Bibliography: Bilingual Education (page 391 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Everett D. Edington, Perry Alan Zirkel, Diane Baumgart, Liem Dang Nguyen, Menomonie. Center for Vocational Wisconsin Univ. – Stout, Henry J. Casso, Denis Girard, Amherst. Center for International Education. Massachusetts Univ., Gilbert D. Roman, and Manuel Ramirez.

California State Dept. of Education, Sacramento. Office of School Improvement. (1986). Elementary School Program Planning Guide. This guide was developed to provide assistance and direction for members of local school communities as they plan to improve instructional programs for students. Supplemented by a resource handbook, the guide is designed for teachers, parents, administrators, and support staff members in schools receiving funding through the following programs: (1) School Improvement Program; (2) State Compensatory Education Program; (3) ECIA, Chapter 1; (4) Bilingual/Bicultural Education Program; (5) Gifted and Talented Education (GATE) Program; (6) Miller-Unruh Reading Program; and (7) Staff Development Program. While the basic process for program planning remains the same, this guide has been changed significantly from previous planning guides and reflects the curriculum renewal effort currently under way in California. Included in the guide are four chapters which focus, sequentially, on revitalizing the elementary school program, organizing the planning process, preparing to write the school improvement plan, and writing the school improvement plan. The guide also provides a description of a generic planning process, and a description of the major features of a school improvement plan. Illustative examples of the main features of school program planning are incorporated throughout this guide. Appended materials provide school planners with a tool to use in assessing the results of their planning efforts.   [More]  Descriptors: Criteria, Curriculum Guides, Educational Improvement, Educational Planning

Edington, Everett D. (1979). Synthesis of Research Related to Policy for Education in Rural America. Until recently other countries (Australia, Great Britain, the Scandinavian countries) have been well ahead of the United States in development of rural education policy, In 1969 and again in 1977 the U.S. Office of Education (USOE) produced task force reports with recommendations for rural education. The 1969 recommendations were very specific and concerned early childhood education, vocational education, institutional cooperation, funding guidelines, technical assistance for rural program planning and development, establishment of a rural unit within USOE, and creation of a rural programs research and design center. Broader in scope, the 1977 recommendations dealt with rural, migrant, Native American, and Bilingual/Bilcultural education. The report also acknowledged the effect on education of rural cultural tradition. Except for improved vocational education (largely a matter of state policy) and the ERIC program, there has been neither implementation of the recommendations nor much HEW effort regarding ongoing funding of rural education programs. The U.S. rural education policy has remained one of trying to fit all school systems into a single mold. However, cause for hope now exists in that rural education is an NIE priority for fiscal 1980; the Department of Agriculture and USOE are planning activities; and there is now some cooperation among federal agencies. Descriptors: Agency Cooperation, Agency Role, Comparative Education, Educational Policy

Nelson, Margaret F., Comp.; Walton, M. Frances, Comp. (1982). Ohoyo Ikhana: A Bibliography of American Indian-Alaska Native Curriculum Materials. The 1200-item annotated bibliography on American Indian and Alaska Native resources is presented in four sections: curriculum materials, resource materials, bibliographies, and periodical articles. The first three sections are listed alphabetically by source showing the vast amount of materials being developed by Indian tribal groups and organizations. Each notation includes the title of the resource, author(s), year of publication (1970-1982), brief description, language written in (if applicable), number of pages, and grade level. For easier referencing, the contents of the bibliography are indexed in three ways: regional, audio/visual, and bibliography. The regional index lists printed materials contained in the curriculum, resource and periodical sections alphabetically by title, noting page number, grade level, and subject area (arts/crafts, bilingual, career education, extra curricular, language arts, math/science, social studies) or resource applicability (curriculum development aid, resource reference, reversing stereotyping/bias in textbooks). The audio/visual index provides a title listing of cassette tapes, records, films, slides and videotapes available and appropriate for classroom use. A list of curriculum resource personnel concludes the document.   [More]  Descriptors: Alaska Natives, American Indian Education, American Indian History, American Indian Literature

Girard, Denis (1996). Early Modern Language Learning: Conditions of Success. A language education specialist who has studied elementary school second language programs, primarily in France but also in other European countries, outlines the factors he has found contributing to program success and makes recommendations for further development of second language education in Europe. Seven conditions for effective programs of foreign language in the elementary school (FLES) include: (1) well-trained teachers, competent in both the target language and teaching techniques; (2) established provision of pedagogical support in the form of inservice training; (3) adequate scheduling; (4) suitable teaching materials; (5) continuity; (6) liaison between elementary and secondary education; and (7) integrated evaluation and quality control. It is argued that early second language programs not only have potential for success, but are also highly recommended to develop the bilingual skills needed in a unified Europe. The Bulgarian example of bilingual secondary education is described. Thorough language teaching reform in each country is recommended, perhaps beginning with a network of bilingual schools, elementary and secondary, in each region where conditions for success exist, with later expansion. It is also proposed that a broad variety of second languages be taught. A list of questions for group discussion is appended.   [More]  Descriptors: Articulation (Education), Educational Environment, Elementary Secondary Education, FLES

