Rivera, Esther Bonafoux (1995). Fusing Cross-Content Areas into Literature Pieces Using a Whole Language Approach for the Elementary LEP Student. A number of model lesson plans that use children's literature to teach content area material are presented. The lessons are designed for instruction in either Spanish or English as a Second Language at the elementary school level; some are in English, and some are in Spanish. Each plan identifies the title and basic bibliographic information about the piece of literature, a synopsis of the story, second language teaching strategies that are useful with it, phonics issues to focus on or activities to conduct, structural/grammatical issues, sight words to be emphasized, complementary stories, appropriate songs and drama to accompany the lesson, and specific related themes and activities that focus on other content areas (mathematics, science, social studies, art and language arts). Some plans contain an additional bibliography. Contains 11 references. (MSE)…

Patthey-Chavez, G. Genevieve; And Others (1995). Creating a Community of Scholarship with Instructional Conversations in a Transitional Bilingual Classroom. Educational Practice Report No. 15. This report explores ways in which instructional conversations between a teacher and her students contributed to building an academic community in a transitional bilingual fourth-grade classroom. Through an analysis of reading lesson transcripts, classroom events, and student essays and journal assignments, the report shows how classroom experiences fostered the development of students' understanding of the concepts of sacrifice and responsibility. It describes how, at both the individual and the classroom community levels, instructional conversations deepened student understandings of the texts they read in class by encouraging students to make connections between particular text concepts and their own experiences. In addition to tracking student gains in understanding, the study shows how the conversations helped build a classroom community that incorporated the cultural beliefs and concerns of the students. (SE)… [PDF]

(1980). Social Studies Introductory Level–Interaction. Teachers' Guide & Resource Book=Araling Panlipunan Intro–Pakikisalamuha. Ang Patnubay Ng Guro At Hanguang Aklat. This Pilipino teacher's guide is part of Berkeley, California Unified School District Asian American Bilingual Center's effort to foster the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correlate to the major concepts of Identity, Needs, and Interaction. The Introductory level is designed for prekindergarten and kindergarten children. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1, entitled \Behavior,\ develops the conceptual…

(1981). Social Studies: Level Two–Identity. Teacher's Guide=Araling Panlipunan: Ikalawang Antas–Pagkakakilanlan. Patnubay Ng Guro. [Chinese/English Edition.]. This Pilipino teacher's guide written in Chinese and English is part of Berkeley, California Unified School District Asian American Bilingual Center's interest in fostering the total growth of the child. To facilitate that growth, the Center has selected an interdisciplinary approach to curriculum development. Social studies themes and concepts provide the framework within which all the subject areas, including mathematics, reading and language arts, fine arts, and science, are organized. The four social studies themes are child, family, community, and natural environment. The themes reappear and expand through the curriculum from one text to the next and correspond with the concepts of identity, needs and interaction. Level Two is designed for children in grades three and four. Each level develops one or more aspects of a theme as the child moves from simple to complex ideas and from understanding of self to understanding of society. Unit 1 of the document, entitled… [PDF]

O Gliasain, Michael (1990). Language Shift among Schoolchildren in Gaeltacht Areas 1974-1984: An Analysis of the Distribution of Pound 10 Grant Qualifiers. Research Report 16. This report examines the value for research and policy purposes of data generated by the "Pound 10 Grant Scheme" operated by Roinn na Gaeltachta in Ireland, which seeks to preserve the Irish language. The scheme was introduced in the early 30's by An Roinn Oideachais (an organization which had responsibility for the promotion of the Irish language at the time) in order to provide a direct economic incentive to families in Gaeltacht areas to maintain Irish as the language of the home. A full statistical digest is included of the available data pertaining to the scheme over the 11-year period 1973/74-1983/84 and assembles a comparable set of statistics relating to school pupil populations over the same years. Chapters 1 and 2 contain a detailed description of the operation of the scheme and bring into focus some important questions relating to the quality and consistency of the data, the very restricted information released about the scheme, and the limited range of other… [PDF]

