(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 2.0: Sterilization and Sanitation. This module on sterlization and sanitation is the second of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to list natural defenses of the human body against pathogenic bacteria, to name three main types of vaccines and how they are made, to define sterlization and sanitation, and to list physical and chemical agents of sterlization and sanitation. Contents include list of module objectives; pretest; four sections on (1) natural defenses against bacteria, (2) medical defenses against bacteria, (3) physical agents of sterilization and sanitation, and (4) chemical agents of sterilization and sanitation; posttest; and English/Spanish vocabulary list. Each section is organized into this format:…
(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 7.0: Endocrine System. This module on the endocrine system is the seventh of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory epxerience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe the endocrine system, to identify and describe the function of the three types of duct glands and all the ductless glands, and to name common skin and scalp disorders. Contents include list of module objectives; pretest; four sections on (1) endocrine system, (2) duct glands, (3) ductless glands, and (4) skin and scalp disorders; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension…
(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 8.0: Excretory System. This module on the excretory system is the eighth (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to discuss the importance of knowledge of systems in the human body to cosmetologists and barbers, to discuss perspiration and its importance, and to describe function of the kidneys, liver, large intestine, and lungs. Contents include list of module objectives; pretest; four sections on (1) The Body is a Wonderful Machine, (2) Is It Healthy to Perspire?, (3) The Kidneys, and (4) Vital Organs of the Excretory System; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in…
(1972). The Law of the People (Dine Bibee Haz'Aannii): A Bicultural Approach to Legal Education for Navajo Students, Volume 4. Volume 4 of a 4-volume bilingual bicultural law-related curriculum examines Navajo community life as it is affected by certain laws. Getting a job, obtaining assistance from welfare and other agencies, and preserving one's individual rights as an employee or as a student are all aspects of daily living with important legal ramifications. This unit explores each of these relationships, as well as important laws that help to shape them. Some of the laws discussed are Social Security, workmen's compensation, unemployment compensations, the food stamp program and other government health and child care programs, as well as child employment regulations in the State of New Mexico. The casebook contains examples of actual instances which are to be utilized in teaching this unit, but it is also suggested that the teacher write the Employment Security Commission and other Federal and State agencies to get forms and applications to be used in the classroom as teaching aids. Video tapes on food…
(1973). An Introduction to the Alaska Department of Education and Information on People, Government, History, Geography. The large number of requests for general information on Alaska has resulted in the compilation of this booklet. Alaska's school system is made up of district schools and State-operated schools. The 29 school districts (controlled by the local school boards) vary in size from 40 pupils with 4 teachers to 34,000 pupils with 1,500 teachers. Boarding high schools, boarding home programs, correspondence study, adult education, Bureau of Indian Affairs' role in education, institutions of higher learning, and teachers are discussed. Programs to meet the needs of the Alaskan student have been developed by Alaskan educators through curriculum materials based on settings and events familiar to these students. A historical sketch of Alaska and its present economy and government are included. The geographic division of Alaska and the distribution of Eskimos, American Indians, and Aleuts are described. Lists of facts and figures, historical milestones, information sources, and miscellaneous… [PDF]
(1970). Report on Sabbatical Leave: Spring Semester, 1970. During his sabbatical leave, the author traveled to Guam, the Trust Territory of the Pacific, and Japan to observe English-language programs. He reports on the contacts that he made and the programs that he observed. He gives his general impressions of the English-language activity in each location and makes several recommendations as a result of his trip. Students should be taught the right sound first and the applicable rule later. Composition should be taught as a creative and spontaneous process; writing should not be approached from the basis of rules laid down by an authoritative book. There should be a great deal more participation by the class in the entire learning process. Teaching of English should be undertaken to help students understand, evaluate, and influence, intelligently and constructively, this rapidly changing world. English instruction should be concerned with the achievement of accurate communication. (Author/VM)… [PDF]
(1986). Education Policy Development in the Reagan Administration. Phi Delta Kappan, v67 n7 p487-93 Mar. Terrel Bell, U.S. Secretary of Education during four years of the Reagan Administration, describes the political forces under which he ran the Department of Education. He points out that education passed through two difficult years during Reagan's first term, but that education fared better at the federal level after the release of "A Nation at Risk." (MD)…
(1979). Preparing Teachers for the Mexican-American Handicapped. The Challenge and the Charge. Teacher Education and Special Education, v2 n4 p21-26 Sum. The article focuses on issues that are important in training teachers to work with Mexican American students who are handicapped. Factors examined include cooperative efforts between local education agencies and universities; teacher attitudes, both toward the culturally different and toward the handicapped; and legislation and litigation. (DLS)…
