This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Santa Fe. Div. of Indian Education. New Mexico State Dept. of Education, Martin G. Levine, Molly E. Molloy, Richard M. Sharp, Tamara Lucas, Rochelle G. Kaplan, Susan Duron, Victor Garcia, TX. Dept. of Research and Evaluation. Houston Independent School District, and Carol A. Mullen.
(1996). Achieving the Goals: Goal 5, First in the World in Math and Science. Technology Resources. [Resource Guide to Federal Support for Technology in Education.]. The information in this volume was compiled in order to provide a guide to the technology-in-education programs of the federal government. The goal of this book is to provide important information about technological resources that will assist teachers, administrators, students, parents and others in achieving the goal of the United States being first in the world in math and science. Included are descriptions of technology-in-education programs in some offices and entities of the federal government, such as the Office of Technology Policy, Office of Bilingual Education and Minority Language Affairs, Office of Elementary and Secondary Education, Office of Educational Research and Improvement, Office of Postsecondary Education, Department of Agriculture, Department of Commerce, Department of Defense, Department of Energy, General Services Administration, Department of Health and Human Services, Department of Housing and Urban Development, Department of the Interior, Department of Justice, Department of Labor, Department of Transportation, Department of Veterans Affairs, National Aeronautics and Space Administration (NASA), National Endowment for the Arts (NEA), National Endowment for the Humanities (NEH), National Science Foundation (NSF), and the Smithsonian Institution. [More] Descriptors: Computer Uses in Education, Educational Change, Elementary Secondary Education, Federal Government
(1997). Hearing the Voices of Hispanic Preservice Teachers: An Inside-Out Reform of Teacher Education. This study of cultural self-identity is based on stories of mentorship drawn from a 6-month study of 11 female Hispanic preservice teachers enrolled in degree programs at Texas A&M University. These students were interviewed about mentoring influences that contributed to their decision to become teachers, about sponsorship and assistance personally available on campus, and about the various mentoring contexts they encountered, organizations to which they belonged, and the nature of their own work. Notably, participants stressed professional development in the context of parental and family support. They articulated needs in the following areas of professional development: interaction among diverse cultures within campus communities; an official bilingual education program at the undergraduate level; opportunity to talk about issues related to teaching within Hispanic and non-Hispanic (culturally-mixed) organizations; leadership training within Hispanic mentoring organizations; a deeper understanding of the Hispanic culture to dissipate stereotypes such as those governing special rewards and privileges; in depth learning about other cultures; and more empowering and transformative language. These professional development perspectives underscored the need for sufficient support in the areas of advisement, counseling, and leadership. (Contains 35 references.) [More] Descriptors: Career Choice, Educational Change, Elementary Secondary Education, Higher Education
(1996). Sanchez and Metz Elementary Schools: Dos Idiomas, Un Mundo. Dual Language Project. Title VII First-Year Evaluation Report, 1995-96. The first-year evaluation of a two-way Spanish/English bilingual education program at two Austin (Texas) elementary schools is presented. The developmental program has as its objectives the development of students' oral proficiency in Spanish and English, development of grade-level appropriate literacy in both languages, increase in academic achievement in reading, language, and mathematics, and changed attitudes toward bilingualism among students, parents, community, and staff. Baseline data were collected during the 1995-96 school year on the first cohort of 600 students in grades pre-K through 3. The report details program characteristics, the student population, baseline data corresponding to each of the objectives, and additional program services and policies. The latter include staff training and opportunities, parent outreach efforts, the parent advisory council, policy concerning parent refusals, development and administration of bilingual attitudinal questionnaires, a teacher professional survey, and project management findings. Long-term evaluation plans and project recommendations based on the first-year survey are also included. Contains 22 references and 16 tables. [More] Descriptors: Academic Achievement, Achievement Gains, Administrative Policy, Affective Objectives
(1997). The University of Wisconsin-Milwaukee's Collaborative Teacher Education Program for Urban Communities. The reform of teacher education at The University of Wisconsin-Milwaukee has proceeded from a collective commitment to developing a unified framework for the preparation of early childhood, primary/middle, and special education teachers for urban schools. The new program, Collaborative Teacher Education for Urban Communities, integrates preparation for working with students with disabilities into the early childhood and primary/middle level programs in general education, while moving the preparation of special educators to a fifth year, or postbaccalaurate only program. Certification at the primary/middle level in the new program covers grades 1-8, with a specialization at either the primary or middle level; preparation for bilingual education is added onto regular primary/middle certification. The program is based on the belief that preparing teachers for urban schools is qualitatively different from preparing teachers for any school, and requires a high level of collaboration. Considerable attention has been directed toward the integration and redefinition of faculty and student roles as the collaborative program has developed. The knowledge base, which emanates from the core values that have been adopted, and various themes related to urban and inclusive education are integrated in blocks of courses and field experiences. Information on core values, standards for teacher development and licensure, program organization and design features, and a figure depicting the emerging coordinating structure are appended. [More] Descriptors: College School Cooperation, Educational Change, Elementary Education, Higher Education
