This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Georgia Pappas, IDRA Newsletter, TX. Dept. of Research and Evaluation. Houston Independent School District, John H. Lockwood, Washington National Advisory Council on Indian Education, Steven F. Wilson, Victoria Morrow Patella, Maria Guajardo, Maureen LaMar, and Trenton. New Jersey State Dept. of Education.
(1994). Education for 2001 and Beyond. This essay presents the major ideas of the book "The Work of Nations: Preparing Ourselves for 21st Century Capitalism" (1991), written by Robert Reich, Secretary of Labor in the Clinton administration. Reich describes the development of the symbolic-analyst as the new citizen in the economic order, utilizing the basic skills of abstraction, system thinking, experimentation, and collaboration. The two other classes of citizens are the in-person servers performing face-to-face tasks and routine producers performing low-level computations and repetitive tasks. All citizens affect the international corporate webs of the economic system. The essay cites several problems with Reich's vision of the economic world: (1) the financial costs to upgrade social services and education; (2) the stratification of the social classes and the increased emphasis placed on a technical education as compared to more aesthetic pursuits; and (3) the incomplete vision for change offered by Reich. Bilingual education and cultural awareness initiatives were omitted from the vision for change as the world becomes more diverse. Curriculum recommendations for the future are suggested. [More] Descriptors: Decision Making, Educational Planning, Educational Policy, Educational Principles
(1988). Special Projects: Meeting Special Needs. This booklet describes 16 model education projects in Colorado that are funded under the federal Education Consolidation and Improvement Act of 1981 and the Elementary Secondary Education Act of 1978. These programs illustrate how federal funds have had a positive impact on the education of Colorado students. The projects and the cities where they are located include: Early Childhood Education Project, Denver; K-6 Instructional Assistance Project, Denver; Math Achievement That Happens (grades 2-5), Aurora; Parents as Teachers Project, Commerce City; Preschool and Improvement of Reading, Fort Collins; Prescriptive Individualized Diagnostic Education, Pueblo; Continuous Processing Skills Project, Colorado Springs; Cherry Creek Grant Program for innovative K-12 teaching projects, Arapahoe County; Jefferson County Computer Education Program, Jefferson County; Innovative Designs to Encourage Achievement, a K-12 curriculum supplement program, Littleton; Project EXPLORE, a curriculum effort for grades 3-5, Northglenn; Talented and Gifted Enrichment Programming, Summit County; Family English Literacy Program, Denver; Basic Bilingual Education Program, Fort Lupton; Weld Cooperative Migrant Education Program, LaSalle; and the San Luis Valley Summer Migrant Credit Accrual/Credit Exchange Program, Alamos. Each project description includes information about participants and agencies; major activities; a brief evaluation of the project; and a contact name, address, and telephone number. [More] Descriptors: Demonstration Programs, Elementary Secondary Education, Federal Aid, Federal Programs
(1997). Achieving the Goals: Goal 8–Parental Involvement and Participation. In 1994, the U.S. Congress added parental involvement to the National Education Goals. Goal 8 states that by the years 2000, every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children. The fourth in a series that seeks to inform educators and the public of the possibilities for programs and funding that exist outside the Department of Education, this book provides a compendium of educational programs across the federal government, providing a useful tool for seeking funding for activities related to achieving this National Education Goal. Following the introduction, the book provides detailed information about the various parental involvement activities of the Department of Education and the Partnership for Family Involvement in Education. The remainder of the book, which lists specific federal programs that might support parent involvement, is organized by education topics. Topics include at-risk students, bilingual education, drug abuse prevention, gifted and talented, special education, housing, safety, and recreation. The book concludes with a list of useful publications for parents from several federal resources. The appendices list state and local points of contact for various activities. [More] Descriptors: Elementary Secondary Education, Federal Programs, Financial Support, Parent Participation
(1989). Building from Yesterday to Tomorrow: The Continuing Federal Role in Indian Education. 15th Annual Report to the U.S. Congress, Fiscal Year 1988. This report outlines the activities of the National Advisory Council on Indian Education (NACIE), and presents statistics and information on Indian schools and educational programs. Parts I and II describe NACIE and its functions and activities for fiscal year 1988–advising Congress on Indian education laws, reviewing applications for grants and fellowships, evaluating Indian education programs and projects, and participating in conferences. Parts III and IV outline the history of the Indian Education Act and its reauthorization in 1988. Part V compiles statistical information on American Indian and Alaska Native enrollments in elementary and secondary schools and higher education institutions, degrees conferred 1977-87, and 1988 funding levels and per pupil expenditures for Indian education programs. Part VI describes the Bureau of Indian Affairs (BIA) comprehensive report on BIA education and the White House Conference on Indian Education. Extensive appendices: (1) describe 1988 meetings of NACIE; (2) list 1988 recipients of Indian Education Act fellowships; (3) note two BIA schools selected in the Secondary School Recognition Program; (4) profile 33 programs benefitting Indian students; (5) list nominees for Outstanding Indian Youth of 1988; (6) describe 10 Title IV "showcase" projects involving bilingual education, drug and alcohol education, cultural education, individualized tutoring, and career education; (7) list Indian resource persons; and (8) present the full text of 1988 Indian education laws P.L. 100-297 and P.L. 100-427. [More] Descriptors: Advisory Committees, Alaska Natives, American Indian Education, American Indians
