Knapp, Michael S.; And Others (1983). Cumulative Effects of Federal Education Policies on Schools and Districts. To determine how federal assistance and regulation affect the programs and operation of the educational system at the school and district level, this study concentrates on the cumulative effects of a number of categorical programs and related civil rights mandates. The focus of the 8-state study was on 20 school districts, from which 56 elementary and 25 secondary schools were selected. Onsite interviews with approximately 900 school and district respondents formed the primary data source, supplemented by information from documents and telephone interviews. Areas examined were target students' access to services that are considered appropriate; organizational and administrative features of schools and school districts; and local decision-making. General conclusions reached were that federal and state policies for special populations have substantially improved and expanded services for the intended target students; these policies have increased the structural complexity of schools… [PDF]

Keyes, Jose Luis; And Others (1983). Native Language Reading Approach Program, 1982-1983. O.E.E. Final Evaluation Report. The Native Language Reading Approach Program in New York City was designed as an exemplary approach to on-site training of classroom teachers and their assistants in how to help students transfer reading skills from their native language to English. Program components included support services, teacher training, material/curriculum development, and parental involvement activities. In 1981-82, 43 teachers and 6 professional and paraprofessional specialists and 1314 students (Haitian, Greek, Italian, and Hispanic) in grades K-6 participated in the program. Evaluation showed that the main difficulties encountered in the first two years of the program were, in this the third and final year, resolved. Individualized services were provided to the different sites, and an integrated, overall approach was developed. Excellent rapport was achieved within the program itself and between the program staff and personnel at the sites. Program resource specialists developed expertise and two… [PDF]

Taylor, Hugh, Ed. (1982). British Columbia Science Assessment 1982. General Report. During the spring of 1982, over 80,000 students and nearly 2,000 teachers in British Columbia participated in the 1982 Science Assessment, contributing toward understanding of the status and progress of science education in the elementary and secondary schools of the province. The assessment was the second in science, the first occurring in 1978. This general report is divided into eight sections. Following an introduction (chapter 1), the development, piloting, and selection of items for the final achievement and attitude/opinion measures used in the assessment are discussed in chapter 2. Chapters 3-5 contain interpretations of the grade 4, grade 8, and grade 10-12 results, focusing on: (1) student characteristics; (2) achievement in science processes, knowledge (recall and understanding), and higher level thinking; (3) overall achievement results; (4) comparisons with other grade levels and 1978 survey; (5) achievement of specific sub-groups (including sex and language… [PDF]

Toro, Leonor; And Others (1984). America = Las Americas. Canada, United States, Mexico. Written for teachers to use with migrant children in elementary grades and to highlight the many Americas, three magazines provide historical and cultural background information on Canada, the United States, and Mexico and feature biographies of Black and Hispanic leaders. Each edition has a table of contents indicating the language–Spanish and/or English–in which topics are written. Individual issues focus on one American country and provide an encyclopedia-style overview of the country's history, geography, economy, and culture. Topics in the edition featuring Canada are the Royal Canadian Mounted Police, Samuel de Champlain, and Sir Frederick Grant Banting and his discovery of insulin. The United States edition features biographies of Juan Ponce de Leon, George Washington, Frederick Douglass, Benjamin Banneker, Chief Joseph, Eleanor Roosevelt, and Walt Whitman. The issue devoted to Mexico provides biographies of Benito Juarez, Jose Maria Morelos, Jose Clemente Orozco, Diego…

Sousa, Ronald L. (1977). Revision, Development and Implementation of a Bilingual Evaluation Management System, Volume IV. The purpose of this practicum was to develop a bilingual management system to enable bilingual teachers to monitor individual students' performance in the bilingual program. This required: (1) revising the kindergarten thru sixth grade student performance objectives; (2) developing kindergarten thru sixth grade criterion-referenced tests and mastery tests in English, Spanish and/or Portuguese for language arts-reading, mathematics, second language acquisition and multicultural social studies; and (3) developing student answer sheets and individual and class profiles. The present volume contains appendices 15 through 27: reading, math, and second language mastery tests for English, Spanish and Portuguese, answer sheets for the criterion-referenced tests and mastery tests provided, and printout sheets for the criterion reference tests and mastery tests. (Author/CLK)… [PDF]

