This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Martha Thurlow, Amelia Duggan, Paula Dunning, Marilyn Gilroy, Washington Congress of the U.S., Aaron Ruhland, Lloyd M. Dunn, Ruben Donato, Guadalupe San Miguel, and Frank M. Grittner.
(1961). Indian Education and the Classroom Teacher. The 12 participants of Arizona State University's annual graduate workshop in Indian Education were public school teachers, a superintendent, and a student in social work. Prepared by the participants, these 13 papers relate directly to the American Indian's education: "Education for What?", "San Carlos Apache Indians", "The Pima", "The History and Culture of the Havasupai Indians", "Back to School With the Apache Indians", "The Mohave Indians", "Navajo Culture", "An Indian Dance Unit", "Arizona Indian Music", "Developing a Background for Reading Experiences", "Resume of Remarks Presented by Guest Speakers", "Summary of Three Doctoral Dissertations", and "Summary of Select Articles on Indian Education". The three dissertations which are summarized are: "Shonto: A Study of the Role of the Trader in a Modern Navajo Community" (1958), "The Hispanic Acculturation of the Gila River Pimas" (1955), and "Patterns of Communication and the Navajo Indians" (1954). The 11 articles which are summarized deal with such topics as bilingual education, learning a second language, school achievement, effect of language on verbal expression and recall, Sioux education, acculturation, Indian students in college, teaching a foreign culture, comparisons of monolinguals and bilinguals in a verbal task performance, and bilingualism and retardation. [More] Descriptors: Academic Achievement, Acculturation, American Indians, Bilingual Education
(1976). Careers, Communication and Culture in Foreign Language Teaching. A Guide for Building the Modern Curriculum. Selected Papers from the 1974 Central States Conference. This book consists of eleven papers presented at the 1974 Central States Conference on the Teaching of Foreign Languages. The papers are intended to be representative of the spirit, content, and theme of the Conference: "Foreign Language Teaching: A Kaleidoscopic Perspective." The underlying theme deals with a question that concerns many language teachers today: how to make the foreign language curriculum relevant to the present generation of students. The following papers are included in the volume: (1) "Humanism in the Classroom: A Dramatic Proposal," by Genelle Morain: (2) "The Making of a Precedent: Foreign Language Education and the American Bicentennial," by Howard B. Altman; (3) "Talking with My Son: An Example of Communicative Competence," by Sandra J. Savignon (not included in the filmed version, available as ED 090 794); (4) "Careers for Our Foriegn Language Graduates," by Barbara Rolland; (5) "Capturing Student Interest with Visuals," by Jermaine D. Arendt; (6) "Fifteen-Year-Old Students Can Do Cross-Cultural Research: Basic Inquiry Strategies and Exercises for Teachers and Pupils," by Frederick L. Jenks; (7) "Building Better Bridges in a Kaleidoscopic Society," by Arno G. Preller; (8) "Los Olvidados: Meeting Bilingual Education Student Needs at the Secondary School Level," by Anthony Gradisnik; (9) "Variety in the Advanced Spanish Class: Emphasis on Art, Music and Drama," by George Giannetti; (10) Creating Climates for Growth – Inservice Training," by Sue Reynolds (not included in the filmed version, available as ED 013 989); and (11) "Martial's'Portraits' of Roman Women: Roman Noses, Warts, and All," by Lorraine A. Strasheim. [More] Descriptors: Audiovisual Aids, Biculturalism, Bilingual Education, Bilingualism
(1996). Gender Equity. IDRA Focus. This newsletter includes five articles on gender equity and related issues in education, with particular reference to the education of Hispanic girls. "IDRA's MIJA Program Expands" (Aurora Yanez-Perez) describes a program for sixth-grade Hispanic girls that promotes awareness of science- and math-related careers, provides training in science and mathematics skills and test-taking techniques, and fosters involvement of parents and local businesses. "Women in Education Fields" (Linda Cantu) compares the percentages of men and women who were Texas public school teachers and administrators in 1985-86 and 1994-95. "Administrator's Alert: Sexual Harassment Is Everybody's Business" (Bradley Scott) outlines the legal responsibilities of school administrators in dealing with sexual harassment. An excerpt from a U.S. Department of Education brochure advises students on actions to take when confronted with sexual harassment, grievance procedures, and appropriate responses and prevention measures by institutions. "Achieving Gender Equity in Multicultural Bilingual Education: A Review of 'ESL: The Whole Person Approach'" (Adela Solis) reviews a guide for teacher trainers that promotes equity in education for Spanish-speaking girls. The guide demonstrates how sex equity can be addressed within elementary bilingual and ESL programs using concepts of the whole person approach. "Alice Dickerson Montemayor's Feminist Challenge to LULAC in the 1930s" (Cynthia E. Orozco) describes Montemayor's advocacy for the participation of women and youth in the League of United Latin American Citizens, a Mexican American civil rights organization. Includes a list of World Wide Web sites and other on-line resources on gender equity. [More] Descriptors: Advocacy, Bilingual Education, Elementary Secondary Education, Equal Education
