This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Henry T. Trueba, Concha Delgado-Gaitan, Bernice Marie Bass, Alexander J. Plante, Anna May Filor, Teresa Rosegrant, WI. Dept. of Educational Research and Program Assessment. Milwaukee Public Schools, Isidra Albino, Charles P. Cozic, and Boston. Bureau of Special Education. Massachusetts State Dept. of Education.
(1975). Oral English Language Assessment of First Grade Children in Bilingual Bicultural Education: Emphasis on Phonology and Syntax. The purpose of this study was to develop a reliable instrument that could be used by teachers and staff in Colorado to assist in the assessment of oral English language, particularly the syntax and the phonology of first-grade children in bilingual bicultural education (BBE). The study also related the scores of the instrument to seven variables: intelligence, age, language spoken in the home, ethnicity, number of siblings, kindergarten attendance, and sex. Subjects were 78 first graders in BBE programs in Colorado during the 1974-1975 school year. Children were tested using the Bass Sentence Repetition Task (BSRT) and the Peabody Picture Vocabulary Test (PPVT). Correlation analysis showed that intelligence, language spoken in the home, and ethnicity were correlated to the BSRT pronunciation score at the .01 level, and the variables of intelligence and home language were significant at the .05 level to the BSRT structure score, with the sex variable at the .01 level. Multiple regression analysis showed intelligence, measured by the PPVT, to be a contributing factor to the measure of English pronunciation and oral structure, as measured by the BSRT. The number of siblings is considered a contributing factor in the prediction of oral English structure. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Doctoral Dissertations
(1976). A Study of the Effectiveness of the Connecticut "Pairing" Model of Bilingual-Bicultural Education. A study was made to determine the effectiveness of the Connecticut "pairing" model in improving the school success of Spanish-dominant children classified as low achievers. The study was concerned with whether a carefully designed model of bilingual-bicultural education can improve reading, arithmetic and language arts skills and enhance the self-concept of Spanish-dominant elementary school children. The pairing model consists of one native Spanish-speaking teacher who teaches basic skills in Spanish and an English-speaking teacher who teaches speaking, reading and writing in English. Study methods, scope and statistical findings are reported in detail. It was concluded that the pairing model does increase the Spanish reading achievement of Spanish-dominant elementary school children at a statistically significant level. The model increased English reading achievement at all grades; the increase was statistically significant at the second grade level. Arithmetic and language arts skills were also improved, in comparison with those of children in typical classrooms. In addition, evidence indicates that the pairing model did enhance the development of a positive self-concept in the Spanish-dominant children, who exhibited less negative behavior than their control group counterparts. It is recommended that the pairing model be introduced into all school districts and that teacher preparation institutions establish appropriate training to produce competent staff for such programs. [More] Descriptors: Academic Achievement, Basic Skills, Biculturalism, Bilingual Education
(1992). Multiculturalism, 1992. This monograph, developed to enrich the literature on multiculturalism, includes 25 articles on the subject. The articles are: (1) "Multiculturalism and an Assessment of Its Critics: Key to an Understanding and Acceptance" (A. J. Williams-Myers); (2) "The New Demographics" (Charles G. Treadwell); (3) "'Multiple Perspectives' or Courting Ethnic Strife?" (Albert Shanker); (4) "Fieldwork and Folklife Studies: Them, Us, and If" (Beverly J. Robinson); (5) "White Privilege: Unpacking the Invisible Knapsack" (Peggy McIntosh); (6) "Multiculturalism in Mathematics, Science, and Technology" (Gerry Madrazo, et al); (7) "Strategies for Implementing Multicultural Education" (Irene M. Lober; Kathryn Dunlop); (8) "Color Me" (James Hillestad); (9) "The Sociological, Psychological, and Pedagogical Implications of Multicultural Education" (Dolores M. Fernandez); (10) "Librarian-Teacher