This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Lori S. Orum, Cristy Bruns, Thomas L. Newcomb, Herbert J. Grover, Judith W. Leslie, Donald D. Stull, Bruce A. Ramirez, Marilyn J. Johnson, Jean J. Schensul, and John H. Littlefield.
(1983). Communication Disorders in Limited- and Non-English Proficient Children. The study investigated the status of clinician services to limited- and non-English proficient (LEP/NEP) children with communication disorders. Surveys of speech/language pathologists, school districts, and professional organizations were undertaken. Results revealed the prevalence by type of communication disorders (language disorders were the most prevalent), the proportion of LEP/NEP children served by speech-language clinicians (LEP/NEP students comprised approximately 20% of the caseload), and changes in the number of LEP/NEP children needing service (an increase is noted in the last 3 to 5 years). More than half of the clinicians reported non-English language knowledge, although few possessed full fluency in another language. While evaluations were conducted in the home language, therapy was provided in English with no help from interpreters or translators. Clinicians reported that inservice training helped them provide bilingual special education, and extension of such district-level inservice is recommended. The need for resources on therapy content issues was identified. Areas of needed research were pinpointed regarding the relative benefit of therapy in English vs. the child's home language, expected outcomes of therapy, and appropriate techniques. [More] Descriptors: Communication Disorders, Elementary Secondary Education, Incidence, Limited English Speaking
(1986). The Education of Hispanics: Status and Implications. Despite the pervasive and consistent pattern of undereducation for Hispanics and their rapid growth as a proportion of the school population, there is a dearth of appropriate preventive and remedial programs to address their special needs. This report provides an overview of the educational status of Hispanics and notes the implications of the data. It includes sections on each of the following: (1) the history of Hispanics in the United States, (2) demographics, (3) school enrollment, (4) educational conditions, (5) literacy and educational conditions of Hispanic adults, (6) postsecondary education, and (7) composition of the teaching force. The final section of implications for education policy makers emphasizes the importance of the following: (1) programs aimed at early school success; (2) adequately training more bilingual, special education, and gifted and talented teachers; (3) required coursework in multicultural education for all teacher training programs; (4) combating curricular tracking; (5) tutoring at the high school level as well as for younger students; (6) dropout recovery programs and prevention programs that begin before high school; (7) test taking preparation seminars; (8) additional academic attention to Hispanic girls; (9) attention to adult illiteracy, and (10) increased college recruitment, financial assistance, and postsecondary educational efforts. An appendix includes census tables from each state. Descriptors: Academic Achievement, Demography, Elementary Secondary Education, Enrollment
(1989). The Amish Child as an E.S.L. Culturally Different Learner in the Rural Public School Classroom. While the Amish are an established cultural group in the United States, Amish children are relatively ignored as a cultural and language minority group in public schools. Little information is available to the educator wishing to understand these children. Teacher education programs do not prepare teachers to deal with the language and experience backgrounds of Amish children while respecting their religious codes for action, dress, belief, and avoidance. The Amish home and culture are significantly different from mainstream society. Most Amish acquired their German dialect as their first language. The Amish child is clearly an English-as-a-Second-Language student in school. Amish children have great educational promise, but achievement depends on the learning environment. Limited studies at local levels have indicated that bilingual/multicultural education can be helpful to Amish children. Possible strategies include: treating this population as a bilingual-cultural minority; identifying, recognizing, and remediating cultural and language barriers; acknowledging cultural and language influences in testing; gathering information on the Amish for teachers; improved communication and interaction with the Amish community, including preparation of children for school; and including the Amish culture in teacher preparation courses. A variety of strategies can also be used to integrate and accommodate Amish children into the classroom. Descriptors: Academic Achievement, Amish, Children, Classroom Techniques
(1987). Mexican Americans on the Home Front: Community Organizations in Arizona during World War II. During World War II Arizona's Mexican-American communities organized their own patriotic activities and worked, in spite of racism, to support the war effort. In Phoenix the Lenadores del Mundo, an active fraternal society, began this effort by sponsoring a festival in January 1942. Such "mutualistas" provided an essential support system in the face of racism and discrimination, and were sources of cultural, social, and religious cohesion in Mexican-American communities. These societies spoke out after several blatant incidents of discrimination against Mexican-American teenagers, and later organized a Phoenix youth group that collected 2,200 pounds of old rubber for the war effort. Community organizations in Phoenix and Tucson also: (1) organized volunteer cotton pickers when a labor shortage threatened the crop, badly needed for parachute and blimp manufacture; (2) sponsored social gatherings in honor of Chicano military cadets; (3) arranged bilingual community education classes in American citizenship; (4) collected donations to provide cigarettes to soldiers overseas; (5) sold war bonds and war stamps; (6) collected clothing for the Red Cross; (7) planted victory gardens; (8) collected scrap metal and foil for recycling; and (9) provided child care services for mothers performing war-related activities. After the war most organizations disbanded, but one Tucson women's group continued to perform community service until 1976. This paper contains 30 endnotes. [More] Descriptors: Community Action, Community Organizations, Community Support, Ethnic Discrimination
