Bibliography: Bilingual Education (page 260 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Raymond J. Rodrigues, Albany. New York State Education Dept., Doris M. Ross, Segun C. Eubanks, Albuquerque Save the Children, Sacramento. California State Dept. of Education, Gregory Dennis, Anne-Lore Bregy, Kathryn Braude, and Karon LeCompte.

Education Commission of the States, Denver, CO. (1997). ECS Information Clearinghouse. State Issues Report, 1996-97. To help stakeholders stay abreast of educational legislation, information which directly affects pre-K through 12 education is presented. The information is in the form of raw data and addresses the following topics: accountability, accreditation, administration, alternative education, assessment/testing, at-risk youth, attendance, bilingual education, career education, charter schools, child abuse, choice, collective bargaining, community involvement, curriculum, deregulation, desegregation, discipline, dress codes, driver's licenses, early childhood education, extended day, finance, gifted and talented students, governance, grading practices, health, home schooling, incentives, instruction methods, interagency collaboration, kindergarten, leadership, magnet schools, mentoring, minority issues, nonpublic schools, parents, postsecondary education, privatization, religion, safety, scheduling, schools, school boards, school districts, secondary education, sexual harassment, site-based management, social issues, special education, standards, states, student aid, students, substance abuse, teacher certification, teacher compensation, teacher contracts, teacher education, teacher evaluation, teacher mentors, teacher recruitment, teacher shortages, teacher staff development, teacher staffing, teaching profession, technology, tenure, textbooks, tuition, urban schools, vocational education, vouchers, and workforce preparation. Each legislative initiative is synopsized and coded to reveal its status.   [More]  Descriptors: Educational Environment, Educational Legislation, Elementary Secondary Education, Laws

Brohy, Claudine; Bregy, Anne-Lore (1998). Mehrsprachige und plurikulturelle Schulmodelle in der Schweiz oder: "What's in a Name?" (Bilingual and Multicultural Education Models in Swiss Schools, or "What's in a Name?"), Bulletin suisse de linguistique applique. In Switzerland, bilingual education models have existed for a long time. Some schools have a bilingual tradition that reaches back to the nineteenth century, as do informal models along the French-German language border. At the same time, exchanges between language communities led to bilingual learning, and the Raetoromania is a compulsory, though transitional, approach. Rapid development of bilingual models occurred in the 1990s, largely influenced by the Council of Europe and international research. Overall, language borders foster early bilingual models, while schools farther from these borders favor late models, at the secondary and higher education levels. Current political discourse addresses issues of territoriality and of the integration of English and migrant group languages into the curriculum. A small number of models attempt to break up the antinomy between the national/international languages and the often-excluded community languages. Progress can be expected most in the fields of teacher training, curriculum planning, and use of new technologies. (Contains 27 references.)   [More]  Descriptors: Bilingual Education, Comparative Analysis, Comparative Education, Cultural Pluralism

Braude, Kathryn, Comp.; And Others (1979). The Arts and the U.S. Department of Education: A List of Funded Projects and Activities, 1979. This booklet lists approximately 600 arts-related projects and activities which were funded by the approximately 150 separate funding programs in the U.S. Department of Education in 1979. A total appropriation figure of approximately $30 million is presented. The list includes funding for projects that focus on arts education specifically (ESEA-Title IV-C, the Arts Education Program, the Institute of Museum Studies), use the arts as vehicles or tools to help achieve broad educational goals (compensatory education, desegregation, basic skills, community education), and/or include the arts as a component part of a larger program (teacher inservice or curriculum improvement in a variety of educational areas). Entries are presented in 34 categories including adult education, arts education, bilingual education, career education, citizen education for cultural understanding, college work-study, cooperative education, desegregation assistance, ethnic heritage studies, gifted and talented, public library services, and teacher exchange. For each entry, information is presented on the name and address of the project developer, the title of the project, a brief project description, the total dollar amount of funding, and the reference number in the Catalogue of Federal Domestic Assistance (CFDA).   [More]  Descriptors: Art, Art Activities, Art Education, Arts Centers

Eubanks, Segun C. (1996). The Urban Teacher Challenge: A Report on Teacher Recruitment and Demand in Selected Great City Schools. The urban teacher recruitment challenge documented in this report is the harbinger of potentially more serious nationwide shortages to come. The need for teachers of color in America's schools has already reached critical proportions. Data in this report were collected as part of a broad-based commitment to improved teacher recruitment and development by Recruiting New Teachers, Inc. (RTC) and its Urban Teacher Collaborative partners. In 1995 RTC mailed surveys to human resources administrators and superintendents in districts that are members of the Great City Schools. Thirty-nine of the 47 districts responded. Their responses indicate that special education is the teaching area in greatest demand, followed by science, mathematics, bilingual education, elementary education, and English as a second language. Districts were asked about the ways they try to recruit teachers. Some 76.9% of districts allow noncertified teachers to teach and 43.6% offer programs designed to prepare teacher aides for licensed teaching positions. The majority of districts also offer opportunities for middle and high school students to explore careers in teaching. A survey responded to by 39 of the 50 Great City Colleges of Education profiled efforts to recruit minority students and described special placement programs to interest graduates in urban teaching positions. Results of both surveys confirm the immediate and anticipated demand for new urban teachers, especially teachers of color and language minorities. (Contains 14 graphs.) Descriptors: Elementary Secondary Education, Ethnic Groups, Language Minorities, Minority Groups

