This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Kathleen Fischer, Larry Collister, James W. Guthrie, Rex A. Wadham, Sacramento. Office of the Chancellor. California Community Colleges, David D. Dubois, Hazel Martin, David L. McArthur, Stanley S. Seidner, and Jane M. Bourque.
(1979). Minimum Teaching Essentials, Grades K-9. The purpose of this bulletin is to provide administrators, teachers, parents, and other members of the New York City educational community with a resource that identifies, within all disciplines, the basic body of knowledge and skills to be taught at each grade or level (K-9). The bulletin begins with a broad perspective of each subject area, highlighting major components of individual disciplines and indicating the role each plays in the educational process. Areas covered include art, bilingual education, career education, foreign language, health education, home economics, industrial arts, library media, mathematics, music, physical education, science, social studies, typewriting, and work study. More detailed sections follow on (1) communication arts (integrating reading and language arts), (2) English as a Second Language, (3) foreign languages in grades 3-5, (4) child development focus and work study skills, and (5) special subjects in the intermediate/junior high school. In these sections, each page presents content area and/or topics with descriptors for specific skills and knowledge. References are provided to other Board of Education bulletins, when available. In some cases, suggestions are offered for the amount of time to be devoted to a particular topic. A list of additional curriculum publications is appended to the bulletin. Descriptors: Board of Education Policy, Core Curriculum, Curriculum Guides, Elementary Education
(1979). Microcomputer Applications in Interaction Analysis. The Timed Interval Categorical Observation Recorder (TICOR), a portable, battery powered microcomputer designed to automate the collection of sequential and simultaneous behavioral observations and their associated durations, was developed to overcome problems in gathering subtle interaction analysis data characterized by sequential flow of behaviors, simultaneous occurrence of several behaviors, and the duration of the behaviors. TICOR has been used in studies of teacher effectiveness, bilingual education, mental health, and physical education. Data are recorded electronically on a microcassette by pressing the appropriate keys of the 64 on the keyboard, and are later analyzed by the TICOR Data Analysis Computer (DAC) to provide summary reports of the variable frequencies, durations, and profiles of sequential and simultaneous variables. Available subject specific TICOR-DAC monitoring procedures include STUDAT, which monitors student attention to task; INSTAT, which monitors teacher instructional strategies and their relationship to teacher attention; EQUAT, which monitors teacher questioning and student attention. Many advanced interobserver reliability and data analysis procedures are available. The Microcomputer is programmable in FORTRAN, and has the capability of collecting covert responses from student response pads and analog input from autonomic responses. Descriptors: Classroom Observation Techniques, Computer Programs, Computers, Data Analysis
(1978). Foreign Languages and the Basics. This brochure is presented in the context of the "back to basics" movement to draw attention to the fact that the basics of a good education are skills that will enable people to live more effectively in the world of the future and that study of a foreign language contributes to the development of these skills. Basics are defined as abilities, such as problem-solving, coping and learning to learn, and human qualities, such as understanding, respect for others and self-respect. A community's brief description in terms of these "basics" is given of four innovative foreign language programs: career education, exploratory language, bilingual education and immersion programs. Other evidence is also offered in support of the value of foreign language education, namely, facts about increased foreign travel, an excerpt from the executive order of the President's Commission on Foreign Language and International Studies and a table showing results of research on the relationship between foreign languages and basic skills and attitudes. Descriptors: Basic Skills, Educational Benefits, Educational Objectives, Educational Policy
(1979). Indian Education: Funding Sources for Public Schools. Although provisions in countless treaties have mandated Indian educational services, federal and state governments were for many years unenthusiastic about accepting the responsibility for educating the Indian people. Inadequately funded educational services provided by the Bureau of Indian Affairs did little to reflect the realities and needs of the people and Tribes they affected. Yet although the past history of Indian Education has been beset with problems, successful programs are also occurring, and money for the education of Indian children is available to public schools through such legislation as Public Law (PL) 81-815; PL 81-874, Johnson O'Malley funds, and the Indian Education Act of 1972. Other aid sources include Title I, ESEA (Pl 89-10); Title VII, Bilingual Education; the RIF "Reading is Fun" program; and Ethnic Heritage grants. This paper describes each of these funding sources and includes such information as funding formulas, what the funds may be used for, and benefits or shortcomings within the various programs. Some of the most frequently advanced complaints against Indian education programs and legislation are discussed, including (1) inadequate funding levels, (2) misuse of funds, (3) programs not designed to meet local needs, and (4) duplication of services within the various programs. [More] Descriptors: American Indian Education, American Indians, Educational Finance, Elementary Secondary Education
