(1976). The Career Opportunities Program: A Summing Up. COP Bulletin, v3 n8 1975-76. The Career Opportunities Program (COP), an initiative of the U.S. Office of Education, ended on June 30, 1976. COP attempted to provide opportunity for indigenous community residents working as paraprofessional teacher aides in the nation's low-income and rural schools to advance with the education profession through training and merit and, ultimately, to improve the learning of the children in those schools. From its inception in 1969 as the largest new program originating from the authority of the Educational Professions Development Act (also expired), COP was conceived as a means of addressing such central educational issues as: (1) strengthening the self and group identity of the children of the poor, the minorities, and the alienated; (2) using training programs as an instrument of and catalyst for educational change; (3) bringing new and different persons into the schools to play new and different roles; and (4) developing relations of equality (parity) among participants,…
(1976). Standardized Testing and the Spanish-Speaking Minorities: Looking Beyond the Correlations. This paper contains a critical evaluation of the research conducted by O.L. Davis and Carl Personke on the use of reading readiness tests in English and Spanish for Spanish speaking elementary school pupils. Davis and Personke indicated that, when Spanish speaking first graders were tested in both English and Spanish, most of the differences were not significant. The authors of this critique argue that Davis and Personke misinterpreted their data and that the result has been a continued misuse of standardized tests for Spanish speaking pupils. One of the objections was that insufficient attention was given to language dominance factors and to the identification of pupil characteristics other than language. Another problem was that the nature of the population distributions contributing to the correlations between predictor and criterion measures had not been carefully analyzed. (MKM)… [PDF]
(1973). Preparacion e Iniciacion de la Lectura en Espanol para Maestros de Programas Bilingues. Serie Tierra de Encanto (Preparation and Initiation of Reading in Spanish for Teachers of Bilingual Programs. Land of Enchantment Series). Part of the \Land of Enchantment\ series of instructional materials, this very detailed teaching manual is designed to help teachers in bilingual programs prepare students to read Spanish. It contains suggestions for developing reading readiness skills and ways to teach a basic 30-word reading vocabulary. The reading program follows five steps: (1) children individually read their own utterances as written by the teacher; (2) children read to share their experiences with the group; (3) children read utterances dictated by the teacher based on common experiences; (4) they read materials especially prepared for their group; (5) the children go on to read other material. The first stage of development involves perception skills. Motor coordination, spatial realtionships, depth perception, and ability to perceive constants are explained, and activities for developing these skills are detailed. Language skills of naming and categorizing and the ability to understand and discriminate… [PDF]
(1972). Current Child Language Research Resumes. Papers and Reports on Child Language Development, No. 4. The research resumes presented here comprise the responses received by the Stanford Child Language Project to a general request for reports on research in progress. These reports include all those distributed at the Child Language Research Forum in March 1972 and a small number received later. The resumes cover a wide range of topics and present, in order, the following information: research area, language, subjects/informants, ages, theoretical issues, and abstract. (Author/PMP)…
(1970). House Bill No. 1 Special English Classes: Evaluation. As an evaluation report, this 1970 document summarizes information from 13 Arizona school districts involved in special English classes under House Bill No. 1. Program emphasis was on oral language development, vocabulary, and comprehension. Each district used its own method of evaluating progress; therefore, in synthesizing the information, each district is listed with a description of the evaluation instrument and the results of the pre- and post-tests. Total results from each district's evaluation showed progress in oral language development during the interim between pre- and post-tests. It is noted that, although progress was made in each program, many students fell below a level of language proficiency which would allow them success in a beginning reading instruction program. Tables of state and school district contributions and expenditures are included, as well as 5 recommendations. It is concluded that a significant contribution was made in oral English development for the… [PDF]
(1970). American Indian Education, A Selected Bibliography. Supplement No. 1. Documents on American Indian education have been compiled in this 2-part bibliography, which is a supplement to ED 030 780. Part I of the supplement contains abstracts of 176 documents cited in \Research in Education\ from September of 1969 through September of 1970. Part II contains 81 citations (some annotated) which have appeared in \Current Index to Journals in Education\ from January of 1969 through June of 1970. Citations are indexed by subject using terms from the \Thesaurus of ERIC Descriptors.\ The entries include a wide variety of resource materials (research and program reports, guides, books, articles, etc.) which examine the cultural and socioeconomic problems and educational developments relative to American Indians. Price information and availabilities are provided for documents listed in Part I, and complete journal citations are provided for documents listed in Part II. (AN)… [PDF]
(1970). Teaching Initial Reading in Navajo: Report of a Conference of Educators Held at Kayenta, January 30-31, 1970. Navajo Reading Study, Progress Report No. 6. This report includes descriptions of ongoing reading programs for Navajo students in Rough Rock, Rock Point, and Navajo Community College, presented by teacher-participants in the conference on reading held in Kayenta, Arizona, January 30-31, 1970. Also included are reports from the Navajo Reading Study staff and a discussion of the problems of the various reading programs. See ED 035 484, Report No. 3, a bibliography of Navajo reading materials, and AL 002 547, Report No. 5, a study of Navajo language maintenance in six-year-olds. [Not available in hard copy due to marginal legibility of original document.] (AMM)…
(1974). Monolingual and Bilingual Vocabulary Learning: An Empirical Investigation. An investigation which attempted to determine the relative effectiveness of monolingual and bilingual glossaries in teaching foreign language vocabulary to adults is described. Eight matched groups of students (four each in two separate experiments) were taught new English words according to two different principles. In half the groups, the meaning of the words was explained in the target language, English (monolingual glossaries), while the other groups were taught the meaning of the words by using the native language equivalents (bilingual glossaries). Two sessions were conducted for each group. Half the groups were taught monolingually in the first session and bilingually in the second; the other half received the reverse treatment. The only variables in the experiments were the glossaries. The results proved to be consistently in favor of the bilingual treatment and are presented in detail by means of several tables. The present work also includes a summary of previous research…
