This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Marilyn J. Johnson, Del Siegle, Las Cruces ERIC Clearinghouse on Rural Education and Small Schools, Joanne Curry O'Connell, Jose Jorge Anchondo, Washington Congress of the U.S., June Derrick, Washington Department of Education, Denver Education Commission of the States, and Richmond. Foreign Language Service. Virginia State Dept. of Education.
(1990). "How Many Years Do You Have?" English Language Skills Evaluation. A Final Report of the Threshold Project. The Threshold Project examined the nature of the language and learning difficulties that black Standard Three (Std 3, or grade 5) children in South Africa experience when they change from their mother tongue to English as a medium of instruction and learning, a policy known as "delayed immersion." This report focuses on the first major objective of the project; i.e, to establish the nature and extent of the linguistic abilities of the black pupils in Std 3, together with a further analysis of the pupils' learning needs. An overview of the history of language testing is first presented, and then the testing conducted during the course of the project is described. Results of an extensive array of specially designed tests showed that the present generation of junior primary children cannot handle the medium transfer. The results of the testing are examined within the larger parameters of the curriculum. The second part of this report describes the nature of the learning task the child faces, with reference to recent trends in bilingual education, the development of communicative language skills in a second language, and the implications for in-service teacher education. Finally, an analysis is presented of what the implications of having different language policies would be on present attempts at curriculum revision. Recommended areas for future research are offered. Contains approximately 100 references. Descriptors: Bilingual Education, Black Youth, Curriculum Development, Educational Policy
(1977). Working with Your School. A Handbook of the New Mexico Advisory Committee to the United States Commission on Civil Rights. In a sense, public education is like a pyramid of laws, policies, regulations, rules, guidelines, and practices built on a foundation called the U.S. Constitution. At each level, there is a set of "do's and don'ts" that guide the actions of people involved in public education. This handbook, written to help people understand their rights relating to public education, gives information, ideas and suggestions on ways to improve the students' education. Discussed are the education pyramid; legal rights of students and their parents; how to influence school decisions; evaluating the school; New Mexico State education agencies and laws; how and where to file discrimination complaints; major issues in schools–curriculum, personnel, school plant and equipment, parent and student rights, school board and accountability; freedom of speech; searches; suspensions and expulsions; dress codes; corporal punishment; student marriage and pregnancy; student records; ability grouping; the educable mentally retarded; bilingual education; Federal programs and discrimination; free lunch program; Freedom of Information Act; textbooks; teacher certification; education of Native Americans; and local school boards. Also included are sample letters for filing Title VI and IX complaints, for requesting a conference with school personnel, and for requesting permission to speak before the school board; suggestions for dealing with people in the education pyramid; and an evaluation checklist for evaluating a school. Descriptors: Ability Grouping, American Indians, Bilingual Education, Civil Liberties
(1980). Working Papers on Meeting the Education Needs of Cultural Minorities. Summary Report. To evaluate current and possible future activities of the Education Commission of the States concerning the educational needs of cultural minorities, in 1980 the staff commissioned six papers to be written on the education needs of: (1) Blacks; (2) Mexican Americans; (3) Cubans; (4) Puerto Ricans; (5) Indians and Native Alaskans; and (6) Asians and Pacific Islanders. The Commission report draws implications from the papers concerning educational needs of minorities resulting from poverty, cultural differences, linguistic differences, mobility, need for parent education and parent involvement, and health problems of students. Although the authors of the papers generally limit their remarks to elementary/ secondary issues, each group appears to have education needs at the postsecondary level. In essence, the papers provide a comprehensive overview from which to assess the ongoing activities of the Commission. The Commission assists states in addressing the needs of cultural minorities by technical assistance, by information/data collection, and by interpretation of state needs to federal policy makers. Specialized staff members provide in-depth assistance in the areas of school finance reform, desegregation, Indian education, and migrant education. Some activities have been undertaken in the area of bilingual education. [More] Descriptors: American Indians, Asian Americans, Bilingual Education, Blacks
(1977). Language Needs of Minority Group Children. Learners of English As a Second Language. This review is intended to expand on the issues of: (1) the cultural and linguistic identity of children of minority groups in Britain, and (2) the teaching of English to these children. The review relates these issues to the broader questions of policy in the education of minority group children and highlights some areas where research is needed. Chapter one, "Towards the Definition of a Language Problem," traces the way in which the language needs of non-English-speaking minority group children have been perceived and provided for within the British educational system up to the present day. Chapter two, "The Teaching of English as a Second Language," attempts to give a more detailed account of the approach to the teaching of English as a second language that has developed in British schools. Chapter three, "Language Needs of Minority Group Children in Infant Schools," discusses the rising interest in past years in infant education. Chapter four, "Second-Language Learners of Bilinguals?" traces the rise of bilingual education in the United States and attempts to relate the American experience to that of Britain. Statistical information is seen to be lacking with regard to who and how many speak what languages; research is also needed in the area of minority group members' attitudes towards the language loyalty issue. Descriptors: Bilingual Education, Bilingualism, Child Language, Early Childhood Education
