(1981). Know Your Laws. Italian. This Italian language version of "Know Your Laws" consists of 24 self-contained modules designed to acquaint the Florida adult students with law they will meet in everyday life; fundamentals of local, state, and federal governments; and the criminal and juvenile justice systems. (The 130 objectives are categorized in the first three levels of the Cognitive Domain and parallel the Adult Performance Level competencies.) Rationale and terminal performance objectives are first presented. Each module may contain some or all of the following: objectives, vocabulary list with definitions, enabling activities, and handout(s). Topics covered include need for laws, driving laws and signs, voting, duties and responsibilities of citizens, consumer law, citizen rights, legal importance of name, need for lawyer, legal documents, social legislation, Florida police, local government, elected county government, state officials, Florida governor, Florida laws, how a bill becomes a law…
(1978). Evaluation Design 1978-1979: ESAA Title I Migrant Program. Publication Number 78.11. To collect and disseminate information relevant to the accountability and program components of the Title I Migrant Program in the Austin school district and to report to the Texas Education Agency through interim and final reports on how well the migrant program is meeting its stated objectives for 1978-79 are the functions of the evaluation for which this design is prepared. The evaluation design focuses on the program's major activities: student recruitment, parental involvement, instructional program from pre-kindergarten through high school, and health and clothing support services. For components of six major questions pertaining to the current contract procedures used with externally funded personnel and the program's instructional, health services, parental involvement components, the evaluation design lists dates decisions are to be made, dates information is needed, relevant evaluation questions and objectives, and information sources. The evaluation design describes how… [PDF]
(1980). The Indian Child in Special Education: Two Persons' Perceptions. The implementation of PL 94-142, special education for Native American children, is addressed in these six essays. PL 94-142 guarantees all exceptional children the right to a free education; in addition the child's program must be tailored to meet the pupil's individualized needs with all instruction appropriate to the child, providing a least restrictive environment for his participation in learning. For the Native American exceptional child, this concept of education presents a temporary hindrance, yet an innovation. The referral process is activated only when a child seems unable to function adequately in the environment. On the reservation, the school has assumed this role of referral, although parents or guardians may accept the responsibility to refer a student. The referral is evaluated. This step includes a complete explanation of the evaluation so both the parent or guardian and the child understand what is involved; an explanation in their native language may be…
(1980). Bilingual Vocational Training Program. Auto Body Repair. Module 1.0: Beginning Auto Body. This module on beginning auto body is the first of four (CE 028 303-306) in the auto body repair course of a bilingual vocational training program. The course is designed to furnish theoretical and laboratory experience in welding, metal straightening, metal finishing, painting, and use of power and hand tools. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify auto body repair job classifications; and to identify different metal strenghtening methods used in constructing vehicles, different vehicle frame constructions and their purpose, types of body construction and their purpose, and different units of hardware and trim and their purpose. Contents include list of module objectives; pretest; five sections on (1) auto body technicians, (2) metal strengthening, (3) frames, (4) body construction, and (5) hardware and trim; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions,…
(1977). El Espiritu Siempre Eterno Del Mexico Americano (The Always Eternal Spirit of the Mexican American). Twenty stories and essays suitable for intermediate and secondary grades illustrate the enduring spirit of Mexican American life, legend, custom, and culture. The Spanish language book describes the ceremonies of baptism, engagement, marriage, and the \quinceanera\ (a girl's 15th birthday). Folklore (magic spells, superstitions, \cuentos\ or tales, the legend of the Virgin of Guadalupe) and customs (Christmas \posadas\, religious promises or \mandas\, and the elaborate rodeos known as \charreadas\) are explained as are such aspects of Mexican American culture as music, dancing, and machismo. Several chapters are devoted to current issues including the women's movement, energy sources, and political participation. Each story or essay is followed by a series of questions and a written exercise. A Spanish-English vocabulary list completes the book. (SB)…
