This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Rima Shore, Harrisburg. Pennsylvania State Dept. of Education, Brooklyn New York City Board of Education, United States District Court Monitoring Commission Detroit School District, Boston. Bureau of Equal Educational Opportunities. Massachusetts State Dept. of Education, Dennis M. Senchuk, (Alberta). Instructional Services Div. Edmonton Public School, Suzanne Weryackwe, Beth Warren, and Ann S. Rosenberg.
(1987). Towards a Normative Evaluation of English Skills: An Analysis of the Appropriateness of Monolingual and Program Norms. Evaluation of bilingual education programs is limited by the absence of appropriate standards against which program success may be gauged. Normative and criterion models have been used, inadequately. The current paper revisits the normative model, and examines the relative advantages of using norms based on the performances of monolingual-curriculum students or program participants. Data from New York City's standardization administration of the Language Assessment Battery (LAB) were analyzed. The results show that use of monolingual-curriculum norms advantage program students in listening skills, and also advantage students in higher grades. Elsewhere, program participant norms afford greater advantage to the program students. These findings are consonant with language acquisition theory (Cummins, 1979). Descriptors: Bilingual Education Programs, Criterion Referenced Tests, Elementary Secondary Education, English (Second Language)
(1984). Philosophical Studies in Education. Proceedings of the Annual Meeting of the Ohio Valley Philosophy of Education Society (Cincinnati, Ohio, November 19-20, 1982). Arranged in four parts, this collection of conference papers addresses selected philosophical and social questions being faced by contemporary educators. Part 1 contains the presidential address, the subject of which is conceptions of the educated person, and a response to that address. Part 2, the general session, contains two papers which discuss the distinction between the existentialist and analytical philosophy of education and an interpretation of Martin Buber's philosophy. Part 3, the concurrent sessions, comprises 12 papers. Topics covered include Kohlberg's moral theory, the relationship between children's literature and moral education, the teacher as a moral example, the impact of law on social and educational policy, bicultural and bilingual education, and the philosophy of John Dewey. An official program of the annual meeting, minutes, treasurer's report, society membership list, and manuscript style guidelines are also included. Descriptors: Aesthetic Education, Biculturalism, Bilingual Education, Childrens Literature
(1981). Newtown High School, Queens Chinese/Korean Bilingual Language Arts Resource Center. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. This report describes and evaluates the bilingual education program provided by the Language Arts Resource Center for high school students of limited English proficiency whose dominant language was Chinese or Korean. The program served students in the attendance area of Newton High School in Queens, New York City, as well as students at six consortium schools in Queens. As implemented in 1980-81, the program provided instruction in English as a Second Language; native language instruction; and bilingual coursework in science, social studies, language arts, and physical education. Aside from instruction, program activities included curriculum and materials development, staff development, counseling and testing services, and opportunities for parent and community involvement. Evaluation showed that students had generally favorable attitudes toward the program and demonstrated academic achievement gains in all areas assessed. The report includes recommendations for greater program effectiveness. [More] Descriptors: Academic Achievement, Achievement Gains, Bilingual Education, Chinese Americans
(1986). Suggested Procedures for Meeting Needs of Limited English Proficient Students: Curriculum and Instruction. Pennsylvania's guide to help school districts develop programs for limited English proficient (LEP) students outlines considerations in using two different approaches, bilingual education and English as a second language (ESL) instruction, at the elementary and secondary levels. The issues addressed include appropriate instructional methods, language of instruction, instructional materials, curriculum design, student evaluation, staffing, and transition to the regular classroom. Appended materials include a Philadelphia School District sample ESL schedule, a Lancaster School District skills checklist, a Harrisburg School District extended summer ESL program description, and readings on mainstreaming LEP students, implementing content-based English instruction, school district responses to the fluctuating LEP populations, second language instruction, secondary education for minority language students. Fourteen resources are listed. [More] Descriptors: Bilingual Education Programs, Check Lists, Course Content, Curriculum Development
(1985). Report No. 4 to the United States District Court, District of Massachusetts on Boston School Desegregation, Volume II. This is the second of two volumes of the Fourth Monitoring Report on Boston Public School Desegregation, which was filed under court order. The report covers Boston Public School operations from June through November, 1984, and is based upon data collected by the Massachusetts Department of Education during that period. Ten reports, each covering a different monitoring area, are included. Each report contains a summary of relevant court requirements, findings, conclusions or recommendations, and support documentation (letters, statistics, and/or memoranda in support of specific findings). The following areas are evaluated: (1) student assignments; (2) special desegregation measures; (3) bilingual education; (4) vocational and occupational education; (5) school facilities; (6) staff; (7) transportation; (8) safety and security; (9) student discipline; and (10) parent and student organizations. Following the reports are two sections on dispute resolutions and proposed modifications to the court orders. These also contain support documentation. In general, this document reveals mixed compliance in each of the monitoring areas. Descriptors: Bilingual Education, Black Students, Compliance (Legal), Desegregation Plans
