(1986). Comprehensive Russian Instructional Program, 1983-1984: OEA Evaluation Report. In 1983-84, the second and final year of funding, Project CRIP (Comprehensive Russian Instructional Program) provided career orientation and support services to 430 Russian-speaking student of limited English proficiency (LEP) at three public and four private high schools in Brooklyn and Queens, New York. All of the students were foreign-born and varied in English language ability and overall academic preparedness. Stated program objectives included student achievement in bilingual skills classes, work experience in summer internships, regular meetings with a career counselor, visits to business offices, and workshops involving representatives of various businesses and occupations. The instructional program varied from site to site, but at each public school, students attended courses in English as a second language (ESL) and native language arts, as well as instruction in content-area subjects in English. At the private schools, the project's educational assistants provided…

Rutkowski, Edward, Ed. (1983). Papers and Proceedings of the Annual Meeting of the Midwest History of Education Society (18th, Chicago, Illinois, October 29-30, 1982). Journal of the Midwest History of Education Society, v11. The papers of this proceedings are organized into four parts : religion and education; the politics of urban education; issues in minority education; and concepts of childhood. The first paper in part 1 "I will Declare What He Hath Done for My Soul: Female Conversion Narratives in the Early Nineteenth Century" (V. L. Brereton) explores the conversion experience that led women into teaching and missionary work. "By the Bowels of God's Mercy: Protestant and Catholic Responses to Educational Development in Cincinnati, 1830-55" (F. M. Perko) describes the Catholic and Protestant influences on the common schools and the Catholic progression towards parochial schools. "Creationism vs. Evolution: Challenge to Educators" (F. Parker) relates the history of the Creationists' activities. Part 2, "Out of the Cloister of the Classroom: Political Activity and the Teachers of Detroit, 1929-39" (J. Mirel), describes the political issues of the Depression era…

Sue, Stanley (1988). Sociocultural Issues in the Assessment and Classroom Teaching of Language Minority Students. Crosscultural Special Education Series, Volume 3. This guide examines problems in the assessment, evaluation, and teaching of language minority children who come from diverse sociocultural backgrounds. School systems must find valid means to assess linguistic minority students and must offer instructional approaches that can facilitate growth and development. General guidelines for assessment include understanding the referral question, selecting assessment tools based upon reliability and validity, using caution in interpreting test results, employing more than one measure, and avoiding inferences not warranted by the tests. The guidelines are applicable when using such assessment tools as observations, interviews, objective personality inventories, or projectives. Sociocultural influences are likely to have a major impact on the student's performance on intellectual assessment, on evaluations of learning disabilities, and on the measurement of socioemotional adjustment. Care must be taken so that assessment procedures accurately… [PDF]

Inman, Deborah; Schulman, Robert (1984). Flushing High School, A Basic Trilingual Program. O.E.E. Evaluation Report, 1982-1983. In 1982-83, the Basic Trilingual Program at Flushing High School in Queens, New York, provided instruction in English as a Second Language (ESL) in 185 Hispanic and 51 Korean students of limited English proficiency in grades 9-12. The Hispanic students attended native language classes and bilingual courses in social studies, math, science, art, music, and typing. The Korean students attended ESL classes, a civics course for new Americans (which incorporated native language studies through class and homework assignments), and mainstream academic courses. A major program goal was the acquisition of enough English for full mainstreaming. Quantitative analysis of student achievement in English language development, however, was difficult because program objectives in this area were vaguely worded. It was found that (1) gains in New York City reading and math tests were not significant; (2) passing rates in content areas declined from fall to spring; (3) the overall passing rate of… [PDF]

