Freeman, David E.; Freeman, Yvonne S. (2000). Teaching Reading in Multilingual Classrooms. This book focuses on teaching reading in a multilingual setting. The book introduces core principles of effective reading practice, beginning with a definitive checklist grounded in a theory of reading. As the chapters progress, each item on the checklist is explained and illustrated in detail with examples of eight exemplary teachers who work effectively with mainstream, English-as-a-Second-Language (ESL), and bilingual students. Daily schedules, sample strategies, and lists of literature at different grade levels–both elementary and secondary — help readers put the principles into practice. Chapter titles refer to understanding, valuing, supporting, promoting, and assessing reading, as well as talking, writing, and answering hard questions about reading. In the final chapter, some of the difficult questions teachers, administrators, and parents raise about reading are addressed, including questions about phonics and phonemic awareness. Several charts appear throughout the text….

Blakeley, Mary M. (1983). Southeast Asian Refugee Parents: An Inquiry into Home-School Communication and Understanding. Anthropology and Education Quarterly, v14 n1 p43-68 Spr. Describes efforts in one Oregon school district to learn about and help Southeast Asian refugee families adjust to American schools. Discusses data from a survey of refugee parents and ethnographic observations, and provides information on family characteristics, cross cultural communication, parent involvement in schools, and bilingualism. (Author/GC)…

Day, E. M.; Shapson, S. M. (1982). A Comparison Study of Three Late Immersion Programs. Alberta Journal of Educational Research, v28 n2 p135-48 Jun. Compares effects of three grade-six late immersion programs in British Columbia which differed in amount of instructional time in French (90 percent vs 60 percent), previous student French background, and use of selection criteria. Significant differences occurred in attitudes, but not in French comprehension, English achievement, mathematics, science, or social studies. (Author/AH)…

Berliner, David C. (1988). Meta-Comments: A Discussion of Critiques of L. M. Dunn's Monograph for \Bilingual Hispanic Children on the U. S. Mainland.\. Hispanic Journal of Behavioral Sciences, v10 n3 p273-99 Sep. Reviews criticism of Dunn's monograph on Hispanic-Anglo differences in IQ scores. Discusses the heritability and malleability of IQ, the reciprocal relationship between achievement and intelligence, negative effects of schooling for some caste-like minorities, and superior cognitive skills among balanced bilingual students. Contains 19 references. (Author/SV)…

Roberts, Catrin (1989). Political Conflict over Bilingual Initiatives: A Case Study. Western European Education, v20 n4 p6-19 Win 1988-89. Discusses relationship of language conflict and political conflict. Uses a case study of the attempt to establish a bilingual secondary school in Wales to illustrate various conflicts that arise over the implementation of policy already agreed upon in principle. Concludes that developments and conflict related to bilingualism are locally specific. (KO)…

Mackey, Bonnie; And Others (1995). Cognitive and Affective Outcomes in a Multi-age Language Arts Program. Journal of Research in Childhood Education, v10 n1 p49-61 Fall-Win. Examined along three assessment criteria (self-esteem and attitudes toward school, writing, and reading) the effects of literature-based mixed-age grouping compared to traditional grouping that emphasized a basal-reader approach in language arts. Found significantly higher increases in pretest-posttest scores for students in mixed-age settings. (DR)…

Lara-Alecio, Rafael; Parker, Richard I. (1994). A Pedagogical Model for Transitional English Bilingual Classrooms. Bilingual Research Journal, v18 n3-4 p119-33 Sum-Fall. A pedagogical model for transitional English bilingual classrooms was developed to meet the goals of teacher training and guidance, program evaluation, and empirical validation of bilingual theories. The model defines and integrates theoretical principles useful for pedagogical application in four dimensions: activity structures, language of instruction, language content, and communication mode. (Author/SV)…

Pease-Alvarez, Lucinda; And Others (1991). Effective Instruction for Language Minority Students: An Early Childhood Case Study. Early Childhood Research Quarterly, v6 n3 p347-63 Sep. Describes the attributes of effective programs and teachers serving language-minority students. Summarizes findings from large-scale studies and describes a case study of two bilingual early childhood teachers. Their instructional perspectives and practices are discussed in terms of the role of language and culture in their classrooms, their pedagogical philosophies and instructional practices, and factors leading to innovations. (Author/GLR)…

