This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include M. Yukie Tokuyama, Northbrook Who's Who among American High School Students, Washington American Association for Marriage and Family Therapy, Los Angeles. National Dissemination and Assessment Center. California State Univ., Pomona. National Multilingual Multicultural Materials Development Center. California State Polytechnic Univ., Janice Zelazo, David Kahn, Richard Van Acker, Flora V. Rodriguez-Brown, and Lucia Elias-Olivares.
(1982). From Here to There. Economic Organization Booklet 2. Teacher's Edition=De aqui a alla. Organizacion economica libro 2. Manual para El Maestro. The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve their own and others' lives in the global society. Students are taught to: (1) comprehend and analyze the issue and synthesize their understanding; (2) effectively interpret the topic and clarify their values; and (3) participate in activities stressing development of critical reading, expository writing skills, and use and interpretation of illustrations, graphs, and charts. Each booklet is published with Spanish and English on facing pages. A "student edition" (not included here) and the "teacher's edition" are identical except for occasional marginal notes in the latter. This booklet focuses on economic systems and factors influencing growth and change. The first case study introduces data about programs for economic development and provides a simulation in which the data are used to analyze causes of growth. The second looks at the influence of culture on three major economic systems (traditional capitalistic, socialistic). The third examines causes and effects of change in an economic system. A glossary and a resource list are included. [More] Descriptors: Bilingual Instructional Materials, Capitalism, Change Strategies, Cultural Context
(1982). Economic Organization Module. Test Booklet. Test Items for Booklets 1, 2, 3=Libro de prueba. Modulo de organizacion economica. Itemes de prueba para los libros 1, 2, 3. The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve their own and others' lives in the global society. Students are taught to: (1) comprehend and analyze the issue and synthesize their understanding of it; (2) effectively interpret the topic and clarify their values; and (3) participate in activities stressing development of critical reading and expository writing skills and use and interpretation of illustrations, graphs, and charts. This booklet contains test items directly related and coded to the content of the fourth module, on economic organization. Items reflect a wide range of skill objectives, including application, analysis, evaluation, and synthesis, and sub-objectives based on instructional content. Strategies for remediation are provided for each objective, and strategies for assembling tests are also included. The test items are presented in both Spanish and English. [More] Descriptors: Bilingual Instructional Materials, Capitalism, Change Strategies, Cultural Context
(1989). Navajo Educational Values and Facility Design. The Bilingual Education Act of 1968 and the Indian Education Act of 1972 have brought Navajo education into a new period, characterized by a return to a more traditional curriculum, within the parameters of the bicultural life ways of the contemporary Navajo. This document addresses the issue of designing educational facilities that contribute positively to a bicultural educational curriculum. The study examined traditional Navajo education as seen through the perspective of contemporary Navajo elders. Small group interviews in a loose, open-ended format were used to obtain data on the educational values of the Navajo elders. Navajo elders were concerned with the Navajo language, considering that a knowledge of Navajo was a prerequisite for understanding Navajo values and traditions; at the same time, they felt that English should also be taught. Elders believed that Navajo cultural practices should be taught and practiced and that students should have vocational and professional training, including traditional Navajo craft skills. In traditional education, life-style and education are inseparable, and elders wanted this holistic approach for their children. The final sections of the report are concerned with relating these values to school site location and organization, facility design and scale, space organization, interior decoration, and the use of special rooms, possibly resembling hogans, for Navajo language teaching. The document contains 30 references. [More] Descriptors: American Indian Culture, American Indian Education, Biculturalism, Building Design
(1982). Bilingual Children's Home and School Language: An Ethnographic-Sociolinguistic Perspective. Final Report. Revised. An ethnographic study of language proficiency in the home and school languages of bilingual children was conducted. From a qualitative sociolinguistic perspective, language proficiency, the relation of linguistic performance to community language use and attitudes, and the correlation of the sociolinguistic findings on language repertoire with widely used current tests were investigated. Using microethnographic techniques, data were collected on six third-grade Hispanic children in classroom, home, and community settings. Information related to language use, language proficiency, and attitudes toward language, bilingualism, and bilingual education was obtained through a questionnaire. An ethnographic description of the relationship among community data, parents' data, and children's language proficiency is presented. Using the language repertoire collected, the congruency between actual language collected from the children and the test content in the Bilingual Syntax Measure and James Language Dominance Tests was analyzed. Finally, a functional analysis of questions and directives found in the children's repertoire in both Spanish and English was conducted. The survey instrument is appended. [More] Descriptors: Bilingual Students, Bilingualism, English, Ethnography