(1981). Language Assessment at Post Secondary Institutions. This paper gives an overview of issues related to language assessment of prospective bilingual education teachers who are enrolled in postsecondary institutions. The review indicates that, generally, little has been done on the establishment of entry/exit level criteria for language assessment. Where criteria exist, they are viewed in terms of the overall teacher preparation process. This review and discussion is followed by an analysis and discussion of data from a study conducted by the RMC Corporation. Concerns that need to be addressed deal with: (1) the decisionmaker on entry/exit criteria; (2) who should conduct the actual assessment of target languages; (3) the relationship between the experience of decisionmakers in programs and choices; (4) the extent to which public school, community sector, and faculty other than the program personnel are included in the process; (5) opportunities offered for upgrading target language skills; and (6) the relationships between these opportunities and opportunities for language use in educational experiences. These concerns are treated in connection with the data from the RMC study. Descriptors: Bilingual Teachers, College Second Language Programs, Competency Based Teacher Education, Language Proficiency
(1978). Final Technical Report of the 1976-77 Pilot and Follow-up Study. Bilingual Evaluation Program, Work Unit 2: Bilingual Prediction Study. Results of a pilot follow-up study conducted on Spanish dominant students in transition from bilingual programs to English only instructional settings was reported. The sample group was predominantly Mexican American and native Mexican students. Three types of data were collected: individual scores on Comprehensive Test of Basic Skills (CTBS), teacher ratings of performance in five subject areas, and scores on an observation instrument measuring levels of classroom participation. The CTBS scores in vocabulary and comprehension served as measures of English reading proficiency. Classroom participation was considered an important indicator of post-transition success. Data were subjected to a series of regression analyses designed to identify predictors of post-transition performance. Tables summarized the results of statistical analyses. These results should not be generalized unless different Hispanic groups served by bilingual education programs are represented. Recommendations for extension of this research included refining instrumentation to produce a balanced assessment of a variety of language proficiencies. Better conceptualization and specification of the instruments to be employed are required. It is critical to specify criteria for success following transition from a bilingual program. Descriptors: Bilingual Students, Elementary Education, English (Second Language), Followup Studies
(1981). Performance Patterns of Bilingual Children Tested in Both Languages. The testing of bilingual students poses particular problems for analyses of performance, item bias, and test adequacy. A test administered in two languages to children selected for their language facility provides a special arena for the study of these problems. The Comprehensive Tests of Basic Skills (CTBS) was selected because the test content between the English and Spanish language versions is similar in rationale, administration, and interpretation; the differences that exist between the language versions are the result of literal translation problems. Evidence based on performance of English- and Spanish-speaking pupils suggests that the CTBS contains multiple sources of bias. The vocabulary subtest of the CTBS was administered to 1162 second-graders in bilingual education programs in the Southwest; 58 students received both test versions because the students were equally proficient in both languages. Results show that patterns of performance for these students differ markedly between the two language versions, supporting the contention that the method of direct translation from English to Spanish for bilingual vocabulary testing may not be fully adequate for the needs of the bilingual program student, even when the Spanish version is a rather faithful translation of the English original. [More] Descriptors: Achievement Tests, Bilingual Students, Culture Fair Tests, English (Second Language)
(1980). The Children's English and Services Study: A Methodological Review. The Children's English and Services Study was a project designed to assess the bilingual education needs of limited English speaking children in the United States. The submission of a draft final report prompted the present report from the sponsoring organization, in which various methodological procedures are questioned and recommendations are made for the revision of the final report. The three analytical issues involved are: (1) were the items selected for inclusion in the Language Measurement and Assessment Inventory (LM&AI) selected properly? (2) were the cutoff scores for the LM&AI, which were determined and used to classify children as either English proficient or of limited English proficiency (LEP), set properly? and (3) what were the effects of non-response bias on the counts and estimates of the number of LEP children? With regard to (1), it is recommended that certain caveats be set forth in the final report. Criteria are introduced that, with respect to (2), actually revise the figures regarding the number of LEP children. Further investigations of nonresponse bias were found not to be warranted. [More] Descriptors: English (Second Language), Evaluation Methods, Language Proficiency, Testing
