(1993). Reinforcing E.S.L. with Los Cumbancheros Choral Performance Group (Los Cumbancheros). Final Evaluation Report, 1992-93. OREA Report. Reinforcing E.S.L. with Los Cumbancheros Choral Performance Group was a state-funded program functioning at seven elementary and junior high schools in the Bronx (New York) in 1992-93, its fifth year. the program served 244 Latino students primarily of limited English proficiency (LEP); a few English-proficient and special education students were also served. Participants performed in a variety of multicultural activities, 152 of them in a choral group and 92 in percussion groups. Spanish native language arts (NLA) and English as a Second Language (ESL) instruction were offered in music and music theory classes. Los Cumbancheros also provided staff development and parent involvement activities. The project was successful in meeting its objectives for ESL and NLA in music theory, and for Spanish and English oral language proficiency. It also met the objectives for staff development, cultural/education activities, and parental involvement. Recommendations for program improvement… [PDF]
(1988). Academic Performance of Limited-English-Proficient Indian Elementary Students in Reservation Schools: Year Two Report of the National Evaluation of Services for Limited-English-Proficient Native American Students. This report describes results of a study of academic performance by American Indian elementary school students with limited-English proficiency (LEP). The study was designed to complement the National Longitudinal Evaluation of the Effectiveness of Services for Language Minority Limited-English-Proficient Students, which was also conducted for the Department of Education, but which did not include Native American students. This report summarizes the results of the second year of the two-year study of performance of LEP American Indian students. It includes results of two years of on-site data collection in a sample of eight projects visited. Schools visited include public schools, tribally controlled schools, and one school controlled by the federal Bureau of Indian Affairs. Researchers assessed the extent to which Indian languages and English are used at home and during school. Overall, the students participating in the study scored substantially below the national average on… [PDF]
(1988). Automated Bookkeeping Curriculum. This document describes a project that provides full-time training in automated bookkeeping as well as job-specific English as a second language (ESL) to adults whose first language is Chinese. The project includes a component that develops the trainees' language proficiency in business communications while emphasizing their understanding of American culture and the world of work. The daily class schedule is organized into eight 45-minute class periods: three periods of job-skills instruction, three periods of job-related ESL instruction, one period of group counseling/employability instruction, and one period of special activities such as individual counseling, tutoring, typing practice, and homework. The curriculum of the automated bookkeeping course is divided into five parts: objectives, course outline, instructional methods and techniques, materials and resources, and evaluation of trainees. Thirteen appendixes, making up the major part of the curriculum guide, cover the… [PDF]
(1988). Data Entry Curriculum. This document describes a project that provides full-time training in the microcomputing area of data entry/word processing as well as job-specific English as a second language (ESL) to adults whose first language is Chinese. The project includes a component that develops the trainees' language proficiency in business communications while emphasizing their understanding of American culture and the world of work. The daily class schedule is organized into eight 45-minute class periods: three periods of job-skills instruction, three periods of job-related ESL instruction, one period of group counseling/employability instruction, and one period of special activities such as individual counseling, tutoring, typing practice, and homework. The curriculum of the data entry course is divided into five parts: objectives, course outline, instructional methods and techniques, materials and resources, and testing materials and evaluation of trainees. Thirteen appendixes, making up the major… [PDF]
(1984). Primary and Secondary Education in Sweden. Fact Sheets on Sweden. In addition to giving pertinent historical background, this document describes the current educational system in Sweden. Specifically described are reform efforts since World War II; responsibilities of the federal, county and municipal governments; features held in common by schools in the municipalities; organization and curriculum of compulsory and upper secondary schools; and structure and training of school staff. School administration and finance, curriculum, school year schedules, marks and examinations, and the organization of the school's work are described for both compulsory and upper secondary schools. Other features of Swedish schools discussed include the following: emphasis on practical working life orientation throughout schooling; bilingual programs for immigrant children; foreign language instruction; remedial teaching for children with academic or socially related school difficulties; free activity periods (sometimes organized within an integrated school day);… [PDF]