(1994). Caknernarqutet Things That Struggle Me. Peabody Journal of Education, v69 n2 p6-11 Win. A personal narrative documents the struggle of an Alaska native teacher through her years in school and in the teaching profession. The article discusses the difficulties students face when they are native Yup'ik speakers but are taught in English; demonstrates how recent bilingual and Yup'ik programs have increased students' success rates. (SM)…
(2000). Backing into the Future: Motatau Bilingual School. Canadian Journal of Native Education, v24 n1 p14-29. Describes the struggles and triumphs of a Maori community in the Bay of Islands (New Zealand) as it took local control of its rural school and made it fully bilingual. A series of government reforms have made the Maori people responsible for administering the school with insufficient funds while the government maintains power over the curriculum and policies. (TD)…
(1993). Current Trends and Issues in Urban Education, 1993. Trends and Issues No. 19. This paper reviews 1993 trends and issues in urban education in five sections. Following an introduction, the first section describes the economic conditions of today's diverse urban public school students and the way that poverty differentially affects various ethnic and racial student groups. A second section analyzes key educational policies affecting urban students: school choice, desegregation, magnet schools, and school finance. A third section reviews a variety of special programs for students disadvantaged by poverty, minority status, and/or disability. A fourth section reviews a group of linked practices that are in the midst of turmoil and change because they all seek to handle the growing diversity among students in a new way. This section covers testing and tracking, instructional practices for heterogeneous groups of students; student learning styles; and three popular models for school restructuring: Accelerated Schools, the School Development Program, and Success for… [PDF]
(1970). A Point of View. Education of Mexican-American Children. Community involvement, administrator and teacher education, student self esteem, and cultural awareness are four priorities for Mexican American education at all levels–from early childhood programs through higher education opportunities. The community involvement necessary for effective education requires sincere two-way communication; the recipients of an educational program must be involved in planning and executing the program and must feel it is relevant and important. Administrator and teacher education is essential for the successful instruction of Mexican American students; undesirable attitudes, perceptions, and judgments on the part of educators undermine programs which might otherwise be effective. The student's self image is a critical factor in school success; in order for the Mexican American child to have a positive image of himself as a learner, educators must perceive the child as bringing assets to the classroom, not liabilities. Cultural awareness includes…
(1980). Bilingual Skills Training Program. Auto Mechanics. Module 1.0: Safety. This module on safety is the first of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to define safety, to list rules for fire prevention in the shop and while using lifting devices, and to describe safe work clothing. Contents include list of module objectives; pretest; five sections on (1) definition of safety and maintenance, (2) using tools and equipment, (3) fire prevention, (4) proper clothing, and (5) lifting devices; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions in Spanish and English; vocabulary; concepts (statements or questions to direct reading); readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also…
(1976). Responsive Environment Early Education Program (REEEP): First Year Evaluation Study. Year-End Evaluation Report, 1975-76. Formerly the Responsive Environment Program for Spanish American Children, REEEP is an educational intervention program for 3-, 4-, and 5-year-old "high risk" (of low birth weight and with various handicaps) Spanish American children. Goals of REEEP, an Elementary and Secondary Education Act Title III program, are 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; provide in-service training to selected early childhood and kindergarten teachers and aides employed by various New Mexico school districts; and disseminate information concerning the program. Evaluation of the instructional activities was based on a pre-posttest design using standardized tests which measured language development in Spanish and English, school readiness, and self concept and personality development. In-service training and… [PDF]
(1975). Federal Programs Supporting Educational Change, Vol. 4: The Findings in Review. This report reviews and synthesizes the findings of the survey and fieldwork as presented in Volumes II and III. In particular, it summarizes the evidence concerning the effects of federal change agent policy. Section 1 introduces the report. Section 2 describes the theoretical approach that served as the basis for data collection and analysis. Sections 3 and 4, respectively, present findings about the innovative process and about the factors affecting implementation and continuation. These sections do not present the actual analyses but use footnotes to refer to evidence presented in the other volumes. Section 5 goes beyond immediate data to raise questions about the policy instruments used in federal change agent programs. These policy implications are tentative for several reasons. First, this report presents only the findings of the first year of a two-phase study. Second, this is exploratory research–in effect the work consists of hypotheses that require more refined testing…. [PDF]