Carlo, Maria S.; Royer, James M. (1991). Assessing the Language Acquisition Progress of Limited English Proficient Students: Problems and a New Alternative. Applied Measurement in Education, v4 n2 p85-113. Measures of linguistic competence for limited-English-proficient students are discussed. The results for 134 students in grades 3 through 6 from a study of the reliability and validity of the Sentence Verification Technique tests as measures of listening and reading comprehension performance in native languages and English are reported. (TJH)…

Cline, Tony (1998). The Assessment of Special Educational Needs for Bilingual Children. British Journal of Special Education, v25 n4 p159-63 Dec. Examines issues in the assessment of the special educational needs of children for whom English is a second language, and identifies notions that actually prevent good practices. Urges more attainable practices that focus assessment on the learning environment, including the \where,\\with whom,\\from whom,\\when,\\what,\ and \how\ of the child's learning environment. (DB)…

Naysmith, John; Souta, Luis (1997). Quinta da Princesa: A School "Reaching Out.". Multicultural Teaching, v16 n1 p35-38 Win. Describes how positive interventionist strategies improved the experiences and educational opportunities of the African-Portuguese and Romany children in Portuguese schools. The background of linguistic diversity in Portugal and the ethnic diversity in Portuguese schools are discussed. (GR)…

Hampton, Elaine; Rodriguez, Rosaisela (2001). Inquiry Science in Bilingual Classrooms. Bilingual Research Journal, v25 n4 p461-78 Fall. A study examined the value of teaching inquiry science in elementary classrooms where students' home language was Spanish. Bilingual interns taught children in 62 El Paso (Texas) classrooms, half in Spanish and half in English. Findings indicate that language skills in both languages increased, new science concepts were understood, and there was little difference between Spanish and English speaking children. (TD)…

Padron, Yolanda N.; Waxman, Hersholt C. (1999). Classroom Observations of the Five Standards of Effective Teaching in Urban Classrooms with English Language Learners. Teaching and Change, v7 n1 p79-100 Fall. Examined how well elementary teachers with English-language learners implemented five standards of effective teaching. Classroom observations and student surveys indicated that in classrooms where the standards were moderately used, students perceived more cohesion, higher perceptions of their reading ability, and significantly less difficulty with their work than students in classrooms where the standards were rarely or never used. (SM)…

(1990). The Indian Nations At Risk Task Force and the National Advisory Council on Indian Education Joint Issues Sessions Proceedings. Annual Conference of the National Indian Education Association (22nd, San Diego, California, October 15-16, 1990). The Indian Nations At Risk Task Force and the National Advisory Council on Indian Education (NACIE) held joint sessions to hear testimony on important issues in American Indian education. This document presents statements given at 15 topical sessions and 3 additional sessions held for special groups. The 15 topics addressed were: teaching Native language and culture; academic achievement of Native American students and the failure of the education system; dropout prevention; teacher and administrator training, recruitment, and retention; substance abuse prevention; early childhood education; elementary schools and parent participation; middle schools and high schools and the question of boarding schools versus public schools; special education for handicapped, learning disabled, gifted, and talented; higher education, tribal colleges, and academic persistence; adult and vocational technical education; using computers, video technology, or other instructional technologies; education… [PDF]

Demmert, William G., Jr. (2001). Improving Academic Performance among Native American Students: A Review of the Research Literature. This literature review examines research-based information on educational approaches and programs associated with improving the academic performance of Native American students. A search reviewed ERIC's over 8,000 documents on American Indian education, as well as master's and doctoral dissertations and other sources of research on the education of Native Americans. Selected research reports and articles were organized into the following categories: early childhood environment and experiences; Native language and cultural programs; teachers, instruction, and curriculum; community and parental influences on academic performance; student characteristics; economic and social factors; and factors leading to success in college or college completion. The status of research and major research findings are reviewed for each of these categories; brief summaries of research findings with citations are included following the review of each category. Also included are an annotated bibliography… [PDF]

Ratinoff, Luis (1995). Global Insecurity and Education: The Culture of Globalization. Prospects, v25 n2 p147-74 Jun. Articulates a broad synthesis of the issues and movements redefining global security. Recognizes the move away from a conception of security based on national borders and military preparedness to an emerging reality that necessitates social and economic interdependence. Discusses how education can facilitate this progress. (MJP)…