(1984). Promising and Successful Programs and practices in Schools with Intermediate Grade Levels: Programs, Projects & Activities. Information & Dissemination Series 18. Outlined are the following 11 successful programs, projects, and activities functioning in Hawaii's intermediate schools: Alternative Learning Center (Waipahu and Pearl City Highlands); Career Awareness Exploring through Basic Practical Arts; Career Education Guidance (Kailua); Creating a Positive School Climate; Learning through the Arts; Positive Assertive Discipline Program; Reading to Learn; Respect and Responsibility; SLEP Learning Center; Using Hand Calculators to Teach Problem Solving and Other Basic Skills; and Waianae Intermediate School Student Leadership Project. The listings include some or all of the following: program title, goals and objectives, program description, evaluation design, evidence of effectiveness, considerations for replication, and contact person(s). This document is part of a series of publications produced by the Hawaii Department of Education to foster program improvement in the state's schools. (MD)… [PDF]

Velazquez, Clara (1977). Teacher Student Interaction in the Puerto Rican School System. This paper is based on the premise that an evaluation of teacher performance should consist of an evaluation of the teacher's presentation of subject matter and of the teacher's interaction with the students. In order to develop a balanced evaluation methodology, four English as a Second Language (ESL) classes in two schools on the island of Puerto Rico were observed and taped. Three of the classes were composed of adult students while the fourth class consisted of ten bilingual children, ages 6-7. Presentation of ESL material was evaluated by a comparison of the methodology suggested by three prominent contemporary writers on ESL teaching in the U.S.. The methodologies recommended by these three experts were summarized and the teachers were rated according to which techniques they used frequently. Class interaction was evaluated in terms of a system developed by Gertrude Moskowits who suggested that a language lesson be divided into time intervals of three seconds each. Each… [PDF]

Cauce, Ana M.; And Others (1976). The Assessment of the Intelligence of Latinos in the United States. (La Medicion de la Inteligencia de los Latinos en los Estados Unidos). Most of the research on the assessment of the intelligence of Latinos in the United States appears to be based on some possibly erroneous or at least dubious assumptions. Among these are the following: (1) the assumption of bilinguality; (2) the assumption of equal proficiency in the English language; (3) the assumption of the equivalence of literal translations from English to Spanish; (4) the assumption of population homogeneity with respect to socioeconomic, religious, and ethnic factors; (5) the assumption of the language uniformity of Spanish; (6) the assumption that testing can be culture-free; (7) the assumption of the superior quality of investigations of Latinos conducted by Latinos. This paper evaluates the evidence for each of the above assumptions, and concludes that great caution should be exercised to avoid taking them too much for granted. (Author)…

Korn, Caroline A. (1978). Teaching Language Through Science. This article presents a rationale for correlation of science with language instruction, whether English as a second language (ESL) or first language development. Science can provide a conceptual base for vocabulary and syntactic development. Numerous studies indicate that language ability can be significantly increased through participation in activity science programs. Units can be developed around students' previous experiences building upon their present knowledge and developing self-esteem. Focusing on behavioral objectives will help in planning science activities. Group work which will encourage student discussion and cooperation toward a goal should be planned. Suggested topics for units or learning centers include "Foods of Ancient America,""Mother's Medicines," and "Clay Like the Indians Used." (Author/EJS)…

Elsass, Ray; Howard, Joan (1972). Les Papillons [The Butterflies]. Teacher's Guide. A resource kit for the teaching of French at the beginning primary level is represented by a bilingual teacher's guide. The module centers around a children's story, divided into 41 short episodes. The vocabulary of the story is restricted and repetitive, but has not been deliberately oversimplified. The story thus corresponds to a children's story in the student's native language. Instructions are given for the classroom use of: (1) a 41-page picture book, based on the story; (2) color/cut-out sheets; (3) paper construction models; and (4) a picture quiz. In addition, four classroom games are described. It is anticipated that the second language development arising from the use of the module will be informal, resulting from play situations conducted in French. (JB)…

O'Neill, Josephina; And Others (1975). The Effect of Visual Format Upon the Test Performance of Spanish-Speaking Students. The Inter-American Test of General Abilities (TOGA) for bilingual children has parallel Spanish and English forms which have been used to determine language proficiency and dominance. Generally, there has been little emphasis on measuring such physical test features as size, spacing, color, and typeface. The purpose of this study was to determine whether the Oral Vocabulary subtest of TOGA, Level I, significantly affects the test performance of Spanish-speaking youngsters. Results indicate that spacing is a significant factor in the test performance of Spanish-speaking youngsters on this test. It is emphasized that lack of research concerning format factors, particularly at the elementary school level, requires prompt action. (BJG)… [PDF]

