(1969). The Language Development Project; A Pilot Study in Language Learning. A New York State Urban Aid Project. End-Year Report, June 30, 1969. The format of this report is similar to that of other reports on The Language Development Project. See AL 002 352 and 354 for descriptions of the project and the format of the reports. [Not available in hard copy due to marginal legibility of the original document.] (DO)… [PDF]
(1970). The Language Development Project; A Pilot Study in Language Learning. A New York State Urban Aid Project. Mid-Year Report, January 31, 1970. This document comprises a report on The Language Development Project during the first half of the 1969-70 school year. It contains sections on the background of the project; its organization, staff training, and activities; materials used in the project; evaluation; and plans for the Spring term. Appended are various schedules for teacher training workshops, visitations, and monthly meetings, agendas for workshops and the Winter Leadership Conference, and several memoranda and forms that were sent out during the Fall term. See related documents AL 002 352 and 353. (DO)… [PDF]
(1969). Annual Report of Rough Rock Demonstration School for 1968-69; July 1, 1968 Through June 30, 1969. This narrative report introduces the Rough Rock Demonstration School's background, organization, and setting, which is characterized as a scene for doing what is needed in Indian education. Educational services discussed are preschool services (which include a Head Start class and a kindergarten class), phase one services (for the primary grades), and phase two services (for older students). Dormitory services are discussed in terms of staff, students, activities, and problems of behavior and health. The Navaho Curriculum Center's activities, financed primarily by E.S.E.A. Title I funds, are discussed in terms of a transition period at the beginning of the 1968-69 fiscal year, and of its continuing work, which emphasized the writing of Navaho language books and the use of classroom aides. The Rough Rock Development Project is discussed in terms of its development out of the Community Services Division of the demonstration school. School Board decisions from July, 1968 to June, 1969… [PDF]
(1973). Litigating the Rights of the Bilingual School Child to Equal Educational Opportunity. In the Lau vs. Nichols case, a suit was brought by Chinese-speaking students against the San Francisco Unified School District, asking the district to implement programs in Chinese that would permit them to learn English. The basic claim of these non-English-speaking children is that in refusing to meet their learning needs, the district is violating their right to adequate educational opportunity under the equal protection clause of the Constitution. The social, economic, and political discrimination against the Chinese and Mexican-Americans forced them into an isolation that has resulted in large communities of non-English-speaking students in California and the Southwest. Since language is an integral part of the ethnic culture of the students involved, discrimination based on language is one manifestation of discrimination based on national origin. In the Lau case, the Ninth Circuit Court ruled that there could be no state action unless the school district had had a specific… [PDF]
(1973). Indian Education: Steps to Progress in the 70's. The booklet acquaints individuals with the Federal education programs serving American Indian students. Included are brief reports on some of the innovative approaches to education–i.e., individualization and open classrooms–in Bureau of Indian Affairs (BIA) schools. It delineates the broad parameters of the BIA's efforts in school operation, assistance to Indian college students, adult education, and cooperation with public schools enrolling Idian students. It gives information on the important movement of the past few years toward increased Indian participation in their education programs. It is felt that this booklet indicates the determination, on the part of the Indian people, the BIA, President Nixon, Congress, and people of the United States to keep these promises so that the 70's will be a period of educational growth and progress for American Indians. (FF)… [PDF]
(1969). Research: Annotated Bibliography of New Canadian Studies. This annotated bibliography of twenty-one research reports that provide knowledge about various cultures and educational experiences of the major ethnic groups in the Toronto schools is designed to present information for not only special English teachers, but other school personnel as well. The bibliography consists of reports that aim to: 1) describe and compare native Canadian students and immigrants in the Toronto schools; 2) summarize teacher's responses to a questionnaire on suggestions for improving the present system; 3) assess some of the English language skills of a large sampling of students; 4) familiarize teachers with the educational, cultural, historical, and economic backgrounds of Chinese, Italian, and Greek students by describing and listing multi-media packages; 5) provide a "snapshot" of the initial settlement patterns of newcomers to Toronto; 6) determine if immigrant students are less likely to be in a five year academic programme; and, 8) provide… [PDF]