Guy, Trevor; Marsiglia, Flavio Francisco (1994). Horizontes: A Culturally Grounded E.S.L. College Entry Project for Latino Students. Fall '92, Winter '93 Pilot Phase. Project Horizontes is a culturally grounded English-as-a-Second Language (ESL) retention project developed for Latino students enrolled at the Metropolitan Campus of Cuyahoga Community College in Cleveland, Ohio. The theoretical assumption underlying the design of the project is that bilingualism should be treated as an expansion of expressive capabilities rather than a barrier. If strengths in both languages and cultures are respected and further developed, functioning should significantly improve as reflected in grades and language tests, retention should be markedly improved within and across quarters, and positive assimilation will be expedited. The initial project design featured two concurrent courses, a standard intermediate ESL grammar course taught in English, with some limited reinforcement in Spanish, and a team taught ESL course featuring Latino cultural awareness taught in Spanish, English writing with reinforcing concepts in Spanish, and a college survival skills… [PDF]

Olaziregi, Ibon; Sierra, Josu (1991). EIFE 3: Influence of Factors on the Learning of Basque. Study of the Models A, B, and D in Second Year Basic General Education. Glotodidaktika-Lanak 36. This study on Basque language learning is part of a project investigating alternative curriculum designs to promote native language maintenance in the Basque Country of Spain. This study, similar in design to an earlier study, measured the level of Basque and Spanish of second-graders (n=1,196 from 301 classrooms) in three program models (Basque taught as a second language–Model A, Spanish-Basque bilingual–Model B, and instruction primarily in Basque–Model D) in 1988; studied factors influencing the learning of the languages; compared the new data with that of 1983-84; and examined the bilingual model. The study focused on the influence of students' home language (Spanish or Basque) and other social and demographic factors on the educational model. (MSE)… [PDF]

Barrera, Marbella; Holst, Patricia (1992). District-Wide Testing Results, Technical Report, 1991-92. OPET Report. Results from testing programs in the Newark (New Jersey) public schools for 1991-92 are discussed. The system used three testing programs in the school year: (1) the Newark Uniform Testing Program (Stanford Achievement Series, eighth edition); (2) the New Jersey Statewide Testing System; and (3) the Bilingual Testing Program. Results of the Newark Uniform Testing program indicate that students are steadily improving, but remain below grade level, with mathematics the weakest area and reading the strongest. Kindergartners were on grade level in reading and mathematics. The Early Warning Test component of the state testing system indicated that mathematics and writing scores for eighth graders improved overall, but that many students would benefit from remedial services. The High School Proficiency Test component of this program becomes a graduation requirement after one more administration. The district remained below state means on this test. Results from the Bilingual Testing… [PDF]

Dianda, Marcella R. (1991). New Teachers in California's Language-Diverse Metropolitan Classrooms: Findings From an Initial Study. A study was done of novice teachers in California's public education system to examine how well they function in the language diverse metropolitan classrooms. Fall and Spring surveys were administered to 1,368 new teachers, and Spring surveys were administered to the directors of induction projects in which the new teachers participated. Findings confirm the gap that exists between the racial, ethnic, and linguistic diversity of the new teachers and that of their students. The new teachers were less diverse than the students they teach, and very few of the teachers held teaching credentials or certificates that qualified them to teach in language-diverse classrooms. Although most of the teachers had had some preservice and college training relating to teaching in diverse classrooms, only a few rated that training has prepared them well for such assignments. The teachers reported that training did not focus on specific instructional strategies. Training during the initial teaching…

(1994). Clarendon Alternative School Japanese Bilingual Bicultural Program: Curriculum Sampler. Sample lessons and instructional materials from a Japanese bilingual/bicultural elementary school program are presented. The lessons are designed to integrate Japanese language instruction with content instruction, using thematic units related to the core curriculum. The ten lessons are organized by target grade (K-5), and describe classroom procedures, additional instructional materials used, and group and individual activities, and may contain student worksheets, instructional aids, photographs of classroom activity, and/or samples of student work. Lesson topics include: a Japanese folk tale; creation of a big book in both English and Japanese; an experiment with air and water; telling time; a new year's celebration; use of origami to study the crayfish; a combination of mathematics concepts and history; haniwa clay sculpture; and description of past and present events through the study of poetry. (MSE)… [PDF]

