This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Mandy Walters, Henry Borgrink, Andrew Clark, Washington Department of Education, Washington Library of Congress, Glenn E. Baker, Joy Harris, Inc. Education Turnkey Systems, Barbara Burnaby, and M. A. McGhehey.
(1982). Multicultural Women's Sourcebook. Materials Guide for Use in Women's Studies and Bilingual/Multicultural Programs. This sourcebook for persons involved with bilingual education, multicultural education, and womens' studies programs contains over 2000 entries for materials on women of various cultures in the United States. Materials are organized as much as possible by specific racial or ethnic groups. The many publications that present information on more than one population group are included in the first major category, the section on Multicultural/Multiethnic Materials. Specific ethnic group categories are Asians and Asian Americans; Blacks (Afro-American and African); Hispanic Women–General References; Hispanic Women–Cuban; Hispanic Women–Mexican-American; Hispanic Women–Puerto Rican; Middle Eastern Women; Jewish Women; Native American Women; White Ethnic Women; and Specific European and European-Heritage Groups. Within each category materials may be organized into some or all of these types of materials: reference, background readings, curriculum development sources, student materials (elementary-junior high), and student materials (high school). Information provided for each entry may include author, title, place of publication and publisher, date of publication, number of pages, type of material, prices, and contents description with biographical comments and grade levels. A comprehensive listing is provided of sources used to compile the sourcebook, and a publishers' directory is appended. [More] Descriptors: American Indians, Annotated Bibliographies, Arabs, Asian Americans
(1986). Teaching the Indian Child: A Bilingual/Multicultural Approach. Ideas about resources and methods especially appropriate for Indian students are presented in this book of 19 chapters by 17 authors. The bulk of the material is addressed to non-Native teachers, and teaching methods do not require knowledge of a Native American language. The opening chapter lays out evidence of the need for improving Native American education and describes problems contributing to poor achievement ranging from cultural differences to irrelevant curriculum. A chapter on bilingual education presents a rationale and defines components of successful programs. A discussion of self-concept and the Indian student urges teachers to expect success, respect students and their culture, and give students responsibility. Instructional methods and selected bibliographies are presented in chapters on reading comprehension, reading material selection, teaching Native American literature, the whole language approach, and English as a second language for Indian students. Specific chapters cover social studies, science, mathematics, and physical education curriculum for Native American students. Two chapters on Indian parents focus on children's early interactional experiences at home as they relate to later academic achievement and recommend ways to address parental involvement. Additional chapters deal with effective discipline for the Native American student, testing, and preserving Indian culture through oral literature. [More] Descriptors: American Indian Culture, American Indian Education, American Indian Literature, American Indians
(1994). Connecting the Home and School: Funds of Knowledge for Mathematics Teaching and Learning. Draft. This paper describes some aspects of a collaborative project between elementary school teachers and university faculty in anthropology, bilingual education, and mathematics education. The project goal is to develop classroom-teaching experiences that make use of the resources and experiences of students and their families. Most of the students were Mexican Americans. Teachers in the project visit the homes of some of their students to uncover their funds of knowledge by finding out about household activities, family structure, labor history, and parents' views on child rearing and schooling. Teachers and university researchers then come together to share their ideas and findings. The paper briefly describes the household visits, study groups, and classroom implementation, with an eye on mathematics, giving examples of themes that the teachers chose to develop based on their findings. The specific focus is on the development of a module on games in a fifth-grade class. The paper also illustrates some of the difficulties encountered in trying to develop mathematics classroom learning that builds on students' everyday experiences. (Contains 29 references.) [More] Descriptors: Anthropology, Background, Bilingual Education, College Faculty
(1983). Unity in Diversity: Multicultural Education in Australia. Papers presented at two institutes held in Australia to discuss multicultural education are presented. Topics discussed include demographic background of Australia, principles of Australian pluralism, problems and issues for teachers making decisions on curriculum, the educational experience of children of migrant origin, the objectives and implementation of multicultural education, a case study of an Aboriginal school, the experience of the Strelley Station school, which has provided a model and inspiration for bilingual education and community involvement, a case study of a school where the children are predominantly Anglo-Saxon, a description of St. John's Greek Orthodox College, key issues raised by a national survey of ethnic schools in Australia 1981-82, implications of multicultural education for teacher education, a national language policy, commonwealth initiatives in multicultural education, educational theories and practices, cultural and linguistic factors affecting the educational achievements of Aboriginals, influences of ethnic community organizations on multicultural education, strategies for the development of a multicultural education curriculum, ethnic and racial prejudice in Australia, and policies and programs for the teaching of languages. A list of participants is included. Descriptors: Bilingual Education, Case Studies, Community Involvement, Comparative Education