(1987). Oversight Hearing on the Educational, Literacy and Social Needs of the Hispanic Community. Hearing before the Committee on Education and Labor. House of Representatives, One Hundredth Congress, First Session (Los Angeles, CA, March 20, 1987). The House Committee on Education and Labor, with the participation of the Congressional Hispanic Caucus, met to hear testimony and gather information in order to support congressional efforts aimed at reducing the incidence of Hispanic dropouts and adult illiteracy. Testimony was heard from Richard Fajardo of the Mexican American Legal Defense and Education Fund; Elias Galvan of John Glenn High School (Norwalk, California); Juan Hurtado of the National Origin Desegregation Center at San Diego State University; Reynaldo Macias and Rafael Magallan of the Tomas Rivera Center; Harry Pachon of the National Association of Latino Elected Officials; Hilda Solis, a Trustee for Rio Hondo Community College; and Victoria Verches of the Association of Mexican American Educators. A great deal of the testimony focused on best educational practices for students with limited English proficiency, and the experience of Los Angeles and other California schools was used as illustration. Additional topics of discussion included educational and socioeconomic status of Hispanics, dropout rates, educational tracking, number of Hispanic teachers, social and economic consequences of illiteracy, English only lobbying, bilingual education, and the impact of immigration reform on the demand for English as a second language and citizenship classes. [More] Descriptors: Adult Literacy, Bilingual Education, Citizenship Education, Dropout Prevention
(1978). Longitudinal Study, Title VII Bilingual Program Santa Fe Public Schools, Santa Fe, New Mexico. A summary report is presented of the program that was begun in 1970 in three elementary schools located in a predominantly Hispanic area of the city. The study is divided into four main headings: program description, evaluation design, findings and limitations. The description of the program includes the cultural and social context; the project staff, which represents varying degrees of bilinguality; the project design; classroom organization; and home language usage. The second section discusses the composition of the control and bilingual groups, data derived from analyses of tests, and performance of students over a six-year period. The findings report on performance and trends in reading and math with reference to a control group within the school district and to two main groups of students — those who were enrolled continuously in the program for three to five years and those who were enrolled in a given year but who did not qualify for inclusion in the longitudinal groups. The limitations described concern the small sample sizes and the non-random basis of assignment to the bilingual group. The favorable conclusions are reported to be at variance with those of the AIR Study ("The Identification and Description of Exemplary Bilingual Education Programs"). Tables and graphs representing pretest, posttest, mean gains and grade equivalents are appended. Descriptors: Academic Achievement, Achievement Gains, Bilingual Education, Bilingual Schools
(1978). American Indian Education, A Bibliography of ERIC Documents. ERIC/CRESS Supplement No. 9. Compiled for American Indian parents, educators, researchers, school administrators, professional organizations, information specialists, students and educational practitioners interested in locating educational resources on the American Indian, Canada Natives, and Alaska Natives, this bibliography supplements nine previous publications. Section I presents approximately 258 citations which appeared in Resources in Education (RIE) between June 1, 1977 and June 1978. Each RIE citation includes: an ERIC accession number (ED); author(s); title; source; date of publication; availability; descriptors, and identifiers. Section II presents approximately 197 citations for Current Index to Journals in Education (CIJE) which appeared between June 1977 and June 1978. Each CIJE citation includes information comparable to that of the RIE citations and annotations are provided. Section III lists CRESS' previously published American Indian bibliographies. Section IV lists the names, addresses, and scopes of the 16 ERIC Clearinghouses and Section V provides an order blank with ordering information. Covering a wide variety of materials, the subject areas most frequently cited in this bibliography include: Federal Legislation, American Indian Studies, Annual Reports, Education, Library Services, Health Services, Bilingual Education, Bibliographies, Federal Programs, Health Services, and Laws. [More] Descriptors: Alaska Natives, American Indian Education, American Indian Languages, American Indian Studies
