Fukuda, Adelyn (1976). Parents Helping Children to Learn. This bilingual (English-Chinese) booklet contains a variety of suggestions for activities that parents can do with their children to supplement the school program. It is divided into twelve "monthly letters" with four to six ideas for each month. It includes activities such as outings to the library and to the park, playing games, making handicrafts, coloring and painting, reading picture stories and simple words, cooking, and doing practical life exercises such as setting the table and sorting the laundry. (CFM)…

Joyce, Bruce R.; And Others (1977). Preservice Teacher Education. This is a report on a survey of the heads of education units, faculty, and students in United States higher education institutions that prepare teachers. Questionnaires were sent to administrative officials of teacher education institutions, faculty of these institutions, and students. The size of the selected schools ranged from small colleges to large universities. The body of the report deals specifically with the characteristics of institutions, programs, and students and presents speculation on potential future directions in teacher education. The design seqment of the study commenced with a needs survey, during which more than one-hundred policy makers in education were interviewed to determine what they believed to be the major data needs and issues in preservice teacher education. In addition, a series of position papers on major dimensions of preservice education was created. These include: (1) the structure and content of teacher preparation programs, which deals with the…

Inskip, George B., Comp. (1976). State Annual Evaluation Report for Migrant Programs in Pennsylvania. ESEA Title I Migrant Education Report, Fiscal Year 1976. Designed to meet the children's academic, vocational, and social needs, Pennsylvania's migrant programs served 1,393 children during 1976. Social workers, local ministers, project staffs, and the Migrant Student Record Transfer System (MSRTS) office staff at Millersville identified and recruited the children. School records were used to identify 5-year migrants. In many programs, designed to allow flexibility in the placement of children as they progressed, children were grouped by needs, and classrooms were ungraded. All programs were specifically designed as summer programs that emphasized instruction that enhanced learning experiences in regular school. Program effectiveness was determined during a 3-day visit to each program by an evaluation team who used evaluative criteria based on the 11 national goals for migrant education and the objectives listed in the project application. Overall the programs were effective in meeting the various objectives. This report presents the…

(1976). Pilot Course in Century 21 Shorthand. An Evaluation of the Project. An evaluation project conducted at the Dona Ana County Occupational Education Branch of New Mexico State University was designed to compare the effectiveness of Century 21 Shorthand with Gregg Shorthand. Two classes of shorthand students were set up as experimental groups: thirty-five students in Century 21 and twenty-six students in Gregg. Their performance was assessed for four semesters based on the following performance measures: dictation speed, scores on theory tests, scores on brief form tests, and overall average grades. In addition, survival rates of students with different ethnic and language backgrounds were studied. After the first semester comparison results indicated no statistical difference in the performance of the two groups. Century 21 was found to have some slight advantage in holding power (perhaps because of its novelty). Additional data was gathered from each student utilizing the following forms: biographical information, Career Education Description…

Vogler, William H.; And Others (1971). 1970-71 Evaluation Report of ESEA (Title III) Inner City Education Project. In this evaluation report, considerable analysis is devoted to the definition of program development in each of the three years of funding, as well as an evaluation of third year objectives attainment. Emphases include project history prior to 1970-71 and context definition, project inputs, fiscal and staff resources, and terminal product evaluation of the 1970-71 (final) funding year. Results of terminal evaluation indicate that: (1) the Inner City Project Staff, by the end of the second year, had increased parent-school-community interaction and had supplemented district services in educational areas found deficient for adequate Inner City pupil instruction and guidance; (2) the three-year Inner City Project was instrumental in sustaining high pupil-school-community cooperation during the 1970-71 year; (3) project efforts made positive changes in parent involvement, English acquisition by pupils whose native language was Spanish, unexcused absences, health absences, and teacher… [PDF]

