Oklahoma Univ., Norman. Southwest Center for Human Relations Studies. (1978). Indian Culture in the Classroom. A Joint Effort of the Community and School. Designed to capture the rich essence of local Indian culture and to involve members of the Indian community, the guide reflects the story of seven teachers who portrayed in their classrooms the rich culture of the Creek, Osage and Shawnee Indians. Section I introduces the reader to the teachers, the classes they taught, and their initial steps in developing their lesson plans. Section II describes how each teacher captured a desired aspect of the culture and brought it to life in the classroom, such as the collaboration with members of the Creek Council to study contemporary issues of the Creek Indians in a middle school English class and a high school social studies class; insights into the Osage culture and history through storytelling, along with ideas of how to teach first, sixth, seventh and eighth grade students; and insights of Shawnee Indian culture and history through language instruction and information was used in a middle school bilingual education class (multilingual stories are provided). Section III presents teachers' reflections of their involvement in the development and teaching of Native American materials. Descriptors: American Indian Culture, American Indian Studies, Community Involvement, Community Resources

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). James Monroe High School Proyecto Nuevos Horizontes, 1985-1986. OEA Evaluation Report. Proyecto Nuevos Horizontes, a 3-year Title VII-funded bilingual education program, serves 287 Spanish speaking students at James Monroe High School (Bronx, New York). This report evaluates the project's first year of operation, 1985-86. The report contains an introduction describing the school and project goals; information on student characteristics; a description of the program; evaluation findings; conclusions and recommendations; and appendices with program-related statistics and meeting agendas. The program aims to: (1) improve English language skills of limited English proficient (LEP) students while providing daily instruction in Spanish; (2) develop a computer-assisted instructional program to reinforce students' skills in English as a second language, native language arts, and content-area subjects; (3) offer LEP students business education courses; (4) develop career awareness; (5) foster pride in students' ethnic heritage; and (6) increase student attendance rates. According to the evaluation, short term goals were met. Students showed improvement on the Criterion Referenced English Syntax Test. More than 65 percent of the students enrolled in social studies, science and mathematics classes obtained passing grades. More than 70 percent of the students enrolled in native language arts classes passed. The program attendance rate was significantly higher than that of mainstream students.   [More]  Descriptors: Attendance, Computer Assisted Instruction, English (Second Language), Ethnicity

Ogletree, Earl J. (1981). Hispanic Immigrants Want to Become Americans, But Retain Their Ethnic Identity. A 37-item questionnaire was administered to 255 Chicago Hispanics to determine if Hispanics favor assimilation or pluralism or some state in between. Respondents included 23% Mexicans, 36% Puerto Ricans, 29% Cubans, and 11% South Americans. Of these, 33% were blue collar workers, 60% teachers, and 7% high school students. A total of 89% were born outside the United States. Data were analyzed by gender, marital status, and number of children in family. To determine the degree of assimilation, responses were categorized according to Gordon's seven stages of assimilation. Findings indicated that at least partial assimilation with social and political equality is the goal of the sample and that support for bilingual education and maintenance of cultural patterns will be sustained.  Ethnic intermarriage and the desire to become American by the majority of the sample suggest a major step in the assimilation process. Findings suggested that, although acculturation is taking place, a certain degree of separateness (based on religion, ethnic identity, and behavioral patterns) exists and will be sustained in the future and that this will have particular significance for education in terms of school curriculum, bilingual programs, and desegregation of schools. Descriptors: Acculturation, Attitude Measures, Cubans, Cultural Pluralism

Verstegen, Deborah A. (1987). The Lawmakers Respond: Texas Education Finance Reform (Part II). Correlational and Equity Analyses of Current Law with Cross-Time Comparison. Wide scale reform in Texas education financing was enacted in 1984 under the Equal Education Opportunity Act (Texas House Bill 72). This paper examines the reform through an analysis of the newly enacted weighted pupil Foundation School Program (FSP) during the 1985-86 school year. Two modes of inquiry were used: correlational analysis between variables considered to be relevant to the financing program, and an equity framework that employed various measures and techniques. Pearsons product moment correlations were derived for approximately 45 variables and grouped into major areas that included revenue and wealth, tax rates, teacher salaries, test scores, foundation program elements, and special program pupils. The measurement of equity required adjustment to that portion of the FSP that provides unequal expenditures for unequal needs such as the special program cost differentials of compensatory education, special education, vocational education, bilingual education, and gifted and talented education. The adjustment calculations are detailed and the measures utilized for the determination of equity presented. The analyses showed that a large portion of difference in total state and local revenue per pupil in Texas appears to be confined to approximately one-half of one percent of Texas students, or less. Appended are 44 footnotes, 17 tables and 4 figures that provide the numerical data, and an appendix that lists values for selected variables.   [More]  Descriptors: Comparative Analysis, Correlation, Educational Equity (Finance), Educational Finance