(1988). Bilingual Hispanic Children on the U.S. Mainland: A Review of Research on Their Cognitive, Linguistic, and Scholastic Development. Emphasizing Studies Involving the English- and Spanish-Language Versions of the Peabody Picture Vocabulary Test–Revised. A review of research on the cognitive, linguistic, and scholastic development of mainland Hispanic-American children paints a dismal overall picture. Hispanics are the fastest growing ethnic group in the United States, 11% of the population in 1986; about 75% have Mexican ancestry. Less than half of Latin adults speak English well enough for the workplace, and 18% are illiterate. Studies involving English and Spanish versions of the Peabody Picture Vocabulary Test and other psychometric scales indicate that: (1) on tests given in English, Hispanic pupils consistently obtain an IQ of 88, compared to 85 for Blacks and over 100 for whites; (2) individual intelligence tests given in English predict school success as accurately for Hispanics as for other ethnic groups; (3) in contrast to monolingual agemates in Spain and Latin America, the rate of growth in oral Spanish skills of bilingual Hispanic-Americans falls off sharply with age; and (4) Hispanic-American children also have inferior skills in English. The poor test performance of mainland Hispanic students may be due to (1) test bias against minority group children (this stand is largely an emotional defense reaction); (2) bilingualism as a source of confusion for children with inferior language skills; (3) low socioeconomic status, poor environmental conditions, and rural origins; (4) genetic factors, including race; and (5) ethnic motivational and personality factors. Since bilingual education has failed, Spanish-speaking children should be taught oral Spanish in preschool, and then be immersed in English by age 6. In addition, Hispanic parents must emulate Asian-Americans and accept responsibility for their children's educational outcomes. This report contains 93 references. Descriptors: Academic Achievement, Achievement Tests, Bilingual Education Programs, Bilingualism
(1995). Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity. First Year Report on Language Minority and Limited English Proficient Students. This report presents descriptive findings from the Language Minority/Limited English Proficiency Student Supplement of "Prospects," a six-year longitudinal evaluation concerning the impact of federal Chapter 1 programs. These programs provide supplemental instruction to low-achieving elementary and secondary school students in low-income schools. Instructional areas supported by Chapter 1 include: reading, mathematics, language arts, English-as-a-Second Language (ESL), and bilingual education. Survey and achievement data were collected from a nationally representative sample of three student cohorts beginning in grades 1, 3, and 7. The report presents data from the first two years of data collection (1991 and 1992) for two of the cohorts (grades 1 and 3), including extensive demographic information, student out-of-school behaviors and home support, student academic performance as measured by standardized tests, teacher judgment, and self-report, school attendance and grade retention patterns, and the kind, quality, and extent of educational services provided to LEP students. Findings show that LEP students who attend public school are particularly disadvantaged. They come from poor families and live in urban communities with high concentrations of poverty. Their parents have especially low levels of educational attainment, are often unemployed, have only limited proficiency in English, and rarely speak English at home. Despite the importance of early educational intervention, the parents of LEP students are less likely than other parents to send their children to kindergarten. It is concluded that Chapter 1 policies should be particularly sensitive to the needs of low-achieving LEP students, who are more likely to be in low-income schools or schools without adequate services, and who may have difficulty taking standardized tests in English. In addition, the need for more staff training to assist this population is highlighted. Descriptors: Academic Achievement, Educational Needs, Elementary Secondary Education, English (Second Language)
