This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Sylvia H. Rothfarb, James D. Hennes, Rosalyn Rudolph Kalmar, Brooklyn New York City Board of Education, Nora Lehnhoff, Billy E. Askins, Kenton Sutherland, Eugene J. Briere, Carmen Sanchez Sadek, and Toronto Board of Education (Ontario)..
(1976). Early Childhood Education: Promising Practices in Rural Areas. Intended to suggest types of early childhood education programs which may be implemented in rural areas at reasonable cost and which capitalize upon the rural environment's unique characteristics, this booklet describes 12 programs (many of which use Elementary and Secondary Education Title I or III funds) currently operating in rural areas. The practices are divided into 3 general categories, according to primary emphasis: (1) parent involvement in home learning, (2) group teaching practices, and (3) special programs. Relying on active parent involvement in the home, the first category consists of such program areas as early identification of learning disabilities, teaching severely handicapped children, and preparing young children for the classroom setting. Designed to provide young children in rural or migrant areas with group social experiences outside the home, the group teaching practices involve such diverse elements as bilingual educational training, creative toys and games, and a learning center on wheels. The last category includes a program, not yet in operation, which has proved successful in testing stages, and one which lacks a distinctly rural emphasis. However, both offer potentially adaptable models. Each description includes: program title, location, needs, developmental history, implementation considerations, vital statistics, evaluation, and contacts for further information. [More] Descriptors: Bilingual Education, Early Childhood Education, Educational Innovation, Group Instruction
(1974). TOPESL Interpretive Manual. This is an interpretive manual designed to accompany the Test of Proficiency in English as a Second Language, a comprehensive test assessing production and perception skills in written and spoken English and intended for use in Grades 4-6 in Bureau of Indian Affairs schools. The manual is divided into three sections. Section one discusses English proficiency and the ways in which information from test results is best incorporated into decisions affecting individuals and Groups. Section two contains the information about TOPESL, TOPESL scores, and the norms population necessary for interpretation of scores and differences between scores. Section three contains detailed information about the development of TOPESL, and about the development of statistical information for TOPESL. Statistical data are presented in tables, and appendices list participating schools. [More] Descriptors: American Indians, Bilingual Education, Educational Diagnosis, English (Second Language)
(1975). Draft Report of the Work Group on Multicultural Programs. This report investigates the educational philosophy programs related to the multicultural population of Toronto. Two fundamental goals for the Toronto Board of Education are to provide equal educational opportunities to all children, and to do so without loss of the child's personal identity and cultural integrity. The work force provides recommendations on eight issues related to multicultural, multiracial education including (1) English as a second language, (2) educational opportunity differences, (3) maintenance of original cultures and languages; (4) instruction in a third language, (5) multiculturalism and the general curriculum, (6) system sensitivity, (7) community-school relations and the multicultural society, and (8) the responsibilities and role of national government in funding multicultural programs. Included in the appendices are reports and research by the work force that led to the specific recommendations. [More] Descriptors: Bilingual Education, Cultural Differences, Cultural Education, Cultural Pluralism
(1974). Consent Decree in Aspira et al., Plaintiffs vs Board of Education of the City of New York, et al., Defendants. This document contains a press release and consent decree dealing with establishing city wide basic elements in the education of children whose functional language is Spanish. The major elements of this agreement extend on a city-wide level the best practices that are currently being attempted and implemented for target children in the New York City schools. Certain provisions of the agreement specify the class of children entitled to the full program: that is, those whose language deficiency prevents them from participating in the learning process and who can more effectively participate in Spanish. An improved method of identifying and classifying children who are Spanish speaking or Spanish surnamed is also being developed. The elements of the program that are to be provided in full by September 1975 are: (a) intensive instruction in English; (b) instruction in subject areas in Spanish; and, (c) the reinforcement of the pupils' use of Spanish and reading comprehension in Spanish where a need is indicated. Additionally, and not at the expense of these three elements, these students are to spend maximum time with other children as to avoid isolation and segregation from their peers. The basic program will be operable in a number of schools which will set up pilot programs by February, 1975. [More] Descriptors: Bilingual Education, Bilingual Students, Court Litigation, Disadvantaged
(1953). A Review of Problems for Research into Bilingualism and Allied Topics. Pamphlet No. 1. The Faculty of Education of the University College of Wales is responsible for the initiation and coordination of research on the bilingual situation of Wales. This pamphlet outlines a program of work for this research. It is intended to show the individual researcher the overall aims and problems of the program and to suggest specific research topics. The introduction is divided into the following sections: (1) reasons for the research program; (2) the scope of research work; (3) need for realistic, rather than academic, to be researched; (4) special educational problems in a "mixed language" area; (5) standardized tests of intelligence and attainment and quantitative measures of Welsh linguistic background; (6) order of priority; and (7) research by groups of teachers. The main areas of investigation for the program have been divided into three: (1) the development of tools, for a reliable investigation, e.g., standardized language and intelligence tests; (2) the undertaking of studies using the tools to assess relationships between Welsh linguistic background and educational attainment, assess efficiency of alternate methods of language teaching, and survey general attitudes toward the bilingual situation; and (3) the initiation of projects connected with material development, student placement, national education objectives, reading surveys, and school conditions. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingual Students, Bilingualism