Tucker, G. Richard, Ed. (1993). Policy and Practice in the Education of Culturally and Linguistically Diverse Students. The numbers of culturally and linguistically diverse students in classrooms at all levels of study are increasing dramatically. In addition, the available information indicates that in general they are not performing well scholastically. Five articles address this issue; they are remarks from a 1992 symposium of members from the Teachers of English to Speakers of Other Languages and from the American Educational Research Association. The article titles and authors follow: "Cognitive Academic Language Needs of Culturally and Linguistically Diverse Students" (Merrill Swain); "Assessing the Academic and Cognitive Growth of Culturally and Linguistically Diverse Students" (Else V. Hamayan); "Current Directions in Curriculum Development and Materials Preparation for Culturally and Linguistically Diverse Students" (JoAnn Crandall); "Shifting Conceptions of Pedagogical Equity: Preparing Teachers to Teach Linguistically and Culturally Diverse Students"…

De Board, Roberta J.; And Others (1990). Bilingual/ESL Mainstream Instructional Support Program. End of Year Evaluation Report for 1989-90. Report No. 90-6. This report evaluates a program serving high school students in Seattle (Washington) public schools who demonstrate a need for increased language-based academic assistance due to their limited English proficiency. The Mainstream Instructional Support program served 170 students at 2 high schools with 1 resource teacher and 3 instructional assistants. These instructors assisted with completing assignments, developing reading and study skills, counseling, outreach, and translating services. Staff development, materials development, and parent involvement were also important aspects of the program. The evaluation looked at both program implementation and student outcomes. The latter were measured by looking at students' academic success and other indicators of successful progress toward graduation such as attendance rates, grade point averages, and credits toward graduation. The program had no statistically significant effect in raising students' standardized test scores, grades, or…

Asselle, Maria Grazia; Berney, Tomi D. (1989). LEP Students in Special High School Programs, 1987-88. Evaluation Section Report. OREA Report. The LEP (limited-English-proficient) Students in Special High Schools Program, funded from a variety of sources, was partially implemented in 1987-88. The program's aim was to provide 277 LEP students, whose native languages were Chinese, Haitian Creole/French, and Spanish, with equal access to 8 educational-option and 5 vocational/technical high schools that no LEP students had previously attended. Students received instruction in English as a Second Language (ESL), content area subjects, vocational subjects, and native language arts at some sites. Those schools for which data were available met their instructional objective for the number of passing grades in courses that the program subsidized. However, program students' attendance rates were higher than those of mainstream students in only 6 of the 9 schools that provided data. Major program weaknesses included lower participation than anticipated, shortage of qualified bilingual teachers and counselors, and initial lack of… [PDF]

Berney, Tomi D.; Plotkin, Donna (1990). Higher Achievement and Improvement through Instruction with Computers and Scholarly Transition and Resource Systems Program. OREA Report. Project HAITI STARS served 360 students, native speakers of Haitian Creole, Spanish, and Chinese, in its first year through supplementary instruction in English as a Second Language (ESL), native language arts (NLA), and bilingual mathematics, science, and social studies. The project provided students with academic and personal counseling, tutoring, and career and college advising, and coordinated cultural and career-oriented trips. The project also offered activities to families of participating students, including basic skills classes at two sites, and staff development activities. The project met its ESL objectives and one of two NLA objectives. The project only partially met the content area objective, met one of two staff development objectives, and did not meet the curriculum development objective. Objectives in grade retention, referral to special programs, and parental involvement could not be assessed. Recommendations include: assessment of the objective related to… [PDF]

Berney, Tomi D.; Gritzer, Glenn (1990). Bilingual Children's Project. B.C.P., 1988-89. OREA Report. The goals of the Bilingual Children's Project (B.C.P.) were to help students acquire skills in the English language content area subjects, critical thinking, and problem solving. In its first year, the project served 740 kindergarten through third grade students of limited English proficiency at 12 schools. Participants' native languages were Spanish, Chinese, and Haitian Creole. The program provided resource teachers and an educational assistant who demonstrated materials and consulted with participating schools. The program also arranged puppet shows as an adjunct to teaching and conducted staff development and parent involvement activities. Program objectives were met in English as a Second Language (ESL) at all grade levels, and in staff development. While no parent participation objectives had been set, parent involvement activities were provided. The project also expanded the original proposal to include puppet shows as a means of integrating content areas with ESL… [PDF]