(1969). Issues in Language and Reading Instruction of Spanish-Speaking Children. An Annotated Bibliography. This annotated bibliography on language and reading instruction of Spanish-speaking children is divided into six major categories. The introductory section presents fundamental issues, broad concepts, basic understandings, and related areas that are of importance to an understanding of the major topic. Section 2, "Measuring and Appraising Intelligence," has been developed so that workers can have access to some experimental studies dealing with issues related to the appraisal of these abilities in Spanish-speaking children. Section 3 presents articles which deal with some specific factors involved in the acquisition of a second language. Many of the articles were selected for their relevance to the language arts teacher in her role as a teacher of Spanish-speaking children."Factors Pertaining to Reading Achievement," section 4, includes several studies but many more theoretical articles dealing with various issues pertaining to reading for Spanish-speaking children. The articles in section 5 are related to the concept and process of bilingual education as well as to justifications for various approaches. A number of research reviews and bibliographies are included in section 6 for individuals who wish to pursue this area of study beyond this annotated collection. [More] Descriptors: Annotated Bibliographies, Bilingual Students, Intelligence Quotient, Measurement
(1989). Urban Education in New Jersey. Thirty-six percent of New Jersey's school population attend schools in areas classified as urban. The state has reviewed and increased its role in helping local educators overcome the difficulties of the urban environment and strengthen the schools in these districts. This role is summarized in a presentation of programs and other initiatives, including the following: (1) High School Proficiency Test assistance; (2) the Urban Initiative to improve education quality; (3) the 10,000 Graduates…10,000 Jobs program; (4) Urban Youth Centers; (5) Prekindergarten Educational and Child Care Centers; (6) the appointment of staff and advisors to addressing urban needs; (7) the monitoring of school districts; (8) intervention when school districts fail to meet state standards; (9) compensatory education; (10) the Partners in Learning campaign; (11) the Adult Literacy Initiative; (12) incentives for basic skills improvement; (13) the basic skills program improvement process; (14) Bilingual Education and English-as-a-Second-Language; (15) the Academy for the Advancement of Teaching and Management; (16) educational technology and training centers; (17) the Effective Schools Initiative; (18) efforts to recruit and reward minority teachers; and (19) programs to improve student behavior. Descriptors: Educational Improvement, Educational Strategies, Elementary Secondary Education, School Districts
(1997). Indigenous People and Development in Latin America: A Literature Survey and Recommendations. Latin American Monograph & Document Series 12. This report presents findings and conclusions gleaned from a review of 42 cases of indigenous development in Latin America. Findings indicate that the lack of a legal framework for indigenous rights presents a basic obstacle to indigenous self-development; the most common aspect of successful indigenous development was involvement of indigenous peoples in the development and management of initiatives; and the way in which outside financial and technical assistance was provided was more important to project success than the availability of such assistance. Project failure was related to human rights problems, problems with the security of land and natural resources, lack of community involvement, and marketing problems. Project success was related to the level of necessary skills and knowledge, use of indigenous knowledge, cultural relevance, and successful marketing strategies. Recommendations for successful indigenous self-development focus on basic human rights; maintenance of food security; guarantees for property rights to land, water, and other natural resources; community involvement; maintenance of group solidarity, self-esteem, and cultural pride through bilingual education and literacy training; use of existing indigenous organizing principles; nonexploitative arrangements, appropriate economies of scale, and diversified production; appropriate types of financial assistance and technical assistance; and state support of indigenous self-development. Appendices present case matrices, a coding form, and a Venezuelan case study. (Contains 116 references.) [More] Descriptors: American Indians, Civil Liberties, Cultural Awareness, Cultural Maintenance