(1975). The Culver City Schools' Spanish Immersion Program: Low Cost – High Yield. CATESOL Occasional Papers, No. 2. The Culver City (Calif.) Schools' Spanish Immersion Program (SIP) offers an innovative and highly successful approach to the development of proficiency in a foreign language in the elementary grades. This approach differs from most bilingual programs in that for the first two years the students are completely immersed in Spanish. When the students reach second grade, an hour a day of English instruction is added to the program. Additional instruction in English is added each year until, by sixth grade, instruction time in the two languages will be approximately equal. Begun in 1971, the program is aimed primarily at the native English-speaking child, although a few Spanish-speaking children are also involved. The program has been inexpensive to operate because no extra staff has been required. The regular elementary program is taught by teachers who are themselves bilingual. They just happen to be teaching in Spanish, enabling the students to absorb the language in a way that is natural, almost casual. Test scores indicate that students also do as well as or better than the students in the regular English-speaking classrooms in their mastery of basic skills. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingual Teachers, Cost Effectiveness
(1974). Texas Migrant Labor, 1974 Annual Report. Organized under a 1943 Federal grant and later funded by legislative appropriations, the Good Neighbor Commission of Texas coordinates the work of Federal, State, and local government units endeavoring to improve the travel, living, and working conditions of Texas migrant farmworkers and their families. The 1974 annual report chronicles the facts, conditions, and circumstances which focus on the socioeconomic plight of migrant families. An overview of the Texas migrant laborer briefly describes the migrant, his characteristics and background, and the circumstances under which he works and lives. The report also discusses Texas agriculture and migrant labor, alien labor and immigration, and various selected agencies and programs. Current developments in education, housing, health, and employment are also presented. The present status of previous recommendations is given along with new recommendations for consideration by State or Federal authorities, some of which will require legislative action, while others will require administrative directives, and in some cases redirection of agency programs. [More] Descriptors: Agricultural Laborers, Annual Reports, Bilingual Education, Educational Programs
(1974). Latin American Preschool. This report presents the development, organization and evaluation of a six week bilingual preschool program for Latin American children, designed specifically to help prepare them for kindergarten. The general goals of the program were: (1) to provide the children with a pleasant environment in which they could learn appropriate school behavior, overcome home separation anxieties, develop a positive self image, develop or strengthen an appreciation of Latin culture and language, have initial contact with the English language, and have meaningful cognitive and developmental experiences; (2) to provide an opportunity for parent education in child development; and (3) to utilize community resources. The program structure allowed the children to use their native language informally and learn English through structured group activities. Evaluation of the program, presented in detail, indicates that despite the brief period, children did benefit from the experience. The appendices, which comprise more than half of the report, contain the evaluation instruments used; topical, annotated bibliographies, unit and lesson plans; instructional materials and sources; materials for parents' classroom observation, home visits, and home instruction; and copies of the weekly newsletters for parents. Parent materials is presented in English and Spanish. Descriptors: Bilingual Education, Bilingual Schools, Bilingual Teacher Aides, Home Visits
(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 experience and oral development skills. [More] Descriptors: Bilingual Education, Conceptual Schemes, Criterion Referenced Tests, Curriculum Development
(1974). Canada College's English Institute: A Community College Program for Spanish-Speaking Students. This paper describes the history and development of a program of college preparation and language study for Spanish speakers at Canada College in Redwood City, California. The first step was to draw the local Spanish-speaking population to the college; this was done through a Latin festival. The second step, an assessment of educational needs, resulted in an ESL program designed specifically for Spanish speakers. Following the success of this program, courses were established which could be taught bilingually or in Spanish. Further curriculum innovations included secretarial courses and Spanish for Spanish speakers. Plans for the future include bilingual/bicultural teacher training and vocational training. [More] Descriptors: Academically Handicapped, Bilingual Education, College Language Programs, Community Education
(1975). Theoretical Basis for the Development of the Language Arts Curriculum in Bilingual Programs. The curricular question of educational purposes is generally answered by Language Arts Specialists in terms of the traditional language skills. Two ideas to better answer this question are proposed: Professor William E. Bull's model of the communication process and his adaptation of the mathematical Theory of Sets to language study. Bull's model of communication is described as including four phases: precoding, encoding, transmission and decoding. The importance of Set Theory in language study is explained. The language skills of listening comprehension, speaking, reading and writing are identified in terms of the phases in the proposed communication model and Set Theory. The precoding phase of the model is found to have no curricular equivalent in any skill. The same is true for Set Theory. Specific goals or educational purposes for the language arts curriculum in bilingual programs and instructional objectives derived from Bull's model and Set Theory are provided. [More] Descriptors: Applied Linguistics, Bilingual Education, Communication (Thought Transfer), Cultural Influences