(1982). Confronting Racial Isolation in Miami. This report presents the findings of research and public hearings on the development of racial isolation in Miami, Florida. Maintaining that Miami's black community is isolated from the city as a whole, and that the sense of black isolation and frustration precipitated the civil disturbances in Miami in May of 1980, the report examines the causes of black alienation and the role of public and private leadership in correcting the situation. Identified as a major influence in the development of racial alienation is the urban renewal program which pushed large numbers of blacks out of their traditional neighborhoods and into isolated and severely deteriorated areas. Other manifestations of black isolation include high unemployment and a lack of access to job training and advancement, adequate housing, the justice system, and equal educational opportunities among the city's black and minority population. It is concluded that solving Miami's problems requires a coordinated effort of… [PDF]

(1977). Multicultural Education: The Interdisciplinary Approach. A Summary of Conference Proceedings. April 1-3, 1976, San Diego; April 29-May 1, 1976, Oakland. The document summarizes proceedings from two conferences which addressed multicultural realities in American life. Intended as a means of expanding multicultural understandings of elementary and secondary teachers, the conferences encouraged exchange of ideas between parents, community members, curriculum specialists, administrators, educators, and policy planners. The narrative presentation is organized into four sections. Section I challenges widespread assumptions about ethnic studies, including the conceptualization that it refers only to non-white groups and should only be included in the curriculum of students who are members of that group. Section II stresses the need for conscious decisions about content and process in multicultural education to avoid fragmented programs which do little more than glorify ethnic heroes. Section III presents interdisciplinary suggestions for improvement of teacher education with a multicultural emphasis, evaluation of curriculum, and… [PDF]

(1969). Malabar Reading Program for Mexican-American Children, Los Angeles, California. Elementary Program in Compensatory Education, 2. This program attempted to raise the reading levels of Mexican-American children (prekindergarten through grade three) through individualized instruction, self-instruction, curriculum change, parent participation, and cultural activities. It was assumed that children would become capable of self-regulating learning behavior only when they had learned to organize their cognitive field; thus, the search for structure was to proceed in the development of both reading and oral language skills. The five major aspects of the instruction are presented in tabular format. Tables include summaries of activities related to writing, phonics, word discrimination, comprehension, and self-regulatory, self-instructing behavior and anticipated concomitant changes in self-concept for each level. Self-teaching materials are described. The Stanford Reading Test was the principle measure of achievement. Tables giving analyses of data are included. (KG)… [PDF]

Ramirez, Alfonso R. (1971). H-200 Plus Five. Project H-200 is a series of English-as-a-second-language (ESL) lessons for the primary grades. To supplement direct language instruction by the Project H-200 classroom teacher, two mechanical aids have been devised. These units are designed to reinforce the language patterns that the children learn in the daily lesson. One type projects a filmstrip which is advanced automatically and inaudibly by the accompanying recording. Stories interesting to small children have been adapted for this machine. Songs and language drills accompany each story. Each story has a Spanish and an English version. The other unit, which plays back a six-second recording on individual, illustrated cards, permits endless repetitions of each recorded utterance but does not guarantee a fixed sequence of illustrations and sounds. Additional activities, songs, and games have also been created. Testing has been modified into a telephone-circuit arrangement with the examiner and tape recorder, the subject, and a… [PDF]

