Ligon, Glynn; And Others (1974). Preview: Evaluation of the 1973-1974 Bilingual/Bicultural Project. Formative Evaluation Report. The formative report provided the Austin Independent School District personnel with information useful for planning the remaining activities for the 1973-74 Bilingual/Bicultural Project and the activities for the 1974-75 Project. Emphasis was on what had been done to evaluate the 1973-74 Project, the data which was or would be available for the Project, the status of various programmatic activities, and available data in the special concern areas, i.e., material acquisition, inservice workshops, staff in-school visitations, and teacher/principal/parent input into planning. No data was obtained for the formal testing conducted since the pre- and post-testing had not been completed. Findings included that: the profitability of student interviews in evaluating a bilingual project was being investigated; all teachers in Project elementary and junior high schools had been administered a questionnaire in October 1973 and again in March 1974; although the 1973-74 Project used the Prueba de… [PDF]

Finer, Neal B. (1981). La Experiencia Mexicana (The Mexican Experience). Volumes I and II. Designed to be used as part of a comprehensive social studies program on Mexican culture, this two-volume manual, written in Spanish, offers an instructional package on Mexican culture, stressing an art-architecture perspective, which can be used at the secondary, college and adult levels. The teacher's guide, Volume I, includes a discussion of a high school elective course using art and social studies, a discussion of art and architecture in an educational setting, and a suggested structure for teaching a 3 1/2-week unit on Mexican culture. Volume I concludes with eight detailed sample lessons on Mexican culture as seen in art and architecture, Mexico's 1968 Cultural Olympics, Mexican artistic expressions in home furnishings, Mexico's recent modern artists and architecture, influence of French styles on Mexican culture, and Mexican influence on contemporary art and architecture of the United States. Each lesson includes key ideas, objectives, specific activities, evaluation modes,…

(1980). Bilingual Skills Training Program. Auto Mechanics. Module 2.0: Ignition System. This module on ignition systems is the second of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to name functions and circuits of an ignition system, to explain how voltage is increased by the coil and the spark is delivered by the distributor, and to name common problems caused by a faulty ignition system. Contents include list of module objectives; pretest; five sections on (1) ignition systems, (2) primary and secondary circuits, (3) how voltage is increased, (4) delivery of the spark to the proper cylinder, and (5) problems of the primary and secondary circuits; posttests; and English/Spanish vocabulary list. Each section is organized into this format: instructions in Spanish and English; vocabulary; and concepts…

(1980). Bilingual Skills Training Program. Auto Mechanics. Module 4.0: The Automotive Electrical System. This module on the automotive electrical system is the fourth of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary; to describe the basics of electricity; to name the five main groups making up the automotive electrical system; to describe the parts and functions of the battery, starting motor, and charging system; and to name the most common problems of the electrical system. Contents include list of module objectives; pretest; six sections on (1) auto electrical system, (2) its parts, (3) battery, (4) starting motors, (5) charging system, and (6) problems of the electrical system; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or…

Askins, Billy E.; And Others (1977). Responsive Environment Early Education Program (REEEP). Final Evaluation Report, 1976-1977 (Second Year). Formerly the Responsive Environment Program for Spanish American Children, REEEP is an educational intervention program for "high risk" (of low birth weight) 3-, 4-, and 5-year-old children, living in the Clovis, New Mexico area. Goals of REEEP, an Elementary and Secondary Education Act Title III program, are: to prevent school failure with an intervention program which includes early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; to provide in-service training to selected early childhood and kindergarten teachers and aides employed by various New Mexico school districts; and to disseminate information concerning the program. Evaluation of student achievement was based on pre- and posttests using standardized tests which measured language development in Spanish and English, school readiness, and self-concept. In-service training and dissemination activities were subjectively… [PDF]

