(1979). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Report of the Pilot Study Results and the Training of Fieldworkers for the Ethnographic/Observational Component. This report provides information on feedback from a consultant panel concerning the initial phase of the ethnographic component of the multimethod evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Adjustments made as a result of feedback are indicated. The document is organized into several sections. First, a brief review of the evaluation objectives is presented, followed by a summary of the evaluation approach developed by Juarez and Associates to achieve the objectives. The report continues with a discussion of the development of observational instruments to be used in the evaluation. A description of the recruitment and selection of the staff who will use the data collection instruments, and of the various components of the training of the field personnel, is then presented in detail. The report concludes with a series of recommendations for the remainder of the ethnographic component of the project. Several related sets of materials, such as a…
(1978). Fa Keih Reading Series. Book 1. This is the first of a reading series designed primarily for students who are interested in continuing to learn Chinese in a Chinese bilingual program at the secondary level. It follows "The Golden Mountain Reading Series" developed for students in the elementary grades. Each lesson contains the following elements: vocabulary, explanations, idioms, questions for discussion, and exercises on structure and usage of words and phrases. Also included are exercises to distinguish synonyms, antonyms, homonyms, and classifiers. The reading selections are taken from Chinese literature, both classical and contemproary. The topics covered in the reading selections include the introduction and appreciation of writing styles, practical wirtings, translations, student's writings, newspaper articles, and essays written by Chinese Americans. The series was developed around the interests and experiences of the students for whom it was intended. In addition to objectives directly connected…
(1978). K'qizaghetnu Ht'ana (Stories from Lime Village). A cross section of Athabascan life as related by eight inhabitants of Lime Village, Alaska, is given in this document. The short narratives are printed in English and in Dena'ina. Illustrations accompany the text. The stories tell of making eagle feather robes, birchbark or mooseskin boats, a raincoat from black bear intestines, and boots from fish skins. Another story describes how to make a birch bark basket and then brew tea in it by dropping hot stones into the water. A recipe for Indian ice cream includes such ingredients as cooked salmon, moose grease, berries and sugar. Fishing methods include blackfish traps, dipnets, spears for whitefish, and nets for salmon. Wormwood soaks and hot packs are listed as native remedies for blood poisoning, with blackberry tea as a cure for stomach ache or constipation, and red currant bark tea as an aid for those with tuberculosis. The stories also tell of hunting sheep, seals, mountain squirrels, ducks, and black bear. (DS)…
(1968). The Teacher Aide Program. The Tuba City Elementary School, located in a Bureau of Indian Affairs Sub-agency Headquarters on the Navajo Reservation in Arizona, has conducted a teacher aide program since August 1965. Specific teacher aide duties have been developed for routine record-keeping, small group and individual instruction, and supervisory activities. Teacher aides are used in ungraded primary grades, in intermediate grades, and to assist nurses, librarians, and home visitation officers. The aides are trained in operation of equipment, reporting procedures, and classroom operations through inservice training programs. Three aides attended a summer institute for teacher aides at Northern Arizona University for undergraduate credit. Seniors in high school who wish to become teacher aides upon graduation may participate in a 28-week training program during which time they receive $1.25 an hour. (JH)… [PDF]
(1976). Agnagiinniqpik (Am I Beautiful)?. This is a brief, illustrated story in Kobuk Inupiaq, intended for reading instruction on the intermediate level. It is part of a series designed for reading instruction in Kobuk Inupiaq. (AM)…
(1975). Clovis-Portales Bilingual Early Childhood Program. Third Year Evaluation Study (1974-75). Final Evaluation Report. This report describes an external evaluation study of two of the components (instructional and community-parental involvement) on an on-going bilingual intervention program for 3- and 4-year-old children. The purpose of the intervention program is to facilitate the learning of English and Spanish simultaneously in an environment designed to enhance the child's cognitive, affective, and psychomotor skills. Brief descriptions of the program's background purpose and components, and of the children served are included in the report. Evaluation of the instructional component was based on a pre-posttest design (without a control group) which measured language development in English and Spanish, school readiness, and self-concept and personality development. The community-parental involvement component was subjectively evaluated using observations, records, and self-reports by the staff. Major findings include: (1) students made significant gains in language development in English and… [PDF]
(1974). The Sesame Street Writers' Notebook. This manual outlines the instructional objectives for the children's television program "Sesame Street." The first section focuses on the child and his world with objectives related to: body part recognition; the child and his powers; reasoning and problem solving; emotions; career awareness; social groups and institutions; social interactions; and the environment. The second section deals with symbolic representation, including: letters recognition, letter sounds, rhyming, verbal blending, word recognition, numbers recognition, numeric operations, and geometric forms. Later sections state objectives in perceptual discrimination, relational concepts, classification skills, and bilingual bicultural awareness. In each area, concepts are defined, and suggestions are made for program content and format to communicate the concept. (EMH)… [PDF]