Zirkel, Perry Alan (1973). A Sociolinguistic Survey of Puerto Rican Parents in Connecticut. The purpose of this study was to develop a data base concerning the home background of Puerto Rican pupils as it relates to present and potential educational progress. Specifically, the study was designed to secure and summarize systematic data concerning the following factors: (1) the educational level of the parents and their educational aspirations and expectations for their children; (2) the occupational level of the parents and their occupational aspirations for their children; (3) the parents' geographical origin and orientation; (4) the language proficiency and dominance of key family members with regard to Spanish and English; (5) the parents' attitudes toward bilingualism and bilingual/bicultural education; and (6) the parents' interest in education in general. The subjects of the study were 218 Puerto Rican families having children in the public schools of two large cities in Connecticut. The instrument utilized was a structured interview schedule developed by the author for the purpose of the study. The instrument, available in parallel English and Spanish forms, consists of 47 items dealing with parental perceptions and family background factors relating to the education of Spanish-speaking students. The instrument was administered on an individual basis in home interviews conducted by a team of bilingual educators.   [More]  Descriptors: Bilingualism, Educational Background, Elementary School Students, Family Characteristics

Wing, Barbara H. (1975). Free to Become: Preservice Education. Perspective: A New Freedom. ACTFL Review of Foreign Language Education, Vol. 7. Recent developments and means to promote competence and flexibility in preservice training of foreign language teachers are examined. Five issues the profession faces in preparing qualified candidates are: redefining the role of foreign language teachers in general and of the generalist and specialist in particular; selecting the candidates; identifying preservice program content; developing procedures and programs to achieve commitment and competence, and expanding professional awareness and cooperation. Two movements influencing the nature of preservice programs are competency-based or performance-based teacher education and the humanizing movement. Multistep integrative teacher education programs include early field experiences, an extended stay in the target country, and a dual system of methods courses combining theoretical and experiential training. Focusing research efforts on what actually happens in the classroom is a basis for developing models for promoting student learning and designing strategies for teaching. The continuum concept of preservice and inservice training, demonstration techniques, microteaching, classroom interaction, student-centered classrooms, individualization, student teaching, videotaped instruction, teaching centers and specialized training for bilingual/bicultural education, elementary school instruction, urban teaching, and college teaching are discussed. Descriptors: Bilingual Teachers, Competency Based Teacher Education, FLES, Higher Education

Office of Education (DHEW), Washington, DC. (1974). Inside-Out: The Final Report and Recommendations of the Teachers National Field Task Force on the Improvement and Reform of American Education. This report is one of six to be released by as many task forces on the improvement and reform of American education. After a brief introduction, the teaching task is defined and the major components of teaching are listed: (a) the determination of the individual student's program, (b) the design of experiences that help the student implement the program, and (c) the assessment of how well the experience meets the student's need. The next two sections are devoted to the topic of developing and maintaining professional competence. The report recommends that teacher centers be the focus of professional education above the preservice level. The next section of the report is devoted to a brief discussion of teachers' concerns which include (a) inner-city schools, (b) racism, (c) bilingual-bicultural education, (d) accountability, (e) class size, (f) teacher surplus, (g) early childhood education, (h) standardized tests, (i) the "four-day" teaching week, (j) performance-based teacher education, (k) the total community as a learning center, (l) performance contracting, (m) vouchers, (n) governance of the teaching profession, and (o) collective bargaining.   [More]  Descriptors: Educational Change, Educational Improvement, Inservice Teacher Education, Preservice Teacher Education

Ramirez, Manuel, III (1995). Historical Development of the Concept of the Multicultural Personality: A Mixed Ethnic Heritage Perspective. The Mestizo (mixed ethnic heritage) Civil Rights Movement in the United States can be divided into five phases: Pre-Civil Rights, Civil Rights, Bilingual-Multicultural Education, Political Conservatism, and the current period, an Assault on Civil Rights. The paper describes how a personal research career has been influenced by the different stages of the Movement, and work on the concept of the multicultural personality has closely reflected its various phases. The Movement not only provided multicultural models such as Cesar Chavez, Malcolm X, Dolores Huerta, Martin Luther King, Jr., and Rosa Parks, it also provided a liberating force from racist, sexist, and cultural and genetic superiority paradigms of the social sciences. A personal account of the development of the concept of the multicultural personality is given, and a description of the instruments which were designed to assess multicultural personality processes is also provided. The anti-affirmative action trend of today's society impels one to look to the future in the hope that the Civil Rights flame will be rekindled so that multiculturalism can help save the world. (Contains 24 references. Three figures and nine tables are presented which are related to multicultural personality development and identity.)   [More]  Descriptors: Civil Rights, Cross Cultural Studies, Cultural Awareness, Cultural Background

