(1980). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Phase III, Part II: Appendixes to the Report of the Pretest Results and Posttest Analysis Plan for the Quantitative Component. This document consists of appendices to the report of pretest results and the posttest analysis plan for the quantitative component of the multimethod evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Appendix A provides criteria for scoring mean length of utterance for the bilingual syntax measure. Appendix B presents the examiner's manual. The parent interviewer's manual, including both parts and the supervisor's copy, are given in appendices C, D and E. Parent and teachers' questionnaires are offered in appendices F and G, respectively. Appendix H presents reliability estimates for tests selected for inclusion in the Child Test Battery. (Author/RH)…
(1976). A Review of Research and Present Trends in Pre-School Education. A brief historical account of developments in early childhood education in New Zealand is presented as background for a discussion of current research in this area. Five main sources of research in New Zealand, each with a special research style and field of interest are cited: (1) the universities, (2) the Department of Education, (3) women's movements, (4) preschool movements, and (5) the New Zealand Council for Educational Research (NZCER). It is concluded that each of these agencies sees early childhood education and care differently and that those personally involved in the field have generally taken adults as their subjects while others tend to look at children and their treatment. Universities are involved in three typical kinds of research: child development studies, studies of preschools as classrooms and reviews of research literature, with emphasis on early childhood education aimed at individual children. The Department of Education Research and Planning Unit has worked…
(1978). A Bibliography of Bilingual-Bicultural Preschool Material for the Spanish Speaking Child. Supplement I. This bibliography was prepared for use by teachers and paraprofessionals working in early childhood programs serving Spanish-speaking children throughout the United States. Items in the bibliography are grouped into three major categories: (1) staff development (containing only materials which have been identified as instructional for the preschool staff rather than the preschool children); (2) instructional materials (listing materials which can be used separately to develop specific skills or a range of skills in children or teaching personnel); and supplemental materials (workbooks, audio-visual materials, storybooks, tests and other materials). The annotated listings describe the item, indicate who the item is designed for, and how it might be used. Entries are listed alphabetically by title within each category. Two indices are included: a general index and a subject index. (Author/SB)…
(1975). Bi-lingual Bi-Cultural Program, Title VII, ESEA. Final Evaluation [San Luis Valley Schools, 1974-75]. Primary objectives of the program were: (1) to meet the educational needs of those children who experience learning difficulties because of the inability to understand or speak the language of instruction, and (2) to maintain a sense of pride in the student's language and culture. During 1974-75, the program's 4th year of operation, there were 1,483 students enrolled in grades K-3. Of these 64 percent were Spanish surnamed, 35.8 percent were Anglo surnamed, and .20 percent were Japanese Americans. Student needs were met through the use of more individualized instruction, and more precise evaluation procedures for assessing student progress. Factors which influenced and enhanced the student's learning styles were achieved through an extensive presentation of oral language development in both English and Spanish, music appreciation (both listening and oral exposition), ethnic dances, and art. The project staff consisted of a director, a materials specialist, 63 certified personnel, 49… [PDF]
(1974). Training Migrant Paraprofessionals in Bilingual Mini Head Start. Mexican Cultural Heritage Materials for Preschool Children. Given in this manual are materials used in the Bilingual Mini Head Start Program to teach migrant preschool children about their Mexican cultural heritage. Presented in Spanish, the activities include pronunciation exercises, rhymes, tales, songs, dances, games, and manual activities. Materials are given for teaching about: (1) El Dia de la Bandera, (2) Don Benito Juarez, (3) Dia del Ejercito, (4) Dia del Carnaval, (5) La Primavera, (6) Dia de la Madre, (7) Dia del Padre, (8) La Navidad en Mexico, (9) Nuestros Amiguitos del Mundo, (10) frutas y verdural, and (11) La Estudiantina. (NQ)… [PDF]
(1974). In-Service Education of Teachers in Multi-Racial Areas. An Evaluation of Current Practice. This booklet contains information about what is happening in the field of in-service training in a multi-racial society in England at the present time, as gathered by means of discussions with teachers and with those concerned with the provision of courses. A rationale for in-service training in the context of the under-achievement of children from minority ethnic groups is provided. There is also a discussion of four basic ideas agreed upon by the discussants to represent the range of present provisions: those of diversity, school oriented courses, training trainers, and resources. The booklet is also said to provide some evaluation of the differing purposes and influences of the various courses which have taken place through a presentation of five case studies. A need for diversity of provision within in-service training, and clarification of purpose and implication of each type of course are among the needs identified by the conclusions. Seven recommendations, among which is the… [PDF]