Roach, Ronald (1998). Cyber Diversity. Black Issues in Higher Education, v15 n21 p28-29 Dec 10. A Central Michigan University course in African-American literature, attended mostly by whites, is joined by black students and their professor at the University of Arkansas, Pine Bluff, for lectures and discussions by teleconference. Technology is the tool used for increasing diversity in the teaching/learning experience. But, team teaching requires more preparation time, and classroom management is more complex. (MSE)…

Birzea, Cesar (1994). Educational Policies of the Countries in Transition. This report discusses the emergence of a new geopolitical reality, that of countries in transition. Although the expression usually refers to former Communist countries, a closer analysis shows that transition is, in fact, a universal historical phenomenon. As used here, countries in transition must evidence the following factors: (1) the starting-point or initial state of transition; (2) the destination or the objectives pursued; and (3) the actual content of transition, i.e. the derived transformations. In-depth analyses are presented to provide greater understanding of the education policies of the countries in transition. The social, political, and psychological contexts of the education reforms are established to facilitate that understanding. The report is divided into two parts. Part 1, "Reforms, crises and transitions in Central and Eastern Europe," covers the following topics: (1) "Towards a general theory of transition" (including transition as a…

Ascher, Carol; Burnett, Gary (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]

Kennedy, Mary M., Ed. (1991). Teaching Academic Subjects to Diverse Learners. This book presents 15 papers on the subject of what teachers must know for effective teaching. The book organizes the papers into three parts: Part I offers papers on teaching particular academic subjects, Part II offers papers on the diverse needs and types of students, and Part III offers conclusions. The following papers are in Part I: (1) "Policy Implications of Research on Science Teaching and Teachers' Knowledge" (C. W. Anderson); (2) "What Teachers Need To Know To Teach Science Effectively" (A. E. Lawson); (3) "Teaching Mathematics for Understanding: What Do Teachers Need To Know About Subject Matter?" (D. L. Ball); (4) "What Do Math Teachers Need To Be?" (H. Clemens); (5) "Parades of Facts, Stories of the Past: What Do Novice History Teachers Need To Know?" (S. M. Wilson); (6) "Social Science Knowledge and Citizenship Education" (J. A. Banks); (7) "Musts for Writing Teachers–Report from the Classroom" (T….

Betz, Don (1991). International Initiatives and Education of Indigenous Peoples: Teaching and Learning to \Dance in Two Worlds.\. This paper discusses international initiatives concerning the rights of indigenous people, particularly the education of American Indians. Select United Nations and other international organizations continue to demonstrate genuine concern for the survival, growth and development of indigenous peoples. Many international efforts are in preparation for the United Nations designated \Year of Indigenous Peoples\ in 1993. Education is high on the list of challenges faced by indigenous peoples. Education extends awareness and appreciation of the culture among its members and prepares indigenous peoples for productive and effective roles in the dominant economy. Recent studies of American Indian education contend that the integration of American Indian language and culture into the regular school curriculum is critical to improving student achievement. College faculty members can play a crucial role in the cultural awareness and retention of Indian college students. Helpful guidelines for…

Bastenier, A.; And Others (1986). The Vocational Training of Young Migrants in Belgium, Denmark, France, Luxembourg, and the United Kingdom. Synthesis Report. This study looked at the overall situation of the immigrant population, and young immigrants in particular, and analyzed such problem areas as the transition from school to working life and the inadequacies of initial training with relation to the situation in Belgium, Denmark, France, Luxembourg, and the United Kingdom. National monographs for each country were prepared. They all point to very similar, if not identical, problem areas; (1) problems relating to the education of children of migrant workers and (2) problems concerning access to vocational training and the links between success at school, success in vocational training, success in employment, and access to the labor market. Analysis of the monographs confirms the existence of close links between the various problems, converging to a central point that could be termed the "level of cultural, social, and vocational integration." Problem areas include the family and school (knowledge of the host language, time of… [PDF]

Goldberg, Melvin; And Others (1980). Title VII Bilingual Bicultural Program. Community School District 5. Evaluation Report, 1979-1980. This Title VII Bilingual/Bicultural Program was conducted in a New York City community school district in 1979-1980. It served limited English speaking Hispanic students in grades K-9. It provided subject area instruction in the students' native or dominant language, with an emphasis on reading instruction. The introduction of the report describes the program, its services, objectives, and staffing pattern. Methods used by evaluators are reviewed with emphasis on classroom observation techniques. Areas discussed include: (1) courses taken by teachers and paraprofessionals; (2) workshops for teachers and paraprofessionals; (3) parental involvement; (4) program management; and (5) observations of the Bureau for Monitoring and Review. Test data are presented for Spanish reading achievement, mathematics achievement, and preschool general ability. Data are arranged by grade, school, and district over a three year period. Conclusions and recommendations are included. (APM)… [PDF]

