Brunner, Joseph F.; Schantz, Maria E. (1980). Reading in American Schools: A Guide to Information Sources. Education Information Guide Series, Volume 5. Addressing the needs and concerns of educators, parents, and others interested in the development of reading programs for children, this guide contains 1,032 annotations of resources that focus on the major issues in reading and reading instruction in public schools in the United States. The guide is divided into five major parts, beginning with a theoretical orientation spanning almost 100 years of reading research and reading theory. The other four sections provide annotations of resources on children's literature, adolescent literature, diagnosis and remediation, bilingualism (texts and programs), law, leisure, and literacy. An appendix provides information on professional journals that help teachers keep abreast of current and emerging trends, research, and practice in reading. Three indexes list the citations by author, title, and subject. (RL)…

Casserly, M. C.; Edwards, H. P. (1976). Research and Evaluation of Second Language (French) Programs in the Schools of the Ottawa Roman Catholic Separate School Board (Annual Reports 1971-1972 and 1972-1973). This final report summarizes the research carried out between September 1971 and August 31, 1972, on the second language programs (French), of the English schools of the Ottawa Roman Catholic Separate School Board. Eight immersion classes and forty-seven classes receiving 75 minutes of French daily at the first grade level, and five immersion classes and forty-nine 75-minute classes at the second grade level were considered. A sample of classes representing traditional grade 3 to 8 programs was tested, to compare traditional programs with immersion and 75-minute programs. Chapter 2 of the report consists of a selected review of background literature upon which the research is based, while Chapter 3 outlines a summary of results as presented in the 1970-71 Annual Report. Chapter 4 describes the second language programs currently being used or developed in the school system in question. The fifth chapter describes the subjects of the 1971-72 research, and the longitudinal research…

Kaneshiro, Vera (1977). Teacher's Guide to Accompany "Atightumun Liitusit.". This is an instruction book for the bilingual teacher of the St. Lawrence Island Yupik language. This guide accompanies the beginning primer, "Atightumun Liitusit" ("The First Letters"). Each sound in the language has a definite letter or combination of letters that represents it. The primer presents the alphabet letter by letter, starting with the most common and using only words with letters that have already been presented. Detailed instructions for the presentation of each letter are given. (AMH)…

Kalifornsky, Peter (1977). Kahtnuht'ana Qenaga (The Kenai People's Language). This collection of writings in and about the Kenai language is intended for students at the intermediate or advanced level. The volume is divided into five sections: (1) narratives about Dena'ina life; (2) traditional stories or "sukdu"; (3) prayers and songs; (4) literacy and grammar exercises; and (5) place names. The narratives, stories, prayers and songs are presented with interlinear and free English translations. (AM)…

Rothfarb, Sylvia H. (1974). Evaluation of Learning in Language Arts Vernacular Instructon. This paper presents a preliminary model for a table of specifications for Language Curricula Development Center Language Arts materials. Description of the development of the Criterion-Referenced Unit Achievement Tests, including the tests' design, precedes the recommended model. The model categorizes the main components and behaviors of the SCDC Structud Reading Series, demonstrating how test items are developed keyed to each level of Bloom's Taxonomy. This type of test item costruction has been basically followed in developing SCDC tests. The Language Arts Vernacula Strand follows an eclectic approach in reading instruction. At the Primary One Level, it offers a dual purpose Spanish Vernacular reading program: structured reading and related skills of comprehension and interpretation, and language experience reading with oral language development. At the Primary Two Level, it is broadened by a Language Analysis component and by adding creative expression dimensions to the language…

Zirkel, Perry Alan (1971). Puerto Rican Parents and Mainland Schools, Hartford, Connecticut. This study constitutes the promised product of an institute on \Puerto Rican Pupils in Mainland Schools,\ sponsored by the Educational Leadership Institute and the University of Hartford during the Summer of 1971. The stated purposes of the Institute were: (1) to stimulate communications and understanding between school and community representatives toward the improvement of the educational opportunities of Puerto Rican pupils in mainland schools; (2) to develop a data base concerning cultural and linguistic factors in the home environment that may be significant toward that end; and, (3) to examine and interpret such data in terms of present and potential school programs and practices. The Institute focused on facilitating the relationship between the home and school environment of Puerto Rican pupils in Hartford as a possible model for other mainland school systems. The formal program of the Institute was concentrated in the week of June 28 – July 2. The morning sessions provided… [PDF]

