(1980). Back to School, Parts One and Two, Program Nos. 264-265. Scripts of public radio programs on educational concerns and specifically on the topic of entering college are presented. The following scripts are included: \Mother Helps Her Daughter to Move into Her New Dorm Room;\\Another Student Talks About Her Hopes and Fears as She Packs;\\One Student Can't Even Get His Key to Unlock His Room;\\A Young Woman Who Already Misses Home;\\Psychologist Michael Stadder;\\Parents Describe Their Feelings of Loss;\\Two Young Women Discuss the Importance of Living with a Compatible Roommate;\\Michael Stadder on How Today's Freshman Class Is Different from That of Ten Years Ago;\\A Group of Students;\\Vice President of Student Affairs, Bruce Poynter;\\A Resident Advisor Tells of a New Freshman;\\Class Roll Call;\\Albert Shanker on School Money Problems;\\Tom Shannon of the National School Boards Association;\\Education Secretary Shirley Hufstedler Says Those Rules Are Crucial;\\Teacher Reading Roll;\\Terry Herndon of the National Education…
(1978). Kanienkehaka Tiontenientenstakwa (A Language Guide for Elementary Mohawk). This resource guide for teachers of elementary Mohawk contains the following elements: (1) an outline of language learning levels, (2) a description of developmental traits of elementary school students, (3) an indication of elementary school curriculum areas that can be taught in Mohawk, and (4) a development of the language component of the curriculum. Each of the 13 language units includes student objectives, vocabulary lists, a sample lesson plan, and a sample activity sheet. The units are arranged according to the following topics: (1) Names, greetings, commands; (2) colors; (3) numbers; (4) family; (5) foods; (6) animals; (7) clothing; (8) household; (9) body parts; (10) money; (11) months and seasons; (12) time; and (13) action words. Also available are a corresponding assessment instrument for the vocabulary presented in this booklet and the Mohawk language checklist, Level One. (Author/AMH)…
(1978). Responsive Environment Early Education Program (REEEP): Third-Year Evaluation Study. Final Evaluation Report, 1977-78. REEEP serves as an educational intervention providing direct services to "high risk" (of low birth weight–less than 5 1/2 pounds) 3-, 4-, and 5-year-old children, living in the Clovis, New Mexico area. The program aims: to prevent school failure with an intervention program which includes early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; to provide inservice training for the project teacher and aide; to disseminate information concerning the program. Student achievement was evaluated via standardized tests to measure language development in Spanish and English, school readiness, and self-concept. Program impact was determined by a special regression analysis model using three dependent variables and eight independent variables. Inservice training and dissemination activities were subjectively evaluated using site visits, observations, records, and self-reports by the staff….
(1968). Urban Education and the Mexican-American. With 90% of about 4.7 million Mexican Americans living in the 5 Southwest States and 80% of these living in an urban environment, Mexican American students face several educational problems in the urban setting, including high dropout rate, low educational achievement, and ineffective institutions. Schools fail to recognize the cultural richness of the student's bilingualism which can be made a positive force helping to retain personal identity and self-esteem. Possible solutions lie in the areas of teacher and administrator training, focusing on in-service curriculum, pre-service curriculum, recruitment and retention of teacher candidates, and scholarships and aid programs. By developing relevant curriculum and materials through redirecting available federal funds and through the community and school working together, the problems of Mexican American students in an urban environment can be met. Several statistics are included. (CM)… [PDF]
(1975). The Cultural Dimension in Learning and Child Development: New Policy Implications. Working Paper Series No. 12. Prepared for presentation to a \Consultation on the Cultural Dimensions of Learning and Development in the Young Child,\ this paper offers a series of policy recommendations as a guide to implementation of child service programs that are sensitive to cultural and group identity influences. The terms \ethnicity,\\identity\ and \culture\ are defined, and it is emphasized that professionals must understand the culture of young children and their families and the way that culture diverges from the values and culture of public institutions. The bulk of the paper consists of specific policy recommendations for each of the following groups: researchers, child welfare agencies and professionals, employers and labor unions, government, training institutions, the media, schools, child/day care programs, and consumers (including children, parents, community, and ethnic or special interest groups). (BF)… [PDF]
(1988). Developing Writing Skills in Bilingual Exceptional Children. Exceptional Children, v54 n6 p543-51 Apr. This paper reviews two theoretical approaches (cognitive-developmental and functional-interactive) to the study of the writing of bilingual exceptional children and discusses their implications for effective writing instruction. Also described are two illustrative research projects, one employing the dialogue-journal technique on a microcomputer and another using narrative writing in dyads. (Author/JDD)…
(2001). The Power of Community: Mobilizing for Family and Schooling. Immigration and the Transnational Experience. This book presents an ethnography of community efforts in Carpinteria, California, to bridge ethnic differences, empower parents, and improve education for the town's diverse student population. Located on the central California coast south of Santa Barbara, Carpinteria has been home to generations of Mexican immigrants and their children. Over the past 15 years, a Latino parent organization, Comite de Padres Latinos/Committee of Latino Parents (COPLA), has become a formal agency through which Latinos can navigate the school system and advocate for their children's education. However, rather than focusing on the structure and merits of the organization, this book spotlights the individuals and families involved in COPLA. Many of these people are Spanish-speaking immigrants from Mexico, but their story encompasses a much wider community, including Latinos whose families have been in the United States for generations and European-Americans. Chapters detail the values and experiences…
