This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Joseph O. Prewitt Diaz, Malcolm P. Douglass, Jane R. Mercer, Diane Bennett Durkin, George W. Rich, Ana Maria Rodriguez, Tuija Helle, Herman Badillo, Arlington DBS Corp., and Linda V. McCrossan.
(1977). Implications of Current Assessment Procedures for Mexican-American Children. Bilingual Education Paper Series, Vol. 1 No. 1, August 1977. Disproportionately large numbers of Mexican American children are labeled as mentally retarded by the public schools and placed in special education classes. Two explanatory hypotheses are discriminatory referral procedures and discriminatory clinical procedures. Findings from research conducted between 1963 and 1969 concerning these processes and procedures indicate that clinical assessment is the primary factor in disproportionate placement of Mexican American children in classes for the mentally retarded. The primary instrument used is the standardized individually administered intelligence test, i.e., the Stanford-Binet Intelligence Test, Form LM, or the Wechsler Intelligence Scale for Children (WISC). Failure to take cultural differences into account and failure to recognize the cultural biases in these tests are the primary reasons for disproportionately large numbers of Mexican American children being labeled as mentally retarded. The logic of the pluralistic evaluation of intelligence is based on a three-step process: identifying sociocultural characteristics correlated with IQ for Mexican American children; developing a sociocultural index for classifying children by family background; and interpreting the IQ against two normative standards–the standardized norms of the test as published in the test manuals and the pluralistic norms based on the distribution of scores for persons from comparable sociocultural backgrounds. Descriptors: Accountability, Bilingual Students, Cross Cultural Studies, Cultural Traits
(1972). Politicas y realides de la educacion bilingue en Norteamerica (Politics and Realities of Bilingual Education in the United States), Yelmo. [More] Descriptors: Anglo Americans, Bilingual Students, Bilingualism, Minority Groups
(1980). Elementary Bilingual/Bicultural Teacher Education Curriculum. The Northern Illinois University (NIU) bilingual/bicultural program is incorporated into an established elementary education program and provides teacher candidates with an integration of extensive practical field experiences and theoretical course work. NIU offers three program options. The Baccalaureate in elementary education with a bilingual/bicultural emphasis provides dual certification and centers on over 250 hours of field work, including a semester in which the candidate serves as a Community or Educational Intern under the auspices of selected community agencies or public schools. The 18-hour Post Baccalaureate Certification Program is designed to provide bilingual certification for and increase the competencies of teachers already functioning in bilingual classrooms. The Masters program is intended for those desiring both a Masters in elementary education and bilingual certification. Screening of program applicants includes a diagnostic language procedure. Extensive appendices to the program description include: faculty resumes; catalog descriptions of suggested courses; course recommendations for sample areas of concentration; a description of the NIU Learning Center and Bilingual/Bicultural Curriculum Center; admission requirements; and complete descriptions of the diagnostic language procedure and the field experiences. Descriptors: Bilingual Education, Bilingual Teachers, Curriculum Design, Elementary Education
(1986). Equity Training for State Education Agency Staff. A training manual for state education agency (SEA) staff dealing with issues of sex bias and discrimination in the educational system is presented. The manual is designed to achieve the following primary objectives: (1) provide a status report on federal and state roles in promoting educational equity; (2) provide an overview of inequities based on race, sex, national origin, and disability that exist in the educational system; and (3) encourage staff to work cooperatively in integrating equity concerns into SEA programs and activities. While portions of the manual can be adpted for use at the local level, the information and strategies are designed to promote coordination among SEA staff. Materials are organized into seven self-contained chapters which can be presented sequentially or independently. Chapter 1, "Participant Self-Assessment," is designed to assess awareness of equity issues and knowledge of equity-related laws and research and comprises a self-assessment worksheet and answer sheet. Chapter 2, "The Federal and State Roles in Promoting Educational Equity," comprises the following sections: (1) "The Federal Role"; (2) "'Grove City College v. Bell'"; (3) "The State Role"; and (4) "Equity Action at the State Level–A Worksheet." Chapter 3, "Equity-Related Laws at the Federal Level," comprises the following sections: (1) "Title IX of the Education Amendments of 1972"; (2) "Title VI of the Civil Rights Act of 1964"; (3) "The Education of All Handicapped Children Act of 1975"; (4) "Section 504 