This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Allan Odden, Edwin T. Rios, Washington Congress of the U.S., Richard N. Claus, Barry E. Quimper, John Choonoo, CA. San Diego County Office of Education, Ronald G. Rode, Angela Zerdavis, and Sacramento. California State Board of Education.
(1988). Culturally Relevant Early Education Programs. Hearing on Oversight Hearing on Culturally Relevant Early Education Programs before the Select Committee on Indian Affairs. United States Senate, One Hundredth Congress, Second Session (November 24, 1987). This hearing produced testimony on the efforts of Hawaiian and American Indian educators to provide effective, culturally relevant education at preschool and elementary levels. Witnesses described (1) Kamehameha Elementary Education Program (KEEP) which developed elementary school reading and language arts curricula and teaching methods compatible with the learning styles of native Hawaiian children; (2) Rough Rock Demonstration School, a Navajo school developed with assistance from KEEP and providing bilingual and bicultural education, K-6; (3) Indian teacher education at the University of New Mexico; (4) a proposed Zuni school to be developed with assistance from KEEP and Rough Rock; (5) a Hawaiian language immersion program for preschool children aged 2-6; (6) six Choctaw elementary schools which incorporate tribal cultural precepts and language across the curriculum; (7) a Navajo boarding school, K-9, which considers culturally appropriate learning styles in a variety of programs; and (8) Santa Fe (Pueblo) Indian School, an effective high school which drastically cut its dropout rate. Speaking for several Native educators, Professor Roland Tharp of the University of Hawaii asked for congressional support and federal funding for a plan whereby six schools of six different Native American cultures would participate in a circle of assistance and teacher training. The Northwest Regional Educational Laboratory submitted an 88-page report on the applicability of effective school practices for the native American learner. [More] Descriptors: American Indian Education, American Indians, Bilingual Education, Cognitive Style
(1985). Early Childhood Education for Limited-English-Proficient Children. The purpose of this paper is to examine the benefits of early childhood education (ECE) for children whose proficiency in English is limited. Specifically, the paper (1) defines the basic characteristics of limited English proficient (LEP) children; (2) discusses educational risk factors and preschool enrollments of LEP children; (3) presents the rationale for beginning English language acquisition in early childhood; (4) describes the effectiveness of special language preschool programs; and (5) specifies the components of a quality preschool program for LEP children. The discussion primarily concerns children between the ages of 3 and 5 years and is based on statistical information on demographic characteristics obtained from the following sources: the 1980 U.S. Census; enrollment statistics from the 1984 State Board of Education Bilingual Census; a review of the research on ECE programs providing special language assistance; consultation with nationally known early childhood educators, as well as directors and instructors of school-based programs; and a June, 1985 survey of state and federally funded pre-kindergarten bilingual programs in Illinois public schools. The purpose of the survey was to obtain information on number and ages of children served, program duration, screening and assessment, program goals and instruction, program outcomes and transition, parent involvement, program staff, and support services. The survey questionnaire is reproduced in Appendix A and the three federally funded and seven state-funded pre-kindergarten bilingual programs operating in Illinois are listed in Appendix B. A reference list is also provided. [More] Descriptors: Bilingual Education Programs, Cognitive Development, Definitions, Demography
(1976). Development of Career Awareness Materials for Spanish-Speaking Migrant Children. Grades K-6. A Technical Report. An Executive Summary. Twelve different career education bilingual (Spanish-English) curriculum units were the results of a project designed to develop educational materials, for use in classrooms, which would simultaneously provide career information to the Spanish-speaking migrant student at the elementary level. Each Curriculum unit, containing three booklets, was developed at different levels of student reading ability–Level A (nonreader), Level B (beginning reader) and Level C (advanced reader), for a total of 36 different books (modules). Each book was designed as a self-contained learning module comprised of a teacher manual, two student activities, and a set of criterion referenced tests. These materials were field tested using a national advisory panel, and 78 teachers and 1,488 students from seven states representing three major migrant streams–western, central, and eastern. The students were representative of the two main Spanish-speaking groups, Mexican-American and Puerto Rican. Results showed that the objectives of the project had been met and that the materials (1) are useful for interstate, intrastate, or settled out migrants, (2) are useful for non-migrant Spanish-speaking students, including those beyond the sixth grade, (3) can be infused by teachers into the traditional school curriculum, or by parents, resource teachers, and teacher aides in separate programs, i.e., summer school, (4) are useful over a wider geographical area due to their bilingual quality, and (5) have a demonstrable ability to help the student relate positively to his local school and home environment. [More] Descriptors: Bilingual Education, Career Awareness, Curriculum Development, Elementary Education