Bartolini, Leandro (1985). Illinois Teacher Supply and Demand, 1984-1985. Statistics are presented on the current status of teacher supply and demand trends in Illinois. This report reviews and discusses the factors affecting teacher supply and demand, changes in student enrollment, teacher retirements, changes in state mandates, and opportunity for employment. An analysis of the data collected on teacher employment results in the following conclusions: (1) a long-time trend of decreasing supply and demand for teachers in Illinois has ended; (2) critical teacher shortages will occur only if demand continues to increase and the supply of new teachers and those in the reserve pool fail to materialize to meet the increase in demand; (3) differences exist in the supply/demand balance of individual teaching specialties as well as in different geographic locations; (4) moderate shortages exist in the fields of special education, mathematics, natural sciences, foreign languages, and bilingual education; (5) increases in student enrollment are expected to create a moderate, but temporary, need for additional teachers; (6) state mandates will create an immediate need for reading specialists, preschool teachers, and kindergarten teachers; and (7) the supply of new teachers and the reserve pool of experienced teachers is expected to be sufficient to prevent a critical teacher shortage in Illinois during the next two to four years.   [More]  Descriptors: Elementary Secondary Education, Employment Patterns, Faculty Mobility, Public School Teachers

Western Service Systems, Denver, CO. (1984). Illuminating the Dark Corners of Education: Western Service Systems, Inc. Annual Report 1984. In its efforts to promote equity and excellence for Hispanic children, Western Service Systems, Inc. (WSS) serves parents, teachers, administrators, and public officials through research, creative thinking, design and implementation of new programs, coalition building, communication, and information. During 1983-84, WSS addressed the issues of equity and educational excellence by: publishing the National Hispanic Educational Platform which was the focus of local and state reform efforts and of media attention around the country; providing consultant services to the Denver Public Schools to help improve the quality of the bilingual education program; helping rural Hispanics to articulate their concerns about the education system and their desires for their children and to develop creative solutions to their problems; organizing the Public Education Partnership to provide a focus for the local business and civic leaders to contribute to the improvement of public education; and initiating a cooperative venture with the Colorado Department of Education to develop an innovative program in early childhood education. Despite budget constraints, WSS experienced a good year. This report provides summaries of the Public Education Partnership, Center for Hispanic Educational Leadership, and Chicano Education Project; WSS financial summaries; and listings of WSS contributors for 1973-84 and of board and staff members, along with an organizational chart. Descriptors: Budgets, Change Strategies, Community Involvement, Educational Cooperation

Department of Education, Washington, DC. (1984). U.S. Department of Education Annual Report, Fiscal Year 1984. This document, the annual report of the United States Department of Education for FY 1984, provides a comprehensive account of departmental activities for the year. The opening report of the Secretary details major accomplishments of the Reagan Administration in education for FY 1984. This is followed by a report from the Office of Private Education, a chart of departmental organization, and a comprehensive report of the Office of the Under Secretary, describing the Office of Management, the Office of the Deputy Undersecretary for Planning, Budget, and Evaluation, and the Office of the Deputy Undersecretary for Intergovernmental and Interagency Affairs. Subsequent chapters cover activities of the offices of the Inspector General, of Elementary and Secondary Education, of Special Education and Rehabilitative Services, of Bilingual Education and Minority Languages Affairs, of Vocational and Adult Education, of Postsecondary Education, of Educational Research and Improvement, of Civil Rights, of General Counsel, and of Legislation and Public Affairs. An appendix lists advisory councils and committees, along with boards and commissions, active during FY 1984.   [More]  Descriptors: Administrative Organization, Adult Education, Annual Reports, Bureaucracy