(1979). Formal and Informal Education of the Winnebago Society with Implications for Formal Education. Tracing the effects of white contact with Native American tribes as evidenced in the Winnebago Tribe, this paper describes the problems of Winnebago youth caused by divisions between traditional Winnebago culture and the dominant mainstream American culture. Chapter I shows how the informal training of Winnebago family and clan have been gradually eroded, from 1863 to the present, by the formal training conducted by the United States government in on-reservation and off-reservation boarding schools and by Christian mission schools. Chapter II describes how political strategies were effectively put to use during the 1960's and 1970's to bring about tribal supervision of the disbursement of federal funds. It tells how Nebraska tribes, including the Winnebago, found that unified efforts helped them to gain greater self-determination on local, state, and national levels. Chapter III describes how the traditional expressive arts of the Winnebago and the social groupings of clan and tribe…
(1978). ACTFL Annual Bibliography of Books and Articles on Pedagogy in Foreign Languages for the Years 1975 and 1976. This selected bibliography of books and articles related to foreign language pedagogy is compiled from a master list of over 300 journals and reference sources. This compilation, which lists publications that appeared during the two calendar years 1975 and 1976, contains 4,224 citations. They are divided into the following topics: "Festschriften" and Other Analyzed Collections; General; Bilingualism; Linguistics; Culture; Teaching the Foreign Language; Curricular Problems and Developments; Materials; Physiology and Psychology of Language Learning; Teacher Education and Certification; Methods; Equipment; and Testing. An author index is provided. (Author/NCR)…
(1980). Bilingual Skills Training Program. Meat Cutting. Module 2.0: Job Classifications, Tools, Sanitation & Safety. This module on job classification, tools, sanitation, and safety is the second of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary and to identify job classifications in a retail meat market; proper use and maintenance of meat cutting hand tools; power equipment, its usage, and cleaning procedures; sanitation procedures; and meat market safety rules. Contents include list of module objectives; pretest; five sections on (1) meat cutters, (2) hand tools, (3) power equipment, (4) sanitation, and (5) safety; 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…
(2001). Effective Programs for Latino Students. This collection of papers presents the current state of research on effective instructional programs for Hispanic American students. The 10 chapters are: (1) "Effective Programs for Latino Students in Elementary and Middle Schools" (Olatokunbo S. Fashola, Robert E. Slavin, Margarita Calderon, and Richard Duran); (2) "Effective Dropout Prevention and College Attendance Programs for Latino Students" (Olatokunbo S. Fashola and Robert E. Slavin); (3) "Effective Elementary, Middle, and High School Programs for Latino Youth" (Anne Turnbaugh Lockwood); (4) A Two-Way Bilingual Program: Promise, Practice, and Precautions" (Margarita Calderon and Argelia Carreon); (5) "Improving Literacy Achievement for English Learners in Transitional Bilingual Programs" (William M. Saunders); (6)"Effects of Bilingual and English-as-a-Second-Language Adaptations of Success for All on the Reading Achievement of Students Acquiring English" (Robert E. Slavin…
(1977). Educational Programs That Work. Volume IV. This catalog is published as one of many mechanisms to stimulate and facilitate continuing communication among the federal, state, intermediate, and local agencies that share responsibility for educational program improvement through nationwide dissemination activities. All the projects cited have undergone close scrutiny by the Joint Dissemination Review Panel within the Educational Division of the Department of Health, Education, and Welfare, and have been approved for national dissemination. A brief description of the program is given along with information on the materials used, services available, target audience, financial requirements, program evaluation, and contact person. The appendix offers several listings of key persons–National Diffusion Network State Facilitators and state coordinators of federally funded programs–who may be able to assist local schools through technical assistance as they search for useful new educational practices. The appendix also cites a…