(1991). The University's Responsibility to Rural Education–A Model. (A Unique Thing Happened on the Way to Reform). This paper details the efforts of Northern Arizona University's Center for Excellence in Education (CEE) to improve teacher education in rural areas. Ten regional field sites were established over a 2-year period throughout the state of Arizona. From these regional sites, field coordinators administer classes in off-campus settings, advise students on degree programs, and oversee other CEE outreach projects. The following are examples of CEE partnerships: (1) Arizona Western College, a 2-year community college, offers upper division undergraduate and graduate courses in education; (2) students at the Point Loma Nazarene College in San Diego (California) can earn doctoral degrees in Educational Leadership; (3) a Master's Degree in Bilingual/Multicultural Education is offered on site in a 90% Hispanic school district; (4) lower division courses necessary for teacher certification are offered under agreements with six Arizona Community Colleges; (5) preparation for native teachers to teach in native schools are offered in cooperation with Navajo Community College (Arizona); (6) returning Peace Corps Volunteers teach in reservation schools while working toward certification; (7) model programs have been developed and implemented in two reservation schools through CEE; and (8) CEE supplies doctoral students or faculty as "administrators-on-loan" for districts who have found themselves without a chief administrative officer. In addition to helping improve rural education, CEE's off-campus programs have proved profitable for Northern Arizona University. [More] Descriptors: American Indians, College School Cooperation, Demonstration Programs, Doctoral Programs
(1990). Bibliography of Career, Vocational and VESL Materials for the LEP: A List of NEC Library Holdings. This bibliography lists the library holdings of the Illinois Bilingual Vocational Education Project that pertain to vocational English as a Second Language (VESL), career, and vocational education for the limited-English-proficient (LEP) population. The project is a statewide technical assistance and staff development center designed to help improve vocational education for LEP youth and adults. The bibliography is in three parts. The first, "Instructional Materials," lists student texts and curriculum guides for teaching career awareness, pre-employment skills, occupational skills, and English as a Second Language (ESL). Included here are a section on materials that are written in simplified English or a non-English language, or rely heavily on illustrations, and a section on resources to teach general employment and job-specific language skills. The second part, "Professional References," cites readings on program models, teaching strategies, counseling, and linguistic minorities and includes research studies and inservice teaching materials. The third part, "Sources of Information," contains bibliographies of additional resources and a list of information clearinghouses. (MSE) [More] Descriptors: Adult Education, Career Awareness, Classroom Techniques, Counseling Services
(1991). Succeeding with the LEP in Vocational Education: Common Concerns and Solutions. This manual is designed to be used as a resource in the planning and implementation of vocational education support services for the limited-English-proficient (LEP) student. The focus of the manual is to address the linguistic and cultural backgrounds of LEP persons and provide them with vocational education that encompasses a wide array of services–targeted recruitment, occupational English, adapted vocational instruction, career counseling and job development–in order to facilitate their participation in training and integration into the workplace. Topics covered include identifying LEP students, training models, assessment of LEP students, instructional adaptation, the role of culture, counseling materials and funding. Appended materials include the following: sample language proficiency descriptions; sample home language surveys; a list of resource agencies; a bilingual vocational program student referral form; the Bilingual Vocational Education project's industrial and technical training curriculum; a list of typing competencies for the LEP student; bilingual vocational training models; ethnic media resources; recruitment brochures; language proficiency assessment tools; excerpts from a technical English test; Vocational English-as-a-Second-Language (VESL) competency checklist for data entry; sources of sample assessment instruments; a list of information and materials clearinghouses; work English VESL competencies; and sample VESL lesson plans. [More] Descriptors: Check Lists, Counseling Services, Cultural Context, Cultural Influences
