This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Judy Thorne, Andrea G. Zetlin, J. David Edwards, Los Angeles. National Dissemination and Assessment Center. California State Univ., David F. Marshall, Inc. Development Associates, San Antonio Intercultural Development Research Association, Maria J. Sayers, Donna Christian, and Maynard C. Reynolds.
(1993). Special Issues Analysis Center Annual Report: Year One. Volumes I-V. The Special Issues Analysis Center (SIAC) provides technical assistance to the Department of Education's Office of Bilingual Education and Minority Languages Affairs (OBEMLA) in its mission of serving limited-English-proficient (LEP) students. The SIAC carries out data gathering and analysis, research, and other support services to inform OBEMLA decision making. The annual report for fiscal year 1992, its first year of operation, consists of five volumes. The first gives an overview of activities and task accomplishment, and implications for second-year planning. The second volume contains copies of "short turnaround reports" based on analyses of Title VII application data and other data related to LEP students submitted in year one. Volume III includes three SIAC products: a summary analysis of Title VII grant program annual survey reports; the draft of an accountability system for a special alternative instruction program; and the draft of an accountability system for an educational personnel training program. The fourth volume consists of a literature review of federally funded studies related to LEP students, and the final volume contains a focus group report on active learning instructional models for LEP students. [More] Descriptors: Accountability, Annual Reports, Databases, Educational Research
(1982). Culture and Social Organization Module. Test Booklet. Test Items for Booklets 1, 2, 3, 4=Libro de prueba. Modulo de cultura y organizacion social. Itemes de prueba para los libros 1, 2, 3, 4. 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. This booklet contains test items directly related and coded to the content of the third module, on culture and social 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, Economics, Education, Family Role
(1985). Federal Funding for Foreign Language and International Education in Elementary and Secondary Schools. Occasional Paper: 1. Financial support available for foreign languages and international education is described for several federal programs. Provisions of applicable legislation and regulations are presented, along with brief descriptions of model programs or anticipated projects, and names, addresses, and phone numbers of persons who administer the programs described. Information is given on the following: (1) Education for Economic Security Act (local education grants, state technical assistance and administrative costs), higher education programs, and the Secretary's discretionary fund for programs of national significance; (2) Excellence in Education Act (Title VI); (3) Education Consolidation and Improvement Act (block grants); (4) Mutual Education and Cultural Exchange (Fulbright-Hays) Act (foreign curriculum consultants, group projects abroad for non-western language and area studies, teacher exchange program, and international research and studies program); (5) the Bilingual Education Reauthorization Act; (6) National Endowment for the Humanities (institutes for teachers and administrators, collaborative projects, planning grants, independent study); and (7) support services outside the school system. The JNCL statement of position on language competence and cultural awareness is attached. [More] Descriptors: Cultural Awareness, Elementary Secondary Education, Federal Aid, Federal Government
(1991). How To Integrate Language and Content Instruction: A Training Manual. Second Edition. The manual is addressed to teachers, administrators, and teacher trainers helping students learn through a non-native language by integrating language and content. This audience may include English-as-a-Second-Language, bilingual education, or content (e.g., science, math, social studies) teachers with limited-English-proficient students in elementary and secondary schools. The manual presents a whole-education approach involving: (1) incorporation of content material into language classes; and (2) accommodation of students' limited English proficiency in content classes. The first chapter gives an overview of the integrated language and content approach, and the second chapter outlines specific classroom strategies and techniques. Chapter 3 offers suggestions for adapting standard textbook and workbook materials, and chapter 4 gives assistance in developing lesson plans. A variety of student assessment methods are discussed in the fifth chapter, including performance-based assessment, portfolios, journals, language-related content assessment, and assessment across the curriculum. Key issues in curriculum implementation are then addressed, including teacher cooperation/collaboration, administrative support, classroom organization, scheduling, bridging, and mainstreaming. Implementation models are described in chapter 7: individualized instruction; sheltered classes; integrated language and content curricula; and a whole-school approach. Similarly, models for staff development programs are outlined in chapter 8. (Contains 47 references and 88 resources.) [More] Descriptors: Classroom Techniques, Curriculum Development, Dialog Journals, Elementary Secondary Education
(1982). Life Support Systems. Environment Booklet 1. Teacher's Edition=Sistemas vitales. Libro del medio ambiente 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 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 begins with an introduction to ecology and continues with the theme of life support systems. Three case studies address: a forest ecosystem as described by a giant sequoia tree; interdependence of humans and marine environment in a fishing village; and the delicate natural balance of a desert ecosystem and conflict in values between two cultures. A glossary and lists of resource materials are included. [More] Descriptors: Bilingual Instructional Materials, Conservation (Environment), Culture Conflict, Ecology