Fairbanks, Merwin G., Ed.; Shreeve, L. Sid, Ed. (1975). The Spanish Speaking American Challenge. A Report of the Chicano Conference Held at BYU in 1974. Experts and concerned citizens from New York to California met in an effort to understand and confront the challenges facing Spanish-speaking people in their struggle for education and for finding their proper place in American society. The problems and character of the Spanish-speaking Americans, as reported in this symposium, do not fit common stereotypes. The people are harrassed by poverty, unemployment (at a normal rate two to three times the national level), disease, communication barriers, educational barriers, cultural barriers, and beaurocratic barriers. The problems with which Spanish-speaking Americans are doing battle are not theirs; they are the problems of the nation. When the solutions are finally found, they will be a major contribution to the world society where minority-ism is nearly a universal phenomenon. Major addresses focus on the topics of ethnic cohesion vs. assimilation, the power of education vs. the power of government, and Utah's efforts with Chicano… [PDF]

Pertusati, Linda (1988). Beyond Segregation or Integration: A Case Study from Effective Native American Education. Journal of American Indian Education, v27 n2 p10-20 Jan. Examines defacto segregated education for Native American students as it exists in rural schools. Uses the programs at Mohawk and Salmon River Schools to illustrate effective practices and notes the role played by parents and community participation, planned transition, and teacher commitment. (JHZ)…

Gormley, Kathleen; McDermott, Peter C.; Rothenberg, Julia Johnson (1999). Preparations and Reflections: Teaching in a Widening World. This paper discusses research on teacher preparation and teaching in diverse settings, using data from questionnaires about various courses and components of one teacher education program. Student teachers completed questionnaires before and after student teaching, and cooperating teachers completed them at the end of student teaching. All student teachers in the study began quite confidently in their beliefs about their education, training, and ability to teach, and their confidence grew as they taught. Supervisors expressed positive beliefs about undergraduate student teachers' general preparation to teach, but not graduate students' (with the difference being the undergraduates' extensive classroom experience). Immediately before student teaching, students with and without practicum experience had very similar thoughts about teaching, but after student teaching, undergraduates revealed different kinds of thoughts than graduate students. The researchers added questions about… [PDF]

Ornstein, Allan C. (1994). Curriculum Trends Revisited. Peabody Journal of Education, v69 n4 p4-20 Sum. Certain contemporary technical advancements and social developments can influence curriculum content and delivery. Multidisciplinary conceptions and multidimensional modes of curriculum implementation may replace subject-centered focus. Although curriculum should reflect the needs of changing societies, achieving balance between integration of new knowledge and proven aspects of former curricula is important. (SM)…

Garcia, Eugene E.; Gonzalez, Rene (1995). Issues in Systemic Reform for Culturally and Linguistically Diverse Students. Teachers College Record, v96 n3 p418-31 Spr. The article addresses the demographic circumstances of student diversity, which have grown significantly in American schools in recent years and have posed a challenge for school reform. The article examines the emerging knowledge base and discusses federal education reform policy changes related to student cultural and linguistic diversity. (SM)…

Hollins, Etta Ruth (1990). Debunking the Myth of a Monolithic White American Culture; or, Moving toward Cultural Inclusion. American Behavioral Scientist, v34 n2 p201-09 Nov-Dec. Presents teaching strategies used in an educational foundations course that helps preservice teachers view themselves as part of a culturally diverse society. Describes an assignment that involves students researching their family history to heighten sensitivity to the cultural struggle of all ethnic groups. (NL)…

Hadaway, Nancy (1993). Encountering Linguistic Diversity through Letters: Preparing Preservice Teachers for Second Language Learners. Equity and Excellence in Education, v26 n3 p25-30 Dec. Describes a project at a large, suburban, state university that focuses on providing students who are training to become teachers with exposure to students of limited English proficiency (LEP). To overcome geographic limitations on available LEP students, preservice teachers corresponded with LEP pen pals from elementary and secondary schools. Advantages of this exposure are reviewed. (SLD)…