This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Walter Albert, Ellyn Cote, Charles W. Stansfield, Andre Cote, Mary M. Blakely, Springfield. Illinois State Board of Education, Sacramento. California School Boards Association, Frank Gonzales, Barbara Pannwitt, and Allan Odden.
(1982). A Case Study: Bilingualism – The Link to International Trade in Miami. The metropolitan Miami area is a thriving bilingual community that uniquely exemplifies the utility of Spanish for business careers. Miami is unique in its large Latin population, the success of this population, and the proximity of Miami to the Caribbean and Latin American markets. The impact of the Latin population of Miami on education and employment in international trade is examined. Numerous statistical tables are presented on area employment in 1975 and 1980 in a variety of economic sectors. The data show rates of change for both total and international sector employment in each industry. The substantial Latin population accounts for the majority of bilingual education enrollments in elementary and secondary schools and stimulates a range of educational activities such as enrollment in university level Spanish language classes. Changes in employment patterns between 1975 and 1980 illustrate the increased role of international business and tourism, which in Dade County reflects primarily the impact of the Latin community. While total employment increased only 19 percent over this period, international sector employment increased 141 percent. The economic success of the Latin population is strongly tied to adherence to their culture. Thus, increased bicultural sensitivity and orientation are required on the part of the Anglo population of Dade County if it is to participate in the growing opportunities in international trade. Descriptors: Biculturalism, Bilingualism, Case Studies, Economic Factors
(1991). A Method for Improving Tasks on Performance Assessments through Field Testing. One aspect of the development of a performance assessment is addressed–the field testing of the tasks. In a performance-based assessment, the tasks must allow each examinee a fair and equal opportunity to give the best possible demonstration of his or her ability, and must elicit a performance sample that enables scorers to evaluate each examinee adequately. A method of field testing is proposed that collects information via two supplemental instruments administered during the field test: (1) one completed by examinees; and (2) one completed by the field test raters. Each instrument produces quantitative data via machine-readable response forms and qualitative data via written comments. The method is illustrated by field testing four parallel forms in French and Spanish of the Texas Oral Proficiency Test, a performance-based assessment for certification of Spanish, French, and bilingual education teachers in Texas. The field test involved 160 examinees and eight raters. The use of the two instruments during field testing allows both examinees and raters to identify poorly functioning items on a performance-based assessment. This method, which encourages examinees and raters to provide focused written feedback, enables both to be involved in test development and improvement. Three tables present data, and an appendix provides the supplemental data collection forms. [More] Descriptors: Bilingual Teachers, College Students, Data Collection, Educational Assessment
(1982). Local Control: Use It or Lose It. Two California laws have increased the autonomy of local school districts. As of January 1982, virtually all provisions of the California Education Code can be waived at the request of local school boards with the approval of the state board of education. Under Article 2 of Assembly Bill 777, Chapter 100, programs that may be waived include state testing requirements, immunization programs, class size, bilingual education, and mandatory attendance age. The local governing board can apply for a waiver on behalf of a single school site, multiple sites, or on a districtwide basis. School boards requesting a waiver must provide an opportunity for community input, including the participation of parents, teachers, staff, administrators, and students. The second law, Article 3 of Chapter 100, allows schools to coordinate state-funded programs, which means that staff supported from a certain funding source may serve more pupils than those identified for that particular program. The governing board must decide which schools may consider a coordinated program and which funds it will allow to be coordinated. Under Article 3, programs must be recommended for coordination by a school site council. The intent of this article is smoother administration of programs and attention for every student rather than for selected students. [More] Descriptors: Boards of Education, Categorical Aid, Citizen Participation, Citizens Councils
(1983). Foreign Language Networking in Southwestern Pennsylvania. The evolution and activities of the Allegheny Foreign Language Association (AFLA) are described in the context of the organization of foreign language education in the area and the attitudes of the professionals involved. Foreign language instruction in Allegheny County includes: Pittsburgh public school programs, including elementary magnet bilingual education programs in French, Spanish, and German; the University of Pittsburgh; two other universities; four private colleges; several private secondary schools noted for their foreign language programs; suburban secondary schools; and an extensive parochial school system. Despite efforts at communication in the foreign language community, little contact occurred, and wariness and resentment between elementary/secondary and higher education persisted. Although the University of Pittsburgh sponsored some significant professional activities, it also abolished the foreign language graduation requirement, causing more problems. AFLA began meeting in the summer of 1983, and some significant changes in attitude may have begun. The university has implemented both entrance and graduation requirements in foreign languages, and projects have been discussed such as establishing a resource center and inservice teacher education programs. It is suggested that much work is still necessary, but greater potential for interprofessional cooperation now exists. Descriptors: Admission Criteria, Articulation (Education), Attitude Change, Elementary Secondary Education