(1972). Training Migrant Paraprofessionals in the Bilingual Mini Head Start, April 1972. The Bilingual Mini-Head Start program which offers service to migrant children and their families over a 6,000 mile circuit using a totally paraprofessional teaching staff, consists of 6 components: instruction, staff training, parent and community involvement, materials development, relocating delivery system, and management. An interim evaluation of the program's progress during 1971-72 was conducted. Because of the project design and data collection timetable, many of the program's objectives could not be assessed at the time as to whether they were being met. When this was the case, it was indicated that data collection had not been completed. Preliminary findings were reported when the preliminary data yield information felt to be a useful indicator of program progress. Instructional goals for children could not be assessed until post-testing was done. However, based on available records, all the process goals concerning the instructional program to be offered were being met…. [PDF]
(1974). A Map of the Native Peoples and Languages of Alaska. Recommended for use in classrooms (no specific grade level is assigned) throughout Alaska, this base E sized wall map (4 feet by 3 feet) is color coded (number coded for the ERIC system) to reflect the 20 Alaska Native languages. Designating language dialect areas and boundaries, this map details the language relationships of the four Eskimo languages; the Aleut, Tsimpshian, Haida, Tlingit, and Eyak languages; and the Athabascan languages. Two insets illustrate the spread of Athabascan and Eskimo throughout North America and designate Alaskan language relationships, populations, and numbers of speakers. A text at the bottom of the map presents a thumbnail sketch of the Native languages and the present bilingual movement. Since this map has been disassembled for purposes of ERIC reproduction, instructions for reassembling the map are included. Ordering information is also provided. (JC)… [PDF]
(1973). Ladrillo and Tales of Juan Bobo: Puerto Rican Folk Tales. These two illustrated elementary readers contain the Spanish and English versions of the Puerto Rican folk tales, "Ladrillo" and "Cuentos de Juan Bobo." They are part of a series of reading materials for elementary-level migrant children. These materials are intended to help the child relate to his culture, develop interest in knowing about it and take pride in his identity as a Puerto Rican. (CLK)…
(1973). Maria Santa La Torre: A Puerto Rican Folk Tale. These two illustrated elementary readers contain the Spanish and English versions of a Puerto Rican folk tale, "Maria Santa La Torre." They are part of a series of reading materials for elementary-level migrant children. These materials are intended to help the child relate to his culture, develop interest in knowing about it and take pride in his identity as a Puerto Rican. (CLK)…
(1971). Tile II Personnel Give High Priority to Right to Read; ESEA Title II and the Right to Read Notable Reading Projects. Notable reading projects funded under Title II are described in this report. The projects range from a bilingual program for Spanish-speaking pupils in eighteen schools in Washington, D.C., to the provision of relevant reading materials to neglected and delinquent youth in four special schools and correctional institutions in a California county. Other projects described include secondary school reading in the content fields, black studies, a parent-teacher-student reading program, and a paper back book library. Each report includes the objectives, a brief description, the number of pupils served, the amount of funds granted, an evaluation, and the name and address of the director. (TO)… [PDF]
(1972). Bibliography of Spanish Materials for Students, Grades Seven through Twelve. This annotated bibliography of Spanish materials for students in grades seven through twelve is divided into the following categories: (1) Art, Drama, Music, and Poetry; (2) Books in Series; (3) Culture; (4) Dictionaries and Encyclopedias; (5) Literature; (6) Mathematics; (7) Physical Education, Health, and Recreation; (8) Reading and Language Arts; (9) Science; (10) Social Science; (11) Spanish Textbooks; and (12) Vocational Education, Hobbies, and Industrial Arts. The appendixes include a directory of publishers in the United States and abroad, and a directory of distributors. The annotations are in English. (SK)…
(1972). Compensatory Education in Connecticut, 1971-72. Programs Supported by the Connecticut State Act for Disadvantaged Children and Title I of the Elementary and Secondary Education Act. During the 1971-72 school year, public and nonpublic schools of Connecticut provided compensatory education help for 50,690 pupils funded in part under ESEA Title I. The programs sought to bring about increased school success for pupils whose school achievement was restricted by economic, social, linguistic or environmental disadvantages. Public and nonpublic school end-of-year evaluations provided the data analyzed in this report. Also, two years of data were gathered separately for 1,896 pupils who received the services of 1970-71 compensatory programs. Average test gain scores in grade equivalent units were calculated for the combined pupils of each program and were the means of judging the effectiveness of programs. Ninety programs were identified as more effective efforts of compensatory education in the schools of the state. Most were reading help programs; however, math, language, and preschool programs were also identified. Median test gains in reading and math for all… [PDF]
(1984). Minority Mother Tongues in Education. Prospects: Quarterly Review of Education, v14 n1 p51-61. The question of whether or not mother-tongue education is the best medium of instruction is examined, using social and cultural criteria instead of the usual academic/cognitive criteria. The real significance of using disadvantaged vernaculars is that such use symbolizes to minority groups a lessening of relative disadvantage. (RM)…
(1984). Mother Tongue, Language Policy and Education. Prospects: Quarterly Review of Education, v14 n1 p63-73. It is of prime importance that children begin their education in their mother tongue, as this will provide the optimum conditions for the development of the personality and will improve their social chances. Mother-tongue education is beginning to be accepted in a number of European countries. (RM)…