(1972). The Law of the People (Dine Bibee Haz'Aannii): A Bicultural Approach to Legal Education for Navajo Students, Volume 3. Volume 3 in a 4-volume bilingual bicultural law-related curriculum concerns Navajo traditional law as it pertains to the family, and compares these laws and customs to those of Anglo society. Case histories (gathered using anthropological field techniques) were compiled by paraprofessional legal advocates, and provide materials to be used in classrooms for role playing and discussions. Legal aspects that affect Navajo family members are presented and compared to those of the Anglo law and cover such areas as: marriage; parent and child relationships; divorce–division of property, custody of children, and their support; role of family members in the division of labor; and inheritance patterns–water rights, land, houses, livestock. The type of land Navajos live on are described in terms of: reservation lands (majority live on reservations); satellite reservation areas; allotted lands (individually owned); Navajo tribal trust lands; United States Government lands; lands leased by the…
(1975). Ethnic Studies Curricula and Related Institutional Entities at Southwestern Colleges and Universities. Bulletin of the Cross-Cultural Southwest Ethnic Study Center, October 1975, Special Issue. This publication contains the results of a survey of two- and four-year colleges and universities in the U.S. Southwest designed to provide detailed information concerning the status of ethnic studies curricula. The Cross-Cultural Southwest Ethnic Study Center (CCSWESC) of the University of Texas at El Paso conducted the survey to promote interinstitutional communication and cooperation between and among CCSWESC and analogous entities on other campuses. A two-page questionnaire was mailed to administrative officers of most junior and senior colleges in California, Nevada, Utah, Colorado, Arizona, New Mexico, Texas, and Oklahoma. Nearly 100 institutions of the approximately 150 responses indicated a program or activity relevant to the areas surveyed. Survey results include the following: nomenclature of the ethnic curricula; academic levels involved; the regional and minority concerns treated; the manner in which faculty for such programs are distributed among the various teaching… [PDF]
(1971). The Migrant Child and His Psycho-linguistic Problems. AATEFL Newsletter, v1 n2 p17-30 Oct. Present attempts to integrate migrants linguistically and culturally into Australian society need to be improved. The migrant child must be taught to learn how to learn, and learning experiences must be structured to promote education in school subjects and communication with peers. There is a problem of acculturation; migrant children must be taught to develop a differentiation mechanism to bridge two cultural systems and two language systems. There must be a systematic growth of cultural awareness, and the Australian community must also recognize and accept foreign cultures. The new concept of the pluralistic society should be adopted. Language-learning and teaching-research centers should be established to specialize in the study of problems in second language learning; applied linguistics; evaluation and development of curriculum, tests, and teaching materials; and information coordination and dissemination. (VM)… [PDF]
(1976). Right to Read Preservice Teacher Preparation Project. A Competency Based Teacher Education Model. A Final Report, 1974-1976. Vol. II. Volume II of the three-volume final report on the Right to Read Preservice Teacher Preparation Project is arranged into five appendices presenting learning, instructional, and evaluational modules in the reading and language arts fields. Appendix A appears in Volume I. Appendix B is a first draft of nine modules for a second undergraduate reading methods course dealing with the background for personalized reading instruction, the nature of reading differences, guidelines for reading assessment and identification of needs, the provision of materials for personalized instruction and techniques in their use, the identification of differing needs in reading content areas, recognition of special needs of bilingual or culturally different children, and teacher-parent-cooperation. Appendix C details seven language arts modules for an undergraduate course–creating and organizing a primary classroom, the concepts of language and thinking in children, oral language activities, using… [PDF]
