiation for the recommendations, and an appendix of charts and tables. The recommendations are as follows: that the state board of education be assigned the sole responsibility for planning and overseeing the educational programs and related instructional services whereby all individuals in Illinois have an opportunity to reach their fullest possible educational development from early age through secondary school; that the state revise its method of financing the education of children with handicaps and other exceptionalities (the most recommended method is full state funding of extra costs); that the state board be given such responsibilities and financial resources as are necessary to establish an information system for reporting and accounting by public schools, other governmental agencies, and private agencies to carry into effect the recommendations and to improve the knowledge of educational activities in general; and that… [PDF]
(1976). ERIC References on Urban and Minority Education. Equal Opportunity Review, July 1976. Two hundred and twenty-four items comprise this 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 April 1976 issues of Resources in Education (the abstract journal of the ERIC document data base). The references all bear a 1975 publication data. "ED" identification numbers are included at the end of each citation, where appropriate. A subject index by citation number and a statement on the availability of the cited materials follow the bibliography. (Author/AM)… [PDF]
(1998). Educating Latino Students: A Guide to Successful Practice. This book attempts to assist readers in expanding their knowledge base in the area of quality practices for Latino students. The chapters contain many practices that can be implemented in educational settings from preschool to secondary school. The following chapters are included: (1) "Successfully Educating Latinos: The Pivotal Role of the Principal" (Maria Luisa Gonzalez); (2) "Learning for Latinos: The Sociocultural Perspective" (Ana Huerta-Macias); (3) "Fostering the Home-School Connection for Latinos" (Alma Flor Ada and Nancy Jean Smith); (4) "Developmentally Appropriate Practice: Rethinking the Preschool Curriculum with Latino Families" (Elizabeth Quintero); (5) "Emergent Literacy: Implications for Kindergarten Settings" (Maria Cristina Gonzalez); (6) "Learning Environments Supportive of Young Latinos" (Cecilia Espinosa, Karen Moore, and Irene Serna); (7) "Developing Language and Literacy in Bilingual…
(2002). Nunavik: Inuit-Controlled Education in Arctic Quebec. Northern Lights Series. This book documents the debate among the Inuit of Nunavik (northern Quebec) over the purposes, strengths, and weaknesses of public schools in their 14 arctic communities. The book begins with a summary of the history of education in Nunavik, including traditional Inuit methods and purposes of education. The 14 communities comprise the Kativik School Board (KSB), the first Inuit-controlled school district in Canada, which was created as part of the 1975 James Bay and Northern Quebec Agreement (JBNQA) among Inuit and Cree communities and provincial and federal governments. In its first decade, KSB built new schools in all communities, designed and began a teacher education program for Inuit instructing primary grades in their own language, and developed Inuttitut curriculum materials for all grade levels. In 1989, an independent task force was established to conduct a comprehensive evaluation of the education system in Nunavik. Rather than fine-tuning the existing system, the task…
(1989). Barrio Folklore as a Basis for English Composition. Equity and Excellence, v24 n2 p72 Win. Minority language students can be successfully taught to write through programs that validate the students' experiences and cultural heritage. Adopting an approach developed by Eliot Wiggington in the Foxfire project, a California educator teaches his Chicano students English composition by emphasizing the richness of family and community folklore and history. (AF)…
(1995). Assessment of Students with Learning Disabilities: Current Issues and Future Directions. Diagnostique, v20 n1-4 p17-31 1994-95. Current issues in the assessment of students with learning disabilities are identified, including use of physiological and neuropsychological measures, discrepancy criteria, curriculum-based measurement, dynamic assessment, performance and portfolio assessment, and assessment of learning disabilities in bilingual and multicultural contexts. (Author/DB)…
(1992). Bridging the Horizon: American Indian Beliefs and Whole Language Learning. Anthropology and Education Quarterly, v23 n2 p108-19 Jun. Explores the relationship between the principles of whole-language teaching and whole-language learning, especially for elementary school students, and the culture of many Native American students, listing seven points of compatibility. The experience of the Miccosukee Indian School in Miami (Florida) illustrates the use of whole language. (SLD)…