(1982). You and Beyond. Culture and Social Organization Booklet 2. Teacher's Edition=Tu y mas alla. Cultura y organizacion social libro 2. Manual para El Maestro. The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve their own and others' lives in the global society. Students are taught to: (1) comprehend and analyze the issue and synthesize their understanding of it; (2) effectively interpret the topic and clarify their values; and (3) participate in activities stressing development of critical reading and expository writing skills and use and interpretation of illustrations, graphs, and charts. Each booklet is published with Spanish and English on facing pages. A "student edition" (not included here) and the "teacher's edition" are identical, except for occasional marginal notes in the latter. This booklet focuses on social institutions in education, government, and the economy. Case study topics include: the mental and emotional stresses of a Puerto Rican girl transferring from parochial to public school; the perspectives of four types of government decision-making (elite, bureaucratic, coalitional, and participant); and the economics of starting a business, including production, distribution, and consumption and the need for formal organization for efficiency. A glossary and a resource list are included. [More] Descriptors: Bilingual Instructional Materials, Bureaucracy, Decision Making, Democracy
(1982). Let's Help Each Other. Economic Organization Booklet 3. Teacher's Edition=Ayudemonos uno al otro. Organizacion economica libro 3. Manual para El Maestro. The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve their own and others' lives in the global society. Students are taught to: (1) comprehend and analyze the issue and synthesize their understanding of it; (2) effectively interpret the topic and clarify their values; and (3) participate in activities stressing development of critical reading and expository writing skills and use and interpretation of illustrations, graphs, and charts. Each booklet is published with Spanish and English on facing pages. A "student edition" (not included here) and the "teacher's edition" are identical, except for occasional marginal notes in the latter. This booklet addresses the effects of economic growth on lifestyles within a culture. Case studies stress the individual and cultural values reflected in all economic choices. Topics include: influences promoting economic growth and the advantages and disadvantages of growth; foreign aid, and the decisions countries giving and receiving aid must make; and potential effects of international trade on the economy and society. A glossary and a resource list are included. [More] Descriptors: Bilingual Instructional Materials, Decision Making, Economic Progress, Economics
(1995). Parent Involvement in a Two-Way Bilingual School. This study investigated the nature of and factors in the involvement of both Spanish-speaking and English-speaking parents in an elementary school specializing in two-way bilingual education. The researcher observed parents and teachers in interaction, reviewed school documents, and interviewed parents, families, and school staff, some in short interviews, informal-conversational interviews, and a selected group received in-depth interviews. It was found that: (1) parents' comfort with the staff and the school was critical in their becoming involved; (2) language played a major role in the nature of involvement, with English the language of structural organizations that involved groups of parents; and (3) parents' view of their role in relationship to the school, their own schooling level, and present economic situation, were major influences on how they were involved at school. Excerpts from parent comments, in English and Spanish, are presented. Conclusions are drawn and include: (1) a context specific framework of viewing home-school continuity can enable educators to more clearly understand opportunities for parent involvement at the school site, and to determine ways to more equitably involve all parents; (2) parents can be enabled to or disabled in demonstrating their school related cultural resources depending on the action of the schools; and (3) a fluid perspective, one that recognizes variation within and between social groups and school contexts, can address the biases and stereotypes that continue to be associated with minority groups of parents and their relationships to schools. Contains 13 references. [More] Descriptors: Case Studies, Economic Factors, Educational Background, Elementary Education
(1981). 12th Annual Survey of High Achievers: Attitudes and Opinions from the Nation's Outstanding Teen Leaders. The report, fact sheets, and news releases cite findings of a survey involving 22,000 Ss to determine the attitudes of high school student leaders. Responses were tabulated for the following areas: demographics, government mandates/taxes, American institutions, domestic issues, foreign issues/defense, religious beliefs/practices, marriage/sex, male/female roles, and education (school problems, budgets, drugs/violence/student problems, discipline, grades, personal skills/values, teacher evaluation, bussing, private/parochial school funding, bilingual education/languages, sex education, basic skills instruction, study/work habits, quality of education rating, and college. The survey booklet breaks down statistical data by sex, race, community, and region. Among the findings summarized in the fact sheets and news releases are that students cite lack of funds, equipment, and supplies as the biggest problem; that 72% feel parents should get more involved in guiding children's behavior to quell violence on campus; and that more than half think foreign languages instruction should be required in high school. Descriptors: Curriculum, Educational Finance, High Achievement, High Schools
