(1980). Chicano Education: Clearer Objectives and Better Results. Current demographic statistics indicate that a nation within a nation is emerging; Mexican Americans, numbering 12 million in 1978, must be dealt with educationally, economically, socially, and politically. Approximately 42% of Mexican Americans are under 18 years old. Hispanic students form the largest ethnic minority population (34%) in the Los Angeles Unified School District. However, in 1978, 17.2% of Hispanics 25 years old and over had completed less than 5 years of school compared to 3% of non-Hispanic persons, and only 40.8% of Hispanics 25 years old and over had completed 4 years of high school compared to 67.1% of non-Hispanics. Reinforcing the well established correlation between years of education and annual income, the average Hispanic family income in 1977 was $11,421 compared to $16,284 for a non-Hispanic family. Hispanic families living below the poverty level comprised 21.4% of the population compared to 8.7% of non-Hispanics. To reduce the poverty and insufficient…
(1979). ESEA Title I Program. Impact Aid (PL 81-874) Program. Final Evaluation Report, 1978-1979. This document presents evaluations of five Title I/Impact Aid programs supported by Community School District 32 in Brooklyn, New York. The five programs were: (1) Strengthening Early Childhood Component; (2) Bilingual Methodology Reading Component; (3) Mathematics Laboratory Component; (4) Reading Laboratories Component; and (5) Non-Public School Component. Each component program is described in terms of objectives, participants, activities, personnel, and evaluation design and methodology. Evaluative results and recommendations are presented for each component. (MK)…
(1974). Asian Pacific Perspectives. This multicultural guide contains classroom activities that have been prepared for use in the primary grades. The guide is divided into five sections: (1) multicultural, (2) phonology, (3) syntax, (4) comprehension, and (5) resources. The multicultural unit discusses twenty activities from Asian countries, some involving arts and crafts and some involving classroom discussion. The phonology unit is designed to help Asian American students improve their oral/aural discrimination skills in English. Each of the 30 lesson units represents a pronunciation problem for three or more of the five Asian language groups. The syntax unit is designed to give Asian American students a better understanding of English sentence structure as well as knowledge of the American culture. The comprehension unit is developed to assist students who are learning English as a second language to express themselves orally in English. The resources unit contains three bibliographies: (1) "Asian American…
(1987). Low-Cost Learning Strategies Produce High-Quality Education on the Navajo Indian Reservation. Performance and Instruction, v26 n5 p12-15 Jul. Describes learning strategies used to improve education in Rock Point Community School on the Navajo Indian Reservation. Problems affecting educational achievement are identified, low-cost instructional techniques that were adopted are discussed, and improvements in academic achievement and other positive effects are noted. (LRW)…
(1997). An Initial Exploration of the Navajo Nation's Language and Culture Initiative. This paper presents some preliminary findings from an opinion survey on the nature and depth of language and cultural studies to be included in school curricula as required by the Navajo Tribe's Language and Culture Mandate (1984). A 10-question survey was sent to 20 elementary and secondary schools in the Navajo Nation in New Mexico and Arizona. In addition, 21 attendees of the Navajo Studies Conference in Albuquerque participated in the survey. The 37 respondents included community members and teachers ranging in age from 14 to over 65. Respondents felt that Navajo or tribal elders should teach Navajo language and culture and that language arts and social studies were the top choices for curriculum expansion. Sixty-two percent felt that daily instruction was necessary and that students should be competent or fluent in Navajo. Most participants felt that parental/clan involvement was necessary and that parents should be taught Navajo language and culture so they could support and… [PDF]
(2000). Changing the Face of Educational Leadership: A Unique Method of Mentoring Hispanic Doctoral Students. The Hispanic Border Leadership Institute (HBLI) is a consortium of six Southwestern universities that promotes the improvement of education for Hispanics at all levels, K-16, particularly on the U.S.-Mexico border. HBLI seeks to bring about systematic change in education by designing new approaches to the doctoral preparation programs of educational leaders. These programs provide relevant leadership and policy training for trustees of public schools and community colleges as well as regents of Southwestern universities, and examine and influence public policy directly impacting Hispanic education in the Southwestern United States. HBLI offers new curricula for leadership preparation at the doctoral level, combined with doctoral fellowships and graduate assistantships of 3-year durations. Besides studying full-time during the academic year and participating in summer institutes and seminars, awardees may also complete internships on both sides of the U.S.-Mexico border. Doctoral… [PDF]
(1994). The Bilingual Collegiate Program: Looking Back, Planning Ahead. Equity and Excellence in Education, v27 n1 p28-33 Apr. The Bilingual Collegiate Program (BCP) is an academic support program aimed at providing support for bilingual students at the University of Massachusetts at Amherst. A history of unfair treatment of Hispanic American students and efforts to rectify it, which include the BCP, are discussed. (SLD)…
(1999). Cultures of the Fourth-Grade Bilingual Classroom. Primary Voices K-6, v7 n3 p25-36 Jan. Describes how a bilingual teacher and a professor collaborated in a bilingual classroom to create culturally relevant opportunities for learning. Examines the work of four fourth-grade students of different backgrounds to show what this culturally relevant learning looked like. Discusses sources of knowledge generation: families, multicultural literature, and the students themselves. (SR)…