(1997). The National Research Center on the Gifted and Talented (NRC/GT) Newsletter, 1997, National Research Center on the Gifted and Talented (NRC/GT) Newsletter. These two newsletters of The National Research Center on the Gifted and Talented (NRC/GT) present articles concerned with research on the education of gifted and talented students. The articles are: "NRC/GT: Research Should Inform Practice" (E. Jean Gubbins); "Building a Bridge: A Combined Effort between Gifted and Bilingual Education" (Valentina I. Kloosterman); "Talent Development for Everyone: A Review of 'Developing the Gifts and Talents of All Students in the Regular Classroom'" (Bruce N. Berube); "Gender Differences in High School Students' Attitudes toward Mathematics in Traditional versus Cooperative Groups" (Lisa A. Drzewiecki and Karen L. Westberg); "NRC/GT: The Parent Connection" (E. Jean Gubbins); "A Parent's Guide to Helping Children: Using Bibliotherapy at Home" (Mary Rizza); "Parents, Research, and the School Curriculum" (Mallory Bagwell); and "Cluster Grouping Coast to Coast" (Patricia A. Schuler). Also included are the following brief research summaries: "The Effectiveness of Peer Coaching on Classroom Teachers' Use of Differentiation for Gifted Middle School Students" (Caroline Sarah Cohen); "Effects of Teaching Problem Solving through Cooperative Learning Methods on Student Mathematics Achievement, Attitudes toward Mathematics, Mathematics Self-Efficacy, and Metacognition" (Edna Leticia Hernandez Garduno); "A Gender Study of Students with High Mathematics Ability: Personological, Educational, and Parental Influences on the Intent To Pursue Quantitative Fields of Study in College" (Mary Katherine Gavin); "Characteristics and Perceptions of Perfectionism in Gifted Adolescents in a Rural School Environment" (Patricia Ann Schuler); "Gifted, but Gone: High Ability, Mexican-American, Female Dropouts" (Nancy Lashaway-Bokina). (Individual papers contain references.) [More] Descriptors: Cooperative Learning, Elementary Secondary Education, Gifted, Mathematics Instruction
(1984). TESOL Newsletter, Vol. 18, 1984. The 1984 volume of the Teachers of English to Speakers of Other Languages (TESOL) newsletter includes articles on language competence and cultural awareness in the United States; interest in English in Peru; employment trends; the case method in adult English as a second language (ESL); evaluating computer assisted instruction; the "sakura" technique; writing and editing instruction; practice teaching; ESL literacy; second language learning theory and writing instruction; part-time teaching issues; teaching English to Namibians; international issues; Japanese students; peer telephoning; ESL program self-evaluation; public school teacher education and ESL; ESL in Kenya; public domain software; the handicapped limited-English-proficient student; computer-generated materials for reading comprehension; teacher and ESL association responsibilities; using native pop music for instruction; the importance of language competence in education; teacher self-observation; Chinese English language education; surveys and second language learning; computer technology and national development; the National Association for Foreign Student Affairs; the British Council; instructional software; and bilingual education mainstreaming. Professional announcements, association notes, book and materials reviews, and notes on successful teaching techniques are also presented. [More] Descriptors: Adult Education, Bilingual Education, Computer Assisted Instruction, Computer Software
(1983). Annual Evaluation Report: Fiscal Year 1983. This 13th annual report to Congress provides program-by-program summaries of evaluative information on federally funded education programs for fiscal year 1983. The format for each program description has been revised to make it responsive to the reporting requirements of the General Education Provisions Act (GEPA). Accordingly, 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 GEPA 417(a), containing major sections of 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; (3) response to GEPA 417(b), containing summary information on evaluation contracts. An introductory section is provided which highlights analyses of the Educational Consolidation and Improvement Act of 1980. Thereafter, 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 active planning and evaluation contracts during fiscal year 1983. [More] Descriptors: Adult Education, Bilingual Education Programs, Categorical Aid, Early Childhood Education
(1977). American Indian Education, A Selected Bibliography (with ERIC Abstracts). ERIC/CRESS Supplement No. 8. Compiled for school administrators, teachers, researchers, information specialists, professional organizations, students, and others interested in locating educational resources re: the American Indian, this annotated bibliography supplements seven previous publications. Section I of this bibliography presents 248 citations and abstracts which appeared in Resources in Education (RIE) between April 1976 and May 1977. Each RIE citation includes: an ERIC accession number (ED); author(s); title; source; date of publication; availability; descriptors; identifier(s); and the abstract. Section II presents 226 citations from Current Index to Journals in Education (CIJE) which appeared between April 1976 and May 1977. Each CIJE citation includes information comparable to that of the RIE citations with the exception that annotations are only provided when necessary. Section III presents a combined RIE-CIJE subject index; Section IV lists previously published American Indian bibliographies; Section V presents the names, addresses, and scopes of the 16 ERIC clearinghouses; and Section VI provides ordering information. Covering a wide variety of materials, the subject areas most frequently cited in this bibliography include: American Indian culture and languages; bilingual education; cultural awareness, elementary secondary education, program descriptions and evaluations, reading and instructional materials, history, educational alternatives, and Federal legislation. [More] Descriptors: Abstracts, Alaska Natives, American Indian Culture, American Indian Languages
