This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Albar A. Pena, J. J. Garza, Lilliam M. Malave, Elinor Hart, Carolyn K. Reeves, Vine Deloria, Washington Council of Chief State School Officers, Storrs. Thut (I.N.) World Education Center. Connecticut Univ., Herbert Grossman, and Washington Department of Education.
(1996). Indigenous Literacies in the Americas: Language Planning from the Bottom up. Contributions to the Sociology of Language, 75. This book documents goals, challenges, and prospects in contemporary efforts to develop alphabetic literacies in traditionally unwritten languages, using case study examples of indigenous language development in the Americas. An introduction and conclusion by Nancy H. Hornberger, "Indigenous Literacies in the Americas" and "Language Planning from the Bottom up," frame the volume and discuss the themes of indigenous literacies as grassroots language planning, as a door of opportunity for the marginalized, and as cultural expression and enrichment. Chapters are in sections on North America, MesoAmerica, and South America and include: "Teaching and Preserving Yup'ik Traditional Literacy" (Nastasia Wahlberg); "Ciulistet and the Curriculum of the Possible" (Jerry Lipka, Esther Ilutsik); "Reclaiming Navajo: Language Renewal in an American Indian Community School" (Galena Sells Dick, Teresa L. McCarty); "Literacy for What? Hualapai Literacy and Language Maintenance" (Lucille J. Watahomigie, Teresa L. McCarty); "Language Revitalization Efforts in the Pueblo de Cochiti: Becoming 'Literate' in an Oral Society" (Rebecca Benjamin, Regis Pecos, Mary Eunice Romero); "Language Preservation and Publishing" (H. Russell Bernard); "Experiences in the Development of a Writing System for Nuu Savi" (Josefa Leonarda Gonzalez Ventura); "Saving and Strengthening Indigenous Mexican Languages: The CELIAC Experience" (Jesus Salinas Pedraza); "Mayan Language Literacy in Guatemala: A Socio-historical Overview" (Julia Becker Richards, Michael Richards); "Quechua Literacy and Empowerment in Peru" (Nancy H. Hornberger); "Literacy and Modernization among the Quechua Speaking Population of Peru" (Juan Carlos Godenzzi); "An Experience of Indigenous Literacy in Peru" (Andres Chirinos); "Indigenous Politics and Native Language Literacies: Recent Shifts in Bilingual Education Policy and Practice in Ecuador" (Kendall A. King); "Attitudes of Teachers, Children and Parents towards Bilingual Intercultural Education" (Mercedes Cotacachi); "Bringing the Language Forward: School-Based Initiatives for Quechua Language Revitalization in Ecuador and Bolivia" (Nancy H. Hornberger, Kendall A. King); "To Guaranize: A Verb Actively Conjugated by the Bolivian Guaranis" (Luis Enrique Lopez); and an afterword "Local Literacies and Vernacular Literacies: Implications for National Literacy Policy" (Brian V. Street). Contains references in each chapter and an index. Descriptors: Adult Education, Alaska Natives, American Indian Education, American Indian Languages
(1978). School Finance Reform in the States: 1978. Report No. F78-1. An overview of 1977 state reforms is presented here as well as current trends in litigation strategies, status of policy research on emerging issues, and prospects for 1978. The first section describes important finance reforms and modifications as well as recent court decisions in school finance and the changes that are emerging in school finance litigation strategies. The key feature of 1977 school finance reforms is a revised general aid equalization formula that distributes more state aid to school districts low in property wealth. Other reforms concern special education, compensatory education, bilingual-bicultural education, aid to central cities, aid to poor rural areas, income factors in state aid formulas, cost-of-education adjustments, and tax and expenditure controls. Section 2 of the booklet provides an overview of public policy issues related to school finance reform and discusses the results of research conducted on those issues. These issues include school finance equalization, the politics of education, changing societal demographics, collective bargaining, taxpayer revolt, and federal role in school finance. [More] Descriptors: Court Litigation, Educational Finance, Elementary Secondary Education, Equalization Aid
(2000). Individual Programs: 1999 Performance Reports and 2001 Plans. Volume 2. U.S. Department of Education. This report provides an overview of the Department of Education's (ED) progress toward four main goals: (1) help all children reach challenging academic standards so they are prepared for responsible citizenship, further learning, and productive employment; (2) build a solid foundation for learning for all children; (3) ensure access to postsecondary education and lifelong learning; and (4) make ED a high-performance organization by focusing on results, service quality, and customer satisfaction. The report was created to meet the requirements of the Government Performance and Results Act. The volume contains information on education reform and is divided into 16 sections. These sections cover the following topics: education reform; education for disadvantaged children; impact aid; school-improvement programs; reading excellence programs; Indian education; school-renovation programs; bilingual and immigrant education; special education; rehabilitation services and special institutions; student financial assistance; vocational and adult education; higher education; education research, statistics, and improvement; Office for Civil Rights; and Office of the Inspector General. Some of the programs that are discussed include school-to-work opportunities, migrant education, teaching to high standards, state grants, the foreign-language assistance program, state grants for incarcerated youth, the underground railroad program, the National Writing Project, civic education, and the fund for the improvement of education. [More] Descriptors: Accountability, Annual Reports, Educational Objectives, Elementary Secondary Education