Foshee, Jane E. (1978). P.A.S.S. Program (Portable Assisted Study Sequence). Motivated migrant students can accumulate some credits necessary for high school graduation via the Portable Assisted Study Sequence (PASS) Program of correspondence courses. Migrant students enrolled in any high school district in California may also enroll in a PASS course to make up credit deficiencies in reading, English, speech, general math, algebra, U.S. history, Mexican American history, American government, general science, outdoor study, and work experience. Students may continue to work through Parlier and accumulate credits as they migrate throughout the state. The adapted curriculum follows the approved and accredited course of study. Courses are organized into units; partial credit is given for unit completion. Some courses are bilingual (Spanish and English) and others have bilingual instructions to aid the limited English speaking student. Certified counselors or teachers serving as contact persons for the program enroll students in PASS by completing and submitting…

Hutton, Lee, Comp.; And Others (1975). Schoolympic Activities, 75-76. (Activites Ecolympiques, 75-76.) The Protestant School Board of Greater Montreal, February 1975. Compiled by the Curriculum Department of the Protestant School Board of Greater Montreal, this French and English guide is intended to aid teachers to capitalize upon the Olympic Games to promote educationally sound activities. The objective is to develop an interest in the students of the aims of the Olympic Movement and to develop a sound mind in a sound body. The guide includes the Olympic motto, spirit, and symbols; the Olympic anthem; objectives of the Olympic Movement; a brief historical background of the Olympic Games; and the Olympic standards for men and women. Using the Olympics as a theme, activities are given for teaching language arts (upper elementary and junior high), art, creative arts and crafts, home economics, music, movement education, physical education, and social sciences. (NQ)…

Barnhardt, Carol (1999). Kuinerrarmiut Elitnaurviat: The School of the People of Quinhagak. Case Study. As part of a larger study of systemic educational reform in rural Alaska, this case study examines recent efforts by the people of Quinhagak to integrate Yup'ik language, values, and beliefs into school practices and policies. Quinhagak is a Yup'ik Eskimo community of 550 people on the southwest coast of Alaska. Nearly all residents can communicate in both Yup'ik and English. The K-12 school enrolls about 140 students. A brief history of the community and its schools is drawn from the experiences of an elder and her descendants. As a participant in Alaska Onward to Excellence (AOTE), a district-driven reform process implemented around the state, the Quinhagak community leadership team developed an AOTE action plan that encompassed 10 statements of values and beliefs, a mission statement, and one student learning goal of communicating more effectively in Yup'ik. With that, the team decided upon two areas of study: (1) community involvement in schooling decisions and (2) the… [PDF]

Bertelsen, Mia Jane (1996). Enhancing Writing Skills in English and Spanish: A Bilingual Newsletter for Hispanic High Schools Students. Teaching journalism to produce a bilingual newsletter is an effective way to improve the writing abilities of Hispanic high school students in English and Spanish. Additionally, the creation of a bilingual newsletter can increase the students' awareness of and participation in community issues. This project paper analyzes why teaching journalism is valuable and outlines what kinds of skills the students can gain. The use of computers in the writing classroom is examined. A 10-day curriculum offers teachers lessons on how to implement a newsletter in their own classrooms. Appendixes present a list of rules for interviews, an interview evaluation sheet, a newsletter style guide, advice on taking photographs, a general advertising contract, advertising rules, practice sheets for advertising, two sample texts for use with \Pagemaker\(TM) software, and a sample newsletter. Contains 19 references. (Author/RS)…

Jarvis, Carolyn H.; Paul, Barbara Busse (1992). The Effects of Native Language Use in New York City Prekindergarten Classes. An evaluative study in New York (New York) comprehensive half-day public school prekindergarten programs serving language minorities is reported. The study investigated effectiveness of city policy supporting the use of the children's native (home) languages for some portions of instruction. Information was gathered on: (1) supervisory staff's identified goals and strategies for language-minority children; (2) program achievement of student needs through classroom activities and staff language use; (3) differences in classroom activities and language use between bilingual and monolingual groups; and (4) differences in overall student growth between groups. Student growth measurements included 23 items in 5 skill areas (gross motor, fine motor, language, visual discrimination, memory). All staff identified effective transition to English instruction as a goal, and many identified language maintenance and/or instruction. Home-to-school transition was also mentioned. One staff member… [PDF]