(1974). Culture in the Bilingual-Bicultural Curriculum. The creation of a classroom that is more receptive to individual and cultural differences and the inclusion of the intangible elements of culture in the total instructional plan will increase the effectiveness of the educational process in bilingual-bicultural programs. In planning a cultural component for the bilingual-bicultural classroom, the tangible and intangible elements of culture should be included. The tangible elements, such as language, songs, dances, and legends, are closely related to subject matter and thus can be taught systematically. The intangible elements, such as values, ideals, and attitudes, cannot be taught methodically or directly, but are learned through personal interaction with members of the culture group. Since the intangible elements involve process more than subject matter, they should be incorporated into the instructional processes used in the classroom. These general methods and approaches are recommended as the basis for all the content areas: (1)… [PDF]
(1973). Culture and Language as Factors in Learning and Education. Similarities among ethnolinguistic groups are greater than differences. It is the belief in the influence of culture and language on basic structures of thought and personality that divides groups, not the structures themselves. However, linguistic differences among ethnic groups are real. The linguistic distinctiveness of a particular ethnic group is a basic component of its members' personal identity; thus, ethnicity and language become associated in the thinking of those inside and outside the group. Three questions based on these assumptions are currently being studied: (1) Do beliefs about a particular ethnolinguistic group affect the efficiency of learning that group's language? (2) Is there any basis to the belief that in becoming bilingual or bicultural cognitive powers are dulled and identities are diluted? (3) Should minority groups try to maintain their ethnolinguistic identities and heritage in the North American setting? Research on English-Canadians learning French… [PDF]
(1968). Computer-Assisted Instruction in the Education of the Migrant Mexican American. The rationale and feasibility for using Computer Assited Instruction (CAI) with migrant students was investigated. Three major social needs for migrants were identified: to reduce the educational retardation and high dropout rate among children, and to improve the economic status of the family. Three projects were proposed to meet these needs: a CAI adaptation of a bilingual reading program, a basic skills in mathematics program, and a CAI adult literacy program. Each program description included the rationale, objectives, implementation strategy, and project budget. The major objective of the feasibility study was to confirm, or amend and refine, the findings and recommendations of the first phase of the study. It was determined that in order for an on-line computer terminal to be economically, operationally, and productively feasible, the following must be available: sufficiently versatile computer hardware, trained computer maintenance personnel, and computer programs that have…
(1970). Teaching New Concepts to Non-English Speaking Preschool Children. As documented in this publication, 15 Mexican American children from 4 Head Start classes participated in this study, which tested 3 hypotheses: (1) that children whose first language is Spanish and who are instructed in Spanish will require significantly fewer trials to learn a new concept than children instructed either in English or bilingually; (2) that children receiving the first set of new concepts in English will learn a second instance of the new concept taught in English more readily than children who were taught the first use of the concept in Spanish; and (3) that, on a Spanish language criterion test, children taught concepts in English will do as well as children taught those concepts in Spanish or bilingually. The procedure, as recorded, included pretesting with the Goodenough Draw-A-Man Test and the Expressive Vocabulary Inventory in both English and Spanish; the instructional program (in Spanish or English only, or bilingual instruction); a criterion test in the…
(1970). A Study in Child Care (Case Study from Volume II-A): "Tacos and Tulips." Day Care Programs Reprint Series. The Holland Day Care Center in Michigan serves a diverse community of Anglo children of Dutch ancestry and children of former migrant workers of Chicano, Black, Puerto Rican and Cuban origins who have settled in the area. Located in two churches which are about three blocks apart, the program divides children by ability and age into five classrooms with about 15 children per class. The program philosophy emphasizes social-emotional growth in a relaxed and unstructured atmosphere. Children are taught both Anglo and Spanish cultures in a bilingual approach. Volunteers from the community serve on the board of directors, policy advisory committee, personnel and finance committees. They also aid cooks and teaching staff, and male volunteers provide role models. Regular nutrition and health programs are provided by volunteer professionals and social services are available. Included in this report is information on center and staff organization, staff training, executive director's…
(1971). Bibliography of Indian Education and Curriculum Innovation. This bibliography of ERIC documents (both journal and non-journal materials) contains more than 200 entries with abstracts. The work is intended for those seeking to gain insight into the cultural and sociological background of the American Indian student, his academic strengths and weaknesses, and current innovations in the development of curriculum for these students. The report is divided into three areas: (1) Indian education and bilingualism, (2) general aspects of American Indian education, and (3) innovative curriculum concepts and materials. Order numbers for the documents which are available from the ERIC Document Reproduction Service are included. (RL)… [PDF]
(1976). Desegregation in the South San Joaquin Valley. Notably isolated from the large metropolitan centers by geography and predominantly agricultural in its economy, Kern County is California's third largest county in land area. About one-third of the county is situated on the flat valley floor at the extreme southern end of the San Joaquin Valley. The area relies heavily on Chicano and Black manual labor. The educational background and mean annual income is low. On a county level, the median income in the county is $11,925 and the median school years completed is 12.1. The disparity in educational attainment, type of employment, and income level for ethnic minorities is evident, and to the ethnic minorities, it is a continuing source of aggravation. This is a major problem because the minorities see it as a part of an unwritten plan that does not allow any possibility for their own betterment. To the Chicanos and Blacks in the area, employment is related to education which in turn is related to income. The issue of school segregation… [PDF]