(1982). Activities in Bilingual, Multicultural, International and Global Education (11th Annual Report). Four sections comprise this report: (1) a mission statement of the I.N. Thut World Education Center (TWEC); (2) a program profile; (3) a narrative of major TWEC activities, curricular developments, personnel changes, and trends; and (4) a summary of TWEC's outreach and public service activities. Located at the University of Connecticut, TWEC was established as the World Education Project in 1971 and received official university designation as a center and its current name in 1980. TWEC honors the memory of Dr. Isaac N. Thut who pioneered comparative and international educational studies at the university. TWEC works in the four major areas that comprise the field of world education: bilingual/bicultural education; multicultural education; international education; and global education. Activities include developing curricula; organizing conferences, seminars, and workshops; sponsoring studies of educational issues; and producing special publications. Although the chief source of financial support for TWEC during 1981-82 came from the sale of its publications and services, TWEC also is the recipient of small grants. The report lists current programs, current publications, and research in progress. [More] Descriptors: Bilingual Education, Conferences, Curriculum Development, Elementary Secondary Education
(2013). A Select Review of Bilingualism in Education in Malta, International Journal of Bilingual Education and Bilingualism. This article offers a review of some of the major issues of bilingualism in education in Malta. It starts by contextualising the current situation in a historical perspective. From the macro-perspective it then moves to a micro-perspective to illustrate how, in practice, Maltese and English are used as a bilingual medium of instruction across levels and subjects. It overviews some of the significant dimensions in which these two languages share roles in the teaching-learning process, and gives examples of how code choice fulfils pedagogical, discourse and management functions, paying particular attention to the variety and range of translation switches. It concludes by returning to a number of issues that fuel the continuing national debate about the medium of instruction in local education. [More] Descriptors: Bilingualism, Foreign Countries, Educational History, English
(1976). Bilingual Education: The What, The Why and The How?, Journal of the National Association for Bilingual Education. Descriptors: Bilingual Education, Definitions, Educational History, Financial Support
(1992). Project Compugrafia.LEP. Final Evaluation Profile, 1991-92. OREA Report. Project Compugrafia.LEP (Limited English Proficiency) was designed to provide supplementary services and materials to existing bilingual special education programs in nine elementary schools in the Bronx (New York). The 471 project students were mildly to moderately disabled children from low-income Spanish-speaking families. The components of the program included instruction in English as a Second Language (ESL), Native Language Arts (NLA), computer-based skills, and career education. The project involved the parents in order to help them understand bilingual and special education procedures, and parents were also offered ESL instruction. The project also planned a broad range of staff development activities which focused on techniques of instruction, new curriculum, and utilization of computers as teaching aids. This 1991-92 evaluation report describes staffing, implementation, and outcomes. The project met its objectives for career education, curriculum development, staff development, and computer skills, but failed to meet objectives for ESL, NLA, and parent involvement. A brief case history concludes the report, and appendixes describe data collection and analysis procedures and list instructional materials used in the project. [More] Descriptors: Bilingual Education, Career Education, Computer Literacy, Educational Objectives
(1996). Rethinking Preservice and Inservice Training Programs for Teachers in the Learning Disabilities Field: Workable Multicultural Models. Special Issue. This paper discusses the need to rethink preservice and inservice training programs for general and special educators who teach culturally diverse students with learning disabilities. An overview identifies problems associated with traditional preservice and inservice training programs, such as Eurocentric teacher education programs and low teacher expectations of minority students. The following model teacher development programs are reviewed: "Bilingual/ESOL Special Education INFUSION,""Bilingual Special Education Interagency Collaboration Project,""Multisystem: Systematic Instructional Planning for Exceptional Bilingual Students,""Culture: Differences? Diversity! Inservice Program,""Project Partnership," and "Training in America's Multicultural Schools (Project TEAMS)." Barriers to systemic programmatic infusion of these successful programs are identified, including a lack of involvement by minority faculty and staff and implications of the transfer of funding authority to state and local authorities. A discussion of multicultural competencies for regular and special educators presents case studies to illustrate how traditional inservice training, labeling, misidentification procedures, low teacher expectations, and teacher-student interactions affect the outcomes for culturally diverse and at-risk students with learning disabilities. Proactive nontraditional strategies are proposed, involving new ways of thinking; curricular changes; modification and infusion of courses; testing, placement, and instructional expectations; and recruitment and retention of minority students, faculty, and staff at colleges and universities. (Contains 100 references.) [More] Descriptors: Bilingual Education, Change Strategies, Cultural Differences, Demonstration Programs