of the Rehabilitation Act of 1973"; (5) "Title IV of the Civil Rights Act of 1964"; (6) "Women's Educational Equity Act of 1984"; (7) "The Carl D. Perkins Vocational Education Act"; (8) "Bilingual Education Act of 1984"; (9) "Chapter 1 of the Education Consolidation and Improvement Act"; (10) "Summary of Federal Equity-Related Laws"; and (11) "Applying the Law–A Worksheet." Chapter 4, "Persistent Inequities," comprises the following sections: (1) "Introduction"; (2) "Social and Economic Inequities Facing Women"; (3) "Discrimination and Inequities in Elementary and Secondary Schools"; and (4) "Persistent Inequities–Small Group Activity." Chapter 5, "Integrating Equity Concerns: A Collaborative Approach," comprises the following sections: (1) "Increasing Collaboration among Equity Staff"; (2) "Integrating Equity Concerns into SEA Activities"; (3) "Assessing Collaboration among Equity Staff–A Worksheet"; (4) "Identifying Equity Needs of SEA Staff–A Worksheet"; and (5) "A Checklist To Assess the Extent to Which Equity Concerns Have Been Integrated into SEA Activities–A Worksheet." Chapter 6 describes next steps for SEA equtiy staff and Chapter 7 provides materials on evaluation and feedback. The participant activities which accompany each chapter can be adapted for either large- or small-group meetings. Statistical data are included on nine tables and one graph. [More] Descriptors: Administrator Guides, Civil Rights Legislation, Elementary Secondary Education, Equal Education
(1978). Demystifying the Concept of Culture: A Teacher's Guide to the Cross-Cultural Study of Games and Play. Monograph IV. Bilingual Education Training Series. This monograph presents some basic theoretical perspectives on play and its relationship to culture, and outlines some basic concepts that can be used to obtain information about cultural differences between children in a school setting. Emphasis is placed on the conceptual and methodological tools normally used in anthropological fieldwork and their potential utilization in an educational setting. Specific topics discussed include: (1) play and socialization; (2) types of play; (3) types of games; (4) game categories; (5) cultural patterns and games; (6) dominant values and games; and (7) real and ideal culture in games. Suggestions about how teachers may systematically observe and record children's games are presented. Included in these suggestions are discussions of observational problems, structural versus casual observation, and parent and child interviews. Ways in which the knowledge gained through these observations can be used in bilingual, cross cultural education, in research, in staff training, and in the general school setting and in reinforcing school-community ties are also discussed. Descriptors: Bilingual Education, Classroom Observation Techniques, Cross Cultural Training, Cultural Differences
(1992). Helpful Opportunities for Pupil Enrichment (Project HOPE). Transitional Bilingual Education, 1991-92. Final Evaluation Profile. OREA Report. Helpful Opportunities for Pupil Enrichment (Project HOPE) was designed to provide services to Chinese-speaking and Spanish-speaking students of limited English proficiency in grades 6, 7, and 8, as well as their parents and siblings and the instructional staff. In 1991-92, the project enrolled 160 male and 159 female students. The project was to provide students with activities to promote the acquisition of English and the development of mathematics, science, and computer skills. Family activities emphasized second language learning and exposure to facets of U.S. and native cultures, the arts, and literature. A career orientation component was included. Instructional staff were given in-service training. Curriculum guides were prepared in the native languages of participants. Project HOPE was highly successful and staff collaborated successfully with various city and state agencies to organize program activities and the parent component. Some difficulties were encountered in finding a qualified curriculum developer in Spanish and in publishing a project newsletter. While the project met many objectives with respect to Chinese native language achievement and staff development, others relating to Spanish language and English achievement were not fully met. It was not possible to accurately measure the extent of parent participation. Recommendations for program improvement center on reevaluating objectives and expanding out-of-class services aimed at English proficiency. Appendixes discuss data collection and analysis and instructional materials. [More] Descriptors: Asian Americans, Career Education, Chinese, Computer Literacy