(1979). Report to the Legislature, Assembly Ways and Means Subcommittee #2, as Recommended in Supplemental Language to the 1979 Budget Act (Item 362.1), Evaluating the Role of the California Community Colleges in Meeting the Need for Bilingual Teachers in California. In recognition of the critical need for bilingual teachers and in the belief that bilingual teachers can be most efficiently recruited and trained in the community college, the Chancellor's Office of the California Community Colleges has developed several recommendations for a career ladder transfer program in bilingual education. The first of these recommendations calls for merging the two state-supported bilingual training programs–the Bilingual Teacher Corps and the Bilingual Crosscultural Teacher Development Grant Program–to form a single Bilingual Teacher Grant (BTG) Program. The community colleges were selected as the most appropriate institutions to implement the program because of their accessibility to potential bilingual teachers, closeness to the local community, and experience in working effectively with local districts and community leaders. The Chancellor's Office recommends that in selecting recipients for the Bilingual Teacher Grants, factors such as bilinguality, teacher aide and community experience, and financial need be taken into account. Additional recommendations relate to: (1) strong central program direction housed in the Office of the Chancellor; (2) the expansion of current efforts in recruiting and training until the need for bilingual teachers is met; and (3) not using Extended Opportunity Programs and Services funds. Descriptors: Bilingual Students, Bilingual Teachers, Community Colleges, Demand Occupations
(1978). An Explanation of Pupil Transportation Costs, Seattle School District No. 1. Report No. 78-29. The state of Washington is moving towards the assumption of the full costs of public school student transportation. This move has increased interest at the state level in transportation costs originating at the local district level. These costs have been relatively high in the Seattle school district, complicated by the city's geographic and demographic characteristics and traffic flow patterns. The city's ethnic and cultural diversity adds the difficulties of busing to achieve racial balance and to provide adequate bilingual education. Transportation costs projected for 1978-79 were $1,222 for each special education pupil, $420 per pupil in the desegregation program, and $351 per pupil for those transported because they lived over two miles from their schools. This document discusses these costs and other factors in Seattle's student transportation program, including the ramifications of the contracts with school bus and city bus companies. An addendum treats the rationale behind transportation decision-making in greater detail, using five examples from the Seattle district. Descriptors: Bus Transportation, Elementary Secondary Education, Expenditure per Student, Racial Integration
(1977). Need Assessment Survey: The School Image. Of the 255 students in grades K-8 at Naschitti Public School, 90% are Navajo. Newcomb Public School enrolls 576 students in grades K-9; of these 97% are Navajo. During the 1976-77 school year, both schools' instructional plans were quantitatively and qualitatively evaluated to determine their progress in achieving their stated objectives and to prioritize the objectives to be incorporated into their 1977-78 instructional plan. Areas quantitatively examined included the school objectives and plan of instruction, oral language and bilingual education, monitoring of instructional program, athletic program, Title I language arts program, Title IV Navajo arts and crafts, Johnson O'Malley reading program, community relations, disciplinary procedures, token system, and care of building. Qualitative evaluation was conducted using the Comprehensive Test of Basic Skills (CTBS), the national Indian CTBS scores from 1973 to 1977, and the School Image Description Questionnaire (SIDQ) which identified the way a school was viewed by parents, teachers, students and administrators. Findings included: the two schools were at different stages of progress in implementing programs that would produce high level achievement in the students' basic skills; all groups at Naschitti School placed high importance on teaching citizenship and involving the community in school policy; Newcomb parents and teachers placed highest priority on citizenship and job skills for students. Descriptors: Academic Achievement, American Indian Reservations, American Indians, Educational Assessment
