(1989). Inquiry-Based Curriculum Development in a Navajo School. Educational Leadership, v46 n5 p66-71 Feb. At Rough Rock Demonstration School in Arizona, a bilingual, bicultural curriculum helps Navajo students discover the power and validity of their own lives as tools for learning. (Author/TE)…
(1995). New Paper Words: Historical Images of Navajo Language Literacy. American Indian Quarterly, v19 n1 p17-30 Win. Presents an overview of the history of Navajo language literacy. Discusses efforts of missionaries to transcribe a written Navajo language, early native language instruction using the Bible and religious texts, the first Native teachers, development of Navajo dictionaries and grammar books, and memories of the school experiences of a present-day Navajo bilingual teacher and her parents. (SV)…
(1993). Multiculturalism and Its Link to Quality Education and Democracy. Multicultural Review, v2 n2 p12-14,16,19 Jun. Multiculturalism is vital in a society constructed on coalitions whose members seek common ground. The educational system must be the forum for providing the opportunity to value diversity. Selected reviews are presented of six books on multicultural education and society. (SLD)…
(2000). Reflections on Multicultural Language Practices across a District and within a School. Primary Voices K-6, v8 n4 p38-41 Apr. Describes the school climate, the building-level specifics, and some effective teaching strategies that make Western Hills Elementary School an appropriate and successful setting for the development of multicultural language practices. Discusses the partnership between the school district and the University of Colorado at Boulder, and the role this partnership plays in supporting the development of multicultural language practices. (SR)…
(1975). Interviews of Teachers in Title VII K-1 Schools ESEA Title VII Bilingual Project. Formative Evaluation Report No. 7. A summary is presented of interviews with nine kindergarten and first grade teachers, all monolingual, in the four Title VII Bilingual Project schools where participation includes just kindergarten and first grade. Four bilingual teacher aides are assigned to these schools. Intended to provide data for assessment of ongoing activities as well as stated objectives, the interviews were designed to investigate activities such as duties assigned to bilingual aides, in-service training needs, materials needed, the amount of English and Spanish used in instruction and the amount of help needed by the teachers from the project staff. Therefore, the following areas were covered by the fifteen questions on the interview form: (1) language instruction; (2) teacher aides services; (3) classroom needs; (4) inservice training needs; (5) supervision and services by the Title VII staff; and (6) cultural awareness activities. Following a discussion of the results of each of the fifteen items, two… [PDF]
(1983). The Changing Context of Federal Education Aid. Education and Urban Society, v15 n4 p408-31 Aug. Discusses the expansion of the federal government's role in American society; focuses on changing federal and state responsibilities in education. (Author/GC)…
(1983). Introduction to the 1983 Guide to ED Programs. American Education, v19 n3 p2-23 Apr. Gives information necessary to begin the process of applying for funding under individual federal education programs. Includes information on block grants, how to apply for funding, participation of private school students, and deadlines. (JOW)…
(1981). Morris High School Betterment through Bilingualism. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. A program that provided instructional and non-instructional services to Spanish speaking students of limited English proficiency at Morris High School in New York City during 1980-81 is described in the report. The instructional component included English as a Second Language, native language arts, mathematics, science, and social studies. The non-instructional component consisted of supportive services, home visits, curriculum development, staff development, and parent/community participation. Evaluation indicated that: 1) significant gains were achieved in English as a Second Language and Spanish readings; 2) while mathematics passing rates among program students fell below the 70 percent criterion level, the bilingual students achieved passing rates that were similar to or better than that of the total school population; 3) science achievement among program participants was higher in the fall than in the spring; 4) achievement in both social studies and native language courses… [PDF]
(1996). The Case of Deming, New Mexico: International Public Education. Multicultural Videocase Series. This guide accompanies one of a pair of videocases depicting educational life in Deming, New Mexico. The videocase includes 28 minutes of unstaged but edited videotape footage of teaching and learning in and around junior high and mid-high schools in Deming. The first section of the guide, "Teaching Note" (Todd Kent) contains a transcript of the videotape and questions designed to help instructors engage people in case-based discussions. In the teaching note section the videotape is divided into five segments: (1) Hank Dominguez, director of personnel for the Deming Schools, provides background on the district's practice of educating students from Mexico; (2) Paulette Quarrell, a teacher of junior-high school English, teaches a class on descriptive writing and reflects on her life as a teacher; (3) Ray Trejo conducts a bilingual class at the mid-high school for students from Palomas, Mexico, and describes his reasons for teaching; (4) students who live in Palomas, Mexico,… [PDF]
(1986). Project MASTER, 1985-1986. OEA Evaluation Report. In 1985-86 Project MASTER an innovative Title VII program emphasizing language development through bilingual instruction in mathematics and science, served 640 students of limited English proficiency (LEP) at six elementary schools in the Bronx, New York. Most of the students were born in Puerto Rico, but many were from the Dominican Republic, Colombia, and several other Central and South American countries. The project, in its first year of a three-year funding cycle, emphasizes the use of both Spanish and English in the classroom in order to provide students with opportunities to transfer to English the communication skills they had acquired in learning their native language. At the same time, this approach enables students to master content-area subjects necessary for graduation. Parent participation and staff development activities formed an important component of the project, although the lack of a parent trainer limited the effectiveness of the parental involvement effort….