(1966). Las Voces Nuevas del Sudoeste (New Voices of the Southwest). Symposium: "The Spanish-Speaking Child in the Schools of the Southwest" (Tucson, Arizona, October 30, 31, 1966). The symposium was held to publicize the positive efforts which were being undertaken to solve the problems of Spanish-speaking children and to provide a catalyst for the further action that was needed. The problems were explored from various points of view with two questions in mind: "What was being done?" and "What more could be done?" Six areas were covered: the individual classroom, the home and school, community participation, state legislatures, colleges and universities, and the Federal government. Topics discussed included: educational programs in operation; tutorial instruction; outdoor recreation; a summer language institute; bilingual instruction; preschool education; adult education; migratory school and housing programs; ways to involve the community; health services; the relationship between local citizens, boards of education, and state legislatures; the role of colleges and universities; and Federal legislation, i.e., the 1965 Elementary and Secondary Education Act, General Cooperative Research Act, Higher Education Act, National Defense Act). Two other acts which were discussed, a Bilingual American Education Act and a Southwestern Human Development Act, had just been introduced in the Senate. This report presents a "blueprint" of the facts, ideas, suggestions, and proposals discussed during the conference. A 102-item bibliography on various aspects of education for the Spanish-speaking is appended. Descriptors: Bibliographies, Bilingual Education, Bilingualism, Change Strategies
(1974). Indian Education Confronts the Seventies. Five Volumes, Volume V: Future Concerns. As the fifth volume in a five-volume series of position papers on Indian education, this publication presents six papers relative to future concerns in Indian education. Papers are titled as follows: (1) "Bilingual and Bicultural Education for American Indians" (revitalization of Indian "life" principles via bilingual/bicultural education is proposed as a key to future Indian education); (2) "Indian Community Colleges" (the potential of reservation based community colleges is discussed in terms of total community development); (3) "The Need for Education Programs for American Indians in Prison" (a review of the initial success and ultimate failure of the San Quentin educational program is used to make a plea for Indian oriented prison education); (4) "New Potentials for Modern Indian Economic Development" (utilizing modern techniques and traditional Indian ideologies, a case is made for developing reservation economies centered on food production and energy conservation); (5) "Education and the Urban Indian" (specific urban problems are identified and suggestions are made for improving urban Indian education); (6) "Long and Short Range Goals for Indian Education" (differentiating between goals and objectives, a framework for developing long range goals and short range objectives is presented). Descriptors: American Indian Reservations, American Indians, Biculturalism, Bilingual Education
(1992). The San Jose State University Bilingual/Multicultural Special Education Personnel Preparation Program: A Report on Thirteen Years of Experience. The report describes the San Jose State University (California) teacher education program to prepare teachers of multicultural special education in elementary and secondary schools. It begins by describing the program's components, all related to bilingual special education teacher training: the training program itself; teacher certification; an 8-course advanced training program; distance education; intercollegiate credit transfer; multicultural training for monolingual teachers; multicultural training for teachers trained in learning disabilities; early childhood education; English-as-a-Second-Language instruction; and summer institutes. Other program information reported includes student and faculty data, a history of the program's development since 1979, program structure, courses offered, and descriptions of the bilingual/multicultural competencies emphasized, with program activities used to teach them. These include: language skills; cultural awareness and intercultural skills; non-discriminatory assessment techniques; language assessment techniques; instructional strategies; counseling, consultation, advocacy, and referral skills; and classroom management techniques. A formal program evaluation for the program's 13-year period, with recommendations, is appended. [More] Descriptors: Advocacy, Bilingual Education, Classroom Techniques, College Faculty
(1976). Evaluation of Migrant Education. Title I-M Programs in the State of Oregon, September 1974 – August 1975. During 1974-75, Oregon's migrant program emphasized the development of regular school year projects. Nine regular year projects provided diversified educational, health, nutritional, and social services to 3,693 students in kindergarten through high school. Seven summer projects, designed primarily for children ages 5-14, were directed toward improving reading and communication skills, diversified school and field trip experiences, and health and nutritional services. These summer projects serviced 1,592 students. The Migrant Education Service Center (MESC) provided project schools with concise and extensive pre- and in-service programs, implemented the Migrant Student Record Transfer System (MSRTS), provided services in the multimedia area, and functioned as a liaison with other agencies providing services to migrant children. To provide these services, MESC developed seven major components–cultural awareness, career ladder, early childhood education, bilingual/bicultural education, monitoring and evaluation, MSRTS, and multimedia. This evaluation report presents information submitted by the project schools. Gathered during the project period, the information consists of test data, monitor and evaluator observations, skill development records, and support services statistical data that provide evidence of program effectiveness in achieving its objectives. Descriptors: Academic Achievement, Ancillary Services, Bilingual Education, Cultural Awareness