Nguyen, Liem Dang (1984). Indochinese Cross-Cultural Adjustment and Communication. Information is given about the cultural and religious background of Indochinese refugees arriving in the United States since 1975, to be used as a basis for promoting cross-cultural adjustment and communication with and in this group. The Indochinese exodus since 1975 is briefly described, focusing on the journey undertaken and the spread of refugees around the world. Common Indochinese traditions are outlined, including family life and behaviors, interpersonal expectations, and communication styles. An examination of common Indochinese psycho-religious forces looks at popular beliefs and the cult of the ancestors, Buddhism, Confucianism, and Taoism. A section on cross-cultural adjustment looks at common problems, among them relationships within communities and families, relationships with other groups, organizational participation, and the minimal use of mass media for communication. Adjustment in and among age groups is discussed for the elderly, adults, and children, and recommendations are made for supporting each group. General recommendations are also made for supporting social cohesiveness and cross-cultural harmony for Indochinese refugees, covering bilingual-bicultural education, English language training, cultural orientation, family ties, counseling, community networks, cultural orientation training for service agencies, and cross-cultural communication. Descriptors: Adjustment (to Environment), Adult Development, Age Differences, Child Development

National Inst. of Education (DHEW), Washington, DC. (1979). Guide to Federal Funding in Career Education, Education and Work and Vocational Education. Its purpose being to review legislative mandates, this pamphlet contains sections which describe the grant-making and funding scope of the Office of Education (OE), the Fund for the Improvement of Postsecondary Education, the Office of Career Education, the National Institute of Education (NIE), CETA (Comprehensive Employment and Training Act), the National Science Foundation, and such programs as Guidance and Counseling, the Handicapped Innovation Program, and the Women's Educational Equity Act of 1974 Program. Also described are programs of national significance in the Bureau of Occupational and Adult Education. These include Personnel Development, the National Center for Research in Vocational Education, Curriculum Coordination Centers, Bilingual Vocational Education, the Contract Program for Indian Tribes and Organizations, and the State Vocational Research Coordinating Units. An introductory section outlines the history of the Coordinating Committee on Research in Vocational Education and outlines its mission, which is to (1) develop a plan for establishing national funding priorities for vocational and career education, and education and work; (2) coordinate efforts of NIE, OE, and other agencies to avoid duplication of effort; and (3) develop a management information system for project monitoring and evaluation.   [More]  Descriptors: Adult Education, Agency Cooperation, Career Education, Cooperative Education

Baumgart, Diane (1992). Philosophy, Differences, and Education. This paper argues that the philosophic assumptions underlying full inclusion efforts for students with severe disabilities and other restructuring movements are actually barriers to "best practice" implementation, and an alternative perspective based on social relations is offered. First two different perspectives on disability, the "different person" perspective (which sees differences as inherent and immutable) and the rights perspective (which views all individuals as entitled to the same rights, services, and outcomes) are compared. Both perspectives are seen to result in a dilemma and be inappropriate to guide current restructuring. In contrast, the social relations perspective views differences in the context of relationships which are expected to change with time or as the comparison basis changes. This perspective is applied to a case in which an emphasis on gender differences in provision of maternity leave is replaced with relation-based provision of parental or family leave. Other examples apply the social relations perspective to inclusion of students with severe disabilities and the provision of bilingual/bicultural education to all students and not just to the Spanish-speaking minority. (Contains 15 references.)   [More]  Descriptors: Access to Education, Educational Philosophy, Educational Practices, Elementary Secondary Education