(1980). Empirically Defining Competencies for Effective Bilingual Teachers: A Preliminary Study. Bilingual Education Paper Series, Vol. 3, No. 12. Generic and causal competencies for effective elementary bilingual teachers have been defined through this study. Data have been collected with an operant interviewing method termed the Behavioral Event Analysis (BEA). The BEA was developed at Harvard for the purpose of identifying competencies for effective job performance. In this study, 20 bilingual teachers were interviewed to differentiate those competencies demonstrated by "superior" bilingual teachers, compared to those of other bilingual teachers. Detailed descriptions of successful episodes and less successful episodes were elicited from the subjects. Behavioral episodes encompass the teachers' perceptions, thoughts, acts, feelings, and conclusions. A content analysis of interview transcriptions has yielded a set of competency clusters, which along with their accompanying sub-categories, reveal the following characteristics for effective bilingual teachers: sociocultural knowledge, positive regard, non-authoritarianism, pedogogic flexibility, self-confidence, and communication skills. Given further validation of these competencies, teacher-educators can more adequately select potentially effective bilingual teachers, prepare effective bilingual teachers and develop relevant teacher preparation curricula. [More] Descriptors: Behavior Rating Scales, Bilingual Teachers, Communication Skills, Comparative Analysis
(1986). Reading: The Quest for Meaning; Proceedings of the Claremont Reading Conference (54th, Claremont, California, March 14-15, 1986). Fiftieth Yearbook. Focusing on the importance of the search for meaning in reading, the essays in this book address critical reading and the confusion about the place of skill development in the search for meaning. The following works are included: "Introduction to the 50th Yearbook" (M. P. Douglass); "The Quest for Meaning" (M. Poplin); "Reading and the Role of Imagination: Observations on Meaning, Skills, and the Nature of Knowing" (J. A. Astman); "An Issue of Education Equity: Hispanic School Desegregation and Bilingual Education" (H. D. C. Garcia and M. Noble); "Why Children Can Learn to Read and Yet Comprehend Poorly What Is Read–A Scandinavian Perspective" (M. Jansen); "Curriculum Development and the Quest for Meaning" (M. F. Klein); "The Public School Faculty at Risk: A Renewed Need to Search for Meaning" (M. B. Noble and H. D. C. Garcia); "The Integration of Learning: An Idea Whose Time Has Come (Again)" (K. A. Tye and B. B. Tye); "The Development of Belief Systems and Teaching Effectiveness of Influential Teachers" (R. B. Ruddell and R. G. Kern); "A Widening View" (S. Alexander); "Children's Literature and the Claremont Reading Conference" (D. Doherty-Hale); "The Historical Classics of Children's Literature and Basal Readers" (J. Zarrillo); "Childhood and Adolescence in the Experience of Three Irish Men of Letters: Sean O'Casey, Sean O'Faolain, Michael O'Beirne" (T. M. Caughron); "Beyond the Deficit Model of Reading Disabilities" (P. Dewitz); "The Directed Listening-Thinking Approach" (C. DeJong); "A Study of the Effects of Directed Reading-Thinking Activity and Conceptual Mapping on Reading and Writing Exposition" (M. E. Draheim); "Semiotic Meaning in 'The Name of the Rose'" (L. Stokely, Ed.); "A Testimonial on Timed Testing: Developmental Students and Reading Comprehension Tests" (G. Kerstiens); "The Changing Composition of California School Boards" (J. G. Weeres); "A Comparison of the Cognitive and Art Development of Early Readers of Print and Their Yet-To-Read Peers: Grounds for a Broad-Based Learning Environment" (A. A. Armantage); "Communicative Approaches to ESL: A Bridge to Reading Comprehension" (A. N. Crawford); "From Meaning to Reading: Instruction for ESL Readers" (C. N. Dixon); "Integrating Computers and the Writing Process" (R. Souviney and B. Miller-Souviney); "When Good Readers Block" (C. L. Garcia); "The Vocabulary Self-Collection Strategy: Implications from Classroom Practice and Research" (M. R. Haggard); "Strategic Competence in Reading: Finding the Common Ground" (R. D. McCallum); "Reading Aloud to Students: Remediation or Foundation?" (D. Michener). Also included is a presentation of the Recognition of Merit Award to Tana Hoban as well as her acceptance statement. Descriptors: Childrens Literature, Critical Reading, Elementary Secondary Education, English (Second Language)
(1993). Dropout Reduction through Education, Achievement, and Motivation (Project DREAM). Transitional Bilingual Education, 1991-92. Final Evaluation Profile. OREA Report. Dropout Reduction through Education, Achievement, and Motivation (Project DREAM) was designed to serve the needs of Latino immigrants who had scored at or below the 40th percentile on the Language Assessment Battery. The design-incorporating plans for group and individual guidance sessions to help students improve their interpersonal skills. It proposed to promote motivation through awarding honors such as "Most Improved Student," or "Student of the Month." Assemblies were to be arranged to promote cultural awareness, and field trips were planned as incentives for academic achievement. In 1991-92, Project DREAM enrolled 492 students in grades 9 through 11 at South Bronx High School in the Bronx (New York City). All participants were considered limited English proficient. The project carried out its planned activities and expanded on them. Individual and group guidance sessions for job placement, parenting, pregnancy services, and other needs were conducted by project staff. Student recognition awards were given out in assemblies, and several cultural awareness events were sponsored. In spite of program efforts, however, parent participation was low. Recommendations were made to increase achievement in English as a Second Language, reading in English, and other content areas. Student self-image should receive increased concern in program planning. Two appendixes discuss data collection and analysis and instructional materials. [More] Descriptors: Academic Achievement, Cultural Awareness, Disadvantaged Youth, Dropout Prevention
