This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Celestino Fernandez, Jeannette Lizcano, Bruce A. Ramirez, Marilyn J. Johnson, Brooklyn New York City Board of Education, Beverly McConnell, Jon E. Kaiser, Estela Bensimon, Brooklyn. Office of Educational Assessment. New York City Board of Education, and Robert J. Forbes.
(1978). Widening the Mainstream of American Culture. A Ford Foundation Report on Ethnic Studies. This report describes the evolution of Afro-American, Hispanic, and American Indian studies supported by the Ford Foundation at both the undergraduate and graduate levels. An overview of the events which led to increased interest in minority/ethnic studies is provided. Specific undergraduate programs discussed include the Afro-American studies program at Yale, the Mexican American studies program at California State University, and programs for minority students at Oakes College. Aspects considered include vocational concerns of those in Afro-American studies, the demand for bilingual/bicultural education in Los Angeles, and the role ethnic studies has played in increasing minority student interest in science. Specific graduate programs referred to include the Afro-American Studies Programs at Boston University and Atlanta University, the Center for Puerto Rican Studies at the City University of New York, and the multi-ethnic program at the University of California at Los Angeles. Reviewed are strategies undertaken by these universities to develop and establish professional interest and concern for the respective minority/ethnic groups. Descriptors: American Indians, Bilingual Education, Black Studies, Ethnic Studies
(1974). The Puerto Rican Experience: An Educational Research Study. In the fall of 1972, superintendents and principals in 21 school district with significant Puerto Rican enrollment were interviewed. The interviews (usually lasting over three hours) focused on the educators' attitudes toward Puerto Ricans as a people; their perceptions of the educational needs of Puerto Rican youngsters; views on accountability, assimilation versus cultural pluralism, bilingual/bicultural education, and parental involvement. Among the findings were the following: While 30 percent of the educators indicate it is methodologically unsound to evaluate the educational development of children with a language barrier (primary language of communication being different from the language of instruction) in the same manner as for children who speak and understand English fluently, all 21 districts do so. Only 13 percent of the educators indicated that they were trying to correct this procedure, despite limited resources, by using bilingual test monitors and reportedly intensive Spanish-speaking personnel recruitment. Seventy percent of the administrators stated that they agreed with accountability, but only if it were shared equally by parent, student, teacher, principal, superintendent, board, funding source, and 10 percent even included in the school custodian. [More] Descriptors: Accountability, Acculturation, Administrator Attitudes, Biculturalism
(1990). American Indian Exceptional Children and Youth. Report of a Symposium (Albuquerque, New Mexico, February 6-8, 1985). An ERIC Exceptional Child Education Report. Revised. The intent of this symposium report is to share information with educators and other professionals who work with American Indian exceptional children. In this monograph, most symposium presentations, and in some cases the ensuring discussion, are summarized. Introductory remarks are provided by Gil Pena of the All-Indian Pueblo Council, and this is followed by an opening address by Beverly Valley. Titles and authors of the other presentations are: "Parent Involvement Considerations" (Roger Kroth); "American Indian Parents of Handicapped Children" (Marilyn Johnson); "The Influence of Locus of Control and Culture on Learning Styles of Language Minority Students" (Alba Ortiz); "Language and Curriculum Development for American Indian Handicapped Children" (Jacqueline Walker);"Bilingual Special Education Teacher Training for American Indians" (Leonard Baca); "American Indian Personnel Preparation in Special Education" (Anna Gajar); and "Federal Policy and the Education of American Indian Exceptional Children and Youth: Current Status and Future Directions" (Bruce Ramirez). References accompany each paper. An appendix offers statistical data on: (1) the number of American Indian children with disabilities by handicapping condition, state, and educational environment; and (2) the number of special education teachers and related personnel. [More] Descriptors: American Indian Education, American Indians, Bilingual Education, Cultural Influences
(1978). Final Evaluation Report for the Rafael Cordero Bilingual School (At J.H.S. 45), 1977-1978, Funded Under an ESEA Title VII Grant. This evaluation focuses primarily on student achievement in a Title VII bilingual/bicultural education program at Junior High School 45 in New York City's East Harlem. The program, which served approximately 325 predominantly Hispanic students in 1977-78, is described in terms of its instructional components, student grouping, evaluation procedures, and staffing. Data are presented on student achievement in English reading, Spanish reading, mathematics performance in both languages for English and Spanish dominant students, and student attitudes (achievement motivation). In addition, a staff development component of the Title VII program is described and teachers' opinions presented. It is concluded that: (1) the seventh grade English dominant group failed to achieve all of its four performance objectives; (2) the seventh grade Spanish dominant group demonstrated a mixed pattern of achievement; (3) eighth grade English dominant students, as a group, achieved their performance objectives for all areas except math in English; (4) the eighth grade Spanish dominant group achieved all of its four objectives; and (5) though staff attitudes toward the program are generally positive, there is still a need for improving training in the areas of management skills and teacher attitudes. Appended to the report are copies of instruments used in the evaluation. Descriptors: Academic Achievement, Bilingual Education, Junior High Schools, Mathematics