(1991). Language Planning and Language Policy in Australia, Australian Review of Applied Linguistics. A five-year period of particular activity in Australian language policy and language planning culminated with the 1991 publication of the White Paper called Australia's Language, which outlines proposed government programs in languages until 1994. Many of the papers in this theme issue of the journal of the Applied Linguistics Association of Australia are concerned with the impact of the White Paper on various areas of Australian language planning and policy. They include: "Australian Language Policies: Are We Going Backwards?" (Michael Clyne); "A Review of Some of the Achievements of the National Policy on Languages" (Joseph Lo Bianco); "The Green Paper on Language and Literacy: An Overview and an Assessment" (Roland Sussex); "The Role of the National Languages Institute of Australia in the Development and Implementation of Language Policy in Australia" (Susan Fullagar, Anthony Liddicoat); "Language Policies, Language Attitudes and Acquisition Planning: Implications for National Policy on Languages" (Pauline Djite, Belinda A. Monro); "Client Demand, Policy Research and Lobbying: Major Sources of Languages Administrative Policies in NSW 1980-86" (Kerrie Croft, R. J. S. MacPherson); "Yesterday's Experts: The Bureaucratic Impact on Language Planning for Aboriginal Bilingual Education" (Bruce A. Sommer); "Language and Identity in the Australian Deaf Community: Australian Sign Language and Language Policy. An Issue of Social Justice" (Jan Branson, Don Miller); "Language Policy in Interpreting and Translating" (Uldis Ozolins); and "Language Planning and Language Management for Tourism Shopping Situations" (Helen E. Marriott). Descriptors: Applied Linguistics, Bilingual Education, Deafness, Educational Demand
(1976). Interviews: Perceptions of Professionals and Policy Makers. This report presents a summary of exploratory interviews with teachers and educational policy makers conducted to identify issues, problems, and opportunities for constructive change in inservice teacher education (ISTE). Teachers were questioned on (1) feelings toward ISTE in general (relevance, definition, and organization); (2) roles of entities responsible for ISTE; (3) the definition of substance, with emphasis on professionalism, preferences for training objectives, and differences in experience; (4) incentives and convenience of training; (5) issues concerning the training process: who should be trained? When? Who should conduct the training? and Who should evaluate the training?; (6) how to develop connections between teacher needs and available programs; (7) the"ownership" of ISTE; (8) issues concerning mainstreaming, and (9) multi-ethnic/bilingual education; (10) emphasis on humanistic education; (11) alternatives to present fiscal support programs; (12) problems in ISTE organization and governance; and (13) problems in creating natural and planned variation experiments in inservice teacher education. Educators concerned with the formation of educational policy at the state and national level perceived many of the same problems with ISTE as did the classroom teachers. A comparison of the answers of teachers and educators on the ISTE question reveals a widespread frustration with the lack of efficacy of inservice teacher education programs which seems to be due to structural reasons. It was concluded that the first step in determining the future of ISTE will be to solve the problem of organizing the various groups who have an interest in inservice teacher education into a single structure allowing for diversity but at the same time maintaining common goals and means for attaining them. [More] Descriptors: Administrator Attitudes, Administrator Role, Educational Problems, Goal Orientation
(1993). Segregation, Desegregation, and Integration of Chicano Students: Problems and Prospects. Chapter 2. This chapter examines connections between segregation and Chicano school failure. The isolation of Chicano students in "Mexican schools" or in high-density ethnic minority schools is a long-standing fact of the Chicano schooling experience. Current data reveal that Chicanos and other Latino students continue to be segregated and are becoming more and more isolated from their White peers. In addition, there is a great deal of historical and contemporary evidence that the school segregation of Chicano students is connected to school failure, hence inequality. Segregated schools tend to be characterized by low funding, high dropout rates, low achievement test scores, a disproportionately high percentage of low-income students, and few college preparatory courses. The ideological foundations of school segregation date back to the 19th-century belief that White groups should not socially interact with biologically inferior races. By the early 1900s, most states practiced some form of social segregation and had institutionalized school segregation as the main vehicle to maintain a segregated society. In the Southwest, the growth of residential segregation was accompanied by school segregation and was strongly linked to racial prejudice. Language was also used to segregate Mexican students. Mexican students were not permitted to attend classes with their White peers because they needed special instruction in English and would impede the academic progress of other children. In 1945, federal legislation finally ended the era of de jure segregation. Although Chicanos won the battle against de jure segregation, their isolation in segregated schools has continued. Suggestions for achieving integration include encouraging residential integration, busing Chicano students to predominantly White schools, two-way bilingual education programs, multicultural education in teacher education, proactive technical assistance in desegregation planning, and conceptualization of integration. Contains 124 references. [More] Descriptors: Academic Failure, Bilingual Education, Desegregation Effects, Educational Change
