Jordan, June B., Ed.; And Others (1980). Disruptive Youth in School: A Report from the CEC Invisible College Conference on Education's Responsibility for Disruptive, Alienated, and Incarcerated Youth. Thirteen author contributed papers are presented from a 1979 conference on disruptive, alienated, and incarcerated youth. Presenters represented fields of education, social work, public policy, and psychology. Included are the following titles and authors: "Juvenile Justice: Where We Have Been and Are Today" (R. Sarri); "Youth as a National Resource" (L. Dye); "Education for Self Reliance" (J. Johnson); "Community and School Partnership: Youth Rights and the Role of Advocates" (M. Beyer); "Effects of Gender on the Differential Development of Adolescent Boys and Girls" (V. Gold); "Basic, Vocational, and Special Education: Whose Responsibility?" (G. Meers); "Secondary Special Education: A Case of Benign Neglect" (D. Sabatino); "From the Desk of the Principal: Perspectives on a School Based Community Treatment Program for Disruptive Youth" (E. Rothman); "The Teachers Hot Line: Teachers Helping Teachers" (E. Rothman); "Bilingual Bicultural Education: The Right to a Free and Appropriate Education" (A. Benavides); "Alternative Residential Programs" (R. Sarri); "The Family and Education: New Directions for Promoting Healthy Social Interactions" (H. Clark et al.); and "Project Success" (F. Glassford).   [More]  Descriptors: Adolescents, Behavior Problems, Bilingual Education, Child Advocacy

Far West Lab. for Educational Research and Development, San Francisco, CA. (1976). Educational Programs That Work. A Resource of Exemplary Educational Programs Developed by Local School Districts and Approved by the Joint Dissemination Review Panel in the Education Division of the Department of Health, Education and Welfare. The various programs presented here offer educators an array of ideas and some potential solutions to meet the needs and interests of communities far from the original project sites. In view of demonstrated effectiveness in meeting local school program needs, these projects were submitted for quality assurance to the Joint Dissemination Review Panel within the Educational Division of the Department of Health, Education, and Welfare. All the projects cited have undergone close scrutiny by the Panel and have been approved for national dissemination. Each description follows a similar format that offers concise yet comparative information. A brief description of the program is given along with information on the materials used, services available, target audience, financial requirements, program evaluation, and contact person. The projects described include those dealing with alternative schools; bilingual/migrant education; career/vocational education; early childhood/parent readiness; environmental education; organization arrangement/training/administration; reading/language arts/mathematics; special education/gifted/learning disabilities; arts, communication skills, technology; and health, human behavior, physical education, and multiple talent development. Descriptors: Art Education, Bilingual Education, Career Education, Communication Skills

Optimum Computer Systems, Inc., Washington, DC. (1977). The Report to the United States Office of Education of the National Task Forces on Instructional Strategies in Schools with High Concentrations of Low-Income Pupils. This paper presents the reports of the National Task Forces on Urban, Rural, Migrant, Native American and Bilingual/Bicultural Education. The Task Forces were asked to pinpoint strategies for instructional and programmatic improvement in these areas. The focus of inquiry was on reading and mathematics instruction. Attention was also paid to elements that are seldom examined such as pupils' needs, the concerns of parents and communities, and the problems of administration and the frustration of teachers. Although each task force was considered separately, several issues which were similar enough to be considered common to each group are treated together. The five areas that reflected mutual concern were: curriculum development, performance evaluation, personnel training, parent and community participation, and funding. Among the findings were the following: (1) each of the task forces indicated a need for a utilitarian-based education, reflecting the particular needs of pupils from disparate cultural background, (2) national standardized testing was criticized by all task forces for being a poor tool used to evaluate the performance of non-middle class and non-white pupil populations, (3) the task forces stressed that effective teachers were those sensitive to the unique needs of the community served by their school, and (4) all task forces stressed the urgent need for long-range planning to achieve sound program implementation.   [More]  Descriptors: American Indians, Bilingual Education, Community Involvement, Curriculum Development