(1971). Report of Final Evaluation, ESEA Title I Projects, Fiscal Year 1971. The report addresses itself to the Elementary and Secondary Education Act Title I projects operated via the Bureau of Indian Affairs. Phoenix Area, during fiscal 1971. Projects are classified by components in the cognitive, psychomotor, and affective domains (e.g., reading, physical fitness, and dropout reduction). Within each component, project statistics are followed by a discussion of the evaulation results. Because the success of any program is based upon the correction of the problem areas encountered, the chapter containing the summary, conclusions, and recommendations is followed by a discussion of fiscal 1972, which presents specific modifications designed to improve new projects in the Phoenix Area. (LS)… [PDF]

Soltero, Sonia White (1999). Collaborative Talk in a Bilingual Kindergarten: A Practitioner Researcher's Co-Construction of Knowledge. This year-long study explored the linguistic and cognitive transactions of immigrant language-minority kindergarten students in the social context of classroom collaborative talk in their native language. Collaborative talk transactions were selected from 13 videotaped sessions involving 27 Hispanic kindergarten students, mostly recent arrivals from Mexico, in a Chicago public school. Findings were threefold. First, the collaborative talk transactions, framed within a cognitive and linguistic stance, demonstrated how meanings and new understandings were constructed and restructured; showed how the teacher and students made use of their cultural values, assumptions, attitudes, and experiences to construct new meanings and shared understandings; and revealed how learners engaged in oral literacies in collaboration with the teacher and then began to formulate and test hypotheses without the teacher's mediation. Second, the collaborative discourse situated within an empowerment and…

Lebofsky, Nancy R. (1994). A Skunk Is in the Sky (or Is It a Plow?). Science Scope, v17 n6 p26-30 Mar. Describes Project ARTIST (Astronomy-Related Teacher Inservice Training). Using hands-on science experiences, an integrated curriculum, and translated materials, teachers can make space science accessible and interesting to elementary and middle school children. (ZWH)…

Yanping, Ann (1994). Helpful Opportunities for Pupil Enrichment (Project HOPE). Final Evaluation Report, 1993-94. OER Report. The Helpful Opportunities for Pupil Enrichment (Project HOPE) was an Elementary and Secondary Education Act Title VII-funded project in its third year in 1993-94. It operated at three intermediate schools in New York City. In the year evaluated, Project HOPE served 365 Spanish- and Chinese-speaking students in grades 6 through 8 who were categorized as being of limited English proficiency. Participants received instruction in English as a second language (ESL), native language arts (NLA), and subject content areas. The project offered career counseling, staff development, and parent involvement activities. Project HOPE met its objectives for Chinese NLA, advising, attendance, curriculum development, and parent participation. It partially met objectives for content area subjects, but did not meet ESL and Spanish NLA objectives. Recommendations are designed to increase English and NLA proficiency and the use of educational technology. Nine tables present study findings. Two appendixes… [PDF]

Huang, Shwu-yong L.; And Others (1997). Classroom Instruction, Home Language, and English Acquisition of Secondary Bilingual Students. A study investigated the effects of home language and some bilingual instructional practices on language minority or bilingual secondary students' learning of English as a second language. Subjects were 17 teachers and their students from 12 secondary schools in an urban school district with a high Hispanic enrollment. Teachers were observed for their interaction with students or others, settings in which the interactions occurred, purpose of the interaction, and specific behavior. Each was observed for 10 30-second intervals 2 separate times. Students' English skills were pre- and posttested using a standardized proficiency test and a locally-produced Spanish literacy test. Analysis of results indicates that, in general, cognitive processes in the bilingual classroom are teacher-centered, and peer group support in learning English was not emphasized. Teachers rarely placed students in pairs or small groups. It was also found that students' existing home language skills affected… [PDF]

Battle, Jennifer (1993). The Collaborative Nature of Language Learning and Meaning Making in Mexican-American Bilingual Kindergarteners' Storybook Discussions. The purpose of this study was to present a detailed description of Mexican-American bilingual kindergartners' discussions of stories read aloud by their teacher in the students' second language, which was English. Eighteen Mexican-American kindergartners with limited English proficiency were observed for 12 weeks during storytime, and their discussions and interactions were recorded on videotape and in field notes. The students and teacher were also interviewed at the beginning, middle, and end of the study. It was observed that conversations about stories took place throughout the story reading sessions, before the actual reading, during the reading of the story, and after the reading was finished. The students' conversations revolved around their familiarity with the literature, illustrations in the books, relevant personal experiences, features of the book, and language. Children used both Spanish and English in the discussions, and noticed differences between the two languages….