Johnson, Dale L. (1976). Parent Education and the Educationally Disadvantaged Child. This paper describes a strategy for the development of Parent-Child Development Centers (PCDCs) directly involving parents in preschool programs for children up to three years of age. The five-part strategy has been implemented through: (1) a proposal phase, for three comprehensive-program centers for low-income families and (2) a four-year model-development, implementation and evaluation phase, and is now in (3) a replication phase for programs in new sites. Remaining phases will provide for (4) external evaluation of programs and (5) overall assessment of results, prior to wider dissemination. The three original PCDCs are described. Birmingham and New Orleans programs, described briefly, are center-based, with children from 2-3 months to three years of age. The Houston PCDC is described in detail. Involving urban Mexican-American families, the two-year program begins at the age of one year with home-based mother and family involvement. The second year, for two-year-olds, is… [PDF]

Andrade, Anna; Escamilla, Kathy (1992). Descubriendo La Lectura: An Application of Reading Recovery in Spanish. Education and Urban Society, v24 n2 p212-26 Feb. Research suggests that use of a child's native language in initial literacy instruction is beneficial. The Descubriendo la Lectura (DLL) Spanish-language application of the English Reading Recovery Program is described as implemented for one Spanish-speaking first grade boy. The DLL program capitalizes on strengths children demonstrate in reading. (SLD)…

Majhanovich, Suzanne (1992). Multicultural Education: A Canadian Perspective. This paper presents a discussion of multicultural policies in Canada, implications for teachers and schools, multicultural resources, and heritage language education. A case study of an elementary school in North York, a borough of metropolitan Toronto (Ontario, Canada), illustrates the positive effects that can accrue when a multicultural approach to teaching is adapted. The practice of heritage language instruction in Canada is addressed and focuses on the problems and attempted solutions in Ontario where heritage language teaching is integrated into the regular curriculum. This means that core curriculum subjects will be taught in the students' native language in order to best ensure success of immigrant students later in the educational system, and that such language instruction is available not only to specific ethnic groups but to all children who wish to take avantage of extra language instruction. In order to prepare qualified teachers competent in an official language… [PDF]

Cirincione-Coles, Kathryn, Ed. (1981). The Future of Education: Policy Issues and Challenges. Twenty articles, with an introduction, discuss future educational policies and problems in light of contemporary demographic, economic, political, cultural, technological, and social-psychological changes. The articles are grouped into three sections. Section one, comprising eight articles, examines the environment of education, including educational leadership, science education for women and minorities, rural educational needs, ethnic diversity in school staffs, the role of the superintendent, and political and demographic changes in school support. In the second section, another eight articles review practical problems and possible prospects in educational evaluation, fiscal reductions, the tasks of education, teacher education, collaboration between school districts and universities, private higher education, cooperative extension programs, and lifelong learning. The final section presents four articles that analyze larger cultural and global shifts, involving psychological and…

Titus, Dale (2001). High Stakes Down Under for Indigenous Peoples: Learning from Maori Education in New Zealand; An Outsiders Perspective. This paper examines the education of New Zealand's Maori people, noting historical achievement and enrollment gaps between Maori and non-Maori students. This gap is due to family economics, educational resources, cultural and racial barriers at school, negative school attitudes among older Maori students, and the student achievement testing system. The paper discusses the history of Maori education, Maori traditional culture and society, Maori learning styles and teaching techniques, and the Maori cultural revival that began in the latter 20th century. It describes the proliferation of Maori education programs that began within the New Zealand public education system and through separate Maori initiatives since the mid-1970s. It concludes by examining present and future trends, noting that several reviews and policy documents dealing with every aspect of New Zealand's education system (published between 1987-89) profoundly affected the structure of New Zealand education. At the same… [PDF]

Dianda, Marcie (1992). Promoting Beginning Teachers' Success in Teaching Linguistically Diverse Students: A Synthesis of Relevant Knowledge and Practice. This report synthesizes knowledge and instructional practices appropriate for effective instruction in classrooms comprised of students from three or more linguistic backgrounds. It specifically targets beginning teachers in Arizona, California, and Nevada schools where numbers of ethnically, culturally, and linguistically diverse students have increased dramatically. Following an introduction, the publication is organized into four sections: (1) "The Striking Contrast between the Region's Teachers and Students" presents facts and figures concerning changing student demographics and the concurrent lack of a demographic shift in the teaching force; (2) "Basic Knowledge about Language Development and Second Language Acquisition for Beginning Teachers" presents major findings from research on language development and second language learning, discusses the role of the students' first language in English acquisition, and draws implications of this research for… [PDF]

