This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Guy Blaise Senese, John R. Sandefur, Pamela McLaughlin, Richard S. Jones, Judith Kleinfeld, Thomas V. Pilla, Anna Bland, Austin. Texas Education Agency, TX. Dept. of Research and Evaluation. Dallas Independent School District, and Philip Montez.
(1981). The Writing Needs of Linguistically Different Students. Proceedings of a Research Practice Conference held at the Southwest Regional Laboratory for Educational Research and Development (Los Alamitos, California, June 25-26, 1981). The conference reported here addressed the differences in learning writing among students who do not speak standard American English. In "Introduction to Black English," Robert Berdan notes the variability of Black dialect. Maryellen Garcia discusses the range of language abilities inherent in "Spanish-English Bilingualism in the Southwest." In "Design and Implementation of Writing Instruction for Speakers of Non-Standard English: Perspectives for a National Neighborhood Literacy Program," John Baugh focuses on adolescent and adult speakers of Black English. Carole Edelsky reports on a study of the writing of young Spanish-speaking Mexican Americans in "From 'Jimosalcsco' to '7 narangas se calleron y el arbol-est-triste en lagrymas': Writing Development in a Bilingual Program." The subjects of "The Writing Needs of Hispanic Students" by John Amastae are Mexican-American college students who have not been exposed to bilingual education. Finally, in "American Indian Children and Writing: An Introduction to Some Issues," Lance D. Potter underlines the linguistic variation that exists in the two communities studied. [More] Descriptors: American Indians, Bilingualism, Black Dialects, Blacks
(1986). Kriol of North Australia: A Language Coming of Age. Work Papers of SIL-AAB, Series A, Volume 10. A study of North Australia's Kriol language situation identifies the language, its speakers, its functions, and the sociopolitical factors in its emergence as an autonomous language. The first chapter reviews the development of the linguistic field concerning pidgins and creoles, looking especially at the concepts developed to explain the rise and decline of these languages worldwide. Chapter two traces the general development of English-related forms of Aboriginal speech throughout Australia and establishes the position of Kriol relative to Torres Strait Creole and Aboriginal English. The distribution of speakers, the relative use of Kriol in their communities, and variations in Kriol are also described. The third chapter considers whether or not Kriol is an Aboriginal language, based on Aboriginal use of and attitudes toward it. Chapter four examines the effects of government policies in Kriol's development, focusing on one Aboriginal community where Kriol has been spoken as a native language for four generations and the administrative, educational, medical, and church entities within it. The final chapter documents Kriol use by the government in communication and education, especially in a bilingual education program. The importance of Kriol in future educational planning is also discussed. A number of maps and diagrams are included, as well as an extensive bibliography. [More] Descriptors: Aboriginal Australians, Bilingualism, Creoles, Descriptive Linguistics
(1981). The Little White School House: The Impact of Progressive Reform on the Social and Educational Policy of the United States Indian Service and Bureau of Indian Affairs, 1895-1940. Christian (1880-1900) and Progressive (1920-1940) reforms affected the U.S. government's attempt to acculturate and educate American Indians. Religious groups supported the Dawes Allotment Act (1887), which allotted parcels of land, previously tribally held, to individual Indians. This led to de-tribalization, loss of cultural identity, and loss of Indian land. Commissioner Morgan established the first uniform course of study and began the gradual shift from sectarian, mission schools to government-managed schools. Day schools were adopted in policy because of economic advantage over boarding schools. Progressive reform attempted to reverse policies that encouraged Indian de-tribalization and cultural dissociation. The Indian Reorganization Act (IRA) (1934) repealed allotment of lands; encouraged Indian arts, culture, and community; and encouraged replacement of boarding schools with day schools. This period saw defeat of the Bursum Bill, which proposed giving legal Pueblo land ownership to white squatters; a boost in educational appropriations effected by the Merriam Report; John Collier's attempt to create an educational program that helped strengthen tribal political and cultural solidarity; and Indian bilingual education, which grew equally from Merriam Report recommendations, IRA educational provisions, and efforts of educationists who attempted to implement the approaches of social science and progressive education. [More] Descriptors: Acculturation, American Indian Education, Boarding Schools, Culture Conflict
(1980). Interpretive Analyses of 1978-79 Research and Evaluation Reports; Volumes I and II. After outlining the goals, budget, and personnel of the research and evaluation branch of the Dallas Independent School District, the results of 150 program evaluations are summarized and interpreted. Most evaluations are based on achievement gains as measured by standardized achievement tests. Results are often analyzed by district, subdistrict, grade, subtest, and ethnic classification: white, hispanic, or black. In Volume I spring-to-spring achievement gains and trends since 1979 are related to desegregation mandates, enrollment trends, and school holding power. Other sections discuss the Wesman Personnel Classification Test for teacher selection and the Teacher Evaluation Pilot Program; accreditation by the Texas Education Agency state compensatory education programs; the Emergency School Aid Act; and the Title IV-C and Title VII programs. Volume II describes Title I programs for grades kindergarten to six in district and private schools. Their major thrust was instructional with concentration in reading, mathematics, abd bilingual education. Other sections discuss local and externally funded remedial programs; special education, magnet schools, desegregation compliance, applied research on learning, basic skills, and teaching methods; parent involvement; and the Texas Assessment Project for basic skills. Descriptors: Academic Achievement, Achievement Gains, Basic Skills, Classroom Research