(1987). Developing Effective Instructional Programs. A group of three conference papers, all addressing effective instructional programs, is presented in this document. The first paper, entitled "The Organization–A Viable Instrument for Progress" (Barbara Sizemore), addresses the subject of high-achieving, predominantly black elementary schools. Routines in these schools not present in low-achieving black schools are identified. Principals in high-achieving schools changed the structure of the school and the attitudes of the teachers to adapt to the needs of black students. The second paper, "Equity, Relevance, and Will" (Kati Haycock), asserts that equal opportunity does not exist: schools that serve minority children have fewer resources than other schools, and tracking often sorts minorities into lower ability groups. Minorities, therefore, are often not as well prepared for college as are their majority counterparts. Components of high-achieving schools are identified. Principals should be allowed to bring about change, and schools should build leadership teams to help minorities succeed. The third paper, "Effective Instructional Approaches to Bilingual Education" (Fred Tempes), describes the California State Department of Education's attempt to implement a consistent pedagogy across bilingual programs in California. The positive and negative effects of bilingualism are examined. Non-English speaking students in five schools learned all their subject area material in Spanish, and were gradually taught in English. The program appeared to be successful. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Black Culture
(1977). Curricular Components. Notes to the Administrator and Counselor. Foreign Languages in Virginia Schools, No. 6. This publication is one of a series designed to inform and assist those responsible for foreign language instruction, including teachers, administrators, supervisors, and those engaged in teacher education. The complete series serves as a curriculum guide. The format of the series is such that it can be revised so as to keep materials current. Each publication is punched so that it may be placed in a binder. Part one of this volume deals with the components of the foreign language curriculum. A schematic is provided that summarizes the types of sequential and non-sequential foreign language offerings available at the secondary level in Virginia. Sequential programs are then discussed, followed by descriptions of development courses, combined-level classes, mini-courses, and interdisciplinary development courses, combined-level classes, mini-courses, and interdisciplinary courses. In part two of the volume, the following are briefly discussed: secondary school enrollment trends; reasons for studying foreign languages; accreditation; college foreign language requirements; guidelines for elementary and secondary foreign language programs; curriculum, including FLES, English as a second language, and bilingual education; course credits; teachers, department chairpersons and supervisors; the use of community resources; travel or study abroad (including "Guidelines for the Evaluation of Foreign Study Programs for Secondary School Students"); program evaluation; materials and equipment; and budget preparation. Descriptors: Bilingual Education, Credits, Curriculum Guides, Department Heads
(1996). Notes on Literacy, Vols. 21 and 22. The eight issues of the journal on literacy and literacy education contain papers on: a research project on transitional education; passive literacy among the Cheyenne; constructing a syllabus using the Gudschinsky method (in French); trends in literacy education; "indiginizing" punctuation marks; literacy acquisition among Peruvian Amazon communities; an experiment in Mayan poetry; grassroots literacy curriculum development for elementary schools; management of a community literacy and development program; perceptions of language and literacy; tone orthography and pedagogy; the lasting impact of literacy; genre-based approach to literacy; transition literacy in sub-Saharan Africa; Summer Institute of Linguistics and Bilingual Education in Peru; impact of literacy on women and development in South Asia; women's education in developing countries; an adult literacy program in northwestern Zaire; visual-auditory-tactile-kinesthetic integration; culturally-embedded literacy among the Fulani; a literacy program management training initiative in eastern Africa; Bhola's total literacy system; sheltered instruction for language minority populations; linking literacy and development; perceptions of eastern Indonesian community leaders concerning vernacular reading needs for development; orthography testing in Botswana; reading long words; biliteracy in rural settings; literacy in Africa; reading skills and attitudes; literacy on the Cavasi reservation; and Natgqu orthography. [More] Descriptors: Adult Education, American Indian Languages, American Indians, Curriculum Design
(1986). Special Education Issues. Native American Rehabilitation: A Bibliographic Series, No. 3. One in a series of seven bibliographies dealing with rehabilitation of disabled Native Americans, this document focuses on special education issues. The 80 annotated entries were identified through a comprehensive search of relevant data bases covering the years 1966-1986 and were selected to be of use to consumers, policy makers, direct service providers, researchers, advocates, and parents. Each entry includes complete bibliographic information and an annotation of approximately 154 words. Entries all relate to Native Americans and deal with a wide variety of special education issues ranging from federal policies to exemplary practices for the classroom. Topics include teacher training, program evaluation, special education guidelines, Bureau of Indian Affairs involvement in special education programs, materials and activities for special education classrooms, cross-cultural awareness, services for preschool handicapped children, learning English as a second language, bilingual education for exceptional children, mental retardation, student assessment, language development, the Education for All Handicapped Children Act, parent and community awareness of special education programs, and gifted minority students. [More] Descriptors: American Indian Culture, American Indian Education, American Indians, Annotated Bibliographies