(1974). A Mexican American Bibliography: A Collection of Print and Non-Print Materials. This annotated bibliography of Mexican American materials gathered from 1971 to 1974 offers teachers and students a listing of available print and nonprint resources on Mexican American history, primarily concentrated in the social studies areas. The materials address themselves to the history, heritage, pride, and contributions of Mexican Americans. Resources are on Mexico; the Indians of Mexico and the culture they are responsible for; the development and growth of the Southwest as an integral portion of the developing Americas; and the role of Mexican American Persons in shaping present day American life. All materials listed in this catalog are owned and housed at the curriculum office. All resources are available for circulation, with priority given for Toledo Public School use. The bibliography contains listings of books, recrods, filmstrips, tapes, 16mm films, realia, and periodicals, along with necessary purchasing information. Materials are listed alphabetically by author,… [PDF]
(1976). A Study of Factors Affecting Cuban Parent-Child Interaction. This paper investigates the value system of Cuban students living in the United States, how those systems interface with the school and the home, and how they influence their personalities, behaviors, and family relationships. Eighth-grade students attending a predominantly Spanish private bilingual school were administered a questionnaire, and participated in a group interaction process. The questionnaire covered the areas of cultural values in school and home. Comments from the group interaction process are also listed. The study concludes that students: (1) like the atmosphere of the bicultural school; (2) accept their parents' Latin-American values; (3) feel free to incorporate American cultural elements into their lifestyles; (4) have a high concept of the Cuban lifestyle; and (5) are optimistic about their expectations and futures. The study recommends: (1) a re-testing of the same students in 1979; (2) an expansion of the same study to include older students; (3) a study of… [PDF]
(1975). The Development and Evaluation of the SWRL English Language and Concepts Program for Spanish-Speaking Children. Primary goals of the SWRL English Language and Concepts Program for Spanish-Speaking Children (LCS) are to teach Spanish-speaking children to communicate effectively in oral English language skills. An increasing amount of attention is given to the development of skills that prepare the children for future reading and writing in mathematics, science, and social studies. An important objective in the development of LCS has been to develop instructional and assessment procedures that will help integrate the program into extant bicultural, bilingual programs that will strengthen and extend the Hispanic cultural characteristics. During the five tryouts of LCS, the instructional, training and assessment systems of the LCS program have been developed and tested. In the early tryouts, the program format was in the developmental stage. In the last three, the components covering all 15 units were available for the year-long tryouts. Schools were selected to represent various demographic… [PDF]
(1974). Stories of the Friendly Islands-Tonga. This illustrated reader contains four stories in English and Tongan about the legendary history of Tonga. They are designed to be used in teaching English as a second language to Tongan students. Therefore, the English stories are arranged in order of difficulty, from the simplest to the most structurally complicated. The Tongan stories are equivalent to the English ones, but are not direct translations. All are illustrated with water color prints. (CLK)…
(1971). East Harlem Block Schools. Program Summary. This document is the seventh in a series of 12 early childhood program descriptions compiled by the Far West Laboratory for Educational Research and Development. The program described here is the East Harlem Block Schools in New York City. The Block Schools include two day care centers, an elementary school, and a tutoring program, whose total ethnic population reflects that of the surrounding community — 70% Puerto Rican, 20% black, and 10% white. Most of the children are bilingual and all are from low-income families. The schools were established by parents who felt it necessary to design and control the educational environment in order to create continuity in attitudes and relationships between home and school. Staff and teachers were then hired who were responsive to these goals and accountable to parents. Included in the program description are brief outlines of: (1) goals and objectives, (2) content and materials, (3) classroom activities, (4) parent involvement, (5)…
(1968). Pre-Lessons for Use with an Oral Language Program. Five pre-lessons provide a set of brief daily activities for children encountering school, and perhaps a teacher who speaks standard English, for the first time. These activities should increase the likelihood that the children will feel comfortable, and will respond vocally and enthusiastically during subsequent systematic instruction in standard American English. The teacher can conduct the pre-lessons effectively with almost no preparation. Pre-lessons contain both instructions and lessons; the rationale for each day's lesson is given in narrative form, followed by a numbered outline of the steps in the lesson. There is a development from teacher-led to pupil-led activities, and from almost no dependence on verbal instruction to preliminary testing for such dependence. A critical difference between the pre-lessons and directed instruction in language is that the children are not expected to produce or understand specific utterances during most of the pre-lessons. They are… [PDF]
(1970). Teaching Reading to the Disadvantaged: Progress and Promise. Information on the educational status of the disadvantaged child and a summary of progress in teaching him to read are presented. A description of a typical inner-city elementary school in New York City includes the school buildings, student population, reading programs, attendance of teachers and children, teacher education, achievement, and school rating. A summarizing statement estimates that 60 to 70 percent of all the children were poorly prepared for the education they were receiving and that almost half the teachers lacked sufficient training. The next section reviews reports of various people who have studied disadvantaged children and gives suggestions for improving the education of the disadvantaged. The teacher who cares is pointed out as a most important factor, as well as the teachers' and the administrators' willingness to experiment with innovative programs. It is also pointed out that many children learn to read in spite of severe handicaps if they have some factors… [PDF]