(1982). School Finance Reform: An Example of Redistributive Education Policy at the State Level. Working Papers in Education Finance, Paper No. 39. Using school finance reform as an example, the author argues that states are willing and able to handle redistributive education issues. The paper's first section presents 1970-81 financial data comparing federal and state governments' total aid to elementary and secondary education and their aid to categorical programs for handicapped, compensatory, and bilingual education. Section 2 gives an overview of states' school finance reforms in the 1970s. The section first discusses finance reforms as a redistributive issue and then provides descriptions of reforms in California, Connecticut, and Missouri as well as data on types of reforms in the 28 states with school finance reforms. Finally, it summarizes empirical studies on the reforms' impacts on state school finance structures. In the third section the author identifies political elements involved in state-level school finance reforms. He examines the roles of state courts in finance reform in all states, of state political leaders (especially governors and legislators) in the 28 states with reforms, and of the loose national network formed in the 1970s around school finance reform. Appendix tables provide data on state aid to public schools in all states. [More] Descriptors: Categorical Aid, Court Litigation, Educational Equity (Finance), Educational Finance
(1983). IMPACT II Catalog of Teacher-Developed Programs, 1982-1983. The Impact II teacher-to-teacher network was created in 1979 to enable New York City public school teachers to learn about successful classroom programs from one another. The project is based on the belief that many successful programs begin in the classroom and that teacher interaction is the best way of disseminating information about these programs. This Impact II catalog presents profiles of 96 exemplary, teacher-developed programs in New York City. The profiles are organized by subject area and classified according to appropriate grade level. Subject areas of the programs include art, bilingual education, career education, communication arts, computer education, foreign languages, health education, home economics, mathematics, music, physical education, science, and social studies. Some programs combine two or more subject areas and others cut across grade levels. Each profile includes a brief description of the program, students, staff materials, facilities, outside resources, and program value, and indicates where to obtain more information. An index of participating teachers, by borough and school district location, is provided. Descriptors: Classroom Techniques, Demonstration Programs, Elementary Secondary Education, Program Descriptions
(1982). Southeast Asian Refugee Parent Survey. This paper summarizes the findings of a descriptive research project conducted among Southeast Asian parents in an Oregon school district, and discusses the issue of fieldwork methodology among refugee populations. The district studied had a student population of 18,000 (kindergarten through grade 12), with Southeast Asian refugees accounting for 1 percent of the student body. The refugee population was composed of families from Cambodia, Laos, and Vietnam who entered the United States after June 1979, resided within the school district boundaries, and had children enrolled or eligible for enrollment in public schools or Head Start. A survey instrument was designed to obtain demographic data and refugee parent opinions, and to gather projected enrollment figures of Southeast Asian students in order to help plan for the English as a Second Language and bilingual education programs. The first part of the paper focuses on expressed opinions of refugee parents regarding their children's schools, teachers, and language-related issues. Then, the author discusses the design of the instrument and explores other methodological issues. A sample questionnaire, consisting of five sections dealing with household, school contact, school work, opinions about school, and plans for the following school year, is appended to the paper. Descriptors: Cambodians, Educational Needs, Elementary Secondary Education, Indochinese
(1982). Utah School Finance Reference Manual, 1982-1983. Utah's Minimum School Finance Program provides for the funding of several component programs. This document reports on these component programs, describing their characteristics and objectives and displaying graphically the recent statistical data revealing their extensiveness, their costs, and trends in their utilization. The report first presents summaries of the overall program, then breaks down the basic program, special purpose programs, and other programs into their component parts for analysis. The basic program includes support for necessarily existing small schools, handicapped student programs, education for youths in custody, adult education, vocational and technical education, the regular school program, and professional staff. Special purpose optional programs covered under the basic program provide support for instructional media centers, field trips, bilingual education, parenthood programs, and others. Separately funded special purpose programs support transportation of students, experimental programs, utilities and insurance, and other ancillary programs. Appendices include material on special levy programs that are not part of the minimum finance program. Additional appendices provide supporting data used by the Utah Legislature. Descriptors: Charts, Educational Finance, Educational Trends, Elementary Secondary Education