(1997). Education in Canada: An Overview. This reference book provides a basic understanding of how education works in Canada, from preschool to adult education. Chapter 1 examines Canada's elementary and secondary schools and covers: (1) decision making for public schools (roles and responsibilities of provincial, local, and federal governments); (2) paying for public education (revenue sources and allocation, public funding of "separate" religious schools, summaries of governance and finance for each province); (3) a profile of Canada's schools (student population, graduation rates, preschool programs, school organization, school day and year, textbooks and materials, elementary schools, secondary schools, diploma requirements for each province, bilingual education, language instruction for immigrant students, education for Native children, special education, school-based social services, private schools, special subject schools, home schooling, educational assessment, public opinion); and (4) teachers (the workforce, gender issues in the teaching profession, teacher education, teaching conditions). Chapter 2 explores postsecondary education in Canada, including: (1) overview (history, enrollment patterns, program choices, Native student participation, personal benefits, recent policy changes, portable courses and credits); (2) profiles of the university system and the community college system (admission requirements, programs of study, language of instruction, school year, tuition fees, accommodation, institutional governance, accountability, faculty, research); (3) highlights (cooperative education, distance education, international dimensions); and (4) financial support (institutional funding, student loans, tax supports for postsecondary education). Chapter 3 discusses lifelong learning and adult education in Canada, including vocational programs, apprenticeship training, the Canadian Labour Force Development Board, adult continuing education, and literacy programs. Chapter 4 looks at educational trends in Canada, including greater emphasis on curriculum outcomes and assessment, the technology revolution in the classroom, school-to-work transitions, trends in postsecondary education, and trends in skills development and training. A final section includes useful addresses and other contact information for provincial departments of education, federal agencies, and national education organizations. Descriptors: Adult Education, American Indian Education, Colleges, Educational Practices
(1997). Educators' Responses to LEP Students' Participation in the 1997 Basic Standards Testing. State Assessment Series, Minnesota Report 15. Minnesota has developed a statewide assessment in response to the national movement toward state accountability and high standards for all students. The Minnesota Basic Standards Tests currently assess whether a student has achieved a minimum level of competency in reading, math, and writing. Limited English speaking (LEP) students in Minnesota are allowed to have an exemption from the Minnesota Basic Standards Test, a high stakes test students must pass to graduate, if they have been in an English school less than 3 years. Other testing considerations and modifications are made for LEP students including translation, audio cassettes of the math test, and small group testing. While exemptions for LEP students may seem reasonable, researchers and educators are concerned that allowing exemptions may result in allowing the real educational needs of LEP students to go unaddressed. Minnesota's considerations and adaptations were developed to try to increase LEP student participation. To determine educators' idea about LEP student participation in the Basic Standards Test, a survey was developed. Ninety-six surveys were returned from 45 of the 60 schools surveyed. Respondents were primarily English as a second language or bilingual education teachers. Overall, findings expand the knowledge of the assessment of LEP students in Minnesota, and allow the Department of Children, Families, and Learning to begin to evaluate the impact of the test on these students. Results suggest both encouraging areas and areas that are of concern in testing LEP students. Most respondents believed that the participation decision-making process in their schools and districts was adequate, but concerns about selection were particularly evident in urban areas. Appendixes present the survey and comments from respondents. (Contains three references.) [More] Descriptors: Academic Achievement, Achievement Tests, Bilingual Education, Elementary School Students