(1996). The Best Web Sites for Teachers. This book identifies more than 650 Internet and World Wide Web sites across the K-12 curriculum that can benefit teachers who may not have time to carry out lengthy searches themselves. The Web sites in this book are organized alphabetically by the following K-12 subject areas: art, bilingual education, drama, ESL, foreign language, health education and physical education, journalism, language arts, math, music, science, social studies, special education, and vocational and technical education. Within each subject area, the sites are organized into at least one of three categories: lesson plans, other resources, and museums and exhibits. The sites described may include a wide range of materials–lesson plans and pictures that can be printed out, online multimedia presentations for students; interactive games; weekly brain teasers; searchable activities; databases for teachers; contests; pen pal opportunities; forms; downloadable graphics; videos; and other resources that can enrich the K-12 curriculum. Appendix 1 describes Web sites for newsgroups, that allow teachers to read and post messages, as well as listservs through which teachers can subscribe to electronic newsletters. Appendix 2 lists Web sites for information on search tools and Appendix 3 provides some sample forms for evaluating recommended and new Web sites. [More] Descriptors: Class Activities, Computer Uses in Education, Educational Resources, Elementary Secondary Education
(1996). Promoting Secondary School Transitions for Immigrant Adolescents. ERIC Digest. The difficult transitions of adolescence combined with the challenges of learning a new language and culture can be overwhelming for immigrant secondary school students. This Digest highlights three ways educators can help students through these critical transitions and provides brief descriptions of three programs that are working to facilitate these transitions. First, the digest highlights ways of providing immigrant students and their parents with access to information that will help them to integrate successfully into the U.S. school system. This includes intake or parent information centers, workshops and seminars, school documents and orientation materials translated into the home languages of the students, and structured relationships with school staff. The next section discusses programs that support English language and academic development, including newcomer schools, English-as-a-Second-Language programs, sheltered English content programs, bilingual education programs, and alternative schools. The third section focuses on promoting access to postsecondary education, and the last section provides program profiles of The International High School in Queens, New York; Advancement Via Individual Development (AVID); and Project Adelante. [More] Descriptors: Academic Achievement, Access to Information, English (Second Language), Higher Education
(1996). The Effects of a Communicative Approach on the Mathematical Problem Solving Proficiency of Language Minority Students. Although it takes only 2 years to attain conversational competence in a second language, it takes up to 7 years to realize sufficient language competence to achieve academically at the level of native speakers. Specific adaptations in instructional methods in mathematics for language minority students should include techniques from English as a second language or bilingual education and those of current practices in mathematics education focusing on communication. This paper describes a method for teaching mathematical problem solving for use with students with limited English proficiency. The instructional method is based on ethnographic examination of techniques used in teaching mathematics to a sixth grade Spanish/English bilingual class of 30 students with a wide range of English competence. The five key components of the method are: (1) provide a linguistic warm-up to the problem; (2) break down the problem into natural grammatical phrases; (3) students work out the problem in pairs; (4) students present their own solutions to the group; and (5) students create problems with similar structures. Study results indicated that students became more successful independent mathematical problem solvers. Appendices contain a description of classroom procedure, a sample word problem broken down into natural grammatical phrases, and scoring criteria for pretests and posttests. [More] Descriptors: Elementary Secondary Education, English (Second Language), Language Minorities, Language Proficiency
(1997). Outcomes, Strengths, and Needs of the English Language Proficiency Act (ELPA) Program, 1996-97. The report summarizes an evaluation of Colorado's English Language Proficiency Act (ELPA) program for 1996-97. ELPA provides partial support for programs for limited-English-proficient elementary and secondary school students for a maximum of 2 years per student. It is noted that while the number of students eligible for the ELPA program has quadrupled from 1981 to 1996, funding was reduced for the 1996-97 school year. The program served 22,255 students during that year, primarily students whose dominant language was not English. About two-thirds of participating students showed a gain in English proficiency test scores. School districts rated themselves on the effectiveness of their programs in English as a Second Language (ESL), bilingual education, tutorial and individual assistance, and other program types. Perceived areas of strength include ESL staffing, student instruction, program management, and individualized instruction. Problems encountered included funding, staffing issues, and the restrictiveness of state requirements. Major recommendations include increasing financial support to teach students English, increasing the student eligibility period, and continuing funding until the student achieves the state-recommended proficiency level. [More] Descriptors: Change Strategies, Elementary Secondary Education, English (Second Language), Enrollment Rate