American Association of Colleges for Teacher Education, Washington, DC. (1992). The National Education Goals: The AACTE Member Response. This booklet describes projects undertaken at American Association of Colleges for Teacher Education (AACTE) institutions in response to the National Education Goals and "America 2000." Following an introduction by Dr. Marilyn J. Guy, AACTE President, the publication is organized by goal as follows: (1) "Readiness for School" presents projects serving young children and parents and programs for children with special needs; (2) "High School Completion" discusses partnerships with schools to meet the needs of students and teachers, services provided to elementary and secondary students by faculty and students, recruitment of minority students into teaching, special teacher preparation programs for bilingual education, multicultural education, inner-city schools, and at-risk students; (3) "Student Achievement and Citizenship" offers projects serving children with special needs and at specific levels; (4) "Science and Mathematics Achievement" deals with enhanced preparation of teachers, partnerships, and projects serving special students; (5) "Adult Literacy and Lifelong Learning" addresses fostering workplace education, recruiting minority students as teachers, and tutoring projects; and (6) "Safe, Disciplined, and Drug-free Schools" emphasizes drug-awareness programs. The document concludes by reframing the six Goals to reflect the perspective and involvement of teacher education.   [More]  Descriptors: Adult Literacy, College School Cooperation, Dropout Prevention, Drug Education

LeCompte, Karon; And Others (1995). Community Learning: A Field-Based Education Model. This paper describes aspects of a program at Sammons Elementary School (Houston, Texas) designed to create a learning community that includes preservice teacher education students, practicing teachers, university faculty, and Sammons students and parents. The school has been designated as an Urban Professional Development Site for the Sam Houston State University Center for Professional Development (SHCPD). The site receives federal Title VII Transitional Bilingual Education funds. These funds help to support the community education focus of the program, which includes a major effort to engage parents of linguistically diverse students in encouraging and supporting their children's learning environment. University and school personnel collaborate on two major goals: improving student performance and preparing preservice students for authentic teaching. The paper includes an overview of several elements of the preservice program: curriculum, technology-based activities, field experience, bilingual and multicultural education. The Saturday School at Sammons (SSS), a 10-week Saturday program for parents and children, is the central component of the overall program's parent support services. Parents receive English as a Second Language classes and computer training. In addition to Sam Houston University, Texas A&M University is a partner in SSS, and preservice teachers and university professors from both institutions plan and prepare SSS lessons. (Contains 13 references.)   [More]  Descriptors: Bilingual Education Programs, College School Cooperation, Community Education, Elementary Education

Ross,Doris M. (1973). 1972 Legislation and Achievements: Curriculum and Instruction. Emphasis: Drug Education. As the eighth and last in a series of short reports on 1972 legislation and achievements in specific subject areas in education, this research brief is devoted to curriculum and instruction. To obtain data, questionnaires asking for information on legislation and achievements in education were sent to all state departments of education, legislative service agencies, state school boards associations, and state offices of the National Education Association and the American Federation of Teachers. This report is in no way exhaustive or comparative of individual state activities involving curriculum and instruction; it merely presents a picture of the state scenes as reported by those organizations queried and as seen by a review of newsletters, bulletins, special reports, and legislative summaries. Drug Education is the topic emphasized in this issue, but other categories include bilingual education, consumer education, criminology, driver education, English, environmental education, free enterprise system, guidance and counseling, health education, libraries, medicine, minorities, nonspecific items, reading, social studies, instructional innovation, and testbooks and materials. Under each category, individual entries indicate the state name, bill number and/or statue citation, status of legislation in May 1973, and a description of the item or legislation. A composite diagram of the survey instrument format is appended. Descriptors: Annotated Bibliographies, Curriculum, Drug Education, Instruction