(1985). Samuel Gompers High School Bilingual Mini-School, 1983-84. O.E.A. Evaluation Section Report. In 1983-84, the Bilingual Mini-School at Samuel Gompers High School of New York City, was in its first year of a three-year funding cycle. An evaluation was conducted to determine how well it had met its aim of preparing students of limited English proficiency (LEP) for career opportunities through vocational, technical, and academic education. Instruction in English as a second language (E.S.L.) and native language arts, in addition to bilingual instruction in mathematics, science, and social studies, was provided to approximately 60 Spanish-speaking students of LEP. Also program students were assigned to an all-English exploratory vocational course to expose them to a variety of occupations. In 1983-84, curriculum development was delayed by the late arrival of Title VII funds, but program staff conducted extensive research on materials related to job survival skills, translated materials from English textbooks, and designed five student workshops on career awareness. Staff development activities included a pre-service orientation, monthly meetings, attendance at demonstration lessons, outside workshops professional conferences, and university courses. Efforts to involve parents in school activities were generally unsuccessful, so the program's parental involvement component was established as a priority for its second year. To improve the program's overall effectiveness, it is recommended that: (1) student achievement data be collected; (2) teacher-training activities be conducted on the role of the paraprofessional in the vocational classroom, teaching Spanish as a native language, and developing teacher-made materials; (3) more space be allocated to separate tutoring and couseling from administration activities; (4) teachers not acquainted with bilingual education be better informed; and (5) efforts be made to improve parent involvement. [More] Descriptors: Attendance, Bilingual Education Programs, Career Education, English (Second Language)
(1996). The Hispanic Outlook in Higher Education, 1995-96, Hispanic Outlook in Higher Education. This document consists of all of volume 6 (26 issues) of the serial "The Hispanic Outlook in Higher Education," a biweekly journal which addresses issues in higher education for Hispanic Americans. Each issue presents four feature articles, a policy update called "Outlook on Washington" and several opinion pieces. Feature articles address the following topics: political activism, racial harassment, the freshman year experience, the status of minorities 40 years after the Brown decision, Latino leaders, Hispanic education, Hispanic colleges, bilingualism, race-based scholarships, Black-Latino coalitions, affirmative action, recruitment/retention of minority students, the Latino immigrant, Latino political organization, Columbus Day controversy, Latino businesses, diversity education at the elementary level, racism and tenure denial, African influence in Latino culture, the Hispanic Association of Colleges and Universities, the Scholastic Assessment Test, gifted minorities, teaching values, Equity 2000, training multilingual journalists, ethnic studies, immigrants challenge bilingual education, the U.S. census, Hispanic women, the inclusive classroom, women in government, Hispanic-Serving institutions, Chicanos in Texas, Black women college presidents, stereotype anxiety, Hispanics at Black colleges, financial aid, the National Hispanic Scholarship Fund, Project 1000 and graduate education, defining minorities, community colleges, the National Internship program, Summit of the Americas, English as the nation's official language, top colleges and universities for Hispanics, California's cross-cultural centers, creative writing, radio for Hispanics, the Hispanic Business College Fund, cooperative education, access to computer technology, career networking for Hispanics, Hispanic and Deaf, multimedia and teaching of Spanish, Latino arts, the bilingual teacher, rising costs of community colleges, Puerto Rican studies, and athletics. [More] Descriptors: Access to Education, Affirmative Action, Bilingual Education, Bilingualism
(1987). "Let All of Them Take Heed": Mexican Americans and the Campaign for Educational Equality in Texas, 1910-1981. First Edition. Mexican American Monograph Number 11. Historical studies have tended to take a simplistic view of minority groups as passive victims of an oppressive and racist public school system. This book looks at Mexican Americans as active agents in history and documents their quest for educational equality in Texas–a state notorious for its record of inferior and separate schooling for Mexican Americans, and the first state in which Mexican Americans organized a statewide struggle for equality in the public schools. The book is divided into three historical periods. Part I, 1910-40, overviews the historical context of Mexican American education, describes educational policies and practices developed by state and local officials as Mexican American enrollment increased, and focuses on the founding of the League of United Latin American Citizens (LULAC) in the 1920s. Part II traces educational developments during 1940-65; discusses effects of the Good Neighbor Policy during World War II on public policy and the status of Mexican Americans; describes