Anderson, Noma Bennett; Screen, Robert Martin (1994). Multicultural Perspectives in Communication Disorders. This text provides information about the impact of multiculturalism on services for individuals with communication disorders. It examines the involvement of the American Speech-Language-Hearing Association (ASHA) and multicultural speech, language, and hearing organizations as they respond to the challenges created by multiculturalism. An introductory chapter presents an overview of the roles and responsibilities of audiologists and speech-language pathologists. Subsequent chapters focus on: (1) multicultural participation in the professions of audiology and speech-language pathology; (2) the ASHA and cultural diversity; (3) the Black Caucus of the ASHA; (4) the National Black Association for Speech Language and Hearing, the Native American Caucus of the ASHA, and the Hispanic Caucus of the ASHA; (5) legal and ethical issues in communication disorders affecting multicultural populations; (6) development of Black English vernacular; (7) counseling minorities in communication…

(1985). Women as Members of Groups. Second Grade Social Studies: Elizabeth Cady Stanton, Elizabeth Blackwell, M.D., Annie Wauneka, Rosa Parks, Dolores Huerta, [and] Shirley Cachola, M.D. Part of the National Women's History Project funded to promote the study of women in history, this unit will help second grade students learn about women's contributions to U.S. society. Equity cannot be achieved until equality is expected and until the contributions of all women are understood and accepted as a simple matter of fact. The unit contains six lessons based on biographies of women, past and present. The women were all self-sufficient people. They combined their work with their commitment to help others, particularly those of their own ethnic group. The women are Shirley Cachola, Dolores Huerta, Rosa Parks, Elizabeth Cady Stanton, and Annie Wauneka, representing major ethnic groups, and Elizabeth Blackwell, representing disabled Americans. Lessons also help students explore the concept of working in groups. Each lesson begins with a biography that teachers are to read to students. Discussion questions, suggestions for learning activities, and a student worksheet follow… [PDF]

Ruiz, Andres Julian (1982). Modifying Racial Attitudes of Second Graders in a Multicultural Setting Using a Curriculum Approach. An interdisciplinary unit designed to modify racial attitudes of primary school students was implemented in a multicultural setting. The target group was a class of 27 second-grade students representing nine countries: the United States, Haiti, Cuba, Puerto Rico, Nicaragua, Mexico, Ecuador, Pakistan, and China. Classroom problems included name-calling, fighting, segregated seating, and refusal to share materials across races. Goals of the unit were to help the students learn respect for themselves and others, to teach them about other cultures represented by the students in the class, to modify negative racial attitudes, and to foster positive attitudes toward others in the class and toward the cultures represented. The program consisted of a 12-week intervention. The first week related the concept of self-respect and respect for others. The next 10 weeks involved multilevel studies of each of the cultures represented in the class. A review was conducted in the final week. The…

Fratantuono, Michael J.; Senecal, Kristin S. (1996). Matching Methods to Objectives and Assessing Results: A Simulation as the Capstone Experience in a Freshman Seminar about International Negotiations. Journal of the Freshman Year Experience & Students in Transition, v8 n2 p57-78. Discussion of a Dickinson College (Pennsylvania) first-year seminar identifies its teaching objectives, describes class activities, and examines transcripts from the simulation of a negotiation, the course's capstone experience. Evidence suggests the students mastered information and concepts, were thinking critically about issues, had developed a personal stake in the simulation, and had enhanced appreciation of multicultural issues. (Author/MSE)…

Yeager, Elizabeth Anne; And Others (1997). Now Is Your Time!: A Middle School History Unit. Social Education, v61 n4 p207-09 Apr-May. Describes a middle school history unit focused on the African American experience. The unit is constructed around four general types of historical questions that can be applied to any history unit. These are informational, empathetic, methodological, and analytical/evaluative. Provides examples of each type of question. (MJP)…