(1986). Park West High School Bilingual and High School Equivalency Program 1983-1984. The Vocational and High School Equivalency Bilingual Program is a basic bilingual secondary education program conducted at Park West High school in New York, New York. The program helps limited English proficiency (LEP) students develop their English language skills so that they can participate effectively in mainstream classes and prepare to take a meaningful part in the labor market. This is done by providing English as a second language (ESL) and bilingual instruction, and then gradually increasing English usage in content area instruction until the student can be mainstreamed. During 1983-84, the first year of funding, the program provided instruction and support services to 145 Hispanic LEP students in Grades 9-11. Because of entry criteria (extremely low or non-existent English proficiency), most program students were recent immigrants with diverse cultural and immigration histories. An evaluation of the first year found that the program appears to be fulfilling its objectives. Student achievement objectives were met in English language development, in native language performance, in the fall semester mathematics classes (but not in the spring classes), and in attendance. Descriptors: Academic Achievement, Bilingual Education Programs, Counseling Services, English Instruction
(1986). Project COM-TECH (Bilingual Computer- and Technology-Oriented Program), 1985-86. OEA Evaluation Report. In 1985-86, Project COM-TECH offered bilingual individualized instruction to 300 limited-English proficiency students at two New York City high schools (Bushwick in Brooklyn, and Brandeis in Manhattan). Using an enrichment approach, the project provided supplementary instruction in English as a second language (ESL), native language arts, and native language instruction in mathematics, science, and social studies. In the first year of a three-year funding cycle, the project was not able to realize all of its original goals. Installation delays prohibited the opening of a bilingual computer-education enrichment center at Brandeis, and funding delays stalled the work of a resource specialist at Bushwick. Project goals were not met in the areas of staff development and parental involvement, but student achievement objectives were met in ESL, native language arts, content areas, and student attendance. Day-to-day operation of the program might be improved by: developing closer contact between Brandeis and the central office and between the staffs of the two participating sites, improving the physical space of the computer centers at each school, and collecting all the data necessary to assess all program objectives. [More] Descriptors: Bilingual Education Programs, Computer Assisted Instruction, English (Second Language), Haitians
(1976). Guidelines for the Development of a Program in Puerto Rican and Cuban Ethnic Heritage Studies at the Post-Secondary Level. Guidelines are presented for the development of a college level ethnic heritage course dealing with Puerto Rican and Cuban Americans. The first chapter discusses the value, focus, format, structure, and financial support of an ethnic studies program. A rationale and program description are provided in the second chapter. Chapter three contains a sample curriculum plan for the course. Chapters four through ten contain sample course outlines on the following topics: (1) Ethnic Studies; Theory and Practice; (2) Practicum in Hispanic and Non-Hispanic Intergroup Relations; (3) Patterns in Assimilation and Acculturalization: The Hispanic Community of Greater Boston; (4) The History and Practice of Bilingual/Bicultural Education in America; (5) The Folk Tradition in Puerto Rico; and (6) Curriculum Development in Puerto Rican and Cuban Ethnic Heritage Studies. For each of the courses, the following information is provided: educational objectives; recommendations regarding class size, prerequisites, and audience; a bibliography of books and supplementary readings; topics for study; and suggested activities. Descriptors: Bilingual Education, College Programs, Cubans, Curriculum Development