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1991). Chinese Opportunities in Career Education (Project CHOICE). 1990-91 Final Evaluation Profile. OREA Report. An evaluation was done of New York City Public Schools' Chinese Opportunities in Career Education Program (Project CHOICE), which served economically disadvantaged Chinese American high school students of limited English proficiency. The project operated at two Manhattan high schools and served 523 students, of whom 94.6 percent were eligible for the Free Lunch Program. The Project was a comprehensive Chinese bilingual program, which incorporated business and vocational education with academic components. Participants took a full range of bilingual career education courses; bilingual contents area classes in mathematics, science, and social studies; English as a Second Language (ESL); and native language arts. Resource specialists developed Chinese bilingual materials, provided classroom teachers with information on bilingual and ESL teaching methodologies, gave demonstration lessons, held workshops, and served as tutors. The family worker helped the guidance counselor and contacted parents. Evaluation of the program was based on demographic data, citywide student test scores, and interviews with and surveys of the program director. Project CHOICE was fully implemented, and it met all objectives. Program strengths included its effectiveness as liaison among school staff, students, and parents as well as excellent curriculum design for promoting students' academic achievement. One appendix summarizes the data collection and analysis procedures.   [More]  Descriptors: Bilingual Education Programs, Career Education, Chinese Americans, Compensatory Education

McConnell, Beverly (1980). Individualized Bilingual Instruction. Final Evaluation: 1978-79 Program Year. No. 15 in Series. The 1978-79 evaluation report of an interstate bilingual early education program for migrant children from age 3 through third grade which operates year-round sites at Connell and Moses Lake, Washington and at La Grulla, Texas, presents a narrative program description and the progress made in each of five components: instruction, training, community and parent involvement, materials development, and management. The report discusses the mobile component of the Texas side which operates from April through October in temporary locations as the children move to northern work sites in the migrant stream; curriculum materials have been adapted which can be used effectively by bilingual migrant adults with limited academic background and no previous teaching experience. The goal, need, teaching process or involvement approach, and results for each component are given, along with a summary of findings. The report indicates that overall the program has met or partially met its objective in each component. Appendices include information on the testing procedures and data collection, statistical data on the analysis of test scores in the instructional component, and a technical report of the Bilingual Mini Head Start Test of Cultural Concepts.   [More]  Descriptors: Academic Achievement, Bilingual Education, Community Involvement, Early Childhood Education

Johnson, Dennis; And Others (1986). Electronics Book I. Bilingual Vocational Training. This manual, the first of three curriculum guides for an electronics 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 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. Glossaries of technical and related general vocabulary follow. The vocational training lesson plans are then presented. They are divided into seven units: electronics math, history of electronics, tool use, meters, nature of electronics, connectors/insulators, components, and resistors. A cover page to each unit provides the unit goal and an overview of the unit. 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. Handouts for each lesson include informational material, homework/assignments, lab experiments, Vietnamese and Cantonese translations, and unit tests. Numerous drawings and diagrams illustrate the text. Descriptors: Adult Education, Behavioral Objectives, Bilingual Education, Curriculum Guides

Siefer, Nancy (1981). Language Assessment for Limited English Speakers in Vocational Programs. An overview of issues in bilingual vocational education and language assessment is related in this paper to the Limited English Speaking (LES) Program at Mesa Community College (MCC). First, problems with traditional approaches to LES students are cited. Then, the goals of Vocational English as a Second Language (VESL) are discussed and necessary program components are enumerated, including vocational training provided in English and the student's native language, bilingual job-related instructional materials, and cooperation between vocational and ESL instructors. Next, research in second-language learning is reviewed with emphasis on the success of context-embedded approaches which focus on that which is immediately necessary, relevant, and useful for the student.  Characteristics of LES students at MCC are considered next, including age, sex, marital status, place of birth, educational and vocational background, and vocational interests. A composite student profile is also provided. Next, questions are identified to be considered in choosing language assessment instruments, including who will be tested, for what purpose, what should the test measure, how measurements will be made, and what tasks should the tests require. Then, problems with proficiency tests are enumerated and assessment tests used by MCC are listed. Finally, recommendations on the selection of language-competency measures are made. Descriptors: Bilingual Education, Community Colleges, English for Special Purposes, English (Second Language)