Salinas, Claudio (1976). An Investigation of the Needs of Children in the Migrant Education Program in the State of Oklahoma. Summary Report. During the spring of 1976, a study was conducted to compare Oklahoma migrant student against a standard which would allow for the determination of areas in which to improve the migrant education programs. The literature concerning migrant students and their education in other states was explored. Findings and characterizations of migrant students in literature were grouped into three broad areas reflecting: the educational status of migrant students; parental participation in the education of their children; and the teaching repertoires of the migrant education program teachers. From that exploration emerged a description of the educational plight of migrant students and auxiliary issues. This was used to provide direction for data collection and a standard against which Oklahoma migrant students were compared. This report consists of: (1) a summary report of the study, and (2) selected tabular information. The summary consists of an overview of the steps taken to conduct the study,… [PDF]

Moll, Luis C. (1992). Bilingual Classroom Studies and Community Analysis: Some Recent Trends. Educational Researcher, v21 n2 p20-24 Mar. Uses a sociocultural perspective that acknowledges the many resources for children beyond school for language acquisition to describe how research about children' communities can be used to enhance bilingual instruction. Argues for the redefinition of researchers' and teachers' roles for a collaborative working relationship to bring about educational change. (JB)…

Huerta-Macias, Ana; Quintero, Elizabeth (1995). Bilingual Children's Writing: Evidence of Active Learning in Social Context. Journal of Research in Childhood Education, v9 n2 p157-65 Spr-Sum. Examined the relationship between literacy development and sociocultural aspects. Identified some cognitive processes in biliteracy acquisition through categorizing children's work according to Piaget's active learner categories that show learners constructing knowledge for different purposes. Results suggest that these cognitive processes are interwoven into the sociocultural development of each child, individually and as members of a family, school, and community. (AA)…

Borsato, Graciela; Lindholm-Leary, Kathryn (2005). Hispanic High Schoolers and Mathematics: Follow-Up of Students Who Had Participated in Two-Way Bilingual Elementary Programs. Bilingual Research Journal, v29 n3 p641-652 Fall. Research shows a serious underrepresentation of Hispanic students entering the math, science, and engineering fields, possibly fueled by a large gap in math achievement between Hispanic and Euro-American students. The current study addressed this concern by examining the general school-related attitudes, coursework, and achievement, with a focus on math for 139 high school students–Hispanics who were previous English language learners, native English-speaking Hispanics, and Euro-American English speakers–who had been enrolled in a two-way bilingual program throughout elementary school. The results showed that all three groups of students had positive attitudes toward math and school in general and were scoring at grade level in math. They were taking higher level college preparation math courses and getting mostly average grades (B's and C's) in those courses. These results suggest that the two-way bilingual program may provide the academic preparation and schooling attitudes,… [Direct]

Kocsis, Mitzie; And Others (1979). In, Out, and About the Classroom: A Collection of Activities. Resources for Schools. No. 15. This booklet contains a collection of services available to professional educators in the state of Massachusetts. Services in the areas of curriculum materials, field trip sites, films, and training and support services are included. While services are broadly categorized under curriculum areas, an index to locate names of specific organizations is provided. (JD)…

Bachelor, David L. (1991). Educational Reform in New Mexico: Tireman, San Jose, and Nambe. In the 1930s Loyd Tireman organized two successful New Mexico experiments in progressive and bicultural education that anticipated contemporary trends. Resisting the nativist and assimilationist sentiments of the time, Tireman saw the necessity of tailoring education to the child rather than fitting the child into a standardized curriculum. His demonstration school at San Jose near Albuquerque, founded in 1930, implemented individualized instruction, peer tutoring, and the use of community resources. A preschool class helped Spanish-speaking students learn English. Instruction at the school was based on activity programs that balanced passive reading with active exploration. Recreational reading and readings from newspapers stimulated students' interest in reading. The school's innovative programs reversed low reading comprehension scores and became an important resource for rural teachers. In another innovative project funded by Cyrus McCormick, the community school at Nambe became…

Brisk, Maria Estela (1998). The Transforming Power of Critical Autobiographies. The rationale for using critical autobiography projects in English-as-a-Second-Language (ESL) instruction is discussed, and procedures for implementation are outlined. Writing a critical autobiography involves the student's presenting a personal narrative while exploring external factors influencing his life. Critical experiences in life provide fertile starting points to motivate students to read, write, and learn, and helps language learners understand that problems associated with living in a new culture are the result of social factors rather than personal shortcomings. Four case studies illustrate how critical autobiographies can be used in different settings and the effects they can have on students, their parents, and teachers. The cases include: a reading teacher working individually with a first- grader; a bilingual fifth-grader working with the whole class, assisted by ESL and computer teachers; a sixth-grade bilingual teacher using critical autobiographies in Spanish… [PDF]