(1981). Assessing the Adequacy of the Implementation of a Program Innovation: An Exploration of Methods Used in Selected Preschool Settings in Relation to Research on Change in the Elementary School. Follow Through Planning: Strand One. In order to contribute to the refinement of methods for assessing the adequacy of program implementation, this study investigated data collection efforts made during the implementation of ALERTA, a bilingual, multicultural preschool curriculum model. Comparisons of results are made with those of previously conducted studies of program implementation in elementary schools. To aid comparison, the discussion is organized into four sections. The first section reviews a representative sample of the literature on innovative implementation in the elementary school. The review provides a framework for interpreting the following description of preschool innovation. The second section briefly describes the ALERTA program and presents the plan used for assessing the adequacy of its implementation. Also included in this section are samples of the descriptions resulting from data-gathering efforts. The third section discusses, in relation to existing research in the elementary school, strengths… [PDF]
(1979). Overview of Four Bilingual-Bicultural CDA Training Programs and Two Bilingual-Bicultural CDA Trainer Programs. This manual describes Bilingual-Bicultural Child Development Associate (CDA) Training and Trainer pilot programs. Chapter I introduces both CDA Bilingual-Bicultural programs and the Head Start strategy for Spanish-speaking children. Chapter II contains a brief description of CDA training. Differences between bilingual-bicultural CDA training and regular CDA training are also discussed. Chapter III contains an overview of the four bilingual-bicultural CDA training pilot projects and the materials that were produced by each. Chapter IV presents an overview of the two bilingual-bicultural CDA trainer pilot programs and materials. Appendices A and B contain detailed descriptions of the products of the training and trainer pilot programs discussed in Chapters III and IV. Sources for obtaining the training models and instructional modules are listed. (Author/RH)…
(1976). Problems and Issues in Preparing Teachers of Bicultural Chicano Youngsters. The greatest impact on public education and the preparation of professional personnel for public schools has been the thrust to equalize educational opportunities for minorities. This push has been complicated by such things as the way educators define equality of educational opportunities. Two basic and differing views have been revealed–the equal access view and the equal benefits view. Schools can look "positively" or "negatively" at the consequences or effects of Mexican group membership on student achievement and performance. In addition, educators view the causes of student performance as being primarily "internal" or "external." By juxtaposing the external-internal continuum with the positive-negative one, a four-fold classification scheme for analyzing educational approaches in the Mexican American's education is obtained, i.e., a culturally pluralistic approach. Probably the most serious problem fact of present school organization is…
(2000). A Final Comment on Alliance Project Success Stories. Teacher Education and Special Education, v23 n4 p311-12 Fall. A review of programs supported under the federal Alliance 2000 Project stresses the value of a variety of models for the preparation of special education personnel to meet the needs of culturally and linguistically diverse students with disabilities. (DB)…
(1973). Description of Bilingual Programs Funded by Title VII, ESEA. This pamphlet presents a description of 23 bilingual programs funded by Title VII, ESEA in New York City. Information includes a description and list of objectives for each program and the number of participants when applicable. (SK)…