Partnerships: Serving the English as a Second Language Students" (Anne H. Filson); (11) "The Importance of the Teacher to Multiculturalism" (Maryann Fallek); (12) "Usage is Never Good or Bad but Thinking Makes It So" (Frances E. Blake); (13) "Creating Thematic Units with a Multicultural Focus" (Patricia Baker); (14) The New York State Social Studies Supervisory Association's "Regents' Letter"; (15) "Ways to Implement Multiculturalism: Twenty-One Lessons for American History with a Multicultural Focus" (Anna May Filor); (16) The National Science Teachers Association (NSTA) "Background Paper: Multicultural Science Education" and "NSTA Position Statement: Multicultural Science Education"; (17) "Multicultural Classrooms, Monocultural Teachers" (Terry Dean); (18) "Multicultural Education Mathematics Is a Great Place to Start" (Bill Collins); (19) "Let's Teach Our Common Heritage" (Anthony Cortese); (20) "1492-1992 The Columbian Quincentenary: An Educational Opportunity" (National Council for the Social Studies); (21) "Multicultural Assessment" (Jose S. Sanchez; Ed Yanson); (22) "Bilingual Education: Educating the Global Villager" (Carmen A. Vazqueztell; Ximena E. Zate); (23) "Experiencing Other Cultures through Fiction" and "Multicultural Fiction: List of Books for Secondary Students" (Judity Gray); (24) "Foreign Language Instruction: Keystone to Multiculutral Education" (Sophie Jeffries); and (25) "Multicultural Art Education: Many Views, One Reality" (Patricia Barbanell). [More] Descriptors: Art Education, Elementary Secondary Education, English (Second Language), History Instruction
(1990). Perspectives on Official English. The Campaign for English as the Official Language of the USA. Essays on the campaign to establish English as the United States' official language include: "Official Languages and Language Planning" (Richard Ruiz); "Una lingua, una patria?: Is Monolingualism Beneficial or Harmful to a Nation's Unity?" (David F. Marshall and Roseann D. Gonzalez); "Canadian Perspectives on Official English" (Joseph E. Magnet); "Language Policy and Linguistic Tolerance in Ireland" (Alan Hudson-Edwards); "Languae Policies in Western Europe and the Union of Soviet Socialist Republics" (Leslie J. Limage); "The Legislation of Bahasa Malaysia as the Official Language of Malaysia" (William G. Davey); "English – The Official Language of California, 1983-1988" (Stanley Diamond); "Testimony Before the State Legislature on California Proposition 63″ (Geoffrey Nunberg);"Voting Rights, Liberal Voters and the Official English Movement: An Analysis of Campaign Rhetoric in San Francisco's Proposition 'O'" (Kathryn A. Woolard); "The Popularity of California's Proposition 63: An Analysis" (Connie Dyste); "The Official English Movement in Florida" (Max J. Castro, Margaret Haun, and Ana Roca); "Who Supports Official English and Why?: The Influence of Social Variables and Questionnaire Methodology" (Ana Celia Zentella); "Ethnic and Linguistic Minorities in the Southwest: An Overview" (Karen L. Adams); "Official English and the Learning of English" (Jon Amastae); "On the English Proficiency Act" (The Honorable Jeff Bingaman); "The Official English Movement and the Role of First Languages" (Elizabeth A. Brandt); "Official English and the Urge to Legislate" (Betty Lou Dubois); "The Navajo Language Today" (AnCita Benally and T. L. McCarty); "American Indian Language Policy" (Ofelia Zepeda); "Legal Background and History of the English Language Movement" (Barnaby W. Zall and Sharon McCloe Stein); "Is Language Choice a Constitutional Right?: Outline of a Constitutional Analysis" (James Weinstein); "Bilingualism and the Constitution" (John Trasvina); "Language and the Law in the Classroom: Bilingual Education and the Official English Initiative" (Rachel F. Moran); "Language Rights as Collective Rights" (Joseph E. Magnet); and "On Walling In and Walling Out" (The Honorable Noel Fidel). Six appendices covering amendments, initiaties, and resolutions; the Treaty of Guadalupe Hidalgo, article VIII; congressional hearings; the New Mexico state Constitution–Articles XII, XX; and representitive data are included. Descriptors: American Indian Languages, Bilingual Education, Bilingualism, Classroom Communication