Dianda, Marcella R. (1991). Adaptation and Implementation of Success for All: Progress Report. The Southwest Regional Laboratory (SWRL) is adapting Success for All, a prominent early-elementary school program for at-risk minority youths, for use with disadvantaged limited English proficient students whose primary language is Spanish. The Johns Hopkins University Center for Research on Effective Schooling for Disadvantaged Students is collaborating with the SWRL and the Riverside (California) Unified School District (RUSD) in adapting, implementing, and evaluating Success for All in a low-achieving disadvantaged elementary school with mostly Hispanic American students. The program strives to prevent learning deficits through a comprehensive approach that emphasizes early education, improvement in instruction and curriculum, and intensive intervention at the earliest possible stage when deficits first surface. The program includes the following: (1) English and Spanish reading tutors; (2) English and Spanish reading programs; (3) 8-week assessments administered in English and… [PDF]

Lynch, Joanne (1993). Cognitive Academic Language Learning Approach (Project CALLA), Community School District 2 Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OREA Report. Cognitive Academic Language Learning Approach (Project CALLA) was a federally funded program serving 960 limited-English-proficient students in 10 Manhattan (New York) elementary schools in 1992-93 its third year of operation. The project provided instruction in English as a Second Language (ESL), mathematics, science, and social studies in kindergarten through grade 6. Staff development workshops, individualized staff training, parent ESL instruction, and parent involvement activities were also important program components. The project met all its stated objectives in English language development and the content areas, staff development, and the parent involvement objective for understanding children's education, but not the parent involvement objective for parent participation in activities. It is suggested that in this case, either attendance records were inadequate or the participation level targeted was unrealistic. The major recommendation for program improvement was to modify… [PDF]

Schnell, James A. (1987). Enhancement of Cross-Cultural Communication within a Multi-Ethnic Environment: The Educational Function of the U.S. Air Force Office of Social Actions. The U.S. Air Force attempts to minimize racial and sexual discrimination by incorporating federal laws into its infrastructure and by exercising consistent enforcement of these laws. This leads to a development of cross-cultural communication among various subcultures within a multi-ethnic environment. The Social Actions Office at each Air Force base offers required orientation sessions on discrimination and standards. This office was established in 1973, under Regulation 30-2, as a result of the passage of the Civil Rights Act of 1964, racial disturbances at military bases, and statistics which indicated that blacks received harsher military punishments than whites. Regulation 30-2 and others outline specific discriminatory behavior and state proper standards of military conduct. Orientation sessions emphasize the reasons discrimination exists, the need for communication, and how individual perceptions influence interracial, interpersonal, and intercultural communications. The U.S…. [PDF]

Semons, Maryann (1989). The Salience of Ethnicity at a Multiethnic Urban High School from the Students' Perspective. The articulation or suppression of ethnicity among high school students depends on the individual's estimation of the relevancy of ethnicity, an estimation linked to structural factors in society. Data for this ethnographic study were derived from extensive observations of students by a participant-observer at a multiethnic urban high school. The ethnic breakdown of the 1,300 students was as follows: (1) 38 percent Black; (2) 24 percent Hispanic; (3) 23 percent White; (4) 11 percent Asian; (5) 3 percent Filipino; and (6) 1 percent Native American. Fieldwork extended over the course of one academic year and consisted of an initial week of regular classroom observations followed by informal interviews of about 50 students, representing the four predominant ethnic groups and a number of students of mixed background. Six of the faculty and staff were also interviewed to corroborate or challenge the findings. Conclusions include the following: (1) the articulation of ethnicity is based…

Feldman, Kenneth A., Ed.; Paulsen, Michael B., Ed. (1994). Teaching and Learning in the College Classroom. ASHE Reader Series. This volume presents 41 papers on teaching and learning in the college classroom. Papers include empirical studies as well as papers offering philosophical views and informed speculations. Both quantitative and qualitative research are included; and many different research and theoretical perspectives are represented — educationist, feminist, humanistic, psychological, sociological, anthropological, and more. Articles vary from research reports to literature reviews to essays to practitioner-oriented articles. The reader is divided into six major sub-areas. Part 1 establishes historical perspective on the nature and practices of college teaching and learning as well as the historical background of research conducted in this field. Part 2, in examining learning theory and related research as it applies to post secondary settings, addresses the important implications associated with student diversity. Part 3 introduces some general models of teaching followed by specific teaching…

