(1999). Assessing Students' Attitudes and Achievements in a Multicultural and Multilingual Science Classroom. Multicultural Education, v7 n2 p15-20 Win. Takes a qualitative and quantitative look at the curriculum and teaching of a two-way immersion eighth-grade solar energy science classroom and examines its implications for education policy and reform. Results for a class of 25 students indicate that the approach increases the retention rate of Hispanic students. (SLD)…
(2004). Living the Praxis of Teacher Education through Teacher Research. Scholar-Practitioner Quarterly, v2 n2 p59-73 Win 2003-2004. The main objective of this self-study is to reflect and document the development of our own praxis by using teacher research in our teacher education courses. By praxis we mean an ongoing interdependent process in which reflection, including theoretical analysis, enlightens action, and in turn the transformed action changes our understanding of the object of our reflection. Based on the examination of our reflective journals, collegial dialogue, and students' teacher-research reports, we have achieved three major insights: (1) Teacher Research is a vehicle of genuine praxis of teacher education; (2) Praxis involves a dialectical rationality, which is radically different from the conception of practice within an instrumental rationality; and (3) Modeling and scaffolding the praxis of teacher research for our master's students–in-service teachers–facilitate both their transformation and ours…. [PDF] [Direct]
(1977). Foreign Language Study for a World in Transition. The Language Connection: From the Classroom to the World. ACTFL Foreign Language Education Series, Vol. 9. In a world in the throes of rapid and irreversible transitions–a world in which the common experiences of its peoples are converging–teachers of foreign languages have new needs and responsibilities. First, language teachers need an insightful world view characterized by empathy with others. Second, teachers need to have an even more intimate knowledge of the interrelationships that bridge languages and their cultural dimensions. Finally, there is a need to develop a sophisticated concept of broadening functions and increasing multiple language study that mandates new, imaginative blends of ideas that transcend traditional schooling. (Author/RM)…
(1980). Bilingual Vocational Training Program. Auto Body Repair. Module 4.0: Auto Body Welding. This module on auto body welding is the fourth 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 basic oxyacetylene welder components and their function, oxyacetylene welding flames and welds and how they are produced, and equipment set up procedures; and to identify general safety rules. Contents include list of module objectives; pretest; five sections on (1) basic acetylene welder components, (2) oxyacetylene welding flames, (3) equipment set up, (4) welds, and (5) oxyacetylene welding safety; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading)…
(1978). L'enseignement des langues et la realite canadienne (Language Teaching and the Canadian Context). These proceedings are the result of a recommendation of the Royal Commission on bilingualism and biculturalism in Canada that in second language education in Canada the emphasis should be on the Canadian milieu, not on the foreign language aspect of French and English. The following papers are presented here: (1) "Realite culturelle au Canada (Cultural Context in Canada)," by N. Kattan; (2) "Should Beginning Second Language Courses be Taught at University?" by G. Mills; (3) "La realite canadienne et le materiel didactique (The Canadian Context and Teaching Materials)," by C. Germain; (4) "L'enseignement des caracteristiques canadiennes de la langue francaise (Teaching Canadian Characteristics of the French Language)," by P. Calve; (5) "Adaptation du materiel didactique concu pour l'enseignement en langue maternelle a un enseignement en langue seconde (The Adaptation for Second Language Instruction of Instructional Materials Intended for… [PDF]
(1977). Bilingual Vocational Technical Training Program. Final Evaluation Report. This report of an evaluation to determine the efficacy of the bilingual vocational and technical training program for the Yukon-Kuskokwin delta contains (1) a review of three on-site visits, including descriptions of program objectives, activities, results and benefits, and problem areas, and a written report on villages not visited; (2) a status report on program objectives (to enlarge the natives' comprehension of technical and conversational English, and to enhance their capacity to employ modern technology on a job or in their traditional subsistence activities and life style); and (3) a review of the effects of the program in terms of increased employment, income, and/or increased competence in repairing equipment for use in subsistence pursuits. Conclusions reported are that despite many obstacles objectives were implemented on schedule and there is general broad acceptance of the program. Recommendations are presented and include suggestions for additional bilingual…
(1996). Vocational Bilingual Training Model for Office Specialist. A 16-week office specialist certificate program was developed for Spanish-speaking adults who have the ability and desire to obtain an entry-level office administration position but who have limited English proficiency and basic occupational skills. The program, which is based on the vocational bilingual training model, takes advantage of the native language skills students bring with them to the program and builds on those skills while developing their English language and vocational skills. The program model includes four basic courses: office administration, keyboarding, key calculator math, and bilingual business writing. Each course includes 80 hours of instruction to be delivered over 5 days per week. The course was developed based on input from an advisory board and the results of a needs assessment distributed to employment agencies, bilingual translation services, and corporate human services personnel. All courses use computer-aided instruction, incorporate Secretary's… [PDF]
(2001). Sharing Our Pathways: A Newsletter of the Alaska Rural Systemic Initiative, 2001. Sharing Our Pathways, v6 n1-5. This document contains the five issues of "Sharing Our Pathways" published in 2001. This newsletter of the Alaska Rural Systemic Initiative (AKRSI) documents efforts to make Alaska rural education–particularly science education–more culturally relevant to Alaska Native students. Articles include "Research and Indigenous Peoples" (Nakutluk Virginia Ned); "Multicultural Education: Partners in Learning, Yugtun Qaneryararput Arcaqertuq" (Theresa Arevgaq John); "AKRSI Holds Forum on Culturally Responsive Curriculum" (Frank Hill, Oscar Kawagley, Ray Barnhardt); "Our Clothing, Our Culture, Our Identity: Keynote Address to the Arctic Clothing Conference" (Veronica Dewar); "Camping on the Tanana River" (Claudette Bradley); "Integrating Elders in Northern School Programs" (Cathy McGregor); and "Documenting Indigenous Knowledge and Languages: Research Planning & Protocol" (Beth Leonard). Issues also describe… [PDF]