(1984). Elementary and Secondary School Civil Rights Survey, 1984 [machine-readable data file]. The "Elementary and Secondary School Civil Rights Survey" machine-readable data file (MRDF) contains data on the characteristics of student populations enrolled in public schools throughout the United States. The emphasis is on data by race/ethnicity and sex in the following areas: stereotyping in courses, special education, vocational education, bilingual education, ability grouping, and student discipline. This survey was conducted on an annual basis beginning with the 1967-68 school year and extending through the 1974-75 school year; since 1976, it has been a biennial survey. Over the years, the survey has undergone many changes in scope, coverage, content, and methodology. These changes have reflected the increased responsibilities of the Office for Civil Rights (OCR), as well as shifts in the civil rights issue as a national concern. The scope of this survey has gradually broadened to include discrimination on the basis of sex or hardship, and to address discrimination problems in discipline practices, tracking, ability grouping, or student assignments within schools and classrooms. The primary purpose of the survey is to collect data that can assist OCR in identifying school systems with potential problems. Data is collected via two forms: a district level form (ED-101) and a school level form (ED-102). Each district selected to participate in the survey completes ED-101 (about 3,500 districts) and every school within the selected district completes ED-102 (about 30,000 schools). School districts were selected from all 50 states and the District of Columbia. The final file contains the actual data submitted by the individual schools, as well as district summary data. School data is recorded by five ethnic categories (Alaskan Natives, American Indians, Asian Americans, Blacks, Hispanics), as well as by sex, giving the total number of pupils/students, those needing or enrolled in language assistance programs, those that are gifted/talented, and those suspended or given corporal punishment. Also provided are total student counts by grades 1 through 6 for each ethnic category and the number of students participating in special education programs (i.e., for hard of hearing, deaf, deaf-blind, educable mentally retarded, health impaired, multi-handicapped, orthopedically impaired, seriously emotionally disturbed, speech impaired, visually handicapped, etc.) by ethnic category, by sex, by part-time or full-time, and by English-speaking level. Numbers of pupils/students receiving high school diplomas are provided by sex and by ethnic category. Enrollments by sex for home economics, industrial arts, and physical education are provided for grades 7 through 9. POPULATION: Public Schools (80,000); Public School Districts (16,000). TYPE OF SURVEY: National Survey; Sample Survey. RESPONDENTS: Principals of Public Schools; Superintendents of Public School Districts. SAMPLE: Public Schools (30,000); Public School Districts (3,500). FREQUENCY: Annual (1968-1975); Biennial (1975–). YEAR OF FIRST DATA: 1968. Descriptors: Ability Grouping, Alaska Natives, American Indians, Asian Americans
(1995). Language Issues: Readings for Teachers. This book provides a collection of interrelated essays on language for teachers concerned with first and second language acquisition, non-standard English, the teaching of grammar, language change, and the attainment of literacy. A problem-oriented text, the book presents the various controversies surrounding each language area, offering competing disciplinary perspectives. Incorporating only the linguistic theory that has immediate classroom applicability, the book consolidates research, offers a nontechnical approach, and invites teachers to question common assumptions and practices concerning language. Essays in the book are "The Acquisition of Language" (Breyne Arlene Moskowitz); "Creole Languages" (Derek Bickerton); "Making It Last: Repetition in Children's Discourse" (Elinor Ochs Keenan); "Context, Meaning and Strategy in Parent-Child Conversation" (Peter French and Bencie Woll); "The Significance of Learners' Errors" (S. P. Corder); "Bilingual Education and Second Language Acquisition Theory" (Stephen D. Krashen); "A Chinese Child's Acquisition of English" (Joseph Huang and Evelyn Hatch); "Underachievement among Minority Students" (Jim Cummins); "The Cognitive Academic Language Learning Approach" (Anna Uhl Chamot and J. Michael O'Malley); "English in Our Language Heritage" (Shirley Brice Heath); "Educational Rights of Language Minorities" (Sau-ling Cynthia Wong); "A Look at Process in Child Second-Language Acquisition" (Evelyn Hatch and others); "Individual Differences in Second Language Acquisition" (Lily Wong Fillmore); "ESL Children as Teachers: A Social View of Second Language