This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Brooklyn Community School District 22, Bernard Spolsky, Foreign Born Network, Washington Congress of the U.S., Christopher Oliver, New York ERIC Clearinghouse on Urban Education, A. Harry Passow, Washington National Education Association, Augusta. Maine State Dept. of Education, and Enrique T. Trueba.
(1976). My School of Experience: Lessons Learned. Programs for the teaching of foreign language to groups both in and out of the schools are examined for reasons why they were not successful. Emphasis is placed on faulty planning and insufficient funding. A proposal is made that the National Institute of Education undertake an investigation of present centers of bilingual and bicultural education for Latin-American children and their parents. It is suggested that following such an investigation, a few exemplary programs should be developed with the intention of establishing a long-range policy in language instruction and, in addition, providing long-range funds for these programs. Descriptors: Bilingual Education, Curriculum Development, Educational Finance, Elementary School Curriculum
(1998). Ethnic Identity and Power: Cultural Contexts of Political Action in School and Society. SUNY Series, Power, Social Identity, and Education. The essays in this collection provide insights into the dilemmas faced by immigrants and ethnic minorities and by school personnel and policy makers. The first part of the book consists of comparative studies of ethnic identity, and the second part focuses on some lessons learned from studies of ethnic identification and equity, with implications for teaching. The following essays are included: (1) "Cultural Politics of the White Ethniclass in the Mid-Nineties" (George and Louise Spindler); (2) "Leadership, Education, and Political Action: The Emergence of New Latino Ethnic Identities" (Cirenio Rodriguez and Enrique (Henry) T. Trueba); (3) "Power and Learning in a Multi-Ethnic High School: Dilemmas of Policy and Practice" (Jon Wagner); (4) "Teaching against the Grain in Bilingual Education: Resistance in the Classroom Underlife" (Rebecca Constantino and Christian Faltis); (5) "Affirmative Action in Engineering Education: A Case Study" (James F. Shackelford, Penelope L. Shackelford, and Enrique (Henry) T. Trueba); (6) "The Policy of Modernization of Education: A Challenge to Democracy in Mexico" (Beatriz Calvo); (7) "Indigenous Images and Identity in Pluricultural Mexico: Media as Official Apologist and Catalyst for Democratic Action" (Robert DeVillar); (8) "The Role of Media in Armed and Peaceful Struggles for Identity: Indigenous Self-Expression in Mexico" (Robert DeVillar and Victor Franco); (9) "Mixed Messages: Moroccan Children in the Netherlands Living in Two Worlds" (Lotty Eldering); (10) "State Terrors: Immigrants and Refugees in the Post-National Space" (Marcelo M. Suarez-Orozco); (11) "Identity, Cultural Diversity, and Education: Notes toward a Pedagogy of the Excluded" (Elvira S. Lima and Marcelo G. Lima); (12) "Dancing with Bigotry: The Poisoning of Racial and Ethnic Identities" (Donaldo Macedo and Lilia I. Bartolome); (13) "Aspects of the Cultural Politics of Alaskan Education" (David M. Smith); (14) "Dilemmas Faced by Critical Ethnographers in China" (Yali Zou); and (15) "Afterword: !Ya Basta!" (Peter McLaren). Each chapter contains references. (Contains four tables and two figures.) Descriptors: Affirmative Action, Context Effect, Cultural Differences, Educational Policy
(1981). ERIC References on Urban and Minority Education. Equal Opportunity Review. This annotated bibliography is a guide to the literature on urban and minority education cited in the January through December issues of "Resources in Education." It includes references on such topics as school desegregation and urban life, bilingual and multicultural education, ethnic and racial groups, higher education, and sex equity. The bibliography is arranged by ED (Eric Document) number. An index to the subject(s) of each document appears at the end of the bibliography, and is followed by information about where to read or obtain the cited documents. [More] Descriptors: Annotated Bibliographies, Bilingual Education, Educational Opportunities, Elementary Secondary Education
(1978). Gateway Report, 1977-1978. This annual report delineates Brooklyn District 22's program goals and activities for the school year 1977-1978. Included are reports on language arts programs, the district ecology center, science education, math education, staff development, social studies, consumer education, libraries, Title IX, education for the gifted, guidance services, art and music education, bilingual and English as a Second Language programs, special education, attendance, the district drug abuse prevention program, and adult education. Individual reports for each elementary and junior high school in the district are included. The report concludes with goals for the 1978-l979 school year. Descriptors: Elementary Education, Junior High Schools, Organizational Objectives, Program Descriptions