Peko, Andelka, Ed. (2005). Contemporary Teaching: Collection of Scientific Papers. International Scientific Colloquium (Osijek, Croatia, December 5-6, 2002). Online Submission At the beginning of the new century, education of students faces an ambitious task, namely to realize the vision in which an individuals and institutions, all around the world, appreciate learning, not only as means of accomplishing an aim, but as an aim itself. To pursue the realization of that aim, Department for Educational and Psychological Training at Faculty of Arts in Osijek, has organized an international scientific seminar on Modern Teaching. Teaching is the central topic of the seminar, with emphasis on communication in teaching process, different approaches to the lesson plans, lesson realization and lesson evaluation. All aspects of educational system have been taken into consideration: pre-school education, primary school, secondary school and undergraduate university education. Partly, the works presented here have been directed towards theoretical analysis, and partly towards empirical approach. Collected papers give a survey on a nine-year primary school system in The… [PDF]

Fairbanks, Colleen M., Ed.; Hoffman, James V., Ed.; Maloch, Beth, Ed.; Schallert, Diane L., Ed.; Worthy, Jo, Ed. (2005). 54th Yearbook of the National Reading Conference (San Antonio, Texas, December 1-4, 2004). National Reading Conference This volume presents the 54th Yearbook of the National Reading Conference (NRC). The 2004 NRC conference, set in San Antonio, took place against a political backdrop in which the nature and substance of literacy research has become suspect. Given the current state of politically-driven research agendas, the focus of the 54th annual NRC meeting–What is the past, present, and future of literacy research, and how is excellence in literacy research defined?–was a timely one, one also reflected in this volume. Papers included in the 54th NRC Yearbook suggest that literacy researchers continue to push for new and increasingly sensitive methodologies to address the ways in which policy is positioning teachers, schools, and researchers, as well as ways to examine the understandings of children, of teachers, and of pre-service teachers. Included in this volume are: (1) The Role of Wisdom in Evidence-Based Preschool Literacy Curricula (Lea M. McGee); (2) \New\ Literacies: Research and Social… [Direct]

(1997). Adult Learning: A Key for the 21st Century. CONFINTEA V Background Papers (Hamburg, Germany, July 14-18, 1997). Adult Education and Development, spec iss. The following papers are included: \Foreword\ (Jakob Horn, Paul Belanger); \Internationalization and Globalization\ (Ove Korsgaard); \Adult Learning and the Challenges of the 21st Century\ (Marc-Laurent Hazoume); \Diversity in Adult Education: Some Key Concepts in Minority and Indigenous Issues\ (Linda King de Jardon); \The Culture of Peace: The UNESCO (United Nations Educational, Scientific, and Cultural Organization) Perspective\ (David Adams); \Literacy on the Eve of CONFINTEA: Observations, Questions and Action Plans\ (Jean-Paul Hautecoeur); \Learning Gender Justice: The Challenge for Adult Education in the 21st Century\ (Carolyn Medel-Anonuevo); \Adult Education and the Changing World of Work. Focal Points of Change\ (R. Barry Hobart); \Environmental NGOs (Nongovernmental Organizations) and Adult Education as 21st Century Partners in Civil Society–from the Local to the Global Level\ (Rene Karottki); \The Environment: A Unifying Theme for Adult Education\ (Walter Leal Filho);…

Robottom, Ian; Sauvee, Lucie (2003). Reflecting on Participatory Research in Environmental Education: Some Issues for Methodology. Canadian Journal of Environmental Education, v8 n1 p111-128. We reflect on methodological issues arising in two of our own research projects as a form of practice, as a way of engaging in a praxis of project research. The projects chosen for this purpose are themselves concerned with teacher education and curriculum development in environmental education: they include participatory "reflective practice" processes in exploring issues relating to formal education in schools and informal education in communities and are grounded in the specific contexts of developing countries. We discuss issues in participatory research such as: (1) Whose research agenda gets to be explored?; (2) The importance of project partnerships; (3) Participants' preconceptions about the nature of research; (4) What is "rigor" in participatory research in environmental education?; (5) The Colonialist Dilemma: Avoiding the "package or perish" mentality; and (6) The Bigger Picture: Technocratic Rationality and Participatory Research. (Contains… [PDF] [Direct]