(1985). The Urban Initiative Sourcebook: A Discussion of the Literature and a Directory of Exemplary Practices and Programs. Prepared for the Urban Schools of New Jersey. This sourcebook, prepared to assist New Jersey urban school principals and administrators, presents research findings and describes exemplary programs related to the Urban Initiative, a school improvement project of the New Jersey Department of Education. The source book consists of three major sections. Section 1 reviews effective schools research and discusses the skills needed by the principal in the areas of instructional leadership, administrative management, and school improvement. It provides suggestions for strengthening principal leadership through the removal of barriers to effective leadership, the selection of new principals, and increased professional development of those currently employed. Section 2 presents a directory of exemplary practices and programs for 11 content areas: basic skills improvement, secondary compensatory and bilingual education, computer instruction, disruptive students, drug and alcohol abuse, principal leadership, school attendance, secondary special education, student dropouts, writing instruction (K-12), and youth employment through vocational education. The material in each content area includes a listing of characteristics of successful practices, a discussion of the relevant literature, and descriptions of several exemplary practices and programs. Section 3 provides guidance to district staff in the management of school improvement. It focuses on the following topics: understanding the change literature, planning implementation, providing leadership for school improvement, selecting implementation strategies, and designing and conducting staff development efforts. A 12-page bibliography and 3 appendixes–Index of Exemplary Practices and Programs Nationwide, Index of Exemplary Practices and Programs in New Jersey and a List of Materials for Directory of Exemplary Practices and Programs–are included. [More] Descriptors: Administrator Role, Curriculum, Demonstration Programs, Educational Improvement
(1984). Using Microcomputers for Instruction in Humanities and Social Sciences. Part II, Curriculum Report. The second of a three-part series on computer-assisted instruction (CAI), this report focuses on the use of microcomputers in business education, English, social studies, foreign languages, bilingual education, and ESL (English as a Second Language). Since all these areas involve writing, a discussion of word processors and word processing software precedes more specific discussions of courseware in each area. Then seven exemplary programs at various schools around the country are described in detail. These include a 3-year sequence in computer science for business; a word-processor-based typing and accounting program that was extended to include English composition and creative writing; a language instruction program for non-English speakers; a seven-phase scheme for integrating word processors into an English composition curriculum; a districtwide center for coordinating educational technology; the work of an innovative principal in San Jose, California, who has implemented computer-assisted instruction in two different high schools and (at the time of this publication) was organizing an Institute on Microcomputers in Secondary Education; and a 5-year plan directed by a districtwide steering committee on computers. At the head of each description are the name and address of the school or school district implementing the program and the name and position of a contact person. Descriptors: Autoinstructional Aids, Business Education, Computer Assisted Instruction, Curriculum Development
(1981). New Mexico School District Profile, 1979-80 School Year. Representing a broad cross section of data bearing on the operation and performance of public schools in New Mexico during the school year 1979-80, the document presents data on school district characteristics, teacher characteristics, pupil characteristics, school finance, high school graduates, American College Testing (ACT) results, and results of standardized testing programs for each school district. An overview of district characteristics is presented in section 1 which includes: the 40-Day Average Daily Membership (ADM) in school districts ranged from 62 to 78,532 students; 46 districts offered bilingual education programs; statewide average in special education was 3.3%; pupil-teacher ratio ranged from a low of 8.1 to a high of 21.0%; average years of teacher experience was 10.5 years; Anglos constituted 73%, Hispanics 24%, and Native Americans 1% of the teacher population. Student characteristics included Anglo students comprised 47%, Hispanics 41% and Native Americans 8%; high school drop-out rate was 9.2%; expenditures per pupil averaged $1,556; 18,334 students graduated; and 47% planned to continue their education beyond high school. Section 2 consists of tables and section 3 contains graphic presentations of data by school district with statewide values displayed. Descriptors: American Indians, Anglo Americans, Educational Assessment, Elementary Secondary Education