(1996). Compartiendo Culturas/Sharing Cultures: A Title VII Two-Way Bilingual Program at Herod Elementary School 1995-96. Research Report on Educational Grants. This report describes a program that was designed to end the isolation typically experienced by language minority students in traditional bilingual education and to provide language majority students the opportunity to acquire proficiency in a second Language. The program served 4 classes of approximately 22 students each (85 students) in kindergarten through grade 3, with one grade level to be added each year until a longitudinal and comprehensive two-way developmental bilingual program exists through grade 5. Each participating class was composed of about 50% native speakers of Spanish and 50% native speakers of English. Each language was used as the medium for instruction about half the time, with language mixing in the classroom avoided. Data from the first 2 years of the program indicate that substantial progress was made toward the program's 3-year goals for program participants in both oral language proficiency and content area achievement. In content areas, students of limited English and limited Spanish proficiency performed at or above grade level or showed growth. Parents were very satisfied with the language classes offered. An appendix provides a checklist for project goals. (Contains one figure, eight tables, and five references.) Descriptors: Academic Achievement, Cultural Awareness, Cultural Differences, English
(1996). Internet Resources for Latin America. This directory compiles information products and services and other resources pertaining to Latin America that were available on the Internet as of February 1996. Part 1 lists 15 World Wide Web (WWW) URLs that link to other subject or geographical lists of Internet sites providing Latin American resources. Part 2 lists approximately 115 information products and services available from universities, government agencies, and nongovernmental organizations, primarily in Latin America and the United States Southwest. Most resources are accessible via WWW, gopher, or FTP. The sites are fairly stable and offer unique databases, documents, directories, and other resources useful for Latin American research. Topics include bilingual education, national and regional news, economic and environmental issues related to the United States-Mexico border, academic and research networks, country databases, travel and cultural programs, Chicano and Latino research, technology and telecommunications, university information, colonias on the United States-Mexico border, social sciences databases in Latin America, educational exchange programs at the secondary and college level, indigenous peoples, Latin American history, Latin American culture, corporations, international commerce, human rights and social justice issues, teaching resources for secondary school teachers, migration, and economic development. Each entry includes a brief description. Part 3 lists 80 listservs and 21 USENET newsgroups concerned with Latin America and Latinos in the United States and elsewhere. Part 4 contains 32 references on networking in Latin America. [More] Descriptors: Foreign Countries, Higher Education, Hispanic Americans, Information Sources
(1996). New Mexico Indian Education Directory, 1996. This directory provides addresses, phone numbers, and contact persons for state and federal agencies, tribal agencies, organizations, and schools concerned with American Indian education in New Mexico. Sections include the following: a map of New Mexico showing state board of education districts, both elected and appointed; state board of education members, with expiration date of term; representatives to the state advisory council on Indian education; tribal officials, education offices, and tribal organizations of the Pueblo and Apache Tribes and the Navajo Nation; schools in 22 public school districts with Indian student enrollment; Title IX Formula Grant programs, for both public and private schools; P. L. 81-874 programs for public school districts with Indian enrollment; Johnson O'Malley programs for both public schools and tribal programs; public schools and Bureau of Indian Affairs schools participating in Title VII bilingual education Native American programs; private schools with Indian student enrollment; Native American higher education programs, postsecondary institutions, and tribal scholarship programs; education organizations and Head Start programs in New Mexico; various divisions and branches of the Office of Indian Education of the U.S. Department of Education; and four national Indian organizations. [More] Descriptors: American Indian Education, American Indians, Elementary Secondary Education, Federal Programs