(1992). Transitional Intervention Project (Project TIP). Community School District 10, Bronx, 1991-92. Final Evaluation Profile. OREA Report. An evaluation was conducted of the first year of a 3-year program at two elementary schools in New York City, Transitional Intervention Project (Project TIP), designed to provide support services to predominantly Latino students of limited English proficiency (LEP). The project proposed to offer an instructional component with instruction in English as a Second Language (ESL), Native Language Arts (NLA) in Spanish, and bilingual content areas; a computer center at both sites with software designed to improve English and native language skills; teachers and educational assistants the opportunity to enroll in university level courses in bilingual and ESL education; staff development to acquaint teachers and staff with new instructional techniques and changes in curriculum and language development programs; and a parental component with workshops, parent-teacher conferences, and a lending library. During the 1991-92 school year, the project enrolled 159 male and 137 female Spanish kindergarten through sixth grade students. Project TIP was not fully implemented due to the uncertainty created by the district reorganization and closing down of one project school. The objectives for ESL and staff development were not met. Data needed to evaluate the NLA, content area subjects, and self-concept objectives were not supplied. Although parent involvement activities were fully implemented, parent attendance at these activities was not sufficient to meet the parent involvement objective. Project attendance was higher than the mainstream rate. Recommendations for program improvement are suggested. An appendix describes data collection and analysis. [More] Descriptors: Bilingual Education Programs, Compensatory Education, Computer Assisted Instruction, Curriculum Evaluation
(1980). Financing Educational Services for Special Populations: The State and Federal Roles. Working Paper in Education Finance No. 28. Introducing this paper is a discussion of the trend during the 1960s and 1970s toward greater state and federal involvement both in financing and in developing programs for special pupil populations. The authors then summarize, as of the 1980 fiscal year, the state and federal roles in programs for the handicapped and in bilingual and compensatory education. The number of students served and the level of funding are noted. The information is presented for the purpose of developing policies to streamline the various programs administratively and making concrete suggestions as to the need for program and fiscal changes at both the state and federal levels. The authors argue that a full range of programs for special pupil populations is a matter of good human services policy and should be seen as an element of good education policy at both the state and federal levels. They argue further that a great deal of attention needs to be given to streamlining special programs at each level and across levels of government. The future issue is how all these programs merge at the classroom level and what is the best set of strategies for providing special services along with regular classroom educational services. [More] Descriptors: Bilingual Education, Compensatory Education, Disabilities, Elementary Secondary Education
(1992). State Bilingual and ECIA Chapter 1 Migrant Process Evaluation Report, 1992-1993. This report evaluates the bilingual and Chapter 1 migrant education programs in Saginaw (Michigan) for the 1992-1993 school year. The programs provided supplementary education and support services at 24 elementary schools, 4 junior high schools, and 2 high schools. With some student overlap, the bilingual program served 585 students and the migrant program served 673 students. Questionnaires were completed by the involved bilingual/migrant teachers, advisors, and aides (n=12). Results of the evaluation indicate: (1) staff members used various techniques in an attempt to build on student strengths and upgrade students' academic abilities; (2) 75 percent of the bilingual teachers served 90 percent or more of their bilingual students on a weekly basis; (3) both bilingual and migrant education staff spent the majority of instruction time in the area of reading; (4) the migrant education program allowed flexibility in instruction of the subject areas covered; (5) the migrant education program used both traditional and innovative means for evaluating student progress; (6) the results of the California Achievement Test were used in instruction and advising; (7) student load on teachers varied substantially; (8) aides and counselors needed more instruction related to all common Michigan Migrant Program Topics; and (9) school building space was inadequate for bilingual/migrant programs at eight schools. Appendices include information identification and eligibility procedures for bilingual/migrant students, a copy of the questionnaire, and questionnaire results. [More] Descriptors: Academic Achievement, Bilingual Education Programs, Compensatory Education, Elementary Secondary Education
(1995). PCC/UA Sequential Degree Pilot Program: Elementary Education with a Bilingual Endorsement. End of the First Year Report. In fall 1994, a joint pilot project was initiated by Pima Community College and the University of Arizona to provide a sequential degree program in bilingual elementary teacher education. This report presents information on project elements and outcomes after the first year. An introduction provides background on the project's development; a description and map of the new Desert Vista campus; and information on the program's selective admissions process and marketing, outreach, and recruiting efforts. Next, data is provided on student progress, indicating that of the 26 students who began the program, 24 remained enrolled and that the median cumulative grade point average (GPA) was 3.36. Information is also provided on the student evaluation process, indicating that it includes written faculty observations, self-evaluation, and meetings with the dean of instruction at the end of each semester. Following a list of faculty and their educational areas, the academic program is described, highlighting the innovations of voluntary placement in local schools, the use of a "base" class to explore issues, and the implementation of math build up sessions. Finally, program support services related to instruction, counseling, and financial aid are described and data collection methods for tracking students in the program are reviewed. Appendixes include a sample program acceptance letter, tables of participants' GPA's, student evaluation forms, and the program curriculum. [More] Descriptors: Articulation (Education), Bilingual Education, Bilingual Teachers, Community Colleges