Parker, Franklin (1987). Education Events USA/Britain 1987 (to Oct.). U.S. educational events during 1987 included plans for a national board to certify teachers, federal appeals court decisions that overturned Tennessee and Alabama textbook censorship cases, the U.S. Supreme Court's finding as to the unconstitutionality of Louisiana's creation science law, and concern about rapid increases in college costs. This document highlights events that involved: (1) educational reform programs; (2) the courts and fundamentalists; (3) curriculum concerns; (4) controversy over U.S. Secretary of Education William Bennett's policies and proposals; (5) reports that were critical of educational programs; (6) polls; (7) bilingual education; (8) teacher certification reform; (9) congressional hearings; (10) teacher pay; (11) educational costs; and (12) governors' reports. Great Britain advanced its most ambitious school reforms since 1944, prepared to introduce a national curriculum, and planned a policy that would permit parents to remove schools from the largely labor-dominated Local Education Authorities and place them under central government control. British Prime Minister Margaret Thatcher's educational policies and plans for primary and secondary schools and for universities are summarized. U.S. statistical data concerning enrollments, teachers, graduates, and expenditures are appended.   [More]  Descriptors: Elementary Secondary Education, Higher Education, Outcomes of Education, Public Education

Zirkel, Perry A. (1985). An Instrument for a Legal Review of Public School Curriculum Policies and Procedures. The "Legal Audit Instrument for Public School Curriculum" described in this paper is intended for those making decisions in curricular matters. The instrument has been derived from court decisions that are based on the Federal Constitution, legislation, and regulations. Corresponding cases and provisions within each state will require supplementary attention when the instrument is applied. Over 160 court decisions are identified in the areas of bilingual education; religious instruction; sex, health, and related education; special education; achievement and psychological testing; teaching methods or coverage; and library and instructional materials. Within each of these areas are yes-no questions targeted to local policy and practice. The full version of the instrument indicates the primary source or sources of federal law on which the related case law is based. Finally, the instrument indicates, given a circled response to that question, the probable vulnerability to a successful suit and the approximate assessment of compliance costs, each based on a 1-to-5 scale. On accompanying pages in each section, the instrument lists the corresponding case citations (largely post-1970) for each item. The "Religious Instruction" section is shown in the appendix.   [More]  Descriptors: Check Lists, Compliance (Legal), Court Litigation, Curriculum

Wright, Mary J. (1985). The History of Developmental Psychology in Canada. The history of developmental psychology in Canada prior to 1960 is concisely recounted. Discussion begins with an account of the scholarly interests and activities of James Mark Baldwin, who brought modern psychology to Canada, and Frederic Tracy, who objected to child-centered approaches to child rearing. The remainder of the paper focuses on the professional activities and ideas of William Emet Baltz, Canada's first really modern child psychologist, and the work of Mary L. Northway, Donald O. Hebb and Wallace E. Lambert. Baltz's views on learning, emotions, and the child are reported, along with his theory of personality development and, very briefly, his and Mary Ainsworth's research on "security." Subsequently, brief accounts are offered of Northway's development of sociometric techniques and research on friendship patterns, the uses of Hebb's findings in the U.S. and Canada, Lambert's studies of bilingualism and applied research on bilingual education, and developmental psychology in French Canada. In conclusion, it is noted that the pioneers of Canadian developmental psychology came to a common conclusion, namely, that the quality of mental health of individuals in society depends on the quality of the experiences they have had in infancy and early childhood, especially infancy. Descriptors: Child Psychology, Child Rearing, Developmental Psychology, Foreign Countries

Bottani, Norberto (1986). Language Planning Policies in the OECD Member Countries. The member countries of the Organisation for Economic Cooperation and Development generally provide monolingual basic education, and the imposition of a common language remains one of the political and economic functions of the schools. Multilingual or bilingual education is marginal. The individual states' language policies reflect interests in preserving geographic and economic equilibrium, managing an established national cultural and linguistic community, integrating migration waves, and protecting a fully-formed national culture. The schools themselves are as resistant to the societies' existing multilingualism as are government policies, which is resulting in widespread illiteracy. Hostility toward minority languages parallels the spread of a new scientific culture in the schools. Efforts toward equal education have frequently been sabotaged by the privileged and have served to widen rather than narrow the gaps between social classes. Issues that must be addressed include the risks and difficulties of language planning, finding a balance of equality and uniformity that is not prejudicial to the integration of minorities, and combining equality with diversity. Descriptors: Cultural Awareness, Educational Policy, Equal Education, Foreign Countries