(1997). Profiles in Two-Way Immersion Education. Language in Education: Theory and Practice 89. This monograph discusses issues in the design and implementation of two-way immersion, or two-way bilingual education programs, and describes three exemplary programs. An introductory section examines briefly the rationale for two-way immersion and the extent of its use in the United States. Three school program profiles follow: (1) Francis Scott Key Elementary School (Arlington County Public Schools, Virginia); (2) River Glen Elementary School (San Jose Unified School District, California); and (3) Inter-American Magnet School (Chicago Public Schools, Illinois). Each profile outlines a program overview, program goals, district and school characteristics, program history, program features (administrative structure, teachers and staff, curriculum, professional development, parent involvement), learning environment (classroom, library resources, technology resources), instructional strategies (separation of languages, language development approach, making content comprehensible, student grouping), student language use (language separation, second language fluency and accuracy, written work), student outcomes (oral language development, academic achievement), and program impact. The final chapter makes comparisons across programs. Contains 51 references. [More] Descriptors: Academic Achievement, Administrative Organization, Classroom Communication, Classroom Environment
(1996). All Was Not Lost: The Political Victories of Mexican Immigrants in Guadalupe, California. Since the 1970s, the Mexican-descent population of Guadalupe, California, has spearheaded a drive for local political representation. This paper examines their struggles and challenges the misconception of Mexican campesino immigrants as politically apathetic in their new homeland. From 1960 to 1990, the percentage of Guadalupe's population that was of Mexican descent rose from 18 to 83 percent, reflecting both an influx of Mexicans and a White exodus. The primary community division is between "natives" and newcomers, the latter comprised of Mexican Americans, Mexican immigrants, and a few Filipinos, all of whom came to Guadalupe as agricultural workers. The newcomers first challenged the political power of the natives in the 1970s, when newcomer children became the majority in the Guadalupe Union School District. Parent concerns included lack of bilingual education, labeling of Spanish-speaking children as learning disabled, and corporal punishment. Following parent protests, school boycotts, and the arrest and conviction of parents for inciting a riot, the U.S. Civil Rights Commission found that the town's education and justice systems had failed to uphold the civil rights of Mexican and Mexican American residents. After subsequent mass resignations in the school system, the school board began to work closely with newcomer parents. Due to the city's at-large electoral system, newcomers did not achieve representation in city government until the 1990s. Ironically, outrage over Proposition 187 fueled newcomer election victories. [More] Descriptors: Activism, Boards of Education, Citizen Participation, Community Action
(1997). Building a Community of Learners through a Professional Development Model. An effective partnership among university students and professors, school district administrators, teachers, elementary school students, and parents from the school community is described. Relationships originally formed through a Title VII Transitional Bilingual Education grant were strengthened through the development of the Sam Houston State University Center for Professional Development. The Center differed from many other partnerships in that college students (preservice teachers) attended classes at the elementary school site. Twenty-four college students majoring in education took three courses in elementary education and were required to work with a cooperating teacher during the methods course semester. Students spent between 3 and 7 hours a week in their assigned classrooms. They observed the classroom teachers and university teachers as they delivered model lessons, and then began to teach classes themselves. Preservice teachers, classroom teachers, and college faculty saw themselves as members of the community. In addition, the diverse nature of the student body promoted the development of a multicultural attitude among the preservice teachers. As the field-based experiences developed, the educational community began to reach out to parents, providing Saturday classes in English as a second language and computer skills. Field-based experiences of this type, given the right components, can work in any community. A key factor in the success of this program was that all partners saw themselves as significant components of the learning community. (Contains 1 table and 16 references.) [More] Descriptors: College School Cooperation, College Students, Community Development, Education Majors
(1997). Investigating Alternative Assessment in Two-Way Bilingual Immersion Programs. Final Report. A study investigated alternative methods of assessing student language skills in Arlington County (Virginia) public schools' Spanish/English two-way bilingual partial immersion program, with the objective of improving information for developing more effective teaching. A team of teachers from each participating school worked with researchers to develop, pilot, field-test, and evaluate alternative assessment methods, including oral and written language rubrics in both Spanish and English. In addition, the research team, which included elementary and middle school teachers, a special education teacher, district administrators, and researchers, explored ways in which using alternative assessment methods might inform or otherwise influence instructional practices. The report describes the context of the school system and bilingual education program, chronicles the project, and summarizes results as they relate to specified project goals. Early termination of the project limited assessment of the rubrics' validity. Unanticipated results and their implications for classroom instruction are also noted. Appendices comprising approximately 75% of the report include English and Spanish versions of the rubrics (grades 1-5) and supporting classroom materials and forms. Contains 11 references. [More] Descriptors: Alternative Assessment, Elementary Education, English (Second Language), Evaluation Methods