(1988). IDRA Family English Literacy Initiative. Five articles from this newsletter of the Intercultural Development Research Association (IDRA) describe IDRA programs that are part of the organization's family literacy efforts. "The Family English Literacy Project: Promoting Adult Literacy in San Antonio" outlines a program to provide English language literacy for 125 parents of children in bilingual education programs, develop 20 literacy lessons for local television, develop and maintain a student hotline for individual assistance on instruction and assignments, and disseminate public service announcements promoting adult literacy. "IDRA Weekly Cable Program Nominated as Outstanding Community Service Show" describes a 30-minute bilingual television program of education and information in Spanish and English. "Employability Demonstration Component Funded to Family English Literacy Project" tells of a joint effort by the Departments of Labor and Education to prepare participants to enter job training with higher English skill levels, and to ensure acquisition of job skills in occupational areas with upward mobility. "Effective Literacy Instruction Model Designed by IDRA Works in Rural and Urban Districts as Project SCALE" explains the replication of a literacy program for limited-English-proficient adults combining traditional and nontraditional instructional methods. "Communicating with Parents via Television" describes techniques used to promote parent involvement through television programming. (MSE) Descriptors: Adult Literacy, Bilingualism, Cooperative Programs, Educational Television
(1982). Roots. Culture and Social Organization Booklet 1. Teacher's Edition=Raices. Cultura y organizacion social 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 traditional roles and customs of social institutions. Case studies address: roles and traditions in a Mexican-American family; roles and customs of a poor family faced with the adversity of migrating to California during the Depression; and the situation of a man stranded on a tropical Pacific Island confronted with a strongly family-oriented society. A glossary and a resource list are included. [More] Descriptors: Bilingual Instructional Materials, Cultural Background, Family Role, Learning Modules
(1989). Practitioners' Views of Indian Education in New Mexico: We Seek Harmony. This booklet examines barriers to academic success for Native American students. The 32 practitioners attending a workshop at the 1989 Annual Conference of the New Mexico Association for Bilingual Education completed a survey that assessed the extent to which 31 possible barriers interfered with Native American education in their schools. Workshop participants, of whom 25 were Native Americans, then worked as a group to identify and discuss the most important barriers. Analysis of the survey results and workshop discussions revealed a complex interlocking pattern of barriers. Six themes stood out: (1) cultural differences between Native American students and their teachers; (2) educators' lack of sensitivity to cultural differences and inadequate preparation for working in this context; (3) mismatch between Native American students' learning styles and teachers' daily routines and teaching methods; (4) low student self-esteem and high student absenteeism; (5) racial prejudice toward Native Americans and low expectations of Native American students; and (6) lack of input by Native American teachers on educational matters and lack of research on Native American education. These six themes constitute an indictment of Native American education in New Mexico. Improvement requires a cooperative approach that focuses on the involvement and input of Native American educators, students, parents, and tribal leaders. Appendices contain the survey instrument and a list of respondent characteristics. Descriptors: Academic Achievement, Administrator Attitudes, American Indian Education, American Indians
(1982). Urban Ecosystems. Environment Booklet 4. Teacher's Edition =Ecosist urbanos. Libro del medio ambiente 4. 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 provides an introduction to ecology and pursues the theme of the community as an ecosystem. The three case studies provide documents explaining how an earthquake affects a community's ecosystem, involve students in examining how interest groups influence community leaders in decision-making, and help students establish personal and group criteria for developing a new community while preserving the environment. A glossary and a resource list are included. [More] Descriptors: Bilingual Instructional Materials, Community Development, Decision Making, Earthquakes
(1992). The Role of Language in the Dissolution of the Soviet Union. A study examines the dynamics of cultural pluralism and language in the ethnic mobilization, and resulting dissolution, of the USSR. It first examines ethnic composition, dominant nationalities, language groups without separate nationalities, patterns of ethnic populations within nationalities, and the influence of this multiculturalism on language policy. A distinction is made between assimilation ("Russification") and appreciation of nationality and language rights combined with political loyalty to a supranational union ("Rossification"). These issues are examined: the relationship that evolved between the communist party and the national populist fronts; the long-standing conflict between the Russian imperial legacy and national identity; trends in national language preservation in the context of the Soviet educational system, including bilingual education and resistance to Russian-medium instruction; unanticipated effects of mass politicization on national loyalties; conflict between official lack of religion and national religious traditions; the role of military training and indoctrination in national resistance; and dissonance between centralized economic planning and national interest in environmental protection. The role of official language policy in the process of national/ethnic mobilization is discussed. Officially sanctioned Russian ethnocentrism is blamed for Soviet dissolution and intensified ethnic conflict. A 75-item bibliography is included. [More] Descriptors: Cultural Pluralism, Culture Conflict, Ethnic Groups, Ethnocentrism