(1975). Responsive Environment Program for Spanish American Children (REPSAC): Fourth-Year Evaluation Study. Final Evaluation Report, 1974-75. An intervention program for 3, 4, and 5-year-old "high risk" (of low birth weight and with various handicaps) Spanish American children, REPSAC aims at providing successful experiences using the concept of responsive environment in English and Spanish language development and in improving cognitive and affective development. During 1974-75, 32 low birth weight children handicapped by physical difficulties, learning aptitude (IQ), perceptual and motor problems, language handicaps, and economic, cultural, and education deprivation participated at Clovis, New Mexico. The program was divided into comprehensive components: instructional, staff development, community-parental involvement, and media. The evaluation design focused on the instructional component and a follow-up study of former REPSAC students. Language development in English and Spanish, IQ, sensory and perceptual development, and school readiness were measured using pre and posttests. Periodic subjective evaluation of the students' self concept and personality development were conducted. Using a time-series analysis, personal interviews, and questionnaires, 27 former REPSAC students were studied. Some major findings were: students made significant gains in language ability, sensory and perceptual discrimination, and school readiness; showed positive and continuous self concept and personality growth; however, significant gain was not evident in learning aptitude. [More] Descriptors: Academically Handicapped, Bilingual Education, Early Childhood Education, Educationally Disadvantaged
(1974). Facilitating the Adjustment to and Participation in the Life of the School and Community by Newly Arrived Puerto Rican Pupils and their Parents. Maxi I Report. This document describes the planning and implementation of a comprehensive program to facilitate the adjustment of newly arrived Puerto Rican pupils and parents to the school and the surrounding East New York community. The program encompassed the following areas: improvement of school atmosphere, training of teachers and para-professionals, more effective use of instructional materials, greater emphasis on Puerto Rican history and culture, instruction in the Spanish language for staff members, and parent and community involvement. A process evaluation of all program components was made bi-monthly by the program participants. Objectives of this evaluation study are to determine the operational status and objectives, population served, staff utilization, specific activities and methodology, parent and community involvement, facilities and materials used, and effectiveness for each of the enumerated components. The program is said to be processing with satisfactory results. In order that the needs of new arrivals will be met on a permanent and on-going basis, a bilingual educatinal program for the school is proposed. This proposal along with samples of materials employed in the training program, manuals for in-service courses, materials pertaining to parent activities, curriculum areas for teaching in a bilingual program for grades 1-3, and recipes for Puerto Rican food dishes are included in the appendices. [More] Descriptors: Adjustment (to Environment), Biculturalism, Bilingual Education, Bilingual Schools
(1975). Five-Year Action Plan for Curriculum Development. With the aid of a grant from the Advanced Institutional Development Program, a group of Central YMCA Community College (CYCC) faculty were given released time to inquire into curriculum priorities. This document establishes the focal points of future curriculum discussions and outlines the developments which this faculty group hopes will ensue as a result of their inquiry. A five-year action plan, based on other recent studies conducted at CYCC, is proposed for the orderly implementation of curriculum development, maintaining student welfare and educational experience as the primary target. Strengths and weaknesses of the present structure and possible means of improvement are noted in sections on student needs, special curricula for ethnic and social minority groups, interdepartmental and interdisciplinary programs, extension programs, flexible scheduling, support services, performance objectives, evaluation of instruction, alternative ways of earning credit, new programs, and course and material development. A hierarchy of priority issues to be confronted from spring 1975 through spring 1976, and the rationales for the selection of specific priorities are presented. New courses and material development are designated as continuing concerns to insure significant achievements for the entire curriculum and to provide the basis for other research. [More] Descriptors: Ancillary Services, Bilingual Education, College Credits, College Curriculum
(1974). Colorado Migrant Education Program, 1972-1973. Summary and Evaluation Report. During 1972-73, the Colorado Migrant Education Program served 5,455 migrant students. Enrollment dropped for the second straight year as weather, housing, and crop changes affected the migrant family's movement. Programs were conducted in 20 project areas, covering 39 school districts. Program offerings were expanded to include such components as parental involvement, social and natural science, vocational and high school offerings, nutrition and career education, and bilingual-bicultural activities. An integral part of the program were the Migrant Health Programs, a support system of mobile units, and the Migrant Student Record Transfer System. A variety of assessment procedures were used. All projects using criterion-referenced instruction reported their students made some gains. Eight projects reported normative results from standardized tests on small samples. Noncognitive student behaviors reported by each project showed strengths in school interest and self-concept and weaknesses in educational aspirations. All student behavior ratings showed significant improvement as compared to the previous year. More projects reported improved community attitudes. This evaluation report covers: student enrollment, attendance, and language; staff and administration; exemplary projects; new programs; support services; and student achievement, behaviors, and attitudes. [More] Descriptors: Academic Achievement, Ancillary Services, Bilingual Education, Demonstration Programs