Penfield, Joyce (1989). The Hispanic Student: Questions & Answers. This guide provides answers to teachers' questions about Hispanic students. Its purpose is to provide a conceptual foundation for educators, and to sensitize and inform teachers of the plight of Hispanic students by making them aware of the students' historical, cultural, economic, language, and educational backgrounds. The following sections are included: (1) \Introduction\; (2) \Demographics\; (3) \Diversity in the Hispanic Community\; (4) \Literacy\; (5) \The Classroom\; (6) \The Professions: ESL & Bilingual Ed.\; (7) \Culture\; (8) \Child Rearing and Parenting\; (9) \Language Acquisition\; (10) \Spanish & English: Differences\; and (11) \Grammatical Errors.\ Six tables and one figure are included, along with a list of 75 references. Teaching pointers on the following topics are appended: (1) \False Cognates\; (2) \Common Grammatical Errors\; and (3) \Useful Spanish Terms.\ (JS)…

(1989). Selected Elementary and Secondary Resources in English and Foreign Languages for Computer-Assisted Instruction. CLEAR Annotated Bibliography Series. This 30-item annotated bibliography is composed of resource materials for using computer-assisted instructional materials to teach English as a Second Language (ESL) and foreign languages at the elementary, secondary, and postsecondary levels. For each of the entries, the following information is indicated: target language educational level, material type, content area, title, date of publication, author/developer, publisher and availability information, and an abstract/description of the material. Included are: video-based programs, courseware, annotated bibliographies, software descriptions, teaching guides, case studies, and descriptions of language programs that use computer-assisted instructional materials. (DJD)… [PDF]

Berney, Tomi D.; Plotkin, Donna (1990). Bilingual Resource Instruction for the Development of Gainful Employment Skills. Project BRIDGES 1988-89. OREA Evaluation Section Report. Project BRIDGES, a 3-year program conducted for students of limited English proficiency (LEP) at three High Schools in Brooklyn (New York City) sought to develop the English language, academic, and vocational skills of a high-risk LEP population. The native languages of the participating students were Haitian Creole, Spanish, Chinese, Hebrew, and Russian. Students received instruction in English as a Second Language (ESL) and mathematics, science, and social studies taught bilingually or using ESL methodology. Native Language Arts (NLA) were available in at least three languages at each site. Students enrolled in mainstream classes for art, music, physical education, and business and vocational subjects. Project BRIDGES met its ESL and English reading objectives as well as its objectives in NLA, science, social studies, and business and vocational subjects. The program also achieved its objectives in staff development, parental involvement, mathematics, and student attendance rates…. [PDF]

Douglas, Denise; And Others (1982). Career Planning for Chicano/Latino Students. This career planning curriculum is designed for use with Chicano or Latino community college students. Addressed in the curriculum are the following topics: cultural and self-awareness; career awareness (self-assessment, assessment of jobs and organizations, economic awareness, and Hispanics in the work force); decision making and planning (making decisions and developing an action plan); and job search skills and job success (resumes, letters, and applications; finding the right employer; job interviews; issues relevant to the Chicano/Latino employee, and what employers expect). Each section contains instructor materials (objectives and a rationale) and student materials (handouts, exercises, and discussion questions). All student materials (with the exception of a few in the fourth section) have been translated into Spanish so that the course may be taught either in Spanish or in English. (MN)…