(1991). International Update; November 1990-October 1991, International Update. "International Update" is a newsletter providing information on two-year college international education activities and on funding opportunities and governmental/legislative trends that will affect community and junior colleges' ability to expand their efforts in such areas as services for foreign students, bilingual education, and study abroad and international exchange programs. The 11 annual issues of "International Update" published between November 1990 and October 1991 contain information on the availability of funding for international activities from the Fund for the Improvement of Postsecondary Education, the Department of Education, State Legalization Impact Assistance Grants, United States Information Agency, the Fulbright Program, and other programs and agencies. In addition to information on the activities, conferences, and programs of the American Council on International Intercultural Education, the newsletters include brief descriptions of a wide range of college-based programs and tips on international activities that can be undertaken, including: (1) Los Angeles Mission College's program for California's newly legalized immigrant population; (2) a new intercultural anthology for remedial reading/writing students; (3) the visit to St. Petersburg Junior College of two Soviet dignitaries; (4) the opportunities afforded by sister cities' connections; (5) services offered by the Mexican Embassy; (6) security for students traveling abroad; (7) Nassau Community College's experiential learning program in London; and (8) the effects of J-Visa regulations on vocational programs. [More] Descriptors: College Programs, Community Colleges, Educational Legislation, Federal Legislation
(1982). Less and Less for More and More. Economic Organization Booklet 1. Teacher's Edition=Menos y menos por mas y mas. Organizacion economica libro 1. Manual para El Maestro. The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and are designed to help students understand some major human problems and make sound, responsive decisions to improve their own and others' lives in the global society. Students are taught to: (1) comprehend and analyze the issue and synthesize their understanding of it; (2) effectively interpret the topic and clarify their values; and (3) participate in activities stressing development of critical reading and expository writing skills and use and interpretation of illustrations, graphs, and charts. Each booklet is published with Spanish and English on facing pages. A "student edition" (not included here) and the "teacher's edition" are identical, except for occasional marginal notes in the latter. This booklet focuses on the allocation of limited resources in light of unlimited wants, and stresses the individual and cultural values inherent in economic decisions. Case studies address: the difference between needs and wants; the consequences of economic choices in the context of limited resources; and the economic roles individuals and nations play in attempting to satisfy unlimited wants. A glossary and resource lists are included. [More] Descriptors: Bilingual Instructional Materials, Decision Making, Economics, International Trade
(1990). Implementing Montessori Education in the Public Sector. This book on implementing Montessori education in the public sector begins with a historical and social overview that reveals the usefulness of Montessori pedagogy as a means of national public school reform. The second chapter discusses equipment needed for Montessori schools, the scope and sequence of curriculum used, and minimal expectations for what should be included in a Montessori classroom. Chapter Three provides a view of Montessori language arts in light of current trends, including bilingual education. Chapter Four outlines a number of implementation approaches. Chapter Five discusses ways to integrate different funding sources so that early childhood Montessori can be supported in school districts that usually do not provide prekindergarten services. Chapter Six concerns Montessori education in relation to the disabled child and special education. Chapter Seven discusses the process of starting a school in terms of development of a proposal, common misconceptions, magnet school funding, and task force development. Cost audits from two established Montessori schools in Cincinnati are included. Chapter Eight covers admissions and recruitment, nonselective admissions, magnet school recruitment, promotions, and admission application procedures. Chapter Nine concerns parent involvement; Chapter Ten, program expansion; and Chapter Eleven, program evaluation. Numerous references are cited throughout; supportive materials are appended to some chapters. [More] Descriptors: Admission (School), Early Childhood Education, Educational Development, Elementary Education