(1992). Low-Incidence Special Education Teacher Preparation: A Supply and Capacity Pilot Study. This study was designed to obtain information on the national supply of special education teachers of low incidence disabilities including training program capacity, individual training program characteristics, and projections of numbers of program graduates. A pilot survey instrument was developed and completed by 233 low incidence area special education teacher preparation programs. Areas surveyed were hearing impaired, deaf-blind, early childhood special education, visually impaired, multihandicapped, physically handicapped, bilingual special education, trainable mentally handicapped, and severe/profound impairments. Survey questions covered institutional program information, certification practices, student recruitment and retention, program capacity, graduate follow-up, and supply/demand projections. Findings are presented in narrative and tabular form according to overall program composites, by individual low-incidence disability area, and by topics of questions. Conclusions suggest specific areas of concern: institutional and State certification practices, program training capacity and graduates follow-up, and student recruitment and retention. Appendices include the survey instrument, a listing of the programs responding to the survey, and results of a follow-up survey of nonrespondents. (Contains 11 references.) [More] Descriptors: Disabilities, Elementary Secondary Education, National Surveys, Preservice Teacher Education
(1972). The Use of Norm-Referenced Survey Achievement Tests with Mexican-American Migrant Students: A Literature Review and Analysis of Implications for Evaluation of the Texas Migrant Education Program. The literature concerning the appropriateness of 9 norm-referenced survey achievement tests for use with Mexican American migrant students in grades 1 through 7 in Texas is reviewed in this report, which provides an evaluation of each test by the Center for the Study of Evaluation. The report provides the following information for each test: (1) ratings in the areas of math, reading, and oral-aural language; (2) the National Consortia for Bilingual/Bicultural Education report on the number of Title VII (Elementary and Secondary Education Act) bilingual projects which used the test during 1970-71; and (3) a review of research studies and state departments of education reports related to using the test with Mexican American or migrant students. Part II of the report discusses some of the implications of using norm-referenced tests and suggests possible alternative solutions to the problem of finding an appropriate instrument for evaluating Texas migrant education programs. Also included is a 42-item bibliography. [More] Descriptors: Achievement Tests, Elementary Education, Literature Reviews, Mexican Americans
(1993). Reading Field Experience Program. The lessons included in this collection were written by California Polytechnic State University Reading Specialist Credential candidates in the Salinas Cohort Project of 1992 as partial fulfillment for an education course titled "Bilingual Special Education Reading Problems." Each lesson is research-based. A rationale describes the reading instructional strategy of the lesson and tells briefly which reading skills are intended through the activity. The lesson plan is a step-by-step guide for presenting the instruction. Essential materials are included and activities are replicable. Suggestions for adapting the lesson for limited-English-proficient students follow the lesson plan. Adaptations are included for a variety of grade levels and second language acquisition situations. Resources are cited to further extend the learning activity. This section may refer to the reading strategy or to adaptations for limited-English-proficient students. The document provides interest inventories, lesson plans for choral reading, wordless picture books, word banks, poetry for teaching sight words, listening, and creative dramatics, and a lesson evaluation form. Descriptors: Choral Speaking, Creative Dramatics, Education Courses, Elementary Secondary Education
(1987). American Indian Exceptional Children and Youth. An ERIC Exceptional Child Education Report. The document contains summaries of papers and ensuing discussions presented at a 1985 symposium on exceptional American Indian children and youth. The opening address (by Beverly Valley, a parent and school board member) stresses the role of parents and the need for less culturally biased testing. Two papers deal with parent and family involvement: "Parent Involvement Considerations" (Roger Kroth); "American Indian Parents of Handicapped Children" (Marilyn Johnson). Two papers look at language and curriculum development: "The Influence of Locus of Control and Culture on Learning Styles of Language Minority Students" (Alba Ortiz) and "Language and Curriculum Development for American Indian Handicapped Children" (Jacqueline Walker). Personnel preparation is the subject of two papers: "Bilingual Special Education Teacher Training for American Indians" (Leonard Baca) and "American Indian Personnel Preparation in Special Education" (Anna Gajar). The final paper "Federal Policy and the Education of American Indian Exceptional Children and Youth: Current Status and Future Directions" (Bruce Ramirez) is included in its entirety. It contains data on the number of American Indian exceptional children presently being served, reviews pertinent federal policy, and identifies areas requiring further attention. [More] Descriptors: American Indian Education, American Indians, Cognitive Style, Cultural Differences