(2000). Testing Hispanic Students in the United States: Technical and Policy Issues. In the rush to implement world-class standards supported by systems of accountability in public schools, education leaders have compromised the educational future of Hispanic students by making high-stakes decisions based on inaccurate and inadequate testing information. State policies often require that Hispanic students be assessed in English with tests they don't understand or in Spanish with alternative but less rigorous tests, whether or not they are receiving instruction in Spanish. Neither approach produces accurate information about student learning, but the results are often used to hold students, rather than educators or the public school systems accountable. Where exemptions from testing exist, Hispanics disappear from accountability systems. This report aims to bring attention to the growing crisis of \invisible\ Hispanic students and provide guidance on rectifying the conditions that allow Hispanic students to be wrongly measured and unaccounted for in their own… [PDF]
(1999). Victory at Buffalo Creek: What Makes a School Serving Low-Income Hispanic Children Successful?. Instructional Leader, v12 n2 p1-5, 10-12 n3 p6-10 Mar, May. Buffalo Creek Elementary School in Houston, Texas, has been recognized for its success in serving its students–approximately 600 low-income Hispanic children in grades preK-5. A study of the school, which sought to develop a detailed picture of school effectiveness, identified 33 indicators of success. Each of these indicators is briefly described, but the overarching explanation of what makes Buffalo Creek an outstanding school is found in the quality of its teachers and principal. In addition to having much content knowledge (including Spanish and ESL) and much pedagogical knowledge, the staff has special expertise in the area of relationships. Every one of the success indicators is a function of the staff's ability to relate to the children, the parents, and each other. Also, the staff shares a common ideology of why the school exists, what is supposed to happen to the children, and their role as teachers (or principal) in making it happen. The Buffalo Creek staff is gifted at… [PDF]
(1999). Effects of Bilingual and English as a Second Language Adaptations of Success for All on the Reading Achievement of Students Acquiring English. Two adaptations of Success for All, a comprehensive instructional reform program for elementary schools, have been used with students acquiring English as a second language. One is a Spanish bilingual version called "Exito para Todos," in which students are taught to read in Spanish and then transitioned to English reading, usually in the third or fourth grade. The other integrates English-as-a-Second-Language (ESL) strategies with English reading instruction. This report summarizes the results of both of these adaptations for students acquiring English. Experience shows that the effects of Success for All on the achievement of English language learners are, in general, substantially positive. In all schools implementing "Exito para Todos," effect sizes for first graders on Spanish assessments were very positive, especially when schools were implementing most of the program's elements. Even after transitioning to English-only instruction, "Exito para… [PDF]
(1995). An ESL/Bilingual/Bicultural Pre-collegiate Program for Southeast Asian Refugee High School Students. Bilingual Research Journal, v19 n3-4 p395-408 Sum-Fall. Describes a precollegiate English-as-a-Second-Language summer program for Southeast Asian high school students, held at the University of Wisconsin at Stevens Point. Discusses the use of cultural story telling to build a bridge between the self and the new academic setting, and the use of Southeast Asian college students as peer counselors providing bilingual support. (SV)…
(1995). "How Did You Learn to Write in English When You Haven't Been Taught in English?": The Language Experience Approach in a Dual Language Program. Bilingual Research Journal, v19 n3-4 p611-27 Sum-Fall. Case study reports on the use of language experience and a natural approach to learning languages in a dual-language (Spanish-English) kindergarten class. Descriptions of student writing activities in the classroom illustrate the process of literacy development in the first and second languages. The importance of trained bilingual teachers and committed administrators is emphasized. (SV)…
(1996). Cultural Content in Early Childhood Education in Spain. Early Child Development and Care, v123 p47-60 Sep. Defines and distinguishes three large dimensions of culture in relation to schools for young children. Introduces early childhood education's place in the Spanish educational system and the cultural contents that help children develop values and multicultural awareness. Details Spanish educational concepts and the ways in which Spanish teachers incorporate local culture in the classroom. (MOK)…
(2002). Afterword: (E)racing Education. Equity & Excellence in Education, v35 n2 p181-95 May. Presents an afterword to a collection of articles that illustrate how critical race theory shapes educational research and enables scholars to analyze educational outcomes that might otherwise remain hidden. Offers insight into the forward movement of critical race theory and education, suggesting that the articles collectively make a case for "racecentricity" (an explicitly race conscious approach to education) and demonstrate the potential of interdisciplinary approaches to education policy. (SM)…
(1994). Critical Literacy for Navajo and Other American Indian Learners. Journal of American Indian Education, v33 n3 p47-59 Spr. Contrasts four educational theories that outline different diagnoses and prescriptive strategies for addressing minority student failure. Argues that critical theory offers the best possibilities for empowering Navajo and other American Indian students. Describes a bilingual language arts program, based on critical literacy instruction, that links community narratives to thematic studies. (LP)…