(1987). An Eco-Behavioral Approach to Research in Special Education. The Juniper Gardens Children's Project. [Volume 2]. The papers comprising this volume discuss research based on an ecobehavioral interaction approach to special education. Six papers are included, which range from a highly conceptual discussion of second language instruction/learning to research concerning interventions to reviews of the research literature. The papers have the following titles and authors: "Ecobehavioral Analysis of the Relationship of Teaching Formats, Academic Responding, and Competing Responses with Autistic Students: A Case Study" (David Rotholz); "An Ecobehavioral Look at Disruptive Classroom Behavior and Academic Achievement" (Barbara Terry); "Second Language Instruction and Learning: Ecobehavioral Implications" (Dennis Madrid); "Ecobehavioral Variables Affecting Severely Handicapped Children in Institutions and Community Settings: A Comparative Analysis" (Gwendolyn Benson-Scott); "Micro-Ethnographic and Ecobehavioral Research Methods: Implications for Bilingual Education" (Gene Chavez); "The Effect of Point Withdrawal on Academic Response Rates in the Juniper Gardens Peer Tutoring Game" (Christopher Nelson). [More] Descriptors: Academic Achievement, Autism, Behavior Problems, Behavioral Science Research
(1986). State Plan for Regional Education Service Centers. As Approved by State Board of Education. The 20 education service centers in Texas are regional institutions designed to assist school districts with quality ideas, services, information, and teaching materials. This plan sets out the authority, governance, operations, and services that are to be provided by the service centers to school districts along with guidelines and standards. Sections discuss the following topics: (1) authority and purpose, (2) working arrangements, (3) governance, (4) programs and service, (5) organization, (6) administration and operations, and (7) accountability and sanctions. The appendixes list each of the services provided along with the purpose, authority, funding, and the state board goal and how it is to be achieved. Appendix A contains brief descriptions of the following required programs and services: Media, Computer Services, Special Education for the Handicapped, Accreditation, Curriculum, Training, Textbooks, and School Volunteer Program. Appendix B contains brief descriptions of the following services funded through or under agreement with the Texas Education Agency: Migrant, Educational Technology, and Adult and Community Education. Appendix C describes the following services that support statewide programs and that are funded through cooperative agreements with school districts: Gifted and Talented, and Bilingual Education and Special Language Programs. Descriptors: Administrative Organization, Education Service Centers, Educational Planning, Elementary Secondary Education
(1981). English and Spanish-speaking Children's Performance on Perceptual and Communication Tasks: A Cross-Cultural Study of Language and Cognition. One hundred and twenty kindergarten and second grade children from 3 different language environments (40 Mexican Spanish-speaking children from Monterrey, Mexico, and 40 Chicano Spanish-speaking children and 40 English-speaking children from the same public elementary school in Houston, Texas) were given a perceptual matching test and a verbal communication test to examine the relationship between language and cognitive performance. Because of the processing demands imposed by English adjective ordering rules, the English-speaking group had a significantly lower performance score on the communication task and on the perceptual task than the two Spanish-speaking groups. Initially, the Chicano children performed significantly better than the Mexican children. However, the Mexican group showed the greatest gain across grade levels, possibly because Mexican children are exposed to the kinds of curricular activities that facilitate performance on perceptual and communication tasks by age seven, even though Mexico has few kindergartens. The decline in the rate of linguistic development across grades for the Chicano children was attributed to the fact that the use of Spanish by Mexican American children is often not encouraged as they get older, even in bilingual education situations. Data indicated a need for further cross-cultural work to map the differential effects of languages on childrens' ability to perform cognitive tasks. Descriptors: Adjectives, Cognitive Development, Cross Cultural Studies, Cultural Interrelationships