(1992). Education in America. Opposing Viewpoints. This book, part of a series about differing viewpoints on education in America, examines how education can be improved for this and future generations of America's youth. The following papers and their authors are included: "Public Education Needs Extensive Reform" (John Taylor Gatto); "Public Education Does Not Need Extensive Reform" (Gerald Bracey); "A Longer School Year Would Improve Public Education (Chester Finn); opposing view–Colman McCarthy; "Eliminating Standardized Tests Would Improve Schools" (D. Monty Neill, Moe J. Medina); opposing view–Gregory J. Cizek, Ramsay Selden; "National Teacher Certification Would Improve Teaching" (National Board for Professional Teaching Standards); opposing view–William Raspberry; "Merit Pay Programs Would Improve Teacher Performance" Lamar Alexander; opposing view–Keith Geiger; "Extended Teacher Education Produces More Effective Teachers" (Robert G. Carroll); opposing view–Willis D. Hawley; "Parental School Choice Programs Would Improve Education" (John E. Chubb, Terry M. Moe); opposing view–Bill Honig; "Government Should Offer School Vouchers" (Sally D. Reed); opposing view–House of Representatives Subcommittee on Elementary, Secondary, and Vocational Education; "Choice Programs Should Include Religious Schools" (Myron Lieberman); opposing view–Americans for Religious Liberty; "Multiculturalism Benefits All Students" (New York State Social Studies Review and Development Committee); opposing view–Arthur Schlesinger, Jr.; "The Afrocentric Idea in Education" (Molefi Kete Asante); opposing view–Anne Wortham;"Bilingual Education Helps Minority Children" (Rita Esquivel); opposing view–Rosalie Pedalino Porter; "Public Schools Should Teach Religious Studies" (Warren A. Nord); opposing view–R. Joseph Hoffmann; "Public Schools Should Allow Formal Prayer" (William E. Dannemeyer); opposing view–Edd Doerr; "Student Religious Clubs Should Be Allowed in Public Schools" (Robert K. Skolrood); opposing view–Jon G. Murray; "The Tenure System Should Be Preserved" (Henry Rosovsky); opposing view–Page Smith; "Universities Should Strive for a Culturally Diverse Student Body" (Troy Duster); opposing view–Dinesh D'Souza; "Universities Should Teach Multiculturalism" (Beverly Guy-Sheftall); and opposing view–George F. Will. Descriptors: Educational Change, Educational Improvement, Educational Planning, Elementary Secondary Education
(1995). National Issues in Education: Elementary and Secondary Education Act. The articles in this book examine the prominent elements of the Improving America's Schools Act, including the reauthorization of the Elementary and Secondary Education Act (ESEA). They describe how the large federal aid-to-education programs were brought into accord with the new agreement contained in Goals 2000. The book begins with a preface by Douglas Bedient and Michael D. Usdan, an introduction by John F. Jennings, and "Commentary on the Nature of an Omnibus Bill" (John F. Jennings). Part 1 reviews the general debate that occurred and the direction of the changes. Articles include: (1) "The Improving America's Schools Act: A New Partnership" (Marshall S. Smith, Brett W. Scoll, and Valena White Plisko); (2) "A Nickel on the Dollar" (Richard P. Mills); and (3) "Reinventing Education in the Image of the Great Society" (Bruno V. Manno). Changes in the Chapter 1 program, now called Title I, are described in part 2. Articles include: (4) "Improving America's Schools for Children in Greatest Need" (Thomas W. Payzant and Jessica Levin); and (5) "Making Schools Work for Children in Poverty" (Kati Haycock and David Hornbeck). Articles in part 3 describe the changes made in some of the other major programs: (6) "Professional Development and Education Reform" (Thomas C. Sawyer); (7) "The Chapter 2 Program" (Steve Gunderson); (8) "Beyond Ideology: Educating Language-Minority Children through the ESEA" (Xavier Becerra); (9) "Bilingual Education and the Future of America" (Tony Roth); (10) "Impact Aid: Education's Bramble Bush" (Claiborne Pell); and (11) "The 1994 Reauthorization of the Safe and Drug-Free Schools and Communities Act" (Christopher J. Dodd). The fourth part describes two opposing views of the social amendments that were considered in the debate on ESEA: (12) "The Reauthorization of ESEA" (Gary L. Bauer); and (13) "The Holy War on the 'Unholy' Elementary and Secondary Education Act of 1994" (John H. Buchanan). References accompany some chapters. Descriptors: Block Grants, Categorical Aid, Educational Finance, Educational Objectives