(1984). Mother Tongue Teaching in Britain and the United States: Some Current Developments. Recent developments and trends in the field of native language instruction among language minority groups in Britain and the United States support the growing attitude that a multicultural curriculum reflecting children's cultural experiences is appropriate, and the development of multilingual materials and classroom strategies has taken priority. In Britain this has taken the form of a national effort, called the Mother Tongue Project, including research on the linguistic diversity of local communities and support for primary curriculum development. Instructional and supporting materials were developed from this initiative. In the United States the initiatives have taken the form of a federal bilingual education program, with controversy focusing on both cost and program direction. A variety of materials and programs have been developed within this national trend, with varying results. In Britain, arguments are strong for supporting children's bilingualism. In the United States, school districts confronted with growing immigrant populations are seeking a middle ground between native and English language emphasis. What are clearly needed are further research, curricular materials, and teacher education. [More] Descriptors: Bilingual Students, Comparative Analysis, Cultural Pluralism, Educational Philosophy
(1990). Multicultural Counselor Leadership Institute (MCLI) 1989-90. Final Evaluation Report. In recent years, an increasing number of limited English proficiency (LEP) students have entered the New York City school system with limited resources to cope with the demands of a complicated urban society. Although regulations require that these students receive support services, there are not enough trained bilingual counselors nor enough appropriate multicultural counseling models to help them. This report documents the Office of Research, Evaluation, and Assessment's (OREA) evaluation of the Multicultural Counselor Leadership Institute (MCLI) in its first year of funding by the New York State Education Department, Division of Bilingual Education. The project, managed by the Office of Student Guidance Services, provided staff and curriculum development for elementary, intermediate/junior high, and senior high school guidance counselors throughout New York City. MCLI was designed to give guidance personnel the opportunity to describe the counseling services they offered as well as to make recommendations as to which additional services, activities, and resources they would like to be able to offer. The program also sought to provide practitioners with current strategies and materials to use with LEP students. The evaluation of each stage of the institute was conducted through surveys and feedback questionnaires. Participants in staff development activities reported a significant gain in knowledge and favorably evaluated all aspects of their experience. Four tables summarizing results of the survey are included. [More] Descriptors: Cultural Awareness, Curriculum Development, Elementary Secondary Education, Limited English Speaking
(1988). First and Second Language Acquisition Process. Training Module I. The process of first and second language acquisition is the subject of this training module. It guides trainers through the activities and lessons necessary to familiarize administrators, teachers and other school staff with the processes a non-English speaking student goes through during the acquisition of English as a Second Language. Nine activities are described and materials, including nine transparency masters and four handouts, are contained within the module. A background reading assignment for presenters consists of a chapter from "Bilingual Education: A Sourcebook" (Alba Ambert, Sarah Melendez). Goals for the participants are the following: (1) to become familiar with the nature of language and language proficiency; (2) to become familiar with the processes for acquiring the first and second languages and the interrelationship between the two; (3) to become familiar with the English-as-a-Second-Language categories; and (4) to acquire strategies for placing limited English proficient students in the appropriate level and program of instruction. The suggested time for completion of the module is 3 hours. Eight more training modules and three technical assistance modules related to desegregation and equity are available. [More] Descriptors: Bilingualism, Elementary Secondary Education, English Instruction, English (Second Language)
(1983). State, Local, and Federal Financing for Illinois Public Schools, 1983-1984. Revised. The sources and amounts of funds available for Illinois pre-kindergarten through post-secondary educational programs are explained in this monograph. The publication contains a summary of fiscal year 1984 appropriations and fiscally related legislation, as well as a brief explanation of state revenues and sources of local revenues. Chapter 1 describes state legislative appropriations for the distribution of funds to local school districts. Chapter 2 presents federal education programs, citing the legislation and briefly describing resulting programs, their intended participants, and the funding allocated or expected. Among these are programs directed to aid children categorized as educationally deprived, handicapped, migrant, refugee, or neglected and delinquent. Programs for bilingual education, school breakfast and lunch, vocational education, and adult education are also summarized. Chapter 3 summarizes the state legislation that relates to property tax and to school district accounting. Chapter 4 presents school management practices that include levying procedures, tax rate limitations, interfund transfers, purchasing, and short-term and long-term borrowing. Chapter 5 contains activities of the Illinois Financial Accounting Committee and the Public School Finance Project. Nine appendixes include a recommended reading list for school finance, a glossary, sample computation sheets, and funding levels of districts at various wealth levels. [More] Descriptors: Adult Education, Educational Finance, Elementary Secondary Education, Federal Aid