Hawkins, Augustus F. (1987). School Improvement Act of 1987. House of Representatives, 100th Congress, 1st Session. Report Together with Additional Views To Accompany H.R. 5. The School Improvement Act of 1987 revises and extends through 1993 the 14 following Federal elementary and secondary education programs: (1) Chapter 1 of the Education Consolidation and Improvement Act (ECIA), compensatory education for disadvantaged children; (2) Chapter 2 of ECIA, elementary and secondary education block grants to States; (3) Title II of the Education for Economic Security Act (EESA), the mathematics and science education program; (4) The Adult Education Act for adult literacy; (5) The Magnet Schools Assistance Program (Title VII of EESA); (6) The Drug-Free Schools and Communities Act of 1986; (7) The Women's Educational Equity Act; (8) The Allen J. Ellender Fellowship Program; (9) The Emergency Immigrant Education Act; (10) the territorial assistance programs for teacher training and general assistance to the Virgin Islands; (11) the Excellence in Education demonstration grant program (Title VI of EESA); (12) the Bilingual Education Act; (13) the various Indian Education programs; (14) and the Impact Aid program of assistance to schools in Federally-affected areas. In addition, the legislation: (1) creates a new program for gifted and talented children's education; (2) focuses new resources on dropout prevention, secondary school basic skills improvement, and preschool education; and (3) makes revisions in the Federal processes of auditing education and gathering statistics. This report to the 100th Congress includes the bill, as amended, additional views on the legislation, and a cost estimate of the Congressional Budget Office.    [More]  Descriptors: Educational Improvement, Educational Legislation, Elementary Secondary Education, Federal Legislation

Austin Independent School District, TX. Office of Research and Evaluation. (1984). A Look at State Compensatory Education in AISD, 1983- 1984. The 1983-84 State Compensatory Education (SCE) Program in the Austin Independent School District included several components at the elementary and secondary levels. In 18 elementary schools, 16 full-time and one half-time SCE teachers provided assistance to students at or below the 30th percentile in either language arts/reading or math. Thirty-nine counselors provided counseling services to students at 51 elementary schools. The Secondary Component included writing labs (eight writing lab instructors and a writing lab project specialist) and Transitional Bilingual Education instruction (four teachers served limited-English-proficient junior high students). Elementary reading achievement gains were higher than predicted. Elementary counselors met their goals to increase consultation meetings with parents and contacts with low-achieving students, but did not meet their goal to increase contacts for curriculum activities. The assignment of bilingual teachers was not optimal. Writing lab instructors served a large number of non-low-achieving students while serving less than half of the identified low achievers.   [More]  Descriptors: Bilingual Teachers, Compensatory Education, Counseling Services, Elementary Secondary Education

Cotayo, Armando; And Others (1984). Native American Education Program, 1983-1984. O.E.A. Evaluation Report. During 1983-84, in the final year of a 3-year funding cycle, the Native American Education Program provided after-school and summer session instruction and supportive services to approximately 500 Native American grade K-12 students scattered throughout New York City. The program was administered by the New York City Public Schools' Office of Bilingual Education and funded by Title IV of the Indian Education Act. Curriculum development continued, with emphasis on career orientation and alternatives available to Native American students. The program's instructional component included a 10-session mini-course on Native history, culture, and crafts in each of the city's boroughs; 31 presentations to Native American children in classes in their own schools throughout the city; trips to Native American cultural events; individualized assistance with research projects on Native American subjects; a tutoring program for reading and elementary mathematics; and a 6-week summer session. Other activities focused on personal, academic, and vocational guidance support services; staff development; and parent and community involvement. Recommendations included: finding more accessible quarters or concentrating on reaching students in their homes, schools, and communities; improving coordination with other Indian organizations to identify students and increase program participation; prioritizing objectives; and expanding satellite classes held throughout the city.   [More]  Descriptors: Access to Education, American Indian Education, Community Services, Cultural Activities

Corporation for Public Broadcasting, Washington, DC. (1986). Future School Market for Instructional Programming and Services through 1990. Executive Summary. This study of the market for media-based educational materials for preschool to high school through 1990 was commissioned to inform learning technologies professionals about the markets that show the greatest potential for their products in schools. Organized into five major sections, the executive summary discusses: (1) the current education market, i.e., curriculum content decision making and the market for educational materials; (2) demographic, social and political, economic, and technological trends that will affect the market for educational materials over the next 5 to 10 years; (3) an overview of projected effects of these trends; (4) a detailed analysis of the projected effects of trends; and (5) the most promising subjects for new productions. Nine subject areas are identified as potential markets for the future: bilingual education, basic skills and application, science education, social studies education, vocational and career education, preschool education, health and social issues education, fine arts education, and foreign language education. Five charts summarize market opportunities for public broadcasters by curricular area and target grade level for bilingual, science, social studies, vocational and career, and basic skills education.   [More]  Descriptors: Curriculum, Educational Media, Educational Trends, Elementary Secondary Education