Mason, Rachel (1994). Artistic Achievement in Japanese Junior High Schools. Art Education, v47 n1 p8-19 Jan. Describes observations of art education in a Japanese junior high school during a three-month period in 1990. Discusses the teacher's role, classroom environment, course objectives, and teacher-student interaction. Identifies cultural differences and how they affect instructional methods and student achievement. (CFR)…

McGuire, Margit E.; Noe, Katherine L. Schlick (1993). Natural Partners: Using Reading and Writing to Promote Social Studies Understanding. International Journal of Social Education, v8 n2 p1-11 Fall. Asserts that social studies is an integrated field of study that calls for organizing the curriculum in a holistic manner. Maintains that the whole-language movement, which involves thinking about reading and writing as integrated, reciprocal processes, forms a natural partnership with social studies instruction. (CFR)…

Ventouratos, Despina (1993). Enhancement of Learning through an Integrated Teaching Environment (Project ELITE) Special Alternative Instruction Program. Final Evaluation Report, 1992-93. OER Report. Enhancement of Learning through an Integrated Teaching Environment (Project ELITE), a federally-funded bilingual education program, served 233 students of limited English proficiency in two high schools in Queens (New York) in its second year of operation. Participating students received instruction in English as a Second Language (ESL), mathematics, science, and social studies. The project also offered students occupational information, guidance, and an internship program. Staff development activities included individual training for new teachers, workshops, training sessions, monthly meetings, and conference attendance. Parent involvement activities included ESL instruction, multilingual education, parenting classes, and informational meetings held in English, Chinese, Korean, and Spanish. The project met all its objectives in ESL, content areas, dropout prevention, career orientation and counseling, attendance, staff development, and parent involvement. Recommendations for… [PDF]

Adams, Brian F. (1987). LILAC: A Program Enabling Primary-Age Spanish-Dominant Children to Learn the Language of Instruction. A school on Florida's west-central coast was selected as the site for the Language Intensive Lab Accelerated Classroom (LILAC) program which was developed to address the need for a county-wide, objective-based educational program for non-English proficient (NEP) and limited-English proficient (LEP) Hispanic children in grades K-2. The number of enrolled children fluctuated around 28, with children being integrated into the normal curriculum as soon as they were ready. Instruction focused on language experiences in English, with emphasis placed on readiness concepts for success in the regular classroom and instructional mode, and conformed to the basic English for Speakers of Other Languages (ESOL) philosophy. Evidence showed that 93.75% of enrolled children raised their IDEA Oral Language Proficiency Test score by at least one level. In April 1987, the school agreed to apply to the State of Florida for funding, through a formula tied to "Drop Out Prevention." This funding… [PDF]

(1990). Equity and Choice: Issues and Answers in the Dallas Schools. As desegregation alternatives to busing are explored in the Dallas school district, educational equity remains a priority. Components and goals of the Dallas educational equity plan are presented in this address. The two most consistent challenges are recruiting minority staff and getting white students to attend schools in predominantly minority areas. A major feature of the school district plan is a controlled choice policy, of which special K-6 learning centers are a part. The ways in which the Pearl C. Anderson learning center (Dallas, Texas) recruited students and created special programs are discussed. The learning center's success is attributed to shared organizational purpose, an emphasis on positive individual experience, enhancement of student achievement in traditional and nontraditional subjects, and parent education and participation. Conclusions are that the gap between minority and white achievement opportunities has narrowed, but has not closed, and that educational…