(1989). High School Transcript Study, 1987. Contractor Report. The 1987 High School Transcript Study was designed to provide educational policymakers with information regarding current course offerings and course taking in the nation's secondary schools. As a part of the study, analysis of course-taking patterns of 1987 graduates were compared with data for 1982 graduates. In the fall of 1987, high school transcripts were collected from 34,140 students, including 6,583 handicapped students, attending 433 schools that has previously been sampled for the National Assessment of Educational Progress (NAEP) in 1986. Approximately half of the students involved in the 1987 study had participated in the NAEP assessment in 1986. The transcript study was designed to satisfy the needs of the National Center for Education Statistics, the National Assessment of Vocational Education, the Office of Special Education and Rehabilitative Services, the Office of Bilingual Education and Minority Languages Affairs, and the National Science Foundation. Information collected from transcripts included, but was not limited to, course lists, graduation requirements, and definitions of units of credit and grades. This report covers study methodology, including extensive discussion of sampling, data collection, data processing, weighting procedures and variance estimation, and transcript study data files. Sampling forms, transcript study questionnaires, a transcript study information packet, modifications to the classification of secondary school courses, definition of description of community and sampling description of community, and A Nation At Risk update study weighting procedures (1987 component) are appended. [More] Descriptors: Academic Records, Course Selection (Students), Courses, Data Collection
(1982). Environment Module. Test Booklet. Test Items for Booklets 1, 2, 3, 4=Libro de prueba. Modulo del medio ambiente. Itemes de prueba para los libros 1, 2, 3, 4. 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. This booklet contains test items directly related and coded to the content of the second module, on ecology and the environment. 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, Community Development, Conservation (Environment), Earthquakes
(1993). A Teacher's Guide to the U.S. Department of Education. This resource guide is intended to familiarize teachers with the U.S. Department of Education's support programs, services, and publications. Organized into five sections, the guide begins with brief descriptions of the Department's major offices and their responsibilities. The next section explains both formula and discretionary grants, briefly describes Department programs relevant to teachers, and includes the names and telephone numbers of the following managing offices: Elementary and Secondary Education, Special Education and Rehabilitative Services, Postsecondary Education, Vocational and Adult Education, Educational Research and Improvement, and Bilingual Education and Minority Languages Affairs. Section three describes services and resources to advance research, information, and communication about education issues. The fourth section lists education clearinghouses that provide information on materials, programs, research, and other resources helpful to educators. The final section lists free Department of Education publications along with ordering information. An evaluation sheet for this guide is included. By centralizing and compiling this information about services to teachers, the Department hopes to increase teachers' access to educational resources available throughout the country. [More] Descriptors: Educational Objectives, Educational Resources, Elementary Secondary Education, Federal Programs
(1992). Two-Way Bilingual Programs in the United States. 1992-1993 Supplement. The first annual supplement to the 1991-1992 directory of two-way bilingual education programs in the United States profiles new and some existing programs in which language-minority and language-majority children are instructed in and through both languages. this volume contains data on 25 programs in Alaska, Arizona, California, Connecticut, Florida, Massachusetts, Michigan, New Jersey, New York, Texas, and Virginia. Each program profile includes most of the following categories: school name(s) and address(es); contact persons; languages used; year the program began; ethnic/racial composition of the school; criteria for selecting and accepting students; recruitment procedures; grade levels served and changes anticipated; funding sources; program materials available to others; program objectives; classroom language use for instruction; method of separating languages for instruction; language of initial reading instruction; grouping; percentage of teachers and program staff proficient in both languages; program evaluation procedures; parent involvement; community response to the program; school board's view of the program; and most important program features. [More] Descriptors: Admission Criteria, Chinese, Elementary Secondary Education, English (Second Language)
(1993). A Manual for 20/20 Analysis: A Tool for Instructional Planning. This manual is designed to serve as a comprehensive guide for utilizing 20/20 analysis, an instructional planning approach that aims to overcome the disjointedness of current, narrowly formed categorical programs for educating marginal students. The authors explain that 20/20 analysis is a key element in developing an integrated service delivery system in which students showing the most (the top 20 percent) and the least (the bottom 20 percent) progress on significant outcome variables receive intensive study and instruction. The concept does not involve a fixed program but rather an "opening up" of fragmented categorical systems (such as bilingual education and special education). It encourages a broad, systematic, outcome-oriented approach to school improvement. Within this manual, practitioners are provided with the 20/20 rationale, key features and concerns, step-by-step procedures, and follow-through planning at two sample schools, for use in implementing the 20/20 analysis. This true-life example of the 20/20 analysis, using data from "Elementary School A" is provided parallel to each step of the procedure. The manual then offers an illustration of the follow-through steps, which can be taken to improve instruction based on the initial data analysis. Finally, data are provided for several additional schools that have engaged in 20/20 analysis, showing how cross-school comparisons may be useful. Contains 18 references. [More] Descriptors: Delivery Systems, Educational Change, Educational Improvement, Educational Planning