(1996). Challenges and Solutions for Educating Migrant Students. This paper overviews challenges and solutions for educating migrant students in Michigan. The majority of migrant workers in the United States are Hispanic men with families. Data indicate that only about a fifth of migrant children complete education beyond the sixth grade. Migrant students tend to fall behind in their education because they change schools frequently and miss classes in order to work and help support their families. On the average, migrant students are 3-4 years behind nonmigrant students academically. Six major challenges of migrant education are interrupted schooling, limited English-language proficiency, poor health and nutrition, social isolation, economic marginality, and lack of self-esteem. Solutions for addressing these challenges include teachers and schools: (1) being prepared to meet the educational needs of migrant students, adjusting school calendars to accommodate migrant students, and keeping an academic portfolio on each student; (2) supporting… [PDF]
(1993). Examining Central Issues in Literacy Research, Theory, and Practice. Forty-Second Yearbook of the National Reading Conference. The 43 conference papers in this yearbook cover such diverse topics in the field of reading as the analysis of children's literacy responses, the study of aesthetic literacy, and the investigation of phonemic awareness. The yearbook includes both data-driven studies and conceptual explorations of diverse literacy learners. The yearbook opens with the presidential address to the conferees: \Researching the Literal: Of Muted Voices, Second Texts, and Cultural Representations\ (D. E. Alvermann). The other papers include: \Assessment as Social Practice\ (Peter Johnston); \Language and Learning: Exploring Schooling Issues That Impact Linguistically Diverse Students\ (O. B. Miramontes); \What Is Scaffolded Instruction? Definitions, Distinguishing Features, and Misnomers\ (D. K. Meyer);\The Case for Expressive Writing for Developmental College Readers\ (I. Baker and P. I. Mulcahy-Ernt); \Reading in English as a Translation Task: Fluent Deaf Young Adult Bilinguals\ (P. N. Chrosniak);…
(1998). What Did You Do At School Today? A Guide to Schooling and School Success. Written for parents, this book discusses current practice in preschools, elementary schools, and secondary schools. The first section, entitled "Learning," defines and discusses learning, memory, learning styles, study skills, and homework. The second section, entitled "What Goes on in Schools?," discusses inclusion, cooperative learning, whole-language instruction, middle schools, multidisciplinary study, bilingual programs, educational assessment, and parents' rights. The chapters in the third section, "Family Involvement in Learning," are: (1) "Preparing Children for School," which discusses language, motor, and social development; (2) "Learning Wherever You Are," which discusses everyday learning opportunities; (3) "Learning Whenever You Can," which discusses learning during the spring and summer, and suggestions for studying space exploration; (4) "Holiday Preparation," which discusses presents, commercials,…
(1993). Project Aprendizaje. Final Evaluation Report 1992-93. This report provides evaluative information regarding the effectiveness of Project Aprendizaje, a New York City program that served 269 Spanish-speaking students of limited English proficiency (LEP). The project promoted parent and community involvement by sponsoring cultural events, such as a large Latin American festival. Students developed their writing skills and self-esteem by contributing articles in English and Spanish to a biannual newsletter. Participating students received instruction in English as a second language (ESL), native language arts (NLA), and the content-area subjects of mathematics, science, and social studies. Evaluation data show that Project Aprendizaje met its objectives for ESL, NLA, business education, attendance, suspension rate, dropout prevention, guidance, extracurricular activities, newsletter production, and parental involvement. It also met its content-area objectives except for science in the fall, and it met two of three staff-development… [PDF]
(1986). A Regional High-Technology Delivery System Model for Adult Literacy. Final Report. The Houston Regional High-Technology Delivery System Model for Adult Literacy meets the need for a technology-based system to deliver instruction in basic literacy skills. The system provides multilevel instruction in reading, writing, and computation skills to out-of-school youth and under-educated adults. A variety of technologies are used to serve the students through technology-based literacy centers, in their homes, and through community centers, such as schools and libraries. Prior to developing the system, a high-school dropout study was completed and a systematic approach was taken to identify the following: resources, student needs, skills for entering the job market, suitable electronic transmission systems, and available instructional materials compatible with the systems. (This report describes the conduct of the project and includes many schedules used in developing the project: organizational contacts, recruitment guidelines, basic skills needed for entering the job…