(1981). The Bilingual Program in Auxiliary Services for High Schools. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. Auxiliary Services for High Schools in New York City offers an extension bilingual education program for active or potential dropouts, adults returning to school, immigrants, and others who cannot attend regular high school classes in New York City. The program provides individualized instruction, counseling and job placement services, bilingual and English as a Second Language classes, and reading and mathematics instruction for students of Spanish, Greek, Italian, French, and Chinese background who have limited English proficiency. This report describes the program components and details of implementation for the different language groups, other workshops and activities, and results of program evaluation for 1980-81. Evaluation results indicate that, in general, gains were made in English language reading, native language reading, and mathematics. Recommendations for further program improvement are presented. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Career Counseling, Chinese Americans
(1983). Evaluation of the Bilingual (English-German) Program, 1982-83. The annual evaluation of an English-German bilingual education program in the Edmonton Public Schools, extending from kindergarten through grade 4 at the time of evaluation, is presented. The current evaluation focuses on grade 2 and 3 achievement in English language arts and mathematics, self-esteem, cognitive development, German language skills, attitudes toward learning German, German cultural knowledge of grade 3 students, and reactions to the program by school personnel and parents. Recommendations include extension of the program to grades 5 and 6, acquisition of additional German language library books, special attention to curriculum development for the leading highest grade, and special attention to English language arts in grades 1 and 2. Descriptors: Bilingual Education Programs, Cognitive Development, Cultural Education, Elementary Education
(1984). Profiles of Detroit's High Schools: 1975 to 1984. Executive Summary. A Monitoring Commission Report. This longitudinal study summarizes the findings of the United States District Court Monitoring Commission, a temporary agency established under the Bradley v. Milliken desegregation case. The salient issues illustrated by the study are discussed. Sources of data highlighted by the commission are described: (1) the longitudinal survey of teachers and counselors; (2) the individual school assessment based on a three-level, criteria based assessment; and (3) data on high school attrition, proficiency and age distribution. Findings from data from all sources are compiled into a component-by-component summary of aggregate data. Summary findings are given for the following areas: (1) Bilingual Education; (2) Counseling and Guidance; (3) In-Service Training; (4) Reading; (5) School-Community Relations; (6) Student Code of Conduct; (7) Testing; and (8) Vocational Education. A graph portrays teacher and counselor ratings of the Detroit Public High Schools; a chart shows student attrition from regular day programs. Descriptors: Behavior Standards, Bilingual Education Programs, Compliance (Legal), Data Collection
(1985). Report No. 4 to the United States District Court, District of Massachusetts on Boston School Desegregation, Volume I. This is the first of two volumes of the Fourth Monitoring Report on Boston Public School Desegregation, which was filed under court order. The report covers Boston Public School operations from June through November, 1984, and is based upon data collected by Massachusetts Department of Education monitors during that period. Volume I contains an executive summary of findings and recommendations in each of ten monitoring areas: (1) student assignments; (2) special desegregation measures; (3) bilingual education; (4) vocational and occupational education; (5) school facilities; (6) staff; (7) transportation; (8) safety and security; (9) student discipline; and (10) parent and student organizations. Although general compliance is reported in all of these areas, most are described as containing programs that continue to be problematic. The volume concludes with a brief discussion of dispute resolutions and proposed modifications to the court orders. Descriptors: Bilingual Education, Black Students, Compliance (Legal), Desegregation Plans
(1983). Boston School Desegregation. Report to the United States District Court, District of Massachusetts, Volume I. This is the executive summary of the first of a series of planned studies on progress in the desegregation of the public schools in Boston, Massachusetts. The report covers the legal mandate, objectives, monitoring process, and findings for each of 12 areas which State officials are charged with monitoring: (1) student assignments; (2) desegregation of faculty and administrative staff; (3) special desegregation measures at specific schools; (4) desegregation of special education programs; (5) bilingual education; (6) vocational and occupational education; (7) student transportation; (8) school facilities; (9) school safety and security; (10) student discipline; (11) institutional pairings (with colleges/universities and businesses); and (12) parent and student organizations. Also included are brief discussions of dispute resolution and possible modifications to the outstanding judicial orders. Descriptors: Bilingual Education, College School Cooperation, Compliance (Legal), Conflict Resolution