(1981). The Evolution of Federal Educational Policy. Characterized by rapid growth and the increasing infusion of federal money into schools, the 1960s and 1970s can be labeled the "Federal Era" in U.S. educational policy making. This period produced three major initiatives to enhance the quality of educational opportunity: the Elementary Secondary Education Act (ESEA) Titles I and VII (Compensatory and Bilingual Education) and the Education for All Handicapped Children Act (EHCA). Both the ESEA and EHCA were conventional products of a broad social concern. However, policy initiation did not occur through traditional avenues or agents. The executive and legislative branches of government, rather than educational representatives, designed the bills and pressed for their enactment. In implementation, then, the exclusion of educators began to backfire as administrators and school board organizations decried the burden of onerous federal regulations. The conditions leading to the passage of ESEA and EHCA are unlikely to occur again. Moreover, developing demographic, economic, and political trends portend limited future federal interest in educational policy issues. There is little likelihood of federal resources being allocated to educational programs at the expense of federal initiatives in other areas. The major burden of support for public schools and their improvement will likely rest with state and local governments. [More] Descriptors: Educational Policy, Educational Trends, Elementary Secondary Education, Federal Aid
(1981). Teaching Issues in Foreign Language Education: Current Status and Future Directions for Research. One of ten studies commissioned to investigate research needs and to stimulate planning activities, this paper identifies and summarizes key issues within the area of second language teaching. The discussion is developed in three main sections: (1) a summary of research efforts from 1960-1980; (2) identification of research gaps; and (3) statement of priorities in relation to National Institute of Education (NIE) functions, and suggestions for involvement of interested constituencies. The first part notes the attention during the 1960s to program development and research on foreign language teacher quality, audiolingual methods, and certification standards. During the 1970s attention shifted to bilingual education. Section two notes gaps in research in optimum program models, certification programs, effectiveness and evaluation of teaching strategies, curricula and instructional materials, and the relation between bilingual instruction and pupil self-concept. Finally, recommendations are made to promote research on characteristics of effective language teachers, teacher background, pre-service and in-service models of teacher training, notional-functional curricula, elementary school foreign language programs, renewing and maintaining second language skills, evaluation of media for second language learners, and inter-agency cooperation. Descriptors: Agency Role, Language Proficiency, Language Teachers, Literature Reviews
(1978). Annotated Bibliography of CDA Curriculum Materials (Volume I, No. 1). Citations of Child Development Associate (CDA) curricula and supplemental resource materials are included in this annotated bibliography published by the CDA Clearinghouse. The materials are grouped according to the six CDA competency areas, the bilingual/bicultural training competencies, the personal capacities (social skills), and general supplemental resource materials. Curriculum materials include educational packages, instructional booklets, learning packages and modules, etc. The CDA competencies are: (1) establishing a safe and healthy environment conducive to teaching preschool children; (2) advancing physical and intellectual competence in preschoolers; (3) building positive self-concept and individual strength; (4) promoting positive functioning of children and adults in a group; (5) establishing productive parent/teacher relations; and (6) cooperating with other staff members in policy and curriculum planning. The CDA program also stresses supporting bilingual education and promoting personal capacities (such as social skills). Supplemental resources include content oriented early childhood educational materials not specifically developed for CDA training. Each curriculum or supplemental resource citation contains publication data, a cross reference index, and a summary of key features of the document. [More] Descriptors: Annotated Bibliographies, Child Caregivers, Competency Based Teacher Education, Early Childhood Education
(1977). An Examination of the Boston School System's Budgetary Process. This study tried to determine if the new methods of budgeting and new organization instituted by the Boston School System in 1976 appeared to be effective in bringing runaway spending under control. Data were gathered through interviews with school department personnel, consultants, personnel in agencies responsible for school monitoring, and members of public interest groups. Budget and enrollment figures since 1962 were gathered. Formulation and approval of the budget were analyzed and an operations analysis of the effectiveness of the school department and old and new budget systems was done. Findings indicate basic weaknesses in the previous formulation of the school budget but that the new cost-centered system promises significant improvement. Deficit spending is the fault of factors outside the control of the school system. Special education and bilingual education account for some budget increases. The costs of desegregation, often cited as causing school budget inflation, are less significant than previously thought. The collective bargaining system also causes budget inflation. At the roots of the school system's problems are past Boston School Committees with little expertise or responsiveness to the public, although this situation promises to improve. Administrator roles need to be clarified and the level of administrator expertise improved. Descriptors: Administrator Role, Budgeting, Educational Administration, Educational Research