(1991). Career Awareness Resources for Exceptional Students (Project CARES) 1990-91. Final Evaluation Profile. OREA Report. Project CARES (Career Awareness Resources for Exceptional Students) of the New York City Public Schools served 67 Spanish-speaking students with intensive social and emotional needs and limited English proficiency. The students were ages 10 to 21. The project provided students with instruction in English as a Second Language, Native Language Arts, and bilingual instruction in the content areas. The project sponsored a joint venture in which students, parents, supervisors, community residents, and local business entrepreneurs introduced students to the job market. Evaluation of the project found that it raised the self-esteem and confidence of the students. It equipped staff to work together to achieve common goals and equipped students with instruction in how to do peer tutoring. The need for additional training for project staff is noted. This evaluation report covers staffing, implementation and outcomes by individual objectives, and a case history. An appendix describes data… [PDF]

Jacobs, Lila (1987). Cultural Difference or Disability: Redefining the Experience of Four Hmong Students. The study reported in this paper describes the first school encounters of four Hmong third-graders and their difficulties in adjusting to classroom learning activities. Three boys and one girl were chosen for observation. Two of the boys were classified as learning disabled, and the other two children were being considered for recommendation to the disability program but did not consistently exhibit disabled behavior. Using ethnographic research methods, especially participant observations and interviews, the study focused on how children become increasingly aware of their differences in cultural values and attempt to cope with the high stress levels they experience in school. Teachers, on the other hand, adhere to their own training and values and demand compliance with cultural norms of performance. The Hmong children under study showed deep frustration and hopelessness as they failed to engage meaningfully in learning activities. Suggestions for implementation of educational…

Dyer, Margaret; Romeo, Ken (2004). Adapting to Changing Needs: A Teacher-Led Japanese FLES Program. Learning Languages, v10 n1 p12-15 Fall. When designing a language program, it is often difficult to create a workable balance between a desired ideal and the realities imposed by limited resources. Ultimately, the task is to make the best use of the available materials within the allotted time frame by drawing on the creativity and expertise of the staff. The following is a brief portrayal of how teachers at one elementary school have found a way to create a context-rich environment for language learning by drawing on their own language expertise. Results show that not only are students motivated, but their proficiency increases significantly over the span of one year. Teachers are stimulated and empowered by the nature of the program…. [PDF]

Berney, Tomi D.; Schlau, Beth (1989). E.S.L. Video Recording Project at Martin Luther King, Jr. High School, Spring 1988. OREA Report. The English-as-a-Second-Language (ESL) video recording project was designed to use student-produced videotape recordings to help 120 limited-English-speaking students learn to speak, read, and write English. Staff participated in a series of workshops on video program development and production techniques. Four classes developed video productions, and the parents of participating students assisted in prop construction. The program was evaluated through interviews with program personnel, classroom observation, and viewing of the resulting videos. The project met its staff development objective, but neither the instructional nor parent involvement objectives could be assessed. Program weaknesses include a late start and limited daily production time. Program strengths include stimulation of student creativity, confidence, and motivation, a positive effect on attendance in all courses, creation of a context in which all students could work together, and facilitation of ESL instruction…. [PDF]

Baenen, Nancy; Yonan, Barbara (1989). Race Against Time: Secondary Title VII Program Evaluation, 1988-89. Executive Summary. During 1988-89, the Austin Independent School District's Title 7 program continued to supplement services through the locally funded bilingual and English-as-a-Second-Language (ESL) programs to secondary students of limited English proficiency. The 1988-89 Title 7 evaluation report provides an overview of the programs's changes, staff training, parent/family workshops, curriculum development, and budget, and the characteristics of the students and teachers participating in the program are described. The extent to which the program has had a positive impact on student progress is discussed, focusing on English language proficiency, English language achievement, dropout/graduation rates, and exit-level TEAMS test results. A final section of the evaluation highlights the needs of limited-English-proficient students, and suggests that these students need placement with teachers with special training in ESL teaching techniques. (VWL)… [PDF]

James, Katherine (2003). Designing Research to Include Racial/Ethnic Diversity and Marginalized Voices. Canadian Journal of Environmental Education, v8 n1 p67-79. Environmental education research designs will either exclude or include voices outside the dominant culture. Examining the questions we ask and the data collection techniques we use may enable us to design research that is more sensitive to marginalized voices. This article puts forward several methodological considerations that either draw out the voices of marginalized people or silence them. Research considerations addressed in this article include the delimitations of the study, conceptualizing the research question, ethnocentrism, sample selection, and who should conduct the research…. [PDF] [Direct]