(1975). Texas Migrant Labor. 1975 Annual Report. The Good Neighbor Commission of Texas coordinates the work of the Federal, State, and local government toward the improvement of travel and living and working conditions of Texas migrant laborers and their families. Covering the full spectrum of migrant labor activity directly related to the improvement of the well-being of migrant and seasonal farmworkers, the 1975 annual report chronicles the facts, conditions, and circumstances which focus on the socioeconomic plight of migrant families on a yearly basis. Statistical information which can be useful for the development of programs in addressing the migrant's needs is included. A brief overview of the Texas migrant laborer is given. The report also discusses Texas agriculture and migrant labor, alien labor and immigration, and various selected agencies and programs. Current developments in education education, housing, health, transportation, and labor unions are presented. A review of all the migrant legislation passed and…

(1974). Texas Migrant Labor, 1974 Annual Report. Organized under a 1943 Federal grant and later funded by legislative appropriations, the Good Neighbor Commission of Texas coordinates the work of Federal, State, and local government units endeavoring to improve the travel, living, and working conditions of Texas migrant farmworkers and their families. The 1974 annual report chronicles the facts, conditions, and circumstances which focus on the socioeconomic plight of migrant families. An overview of the Texas migrant laborer briefly describes the migrant, his characteristics and background, and the circumstances under which he works and lives. The report also discusses Texas agriculture and migrant labor, alien labor and immigration, and various selected agencies and programs. Current developments in education, housing, health, and employment are also presented. The present status of previous recommendations is given along with new recommendations for consideration by State or Federal authorities, some of which will require… [PDF]

Leibowitz, Arnold H. (1974). Language as a Means of Social Control: The United States Experience. Language is defined here as a means of social control, a viewpoint by which language restrictions can be seen as a method of discriminating against speakers of minority languages. A government designates an official language to restrict access to economic and political power. This view of language is substantiated by an analysis of the United States' experience with official language designation in three areas: the school systems, in which English has been required; the political institutions, which require voting and naturalization processes in English; and economic life, in which many occupations have been open only to citizens. The patterns have been similar, in that they were affected by three historical trends: the initial period of relative tolerance toward the use of other languages (1780-1880), active development and support of English language qualifications in order to exclude (1880 through World War II), and then active questioning and reversal of these official actions…. [PDF]

Martinez, Emiliano; And Others (1972). Trabaja y aprende: Libro de actividades, 3 (Work and Learn: Workbook 3). This workbook, designed to be used with the textbook of the same title (FL 004 273), contains exercises, riddles, puzzles, coloring activities, and reinforcement of various word-perception skills and sentences. Included is a step-by-step procedure of phonetic analysis. The intention of the workbook is to enable students to increase their ability to get meaning from the printed page. (Author/SK)…

Zirkel, Perry Alan (1973). A Method for Determining and Depicting Language Dominance. This article suggests a method for determining and depicting language dominance through the use of parallel tests of aural ability in two languages. In addition, the use of a two-dimensional graph consisting of the proficiency levels within each language appears fruitful as a means of depicting such dominance scores in the initial placement of pupils into instructional groupings. However, the complexity of human behavior across a dual language matrix as well as the limitations of brief group testing preclude anything more than a tentative judgment with respect to any pupil's language dominance, which should be verified by subsequent diagnostic testing and prescriptive teaching. Given the restricted resources of the typical educational setting, the circumspect use of such a method offers a simple and systematic starting point for pupil placement and programmatic progress. (Author/SK)…