Green, Howard, Comp.; Sawyer, Don, Comp. (1983). Native Adult Basic Education. An Instructor's Annotated Bibliography. An annotated bibliography, designed for use with Vancouver Community College's Native Adult Basic Education program, lists resources relevant to all instructors of Native Indian adult students and to others developing course outlines and classroom material. Most items were published between 1972 and 1981; one dates from 1911. Each listing has a level of use, linked to school grade levels, based on readability, oral vocabulary, student experiences, and maturity of thought. The first major section, entitled "English," is divided into subsections on novels (37 entries), poetry (7), drama (7), short stories and legends (11), and non-fiction (4). The second section, on social studies, lists 40 books and 11 pamphlets, manuscripts and related documents. A section on science describes 11 books. The fourth section, covering art, has 10 entries. A section on multi-media resources gives producer and distributor for each entry, which include 58 films (most made between 1972 and 1978)…

Carson, Mary R.; And Others (1982). Effective Schools. Seminar Report. Early in 1982 the Seattle (Washington) School Board organized a seminar on school effectiveness in Seattle. The seminar group, including teachers, administrators, a community representative, and a school board member, looked at relevant research and considered testimony by community groups, individuals, teachers, and students on school effectiveness. This report is the product of that process. It begins with a brief summary of research on effective schools. A short definition of effective schools is offered, describing them as those in which all students master basic skills, seek academic excellence in all subjects, and demonstrate achievement through systematic testing. The report then lists 12 characteristics that are necessary for effective schools in Seattle, ranging from clear goals to parent and community involvement. The next chapter presents a summary of problems identified by the seminar in 11 areas in Seattle schools, such as staff dedication, goals, time on task, and…

Becker, James M., Ed. (1979). Schooling for a Global Age. The book explores objectives, needs, and practices in the area of global education in elementary and secondary schools. Major purposes of the volume are to present a comprehensive, up-to-date examination of existing programs, characterize components of an ideal global education program, and provide advice to educators as they develop and implement global education programs. Major topics discussed in the nine chapters include a scenario of a visit to an imaginary world-centered school, evaluation of the impact of world events on everyday life, world-centered educational alternatives, obstacles in the path of global education perspectives, imperatives for global education programs, affective and cognitive objectives of global education for elementary schools, models of world-centered schools, international student exchange programs, and an agenda for global education action. The document concludes with an annotated bibliography arranged in six parts: (1) imperatives and issues, (2)…

Corvell, Wendy; Gavin, Dorothy; Knight, Melinda; Lorey, Barb (2000). Course in Introduction to Cross-Cultural Communication. Adult Education in the Community. Materials are provided for Introduction to Cross-Cultural Communication, a 75-hour course developed by teachers experienced in working with students in adult literacy and basic education and English as a second language classes. The course is designed to provide adults with the skills and understanding to enable them to communicate cross-culturally in an effective manner and recognize the value of the shared and diverse aspects of different cultures. It is intended to help participants develop the confidence and concepts to assist in communication between cultures using verbal and nonverbal techniques. Part A contains contact information for submission for course accreditation. Part B contains this course information: evidence of need; purpose; structure and requirements; learning outcomes of the four modules that comprise the course; and educational practices (delivery modes, assessment, resources). Part C consists of these four modules: perception; culture; rights,… [PDF]

Duckworth, Eleanor (1997). Teacher to Teacher: Learning from Each Other. Thirteen teachers and a teacher educator describe a year-long graduate program for experienced teachers in which they learned from each other how to become better teachers. The program, which was situated at Harvard's Graduate School of Education, included an integrative seminar, three required courses, and two elective courses. This book is organized around the sessions of the integrative seminar from September to May. The collection of essays, discussions, and journal entries are as follows: "Introduction" (Eleanor Duckworth); "Fourteen Teachers" (Christopher Whitbeck); "Fasten Your Seatbelts…It's Going to be a Bumpy Ride" (Duane Grobman, II); "Let's Make a Deal" (Jane Kays); "Rome Fell, and Nothing Much Happened for a While" (Christopher Whitbeck); "Well, I Guess We'll Do Motivation" (Kristin Newton and Eleanor Duckworth); "Against All Odds: Creating Possibilities for Children to Invent and Discover"…

Peebles, Lucretia (1996). Validating Students: A Collaborative Model. Elementary School Review. Social Studies Review, v34 n3 p44-49 Spr. Maintains that content-rich, meaningful curricula can provide learning opportunities to all students. Describes an informal, nonprofit community-based learning program that extends the school's curriculum beyond the classroom by providing access to multimedia resources. Presents an 11-step collaborative model for the project. (CFR)…

Karaman, Bushra; Wingfield, Marvin (1995). Arab Stereotypes and American Educators. Social Studies and the Young Learner, v7 n4 p7-10 Mar-Apr. Maintains that negative stereotypes of Arabs permeate U.S. popular culture. Discusses Arab stereotypes among educators and the effects of stereotyping on Arab American students. Describes efforts used in the Dearborn, MI, schools to eliminate stereotypes and integrate into the curriculum the study of Arab culture. (CFR)…