(1978). Diagnosis and Intervention in Bilingual Special Education: Searching for New Alternatives. Proceedings. Publication #11704-39-300-1-80. The following articles, edited versions of the principal speakers' presentations on bilingual special education, are presented: (1) "Cultural Diversity: Implications for Educational Change," by Dr. William Parker; (2) "Criteria for Identification, Placement, and Transfer of Transitional Bilingual Students," by Yolanda Ulloa; (3) "How to Utilize the Resources Available at the National Assessment and Dissemination Center at Lesley College," by George De George; (4) "A Model for Kindergarten and First Grade Screening of Non-English Speaking and Bilingual Children," by Marjorie K. Delgado; (5) "A Parent-Child Model of Early Intervention," by Diane Franklin; (6) "Process for Training Teachers in the Assessment of Language Proficiency of Bilingual Children," by C. Freytes and C. Rivera; (7) "Sociolinguistic Dimensions of Bilingual Assessment," by Dr. Alvino Fantini; (8) "Special Education for the Hispanic Child: A Ten Point Action Plan," by Manuel Sedo; and (9) "Vacational Education for the Bilingual Student with Special Needs," by Carol Denker. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Cultural Pluralism
(1988). School & Society. Learning Content through Culture. Over the last 30 years, educational anthropologists have been exploring the organizational structure of schools and their relationship to society in order to shed light on the complex processes of acquisition, organization, and transmission of cultural knowledge. This volume covers the need to provide a field-based, well-documented cultural environment for the many groups of children who face cultural conflict. It is divided into three parts. Part I, "Ethnographic Trends and the Politics of the Educational Process," comprises the following chapters: (1) "'Problem Finding' in Qualitative Research" (Harry F. Wolcott); (2) "National Politics and Local Responses: The Nation's First Successful School Desegregation Court Case" (Robert R. Alvarez); and (3) "Cultural Transmission and Adaptation in the Political Arena: Hispanic Participation in Bilingual Education Policy Making" (Richard A. Navarro). Part II, "Socialization of Young Children to School: Transmission of Cultural Values across Cultures," comprises the following chapters: (4) "Children in American and Japanese Day-Care Centers: Ethnography and Reflective Cross-Cultural Interviewing" (Mariko Fujita, Toshiyuki Sano); (5) "Iman Chay?: Quechua Children in Peru's Schools" (Nancy H. Hornberger); (6) "Effects of Southeast Asian Refugees on Schools and School Districts" (Christine Robinson Finnan); and (7) "Cooperation and Conflict between Parents and Teachers: A Comparative Study of Three Elementary Schools" (Richard L. Warren). Part III, "Socialization of Young Adults: Cultural Conflicts Across Cultures," comprises the following chapters: (8) "Cross-Cultural Adaptation and Learning: Iranians and Americans at School" (Diane M. Hoffman); (9) "The Winter of Their Discontent: Cultural Compression and Decompression in the Life Cycle of the Kibbutz Adolescent" (Steven Borish); and (10) "Peer Socialization among Minority Students: A High School Dropout Prevention Program" (Henry T. Trueba). The book includes six tables, two figures, a selected bibliography, and an index. Descriptors: Cultural Influences, Cultural Interrelationships, Culture Conflict, Educational Anthropology
(1980). Bilingual-Bicultural Education in Alaska: An Introduction to Program Development. This introduction to the development of bilingual/bicultural programs in Alaska features models depicting the most common basic approaches to bilingual/bicultural education. Program models included are: (1) transitional – moves the child from his native language to English by completion of third or fourth grade and does not attempt to support native language or culture after the early years; (2) full maintenance – develops all skills in both languages and maintains the dominant language while encouraging development of the minority language; (3) partial maintenance – teaches fluency and literacy in both languages and, although it restricts use of the native language to certain subject matter, maintains the native language and promotes literacy and cultural growth through all grades; and (4) monoliterate – develops speaking and comprehension skills in both English and native language but does not teach literacy skills in the native language. There are short sections on student selection, state regulations, program funding, and program evaluation. A section on program development includes items under needs assessment, community/parent involvement, program design and development, curriculum and classroom materials, staff requirements, and program/student evaluation. [More] Descriptors: Alaska Natives, American Indian Education, American Indians, Bilingual Education