(1976). Bilingual Mini-School Tutoring Project. A State of Washington URRD (Urban, Rural, Racial, Disadvantaged) Program. Final Evaluation, 1975-76 Program Year. The early education program uses paraprofessional teachers to provide bilingual multicultural education to children of migrant and seasonal farm workers. The program operates on an interstate and interdistrict basis. Interstate migrant children from south Texas are followed from their home base community to northern locations. By working cooperatively with the schools, the mobile project staff which follows the children arranges to work with them on released time from their regular classes, or else after school, providing supplementary education as nearly as possible year-round to a moving population. Parents and community members are active in program management decisions involving organization matters, review and input into funding proposals, hiring of teaching staff, use of parent funds, and participation in program evaluation. Family members participate in the program through acting as teachers or teaching assistants, assisting with cultural heritage activities, and providing support services. Of the 169 children served during 1975-76, 156 were Mexican Americans. Summarizing the program's progress during 1975-76, this report briefly describes the measurement used and the basis for indicating that the objective was exceeded, met, partially met, or not met. Overall the program has met or exceeded its goals. [More] Descriptors: Academic Achievement, Bilingual Education, Cultural Awareness, Early Childhood Education
(1995). Partners in Portraiture: An Account of the Collaborative Work of Projects PRISM and Co-Arts. The evolution and implementation of a collaborative effort between an elementary school bilingual science education project (Process in Science Methods, or PRISM) of The Network, Inc., and a study of the educational effectiveness of community arts centers (Project Co-Arts) are described. With PRISM's focus on science and Co-Arts' concentration on the arts, the two projects may seem unlikely collaborators. Nonetheless, they have been successfully linked because of their shared perspectives on two concepts: (1) process-based education and assessment, and (2) the methodology of "portraiture" to develop an authentic interpretive description of programs. Project Co-Arts developed a process-based model for assessing educational effectiveness, focusing on four program dimensions: teaching and learning (pedagogy); journey (history and future vision); community; and administration. Portraiture, a group process methodology for interpretive description of an educational scenario, was used to document the PRISM program. The process and nature of the collaborative effort are detailed. Appended materials include graphic representations of the Co-Arts assessment model and its application to the PRISM program, in both English and Spanish, and two memos concerning the assessment implementation. Contains six references. [More] Descriptors: Agency Cooperation, Art Education, Bilingual Education Programs, Community Centers
(1980). George W. Wingate High School Bilingual Program ESEA Title VII Final Evaluation Report, 1979-1980. This is an evaluation report of the fifth year of a bilingual career education program, funded under Title VII and carried out at George W. Wingate High School, Brooklyn, New York. The program was designed to offer bilingual instruction and supportive services to the school's Haitian population, with the aim of preparing these students to participate in mainstream social, economic, and political life. This report contains: (1) a description of program objectives; (2) an outline of the instructional component, including descriptions of funding sources and discussions of the English instructional program, the French/Creole instructional program, and mainstream courses; and (3) a review of the program's noninstructional component, including curriculum development, supportive services, staff development, parental/community involvement, extracurricular activities, and student response to the program. Also presented are a description of assessment instruments and procedures and the results of student achievement tests. Program strengths are concluded to have been staff dedication and the development of French curriculum materials. Weaknesses are described as conflict over the amount of English instruction, lack of parent participation, lack of Creole language materials, lack of a bilingual counselor, and poor articulation between the bilingual program and other school departments. Appended to the report are copies of curricular and other materials produced by the program. [More] Descriptors: Academic Achievement, Bilingual Education, Career Education, Curriculum Development
(1978). An Evaluation of Title VII Bilingual/Bicultural Program, 1977-78 School Year, Final Report. This report is concerned with bilingual bicultural education programs in Spanish and Creole French, offered in District 22, Brooklyn, New York. Student selection, class structure, staff characteristics, and monitoring of student progress are described. Curriculum materials are listed for the following: (1) bilingual French classes in reading, math, science and social studies (grades 1-6); (2) bilingual Spanish classes in phonics, reading, science, social studies, language arts, culture and math (grades 1-9); (3) English as a Second Language classrooms (grades 1-9). Observations regarding classroom environment, student/teacher/ paraprofessional interactions, project director capability, and parent involvement are presented. Procedures by which student performance data were analyzed, as well as the results of questionnaires administered to teachers, paraprofessionals, and bilingual project staff members are discussed. Also described are relations between teachers and project staff. It is concluded that, in general, the bilingual bicultural program is excellent and that its personnel function well. Several recommendations are offered for improving staff relations, student selection, staff skill utilization, achievement evaluation, parent participation, and teacher involvement in program planning and evaluation. Descriptors: Bilingual Education, Elementary Education, English (Second Language), French