(1979). Title I Migrant Evaluation Report, 1978-1979. Based on data derived from Title I grant applications, end-of-project evaluation reports, as well as information from the Migrant Student Record Transfer System, this report is an evaluation of Wisconsin's migrant education programs (18 school year and 18 summer projects) which served 2,641 students in fiscal year 1979 with an allocation of $916,875. Reported evaluation procedures required each Local Education Agency (LEA) to report their degree of effectiveness in meeting the needs specified in the Wisconsin state plan. The components evaluated include identification and recruitment of migratory students, instructional services and impact, support services, special needs, evaluation, parental involvement, interstate and intrastate cooperation, inservice activities, dissemination, and exemplary program components. This information is aggregated by the state office and supplemented by information unavailable to LEA's. Program expenditures and evaluation findings are listed for each of the 36 projects. Recommendations include that in the area of special needs the state office initiate a credit exchange program for secondary level migrant students in the summer of 1980, that bilingual education continue to be promoted, and that survival skills education be encouraged. Descriptors: Agency Cooperation, Ancillary School Services, Demonstration Programs, Identification
(1978). Iditarod's Small High School Program. The evaluation of the Iditarod Area School District small high schools program provided useful information for future program development. The 1978 program for 87 students in 9 scattered schools included: student travel within Alaska and in the lower 48 states; student travel within the district for mini-courses and a student congress; and the Secondary Training for Alaska Rural Schools (STARS) Program and Ken Cook Vocational Program used as a core curriculum. On questionnaires students and teachers indicated that out-of-district travel brought substantial educational benefit, but Community School Committee Members (CSCM's) were not so positive. All felt the need for even distribution of travel among the student population and better planning and preparation. Students and teachers placed less value on in-district travel. The mini-courses helped students make friends and learn new skills but had limited academic value. Students and teachers rated the Ken Cook program as more successful than STARS, but students preferred to travel to other locations for vocational programs. The evaluation also concerned program expectations and priorities. CSCM's and students felt strongly that the program should include preparation for employment. CSCM's desired bilingual education and wanted greater involvement in decision making. [More] Descriptors: Affective Objectives, Alaska Natives, Board of Education Role, Career Education
(1981). The State Role in Education Policy Innovation. During the 1970s the states greatly increased their role in educational policy innovation at the expense of local school districts. Previously, the states had varied widely along the spectrum of centrist versus localist control; they had been strongest only in such traditional areas as attendance, accreditation, and school facilities regulation. The growth of state control in the 1970s resulted chiefly from increases in states' fiscal and institutional capacity to regulate education and from the activities of interstate "policy issue networks." School finance reforms provide an example of the effects of one such network on state control. Non-profit organizations, lawyers, and technical assistance groups, linked and backed by the Ford Foundation and the National Institute of Education, won numerous state court battles that forced state legislatures to fund programs for educational equity. Besides finance reform, increases in state control also affected special needs programs, bilingual education, and minimum competency requirements. State control may have become excessive in the 1970s; however, data are lacking to assess the effects of state influence. State control is unlikely to continue expanding in the 1980s, as tax revolts will limit state spending. [More] Descriptors: Court Litigation, Educational Policy, Elementary Secondary Education, Finance Reform
(1986). Computer-Based Education: The Best of ERIC, 1983-1985. The fifth in a series of selected ERIC bibliographies on computer-based education begun in 1973, Computer-Based Education: The Best of ERIC, 1983-1985 provides citations and abstracts for over 250 documents selected from the more than 500 that were entered in the ERIC files over the three-year period. The emphasis in selection was on documents that focus broadly on the topic of computer-based education and provide information to aid in the decision-making process. Because of the size of the database, documents pertaining specifically to computer-based education in universities and colleges have not been included. Materials appearing in this bibliography are presented under four broad headings: (1) Computer-Assisted Instruction, which includes overview documents, conference proceedings, and papers on developing computer-based instruction; (2) Special Applications, including computer literacy, evaluation, guidance, management/planning, research, and study skills; (3) Subject Applications, which cover agriculture, basic skills, bilingual education and English as a second language, business education, fine arts, foreign languages, language arts, mathematics, reading, science, social studies, and vocational education; and (4) Special Populations, i.e., adult or distance education, handicapped learners, and incarcerated learners. An author index is provided as well as information for ordering ERIC documents. [More] Descriptors: Annotated Bibliographies, Computer Assisted Instruction, Computer Managed Instruction, Computer Simulation