(1969). The Comparative Efficacies of Spanish, English and Bilingual Cognitive Verbal Instruction With Mexican-American Head Start Children. Final Report. Sixty-seven Mexican-American children were administered a special 7-week Head Start language training program during the summer of 1967. Three basic treatments were used, and there was a control group. Two teachers were used, thus raising the number of groups to eight. The three basic treatments involved a structured English language training program; in one group, Spanish was the language of instruction; in a second group, English was the instructional language; and in the third, both languages were used. The control groups received the usual preschool art and music activities. Tests were administered at the beginning of the program, at the end, and the next spring. It was found that (1) since the groups were initially of varying ability, final differences in performance could have been due to this initial difference; (2) the teacher factor, sex factor, and age factor contributed nothing to the results; (3) the structured language treatments did not produce better scores than the… [PDF]
(1974). The Next Generation: An Ethnography of Education in an Urban Neighborhood. This book is about education in Burgherside, a low-income neighborhood in Stockton, California, the majority of whose residents are blacks and Mexican-Americans: They make up about 92% of the elementary school population. The study reported here probes into the reasons for many children from the neighborhood failing in public schools. The goal was to study how the people in Stockton, including Burghersiders, conceptualize their educational system and their place in it, and how these conceptualizations influence the way they behave within the institution. The author spent a total of 21 months (September 1968 to May 1970) doing the study. He lived in Stockton during the first 16 months and then visited the city every other week for interviews lasting 2-3 days. The research covered the following setments of the community: (a) Burghersiders; (b) residents of adjoining neighborhoods attending the same junior and senior high schools with Burghersiders; (c) organizations and leadership…
(1970). The Cutler-Orosi Intercultural Center. The concept of an intercultural center, primarily located in \inner city\ areas with a high concentration of low income minority groups, is explored in this discussion of the Tulare County, California institution. An attempt to reach and teach members of minority groups precludes a formalized approach to instruction and seeks to develop greater intercultural understanding through alternative methods of teaching. Principal remarks include: (1) community description, (2) Intercultural Center approach toward meeting community needs, and (3) multi-culturalism and the identity crisis. (RL)… [PDF]
(1971). Providing for Mobile Populations in Bilingual and Migrant Educational Programs. It is noted that most bilingual and special migrant classrooms segregate children with different native languages despite the social disadvantages and the lower motivation for learning English which accrue as a result of such student grouping. This paper suggests administrative and instructional means for providing for these children within heterogeneous classes, and for the children who must move in and out of classes as their families move with the crops. (Author)… [PDF]
(1972). Becoming Bilingual: A Guide to Language Learning. Becoming bilingual as defined in this book is a process by which an adult acquires an additional language in the environment in which it is spoken, surrounded by the culture in which it is used. The book seeks to present the learner with an integrated and systematic treatment of his task–linguistic, cultural, and practical–in learning a new language abroad. The authors believe that habit formation and practice have important roles in the language learning process. Cultural alienation is seen as the primary problem in living abroad, and learning the local language is a major factor in adjustment to new surroundings. The book covers such topics as motivation, language learning, programs, opportunities, techniques for learning a language, and widening one's range of communication. (VM)…
(1986). Federal Appropriations for Higher Education for Fiscal 1987. Chronicle of Higher Education, v33 n9 p30 Oct 29. Fiscal 1986 and fiscal 1987 federal budget allocations for Department of Education programs, arts and humanities, the Departments of Defense, Agriculture, Energy, and Health and Human Services, the National Science Foundation, the Environmental Protection Agency, and other miscellaneous agencies are tabulated. (MSE)…
(2002). Foreign Students' Attitudes in Portuguese Language Classrooms. A Case Study. In Portugal's monolingual school system, foreign students are expected to succeed just like Portuguese native students, despite their linguistic and cultural needs and differences. This study characterized the attitudes and motivation of four 9th grade foreign students toward Portuguese and English language classrooms in two Portuguese public schools, noting the affective and motivational factors associated with second language learning in a monolingual school context. The study focused on interest in language classroom activities, involvement in classroom activities, and feelings toward the teacher and peers. Data collection included interviews with students, interviews with teachers, and classroom observations. Data analysis indicated that participating students developed negative attitudes toward language learning and classroom work in Portuguese as well as English classrooms. These attitudes were associated with their interest in the tasks and learning activities they were asked… [PDF]
(1999). Success for All/Roots & Wings. Summary of Research on Achievement Outcomes. This report examines the current state of research on the achievement outcomes of Success For All, a program built around the idea that every child can and must succeed in the early grades, no matter what this takes. Success For All uses everything known about effective instruction for students at risk to direct all aspects of schooling and classroom organization toward helping prevent academic deficits from appearing at all; seeks and intensively intervenes with any deficits that appear; and provides a rich curriculum so students can build on their firm foundation in basic skills. Success for All is committed to seeing that all children become skilled, strategic, and enthusiastic readers while progressing through elementary school. This review describes research on Roots & Wings, a program that adds to Success For All in mathematics, science, and social studies. Evaluations of many Success For All schools in districts nationwide clearly show that the program increases student… [PDF]