Wisconsin Univ. – Stout, Menomonie. Center for Vocational, Technical and Adult Education. (1979). Center for Vocational, Technical and Adult Education–Phase VIII. Final Report. Activities undertaken by the Center for Vocational, Technical, and Adult Education (CVTAE) in Wisconsin for 1978-79 continued efforts in five major areas: needs assessment, professional development, evaluation, research, and dissemination of research and activities. Needs assessment activities (1) developed a model process for a displaced homemaker center and constructed instruments to survey bilingual vocational education, staff and administrator training, and sex equity in the postsecondary VTAE system and (2) surveyed financial support available to vocational education. The center also supported such professional development activities as mid-management leadership development workshops; an intensive instructor conference; workshops on research competencies, proposal writing and grantsmanship, and evaluation skills; preservice and inservice programs; and internships. Evaluation activities involved implementation of a secondary vocational program evaluation model and evaluations of various programs and projects. Research-oriented activities assessed the impact of enrolling in secondary vocational education programs and of youth employment and training programs; determined the effectiveness of assessment centers; studied high school non-completers, women in apprenticeships, and the basic state grant program; and developed industrial education learning activities and performance-based teacher education instructional materials. CVTAE also disseminated research reports, technical assistance, and data analysis. (A list of CVTAE activities for 1978-79 is appended.) Descriptors: Adult Education, Competency Based Teacher Education, Data Analysis, Educational Research

Casso, Henry J., Ed.; Roman, Gilbert D., Ed. (1976). Chicanos in Higher Education: Proceedings of a National Institute on Access to Higher Education for the Mexican American (Albuquerque, New Mexico, July 1975). In July 1975, a national institute was held in Albuquerque, New Mexico, to propose ways of improving Chicano access to higher education. The institute, dedicated to the memory of New Mexico educator Dr. Dolores Gonzales, brought together Chicano educators and representatives of public and private universities, state governments, and the Federal government. They examined the patterns of education and racism that encouraged Chicano students to drop out long before college and proposed educational and political reforms to make bilingual/bicultural education a reality. The proceedings of the institute propose higher education reforms such as open universities, flexible admission standards, Chicano colleges, and increased financial aid. Also discussed is the employment of Chicanos as faculty members and administrators in institutes of higher learning, and ways to improve Chicano participation in these areas. Other topics discussed are the current trends in student admissions and compliance, designing programs for Mexican Americans in higher education, the ineffective mechanisms of affirmative action plans in an academic setting, testing, curriculum, and Chicano alternatives in higher education. Descriptors: Access to Education, Administrators, Affirmative Action, Change Strategies

Massachusetts Univ., Amherst. Center for International Education. (1987). Dissertation Abstracts, 1971-1987. The Center for International Education. This publication includes abstracts of all dissertations written by members of the Center for International Education at the University of Massachusetts since its inception in 1969. The Center offers training at the master's and doctoral levels in third world development education and nonformal education. The dissertations are based on work throughout the developing world. Many have evolved from field experience in projects sponsored by the Center in Ecuador, Ghana, Lesotho, and Indonesia. Abstracts are presented in approximately chronological order, and are indexed by author and subject. Topics covered include educational and curricular alternatives, teacher training, instructional methods, rural nonformal education, the role of the black college in international education, educational relevance, adult literacy instruction, area studies materials, self-help schools, characteristics of nonformal educators, black studies, higher education and social responsibility, characteristics of educated populations, peace education, educational television, educational reform, humanism, essentialism, teaching individuals with disabilities, self-concept and cultural change, educational policy, education for development, cross-cultural teacher training, counseling, secondary school students, bilingual desegregation, education and employment, instructional materials, program design, refugees, learning styles, lifelong education, ethnicity, and educational policy. (MSE) Descriptors: Adult Basic Education, Area Studies, Black Colleges, College Role

Greater Los Angeles Community Action Agency, CA. (1973). Head Start/State Preschool Child Development Program Annual Evaluation Report 1972-73. Part 2: Evaluating Ourselves. It was the contention of the Head Start/State Preschool Program of the Greater Los Angeles Community Action Agency (GLACAA) that a self-evaluation would not be workable or effective unless it was a joint process involving delegate agency staff, parents and central administration staff in all phases. The first phase of the self evaluation process involved the development of evaluation instruments for all components of the Head Start program. Twelve separate components were identified: (1) Education, (2) Bilingual, Bicultural Education, (3) Health, (4) Social Services, (5) Mental Health, (6) Parent Involvement, (7) Facilities, (8) Career Development, (9) Nutrition, (10) Volunteers (other than parents), (11) Delegate Agency Administration, and (12) Central Administration. Staff designated by delegate agencies participated in working committees which defined the performance that they considered as meeting performance standards and the performance that they considered unacceptable. After evaluation instruments were developed, steps were taken to get the evaluation team into the field. Next came the evaluation, reflections on the evaluation experience, analysis of evaluation results, evaluation by component, and acting to improve the program. Appendices on Evaluation Instruments, Tables for the Evaluation Results by Component, and Evaluation Reports for Each Component are included.   [More]  Descriptors: Child Development, Disadvantaged Youth, Evaluation Criteria, Federal Programs

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