(1988). Theory, Research, and Applications: Selected Papers from the Annual Meeting of the National Association for Bilingual Education (16th, Denver, Colorado, March 30-April 3, 1987). Papers in this volume include the following: "The Theoretical Framework of Jim Cummins: A Review and Critique"; "The Development of Bilingual Behavior"; "Effective Schools Research and Language Instruction Programs"; "Reading and Writing Instruction in Three Bilingual Education Programs in Connecticut"; "Instructional Discourse in an Effective Kindergarten Classroom: A Case Study"; "Ecobehavioral Variables within a Classroom with Limited-English Proficient Students"; "Creative Reading: A Relevant Methodology for Language Minority Children"; "Teachers' Perceptions of Errors in Second Language Learning and Acquisition"; "Testing the Transfer Paradigm in Second Language Learning: The Case of Spelling Skills"; "Conducting and Evaluating Oral Tests in the Second Language Classroom";"The Competency Testing Mine Field: Validation, Legal and Ethical Issues with Implications for Minorities"; "How Can We Meet All Their Needs? Incorporating Education for the Gifted and Talented in the Multicultural Classroom"; "Comparisons of Acculturation and Education Characteristics of Referred and Non-Referred Culturally and Linguistically Different Children"; "'It's Only Half of Me.' The Interracial Child: The Need for Balance"; "School Holding Power in the U.S."; "Retention of the Latino University Student: Affirmative Action at CSULB"; "Some Research-Based Issues and Recommendations Expressed at the Seminario Internacional Sobre la Educacion Bilingue"; "Culture and the French Canadian: A Question of Survival"; "Cultural Differences or Disability: Redefining the Experience of Four Hmong Students"; and "Hmong Refugees and Educational Policy." [More] Descriptors: Acculturation, Bilingual Education, Case Studies, Cultural Context
(1974). Better Schools through Better Partnerships: The Final Report and Recommendations of the Council of Chief State School Officers' National Field Task Force on the Improvement and Reform of American Education. This report is one of six to be released by as many task forces on educational improvement and reform. The eight sections of this report include: (a) an introduction, which discusses the work of the task force; (b) an overview of the development and current operation of state education agencies (SEAs); (c) a view of the SEA as an effective change agent; (d) a discussion of accountability as a basis of reform; (e) a discussion of the utilization of competency-based teacher education/certification as a means of educational reform; (f) an overview of the status of women in education with regard to employment in the field and curriculum content; (g) a list of selected areas of program development; and (h) a program of fiscal reform in education. The areas designated for program improvement are career education, adult and continuing education, bilingual-bicultural education, early childhood education, Indian education, and educational television. The task force's fiscal concerns center around the issues of (a) continuity of support for program development; (b) adequate levels of federal funding; (c) flexibility in the use of federal funds; (d) timeliness of federal appropriations; (e) administrative impoundment of appropriated funds; and (f) the responsibility of individual states to support education and equalize educational opportunity. The report includes a 49-item bibliography. [More] Descriptors: Educational Change, Educational Development, Educational Finance, Educational Improvement
(1975). Comparisons of Pre- With Post-Self Evaluations and Post-Self With Post-Supervisor's Evaluations Upon Completion of a Competency-Based Institute in Bilingual Education. A Bilingual-Bicultural Education Institute was conducted on the Choctaw Reservation to identify specific competencies needed by teachers in a bicultural school setting and to explore the use of criterion-referenced measurement in assessing level of performance of the participants. Of the forty people who participated in the Institute, twenty-one were teacher aides whose dominant language is Choctaw, while nineteen were teachers whose dominant language is English. A performance checklist was developed from the objectives specified in the grant proposal to provide bilingual-bicultural education for Choctaw children in Mississippi. An instruction period was then carried out dealing with many facets of bilingual-bicultural teaching and Choctaw language. Pre- and post-self-evaluation and post-supervisor's evaluations were obtained from the performance checklist. The Chi Square statistic was utilized to compare distribution of the pre- and post-self-evaluations and the post-self-evaluations with the post-supervisors' evaluation of the participants. There was a significant difference between the distributions of the pre- and post-self-evaluations. It was concluded from the study that competency based teacher training is needed to equip teachers with skills and competencies needed to work in bilingual-bicultural school settings. Also, the application of criterion referenced measurement to bilingual-bicultural competency based teacher training programs should be further examined. Tables show distributions of pre- and post-evaluations and post-self and supervisor's evaluations of Choctaw and nonChoctaw participants. The performance checklist is also included. [More] Descriptors: American Indians, Biculturalism, Bilingual Education, Choctaw