(1982). American Indian Language Development Institute – 1982: Curriculum Guide. Volume II. A product of the 1982 American Indian Language Development Institute, sponsored by the Center of Indian Education and the Bilingual Education Service Center at Arizona State University, the curriculum guide reflects valuable language and cultural information of six tribal language groups (Hualapai, Havasupai, Papago, Pima, Ute, and Shoshone). Developed by respective tribal members attending the summer institute, the curriculum reflects bilingual-bicultural teaching approaches to be used with K-12 students. Designed for educators, students, community resources and schools, the guide is presented in six tribal sections. Each section introduces the tribe and language, describes the tribe's bilingual program, outlines the school's philosophy and educational goals, presents orthographical information on the tribal language (alphabet, symbols, pronunciation), and offers the language and cultural unit plan with bilingual curriculum lesson plans. Topics of units include tribal customs, poetry, childrearing, traditional games, linguistics, songs/music, foods, kinship ties, storytelling, dances, arts and crafts, and clothing. [More] Descriptors: American Indian Education, American Indian Languages, American Indian Studies, Bilingual Education
(1991). Porvenir, 1989-90. Final Evaluation Report. OREA Report. Project Porvenir is a program to develop English as a Second Language (ESL) and native language arts (NLA) among limited-English-speaking, native Spanish-speaking students through career education. In its second year of operation, the project served 599 students of varying language proficiency in general and special bilingual education classes, grades 4-6, at four sites in the Bronx (New York). Students received instruction in ESL, NLA, career education, and bilingual content area courses. The project met its objectives in ESL, career education, curriculum development, and parental involvement. Objectives were partially met in attendance, but were not met in NLA. Data to evaluate the objectives for mainstreaming, social interaction, and staff development was insufficient. It is recommended that the program provide sufficient data to evaluate all objectives. [More] Descriptors: Attendance Patterns, Bilingual Education Programs, Career Education, Curriculum Development
(1983). Boston School Desegregation. Report to the United States District Court, District of Massachusetts, Volume II. This is the first of a series of planned studies undertaken (by court order) by the Massachusetts State Board of Education in order to monitor the progress toward desegregation in the Boston Public Schools. This volume includes the reports produced by department staff in areas monitored, together with selected statistical and other information provided to the department by the public school system. The 12 areas for which extensive reports are provided include: (1) student assignments (with statistical breakdowns by grade level, type of class, and type of school); (2) staff and teacher desegregation; (3) special desegregation efforts in particular schools; (4) special education; (5) bilingual education; (6) occupational education; (7) student transportation; (8) school facilities; (9) school safety and security; (10) student discipline; (11) institutional pairings (with colleges/universities and businesses); and (12) parent and student organizations. Attached is a "report and recommendation of resolution" regarding the desegregation dispute raised by the Boston Teachers Union. Descriptors: Bilingual Education, College School Cooperation, Compliance (Legal), Conflict Resolution
(1983). John Jay High School. Project RESCATE. O.E.E. Evaluation Report, 1981-1982. This is a second-year evaluation report for Project RESCATE, a bilingual education program for 285 Spanish and Haitian Creole speaking students at John Jay High School, Brooklyn, New York. The program provided bilingual instructional services in language and content area courses to Spanish dominant students, ESL and native language instruction to Haitian students, and supportive services (guidance, career development, outreach to families, and staff development) for all participants. The report focuses on changes implemented between the first and second year of this transitional, mainstreaming program, describes the Family Language Program, and provides student achievement data for 1981-82. It is concluded that the program operated very effectively, but that the area of curriculum development needs further attention. [More] Descriptors: Adjustment (to Environment), Bilingual Education Programs, Career Counseling, English (Second Language)
(1991). Discourse and Social Practice: Learning To Use Language in Bilingual Classrooms. A study of biliteracy focuses on discourse as the unit of analysis needed to understand the task facing bilingual students. It investigated the way in which 22 high school students representing six different language groups in a bilingual basic skills course struggled with scientific language in an experiment on the community's drinking water. Most students were not literate and had had no previous science experience. During the investigation, students began to appropriate the intentional possibilities of language in order to construct scientific meanings and resolve a dilemma posed by the evidence at hand. It is concluded that while in traditional book-based bilingual education, students are expected to assimilate decontextualized language, this active learning approach causes students to construct both language and content knowledge by confronting authentic dilemmas. A 34-item bibliography is included. (MSE) Descriptors: Basic Skills, Bilingual Education, Classroom Communication, Classroom Techniques