Martinez, Paul E. (1981). The Home Environment and Academic Achievement: There Is a Correlation. The Home Environment Variable Questionnaire was given to guardians of 73 fifth grade students enrolled in bilingual-bicultural education programs in Espanola, New Mexico, for the purpose of identifying those home environment variables which predicted academic achievement. Grade Equivalent Scores from the Comprehensive Test of Basic Skills were used to measure student achievement. The questionnaire covered parent level of education, family size, verbal interaction (which language, Spanish or English, do family members use to speak to each other), learning materials in the home, encouragement of the child to read, parent aspirations toward education and future employment of the child, parental trust in school, home stability, and income levels. Step-wide multiple regression analysis was used to determine the relationship between home environment and academic achievement. For the total sample, the following five home environment variables were found to best predict achievement when they operated jointly: verbal interaction; total size of family; which parent handles household money; number of hours spent reading with the child in English and/or Spanish; and parental aspirations for the child. Although there were differences in the four dimensions selected for the male and female sub-samples, number of family members still at home and verbal interaction applied to both. The questionnaire used in the study and a data collection sheet are part of the document. Descriptors: Academic Achievement, Bilingual Education, Family Characteristics, Family Environment

Viri, Denis F. (1980). Hopi Education: Integrating Past, Present and Future. Hotevilla-Bacavi Community School. The development of Hotevilla-Bacavi Community School, the first Hopi school to open under Public Law 93-638, is described in this model for other reservation communities. The following projects and programs are outlined: (1) the Hopi-English Language Assessment Battery, designed to assess the total linguistic knowledge of Hopi children in their use of both Hopi and English; (2) the curriculum design project, a pilot project to develop curriculums in maths, language, and science; (3) the "Environmental Literacy" program, through which students learn to deal with changes in their environment as those changes occur; (4) the bilingual/bicultural education program, with areas of concentration in staff training, community education, materials and resource development, and instructional format; (5) the demonstration curriculum and resource development project, which is designed to stimulate the involvement of each student in the process of his own education and which will enable the school to complete its multi-disciplinary curriculum development in math, science, and language for the intermediate and middle levels; and (6) community education, which is meant to serve as a unifying force for the entire community. In conclusion, goals and objectives of Hotevilla-Bacavi Community School are listed. Descriptors: Adjustment (to Environment), Adoption (Ideas), American Indian Education, American Indians

Villegas, Ana Maria (1983). Stability of Instructional System and Process for a Sample of Ten Bilingual Teachers in the SBIF Study. As part of a larger study of significant bilingual instructional education features, the stability of instruction by 10 teachers was examined. Six aspects of instruction were investigated: instructional organization, time allocation, active teaching, use of the students' native or English language and culture, curriculum intent, and the teacher's sense of efficacy. Ten case studies and analysis across cases revealed that (1) teachers were least consistent in their organization of learning activities, possibly due in part to changes of district policy and teaching assignment; (2) the trend was toward more instruction in reading and language arts; (3) teachers' use of English language materials increased and use of native language materials decreased during a portion of the study; (4) observer ratings of teacher performance were higher during the second part of the study; (5) teachers increased use of English and decreased use of the students' native language; (6) the teachers' pattern of language alternation was fairly stable; (7) teachers tended to stress language alternation for instructional development as they increased their oral use of English, allocated more instructional time to reading and language arts, and became more clearly focused on academic matters; and (8) curriculum intent and sense of efficacy appeared stable.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Class Organization, Classroom Communication

Assaf-Keller, Miryam (1990). Bilingual Learning Disability Services in Illinois–A Myth?: A Look at Policy. This paper reviews statutes and recommended practices established by the Illinois State Board of Education for the identification of learning disabilities (LD) in culturally and linguistically diverse exceptional (CLDE) students, and reports the findings of a survey on LD bilingual services provided to Hispanic students in the Chicago (Illinois) Public Schools and surrounding districts. Such assessment variables as discrepancy criteria, processing criteria, and sociocultural factors are considered. The paper discusses the prevalence of Hispanic students enrolled in bilingual special education and possible factors impacting on their level of representation. A survey of 20 Chicago and area public schools, with approximately a 50% return rate, collected data on the types of services provided to CLDE students in LD. The study focused on types of programs, length of existence of the programs, numbers of students enrolled, professionals involved in the utilization of standardized tests for LD identification, criteria utilized for LD identification, instruments utilized for language proficiency evaluations, instruments and procedures utilized for educational assessments, and instructional materials utilized for the instruction of academic subjects. The paper concludes that state-mandated nondiscriminatory assessment and placement procedures are not being exercised, and that program availability appears to be the determinant factor in student placement. (Approximately 75 references) Descriptors: Bilingual Education, Cultural Differences, Educational Diagnosis, Educational Discrimination