(1982). State and Federal Programs for Special Student Populations. Drawing on documentary data and surveys of state education officials, this report reviews current federal and state initiatives for disadvantaged, language-minority, and handicapped students in order to help states assess their options in light of the recent consolidation of federal education programs. The author notes different states' approaches and provides information on federal and state resources. Part 1 presents an overview of federal and state involvement in special-needs programs and discusses federal goals and objectives, state actions since 1965, and state financing mechanisms. Parts 2-4 cover federal and state programs and state funding approaches in compensatory, bilingual, and special education, respectively. State eligibility criteria for compensatory and special education programs are also examined in parts 2 and 4, while part 3 focuses on state legislation for bilingual programs. In the final part the author assembles national and state-by-state data on funding levels and analyzes past and future trends in federal and state support for special-needs programs. [More] Descriptors: Bilingual Education, Compensatory Education, Disabilities, Educationally Disadvantaged
(1983). Invitation to Submit for Adoption in California Basic Instructional Materials in the Areas of: Art, Music, Bilingual-Bicultural, English as a Second Language, and Foreign Language; 1983-84. This Invitation to Submit Materials provides an overview of the total instructional materials adoption-distribution process and specific instructions relating to initial submissions for materials to be used in California schools–kindergarten through grades 1 to 8–in the areas of art, music, bilingual and bicultural education, English as a Second Language, and foreign languages. The State Department of Education distributes the invitation to publishers interested in participating in the process. The introductory pages of the document provide information on the framework/adoption cycle, legal authority, adoption process, instructional materials funding, ordering and distribution process, and special approvals. The following attachments are included: framework/adoption cycle; education code provisions and instructional materials; specimen copies of the "List of Instructional Materials Submitted for California State Adoption"; International Standard Book Number; instructions for completing "Program Descriptions"; legal compliance (social content) standards; criteria for evaluating instructional materials; specimen copy of "Price Quotation on Instructional Materials"; specimen copy of "Statement of Textbook Specifications"; specimen copy of standard agreement (contract) between the State Board of Education and the publisher; and payment approval process and procedures. The document also includes a list of acronyms and a schedule of significant events for the 1983-84 adoption process. Descriptors: Art Education, Bilingual Education, Compliance (Legal), Elementary Education
(1975). Excellence in Teacher Education. 1975 Distinguished Achievement Awards Program. This document salutes the winning programs of the American Association of Colleges for Teacher Education's 1975 Distinguished Achievement Awards competition. The programs cited are the following: (a) Memphis State University's Project Memphis, an educational model providing handicapped infants service; (b) Indiana University's field-based Alternative School Teacher Education Program, which assists teachers in obtaining skills and experiences necessary for teaching in alternative public schools; (c) St. Edward's University's Bilingual-Bicultural Teacher Education Program to improve the educational achievement of Mexican American children in elementary school through the preparation of their teachers; (d) The University of Alabama in Birmingham's First-Year Teacher Pilot Program to maximize success of beginning teachers through establishment of a collaborative support system; and (e) The University of Michigan's Teaching as a Psychological Process, a field-based teacher education program to assist future teachers in applying psychology to the classroom. Certificates of recognition went to the following programs: (a) Austin College's Texacoma Cooperative Teacher Center; (b) College of Saint Teresa's Competency-Based Curriculum for Preservice Elementary Teachers; (c) Iowa State University's Models for Career Education; (d) The Ohio State University's program in Industrial Technology Education; and (e) the University of Pittsburgh's Middle School Teacher Corps Project. [More] Descriptors: Bilingual Education, Handicapped Children, Higher Education, Nontraditional Education
(1972). Toward Equal Educational Opportunity: The Report of the Select Committee on Equal Educational Opportunity, United States Senate, Pursuant to S. Res. 359, February 19, 1970. This report is organized into eight parts. Part I introduces and summarizes the report. Part II, "Educational disadvantage and child development," discusses the Nation's disadvantaged children, the preschool years, and children's television. Part III, "Inequality in education," focuses on racial isolation and segregation in public schools, unequal and discriminatory educational practices, and whether it is schools or family background that makes the difference in educational performance. Part IV, "School Integration," includes chapters on school desegregation and the law, integration and educational opportunity, achieving integrated schools, and metropolitan approaches to educational equality. Part V, "Education of language minorities," discusses the plight of the language-minority child, and bilingual and bicultural education. Part VI, "Making education more responsive," includes chapters on the need for reform, schools and their communities, changing roles for educators and their clients, and compensatory education. Part VII, "Education finance," focuses on the causes of financial inequality in education, equal protection and equitable finance, the financial crisis in education, and the Federal role in financing education. Part VIII, "Rural education," discusses inequality in rural education and improving rural education. Additional, individual, and minority views are also included. Appended are references to earlier EEO Committee hearings and prints. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Child Development