(1983). Pima County Community College District 5 Year Master Plan, 1983-1988. Pima Community College's (PCC's) master plan for 1983-88 was designed to provide the flexible planning framework necessary for the college to respond to changes in its internal and external environment. Chapter 1 describes the context of planning at PCC, including background information on the planning process; PCC's philosophy, mission, goals, and history; predictions concerning the college's future; and guidelines for implementing the master plan. Each of the subsequent chapters deals with a specific aspect of the college, providing background information, describing the current status, suggesting future directions, and offering recommendations. Chapter 2 deals with instructional services in terms of enrollment trends; occupational and developmental education; community services; bilingual/international education; instructional methodologies; special, media, and library services; and PCC's honors program. In addition, student services such as counseling, outreach, recruitment, admissions, financial aid, career placement, and minority affairs are examined. Chapter 3 focuses on PCC's administrative services and offices, including the Board of Governors, Office of the President, Office of Personnel/Human Resources; and the Office of Planning and Development. After chapter 4 details PCC's governance and administration, chapter 5 offers projections for facilities. Finally, chapter 6 looks at college finances. Summaries, supplementary materials, and data corresponding to each chapter are appended. Descriptors: College Administration, College Instruction, College Planning, College Programs
(1984). Teacher Educators' Perceptions and Practices Pertaining to Multicultural Teacher Education. This study focuses on three questions: (1) What are the perceptions of teacher educators regarding five education approaches titled: "Educational Equality,""Cultural Understanding,""Individual Development,""Power Parity," and "Bilingual/Bicultural Education"? (2) Do variables such as age, race, gender, or professional responsibilities affect the rate of agreement with the five approaches? and (3) Are there differences in the number and type of multicultural course components incorporated into foundations, methods, clinical experiences, and human development courses? Survey respondents were selected faculty in 44 accredited teacher education programs. Statistically significant differences in perceptions were found by race and gender, by academic area, and in the number and type of multicultural practices incorporated into courses. It was concluded that, even among teacher educators with professed interest and experience in multicultural teaching, there are differences in their perceptions about this concept, and that few faculty possess the necessary skills to effectively incorporate multicultural components into their courses. Appended are the institutional and faculty questionnaires, coded perceptions statements, and a list of multicultural education practices frequencies. Descriptors: Course Content, Cultural Differences, Ethnicity, Higher Education
(1983). The 1981-1983 Biennial Report. Bulletin No. 4157. This report describes the Wisconsin Department of Public Instruction's activities and initiatives during the past 2 years and some of the major directions for the 1983-85 biennium. The department's five administrative divisions and selected corresponding subdivisions are presented as follows: (1) School Financial Resources and Management Services–(financial) aids administration, financial consultation, audits, processing sites, cost control administration, federal aid, pupil transportation, school district organization, private school liaison services, driver education, school facilities, community education, food and nutrition services, and educational opportunity program; (2) Handicapped Children and Pupil Services–performance and operation of the division, alcohol and other drug abuse, counseling and guidance, bureau for children with physical needs, Wisconsin school for the deaf; (3) Instructional Services–bureau for program development, bilingual-bicultural education programs, school improvement office, bureau for vocational education, bureau for teacher education and certification, competency-based testing, educational assessment; (4) Library Services–bureau for public and cooperative library services, bureau for instructional media and technology, bureau for interlibrary loan and resource sharing; (5) Management and Budget–personnel administration, fiscal services, policy and budget, general services, word processing systems and data processing, office of legal counsel, equal educational opportunity, and education information services. Descriptors: Administrative Organization, Budgeting, Bureaucracy, Coordination
(1987). Collaborative Research and Social Change: Applied Anthropology in Action. Promoting social change is the goal of the seven community case studies reported in this book. Each study is a "natural experiment" that involved long-term research, close collaboration between researchers and the host community, and the application of research methods and findings to social change goals within the community. The following reports describe collaborative research in the United States: (1) "Urban Comadronas: Maternal and Child Health Research and Policy Formulation in a Puerto Rican Community" (J. J. Schensul, D. Denelli-Hess, M. G. Borrero, and M. P. Bhavati); (2) "In the People's Service: The Kansas Kickapoo Technical Assistance Project" (D. D. Stull, J. A. Schultz, and K. Cadue, Sr.); (3) "Community Action and Social Adaptation: The Farmworker Movement in the Midwest" (W. K. Barger and E. Reza); and (4) "Linguistics in Action: The Hualapai Bilingual/Bicultural Education Program" (L. J. Watahomigie and A. Y. Yamamoto). The following reports describe collaborative research in the Third World: (1) "Against the Odds: Collaboration and Development at Vicos" (P. L. Doughty); (2) "The Mexican Urban Housing Project: A Collaboration between 'la Area Tecnica y la Area Social'" (A. D. Murphy, I. C. Fernandez, H. A. Selby, and I. R. Love); and (3) "Saving the City: University Research, Political Action, and the Squatter Problem in Davao City, Philippines" (R. A. Hackenberg and B. H. Hackenberg). Also included is a methodological chapter by M. A. Gibson with the title "Collaborative Educational Ethnography: Problems and Profits." A 314-item bibliography is appended. Descriptors: Action Research, Anthropology, Case Studies, Community Action