(1988). Promising Practices for Pacific Education. This document is a collection of "promising practices" contributed by Pacific educators for Pacific children. The practices are appropriate to the unique characteristics of the Pacific child, and are currently in use in an educational setting in the region. Each practice is described on a separate page for ease of duplication and distribution. Users are encouraged to submit their own practices on an enclosed form for inclusion in future editions. Descriptions are arranged under the following categories: (1) community involvement; (2) curriculum and instruction; (3) evaluation and testing; (4) extracurricular activities; (5) leadership and administration; (6) professional development; and (7) student services. The following information is provided in each description: (1) title; (2) grade levels; (3) name and address of a contact person; (4) brief description; and (5) outcomes. A list of the addresses of all participating departments of education and institutions of higher… [PDF]

Davis, Peter B., Ed.; Jones, Earl, Ed. (1977). Experimental Schools Project, Edgewood Independent School District. Volume I: Final Summary Report. The Edgewood Independent School District (San Antonio, Texas), using a mini-system of one high school, one middle school, and four elementary schools, conducted an Experimental Schools Program from 1972-1977 to test a local decision making, long-term innovative program to effect substantial changes in the affective and cognitive characteristics of a largely Mexican American student body. The program utilized intervention components of staff development, curriculum development, internal evaluation, family services, cultural advocacy, and services to the handicapped to operationalize its instructional strategies. Cross-sectional and longitudinal analyses were performed on the constructs of educational change, educational compatibility, social context, and student impacts. Evaluation data indicated: (1) about the same range of characteristics (student attitudes, self-concept, motivation) in program students as those tested elsewhere by the same instruments; (2) no consistent…

(1973). High School Guidance. Intended for use by guidance staff members working with Navajo high school students attending reservation schools, this guideline focuses in outline form on student goals and objectives, implementation and administration, and references and resources. Students, parents, school board members, and staff members were involved in development of the guidance curriculum. Under student goals, the curriculum guide offers objectives for 12 goals, along with curriculum activities and adult involvement which will help students meet goals. Goals are identified for the topics of the dignity of individuals, leisure time, assuming responsibility, decision making, Navajo culture, multicultural adjustment, value systems, health, careers, adjustment to change, civic responsibility, and academic curriculum. The section on implementation and administration covers communication and coordination among staff and supervisory personnel, homeliving (dormitory administration and operation, homeliving staff… [PDF]

Ibanez de Friedman, Grace (1976). Developing Resources for Bilingual/Bicultural Education for the Pre-School Aged Puerto Rican Child. The establishment of bilingual/bicultural programs for Puerto Rican preschool children in the United States is discussed. The rationale for and importance of bilingual education, the training of teachers, and the acquisition of materials and needs assessment are treated in some detail. An extensive outline for curriculum design is presented, and the following curriculum goals are offered: (1) the curriculum should be based on developmental concepts appropriate to pre-school children with attention to their special needs; (2) the appreciation of Puerto Rican and Hispanic culture should be fostered; and (3) insofar as the skill level of the children allows it, language skills in Spanish and English should be emphasized. A lengthy list of bilingual/bicultural resource centers and organizations is included, and several bibliographies are appended. (JB)…

Cassidy, Jack, Ed.; Garrett, Sherrye D., Ed. (2002). Early Childhood Literacy: Programs & Strategies To Develop Cultural, Linguistic, Scientific and Healthcare Literacy for Very Young Children & their Families, 2001 Yearbook. This yearbook recounts the work in 2001 at the Early Childhood Development Center (ECDC) at Texas A & M University-Corpus Christi. Rather than an "elitist" laboratory school for the children of university faculty, the ECDC is a collaboration between the Corpus Christi Independent School District and the university, with an enrollment representative of Corpus Christi's population. The book's first four chapters give a historical overview of the ECDC and its dual-language programs; each program is then discussed more fully in chapters 5-14. The book's first unit, "The School and the Classroom," contains chapters: (1) "A University Lab School for the 21st Century: The Early Childhood Development Center" (Jack Cassidy and Jana Sanders); (2) "A Dual Language Curriculum for Young Children" (Nicole S. Montague, Christine Marroquin, and Frank Lucido); (3) "University/Public School Partnership Provides a Jump Start for Three-Year-Olds"… [PDF]