Farley, Joanne; Mabry, Linda; Schweder, Heather; Winking, Deborah (1996). The New York City Early Childhood Initiative Year II Evaluation. Learning Together: Children's Progress in Integrative Early Childhood Education. The Early Childhood Initiative (ECI), supported by the Fund for New York City Public Education, operates in four New York City schools, reinventing the early childhood classroom by combining special education and general education team teaching and a heterogeneous mix of students with developmentally appropriate instruction, authentic assessment, and parent partnerships. Ongoing staff development efforts help refine the model. The model departs in a fundamental way from inclusion programs that focus on one or two special education students in a general education classroom. It actually reduces general education class size to allow for full integration of special and general education students. A total of 396 students were served in ECI classrooms in the 4 schools. Of these, 111 (28%) were labeled as having special educational needs. During the 1994-95 school year, 8 students were decertified, including 3 of the 12 special-needs students in the 2 ECI prekindergarten classrooms. This… [PDF]

(2000). Early Childhood Education Program Expectations: Standards of Quality. In 1999, a task force was appointed to develop early childhood education (ECE) program expectations or standards for New Jersey's ECE programs. The standards were based on the task force's review of research, curricula, standards, and guidelines developed by local boards of education, other states, and professional organizations; feedback on draft standards from various professionals; and three regional focus groups. This guide presents the ECE standards, providing early childhood educators with a foundation to build upon in creating developmentally appropriate learning environments and preparing children to meet New Jersey's core curriculum content standards when they enter kindergarten. The guide's introduction defines developmentally appropriate expectations, preschool, and curriculum, and discusses implementation issues and program continuity/transition. The guide is then organized into three parts. The first part addresses the expectations that cross all content areas: school… [PDF]

Alexander, H. A. (1995). Religion and Multiculturalism in Education. Religious Education, v90 n3-4 p377-87 Sum-Fall. Provides a concise historical overview of theological thinking concerning fundamentalism, absolutism, and relativism. Considers corresponding responses to issues regarding multiculturalism. Concludes that a diversity of viewpoints is necessary for society to learn from its mistakes and progress in a positive fashion. (MJP)…

Hennings, Dorothy Grant (1997). Communication in Action: Teaching Literature-Based Language Arts. Sixth Edition. Suggesting that teachers must develop a philosophy of language arts instruction to guide their teaching, this book provides teachers in language arts or combined language arts and reading courses with the knowledge base and practical ideas they need to plan and implement a literature-based language arts program in which children are actively involved in thinking and communicating. The book describes an approach that integrates the language arts–speaking, listening, reading, and writing–into the total curriculum and in which literature is central. Among the changes and additions for the sixth edition of the book is "Access Pages," a planning resource handbook that presents lists of award-winning books, unit plans, lesson plans, mini-lessons, and information on the Internet and e-mail. Chapters in the book are (1) Teaching for Communication: An Integrated, Literature-Based Approach to the Language Arts; (2) Diversity in the Multicultural, Inclusive Classroom: Meeting the…

Maher, Jan; Selwyn, Doug (1991). African Americans. [Multicultural Studies for Grades 3 and 4, Reproducible Workbook.]. This workbook is designed for use with third, fourth, or fifth grade elementary school students and focuses on African American history and culture. Of the workbook's 14 lessons, Lesson 1 asks students to consider what they already know about Africa. Lesson 2 focuses on the geography of Africa. Lesson 3 presents current scientific theory about the origins of the human race. Lesson 4 tells an African creation myth. Lessons 5 and 6 tell about the glory of two ancient African civilizations, Egypt and Mali. Lessons 7 and 8 deal with the issues of the slave trade and slavery including ex-slaves' memories of what life was like for them as children. Lesson 9 deals with the civil rights movement. Lessons 10 through 13 describe several prominent African Americans: Zora Neale Hurston, Langston Hughes, Marva Collins, Louis Sullivan, Condoleezza Rice, Maxine Waters, and Colin Powell. The final lesson suggests that students do a report on some African Americans of prominence and offers a list of…