Obiakor, Festus E.; Utley, Cheryl A. (1995). Scientific and Methodological Concerns in Research: Perspectives for Multicultural Learners. This review of the literature addresses scientific and methodological concerns of research with children from various racial and ethnic backgrounds in the United States. It first identifies three major demographic trends: (1) the increasingly multiethnic and multilingual nature of American society; (2) the increasing number of children in poverty; and (3) the increased risk of needing special education services when conditions of poverty and racial and language diversity exist. Specific challenges to researchers are discussed, including the relationship among race, ethnicity, socioeconomic status, and gender. The importance of epistemological considerations is also noted, especially considering issues of race categorization, ethics, and human values. Issues raised by the underlying assumptions of quantitative research methodology are noted, including sampling, instrumentation, and measurement. The importance of the mutual support of research and practice is stressed. (Contains 50… [PDF]

Ryskamp, George R.; Ryskamp, Peggy (1996). A Student's Guide to Mexican American Genealogy. Oryx American Family Tree Series. This book provides a step-by-step guide to genealogical research in the United States and Mexico for Mexican Americans. The book also contains information on the history of Mexico and its relationship with the United States. Chapters include: (1) "Why Do Mexican Americans Explore Family History?"; (2) "Your Mexican American Heritage"; (3) "How Do I Begin?"; (4) "Charts and Computers: Organizing What You Find"; (5) "Working with Mexican Documents"; (6) "Other Documents: Making Your Ancestors Come Alive"; (7) "Where Do I Go from Here?"; and (8) "Putting It All Together." Contains a 30-term glossary and an index. (EH)…

Kavasch, E. Barrie (1996). A Student's Guide to Native American Genealogy. Oryx American Family Tree Series. This book provides a step-by-step guide to genealogical research in North America for Native Americans. The book also contains information on the history of Native Americans and their relationships with the United States. Chapters include: (1) "Grandmother Spider's Tangled Web"; (2) "Why Trace Your Roots?"; (3) "Celebrating Heritage and Diversity"; (4) "A Deeper Sense of History"; (5) "Tracing Your Family Tree"; (6) "Genealogical Records and Research"; (7) "Native American Records and Documents"; and (8) "Preserving What Your Find." Contains a 31-term glossary and an index. (EH)…

Helmkamp, Caroline J. (1991). Planning and Implementing a Global Studies Curriculum. This report on the experimental Northeast Global Studies Middle Magnet School in Kansas City, Missouri, discusses the planning and implementation of a global studies curriculum to be implemented by the school. The 1990-1991 school year was the school's first as a magnet school under a consent decree issued by a federal judge. The decree was intended to desegregate the Kansas City School District by attracting non-minority students to renovated and restructured magnet schools. A global studies focus was chosen for the school and a task force issued goals for the school. The mission of the school was to prepare students to be citizens of the world; and students were to develop intercultural sensitivity through the promotion of problem-solving skills, foreign language exposure, and environmental awareness. The new program is described from several perspectives: program rationale, school demographics, design of the curriculum, global studies program features, co-curricular emphasis,… [PDF]

D'Emidio-Caston, Marianne; And Others (1994). Teachers' Voices: Reinventing Themselves, Their Profession, and Their Communities. This collection of four case studies discusses the work of teachers and their efforts to change their classrooms, schools, and districts. The case studies show that teachers can learn to use their own strengths and talents, knowledge, shared vision, and commitment to student growth and development to effect change. The first case study, "Santa Ynez Valley Union High School" (Jon Snyder), documents how a rural California high school brought together internal and external resources and expertise to create a model for school change, and reports the difficulty and complexity of mobilizing "whole school" change and of sustaining optimism and momentum in face of early setbacks. "Pod 200 Clubs: A Multicultural Curriculum in Action–the Walt Disney Magnet School" (Lynette Hill with the assistance of Alice Weaver) describes creation of a multicultural and integrated curriculum within an open-classroom team-teaching environment in Chicago (Illinois) through… [PDF]