Jones, Earl; And Others (1980). Evaluation of California's Educational Services to Limited and Non-English Speaking Students; Volume II: Executive Summary, Final Report. Designed to assist California policy and decision makers with planning to meet the future educational needs of limited-English speaking (LES) and non-English speaking (NES) students, this study was undertaken: (1) to describe and analyze the implementation of all areas of the legislatively required services to LES/NES children, and the structures which support those services, particularly in terms of instructional strategies, financial resources and utilization, teacher preparation, and district policies; (2) to relate these implementation factors with measures of program effectiveness through analysis of student achievement and the satisfaction of students, parents, teachers, aides, and administrators with the bilingual instructional services, and thus determine the relationship between program implementation and impact on children and others involved in the program, and (3) to analyze procedures for the state and local language census of LES/NES children and examine the…

(1980). Bilingual Bicultural Project, 1979-1980. Newton High School. ESEA Title VII Final Evaluation Report. This is an evaluation of a Title VII Bilingual/Bicultural Program that was conducted at a New York City high school in 1979-1980. The program served Spanish and Chinese speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. A program description outlines the project's philosophy, organization, and structure. Instructional components of the program that are reviewed include: (1) placement, programming, and mainstreaming; (2) funding sources for the instructional component; (3) bilingual classes; and (4) information on program students in English as a Second Language and mainstream classes. Non-instructional components covered include: (1) funding sources; (2) curriculum and materials development; (3) materials in use; (4) supportive services; (5) staff characteristics; (6) staff development; (7) parental and community involvement; and (8) affective domain. Tables show students' results on the… [PDF]

Pfeiffer, Theresa (1978). Un Libro de Pinturas de la Revolucion de Mexico (A Book of Drawings of Mexico's Revolution). Scenes from the Mexican Revolution are featured in this short booklet for Spanish speaking children in the elementary grades. These supplementary reading materials were developed by a student in the Mesa Community College Bilingual Teacher Aide Program. Both the language and content are intended to provide linguistically and culturally sensitive materials relevant to the experience of the Chicano child of the Southwest. The captioned illustrations of the booklet center around Miguel Hidalgo and refer to him as the father of Mexico. The material includes a map of Mexico, a picture of Hidalgo, and scenes related to the revolution itself. Hidalgo's incarceration and execution are also included in the narrative. A final scene shows the Mexican flag with a caption stating that many people died so that we would be able to have liberty. (DS)…

Azios, Maria Leticia; And Others (1975). Teaching English as a Second Language: A Handbook for Social Studies. Curriculum Bulletin Number 75CBM6, Secondary Level. This book of activities and exercises is intended as a guide for a course in secondary level English as a second language (ESL) for Spanish-speaking (especially Mexican-American) students. Increased proficiency in English is fostered by the examination of the Mexican-American cultural heritage. The material presented is useful in a variety of ESL teaching activities, including drills and exercises in repetition, substitution, transformation, memorization, directed questioning, and guided discussion. The book is prefaced with a rationale to guide the teacher, and each unit offers specific suggestions for audiovisual materials and other teacher aids to be incorporated into the classroom presentation. The units cover the following subjects: self-concept, civil rights, racial and ethnic groups in America, social awareness, music and culture, wedding customs, the folk tale, poetry, using maps, the Indians of Texas, the U.S. government, the industrial revolution, World War II, and world…

Jablonsky, Adelaide (1968). Some Trends in Education for the Disadvantaged. IRCD Bulletin, v4 n2 Mar. This report discusses some \promising\ compensatory education programs and presents statistical estimates which identify the disadvantaged population to be served by such programs. The discussion is based on observations of school systems and programs in all sections of the country and on interviews with over 200 educational administrators who were asked to identify presently or potentially effective programs. The discussion focuses on programs to develop the preschool child's language ability and learning readiness, programs for remedial reading and individualized instruction, programs for children whose bilingualism presents learning problems, and programs for the problem adolescent. In addition, the educational effectiveness of school integration as compared with compensatory education practices is discussed. The importance of administrative leadership in the schools, of parent involvement in the educational process, and of the use of audiovisual equipment are also discussed…. [PDF]