(1987). Educacion y Pueblos Indigenas en Centroamerica: Un Balance Critico (Education and Indigenous People in Central America: A Critical Balance). Global society is polarized between the modern capitalist sector and the marginal sector, which is composed of indigenous, poor, and ethnic, tribal people. The problems of education for groups in Latin America, key issues in planning to meet their needs, and strategies to resolve them, are the focus of this publication. Nine papers provide a general analysis of the quality and efficiency of current educational programs, socio-economic conditions, and political influences affecting educational planning. The goals of this United Nations Educational, Scientific and Cultural Organization conference project are to assure education before 1999 for all children of school age, to offer a minimum of general education of eight to ten years, to eliminate illiteracy before the year 2000, and to upgrade the quality and efficiency of the educational systems through needed reforms. The document is divided into three parts that include: (1) some suggestive theoretical pointers and a series of critical analyses; (2) a synthesis of past education programs for indigenous people; and (3) indicators for future planning. Crucial unresolved issues discussed include assimilation, integration, bilingual education, cultural pluralism, and decolonization. Charts are included that note the locations and populations of various tribes of the indigenous people in this region. Descriptors: Cultural Pluralism, Curriculum Development, Demography, Developing Nations
(1981). Federal Programs of Assistance to American Indians. A Report Prepared for the Senate Select Committee on Indian Affairs of the United States Senate, Ninety Seventh Congress, First Session. Updated information provided by 20 executive agencies of the Federal Government describes (1) programs specifically designed to benefit Indian tribes and individuals; (2) programs which specifically include Indians or Indian tribes as eligible beneficiaries; and (3) programs which may not specifically denominate Indians or Indian tribes as eligible beneficiaries, but which are deemed to be of special interest to Indians. Most entries include: name, nature and purpose of program; eligibility requirements; information sources; application procedures and deadlines; authorizing legislation; administering agency; available assistance; use restrictions; fiscal year 1978-81 appropriations; obligations incurred; local and Washington contacts; and related programs. Programs sponsored by the Department of Education include grants to local educational agencies, adult Indian education, grants to Indian-controlled schools, fellowships for Indian students, resource and evaluation centers, vocational education program for Indian tribes and organizations, basic educational opportunity grant programs, bilingual education (Title VII), ethnic heritage studies, and grants to strengthen developing institutions of higher education. The Bureau of Indian Affairs Offices of Indian Education Programs, Indian Services, Tribal Resources, Trust Responsibility, and Administration list a total of 37 programs. [More] Descriptors: Adult Education, American Indian Education, American Indians, Economic Development
(1985). Five Indian Tribes of Eastern Oklahoma: Cherokee, Chickasaw, Choctaw, Creek, Seminole. The 18 lessons in this unit of study are intended to promote an awareness of the contribution of the American Indian to the development of Oklahoma and to preserve the culture and heritage of the American Indians of the state. Each lesson includes a concept (one-sentence statement of the main idea), background information, learning activities (including an activity that personalizes the lesson), true/false or multiple choice test, and resources for further study. "Americans have taken on many aspects of Indian culture" is the concept of a lesson with background information on Indian contributions to American food, medications, roadways, recreation, language, and philosophy. The four suggested learning activities involve researching ethnic background, checking word origins, reading Indian legends associated with corn and other common foods, and identifying major highways that once were Indian trails. The personalization activity challenges the student to write a credo comparable to the Indian philosophy of "I respect my brother's wisdom." In addition to specific information about the Five Civilized Tribes, the lessons cover tribal legends, religion, cultural assimilation, tribal management, treaties, bilingual education, the revival of ancient crafts, traditional foods, folk medicine, and ceremonies. Descriptors: Acculturation, American Indian Culture, American Indian Education, American Indian History
(1980). Puerto Ricans in California: A Staff Report of the Western Regional Office, United States Commission on Civil Rights. This study was undertaken to provide insight into the circumstances of California's Puerto Ricans who are only now surfacing as a distinct Latino bloc within the State's larger Hispanic population. Research methods consisted of a demographic analysis of Puerto Ricans in California and interviews with community representatives and public officials to assess the needs of Puerto Ricans and their participation in government programs. Findings indicate: (1) the Puerto Rican community is dispersed throughout California; (2) Puerto Rican organizations are structured along social club lines and are primarily engaged in activities supporting the culture and language; (3) Puerto Ricans have had limited success in soliciting assistance from public agencies; (4) governmental social action agencies and other groups concerned with minority problems have not been aware of Puerto Ricans in California; (5) discrimination that follows from being Hispanic as well as from mislabeling as Mexican aliens affects Puerto Ricans; (6) Puerto Ricans have difficulty obtaining adequate social services; (7) bilingual education programs often do not meet the cultural needs of Puerto Rican students; (8) there is a lack of awareness by Federal and State agencies as to the existence of a Puerto Rican population in California; and (9) the nature of daily concerns of the Puerto Rican community has not been addressed by public officials or governmental agencies. [More] Descriptors: Community Services, Demography, Government Role, Puerto Ricans