This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Sheila Charas, Roselin Ehrlich, Richard T. Hess, Marietta Saravia Shore, Ruth Wood, Linda Lavine, Washington Council of the Great City Schools, C. Nafus, Scott Harrison, and Alan G. Ehrlich.
(1971). Tucson Bilingual Bicultural Project. Content Analysis Schedule for Bilingual Education Programs. This content analysis schedule for the Bilingual Bicultural Project of School District 1 of Pima County, Tucson, Arizona, presents information on the history, funding, and scope of the project in its second year. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. This schedule has been verified by the project. [More] Descriptors: Adult Education, Adult Programs, Biculturalism, Bilingualism
(1978). Urban Education Studies, 1977-78 Report. This pilot-year report comments on the efficiency and current status of strategies for improved urban education. By pooled judgement and survey methodologies, program data from thirty cities, student interviews from site visits, and study team observations of five city districts (Atlanta, Dallas, Milwaukee, Oakland and Toledo) are examined. Urban demographic data, including ethnic characteristics of student populations, are presented. Successful programs focusing on educational alternatives, the arts in education, developments in the basic skills, bilingual and multicultural education, staff and curriculum development, and use of community resources are described. Federal funding, greater teacher-pupil understanding, utilization of out-of-school experiences, and general systems renewal strategies are cited as essential for successful revitalization of urban education. Future procedures and emphases in urban education, as well as the role of this type of study, are outlined. [More] Descriptors: Bilingual Education, Case Studies, Community Resources, Curriculum Development
(1971). Fresno Bilingual-Bicultural Title VII Proposal. Content Analysis Schedule for Bilingual Education Programs. This content analysis schedule for the Bilingual-Bicultural Title VII Proposal of Fresno, California, presents information on the history, funding, and scope of the project in its second year. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. This schedule has been verified by the project. [More] Descriptors: Biculturalism, Bilingualism, Cognitive Development, Content Analysis
(1976). Selector's Guide for Bilingual Education Materials. Volume 1, Spanish Language Arts. EPIE Report: Number 73. Forty-eight Spanish-English basic instructional programs, 22 supplementary instructional items, and 8 professional resources are synthesized as an aid to material selection in Spanish language arts. Each synthesis of instructional material identifies the material with complete cataloguing information and the specification of components, subject area and emphasis, curriculum role, grade levels, population characteristics, research and development evidence, linguistic content, and language level. Instructional design constructs are then discussed, with a paragraph each devoted to the developer's rationale, learner goals, learner objectives, scope and sequence of content, methodology, means of evaluation, and additional considerations such as physical description and source of the material. Professional materials are described in somewhat shorter resumes. An extensive rationale and user's guide precedes the syntheses. Descriptors: Abstracts, Annotated Bibliographies, Bilingual Education, Elementary Secondary Education
(1976). Manual for the Evaluation of Instructional Materials and Curriculum Guides for Bilingual Education Programs. Facilitator's Edition. This manual is concerned with how to facilitate the evaluation of instructional materials through the effective use of physical and human resources. It is intended to be used as a guide, as a model, and as a reference source. As a guide, it offers a broad range of activities, definitions, and illustrations which facilitate the use of the evaluation matrices included. Facilitators who prefer to use the manual as a training model will find it sufficiently flexible to adapt to particular needs. The manual can also be used as a reference source to locate definitions of the items contained in the matrices. This manual deals with three major areas: 1) recruitment of evaluators, 2) training of evaluators, and 3) the evaluation of the training sessions. The section on recruiting evaluators offers guidelines to facilitate decisions leading to the implementation of the program. The questions contained are not exhaustive but they address major concerns in decision making. The section on training evaluation responds to the need of acquiring feedback from participants in the training to secure revisions which will reflect not only the facilitator's ability to improve professionally but also to provide for the needs of those who make the materials evaluation possible. Descriptors: Bilingual Education, Bilingualism, Evaluation, Evaluation Methods
(1972). St. Martin Parish Bilingual Program. Content Analysis Schedules for Bilingual Education Programs. This content analysis schedule for the St. Martin Parish Bilingual Program of St. Martinville, Louisiana, presents information on the history, funding, and scope of the project in its second year. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. Inserts included in this schedule, which has been verified, are an evaluation design and information on instructional program, such as tests to determine French/English dominance. [More] Descriptors: Biculturalism, Bilingualism, Cognitive Development, Content Analysis
(1971). San Francisco Chinese Bilingual Pilot Program. Content Analysis Schedule for Bilingual Education Programs. This content analysis schedule for the Chinese Bilingual Pilot Program of the San Francisco Unified School District presents information on the history, funding, and scope of the project in its second year. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. This schedule has been verified by the project. [More] Descriptors: Biculturalism, Bilingualism, Cantonese, Chinese Americans
(1971). Phoenix Union Bilingual Program. Content Analysis Schedule for Bilingual Education Programs. This content analysis schedule for the Phoenix Union Bilingual Program of Phoenix, Arizona, presents information on the history, funding, and scope of the project in its third year. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. This schedule has been verified by the project. [More] Descriptors: Biculturalism, Bilingualism, Cognitive Development, Content Analysis