Chen, Michael; Goldring, Ellen (1992). The Impact of Classroom Diversity on Teachers' Perspectives of Their Schools as Workplaces. Changing demographic patterns present teachers with students of diverse ethnic backgrounds, learning abilities, family structures, and linguistic traditions. This study assessed the impact of classroom diversity on Israeli teachers' perspectives of the their workplace. Generally favorable perceptions of multiculturalism in the abstract conflict with the reality of greater job difficulty. This disparity may produce job dissatisfaction. This problem is compounded by the fact that less experienced professionals are more frequently assigned to diverse classrooms. Three-hundred seventy teachers, mostly female, responded to a questionnaire distributed to 883 secondary schools in one medium-sized Israeli city. Teachers from diverse classrooms were likelier to report lower levels of student academic achievement, lack of parental support, larger class sizes, and many disciplinary problems. Females with relatively shorter careers are assigned to more diverse classrooms. The effects on… [PDF]

Cotton, Kathleen; And Others (1993). School Improvement Research Series: Series VII, 1992-93. This loose-leaf compendium includes three types of brief research summaries: "topical synthesis,""close-ups," and "snapshots." The single topical synthesis is entitled "School-Based Management" (Kathleen Cotton). Close-ups consist of brief definitions and essential research findings on the following topics: "Developing Empathy in Children and Youth" and "Nongraded Primary Education" (Kathleen Cotton). Four snapshots describe effective practices currently in place at various school districts throughout the country: "Building Positive Student Self-Concept" (Kathleen Cotton); "Achieving Success in Mathematics Through Innovative Programming" (Al Fitzpatrick); "Success for At-Risk Students Through Computer-Assisted Instruction" (Kathleen Cotton); and "Restructuring in a Multiethnic Environment" (Barbara K. Hernandez). Annotated bibliographies are appended to the topical synthesis and… [PDF]

Banach, William J.; Lorenzo, Albert L. (1992). Critical Issues Facing America's Community Colleges. Drawing on demographic data, a variety of sources and abstracted documentation, as well as the work of national scanning panels, this report briefly reviews the following 12 issues facing community colleges: (1) the conflict between the broad requirements of state and federal educational legislation, and the increasingly unique demands placed on individual institutions to address local needs; (2) the decreasing availability of resources to meet people's needs; (3) the growing difficulty in identifying and defining the purpose of community colleges; (4) the increasing demand on institutions to assess their educational outcomes; (5) the casual attitude many students take towards education; (6) the problem of an aging faculty, nearing retirement, with little incentive to become actively involved in change efforts; (7) the need to teach students about the history, culture, politics, and economies of other countries; (8) the problems of finding qualified faculty to fill new vacancies,… [PDF]

Nunez-Cronk, Brunilda; Willoughby, Donna (1993). Golden West College Intercultural Center. In response to the increasing diversity of the student population at Golden West Community College, in California, the the Intercultural Center (IC) was established in 1989 to enhance campus-wide awareness of cultural diversity through services to immigrant and international students and the campus community. An Intercultural Task Force was first created involving members from all areas of the campus. Task Force members developed the IC mission statement and major goals, conducted a survey of the campus community which indicated strong support for the mission and goals, and planned supporting activities. The IC opened in October 1989 providing assistance for international students on schoolwork, English pronunciation, or other language skills through volunteer peer counselors; audio tapes for advanced English-as-a-Second-Language instruction; modules and workshops on international education; assistance for faculty and staff working with international students; information on study… [PDF]

Saracho, Olivia N., Ed.; Spodek, Bernard, Ed. (1992). Issues in Child Care. Yearbook in Early Childhood Education, Volume 3. Noting that the provision of child care services has become an increasingly important part of early childhood education, this volume addresses issues associated with the increased acceptance and use of child care by American families and the way that child care is provided in the United States. The 11 chapters on child care issues are: (1) "Child Care 2000: Five Trends Shaping the Future for Early Childhood Centers" (Roger Neugebauer); (2) "Historical Overview of Child Care" (Alice Sterling Honig); (3) "Child Outcomes of Child Care Programs" (Carollee Howes); (4) "Family-Centered Child Care" (Ellen Galinsky and Bernice Weissbourd); (5) "Meeting the Needs of Special Populations in Child Care" (K. Eileen Allen); (6) "Caring for Children in a Diverse World" (Patricia G. Ramsey); (7)"Family Day Care: The 'Other' Form of Care" (Susan Kontos); (8) "Before- and After-School Child Care for Elementary School…