(1977). Urban Education: The New Challenge. The decade of the 1960's was marked with events designed to create appropriate conditions for equal educational and occupational opportunities. There was a commitment in the 1960's to look at the urban crisis in terms of its educational, sociological, psychological, health, welfare, and housing dimensions, and researchers launched a variety of studies to describe disadvantaged populations in urban areas in these various contexts. Because the issue of full and equal employment opportunities was seen to be directly tied to educational attainment, the 1960's marked the beginning of educational legislation, judicial decisions, and studies designed to correct the educational gaps between advantaged and disadvantaged populations. The Vocational Education Act of 1963, The Civil Rights Act of 1964, the Economic Opportunity Act of 1964, and The Elementary and Secondary Education Act of 1965 are a few examples of federal legislation to aid in the education of disadvantaged populations. Although the move to create equal educational opportunity began in the 1960's, the commitment of urban schools systems to that goal is seriously questioned today. There are still many areas of criticism surrounding the more common issues of curriculum design, teaching strategies, appropriate instructional materials, valid assessment procedures, and testing and evaluation issues, but also, newer areas are being inspected such as the quality of the teaching and administrative staffs, compulsory attendance laws, the schools' obligation to educate students, and multicultural and bilingual education. The new challenge to urban education and to urban educators is seen to consist of a reaffirmation of the belief that education is important and that urban populations have a right to equal educational opportunities. Descriptors: Accountability, Change Strategies, Compensatory Education, Educational Assessment
(1996). The Internal Colonialism Model: What the Model Has Done to the Education of Native Americans. This paper explores the shortcomings of the internal colonialism model of education that has persisted in North America throughout the history of Native American education. Since the arrival of Europeans in North America, their colonizing societies have attempted to repress the values and ways of life of Native Americans. Internal colonialism resulted in the displacement of Native American peoples by European expansion; isolation and containment of Native Americans in the reservation system; forced assimilation of Native American societies; political and economic domination of reservation affairs by the colonizers; and development of a racist ideology regarding Native Americans. Education has played a vital role in the oppression of Native Americans. First, boarding schools separated Indian children from their families and their way of life. Later, separate public schools were utilized. The main goals of education were to Christianize Native Americans so that they would accept and participate in the Christians' capitalist economic system. Eventually Native Americans were allowed to enter mainstream schools, but quite often teachers and administrators looked upon Indian students as having limited academic potential. The North American education system has failed Native Americans by not being sensitive to Native American culture, by not advocating bilingual education, and by ignoring the educational needs of Native Americans. Suggestions for educational improvement include involving Indian parents and communities in the schooling process; changing educators' attitudes toward Native American children and their academic potential; and encouraging decolonization by promoting Native American cultures, recognizing and legitimizing Native American history, and identifying unique learning styles of Native Americans. Contains 24 references. [More] Descriptors: Acculturation, American Indian Education, American Indian History, Capitalism
(1986). Think Texas! Suggested Activities to Help Celebrate Our Sesquicentennial. A packet of teaching activities helps elementary and secondary teachers commemorate the sesquicentennial of Texas' independence. Activities include listening to stories about the mockingbird, bluebonnet, and pecan tree, drawing interpretations of these stories, and using a graphics tablet, light pen, or graphics software to illustrate a Texas folk tale. The curriculum areas include prekindergarten and kindergarten; art; bilingual and migrant education; English language arts; health education; industrial arts education; marketing education; mathematics; music; occupational orientation; physical education; safety and driver education; science; second languages; social studies; theater arts; trade and industrial education; vocational agriculture; vocational home economics education; vocational office education; and computer applications. Descriptors: Cultural Activities, Cultural Awareness, Cultural Pluralism, Elementary Secondary Education
(1976). Equal Educational Opportunity for Asians and Pacific Islanders in the United States. This report of the Fourteenth National NEA Conference on Civil and Human Rights in Education focuses on equal educational opportunity for Asians and Pacific Islanders. Included in the document are various summaries of interest group input sessions. These were concerned with the following topics: 1) violence in the schools, 2) curriculum and instructional materials, 3) employment and its implications for education, 4) community organization, and 5) bilingual and multicultural education. Also included are an address on the educational process, and an address on the Southeast Asian Refugee Program. A listing of some events and dates of significance to Asians and Pacific Islanders in the U.S. is included. [More] Descriptors: Asian Americans, Bilingual Education, Community Organizations, Conference Reports