(1977). Milwaukee ESEA Title VII Bilingual/Bicultural Education Program, 1976, 1977. Milwaukee, Wisconsin public school pupils in the 1976-1977 Elementary and Secondary Education Act (ESEA) Title VII Bilingual/Bicultural Education Program varied in language dominance from monolingual English to various degrees of bilingualism to monolingual Spanish. The program goals suggest that the 594 elementary pupils will pursue their studies with about equal ease in their first and second languages by the end of grade six, and the 212 secondary students will increase their communication skills in English and Spanish. In the developmental model, bilingual teachers present the regular curricula in both Spanish and English in a K-12 program which emphasizes Hispanic culture. The evaluation covers academic achievement in reading and mathematics; Spanish and English language skills; student, teacher, and parent attitudes; and, at the secondary level, career orientation and typing skills. The major end-of-year findings are cited, and the results of six related studies are given. In addition, recommendations for the 1977-1978 Bilingual/Bicultural Program are offered. Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Bilingual Students
(1992). Reaching Potentials: Appropriate Curriculum and Assessment for Young Children. Volume 1. The purpose of this book is to operationalize–that is, make meaningful–the Guidelines for Appropriate Curriculum Content and Assessment, developed jointly by the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAESC/SDE) in 1991. The guidelines were designed to address two basic problems: the "early childhood error" (inadequate attention to the content of the curriculum) and the "elementary error" (overattention to curriculum objectives, with less attention to the individual child). The document focuses on ways in which children, teachers, and administrators, as well as curriculum and assessment tools, can reach or be used to their full potential. The first section, on reaching potentials through appropriate curriculum and assessment, includes four chapters: (1) "Reaching Potentials: Introduction," by S. Bredekamp and T. Rosegrant; (2) "Guidelines for Appropriate Curriculum Content and Assessment in Programs Serving Children Ages 3 through 8," a position statement of the NAEYC/NAECS/SDE; (3) "Reaching Potentials through Appropriate Curriculum: Conceptual Frameworks for Applying the Guidelines," by S. Bredekamp and T. Rosegrant; and (4) "Reaching Potentials through Appropriate Assessment," by T. W. Hills. The next section, on reaching individual potentials, includes: "Reaching Individual Potentials through Transformational Curriculum," by T. Rosegrant and S. Bredekamp; "Planning and Implementing Transformational Curriculum," by T. Rosegrant and S. Bredekamp; and "Reaching Potentials of Children with Special Needs," by M. Wolery, P. S. Strain, and D. B. Bailey, Jr. The third section, on reaching potentials of all children, includes: "Reaching Potentials through Antibias, Multicultural Curriculum," by L. Derman-Sparks; "Reaching Potentials of Minority Children through Developmentally and Culturally Appropriate Programs," by B. T. Bowman; "Reaching Potentials Through Bilingual Education," by Liz Wolfe; and "Reaching Potentials in a Multilingual Classroom: Opportunities and Challenges," by T. Rosegrant. The final section, on reaching the potentials of teachers and administrators, includes: "Two Primary Teachers Learn and Discover through a Process of Change," by D. W. Burchfield and B. C. Burchfield; and "The Process of Change: The Redwood City Story," by L. Espinosa. A 105-item bibliography is included. Descriptors: Academic Achievement, Bilingual Education, Child Development, Cultural Awareness