Federlein, Anne Cairns; Kirkland-Holmes, Gloria (1990). Incorporating an African American Multicultural Self-Concept Building and Creative Arts Program into Your Class Curriculum. The incorporation of an African-American, multicultural, self-concept-building, and creative arts program into the elementary school curriculum is discussed in this conference paper. Recommendations concern the relevance to African-American children of language and communication skills, mathematics, social studies, science, positive self-concept, African-American studies, self-concept development, creative arts and expression, and holidays. Other aspects of working with African-American students include use of body language, use of standard English, equal talking time, group learning, music in the classroom, and nonviolent conflict resolution. Appended to the text are: (1) suggestions for setting up a cultural enrichment program; (2) a list of cultural enrichment activities for parents; (3) a cultural enrichment program report card; (4) a bibliography of children's books about Africa, Africans, and Swahili; (5) a bibliography of folklore illustrating the cultural flow from Africa to…

Saville-Troike, Muriel (1979). Sociocultural Dimensions of TESOL and Bilingual Education. CATESOL Occasional Papers, No. 5. Considerations in teaching students from linguistically diverse backgrounds are outlined. The instructional program must consider: (1) the social, economic, and political circumstances of the students' families; (2) their reasons for being in the United States and the length of their residence; (3) their attitudes toward the English-speaking group and English; (4) their attitudes toward their own language and cultural maintenance; (5) parental aspirations; and (6) the social, economic, and political considerations within the United States. In light of these points, the merits of four education models–the Monolingual Mother Tongue, Transitional Bilingual Education, Maintenance Bilingual Education, and Monolingual Second Language Education–are discussed. Any model chosen must: (1) utilize a variety of techniques and texts appropriate to the situations; (2) explore pre-existing parent, student, teacher, and community attitudes; (3) increase the cultural awareness of teachers; (4)…

Alexander, David; Nava, Alfonso (1977). The How, What, Where, When and Why of Bilingual Education: A Concise and Objective Guide for School District Planning. This book's purpose is to satisfy a perceived need for a straightforward, non-academic, non-bureaucratically worded guide to bilingual education planning and to provide objective information on compliance procedures and federal and state funding opportunities to school district policy planners, whether they be administrators, teachers, or parents. The guide is designed to fill a gap in the literature that has arisen with the passage of "Lau vs. Nichols" and with the establishment of rigorous enforcement procedures by the (HEW) Office For Civil Rights. It is hoped that the book will help clarify issues, suggest strategies for interacting with state and federal bureaucracies, present alternatives, and suggest additional resources. Each of the book's seven sections explains the public policy issues and answers the most commonly asked questions. The sections are: Lau Centers (Technical Assistance Units); the "Lau vs. Nichols" Supreme Court decision; letter of…

Jones, David R., Ed.; Meek, V. Lynn, Ed.; Weeks, John, Ed. (1991). Explorations in Higher Education: A South Pacific Critique. The collection of essays on higher education in the South Pacific includes: "Transplanting the University" (David R. Jones); "Education in the Small Island States of the South Pacific: The Changing Role of the School and Its Implications for Higher Education" (Tupeni L. Baba); "Co-operation and Collaboration among the Higher Education Institutions within the South Pacific and Beyond" (I. F. Helu); "The Impact of Foreign Aid on Pacific Mores, Ideas, and Traditions" (Pa'o H. Luteru); "Research Methodology in Education and Indigenous Life in Papua New Guinea" (Naomi T. Martin); "Higher Education and the Needs of Small Islands in the South Pacific Region" (Tuingariki; Cecilia Short); "A French University in the South Pacific" (Jacques Borzeix); "Higher Education in the South Pacific: Diversity and the Humanities" (Satendra Nandan); and "Understanding Higher Education Systems: Conceptual Issues" (V…. [PDF]