(1978). Evaluacion de que consister y por que se lleva acabo? (Evaluation: What Does it Consist of, and for What Purpose?). A guide is presented for the evaluation of the bilingual programs in the Austin, Texas, Independent School District. The reasons for an evaluation and a definition of program objectives and evaluation instruments are given. The program components, objectives and evaluation instruments for each grade level (K-4) are listed. The components involved are: language development (first and second language), concept development (first and second language), and development of self-concept. A glossary of relevant terms is provided. The disposition of test results is explained. (AMH)… [PDF]

Peterson, Don; And Others (1975). Implementation Report. Volume 2. Individual Unit Reports. Arizona Statewide Implementation 1974-75. The document reports on the 1974-75 statewide field test of 13 Arizona-developed career education units; it contains unit-specific implementation data. The units were implemented in 10 projects in different parts of Arizona in order to determine their usability in classrooms throughout the State; units meeting all implementation criteria were then considered ready for large-scale dissemination. Tested were one unit each for grades K, 1, and 2; four units for grade 5; two units for grade 6; and three units for grades 7/8. The doucment is divided into 13 sections, each devoted to an analysis of an individual unit. The format includes:unit description; student demographic data; number of hours devoted to teaching the unit; teaching sequence of lessons; data on perceived unit effectiveness, teacher attitude, and student attitude, presented in tabular form by project; necessary correlation tables; lessons omitted; teacher comments; and recommendations. The data analyzed was from…

Peterson, Don; And Others (1975). Implementation Report. Volume 1. All Units. Arizona Statewide Implementation 1974-75. The report on the 1974-75 statewide field test of 13 Arizona-developed career education curriculum units presents information concerning the overall implementation rationale and a summary of resulting data. The field test was conducted to determine the units' usability in classrooms throughout the State. Units meeting all implementation criteria were considered ready for large-scale dissemination. The report provides demographic and impact data to help decision makers determine the type of students with which each unit will be effective. Tested were one unit each for grades K, 1, and 2; four units for grade 5; twp units for grade 6; and three units for grades 7/8. Data were collected by the evaluation instrument, UNIVAL (appended), designed to obtain: (1) student/teacher demographic information, (2) student/teacher attitude information, and (3) unit effectiveness data. Teacher comments were also elicited. The data analyzed were from approximately 11,000 students and 331 teachers in…

Spolsky, Bernard (1972). The Navajo Reading Study: An Illustration of the Scope and Nature of Educational Linguistics. It is the task of educational linguistics to describe and analyze language education in all aspects. With respect to the Navajo Reading Study, it is within the realm of educational linguistics to develop and make available information that will permit the Navaho people, working through their own institutions, to make informed decisions about educational language policy. Two main questions are posed in planning educational policy for Navaho language education: (1) What is the communicative competence of children entering schools? and (2) What is the nature of the language used by children? From consideration of these and related questions, language education planning can be conducted. (VM)… [PDF]

Lindfors, Judith; Nedler, Shari (1971). Bilingual Learning for the Spanish Speaking Preschool Child. It is easier for non-English-speaking preschool children to learn new concepts if they are introduced in their own language. Once the child has mastered the concept, it can be introduced in the second language. The program described in this report is designed for Mexican-American preschool children. Content of the program is selected to relate meaningfully to the child's experience, background, knowledge, and skill building. The English component of the program views language as an internalized, self-contained system of rules according to which sentences are created, spoken, or understood. The child is not explicitly told a rule; he is shown how a rule works through carefully selected and sequenced representative examples of English sentences. The English program is characterized by realistic situations, meaningful responses, individual response, acceptance of all appropriate responses, emphasis on questioning, use of complete forms, and initial emphasis on syntax, not vocabulary…. [PDF]