Use" (Donna Johnson); "Language Change in the History of English: Implications for Teachers" (George Gadda); "The King Case: Implications for Educators" (Jerrie Cobb Scott); "The Logic of Nonstandard English" (William Labov); "'The Forms of Things Unknown': Black Modes of Discourse" (Geneva Smitherman); "Approaches to Grammar" (Erika Lindemann); "What Petey Forgot" (Doris T. Myers); "Alternatives to Teaching Formal, Analytical Grammar" (Ellery Sedgwick); "A Generative Rhetoric of the Sentence" (Francis Christensen); "Grammar in Context: Why and How" (Jim Meyer and others); "The Sense of Story" (Gordon Wells); "Learning to Read by Reading and Making Sense of Reading–And of Reading Instruction" (Frank Smith); "Watching Young Writers" (Glenda L. Bissex);"Learning to Think through Writing" (Lucy McCormick Calkins); and "Kan Yu Ret and Rayt en Ingles: Children Become Literate in English as a Second Language" (Sarah Hudelson). Descriptors: Elementary Secondary Education, English Instruction, English (Second Language), Grammar
(1988). Assessment of Puerto Rican Children in Bilingual Education Programs in the United States: A Critique of Lloyd M. Dunn's Monograph, Hispanic Journal of Behavioral Sciences. Responds to Dunn's paper on Hispanic-Anglo differences in IQ scores. Comments on Dunn's translation of Peabody Picture Vocabulary Test-Revised into Castilian Spanish, and concludes this version is inappropriate for mainland Puerto Rican and Mexican-American children due to improper translation and validation methods. Contains 27 references. Descriptors: Children, Intelligence Differences, Intelligence Tests, Mexican Americans
(1979). Project BUILD: "Bilingual Understanding Incorporates Learning Disabilities"–An ESEA Title VII Basic Bilingual Education Program. Final Evaluation Report, 1978-79. This is a one year evaluation of Project BUILD, a program combining bilingual and special education and providing services to 100 children from grades 1-6 in East Harlem, New York. Section I of the evaluation gives descriptive and background information on this special program for the bilingual learning disabled. Section II sets forth the evaluation plan, describing procedures used to measure pupil academic achievement, the program's educational processes, and program management. Sections III and IV, the bulk of the report, present, synthesize, and discuss specific evaluation findings. Findings relating to pupil achievement are presented mainly in statistical tables. Interview, observational, questionnaire, and other findings pertaining to Project BUILD's educational processes and to program management are described comprehensively. Finally, Section V contains a summary of program accomplishments, commentary on Project BUILD's future, and recommendations for strengthening the program. Appended to the report are copies of questionnaires used in the evaluation and a list of procedures employed in the Bond and Singer method of analysls (also used in the evaluation). Descriptors: Academic Achievement, Bilingual Education, Elementary Education, Federal Programs
(1985). Bilingual Education: A Study of the French Immersion Program in Canada Considering the Possibilities of Adaptation to Finnish Schools. French immersion programs were initiated in Ontario and Quebec 20 years ago in the search for more effective second language instruction methods, and by September 1975 had spread to all Canadian provinces. The emphasis is on communication, with subject matter taught in French. The programs have been very effective, resulting in successful second-language learning, maintenance and improvement of native language skills, and consistent academic achievement. Canadian immersion education has some unique characteristics: it enrolls native English-speakers and not French-speakers; teachers are bilingual; and it is available to, but not required of, all English-speaking children. Several program design options are common: early or late, and total or partial immersion. Finland, also a bilingual country, shares some characteristics with Canada, but while early partial immersion is possible in Finland, early total immersion is not feasible. Late immersion could pose serious administrative problems in Finland, where there are often several language groups, and beginning large-scale content instruction in a foreign language at the upper levels would be problematic; some content courses however could be taught in the second language. A few carefully-planned experimental programs in specific bilingual communities in Finland could be developed, but broad-based adaptation of the Canadian model is unlikely at present. Descriptors: Bilingualism, Child Language, Comparative Analysis, Elementary Education
(1988). The Professional and Technical Communication Requirements of a Global Economy: Implications for Bilingual Education in the Southwest, Teacher Education & Practice. This article addresses the question of whether or not current language education programs will meet the bilingual, cross-cultural needs of the Southwest business community. The article suggests ways schools can increase English and Spanish proficiency. Descriptors: Economic Progress, Elementary Secondary Education, English (Second Language), Higher Education