legal, administrative, and political mechanisms used by LULAC to fight school segregation; and examines LULAC's efforts to provide English instruction to preschool children. Part III, 1965-81, describes important civil rights, educational, and poverty legislation of the 1960s; the emergence and efforts of the Mexican American Legal Defense and Education Fund (MALDEF); and the role of Mexican Americans in the evolution of bilingual education policy. The final chapter concludes that, despite notable accomplishments, Mexican Americans have failed to eradicate educational discrimination in Texas, a failure due largely to the continuing lack of political power in the Mexican American community. This book contains references in chapter end-notes, an extensive bibliography, and an index. Descriptors: Activism, Bilingual Education, Change Agents, Court Litigation
(1984). A Compilation of Federal Education Laws. Volume II–Elementary and Secondary Education, Education of the Handicapped, and Related Programs as Amended through December 31, 1984. The second of four volumes, this document compiles federal laws concerning elementary and secondary education and related programs, as amended through December 31, 1984. Organized in seven parts, contents specifically focus on elementary and secondary programs, education and training of the handicapped, Indian education programs, refugee and immigrant education, adult education, additional programs to improve elementary and secondary instruction, and public libraries and other public property. Statutes contained in the volume include the: Snyder Act of November 2, 1921; Johnson-O'Malley Act of April 16, 1934; Adult Education Act; Allen J. Ellender Fellowship Program; Bilingual Education Act; Developmental Disabled Assistance and Bill of Rights Act, Section 204; Education Amendments of 1978, Title XI, Indian Education; Education Consolidation and Improvement Act of 1981; Education for Economic Security Act; Education of the Handicapped Act; Elementary and Secondary Education Act of 1965; Emergency Immigrant Education Act of 1984; Federal Property and Administrative Services Act of 1949; Gallaudet College Act; Human Services Reauthorization Act (Title IX); Indian Education Act; Indian Education Assistance Act; Indian Elementary and Secondary School Assistance Act; Indian Self-Determination and Education Assistance Act; Kendall School Act; Library Services and Construction Act; Model Secondary School for the Deaf Act; National Commission on Libraries and Information Sciences Act; National Technical Institute for the Deaf Act; Omnibus Budget Reconciliation Act of 1981, Section 505; Public Law 95-134 (Consolidation Grants to Insular Areas); Public Law 815, 81st Congress (Impact Aid); Public Law 874, 81st Congress (Impact Aid); Refugee Education Assistance Act of 1980; and Women's Educational Equity Act of 1978. [More] Descriptors: Adult Education, American Indian Education, Disabilities, Educational Legislation
(1997). Participants in New Beginnings and Career Equity Programs Gain Knowledge and Equitable Attitudes. Evaluation Report, Program Year 1997. Occupational and sex equity programs administered by the New Jersey Department of Education, Office of Bilingual Education and Equity Issues, and funded through the Carl D. Perkins Vocational and Applied Technology Education Act were evaluated. Participants in single-parent and sex equity programs completed a series of pretests and posttests that measured changed in knowledge and attitudes resulting from their experience with these programs. The four tests participants completed were: (1) the Sex Role Survey, a modified version of the instrument developed by MacDonald (1976), taken by 499 subjects; (2) the Coopersmith Self-Esteem Inventory (S. Coopersmith, 1993), taken by 468 subjects; (3) the Gender Equity Standards Test developed for use in evaluating New Jersey's programs, taken by 1,061 participants; and (4) the Mathematics Anxiety Ratings Scale-Elementary (MARS-e) (R. Suinn and R. Edwards, 1982), taken by 485 subjects. Numbers and characteristics of participants vary, depending on enrollment, attendance, and reporting deadlines, but participants were generally female (85 to 95 %) and parents (94 to 95%). About 43% were Black, 37 to 39% Caucasian, and 12 to 14%, Hispanic. Sex Role Survey results reflected a significant change toward more equitable attitudes for all participants combined, and especially for younger participants. Significantly higher posttest scores on the Coopersmith Self Esteem Inventory indicate higher self esteem for all participants combined and for several categories of participants. The knowledge of gender equity standards increased significantly for all participants combined and for those in several racial categories and of all ages. MARS-e results indicate decreased mathematics anxiety for all participants combined. Evaluation results clearly demonstrate the success of the Perkins Act sex equity set aside programs in removing barriers to high wage employment opportunities for women. (Contains 8 figures and 44 references.) [More] Descriptors: Adult Education, Adults, Attitude Change, Equal Opportunities (Jobs)