(1979). Schooling in the Borderlands: Neglect, Inequality and Cultural Conflict. Of the more than 2 million Spanish-surnamed students enrolled in the public elementary and secondary schools, more than 70% are located in the five Southwestern states of Arizona, California, Colorado, New Mexico, and Texas, and of these more than 95% are Mexican Americans. However, in all five Southwestern states the proportion of Chicano students to Anglo students decreases at every level, due mainly to the higher attrition and dropout rate for Chicanos than for Anglos. Two key resources are recommended to those interested in understanding the Chicano experience in schools. First is Thomas Carter's "Mexican Americans in School: A History of Educational Neglect," and the second is a set of six reports published between 1970 and 1974 by the U.S. Commission on Civil Rights. Four other publications are briefly noted in this paper. Results of research in the literature are discussed in the areas of achievement, self concept, aspirations, and bilingual/bicultural education of Chicanos. The basic conclusion reached is that the literature available is minimal, inferior in quantity and quality, and falls far short of providing a basis for comprehensive assessment of the problems in Chicano education or a basis for formulation of policies to ameliorate these problems. [More] Descriptors: Academic Achievement, Aspiration, Bilingual Education, Elementary Secondary Education
(1974). El Cinco de Mayo. The Fifth of May. "El Cinco de Mayo", a commemoration of when Mexican troops defeated French invaders, is the topic of this unit developed for the Bilingual/Multicultural Education Program of the Crystal City Independent School District (Crystal City, Texas). As unit objectives, the students are to demonstrate their comprehension of the significance of "el cinco de mayo" by (1) answering correctly 8 of the 10 test questions and (2) participating in oral discussions utilizing four study questions. The study questions are: (1) Why do we celebrate "el cinco de mayo"? (2) What kind of celebration is held in Crystal City for "el cinco de mayo"? (3) Who was Benito Juarez? Why do we have a statue of him by the City Hall? and (4) In what way can the struggle of the Mexican people against the French be compared to the Chicano Movement? The unit's narrative section consists of both an English and a Spanish version. The 10 test questions are also included. [More] Descriptors: Activities, American Indians, Bilingual Education, Cultural Activities
(1978). First New Jersey Statewide Conference of Hispanics in Higher Education. Report of Proceedings. This document contains the proceedings of a conference held in December 1978 to discuss problems confronted by Hispanics in the higher education system of New Jersey. Presented are an opening statement by Chancellor T. Edward Hollander on the status of Hispanics in New Jersey higher education and the keynote address by Hilda Hidalgo focusing on landmark events in the education of Hispanics. Also included are the following papers: (1) "An Examination of the Implications of Current Trends and Issues in Policy and Planning for Hispanics in Higher Education," by Marcos Leiderman; (2) "Affirmative Action," by Alberto Montare; (3) "Admissions," by Diane S. Maldonado and Margaret Rosario Rivera; (4) "Issues in Bilingual Higher Education," by Rosa Maria Cotayo, Estela Bensimon, Yvonne Rodriguez; (5) "Academic Programs," by Leopoldo Rivera; (6) "Supportive Services," by Edward Morales; (7) "Political Dynamics in Higher Education," by Alfonso A. Roman; and (8) "Development of a Statewide Association," by Luis Soler-Baez. In addition, workshop reports and resolutions regarding future collective efforts in the areas outlined in the papers are presented in this document. Descriptors: Affirmative Action, Bilingual Education, College Admission, Educational Policy
(1986). General Machinists Course Outline. This curriculum guide for a general machinists course is intended for use in a program combining vocational English as a second language (VESL) with bilingual vocational education. A description of the VESL program design appears first. The next section provides a format on developing lesson plans for teaching the technical and general vocational vocabulary contained in each job training lesson immediately after vocational lessons. Specific VESL teaching activities are provided for recognition, production, and application. Lesson plans for vocabulary development follow. Functions (objectives) are correlated to structures and vocabulary and required materials. The vocational training lesson plans are then presented. The format for each lesson plan is as follows: teaching materials source, main concepts, technical and related general vocabulary, teaching activity, material and notes, length of lesson, and evaluation. Lesson plans are divided into 10 units: shop safety, introduction to machine shop, metal, bench metal procedures, band sawing, drilling machines, engine lathe, milling machine, grinders and abrasive machining, and computer numerical control. Glossaries of technical and related general vocabulary follow each unit. Some glossaries are in English and Vietnamese. Tests follow unit 1. Descriptors: Adult Education, Behavioral Objectives, Bilingual Education, Computers