(2002). Processes and Outcomes in the European Schools Model of Multilingual Education. Bilingual Research Journal, v26 n1 p45-64 Spr. In the European Schools model, linguistically and culturally diverse students receive most of their education in their first language but must learn at least two other languages. Content teaching of other subjects in the target languages and the regular mixing of different language groups promote multilingual proficiency and cultural pluralism at no cost to academic development. (Contains 27 references.) (TD)…
(1978). Language Assessment Scales, Level 2, LAS II, for Grades 6 and Up, English/Spanish. Examiner's Manual. Language Assessment Scales, Level 2 (LAS II) are used to assess the linguistic proficiency of limited-English-speaking or non-English-speaking adolescents. LAS II, like its predecessor, LAS I, provides a picture of oral linguistic proficiency based on a student's performance across four linguistic subsystems: phonemic, lexical, syntactic and pragmatic. It is two independent tests, one in English and the other in Spanish. The phonemic section includes auditory discrimination and phoneme production items. The lexical section consists of words of varying levels of difficulty and with important phonemic features. The method used is identification of a picture. The syntactic section has two parts: (1) the student listens to a sentence and points to the picture illustrating the sentence, and (2) the student listens to a story and retells it in his/her own words. Because of the close connection between cognitive and linguistic development, interpretation of these results must be done by a…
(2008). Key Learning Competencies across Place and Time: Kimihia Te Ara Totika, Hei Oranga Mo To Ao. Teaching and Learning Research Initiative The overarching aim of this research in the proposal was the following: In a number of early childhood centres and early years school classrooms that have already begun to explore in this area, to investigate effective pedagogy designed to develop five learning competencies over time. This project was developed in response to curriculum reform in Aotearoa New Zealand. When the project began, the Ministry of Education was undergoing a review of the school curriculum. This review began in 2001 with a "Curriculum Stocktake Report" (Ministry of Education, 2002) and continued throughout 2005 and 2006. The draft New Zealand curriculum was published in 2006 (Ministry of Education, 2006), and after further feedback the final document was published in November 2007 (Ministry of Education, 2007). Appendices include: (1) Lucas's learning story; (2) Examples of the key competency, "relating to others"; (3) Knowing self, knowing others, knowing place; (4) Teacher… [PDF]
(1996). Learning Organizations, Leadership, and Teacher Education: A Self Study of a Self Study in Three Takes. This study describes the intellectual evolution resulting from persistent and careful consideration of beliefs and knowledge. Participants were prospective elementary school teachers enrolled in the University of California at Santa Barbara in a fifth-year post baccalaureate program. The study, parts of which began in 1990, sought to reconstruct the methods and procedures courses from separate classes of content specific pedagogy to integrated, integrating, and integrative experiences of teaching and learning within and between traditionally defined disciplines. To help analyze the individual and organizational supports and constraints of the change effort, the group used five disciplines: personal mastery, mental models, shared vision, team learning, and systems thinking. The group worked to understand many concepts, including portfolios, pro-active classroom management, how best to teach students not yet proficient in English, and sequenced and threaded integration and theme,… [PDF]
(1986). A Transitional Bilingual Vocational Training Program at the Secondary Level. The Bilingual Vocational Training (BVT) Program for the Essex County (New Jersey) Vocational Technical Schools is designed to train secondary students of limited English speaking ability for employment as skilled workers, technicians, or sub/paraprofessionals in recognized occupations and in new and emerging occupations. The pilot program focuses on secretarial and beauty culture programs for Spanish-speaking students. There are three primary components within the district-wide BVT program design: (1) the General BVT Program that provides vocational skills training with a modified curriculum to meet student needs; (2) a BVT program in a specific vocational or technical area for a single native language group where vocational training occurs bilingually and concurrently with English as a Second Language/Vocational English as a Second Language (ESL/VESL). Required courses are taught bilingually to the extent necessary for the student to meet grade-promotion and graduation standards;…
(1979). Immigrants and the Education System. An Action Programme for the Work of the National Board of Education in Connection with Immigrant Affairs. The Swedish National Board of Education's action program for long-term planning of work relating to the teaching of immigrants and minorities is outlined in this report. First, material is presented which describes the background and focus of the program, the immigrant population to be served, and Sweden's general immigration policy as it applies to education. The program's basic premises are described, focusing specifically on the education of youth in compulsory schools and upper secondary schools. Then, educational provisions, laws, and proposals affecting students at the following educational levels are detailed: preschool, compulsory, upper secondary, and adult. Teacher and staff training, inservice training, and research and development are discussed next, and three final sections deal with teaching materials, books and other sources of information, research needs, and the need for cooperation among education and immigration-related authorities and organizations. (KH)…
(1975). The Very Young and Education: 1974 State Activity. This booklet contains more than 100 brief descriptions of early childhood projects, activities, studies, and legislation obtained from newsletters, bulletins, and the Education Commission of the States' (ECS) 1974 Annual Survey. Only legislation and activities that have been validated or newly reported are included. Bills which failed or were vetoed or carried over are not included. All entries are indexed both by subject and by state. The ECS survey instrument is included. (JMB)… [PDF]