Blackledge, Adrian, Ed. (1994). Teaching Bilingual Children. Contributors from Australia, Canada, England, New Zealand, and the United States describe how primary-age children in these anglophone countries are learning in the language of their home. The book demonstrates that monolingual schooling in a multicultural society fails to meet the needs of bilingual children. It argues that linguistic minorities must have the opportunity to participate in the development of language policy. Articles include: an Introduction (Adrian Blackledge); "Bilingual Education Policy and Social Justice" (David Corson); "School-Based Language Policy Reform: A New Zealand Example" (Stephen May); "'We Can't Tell Our Stories in English': Language, Story and Culture in the Primary School" (Adrian Blackledge); "Developing Bilingual Theatre-in-Education Programmes" (Alison Reeves); "The Social Process of a Family Literacy Project with Bilingual Families" (Martha Allexsaht-Snider); "Integrating ESL into the Mainstream: An Australian Perspective" (Chris Davidson); "Pragmatic Biculturalism and the Primary School Teacher" (Ann Knight); "Bilingualism, Biculturalism, and Learning in Early Years Classrooms" (Stephen Nyakatawa, Iram Siraj-Blatchford); "Finding a Voice: Bilingual Classroom Assistants and Their Role in Primary Schools" (Jean Mills); "Towards Empowerment: Training Secondary School Students as Community Interpreters" (Jeanette Harman); and "'The Flavour of the Moment?' Bilingual Teachers' Experiences of Teaching and Learning" (Audrey Osler). Descriptors: Bilingual Education, Bilingual Teachers, Bilingualism, Classroom Communication

New York State Education Dept., Albany. (1969). Programs, Services, Materials of the New York State Education Department for Black and Puerto Rican Studies. This booklet provides a brief descriptive listing of programs and services, and materials and resources for black and Puerto Rican studies available at present, to be available in 1970-71, and in the planning stage. The services described are those of research, advisory, consulting, funding, and supportive categories. Part of the research services listing is that of documents in the ERIC system relating to compensatory education for disadvantaged groups. For programs in art, theater, dance, music, ethnic studies, and remedial instruction are listed the speakers, performers, and audio-visual materials available. In the areas of black and Puerto Rican studies, bilingual education, migrant education, proposal guidelines for National Defense Act Title III and Elementary and Secondary Education Act Title I, performing arts, teaching of English as a second language, African art, African music, African government, modern dance, black leaders, the black theater, race relations, inner-city children, and Afro-American art and artists a listing of books, pamphlets, films, filmstrips, and video tapes is provided.   [More]  Descriptors: African History, Art Education, Audiovisual Aids, Black Leadership

Koenigs, Sharon, Comp.; And Others (1984). Sharing Successes across Network Institutions: A Status Report 1984. This report by the Urban Education Network describes educational programs in the Midwest having the potential to ameliorate urban school problems. The programs are grouped into the following 11 sections, according to content: (1) alternative schools and programs/arts; (2) bilingual education/special education/student behavior and discipline; (3) computer technology; (4) effective schools/school improvement/instructional management/curriculum design; (5) environmental education/science/social studies; (6) gifted and talented/vocational education; (7) institutional description/policy/desegregation/public relations; (8) reading/mathematics/writing/language arts; (9) research/evaluation/testing/dissemination; (10) staff development: teachers and administrators; (11) urban education/business partnerships. For each program the following information is provided: a brief description; staff size and composition; scope; number of individuals served; number of schools served; whether evaluation reports and/or descriptive materials are available; and an address for further information. There are two appendices: a list of programs by district and state and an index by topic area.   [More]  Descriptors: Art Activities, Bilingual Education, Computer Science, Cooperative Education

Save the Children, Albuquerque, NM. (1982). Caring, Coping, Change: Challenges for the 80's. A Report of the National Indian Child Conference (4th, Albuquerque, New Mexico, September 12-16, 1982). The report of the fourth National Indian Child Conference (1982), sponsored by Save the Children, contains a statistical portrait of the American Indian child, synopses of 7 major presentations and 64 workshops, recommendations, a conference evaluation, and lists of conference staff, presenters, and tribal representation. Topics of major presentations are traditional Indian medicine; ways to teach children a Native American perspective; microcomputers in education; trends in education; Save the Children; family day care; and leadership. Workshop topics include self-esteem, creative writing, community planning, cultural awareness/preservation, handicapped children, suicide prevention, mental health programs, parenting, bilingual education, adult education, child abuse, fund raising, local school boards, teenage pregnancy, preventative health education, early childhood education, gifted children, and substance abuse and therapy. Recommendations presented are for increased funding for Indian Child Welfare Act programs; improved communication between federal agencies affecting Indian children; opposition to closure of the Southwestern Indian Polytechnical Institute and other Indian schools; dissemination of information regarding the 1982 Indian Housing Act to Indian communities; continued pre-kindergarten programs through Indian Student Equalization Programs; increased community involvement in planning preventative health education curriculum; school-age parenting classes and child care in Indian communities; and encouraging use of native foods through the schools. Descriptors: Adult Education, Alcohol Education, American Indian Education, American Indians