(1982). TESL Canada: Symposium on Language Development for Native Peoples (Winnipeg, Manitoba, Canada, March 27-28, 1982). Final Report. Twenty-four symposium participants from across Canada, all working in some way on language development in Native education, presented summaries of their work and then identified the most serious and widespread problems in the field and made recommendations for improvement. Six major problem categories were identified: (1) language and language problems are important throughout the school curricula, not merely in language arts programs; (2) communication and cooperation among all parties in Native education must be improved; (3) all teachers must be trained to understand and deal with language problems; (4) Native dialects of English or French must be better understood and respected by workers in Native education; (5) there is a shortage of teachers trained to deal with Native language development; and (6) there is a shortage of curriculum materials for Native language development. Recommendations addressing the problem areas dealt with adopting the principles of bilingual education, establishing communications among people involved in Native language development, improving teacher training, creating curriculum materials, and identifying sources of funding. Recommendations for TESL (Teaching English as a Second Language) Canada included instituting a special interest group and a newsletter to deal with issues of language in Native education, and organizing meetings on the subject. [More] Descriptors: American Indian Education, American Indian Languages, American Indians, Bilingual Education
(1983). Multicultural Preparation for Industrial Arts Teachers. Final Report. A project was conducted in Texas to accomplish the following objectives: (1) identify problem areas encountered by exploratory industrial arts teachers when working with multicultural/bilingual students; (2) devise teaching strategies to develop and implement language/culture sensitive exploratory industrial arts curriculum materials; and (3) identify techniques for disseminating these strategies in inservice and preservice teacher education settings. An extensive literature search showed few materials that were applicable to specific subjects and were readily adaptable for Texas. Therefore, a workshop was conducted to explore the needs of exploratory industrial arts teachers when working with bilingual/multicultural students. Participants from the fields of industrial arts, multicultural/bilingual education, vocational education, and curriculum and instruction were solicited for input concerning both the development and implementation of materials based upon the perceived needs. The workshop generated a list of specific competencies to be used as a guide to develop materials. In addition, pilot study workshops were conducted by project staff to solicit grassroots input into the development and implementation of the instructional materials and to sensitive teachers and supervisors to the problems. Materials were then created and disseminated in several workshops throughout the state. However, although participants felt that project content and materials were helpful, few teachers participated, and few professionals felt that the topic was of importance. Although project materials were to be disseminated, the project staff felt that it was unlikely that the materials would be used until the issue is addressed on a broad scale. Descriptors: Bilingual Education, Cultural Awareness, Cultural Pluralism, Curriculum Development
(1981). Culture and the Bilingual Classroom: Studies in Classroom Ethnography. The 13 papers are grouped into 2 sections: "General Theoretical and Methodological Issues," and "Microethnographic Studies of Minority Culture Children in the Classroom." Section I includes five papers which cover the following topics: approaches to inquiry in school-community ethnography which are qualitative, yet quantitative; the validity and importance of ethnography for bilingual education; ethnographic monitoring; culturally responsive education; ethnography as a way to achieve Lau Remedies II; and the collaborative relationship of the teacher and researcher in classroom research. Section II includes eight papers, grouped according to the population under investigation: Native Americans, Hawaiian Americans, Mexican Americans, Black Americans, and Puerto Rican Americans. The following topics are covered: cultural differences in the way an Odawa Indian teacher and a non-Indian teacher organize participation structures in the classroom; the social organization of behavior in getting ready for reading in an Alaskan Athabaskan classroom; a culturally responsive solution to teaching reading to Hawaiian children; ethnographic monitoring and awareness of a Chicano student's performance; the public schools, management systems, and minority students; use of metaphrasing by Black and White eighth grade students to structure classroom participation; social contexts for ethnic borders and school failure; and the potential contributions of anthropology to educational research. Descriptors: American Indians, Bilingual Education, Blacks, Classroom Research