Niyekawa, Agnes; Sikkema, Mildred (1987). Design for Cross-Cultural Learning. The essence of cross-cultural learning and how it can be effectively incorporated into an academic program are explored. A design for cross-cultural learning is proposed that can be applied anywhere in the educational process from high school through professional training. It is based on the experiences of the authors in experimental programs in Hawaii and the Pacific. It is predicated on the idea that becoming familiar with one new culture builds the framework for understanding and accepting other cultures. The educational design begins with a pre-field seminar meeting at the campus for weekly sessions of cultural learning for a term. The second step is field experience of at least 2 months in another culture. This phase includes a weekly seminar and keeping a journal by students. A final step is the post-field program on campus with learning summaries and weekly meetings for a term to integrate theory and practice. Appendixes discuss implementing the design, stages of learning in…

Ulanoff, Sharon (1993). Preliminary Guidelines and Procedures for Working with Ethnolinguistically Diverse Student Populations. The Metropolitan Educational Trends and Research Outcomes Center has identified seven projects in the southwestern United States and one in Massachusetts that exemplify the educational practices important in today's ethnolinguistically diverse classrooms. Preliminary findings indicate that each of these programs contains several critical elements that serve as the basis for curriculum and instruction. These elements include primary language instruction and support, a strong focus on English language development, the use of meaning-centered activities, and a strong staff development component. In this paper, an attempt is begun to translate the descriptions of effective practices into guidelines and procedures for program developers and teachers working with ethnolinguistically diverse student populations. An overview is provided of the programs studied, and their critical elements are outlined and arrayed into a framework for guidelines and procedures. In these programs, diversity… [PDF]

Castaneda, Lillian Vega (1992). Improving Programs of Schools Serving Culturally and Linguistically Diverse Student Populations. The Metropolitan Educational Trends and Research Outcomes Center conducts Improving Programs of Schools Serving Culturally and Linguistically Diverse Student Populations, a survey to identify programs that have successfully addressed the needs of ethnically, linguistically, and culturally diverse students. This report presents a cross-sites analysis of critical program elements at eight sites (six in California, one in Massachusetts, and one in Arizona) to demonstrate effective ways of helping students develop English proficiency, including instructional practices, curriculum development, and program implementation. The sites studied were chosen because their documentation and support data allowed analysis of critical elements. Across the sites, teachers shared a positive vision of children and believed that all children can learn. In the area of language acquisition, teachers emphasized natural language learning prior to form. A general theoretical orientation indicated that… [PDF]

Gayle-Evans, Guda (1993). Making Cultural Connections for African American Children under Six: Affirming Culture through Literature and the Arts. The school system in the United States was established as, and remains, an expression of the white, middle-class values dominant in the society. The "melting pot" theory, with its emphasis on assimilation and the reduction of differences has been held by many for a long time. In the schools, however, this emphasis tends to cause feelings of alienation among children from lower socioeconomic groups and ethnic minorities, especially African-Americans. Affirmation of African-American and other non-mainstream cultures in the classroom, therefore, is imperative for the survival of a sense of self among students. African-American culture can be affirmed for students through exposing them to literature by and about black people, discussing African-American history and cultural heroes, and explaining cultural holidays and celebrations, such as Kwaanza. Other activities can include field trips to museums reflecting African-American culture, classroom visits by authors or poets, or… [PDF]

Koebler, Saundra, Comp.; And Others (1991). Literacy through Literature. Proceedings of the Annual Conference and Course on Literacy (38th, Pittsburgh, Pennsylvania, June 1991). This conference proceedings is the result of a week-long conference and course focusing on the use of literature programs in the development of literacy skills and the attainment of broader educational outcomes. The proceedings includes speeches by keynote speakers, session presentations, graduate student papers, and middle school student papers. Keynote papers are: "Acting Meaning: The Play of Reading" (Shirley Brice Heath and Shelby Anne Wolf); "Remembering Pennsylvania" (Lois Lowry); "Families and Literacy: Building Social and Cultural Continuity" (Vivian L. Gadsden); "The Secret of the Lifetime Reader or the Clue in the Classroom" (Elizabeth Segel); and "The Secret of the Life-Long Reader or the Clue in the Classroom" (Margaret Mary Kimmel). Session presentations are:"Helping Parents and Teachers Develop Positive Dispositions toward Reading in Preschool Children" (Donna DiPrima Bickel); "Rights without Labels: A… [PDF]