(1989). ILGWU Worker-Family Education Program Curriculum Guide, 1989-1990. This teacher's guide for the International Ladies' Garment Workers' Union (ILGWU) educational program provides background information, instructional materials, and instructional techniques for teaching a course in job skills and issues, with emphasis on the development of English language skills. The course is made available to union members and their families. Introductory sections of the guide discuss the classroom setting for the course, student characteristics, monthly teachers' meetings, and the monthly calendar. The remainder of the guide addresses the curriculum itself. Common questions asked by teachers are addressed in question-and-answer format, including how to identify student needs and interests, how to develop and adapt instructional materials, what instructional methods encourage maximum student involvement, and why and how to combine all four language skills areas (reading, writing, listening, and speaking) in one class session. A sample lesson is presented. In the final section, specific program components are discussed in greater detail. These components include writing tasks, a student-produced magazine, use of newspapers, the student council and its activities, development of class picture files, a curriculum library, monthly curriculum material packets, field trips and speakers, library locations and hours, bilingual education and General Educational Development instruction, and grammar instruction. Some classroom and planning materials are included. (MSE) Descriptors: Class Activities, Classroom Techniques, Curriculum Guides, English (Second Language)
(1970). Educating the Mexican American. The document is a compilation of 34 articles by Mexican American educators discussing the historical and cultural perspective of Aztlan (lands to the north, the dwelling place of Mexican Americans in relation to Mexico). These educators present diagnoses and theories for change in the schools, with emphasis on bilingual-bicultural programs for all students in public and private schools of the Southwest. It is stated in the Preface that "In this reawakening educational revolution, outstanding Mexican American authorities plead for new understanding and patience in meeting the challenge of the twentieth century, Anglo-oriented, monolingual, and monocultural educational system. This book depicts new ideas in curriculum and guidance to help Mexican Americans and Anglo American students and educators to understand themselves and each other better." The table of contents lists the articles under 5 major divisions: (1) Historical and Cultural Perspective, (2) Educational Dilemma, (3) Guidance and Curricular Practices, (4) The Status of Bilingual Education, and (5) The Role of Educational Institutions. Descriptors: Cultural Awareness, Cultural Background, Cultural Pluralism, Curriculum Enrichment
(1971). A Study of the Validity of Language Usage as an Indicator of Ethnic Identification. In determining whether Spanish usage is a valid indicator of ethnic identification, 669 Texas high school sophomores (3 Negroes, 70 Anglos, and 596 Mexican Americans) were interviewed. Mexican American respondents were then isolated on the basis of response to 4 questions, and their responses regarding family were grouped under 2 headings: (1) Characteristics of Family of Orientation and (2) Aspirations for Future Family of Procreation. Data were analyzed using the analysis of variance F-test, with controlled variables being sex, place of residence (city, town, country-nonfarm, and farm), and residence on/not on the Mexican Border. Language usage as an indicator of ethnic identification was concluded to be invalid by this study, but "the theoretical significance of this fact must be explored." On the basis of this, the author discounted language usage as a criterion to judge an individual's success index, feeling and thinking index, and job performance index. It was noted that, in educating the Mexican American, forced acculturation should be discouraged while encouraging bilingual education. (A related document is ED 023 512.) [More] Descriptors: Aspiration, Ethnic Studies, Family Characteristics, Family Life
(1996). Lifelong Learning and Leadership. IDRA Focus. This theme issue focuses on programs that promote lifelong learning through literacy education, parent empowerment, or parent leadership training. "Adult Literacy Outreach Innovations: Porque Significa Tanto" (Christie L. Goodman) describes a Texas outreach project that focuses on raising public awareness about adult education and literacy, outlines four steps in outreach (or public relations), discusses the power of mass media messages, and summarizes negative "deficit" messages to avoid in literacy outreach. "Keeping the Faith: Valuing Parents" (Aurelio M. Montemayor) suggests the importance of holding high expectations for parents' commitment to their children's education, and describes three cases in which educators' actions revealed the negative assumptions they (perhaps unconsciously) held toward bilingual parents. In "Families United for Education: Conversations with Parents and Friends," participants at an educational conference organized by parents for parents discuss what they had learned in the leadership development process. A sidebar, "Mobilization for Equity Highlights" (Linda Ocasio), briefly describes the parent leadership conference. An article unrelated to the issue's theme, "Two-Way Bilingual Education: A Positive Way To 'Cry Woof'" (Frank Gonzalez), describes two-way bilingual programs and discusses the value of bilingualism. [More] Descriptors: Adult Education, Adult Literacy, Elementary Secondary Education, Leadership