(1981). Annual Evaluation Report: Volume II, Fiscal Year 1981. In this report detailed summaries are provided of 108 Federal programs set up to provide funds for individual projects in elementary and secondary education, postsecondary education, and special categories (bilingual and minority education, special education and rehabilitation services, vocational and adult education, and educational research and development). Information presented for each program includes: (1) the legislative basis for Federal funding; (2) a brief funding history; (3) description of goals and objectives; (4) a review of program operations; (5) analysis of program scope and participation; (6) a report on outcomes, effectiveness, and progress; and (7) listings of onqoing and planned evaluation studies, sources of evaluation data, and names of persons to contact for further information. The volume's appendix includes brief descriptions of active 1981 contracts for evaluation of specific programs; descriptions of evaluability assessments of eight orograms (discussions as to how they might be made more accountable and how thev might be evaluated); and brief reports on rapid-feedback evaluations of two programs. [More] Descriptors: Bilingual Education Programs, Compensatory Education, Educational Legislation, Educational Research
(1984). Multi-Cultural Societies: Early Childhood Education and Care. Summary Report and Conclusions of an International Seminar (Granada, Spain, June 6-15, 1984). The Bernard van Leer Foundation's seminar on early childhood education and care in multicultural societies brought together 31 project leaders and independent specialists from 19 countries for a consideration of common problems of multicultural education. Participants were selected for their expertise in working with minorities and migrants in early childhood care and education. Outstanding educators outside of the Foundation's network were invited in an effort to broaden participants' field of reference. This document's summary report and conclusion consist of 80 concisely addressed topics. The document is organized around four general categories: (1) the process of building on the cultural resources available from the cultural pluralism of modern society; (2) the roles of the family and the community in forming the young child; (3) bilingual and bicultural education in the classroom; and (4) the process of strengthening the community's capacity for the education of the child. Concluding remarks focus on the debate on multicultural education, motivation to learn, repressive aspects of a monocultural or nominally multicultural learning environment, student drop-out, teacher job satisfaction, collaboration between home and school, objectives of multicultural education, multicultural early childhood education, use of indigenous resources, and the aim of equitable institutional access. Descriptors: Biculturalism, Bilingual Education, Community Involvement, Community Role
(1991). Developmentally and Culturally Appropriate Practices. Burning Issues [Series]. This information packet contains five documents concerned with preschool education of migrant children. Three articles recommend that early childhood programs (1) have a developmentally appropriate curriculum that emphasizes life experiences, experiential learning, and large motor coordination; (2) reinforce natural learning that occurs in the home; (3) incorporate elements of both the home and dominant cultures; and (4) encourage active parent involvement. Problems of migrant preschool programs and solutions are outlined, relating to access, lack of culturally appropriate curriculum and materials, needs of the potentially bilingual child, parent education needs, lack of parent participation, and needs for developmentally appropriate (experiential) activities. A set of handouts for parents describes developmental stages from 2 to 5 years old, suggests toys and activities to encourage learning during each stage, and discusses possible problems to watch for at each stage. The final article describes the literacy characteristics of children at ages 18-36 months, 4-5 years, and 6-8 years, and provides an annotated bibliography of 50 Spanish-language books for children in these age groups. Descriptors: Annotated Bibliographies, Bilingual Education, Developmental Stages, Developmentally Appropriate Practices
(1997). K-12 Criteria for Balanced Literacy. Selection of the K-8 Language Arts Adoption. No. 719. Revised. The Literacy Task Force of the San Diego City Schools sought to develop a set of criteria for a balanced literacy program by using a process that involved all stakeholders–parents, teachers, businesses, higher education, and other community members. The balanced program, by its nature, would address the needs of all the city's students, with the goal that all students will meet grade-level performance standards even though some students will need specialized interventions. One hundred facilitators and recorders were trained to lead focus groups at the kickoff session and a series of town meetings. The general public was informed of these meetings through the media and specific invitations were issued to parents and concerned citizen groups. To maintain the voice of second language learners and special education students, sites with sufficient bilingual and special education staff were asked to conduct targeted focus groups for the needs of these special populations. Criteria were developed for materials and resources, content, the home-school connection, assessment, and instructional and organizational strategies. Among the criteria for materials and resources were requirements for authentic multicultural materials that reflect global themes. The home-school connection criteria provided for letters to parents in the family's primary language. Implementation of these criteria should help ensure a balanced literacy program for all the city's students. Two appendixes discuss group participant response categories and present the teacher response form. (Contains two figures, nine tables, and five references.) [More] Descriptors: Bilingual Education, Criteria, Curriculum Development, Elementary Secondary Education