(2000). Teens Working: Turning Earning into Learning. Facilitator Guide [and] Critical Workplace Issues [and] Student Guide. These guides are part of a toolkit designed to help young people make connections between the jobs they now hold, the classes they are taking, and the goals they may have for the near and distant future. The guides contain a variety of materials and activities appropriate for all skill levels. The activities in the student guide are grounded in the principles of the federal SCANS (Secretary's Commission on Achieving Necessary Skills) and All Aspects of the Industry studies. The facilitator guide contains classroom activities for practicing job skills in the classroom, while integrating academic skills. Topics include problem solving, reading, science, technology, writing, job search methods, communication, history and culture, and mathematics. It also lists resources for the facilitator and the student in the areas of general information, health and safety, sexual harassment, diversity and cultural competence, and curriculum development. The guide provides directions and materials… [PDF]

Wagner, June G. (2002). Teaching the Growing Population of Nontraditional Students. Keying In, v13 n2 Nov. This document contains three articles on teaching the growing population of nontraditional students. \The Changing Demographics of the Classroom\ defines \nontraditional students\; reviews the characteristics, risk factors, and special needs of nontraditional students; and identifies the following services as particularly important to nontraditional students: (1) separate registration, orientation, and advising; (2) greater availability of parking; (3) more evening, weekend, and distance learning programs, including telecourses and online courses; (4) special assistance with financial aid, child care, and housing; (5) student support services such as counseling, assessment, and peer support groups; (6) social activities geared toward older students and their families; and (7) better preparation of educators and staff in meeting nontraditional students' needs. \Teaching and Retaining Nontraditional Students\ discusses the importance of showing nontraditional students respect and…

Cervero, Ronald M.; Wilson, Arthur L. (2001). Power in Practice: Adult Education and the Struggle for Knowledge and Power in Society. The Jossey-Bass Higher and Adult Education Series. This book contains 14 papers on adult education and the struggle for knowledge and power in society. The following papers are included: "At the Heart of Practice: The Struggle for Knowledge and Power" (Ronald M. Cervero, Arthur L. Wilson); "The Power of Economic Globalization: Deskilling Immigrant Women through Training" (Shahrzad Mojab); "Silent Power: HRD (Human Resource Development) and the Management of Learning in the Workplace" (Fred M. Schied, Vicki K. Carter, Sharon L. Howell); "The Power of Discourse: Work-Related Learning in the 'Learning' Age" (Elaine Butler); "The Power of the State: Connecting Lifelong Learning Policy and Educational Practice" (Kjell Rubenson); "The Politics of Globalization: Transformative Practice in Adult Education Graduate Programs" (Budd L. Hall); "The Power of Race and Gender: Black Women's Struggle and Survival in Higher Education" (Juanita Johnson-Bailey); "The Politics…

Cornwell, Steve, Ed.; Rule, Peggy, Ed.; Sugino, Toshiko, Ed. (1997). On JALT96: Crossing Borders. Proceedings of the Annual JALT International Conference on Language Teaching and Learning (23rd, Hiroshima, Japan, November 1996). Papers from an international conference on language teaching/learning are presented by topic and grouped under seven sections. An introductory section contains two papers on cultural diversity and world English. The second section, on teacher development, contains papers on these topics: teacher development and socialization; teachers' responses to questions about instruction; characteristics of a good language lesson; teaching students to understand instruction; students' reasons for poor English skills; cross-cultural aspects of the teacher's role; and an instructional materials development workshop. The third section, on classroom techniques and issues, addresses these topics: postsecondary level cooperative learning in Japan; shared inquiry for fostering critical thinking in English-as-a-Second-Language (ESL) instruction; story grammar as a reading and discussion strategy; use of Japanese literature in reading instruction; multimedia second language reading instruction;… [PDF]

Smith, Gary R. (1978). Teaching about U.S. History: A Comparative Approach, 33 Activities. History Series, Volume 2. This book contains 33 supplementary activities on U.S. history. Although the activities were written for junior and senior high school students, most activities are adaptable for use with elementary school students also. The activities attempt to develop skills in three areas: (1) discovery skills (collecting, analyzing, and evaluating data; hypothesizing; and decision making); (2) values and value analysis (assessing, examining, verbalizing, and acting on values); and (3) knowledge about U.S. history. Section I contains lessons designed to interest students by linking their personal and family histories to U.S. history in general. Section II covers topics such a puritanism, nationalism, immigration, imperialism, and the American Revolution. Section III develops basic social studies skills as interpretation of data, citizenship, and map use. Section IV presents the United States as a multicultural society; students look at different life styles, ethnic groups, and minority groups in… [PDF]