(1984). Michigan K-12 Program Standards of Quality. This resource document outlines the expectations and standards for kindergarten through 12th-grade educational programs in the state of Michigan. Developed over several years in cooperation with representatives from 33 state organizations and local school district staffs, the standards suggest expectations for educational programs that may be used as a self-assessing tool for school improvement. The specific standards used in this document do not include items required by state or federal law, rule, or regulations. The components of the standards of quality are presented in six sections: (1) school improvement process; (2) district-level programs; (3) building-level programs; (4) subject time-allocation suggestions; (5) classroom level and subject specific areas (communication skills, mathematics, science, social studies, physical education, music, visual arts, health, and foreign language); and (6) special need areas (compensatory education, migrant/bilingual education, gifted/talented education, special education, vocational education, and juvenile rehabilitation programs). Each section contains specific steps to follow to achieve the desired standards. Included with the document is an extensive appendix in 17 sections containing future discussion and research regarding the program components. The state board of education anticipates that these standards will continue to be reviewed and upgraded in the future. [More] Descriptors: Academic Achievement, Bilingual Education, Communication Skills, Compensatory Education
(1993). Project Reach Final Evaluation Report, 1992-93. OREA Report. Project Reach was a federally-funded program in its fifth and final year of operation at one Bronx (New York) high school in 1992-93. It served 926 Spanish-speaking students of limited English proficiency in grades 9-12, an increase of 184 students over the previous year, reflecting an influx of immigrants from the Dominican Republic. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), mathematics, science, and social studies. Severely undereducated students were block-programmed into a remedial component offering intensive instruction at an elementary level. The project monitored the achievement of participating students, contacting the parents of students in difficulty and taking honor roll students on field trips. It also reimbursed tuition fees for staff taking college courses, and project staff coached inexperienced teachers in bilingual education techniques. Establishment of an active parent involvement component faltered in the previous year, but the project did maintain communication with parents of students having difficulty and recruited parents to accompany field trips. The project met its objectives for ESL, science, attendance, staff development, and parent attendance at open houses. It did not meet its NLA objective or ESL and NLA objectives for the remedial component. [More] Descriptors: Academic Achievement, Attendance Patterns, Bilingual Education Programs, English (Second Language)
(1986). New Mexico School District Profile: 1984-1985 School Year. This report provides a broad cross section of data on the operation and performance of New Mexico public schools during 1982-85. Data on enrollment (in kindergarten, in grades 1-6 and 7-12, and in special education, and percent enrolled in Title I and bilingual education programs), student characteristics (dropout rate, ethnicity, mobility), teacher characteristics (pupil/teacher ratio, teacher load, ethnicity, education, experience), number of high school graduates, test results (Comprehensive Tests of Basic Skills, New Mexico High School Proficiency Exam, and American College Testing program), and vocational education enrollments are presented by year for each school district. The report has three sections. Section I discusses statewide data using bar graphs. Section II explains each variable and cites data sources. Section III contains the data for each school district arranged alphabetically by district. Statewide characteristics noted during the 3-year period include increased enrollment, ethnic composition of 47% Anglo, 41% Hispanic, and 9% Native American, 20% of students reporting Spanish or Native American dialect as primary language, declining dropout rate, overall decrease in pupil/teacher ratio, increase in percentage of students passing the High School Proficiency Exam, increase in average scores on the Comprehensive Tests of Basic Skills, and decrease in American College Testing program scores. [More] Descriptors: American Indians, Anglo Americans, Bilingual Education Programs, Dropout Rate
(1984). Annual Evaluation Report: Fiscal Year 1984. This 14th annual report to Congress provides program-by-program summaries of evaluative information on federally funded education programs for fiscal year (FY) 1984. Each entry is divided into three major sections: (1) program profile, covering legislation, recent funding history, purpose, eligibility, and other information on requirements; (2) response to congressional mandates in the General Education Provisions Act (GEPA), section 417(a), containing information specified in the mandate, such as program goals, progress and accomplishments, cost effectiveness, plans for improvement and legislative recommendations, supporting studies, and data on participants; and (3) response to GEPA 417(b), containing summary information on evaluation contracts. Program descriptions are grouped under the following Department of Education jurisdictional headings: (1) Office of Elementary and Secondary Education, (2) Office of Bilingual Education and Minority Languages Affairs, (3) Office of Special Education and Rehabilitative Services, (4) Office of Vocational and Adult Education, (5) Office of Postsecondary Education, and (6) Office of Educational Research and Improvement. An index is provided, along with an appendix listing evaluation contracts active in the Office of Planning, Budget and Evaluation during FY 1984. [More] Descriptors: Adult Education, American Indian Education, Bilingual Education Programs, Block Grants
