(1990). Language, Culture, and Early Childhood Education in Catalonia and the Basque Region of Spain. International Journal of Early Childhood, v22 n2 p49-58 Dec. Discusses policies, legislation, educational practices, and innovative early childhood programs designed to revitalize the languages and cultures of Catalonia and the Basque Autonomous Region. Opposition to these practices and programs is also discussed. (BG)…
(1989). Education in Western Samoa: A Bibliography of English-Language Books, Documents, Theses, Dissertations, and Journal Articles. Organized alphabetically by author, the 140 items in this bibliography deal with all aspects of Samoan education, including: teacher training, bilingualism, women's education, the role of the library, health education, biculturalism, writing instruction, higher education, science education, agricultural education, educational opportunities, and the role of the church in education. (JB)…
(1988). ACRES Cross-Cultural Bibliography for Rural Special Educators. This bibliography of cross-cultural materials contains 437 bibliographic citations of journal articles, books, government reports, court cases, and bibliographies of interest to rural special educators. Major topical areas are bilingual exceptional children (136 items) and culturally diverse exceptional children (135 items). Other topics include Black Americans, court cases, Hawaiians, Hispanics, migrant exceptional students, Native Americans, and nondiscriminatory evaluation. (SV)… [PDF]
(1985). 1985 Guide to Department of Education Programs. American Education, v21 n2 p2-30. This guide gives information necessary to begin the process of applying for funding under individual federal education programs. It contains a glossary of Education Department terms, program information (program title, purpose, authorizing legislation, who may apply, contact number, closing dates), and a list of regional representatives of the department. (CT)…
(2009). AISD Prekindergarten Expansion Grant Evaluation Report, 2008-2009: Promoting School Readiness. Publication Number 08.66. Online Submission Austin Independent School District provided full-day prekindergarten to 5,196 4-year-olds in 2008-2009 at 66 schools. Seventy percent or more of students made measureable gains on a test of receptive vocabulary, and average gains showed growth about two times greater than that expected for 4-year-olds after a 7-month period…. [PDF]
(1983). The Significant Bilingual Instructional Features Study. Executive Summary. The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student participation styles, and classroom, school, and community context variables through a variety of quantitative and qualitative procedures. Part I involved the study of 58 classrooms and 232 students at six sites representing different ethnolinguistic (Mexican, Puerto Rican, Cuban, Cantonese, and Navajo) and multilinguistic groups. The classrooms were nominated for their success as settings for bilingual instruction. The instructional features identified as significant in this portion of the study include (1) congruence of instructional intent, (2) use of active teaching behaviors, (3) use of the students' native language and English for instruction,… [PDF]
(1981). A Study to Identify the Unique Criteria and Standards Needed for the Development of Successful Bilingual Vocational Programs. Part 2: Cultural Barriers. Final Report, from March 1, 1980 to June 30, 1981. A Florida study identified cultural barriers that may impede students of different cultures from learning in vocational classrooms. One questionnaire was mailed to 15 subjects outside Florida and used as an interview format for 35 personnel of Florida bilingual vocational programs. These participants who were monolingual or bilingual with students from cultures other than their own identified cultural barriers. A second questionnaire was administered to 21 bilingual instructors of students of similar background who indicated their belief as to validity of the identified barriers. Barriers identified as valid included: unrealistic expectations of what school provides; greater differences between individuals than between groups; conflicts due to different beliefs relating to differences in color, ethnic background, social status, religion; instructor belief that all students should adapt to "Anglo" culture; teacher expectations not understood by students; no translators for… [PDF]
(1981). The State Perspective on the Evaluation Burden. State and local education agencies increasingly have to spend a larger percentage of their time collecting, aggregating, and reporting information to federal agencies. This report suggests that the federal evaluation strategy to describe program implementation as well as impact is usually ill considered, inappropriate and of questionable utility. In some major programs more data are requested than is possible to supply; they are often asked for on an annual basis even though it is not analyzed annually; information demands are made in the absence of a plan for its use either for policy, program improvement or other analyses; and lack of coordination among federal agency staff requires duplication of effort and a further depletion of its time and fiscal resources. Finally, with few exceptions, federal evaluation efforts are unrealistic and inappropriate because of a tendency to avoid using the experience and expertise of local and state evaluation colleagues, an over-reliance on test…