(1992). Site Descriptive Protocols of Programs for Ethnolinguistically Diverse Classrooms. The Southwest Regional Laboratory's Metropolitan Educational Trends and Research Outcomes (METRO) Center processed 17 descriptions of exemplary sites that addressed the needs of language minority, limited English proficient students. Data were collected regarding program features; schools' and districts' size, geographic location, grades served, number of classes involved, and languages spoken; school organization; instructional leadership; school climate; student characteristics and performance; instructional features; and support components. This report provides descriptive data, in the form of survey item responses, for the following six sites and programs that were found to have the most comprehensive documentation and support data: (1) the Irvine (California) Unified School District's Pre-School Program; (2) the Nogales (Arizona) High School Comprehensive Bilingual Program; (3) the San Diego (California) City Schools' Central Elementary School (a school restructuring process… [PDF]
(1993). Racial and Ethnic Tensions in American Communities: Poverty, Inequality, and Discrimination. Volume I: The Mount Pleasant Report. Civil rights issues affecting the Latino community in Washington (District of Columbia) were explored in a 3-day fact-finding hearing involving the sworn testimony of more than 100 witnesses. Information from extensive field investigation and research was also included. The District's Latino population is a small but rapidly increasing minority group that is predominantly low skilled, poor, and in need of social services. Most are either undocumented immigrants or Salvadorans. Police community relations are strained in part due to the District's Civilian Complaint Review Board's inability to investigate and process citizen complaints of police misconduct. In addition, Latinos entering the District court system face severe disadvantages due to ignorance and language barriers. Despite Latino pressure to increase the number of Latinos in the city government, the number of Hispanics in government is proportionately low. Language and cultural barriers limit access to health and social… [PDF]
(1977). Teacher Classroom Behaviors. Designed and implemented to improve the academic achievement of a predominantly Mexican American student body, this project of the Edgewood Independent School District in San Antonio, Texas, part of the Experimental Schools Program, attempted to improve the affective and cognitive environment of the students through encouraging the use of Spanish, adding culturally relevant materials to the curriculum, and enhancing pupil/teacher relationships. A study of classroom teacher behaviors initially employed very small samples of experimental and comparison students and was later expanded to larger groups to more fully document possible changes produced by the four-year program. The implementation of the program significantly changed neither the emotional climate scores nor teacher interpersonal style scores (mostly at low, positive levels), nor did it significantly raise scores for the measures above those found in the group of comparison classrooms. Measures of individualization of…
(1980). Bilingual Vocational Training Program. Auto Body Repair. Module 2.0: Tools and Equipment. This module on tools and equipment is the second 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 the most widely used general purpose tools, straightening and specialty hand tools, electric and pneumatic power tools, major collision repair equipment, refinishing equipment, and their purposes; and to identify safety rules which apply to power tools and major collision repair equipment. Contents include list of module objectives; pretest; five sections on (1) general purpose tools, (2) straightening and specialty hand tools, (3) power tools, (4) major collision repair equipment, and (5) refinishing equipment; posttest; and English/Spanish vocabulary list. Each section is…
(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 10.0: Circulatory System. This module on the circulatory or vascular system is the tenth 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 identify and describe parts and functions of the blood-vascular and lymph-vascular systems, to explain the composition and function of blood, to explain and trace the circulation of blood, and to name and locate arteries and veins of the head, face, neck, and arms. Contents include list of module objectives; pretest; six sections on (1) circulatory system, (2) blood-vascular system, (3) blood, (4) blood circulation, (5) arteries and veins, and (6) lymph-vascular system; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions,…
(1976). State Funding of Urban Education Under the Modern School Finance Reform Movement. In Serrano v. Priest, the California Supreme Court in 1971 initiated a modern era of elementary and secondary school finance reform. This paper first examines the present problems of urban school finance to ascertain why urban adjustments are necessary today in the new school finance formulas. All urban school finance adjustments in use at the time of Serrano and since Serrano are described and policy problems related to these adjustments are discussed. The final section analyzes school finance reform in ten states concerning fiscal impact on key urban school districts. Tables and text demonstrate that urban school districts have had state aid redistributed in their favor as often as it has been shifted the other way. (Author/MLF)… [PDF]
(2001). Remaining and Becoming: Cultural Crosscurrents in an Hispano School. Sociocultural, Political, and Historical Studies in Education. Nortenos, or Hispanos, are Spanish-heritage residents of northern New Mexico whose ancestors settled in the region in the 17th and 18th centuries and were long isolated from the U.S. mainstream. The ebb and flow of cultural crosscurrents in northern New Mexico add richness and complexity to educational issues faced by the Norteno community. This book focuses on the role of schooling for Hispanos in one school district. It is an analysis about the ambiguity of education: the losses and gains that education brings and what future it can and should serve. It deals with the politics of identity and the concept of boundaries during a time of rapid change. Nortenos are divided between those who seek change and those who resist it, and a sense of urgency in both groups leads to debates about whether or not schools should teach the local language and culture. Conflicting loyalties of religion and culture are woven into this story, as are the cornerstones of Norteno society: family, faith,…