(2000). Report on the Binational Conference: In Search of a Border Pedagogy (4th, El Paso, Texas and Ciudad Juarez, Mexico, January 1999). This report contains a synopsis of the binational conference and features brief summaries of all the papers presented at the conference. Over 350 educators, community leaders, and researchers were brought together to discuss the educational extremes found along the border between the United States and Mexico and to investigate instructional approaches that address the unique characteristics of this region. The following questions helped to shape the scope and content of the conference: What is the current condition of bilingualism, particularly in the United States? How can educators break the cycle of low performance in border schools? How can teachers and administrators reinvent school norms, structures, and culture so that there is respect for linguistic and cultural differences? The conference was sponsored by the Center for Research on the Education of Students Placed at Risk, the Texas Teacher Recruitment, Retention, and Assistance Project at Johns Hopkins University, and the… [PDF]
(1999). The Absence of Language Policy and Its Effects on the Education of Mexican Migrant Children. Bilingual Research Journal, v23 n4 p319-44 Fall. The absence of a language policy in a rural central Illinois school district with a rapidly growing population of migrant Spanish-speaking students seriously affected the academic achievement and social inclusion of newcomer students. A case study focuses on attitudes and reactions of three teacher groups: English-only teachers, "bridge builders," and "bilingual is best" teachers. (Contains 52 references.) (SV)…
(1984). Vocabulary for the Spanish-English Bilingual Program. [Grades K-6.]. Materials for Spanish-English bilingual children's vocabulary development in grades K-6 include lists of English words and their Spanish counterparts for the typical course of study, which in grades one through six includes social studies, science, language arts, health and safety, and math. Related class activities in each area are suggested after each grade level list. For the five-year-olds, the scope of the vocabulary includes body parts, clothing, food, communications, school, and transportation. (MSE)…
(1979). Service Delivery to Bilingual Population in Rural Areas. In 1970-1972 a Texas high school in a bicultural community piloted a motivational program of English, Language Arts, and Social Studies skills designed to involve disadvantaged students (mostly Mexican American) in positive, creative outlets to alleviate a negative self-concept. Four teachers plus Title I Migrant aides used a team teaching approach to provide specialized counseling and raise student achievement to that of the peer group. Oral language development was reinforced using Buy's "Speaking By Doing"; reading improvement was based on the Westinghouse PLAN kit; and social studies programs were centered around thematic film units. Project evaluation consisted of standardized testing, teacher observation, and academic success of students in other classes. In 1976 the program was changed to 18 individualized quarter courses including media study, reading skills, economics, American culture, Mexican culture, and Spanish. Proration of all students into the courses… [PDF]
(1977). Review of the Literature on Educational Needs and Problems of American Indians and Alaska Natives 1971 to 1976; National Indian Education Needs Assessment Project. Research and Evaluation Report Series No. 64:00. Findings from nearly 800 research reports, evaluation studies, needs assessments, dissertations, theses and personal commentaries are included in this review of national Indian educational needs. The sources are dated from 1971 to 1976. Objectives were to: (1) compile a literature review that summarized information about Indian educational needs; (2) include information on specific populations studied; (3) include information on the adequacy of instruments employed, sampling and methodological procedures used, and methods for choosing and training researchers; and (4) note regional differences in data collection techniques. The document is divided into three parts: "Review of the Literature" summarizes findings of eight broad educational areas, e.g., administration, students, and counseling. The first part concludes with a general review of educational needs as indicated by both research studies and personal commentaries. "Summary of Information Gaps in the Knowledge… [PDF]
(1999). Unified Education System: From Implementation to Evaluation, 1997-98. In 1995, the Albuquerque (New Mexico) school district devised a plan to merge special education, cross-cultural education, Indian education, and Title I with the general education program, designated the Unified Education System (UES). Considering the abrupt implementation of UES in the first year and subsequent confusion regarding staff positions and roles, an evaluation was conducted at the administrative level during the third year of implementation. Thirty-seven assistant superintendents, operational staff, management in special services, other administrators, and program support specialists participated. Findings indicate that five of the six components necessary for change–vision, necessary context, decision making, skills, and action plans–were well recognized by respondents. There was surprising unanimity of vision for the future of UES. Recognition of the importance of interpersonal support was evidenced by efforts to build esprit de corps and recognize individual… [PDF]