(2000). An English as a Second Language and Bilingual Education Toolkit: A Working Document To Support Pre-K-12 Students in Achieving Maine's Learning Results. This toolkit has been developed in an attempt to ensure that limited-English-proficient (LEP) students are provided with fair opportunities to learn that reflect the resources, conditions, and practices they need to achieve higher standards. This framework embraces the concept that local decisions must be made regarding how to best support and challenge these students. It also recognizes that for implementation to occur and for all students, including LEP students, to be able to demonstrate mastery of the Learning Results, some fundamental principles must guide the work. These fundamental principles include the following: student focus learning activities, equity and responsibility, fair and adequate assessment/reflection/action, learning and continuous professional improvement, leadership, teacher depth in both content and instruction, local focus and choice, organizational change, and the public and common good. The guide is divided into four parts. Part one, "Foundations," provides the rationale for the book, explains the development and organization of the book, as well as the theoretical foundations and the principles of language acquisition. Part two, "Tools," provides curriculum aids, guides to performance, and guides to learning strategies and classroom techniques. Part three, "Resources," refers practitioners to resources not in the toolkit. Part four contains a glossary and bibliography. [More] Descriptors: Bilingual Education Programs, Check Lists, Educational Resources, Elementary Secondary Education
(1997). The Foreign-Born Parent Network, 1996-1997. These six issues of a bimonthly newsletter for foreign-born parents of children in United States schools, contain articles on the following topics: the organization's activities; helping children become both bilingual and biliterate; the experience of bilingual parents; fostering links between home and school; the language of discipline; bilingual early childhood education; cultural and national identity; the relationship of culture and schooling; children's understanding of the cultural biology of race; code-switching; and homeschooling. Book reviews, announcements and activities of interest to parents, and an article written by a foreign-born parent are included in each issue. [More] Descriptors: Bilingualism, Book Reviews, Code Switching (Language), Early Childhood Education
(1986). Hispanics in Transition. This report analyzes economic and demographic characteristics of Arizona's Hispanic population. In 1980 Arizona ranked fourth among the states in Hispanic concentration (16.2%) and eighth in total number of Hispanics. More than 45% of Arizona's Hispanics lived in Maricopa County. Almost 90% had their ancestral origins in Mexico, but 82% were born in the United States. The median age of Hispanics was 21.7 years, almost 8 years younger than the total population. Hispanic women had higher fertility rates than non-Hispanic women, but recent data suggest that Hispanic birthrates may be declining. Arizona had an estimated 25,000 undocumented aliens in 1980, mostly young male adult Hispanics. Hispanic male participation in the labor force was 7.5 percentage points higher than the general rate. Hispanic unemployment in 1985 was 9.2%, 2.7 points higher than the overall rate, possibly due to the lower average age for Hispanics and their higher concentrations in seasonal agricultural employment and in the currently weak construction and manufacturing industries. Only 6.2% of Hispanics had executive, administrative, or managerial occupations. Over 21% were living in poverty. In 1980 over half of Hispanics 25 years of age and over had not finished high school, and 29% had not finished elementary school. For the 1984-85 school year, the Hispanic high school dropout rate was 19.7%, compared to the general rate of 14.5%. In 1984-85, Arizona's bilingual education programs, funded by $11 millon in federal aid, served 28,071 limited-English-speaking students in 143 school districts. The report contains a brief history of Hispanic community leadership, 19 tables and figures, and questions that highlight Hispanic trends. Contains 21 references. Descriptors: Birth Rate, Demography, Dropout Rate, Economic Status
(1972). The Situation of Navajo Literacy Projects. Navajo Reading Study Progress Report No. 17. The Navajo Reading Study has been prepared for a volume describing literacy projects in the indigenous languages of the Americas. In 1969-70, 2 surveys were made to determine the present language situation of 6-year-old Navajo children. For each survey, a simple questionnaire was sent to all teachers with Navajo 6-year-olds in their classes. Replies provided data on 79% of the Navajo children born in 1964, covering 84% of those actually in school. The results for the 2 years were similar. In 1970, 29.8% of the 3,653 children were reported as knowing no English, 39% as knowing a little English but not enough for 1st grade work, 20.7% as being equally at home in English and Navajo, 5.7% as being speakers of English who knew a little Navajo, and 4.8% as knowing only English. Also, 22 adult Navajos recorded tape conversations with 200 6-year-old Navajo children at 10 different locations on the Navajo Reservation. Interviews were transcribed, in normalized orthography, and key punched for computer processing. A total of 11,128 sentences, 52,008 words (tokens) representing a total of 8,775 different words (types), were processed. Results of the processing included a complete concordance giving each word in the context of each sentence in which it occurs and a list of all the different words in alphabetical order giving frequency and range. Also discussed were the history of Navajo literacy projects, Navajo orthography, concurrent programs for adult literacy as a part of bilingual education, the Navajo reading study, and attitudes toward Navajo literacy. [More] Descriptors: American Indians, Bilingual Students, Diachronic Linguistics, Elementary School Students