(1972). The Somerton Story: Part III. A Progress Report on the Somerton Demonstration School for Migrant Child Education. Again, welcome back to the Somerton School District, Somerton, Arizona. Five years have passed since the Somerton Demonstration School for Migrant Child Education was first begun, and it has now reached maturity. Five years have been long enough for Somerton to see that its educational programs for migrant children have attained a new level of maturity. In Parts I and II of "The Somerton Story" (ED 044 187 and ED 044 226), many of the attempts, the achievements, the progress, and the problems were related. This document relates in 3 sections exactly what is the current story of migrant education in Somerton (1971). Discussed in these 3 sections are (1) parent involvement, which has been stressed in Somerton for the past 3 years and is considered a vital link to reaching migrant children, (2) the role of a demonstration school in providing services to other school districts and educators, and (3) 10 new programs in Somerton which are presently in use and show promise of… [PDF]
(1976). I Find Out About Science. Grade 1. This textbook is the first in the official science series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools where there are Vietnamese students. The grade one text contains the following chapters: (1) How Man and Animals Live; (2) How Plants Live; (3) Liquids and Solids; (4) The Universe; (5) Seasons; and (6) Time. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…
(1976). I Find Out About Science. Grade 2. This textbook is the second in the official science series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools where there are Vietnamese students. The grade two text contains the following chapters: (1) Review Grade 1 Materials; (2) How Plants Grow; (3) How Animals Grow; (4) The Human Body; (5) The Earth in the Universe; (6) Air; (7) Sound; and (8) Water. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…
(1976). I Find Out About Science. Grade 3. This textbook is the third in the official science series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools with Vietnamese students. The grade three text contains the following chapters: (1) Review Grade 2 Material; (2) Domesticated and Non-Domesticated Animals; (3) The Main Parts of Plants and Their Functions; (4) The Human Body; (5) Food Preservation; (6) Air; (7) The Universe; and (8) Common Minerals. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…
(1976). I Find Out About Science. Grade 5. This textbook is the fifth in the official series developed by the Ministry of Education in Saigon and used in all public schools in Vietnam. The books in this series have been reprinted in their entirety from the original editions for use in American schools with Vietnamese students. The grade five text contains the following chapters: (1) Review Grade 4 Material; (2) The Earth; (3) Levers; (4) Floating Objects; (5) Electircity; (6) Magnets; (7) Electromagnets; (8) Chemicals; and (9) Chemical Products. All illustrations are provided in black and white; therefore, references to colored illustrations in the text should be ignored. (CFM)…
(1978). PARC, Lau, Rodriguez, and Individualized Education. Cross Reference: A Journal of Public Policy and Multicultural Education, v1 n1 p27-39 Jan-Feb 1978, 78. The values of individualized education have in recent years taken on new strength. The cases and the statutes which have contributed to that increasing strength suggest that it may be possible to realize these values within the public school system itself. (Author/EB)…
(1977). Focus on Reading Skills–A Report on the 1977 TESOL Convention. Babel: Journal of the Australian Federation of Modern Language Teachers' Associations, 13, 2, 36-9, Jul 77. A summary of presentations on the teaching of reading skills in English to speakers of other languages. Topics included the focus on different kinds of skills, use of discourse analysis, and reading as realization of an underlying communicative process. (AMH)…
(1986). Curriculum Development for Limited English Proficient Exceptional Chinese Children. Rural Special Education Quarterly, v8 n1 p26-31. Addresses the need for appropriate curricula for Limited English Proficient (LEP) exceptional Chinese children. Discusses immigration history, demographics, legal issues, culture, language, and learning style to provide a context for understanding student needs. (JHZ)…
(1988). Language and Conceptual Understanding in Science: A Comparison of English- and Asian-Language-Speaking Children. Research in Science and Technological Education, v6 n1 p61-77. Presents a method for representing students' knowledge about basic scientific concepts by classifying ideas produced in a free-writing task. Implies that those differences which exist can best be attributed to general fluency in the language of instruction rather than factors that are specific to the learning of science. (Author/CW)…