(1993). La Escuela Fratney (The Ratney School). Reflections on a Bilingual, Anti-Bias, Multicultural Elementary School. Teaching Tolerance, v2 n2 p26-31 Fall. Experiences of a bilingual multicultural elementary school in Milwaukee (Wisconsin) illustrate how concepts of social justice, equality, and respect for ethnic differences can be introduced. The school is distinguished by its two-way bilingual program that gives every child a chance to master English and Spanish. (SLD)…
(1996). Revisiting the Lau Decision: 20 Years After. Proceedings of a National Commemorative Symposium (San Francisco, California, November 3-4, 1994). The "Lau" decision of 1974, which was related to the education of Chinese-speaking students in San Francisco (California), ushered in new programs, teaching approaches, frameworks, legislation, and government agencies designed to redress fundamental inequities in the educational opportunities available to language minority students. This symposium was held to explore progress and lack of progress in equitable education. A historical overview of the "Lau" decision and its impact was provided by Ling-Chi Wang, Edward A. De Avila, and Edward Steinman. A panel discussion emphasizing the current state of language minority education followed. Summaries are presented of the following symposium strands, most of which were discussed over both days of the conference: (1) "Social Impact" (Kenji Ima) and "Special Response to the Social Impact" (Alicia Sosa); (2) "Legal/Legislative Policy" (John Affeldt); (3) "Teacher Education" (Jack…
(1992). Toi Te Kupu, Toi Te Mana, Toi Te Whenua: Culturally Appropriate Early Childhood Education. This paper discusses the issues of power, self-determination, and culturally appropriate learning as they relate to Australian Aboriginal, Native American, and Maori early childhood programs. It is asserted that many programs for the education of indigenous peoples in Australia, the United States, and New Zealand have failed to serve the needs and aspirations of those peoples, because the majority culture in those countries has historically maintained policies of assimilation of and hegemony over native peoples. Only in the last several decades have national and local governments and agencies come to address the inequities of early childhood programs within indigenous communities. The aims of culturally appropriate early childhood education for indigenous peoples include: (1) acknowledging the validity of cultural knowledge and ways of learning; (2) enhancing self-esteem, cultural pride, identity, and self-concept; (3) enhancing educational outcomes, including maintenance of the… [PDF]
(1985). Building Bridges: Vocational Educators and Developmental Education. TECHNIQUES. Lifelong Learning, v8 n8 p29-30 Jun. Vocational educators need to build bridges for student's transition into and success through the vocational program of their reasoned choice by communicating and cooperating with developmental education instructors. The major focus of the role of the vocational instructor in working with the developmental educator concerns assessment of students to determine who may require the services of the developmental education division. An example of how the vocational instructor can work with developmental education is the technical learning program for Indochinese students at Portland Community College (Oregon). Technical concepts, aural comprehension of shop commands and trade talk, technical vocabulary, and hands-on practices. The technical learning skills concept prepares students for success in technical career programs because basic concepts are written by the developmental education staff in easy-to-understand technical English with concepts and technical vocabulary coming directly…
(1975). American Indian Education: An Abstract Bibliography. This bibliography is composed of selected documents on American Indians in the ERIC microfiche collection and in journal literature dating from 1973 to 1975. Included among the entries are surveys of the special needs of American Indians, descriptions of federally-sponsored projects on American Indian education, evaluations of American Indian schools, studies of American Indian cultural traits that might affect the educational process, research on instructional approaches and techniques used with American Indian children, documents on special techniques for the education of teachers who work with American Indian children, and curriculum materials for and about American Indians. The 73 entries include 45 document abstracts taken from \Resources in Education\ (RIE) and 28 journal article annotations from the \Current Index to Journals in Education\ (CIJE). (Author/ED)… [PDF]