(1980). OATYC Journal, Vol. V, Nos. 1-2, Fall 1979, Winter 1980, OATYC Journal. "OATYC Journal," which is published by the Ohio Association of Two-Year Colleges, is designed as a forum for the exchange of concepts, methods, and findings relevant to the two-year college classroom. Along with commentaries and letters of reaction from the readership, the two issues of volume V present the following articles: (1) "Focus: The Michael J. Owens Technical College Pro Bono Publico," by David Miller; (2) "Student Authored Learning Objectives," by Betty Huffman; (3) "Black Holes in the Book Collection: Book Loss from the Two-Year College Learning Resource Center," by Jon Cobes; (4) "Faculty Development," by Joseph L. Sanders; (5) "Public Relations at Terra Technical College," by Kenneth H. Hahn; (6) "Issue: Should the U.S. Adopt a Bilingual Education Program?" by Edward R. Roybal and S. I. Hayakawa; (7) "Access and Opportunity: Ohio's Two-Year Colleges," by the Ohio Technical and Community College Association; (8) "Focus: Lorain County Community College Providing 15 years of Timely Education," by Terri M. Frederick; (9) "Teaching as a Measure of Its Own Success–Academics Who Stay in the Classroom," by Clara M. Frazee and Sanford R. Kahn; (10) "An Overview of Secretarial Programs in Community and Technical Colleges in Ohio," by Joan Wilkinson; (11) "General Studies and the Technical Student," by Richard Halstead; (12) "Interdisciplinary Social Sciences: A Pillar of General Education," by Lloyd Monnin; (13) "The Informational Workshop: A Cost-Effective Approach to Adult Recruiting for Two-Year Institutions," by Monnie Ryan and Dennis Smith; (14)"Forum: What Should Be Done to Prevent Teacher "Burnout" within the Two-Year Colleges of Ohio?" by Dave Anderson and Jerome M. McKeever; (15) "My Conversion to Cooperative Education," by Lawrence N. Canjar; and (16) "Above the Rest: An Appropriate Goal for Human Potential Development," by Clyde Allen. Descriptors: College Faculty, College Instruction, College Programs, Community Colleges
(1984). Reading Teacher Education. Fourth Yearbook of the American Reading Forum. Issues in reading teacher education as well as other aspects of reading instruction are the focus of this yearbook. Titles of some of the articles and their authors are as follows: "Sampling Bias Limitations in Generalizations in Reporting Scores on Standardized and Criterion Referenced Reading Tests" (L. Carswell and W. White); "A Comparison of Social Science Textbook Readability and Students' Reading Levels" (B. Townsend and C. Wilkie); "Imaging Creative Reading/Writing Experiences" (O. Wielan); "Teacher Education of Community College Reading Educators" (B. Herrmann); "An Exploration of Preservice Teachers' Conceptual Change during Reading Methods Instruction" (S. Michelson and others); "Reading Achievement Trends of Fourth Grade Students" (B. Hayes); "Assessment of Preservice Teachers" (A. Mallery and others); "Preparation in Reading and Educator Certification" (R. Flippo and D. Hayes); "Toward Evolving a Profile of the 'Satisfied' Reading Professional" (R. Morgan and others); (14) "Effects of a Content Area Reading Class on Attitudes and Practices of Secondary Teachers" (V. Orlando); "Tab Item: Assessing Students' Application of Reading Theory" (C. Nichols and V. Orlando); "An Analytic Approach to Teaching Microcomputer Programming to Classroom Teachers" (D. Richgels); "The New Reading Circle" (G. Fortier and G. Manson); "Project Mafex" (M. Malone); "A Study to Determine the Capability of Teachers and to Predict the Reading Interest of Pupils" (H. Blythe and S. Carter); "The Professional Preparation of College Reading and Study Skills Specialists" (N. Stahl and others); "The Use of Cognitive and Metacognitive Strategies of Good and Poor Readers" (N. Kaufman and A. Randlett); "Assessing and Remediating the Reading and Writing Skills of Prospective Teachers" (L. Amspaugh); "Program Diversification in a College Developmental Reading Program" (D. Rosecrans); "Predicting and Evaluating Student Teachers' Performance in Reading Instruction" (T. Lovelace and others); "Helping Students Follow Written Directions" (W. Henk and G. King); "The Ghost of Computers Past, Present, and Future" (A. Prince); "Emergent Reading Levels" (W. Powell); "Mainstreaming and the Merging of Roles in Reading Instruction" (L. Tomlinson); "Teachers' Perceptions of Factors that Hinder Reading Instruction" (E. Searls and others); "Less than Words Can Say about the Certification of Reading Teachers" (W. Otto); "The Governance of Reading Education" (P. Duncan); "Plans of Action–Tools for Initiating Change in School Reading Programs" (J. Laffey and D. Kelly); "Toward a Core Curriculum for Reading Education" (A. Manzo); "Survey of American Reading Educators" (L. Erickson and others); "Theoretical Aspects of Graduate Reading Foundations Courses" (M. Fairbanks and others); "Comprehension: The Forgotten Conclusions of the Training of Teachers of Reading" (J. Dinnan); "A Comparison Study of Background Knowledge of College Undergraduates" (M. Alvarez and others); "Bilingual Education" (S. Kossack). Descriptors: Elementary Secondary Education, Higher Education, Reading Instruction, Reading Research