Galligani, Dennis J. (1984). Changing the Culture of the University. Results of the initial implementation of longitudinally-structured action research at the University of California, Irvine, are presented. The objective is to determine whether combining action research with an organizational cultures approach is a viable way to influence the culture of a research university. The intended outcomes include the realization of proportionate representation of three minority groups admitted to, enrolled in, and graduated from a research university, as well as the cultural diversification of the curriculum. The underrepresented minority groups are Chicanos, Blacks, and American Indians. Attention is focused on environmental influences, organizational values, communication networks, rites and rituals, and heroes (individuals who work toward the goal of a culturally-diverse campus). This student affirmative action project has resulted in the establishment of campuswide quantitative and qualitative goals and objectives that focus on an individual student's…

(1984). Secondary Social Studies: Arkansas Public School Course Content Guide. This guide is offered as a framework on which a comprehensive curriculum can be built. Within each subject area and grade level, skills have been identified at three instructional levels: basic, developmental, and extension. The study of political and economic systems, citizenship rights and responsibilities, and the foundations of the U.S. political system form the core of the civics and government course. United States history after 1865 is taught in grades 9 to 11. A contemporary history course emphasizes the years from World War II to the present. Economic decision making, economic systems, the market system, business cycles, and monetary and fiscal policies undergird the economics course. The global studies program stresses the commonalities, rather than the differences of people around the globe. The world cultures course provides an in-depth analysis of selected cultures from both the western and non-western countries. Five fundamental themes of location, place,…

Martinez, Paul E. (1981). The Home Environment and Academic Achievement: There Is a Correlation. The Home Environment Variable Questionnaire was given to guardians of 73 fifth grade students enrolled in bilingual-bicultural education programs in Espanola, New Mexico, for the purpose of identifying those home environment variables which predicted academic achievement. Grade Equivalent Scores from the Comprehensive Test of Basic Skills were used to measure student achievement. The questionnaire covered parent level of education, family size, verbal interaction (which language, Spanish or English, do family members use to speak to each other), learning materials in the home, encouragement of the child to read, parent aspirations toward education and future employment of the child, parental trust in school, home stability, and income levels. Step-wide multiple regression analysis was used to determine the relationship between home environment and academic achievement. For the total sample, the following five home environment variables were found to best predict achievement when…

Skjervold, Christian K.; And Others (1975). Minneapolis Multi-Ethnic Curriculum Project–Prejudice/Discrimination Unit. The student booklet presents short chapters illustrating the prejudice/discrimination unit of the Minneapolis Multi-Ethnic Curriculum Project for secondary schools. Fifteen brief chapters describe the ways Americans have and still do discriminate against the people of various ethnic groups. Topics cover the history and policies of the Know-Nothing political party in the 1850s, the life and job of a Polish sweat-shop girl, a slave's work in the cotton fields, Chinese laborers on the transcontinental railroad, the living conditions of Mexican Americans in the valley of the Rio Grande River and of Puerto Ricans in the barrios of New York City, and the fight for citizenship by Dr. Pandit, an East Indian. Two chapters describe school segregation cases, one relating to Japanese American children in San Francisco and the other relating to Mexican American students. A photo essay illustrates the internment of Japanese Americans during World War II. Contemporary discrimination is discussed…

(1975). A Textbook Study in Cultural Conflict: Kanahwa County, West Virginia. Inquiry Report. On October 14, 1974, the Kanawha County Association of Classroom Teachers requested that the Teacher Rights Division of the National Education Association (NEA) conduct an investigation into the textbook controversy. This report contains information on the background, evolution, educational consequences, and dynamics of the conflict, and the results of the NEA investigation. Among the NEA conclusions are the following: (1) it is the basic principle of our Constitution that no group has the right to impose its religious value system upon the public schools; (2) education's fundamental purpose is to prepare students for good citizenship and for full, constructive lives by instilling in them the ability to think critically, reason, analyze and relate data, and to see behind deceptive facades; (3) an essential task of public education is to treat students honestly, inform them of the history of this and other nations, and provide them with a vast diversity of literature so that they may… [PDF]