(1976). Selected Federal Programs Which Provide Services Relating to Child Care. This publication lists federal programs which provide services relating to child care, grouped under the sponsoring agencies: Department of Health, Education, and Welfare; Department of Agriculture; Department of Labor, Community Services Administration, Appalachian Regional Commission, Department of the Interior, Internal Revenue Service, and Department of Housing and Urban Development. A brief description of each program is provided along with the legislation that established the program, authorization, expenditures in 1975, and comments. The appendix contains a list of federal agencies which can be contacted for further details regarding specific services for child care programs. (MS)… [PDF]

Carline, Donald A.; Hoffman, John R. (1976). Comparison of Language Experience Approach to Reading with a Conventional Reading Approach in Eight Summer Migrant Schools. Educational Reports: Migrant Education Research Report. Conducted in schools, separated into control and experimental groups by geography, size, and number of bilingual teachers, the study examined whether the: (1) language experience approach yielded higher scores on a reading attitude test, a standardized reading test in English and one translated into Spanish; (2) reading gains and school attendance were related to the teacher or aide's race and language ability; (3) child's age and school attendance were related to his reading scores; and (4) teacher's attitude toward the approach she used or her confidence in teaching reading, as measured by an attitude questionnaire prior to the program's beginning, was related to her post-attitude scores or to the child's gains. The relationship between the English reading ability of the children with their Spanish reading ability was also examined. Complete data were obtained from 111 chidlren and 25 teachers. Half of the Comprehensive Test of Basic Skills' reading sections, a 16-item reading… [PDF]

Artichoker, John, Jr.; Palmer, Neil M. (1959). The Sioux Indian Goes to College. An Analysis of Selected Problems of South Dakota Indian College Students. Problems of American Indian college students in South Dakota which appeared to be "distinctively Indian" in nature were identified. Two questionnaires were administered to 72 Indian students enrolled in 4-year colleges and universities during the spring of 1957. Data analysis centered on the comparison of the problems of two pair of groups: Indian vs non-Indians and "Indian-like" Indians vs "non-Indian-like" Indians. In the first set of comparisons, certain data from this study were compared with results of similar studies of college students in general in a Wisconsin State Teachers College and the University of Illinois. The second set of comparisons was based on a division of the Indian students into two groups on the basis of ability or lack of ability to speak an Indian language. The two sets of comparisons yielded essentially the same results. The one general and overriding finding was that Indian students have more problems that are troublesome… [PDF]

Jimenez, Randall Cosme (1975). Pre-Columbian Curriculum Motivators: An Approach to Bi-cultural Instruction. A process that could facilitate a cross-cultural learning environment was designed. The process involved (1) developing motivational devices using an historical selection process that incorporated a "significant difference", evaluated reconstructed historical materials, devices that prevent a "past-present" dichotomy, directional and enculturative mechanisms, and designs for internalizing conceptual perspectives and thought systems; (2) creating a deliberate curriculum design which integrated those multi-cultural learning systems that best facilitated the teaching-learning environment in which the motivator was to be applied; and (3) setting up evaluation and accountability mechanisms through the use of instructional objectives and thought process variation. Most of the units were field-tested in grades K-12. Although all the units use Pre-Columbian, Meso-American materials and concepts, each unit has a basic focus in a discipline, i.e., history, social science,…

Waggoner, Dorothy (1978). Non-English Language Background Persons: Three U.S. Surveys. TESOL Quarterly, 12, 3, Sep 78. This paper presents preliminary findings from three of the National Center for Education Statistics (NCES) surveys of interest to teachers of English as a second language (ESL): (1) the Survey of Income and Education (SIE) conducted in 1976; (2) the Teachers Language Skills Survey (TLSS) conducted in 1976-77; and (3) the Survey of Institutions of Higher Education (IHE) conducted in 1975-76 and 1976-77. (CFM)…