Terrell, Melvin C., Ed. (1992). Diversity, Disunity, and Campus Community. This monograph offers a collection of nine papers demonstrating how the student affairs subculture in institutions of higher education can provide academic as well as managerial leadership in promoting cultural diversity and planned change. The papers are as follows: (1) "Achieving Cultural Diversity: Meeting the Challenges" by Barbara Henley and others; (2) "Cultural Diversity in Residence Halls: Institutional Character and Promotional Strategies" by Melvin C. Terrell and John R. Hoeppel; (3) "Law Enforcement and Education: New Partners in Diversity" by Doris J. Wright; (4) "Enhancing Cultural Diversity and Building a Climate of Understanding: Becoming an Effective Change Agent" by Suzanne E. Gordon and Connie Borders Strode; (5) "The Making of a Celebration: Lessons from University of Louisville's First University-Wide Celebration of Diversity" by Dennis C. Golden and others; (6) "The Faculty Response to Campus Climate… [PDF]

Chapman, Shirley M. (1996). Using Effective Teaching Strategies To Improve the Academic Performance of Culturally Diverse Students in a Public Elementary School. This report describes a practicum project designed to help first- through fourth-grade teachers acquire the knowledge, skills, attitudes, and strategies necessary to work effectively with a diverse student population; improve the social and academic performance of culturally diverse students; and increase parent involvement at school. The intervention entailed: (1) a series of 10 teacher workshops targeting classroom management and teaching strategies, personal biases, understanding of cultural differences, expectations, parent involvement, computers, and cross age tutoring; (2) teacher meetings to discuss program concerns; (3) incentives to keep teachers involved; (4) parent workshops to create academic games for use at home; and (5) a student academic celebration held quarterly for scholastic effort, perfect attendance, improved behavior, and citizenship. Evaluation results indicated that after the intervention, student time-on-task was evident in 80 percent of the observations,… [PDF]

Block, Clifford; Guth, Gloria J. A. (1993). Galaxy Classroom Project Evaluation, Language Arts, Grades 3-5. Final Report. The GALAXY Language Arts Demonstration Program is a package of integrated curricular and instructional approaches that features the organization of instruction around themes presented through television broadcasts, children's literature, classroom activities, and the use of interactive technology. During the GALAXY Project demonstration phase for language arts in grades 3 through 5, classrooms in 37 schools were connected by an interactive satellite communications network. Seven successive themes were used, including such issues as fairness, personal privacy, and first impressions. Television broadcasts dramatized the GALAXY themes through a continuing show about the lives of a multicultural group of students. Specifically, GALAXY classrooms utilized a core of six literature books for each of the seven themes, a take-home magazine (\The Second Story\), a periodic response bulletin (\The Max\), a teacher's guide with suggestions on reading and writing strategies, and a wide choice of… [PDF]

Wagner, Ursula (1992). Environments of Support. This report describes findings of a study concerned with identifying environments of support to increase the participation and success of African Americans, American Indians, Hispanics, and U.S.-born Asian Americans in doctoral programs. The project found that supportive environments include: (1) aggressive and targeted recruitment efforts; (2) substantial, multi-year fellowships and assistantships; (3) a locus of academic and social support services for minority graduate students; (4) an atmosphere of expected success; (5) departmental culture that supports faculty mentoring; (6) student support groups; (7) curricula which encompass diversity issues; and (8) a "critical mass" of minority students and faculty within individual departments. Preliminary information documents the extent of the problem and the study's approach. Six case studies describe programs at the following institutions: the Graduate School and University Center of the City University of New York; the…

Saykanic, Donna M. (1993). Improving Library Resources in an Elementary Media Center by Assuring Greater Ethnic and Gender Diversity. This practicum was designed to improve an elementary school library's resources by making them more balanced in terms of portraying the diversity that exists in society: specifically the need to portray characters of different gender and diverse ethnic backgrounds in positive roles. The topics covered in this report are: (1) introduction, which includes a description of the community and the work setting and role of the researcher; (2) study of the problem which includes the problem description, problem documentation, causative analysis, and relationship of the problem to the literature; (3) anticipated outcomes and evaluation instruments; (4) solution strategy, which includes discussion and evaluation of solutions, description of selected solution, and report of action taken; and (5) results, discussion, and recommendations. Included in the appendices are: a Florida Department of Education, Office of Educational Opportunity Checklist for evaluating textbooks; a teacher reading… [PDF]