(1985). Uses of Computers in Education. Based on a comprehensive review of the existing research reinforced by consultation with a panel of experts, this report documents the impact of computers on many aspects of elementary and secondary school operation–e.g., uses to which computers are put, student performance and attitudes, and teacher atttiudes–and also on postsecondary education. Discussions of computer uses in elementary and secondary education cover current use patterns; factors influencing computer use; regional/state, socioeconomic, and urban/rural use differences; and uses in special, vocational, and bilingual education. Projected computer use during the next decade is also discussed. Effects of computers on student academic performance and attitudes are explored via background information on current school practices, a review of the literature on the effects and effectiveness of computer assisted instruction and computer managed instruction, and projections of effects which computer use in schools may have on students. An assessment of the importance of young peoples' computer use in school for their postsecondary education prospects is also presented; this includes reviews of ways in which computer literacy is viewed in the context of computers in education, impact of computers on postsecondary education institutions, and computer literacy requirements for college entrance. Policy issues are addressed, study methodology is reviewed, and expert panel members are listed. An extensive reference list is provided. [More] Descriptors: Academic Achievement, Bilingual Education, Computer Assisted Instruction, Computer Literacy
(1982). School Law in Changing Times. This twenty-one chapter book deals with important, timely topics in school law. Topics include home instruction in place of public school attendance; judicial review of labor arbitration awards; procedures for nonrenewal of nontenured teachers that avoid constitutional problems; discipline by grade reduction and grade denial based on attendance; emerging and reemerging issues in church-state relations; and evolution and creationism. Also covered are school board censorship of library books and curriculum materials; the comparable worth concept for narrowing the earnings gap between men and women; resegregation and black English; judicial, legislative, and administrative trends concerning bilingual education; and law-related education. The book looks at the legal aspects of reduction in force; the debate over which areas are regulated by Title IX, especially the questions of athletics and employment; collective negotiation and the First Amendment; cases pending before the Supreme Court; and copyright laws affecting education. Final chapters deal with developments in fiscal equalization of state school support programs; an update of the burden of proof issue in applying the First and Fourteenth Amendments; discipline under the Education for All Handicapped Act; and the case against tuition tax credits. Descriptors: Academic Freedom, Arbitration, Athletics, Bilingual Education
(1983). The Hispanic Population of the United States: An Overview. A Report Prepared for the Subcommittee on Census and Population. U.S. House of Representatives, 98th Congress, 1st Session. Committee Print 98-7. Utilizing census data primarily accumulated prior to the 1980 Census, the report provides a demographic profile of Hispanics in the United States. The 10 chapters examine and report findings in 4 key policy areas: education, employment, health; and housing. Information covers such topics as regional distribution of Hispanics; age; income; educational access and achievement; private and public elementary and high school enrollment; students' geographic location; postsecondary education enrollment; language characteristics; the language barrier; the Bilingual Education Act; evaluation of Title VII (Elementary and Secondary Education Act); state efforts to improve educational access; state appropriations; the National Assessment of Educational Progress Study; American Institutes for Research (AIR) report; the Children's English and Services Study; Hispanic participation in the U.S. labor market; changes in the Hispanic labor force; relative unemployment; employment; occupational distribution; historical employment trends; employment problems (education, duration of and reasons for unemployment); access to and utilization of the health care system; and Hispanic housing (physical adequacy, affordability, tenure, location, displacement, and discrimination). Forty-one key court decisions in the four policy areas are reviewed, e.g., Lau v. Nichols, University of California Regents v. Bakke, Gomez v. Pima County, Espinoza v. Farah Manufacturing Co., Guerra v. Bexar County Hospital District, and Village of Arlington Heights v. Metropolitan Housing Department Corp. [More] Descriptors: Access to Education, Bilingual Education, Census Figures, Court Litigation
(1993). The Evaluation of the Special Alternative Instruction Program. The third annual external evaluation of the Choctaw Special Alternative Instruction program is reported. The program has its roots in two efforts by the Mississippi Band of Choctaw Indians to improve their schools, an English-as-a-Second-Language education effort, and a curriculum implementation program. The Mississippi Band preserves many traditional customs and is aware of the need to retain their own heritage while preparing children for the demands of the future. The Special Alternative Instruction Program continued the prior curriculum reform efforts and promoted cultural awareness among teachers. The evaluation of this program was conducted in six elementary and one middle and secondary school in the reservation area. Program curriculum specialists in the schools stressed the whole language approach, promoted bilingual education, and implemented the new curriculum. Interviews with at least four teachers and three Choctaw aides from five schools indicate the effectiveness of the program specialists and program management. Achievement gains in language arts demonstrate program effectiveness. Recommendations for program continuation include a renewed emphasis on curriculum implementation and additional help for teachers bridging language and cultural differences. Seven tables present findings about student achievement. A list of recommendations includes continuing curriculum development, developing curriculum training for teachers and aides, and providing Choctaw language instruction for teachers. (Contains 4 references.) [More] Descriptors: Academic Achievement, Achievement Gains, American Indians, Bilingual Education