Cazden, Courtney B.; Leggett, Ellen L. (1976). Culturally Responsive Education: A Response to LAU Remedies II. Four recommendations for research and educational policy to achieve culturally responsive education are made and discussed: (l) because children differ in sensory modality strength, and the learning of all children in bilingual-bicultural education schools may be depressed in overly verbal environments, all such schools should plan more multisensory instruction; (2) differences in field dependence-independence should be researched; (3) because classroom participation is an indicator of children's engagement and thereby of their learning, and also a valuable learning activity in itself in BBE programs, monitoring of that participation and subsequent planning for change where needed should become a part of formative evaluation procedures in all BBE schools. In a few communities, field research projects of a larger range should be supported, projects in which an ethnographer works with staff and community members on a specific diagnosis of incompatibilities between the interactional styles of community and school, and suggests directions for change and then helps to monitor the results; (4) all school systems should bring the invisible culture of the community into the school through parent participation, hiring and promotion of minority group personnel, and inservice training for the school staff. That inservice training should include both experiential and formal education components along the lines described in the Master Plan for San Francisco.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Class Activities

Howard, Roy E. (1985). Navajo Nation Education Policies: An Analysis of the Mission Statement. On November 14, 1984, the Navajo Tribal Council approved a new set of educational policies (the "Mission Statement") intended to improve the quality of education for all Navajos, specifically some 56,810 students in 223 schools on or near the Navajo reservation. The Mission Statement asserts that the Navajo Tribe, as a sovereign nation, is responsible for overseeing the education of its people wherever they are being educated and assuring that their education provides excellence in the academic program and high, realistic expectations for all students. Seven specific points are spelled out. The first point calls for age, grade, and/or developmentally appropriate curriculum and addresses the fact that in the past Navajo students were most often not on grade level for their age.  The second, third, and fourth points call for true bilingual/bicultural education and are based on a number of successful programs on the reservation as well as the recognized value of bilingual methods in studies throughout the world. The final three points call for: (1) the development of self-discipline and a positive self-concept; (2) preparation for lifetime responsibilities in the areas of employment, family life, and use of leisure; and (3) an attitude toward education which encourages lifetime learning. Descriptors: American Indian Education, Bilingual Education, Citizenship Education, Community Attitudes

McConnell, Beverly (1979). Individualized Bilingual Instruction. Final Evaluation: 1977-78 Program Year. No. 13 in Series. The 1977-78 evaluation report of an interstate bilingual early education program for migrant children from age 3 through third grade which operates two permanent sites in Washington and one site in Texas, presents the program's progress in each of five components: instruction, staff development, parent and community involvement, materials development, and management. The report discusses the Texas site at La Grulla which operates a mobile component in which the teachers and administrative and training staff relocate to northern work sites, providing continuing services to children who move from Texas in the migrant stream. The goal, need, teaching process or involvement approach, and results for each component are given, along with a summary of findings. The preface is a paper presented at the February 1979 Southwest Educational Research Association meeting, in which the successful findings of this evaluation are shown to be sharply at variance with those in the American Institute for Research report on the impact of Title VII bilingual programs. Appendices include information on testing procedures and data collection, statistical data on the analysis of test scores in the instructional component, and technical report on the Mini Head Start Test of Cultural Concepts.   [More]  Descriptors: Academic Achievement, Bilingual Education, Community Involvement, Early Childhood Education

Shore, Rima, Ed.; And Others (1981). Bushwick High School Bilingual/Bicultural Program: "A Warm Welcome." E.S.E.A. Title VII Final Evaluation Report, 1980-1981. This report describes, provides demographic data for, and evaluates the success of a Spanish bilingual/bicultural education program carried out at Bushwick High School, Brooklyn, New York. The program, which served 254 students in grades 9 through 11 in 1980-81, emphasizes the attainment of minimum competency in basic skills. Participants receive instruction in Spanish language and culture; bilingual instruction in science, social studies, and math; and English as a second language and English reading classes. The bilingual program participants also take mainstream classes in art, music, physical education, and, as their proficiency allows, industrial arts and business. The noninstructional aspect of the program includes components on curriculum development, supportive services, staff development, parental and community involvement, and administration and supervision. For the 1980-81 school year, program participants' attendance, performance, and achievement either equalled or surpassed those of the general school population, a finding which is said to relate to high staff competence and morale and good program design. A number of recommendations for program improvement are offered in the report.   [More]  Descriptors: Achievement Gains, Basic Skills, Bilingual Education Programs, Community Involvement