Modular Sequence: Teaching Reading to Bilingual Learners. TTP 002.12; Developing a Child-Centered Curriculum. Teacher Corps Bilingual Project. This teaching module is designed to present guidelines for developing a child-centered reading program. Participants are shown how to utilize the information developed in previous modules in this sequence in order to structure a comprehensive, yet free and open, reading program. Emphasis is placed on the child as decision maker and the teacher as structurer of alternatives. Upon completion of the module, participants should be able to develop an acceptable outline for a hypothetical reading program which involves synthesizing previously developed module information. Participants complete a preassessment test, choose tasks from a list of alternatives, and conclude the module with a postassessment test. (PB)…
(1969). Curricular Intervention to Enhance the English Language Competence of Head Start Children. Part of the Final Report on Head Start Evaluation and Research: 1968-69 to the Office of Economic Opportunity. This research was designed to assess the effects of various curriculum materials and different levels of teacher training on the cognitive, intellectual, and language development of full-year Head Start children who were given intensive language training. The curriculum materials used were the "Sullivan-Buchanan Readiness Program," the "Sullivan Enrichment Supplement," the "Swanson Supplement," and the "Reinstein Reinforcement Program" which are described in detail. There were three control groups and 10 experimental groups (five each of English and Spanish speakers) grouped according to curriculum materials and levels of teacher training. Children were pre- and posttested on a battery of language and intelligence tests to determine the extent of changes in their language competence. There were significant pretrial intergroup differences on the dependent variables; however, results must be seen in the light of differing subject populations…. [PDF]
(1973). School Readiness 1972-1973. Profiles of Progress: An Evaluative Report. An evaluation of the School Readiness Program is presented in detail. Each of four objectives is examined: (1) To provide effective teaching-learning settings; (2) To determine and alleviate health problems; (3) To develop language skills; and (4) To develop Spanish language skills for children in bilingual centers. The accomplishments of the program are noted and recommendations for further development are listed. (SBT)… [PDF]
(1972). Exemplary Teaching and Programs in Santa Clara Unified School District. Gathered together are descriptions of exemplary teaching programs, systems, techniques, innovations, teaching items, or methods that have been collected from teachers and administrators in the Santa Clara Unified School District. Listed under schools, each description offers different learning conventions that have proved successful or useful. Reading, language arts, math, science, drug education, and social studies are just some of the many areas that are covered in the descriptions. It is hoped that such a collection of shared ideas will encourage teachers to explore new pedagogical concepts, to borrow ideas and adapt them to their particular situation, and to question techniques and patterns that have become habit over a number of years. (HS)… [PDF]
(1971). An Evaluation of Non-Public School Participation in District Decentralized ESEA Title I Programs, 1970-1971 School Year. In the 1970-71 school year, 24 of the 28 local school districts in New York City submitting proposals for the organization of projects to be funded under Title I of the Elementary and Secondary Education Act of 1965 had provided for some degree of non-public participation in a total of 53 separate projects. The evaluation reported here is limited to two aspects of non-public school involvement: (1) evaluation of non-public school involvement in the planning of District decentralized Title I programs, and (2) evaluation of the functioning of those programs organized by 11 Districts in which services were made available only to non-public schools. Participation in planning took three forms: (1) direct participation in the deliberations of the District planning group on the part of the principals of the non-public schools in that District; or, (2) indirect participation in the work of the District planning group via a representative who transmitted the thinking of the principals of… [PDF]
(1976). Affective, Cognitive and Social Factors in Second Language Acquisition. Canadian Modern Language Review, 32, 3, 214-226, Feb 76. This paper examines the role of selected affective, cognitive and social factors in second language acquisition, in an attempt to define a group of factors associated with success in second language learning within the formal educational system. Also examined is the effect of different teaching programs on an optimal group of factors. (CLK)…
(1978). An Experiment in Trilingual Education: Report 4. Language Learning, v28 n2 p343-66 Dec. Presents results of the fourth evaluation of trilingual school programs in French, Hebrew, and English being offered on an experimental basis in several elementary schools in Montreal. (Author/AM)…
(1978). Newcomer Education at San Francisco's Chinese Education Center. English Language Teaching Journal, 32, 3, 225-30, Apr 78. The components of newcomer education are explored as they were developed at San Francisco's Chinese Education Center. (Author/HP)…