(1993). Colorado Hispanics: A Report of Selected Social Concerns, 1992. This publication offers a compilation of 12 reports on selected social concerns pertaining to the Hispanic community in Colorado and provides a comprehensive overview of demographic information and information on health, education, and social welfare issues. The first report looks at Colorado's multicultural population through a demographic summary of 1990 United States Census data. The second report offers an overview of Hispanic health in the state, covering access and health care reform. The third report also explores health, particularly insurance coverage, heart disease, cancer, diabetes, Acquired Immune Deficiency Syndrome, and prenatal care. The fourth report covers mental health, noting that mental health services are under-utilized by Hispanics. The fifth report discusses Hispanics and domestic violence. The sixth report looks at poverty rates among Hispanic women and children. The seventh report discusses the status of Hispanic elderly, noting the common extended family orientation of Hispanic cultures. The eighth report looks at the America 2000 Educational Goals from a Colorado Hispanic perspective. The ninth article discusses Hispanics and primary education, particularly standardized testing, bilingual education, and parental involvement. The 10th article explores the Hispanic higher education experience. The 11th report analyzes labor and employment issues in Colorado among Hispanics. The 12th article discusses voter registration and reapportionment in Colorado. [More] Descriptors: Children, Demography, Elementary Secondary Education, Employment
(1996). El Proyecto Cunningham: Dos Idiomas; Muchos Paises, 1995-96 (The Cunningham Project: Two Languages, Many Countries, 1995-96). Research Report on Educational Grants. This report presents an evaluation of a two-way bilingual program in English and Spanish at the Cunningham Elementary School (Texas). The program was designed to extend and expand educational reform by shifting the instructional program at the school over the 5-year time span from a transitional bilingual program to a two-way bilingual, or dual language, education for all students. The first year was the planning year for the program, with actual implementation scheduled for the 1996-97 school year. This report describes the planning efforts and reports baseline data on student performance and participant perceptions. Eighty students were accepted into the program to start in 1996-97 in two kindergarten and two first-grade classes. The school hired and trained staff and teachers, held informational meetings, purchased instructional materials, and selected students. The majority of the 48 parents responding to the initial survey agreed that they were pleased with the bilingual program, and the majority of the teachers expected the program to help students and agreed that a bilingual education was important for these students. Five appendixes present the forms used in the evaluation and program budget data. (Contains seven tables and five references.) Descriptors: Cultural Awareness, Educational Planning, Elementary School Students, Grade 1
(1992). Reinventing the Schools: A Radical Plan for Boston. Pioneer Paper No. 7. This analysis of the Boston (Massachusetts) Public School System considers ways of advancing the opportunity for parent choice of school and program, and ways of breaking the bureaucratic culture of big-city American public schools to introduce a culture promoting innovation and experiment. The Boston public schools system, like large urban districts everywhere, is in trouble, facing low achievement, high dropout rates, white flight, the threat of violence, and administrative problems. Nevertheless, there are outposts of hope in the system's 117 schools, and a growing consensus exists on the necessity of serious reform. This study combines an analysis of school and staff documents, a review of secondary materials, and reports from other districts and leading educators, with data from 50 interviews of Boston administrators and teachers. All evidence points to institutionalized gridlock in the system. Chapters 1 and 2 examine major reform efforts in terms of school choice and school-based management, while Chapter 3 reviews the importance of a vital school culture and community. Chapter 4 examines the role of leadership, and Chapter 5 proposes a plan for encouraging such leadership. Chapter 6 urges a core curriculum. Chapter 7 reviews the budget and effective spending, and Chapters 8 and 9 review mandated special education and bilingual education. Chapter 10 analyzes current school staffing needs. Descriptors: Administrative Problems, Curriculum Development, Educational Change, Educational Environment
(1995). Policy Implications of Latino Poverty. The growing Latino presence in the United States underscores the need to address Latino poverty, previously overlooked in public policy discussions. Latinos are the fastest growing U.S. minority group, and Latino poverty is also rising. In 1990, one in every four Latinos was poor, and 40 percent of Latino children lived in poverty. Latino poverty is persistent; its causes are deeply rooted in low levels of education and concentration in low-paying jobs. Low participation in public assistance and high participation in the informal labor market make Latino poverty difficult to tackle by traditional policy devices. Lack of attention to Latino poverty is due to the following factors: (1) most poor Latinos work but much of the policy debate on poverty focuses on the nonworking poor; (2) geographic concentration of Latinos in a few states isolates them from national policy debates; (3) although 64 percent were born here, Latinos are perceived as immigrants and hence without claims on U.S. society; and (4) Latinos are a diverse population with low participation in the electoral process. Proposed routes for formulating a Latino policy agenda focus on family-centered policies; the increased role of states in policy design; neighborhoods as relevant units for policy intervention; education (increasing educational attainment, improving educational quality, and supporting bilingual education); and the role of macroeconomic structural changes in Latino poverty. Contains 101 references. [More] Descriptors: Demography, Educational Attainment, Educational Policy, Family Relationship