(1983). Perspectivas Pedagogicas. Documentos-Ponencias Y Ensayos Proyecto Teacher Corps, Ciclo XII (Pedagogical Perspectives. Documents, Papers and Essays, Teacher Corps Project, Cycle XII). The purpose of this book is to stimulate ideas leading to a sharing of approaches, strategies, and methodologies applicable to the education of Puerto Ricans. Following introductory material, 18 papers are presented, the first 10 of which are in Spanish. Titles and authors are: (1) "El maestro que Puerto Rico necesita," Leonides Santos Vargas; (2) "La profesionalizacion de la ensenanza universitaria," Leonides Santos Vargas; (3) "Estilos de aprendizaje," Ramon Claudio Tirado; (4) "El insumo de la evaluacion en programas de educacion en servicio," Jose Ruiz Vega; (5) "La consultoria mediacional: tecnica moderna de orientacion para implementar un programa de Mainstreaming," Juan M. Morales Vega; (6) "Transculturacion e interferencia linguistica en el Puerto Rico contemporaneo: cuestiones de metodo," Humberto Lopez Morales; (7) "Ensenanza de la lengua materna," Carmen Turull; (8) "La ensenanza de los procesos de la ciencia en la escuela elemental," Eduardo Morales Garcia; (9) "Que significa volver a lo basico en la ensenanza de las matematicas," Nilda Garcia Santiago; (10) "Resolucion de problemas," Nilda Garcia Santiago; (11) "Intellectualism in Pedagogical Schools," B. Othanel Smith; (12) "Three Theories of Learning and Their Implications for Teachers," Aura I. Ramirez; (13) "Linguistics and the Teaching of the Spanish Language in Puerto Rico," Sonia I. Davila; (14) "Teaching ESL from the Right Hemisphere of the Brain," Carmen Judith Nine Curt; (15) "Learning a Second Language," Shirley A. Torres; (16) "The Wisconsin Design for Reading Skill Development and Transfer of Comprehension Reading Skills in Bilingual Education," Sonia I. Davila; (17) "Hispanic-Anglo Conflicts in Non-Verbal Communication," Carmen Judith Nine Curt; and (18) "Plan for the Implementation of a Multicultural Education Component with an Inter-Disciplinary Approach at the College of Education of the University of Puerto Rico," Isidra Albino Serrano. Descriptors: Bilingual Education, Cognitive Style, Culture Conflict, Curriculum Development
(1992). Bilingual Vocational Education: A Model Project of Catholic Charities of Richmond, Inc., Chesterfield County Public Schools, and Henrico County Public Schools. Dropout Prevention and Retrieval through Vocational Education. A 2-year bilingual vocational education program in the Richmond (Virginia) area for language-minority secondary school students is profiled. The students are generally limited-English-speaking refugees, and the program is designed to prepare them for educational mainstreaming or transition to jobs. Incoming students (61 in 1990-91) are assessed for English and math skills and for vocational interests and abilities. They attend separate English-as-a-Second-Language (ESL), job readiness, and independent living classes for half the day and mainstream vocational classes for the remainder of the day. Bilingual teacher aides are an integral program element, used for translation, counseling, and mediation. The program has reduced substantially the dropout rate among the target population. The profile offered here describes the community in which the program is situated, the particular needs that shaped the approach, key management and design elements of the dropout prevention program, and plans for the future. Effective features of the program are discussed. The objective of the report is to provide other school systems, organizations, and agencies with information for adapting this or developing a similar approach. Sample forms (initial interview, student information sheet, and exit interview) and a brief bibliography are appended. [More] Descriptors: Bilingual Education Programs, Bilingual Teacher Aides, Dropout Prevention, English (Second Language)