(1979). Bibliography of Currently Available Vocational Education Curriculum Materials for Use with Students of Limited English Proficiency. Supplement to the Final Report, A Project to Provide Teacher Training and Resources for Vocational Educators of Limited English-Speaking Students: An Assessment of Needs, Programs and Instructional Resources. This bibliography contains curriculum materials for vocational education programs in English and Spanish. In the first section, Monolingual (Language other than English), materials are listed for five vocational areas: (1) occupational areas (accounting, agribusiness, allied health, clothing, etc.); (2) miscellaneous; (3) mathematics; (4) vocational skills; and (5) materials for other related areas (career education, career guidance, finding a job, consumer education, and drivers education). In the second area, vocational English as a second language (ESL), materials are listed for occupational areas (automotive, secretarial and commerical, technical, etc.); and for career, consumer, and survival skills education. A final section provides the addresses for publishers cited in the bibliography. (CT)…
(1979). Council of Europe Contribution to the Report on Migrants' Education. Designed as an information document, this report describes the activities of the Council in facilitating the settlement of migrant workers' children in the compulsory schooling systems of host countries. Experimental classes are discussed in terms of the basic aims of the integration of migrant children through language learning, maintenance of their own language and culture, and solutions of psychological, sociological, and educational problems. School records are examined in terms of their intended function to overcome difficulties in obtaining information on the health and school career of migrant children. A four-year programme for training teachers is outlined, with its aim being to make teachers more aware of the social, psychological, cultural, and educational problems faced by migrants, so as to help children adjust to the new cultural environment without losing contact with their original environment. Action on helping migrants learn the language of the host country is…
(1975). A Model In-Service Program for Training Mainstream Teachers of Spanish Speaking Pupils. The purpose of this practicum was to develop a model in-service program for training mainstream teachers of Spanish speaking pupils. As the Spanish speaking population of the Norwalk, Connecticut community has grown over the past decade, the school problem of dealing with the non-native English speaker was identified. Through the initial financial facilities of an Emergency School Aid Act (ESAA) grant, a model inservice training program for mainstream teachers of Spanish speaking pupils was developed, conducted, and evaluated. This model was developed specifically for secondary school mainstream teachers (grade six through twelve) who must cope daily with the Spanish speaking pupils. In addition, through a liaison between the secondary and elementary levels, the applicability of the model, with some modifications, was evident at the elementary level. The program, through the careful selection of administrative, guidance, and teaching personnel, provided a de facto insertion of the… [PDF]
(1973). 40 Innovative Programs in Early Childhood Education. This book contains detailed descriptions of forty programs in early childhood education. Programs are innovative in the sense that each respresents new departures and approaches for the implementing school systems. The book contains two main sections: Section I, Innovative Programs in Early Childhood Education, and Section II, Resources Section, which includes an overview of the field of early childhood education and fourteen excerpts from materials provided by schools with exemplary programs. Also included are a glossary, a table of descriptor terms, some sources of information on early childhood education, and a selected bibliography. (SBT)…
(1977). In Support of the Preparation of More Teachers for Bilingual and Bicultural Communities. Planning and Changing, 8, 4, 223-9, Win 77. Describes the Indiana University Latino Student Teaching Project in which candidates for teaching certificates in elementary, secondary, and special education have served in border communities in the lower Rio Grande Valley of Texas and in southern Arizona. Evaluative reactions of the participating student teachers are included. (Author/IRT)…
(2000). Language Revitalization in Navajo/English Dual Language Classrooms. This paper describes the Chinle Primary School Dual Language Project in terms of both the activities of the project and the attitudes and aspirations of its bilingual teachers. Chinle Unified School District (Arizona) enrolls over 4,000 students in 7 schools; 99 percent are American Indians, and 62 percent are considered limited English proficient (LEP). In 1997, Chinle Primary School implemented dual language classrooms in which half of students were Navajo-dominant and LEP and the other half were English-proficient. Elements of the program include certified bilingual Navajo teachers, summer camp and other community-based learning activities, and development of a culturally relevant mathematics curriculum. During an inservice program, the bilingual teachers reflected on their roles as learners and teachers. Common themes in their writings included early negative experiences in school where the Navajo language was suppressed, early experiences of learning Navajo in community… [PDF]
(2001). The (Mis)Preparation of Teachers in the Proposition 227 Era: Humanizing Teacher Roles and Their Practice. Urban Review, v33 n3 p255-67 Sep. Describes the teacher's role as basic to the struggle for educational equity and achievement, noting the importance of preservice preparation. Examines how anti-immigrant legislation affects teacher preparation by forcing teachers to passively emphasize standardized approaches to addressing English learners' complex needs. Shares attempts to humanize teachers' roles by engaging student teachers in critical examinations of schooling and teacher roles. (SM)…