(1982). Chain Reaction. Culture and Social Organization Booklet 3. Teacher's Edition=Reaccion en cadena. Cultura y organizacion social libro 3. Manual para El Maestro. The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve their own and others' lives in the global society. Students are taught to: (1) comprehend and analyze the issue and synthesize their understanding of it; (2) effectively interpret the topic and clarify their values; and (3) participate in activities stressing development of critical reading and expository writing skills and use and interpretation of illustrations, graphs, and charts. Each booklet is published with Spanish and English on facing pages. A "student edition" (not included here) and the "teacher's edition" are identical, except for occasional marginal notes in the latter. This booklet looks at social change and how it affects institutions in society. Case study topics include: the growing pains of a small but rapidly expanding Southwestern town; a Los Angeles family forced out of its home by an urban renewal project; and a young couple's debate with parents over changing sex roles. A glossary and a resource list are included. [More] Descriptors: Bilingual Instructional Materials, Community Development, Family (Sociological Unit), Learning Modules
(1993). The Challenge of Social Studies for Limited English Proficient Students. As students with limited proficiency in English transition from English-as-a-Second-Language or bilingual education classes to mainstream classes, they are usually first enrolled in physical education, art, and music classes, and then math or science classes. Later, these students are placed in the more challenging mainstream social studies courses. This article examines some of the challenges that social studies presents for LEP students and one effort undertaken to increase the meaning and relevance of this core subject to students who are learning English while they are learning social studies. Social studies courses focus on the culture of American society and on activities that allow students to share their native cultures. However, social studies is closely bound to literacy skills, writing tasks are very challenging, and classes usually are not replete with hands-on and manipulative activities that LEP students can use to learn and reinforce concepts. In response to these issues, the National Center for Research on Cultural Diversity and Second Language Learning has developed a history unit for LEP middle school students that incorporates content, language, and thinking and study skill objectives with student-centered activities. The infusion of cultural diversity is another important feature of the unit. (Contains 8 references.) [More] Descriptors: Bilingualism, Curriculum, Curriculum Development, Elementary School Students
(1990). Changes in the Urban School Population: Challenges in Meeting the Need for Special Education Leadership and Teacher Preparation Personnel. This paper documents a small group discussion about the preparation of teachers for urban students with disabilities. The paper reviews data on the incidence of limited English speaking students in urban areas, changes in the racial composition of urban schools, and the increasing incidence of low-income families. Other issues in urban education include teacher attitudes toward students, the failure to attract and retain teachers in urban schools, and the shortage of minority leadership personnel. The paper calls for education leaders to focus research attention on the problems of urban schools and develop appropriate programs to prepare teachers for city school districts. Possible solutions include such techniques as forming dynamic partnerships among universities, public schools, businesses, parent groups, and social service agencies; implementing policies and procedures that ensure racial and cultural fairness; making bilingual education services readily available; and dividing large schools into small independently functioning units. Obstacles, barriers, and inhibitors to obtaining the ideal are discussed, such as failing to involve special education in school-based management and failing to provide beginning teachers with effective classroom management skills. Strategies for special education preparation programs are also outlined, including cultivating a greater understanding of different cultures and traditions, providing first-hand experience in urban schools, attracting multicultural personnel into the profession, and developing an understanding of human social interaction. (53 references) Descriptors: Change Strategies, Cultural Awareness, Disabilities, Educational Change
(1991). Coordination, Collaboration, Integration: Strategies for Serving Families More Effectively. Part One: The Federal Role. Meeting Highlights and Background Briefing Report. This report provides background information and summarizes a 1991 seminar on the federal role in coordination, collaboration, and integration strategies for families. A preliminary section identifies highlights of the seminar focusing on: (1) the Project on Improving the Coordination of Federal Public Assistance Programs; (2) key findings and recommendations of the National Commission on Employment Policy; (3) coordination between the three largest federally funded programs for at-risk youth (Chapter 1, Individuals with Disabilities Education Act, and the Bilingual Education Act); and (4) the role of the American Enterprise Institute. The major body of the report presents information on the need for reform. the key objectives and tools of services reform, and history of services integration. A major section describes current cooperative initiatives in the following areas: employment, training, and public assistance programs; seriously troubled children and families' services; education; child care and early childhood programs; and health services for children and families. Further sections examine what the federal role in service integration should be, issues and questions for study and debate, and pending federal legislation. The report concludes with brief descriptions of 11 organizational resources and a list of 40 references. Descriptors: Agency Cooperation, At Risk Persons, Change Strategies, Disabilities