(1985). Oversight of the Federal Role in Education (Part II). Hearing before the Committee on Education and Labor, House of Representatives, Ninety-Ninth Congress, First Session (Los Angeles, CA, February 16, 1985). This report of a regional hearing on education, held in Los Angeles, considers the Federal role in education, how education can be strengthened throughout the fabric of the national agenda, and how proposed Federal budget cuts will affect school programs and impact national problems. Testimony was heard from various individuals involved with education in California, as well as the Arizona superintendent of public instruction. Those testifying discussed issues of vocational training, disadvantaged students, urban schools, bilingual programs, migrant education, college student loans, post-secondary education, and other concerns with reference to proposed Federal cuts in educational spending. The long term and short term effects of these program cuts were considered. Included are the prepared testimony of the participants, letters, and other supplemental material presented for the consideration of the committee. [More] Descriptors: Bilingual Education Programs, Dropouts, Early Childhood Education, Education
(1976). Selector's Guide for Bilingual Education Materials. Volume 2, Spanish "Branch" Programs. EPIE Report: Number 74. Fifty Spanish-English bilingual basic instructional programs, 27 supplementary instructional items, and 11 professional resources are synthesized as an aid to material selection. Programs and materials described cover subjects normally taught at the elementary and secondary levels (language, science, mathematics, and social studies). Each synthesis of instructional material identifies the material with complete cataloguing information and the specification of components, subject area, curriculum role, grade levels, population characteristics, research and development evidence, linguistic content, and language level. Instructional design constructs are then discussed, with a paragraph each devoted to the developer's rationale, learner goals, learner objectives, scope and sequence of content, methodology, means of evaluation, and additional considerations such as physical description and source of the material. Professional materials are described in somewhat shorter resumes. An extensive rationale and user's guide precedes the syntheses. Descriptors: Abstracts, Annotated Bibliographies, Bilingual Education, Elementary Secondary Education
(1973). Bilingual Education: A Needs Assessment Case Study. Teacher Corps Associates: Resources for CBTE, Number 5. This paper describes a survey conducted to determine the needs of a group of California teachers who deal with bilingual, bicultural children. The one-page questionnaire listed areas of interest and possible methods to acquire skill in those areas. Areas of interest included developing a workable Spanish vocabulary for teachers to use when presenting math or other subjects and developing an approach to deal with problems in the affective domain such as unconscious cultural clashes and motivation patterns of Mexican-American children. Respondents were asked to select three areas of interest and to check one of the following methods to acquire knowledge in those areas: lectures, seminars, encounter groups, workshops using a variety of methods, small-group discussions, and individual learning packages. Totaled responses are presented in a table. [More] Descriptors: Bilingual Education, Competency Based Teacher Education, Methods, Surveys
(1971). Stockton Demonstration Bilingual Project. Content Analysis Schedule for Bilingual Education Programs. This content analysis schedule for a Demonstration Bilingual Project of Stockton, California, presents information on the history, funding, and scope of the project in its second year. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. Attached to the report are the objectives of the Social Studies and Science product/process. The schedule has been verified by the project. [More] Descriptors: Biculturalism, Bilingualism, Cognitive Development, Content Analysis
(1981). Reflections on the Education of Native American Children, Focusing on Navajo Children. Offered as an introduction to some of the pertinent studies and personalities concerning the education of Native Americans, with emphasis on the education of Navajo children, this paper traces the history of Navajo education from 1868 to the present. A discussion of the shortcomings of early schools for Navajos and other Native Americans is followed by a description of the changes effected in Navajo education after World War II. Various ideas about why Native Americans in general and Navajo students in particular fail to make more satisfactory adjustments to school life are discussed. Cultural biases and stereotyped images of Native Americans which are held by members of the dominant culture are noted. Biases in teacher attitudes toward American Indian children is discussed. The paper concludes with advances being made in Navajo education and the steps, including bilingual and bicultural education and local control of schools, which the Navajo people are taking to ensure quality education for their children. Descriptors: Alienation, American Indian Culture, American Indian Education, American Indians
(1971). Los Angeles Bilingual Schools Program. Content Analysis Schedule for Bilingual Education Programs. This content analysis schedule for the Bilingual Schools Program of the Los Angeles Unified School District presents information on the history, funding, and scope of the project in its second year. Included are sociolinguistic process variables such as the native and dominant languages of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. Additional information is included on instructional materials, parent involvement, student tutors, and plans to develop the school as a community center. This schedule has not been verified. [More] Descriptors: Biculturalism, Bilingualism, Cognitive Development, Community Involvement
(1993). Literacy and Bilingual Education Programs in Elementary Schools: Assessing the Research, Mosaic: A Journal for Language Teachers. Argues, on the basis of research carried out in Canada and Belgium, that not only does the formal learning of the ancestral language in school enhance the overall cognitive abilities of immigrant children but also constitutes the optimal means by which such children can gain literacy in the dominant language. (37 references) Descriptors: Academic Achievement, Bilingual Education, Bilingual Education Programs, Cognitive Ability