(1987). S. 373. A Bill to Reauthorize the Program of Finance Assistance to Meet Special Educational Needs of Disadvantaged Children, and to Reauthorize Chapter 2 of the Education Consolidation and Improvement Act of 1981, through Fiscal Year 1993. Reported with an Amendment. 100th Congress, 1st Session. This document provides the text of Senate bill S. 373, reauthorizing the program of finance assistance to meet the special education needs of children of low-income families, children of migrant parents, Indian children, and handicapped, neglected, and delinquent children. Allocations and program requirements for the following types of programs are described: (1) basic programs operated by local education agencies; (2) programs for secondary school basic skills improvement and for school dropout prevention; and (3) programs operated by state agencies. Title I, Chapter 2 of S. 373 reauthorizes Chapter 2 of the Education Consolidation and Improvement Act of 1981, which funds state, local and national programs for elementary and secondary education improvement, through fiscal year 1993. Title II authorizes the following special programs for innovation in education: (1) Even Start Act; (2) Effective Schools Programs; (3) Women's Educational Equity Act; (4) Jacob K. Javits Gifted and Talented Students Education Act of 1987; (5) Family-School Partnership Act; (6) Allen J. Ellender Fellowship Program; (7) Territorial Assistance Programs; (8) Parental Choice Open Enrollment Demonstration Program in Public Schools; (9) Rural Education Opportunities; and (10) Secretary's Fund for Innovation in Education. Title III authorizes magnet schools assistance. Title IV approves the Impact Aid Reauthorization Act of 1987. Title V approves the Adult Education Reauthorization Act of 1987. Title VI approves the Education for Economic Security Act of 1987. Title VII approves the Bilingual Education Act. Title VIII approves the School Dropout Demonstration Assistance Act of 1987. Title IX approves the National Assessment of Educational Progress Improvement Act. Title X authorizes education programs for native Hawaiians. Title XI determines general provisions. [More] Descriptors: Academically Gifted, American Indians, Compensatory Education, Disadvantaged Youth
(1996). Providing Preservice Teachers with Experiences in Multicultural Classrooms. The minority population in North Dakota is very small, less than five percent. Most of the students at Valley City State University (VCSU) are white and from middle class families; only about eight percent of the student body represent diverse cultures. Public schools in the state also have a low enrollment of minority students. Although these conditions make it difficult to provide preservice teachers field experiences in culturally diverse classrooms, VCSU has a program for preparing teachers for success in multicultural classrooms. The program is divided into two basic parts: The first is designed to help students gain a better understanding and appreciation of the country's cultural heritage; the second part provides field experiences in culturally diverse classrooms. Current components of the multicultural education program include a required course on North Dakota Indians, special courses in Japanese culture and various American Indian cultures, and some multicultural content in astronomy, geology, art, and music courses. Proposals include creation of a university committee to plan a minimum of one seminar each semester devoted to increasing understanding and appreciation of the various cultural groups in the United States, a foreign film program, and videotapes from recent VCSU graduates who teach in culturally diverse classrooms. Current field experiences include placements in culturally diverse elementary schools, and bilingual education and English as a second language classes and programs; a student exchange program with a university in LaPaz, Baja California Sur; and opportunities for preservice teachers to visit an Indian Reservation school to observe differences in culture and the effect of these differences upon teaching and learning. A proposal is being considered that would require every preservice teacher to complete 40 clock hours of work in multicultural classrooms before graduating from the program. [More] Descriptors: American Indians, Cultural Awareness, Education Courses, Elementary Secondary Education
(1972). De Todo un Poco (A Little of Everything). This document seeks to underline the importance of cultural awareness by providing examples of the folkways, customs, art, traditions, and life styles of different ethnic groups. Included here are teaching techniques designed to motivate understanding of the universality of man and to show how cultural differences enrich everyone's life. Suggestions are offered to teachers, and examples of activities for and by students are provided. The document concerns such diverse topics as free pamphlets available on bilingual and bicultural education, statistics on foreign speakers in Chicago, communication problems, international geographical facts, and cultural insights into many different countries, especially through the eyes of children from those countries. [More] Descriptors: Bilingual Education, Bilingualism, Cultural Awareness, Cultural Differences