Grubb, W. Norton; And Others (1985). The Initial Effects of House Bill 72 on Texas Public Schools: The Challenges of Equity and Effectiveness. Policy Research Project Report Number 70. This report describes and evaluates the initial effects of the 1984 Texas Education Reform Bill (House Bill 72), in which the Texas legislature enacted a massive attempt to enhance both equity and effectiveness in the State's system of elementary and secondary education. Chapter 1 describes the Bill's various financing components and focuses on its initial effect on disparities in spending among rich and poor districts. Chapter 2 examines the various reforms aimed at improving the quality of teaching, and Chapter 3 focuses on the provisions that affect students. Chapters 4-7 deal with the effects of House Bill 72 on programs which seek to provide special educational services (compensatory education, bilingual education, special education, and vocational education). Chapter 8 describes the implementation of new prekindergarten and summer preschool programs. Chapter 9 discusses the difficulty of implementing curriculum reforms at the State and local levels, and focuses on the confusion that has resulted from House Bill 72's requirements and those of a 1981 law, House Bill 246, which called for different types of reform. Finally, Chapter 10 presents general conclusions and recommendations. The study uncovered widespread satisfaction with the general direction of reform, it is said, except in certain areas where implementation of the law has been difficult. The State, it is argued, must be willing to accept that education is likely to be more expensive in the future.   [More]  Descriptors: Bilingual Education, Compensatory Education, Curriculum Development, Early Childhood Education

California State Dept. of Education, Sacramento. (1981). Guide for Reviewing School Program Compliance, 1981-82. This document provides instructions for filling out the Compliance Summary Form for Program Reviews, which is used at elementary and secondary school sites to determine compliance with federal and state laws and regulations. All schools receiving consolidated application program funds are required to conform to the standards specified in this document. School program review teams use this instrument to determine program compliance. Schools and districts are also encouraged to use the instrument as an ongoing planning tool. There are 64 compliance items that follow the sequence of instruction, instructional support, and improvement process. Some of the items included are compensatory education, bilingual education, special education, and Native American students. A section of the instructions consists of operational statements and questions to guide the reviewer in making compliance determinations. Ways for approaching the issues through documentation, interviews, student work, and observations are listed. This is followed by the screening items organized in the above sequence. After each compliance item a key to legal references is listed in parentheses. The four appendices contain the official forms to be completed by the program reviewers.   [More]  Descriptors: Compliance (Legal), Educational Assessment, Educational Quality, Elementary Secondary Education

Dennis, Gregory, Comp.; And Others (1992). Recent Department of Education Publications in ERIC. Produced quarterly by the Educational Resources Information Center (ERIC), this annotated bibliography announces the availability of selected new documents produced or sponsored by the Department of Education that address topics of national importance. Topics featured in this edition are: (1) the National Education Goals (readiness for school; school completion; student achievement and citizenship; mathematics and science education; adult literacy and lifelong learning; safe, disciplined, and drug-free schools; and America 2000); (2) elementary and secondary schooling and reform (parent involvement, choice, effective schools and restructuring, school-business partnerships, private education, and student assessment); (3) special populations (compensatory education, bilingual education, special education, gifted and talented, and special issues–e.g., child abuse, rural education); (4) postsecondary education (student financial assistance and educational costs, administration, demographics and indicators–e.g., enrollment, faculty); (5) teaching (teacher assessment, teacher training); and (6) educational technology. General reference materials are presented in the final section, and an index lists titles for each topic area. It is noted that all of the documents presented in this resource guide have been indexed in the ERIC database and are available from the ERIC Document Reproduction Service in both microfiche and paper copy.   [More]  Descriptors: Annotated Bibliographies, Databases, Educational Resources, Educational Technology

Rodrigues, Raymond J. (1979). Skeletons, Boondoggles, and Success: Multicultural Education at the University of Utah. Problems facing multicultural education, implications of these problems for teacher education, and the multicultural teacher education program at the University of Utah are described. Factors operating against multicultural education in Utah include the back to basics movement, the competency movement, the attack on bilingual education, the decline of the economy, major values conflicts, and conflicting interests of various pressure groups. However, the need for multicultural teacher education in Utah is pressing. Because the state is essentially Mormon-dominated and monocultural, non-Mormon students frequently feel isolated. Moreover, teachers are more likely to find themselves teaching large numbers of not only non-Mormon whites but also blacks, Chicanos, Tongans, Vietnamese, Navahos, and Utes. The position at the college of education at the University of Utah is to provide courses to enable teachers to see the realities of a multicultural classroom and to provide them with decision-making skills. The program, which began in 1972, presently employs a director of multicultural education and offers master's programs as well as three undergraduate courses. Secondary education students are required to take at least one of these courses: The Culturally Different Learner, Bilingual and Bicultural Education, and Instructional Strategies in Multicultural Education. Descriptions of each course and proposed cultural awareness competency requirements are included. Descriptors: Bilingual Education, Course Descriptions, Cultural Awareness, Cultural Pluralism

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