Bibliography: Bilingual Education (page 405 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Washington Congress of the U.S., G. Bass, Mildred M. Haipt, Paul Nachtigal, S. Francis Overlan, Minneapolis National Indian Education Association, Paul Berman, San Francisco Far West Lab. for Educational Research and Development, P. Greenwood, and Joseph P. Caliguri.

Bell, William E.; And Others (1980). Educational Quandaries and Opportunities. Urban Education Studies, 1977-1980. This collection of papers examines the current issues in urban education as suggested by on-site studies of programs in sixteen different cities between 1977 and 1980. An overview of the problems in urban education and their causes is presented in the first paper. The second paper discusses program improvement strategies and several examples of efforts to adapt curriculum and instruction to the differences in the cultural backgrounds and personal characteristics of students. Basic skills, bilingual and special education programs are examined. Also discussed are the characteristics of successful school environments. The third paper reviews the conditions necessary for systemwide renewal with emphasis on career centers, alternative schools, school community collaboration, staff development and school management. Strategies for optimizing educational resources through school community interactions and new approaches to inservice education are discussed in the fourth paper. The fifth paper discusses the evaluation process and objectives of evaluation, with emphasis on strategies for improvement. The final paper further explores systemwide renewal and the measures needed to meet the demands on education in the 1980s.   [More]  Descriptors: Bilingual Education, Career Education, Compensatory Education, Curriculum Development

Martinez, Ana L.; And Others (1988). New Utrecht High School Project BITEC, Spring 1987. OEA Evaluation Report. In June 1987, Project BITEC (Bilingual Innovative Technological Education for Careers), at Brooklyn's New Utrecht High School, completed a one-semester extension of its 3-year grant. The project served 256 limited-English-speaking students from Latin America, China, Italy, Haiti, and Vietnam. The project's chief goal was to enable students to develop English proficiency to participate in mainstream (English-language) instruction while continuing in bilingually-taught mathematics, science, and social studies. In addition, a course on travel and tourism was initiated, bilingual paraprofessionals were provided to assist English-only content area teachers, and guidance and other support services were provided. The project stressed parental involvement, with family assistants acting as links between the school and families. Ethnic and inter-ethnic activities were also encouraged. Analysis of student achievement data indicates that program objectives were met or surpassed in native language arts course passing rates, four of six Hispanic content-area subjects, all seven Chinese content-area subjects, and family assistant contacts with families. Travel and tourism course objectives could not be evaluated.   [More]  Descriptors: Bilingual Education Programs, Cultural Awareness, English (Second Language), Ethnic Groups

Far West Lab. for Educational Research and Development, San Francisco, CA. (1981). Educational Programs That Work. A Catalog of Exemplary Programs Approved by the Joint Dissemination Review Panel. Eighth Edition. To provide basic information on new educational methods and programs, this catalogue describes 315 projects designated as exemplary by the Joint Dissemination Review Panel of the U.S. Department of Education (DOE). The catalogue is divided into 12 categorical sections, including (1) adult education, (2) alternative schools and programs, (3) bilingual and migrant education, (4) career and vocational education, (5) early childhood and parent involvement programs, (6) physical, environmental, and social sciences, (7) educational organization and administration, (8) preservice and inservice training, (9) mathematics and language arts, (10) special education and learning disabilities, (11) fine arts and communication technology, and (12) health, physical education, special interest, and gifted-child programs. Data on each project comprise the title, capsule summary, target audience, description, evidence of effectiveness, financial and implementation requirements, services available, and name and address of a contact person. Projects are indexed by state, categorical section, ERIC descriptors, and title. Appendices list 54 projects added since the catalogue's last edition and exemplary projects that receive DOE funds for disadvantaged or handicapped children or for follow-through programs.   [More]  Descriptors: Adult Education, Art Education, Bilingual Education, Career Education

National Indian Education Association, Minneapolis, Minn. (1977). Report of the 9th Annual Convention of the National Indian Education Association (St. Paul, Minnesota, November 6-10, 1977). The proceedings focus on delivery of educational services to American Indians today; educational policies and legislation are priority topics. The keynote address by the education advisor, White House Domestic Council, centers on the federal role in Indian education, dealing specifically with three major administration educational policies–restored funding for educational programs, improved delivery of educational services, and guaranteed quality of education. The convention report contains a panel presentation on "learning from yesterday for tomorrow" in Indian education and an address by the Commissioner of Education, U.S. Office of Education, on the Indian Education Act. Other paper topics include the role of a tribal education division, American Indian postsecondary education, Bureau of Indian Affairs special education line item appropriations, past failures by teachers and schools, white backlash impacts, adult education, the future, higher education financial aids, a model bilingual-bicultural teacher education program (Mississippi State University), parental involvement, Indian postsecondary preparatory academies, tribal sovereignty, and self-determination. There are resolutions on employment, appropriations, financial aids, education (adult, vocational, bilingual, higher, special), government agencies/programs, alcoholism, and drug abuse. Descriptors: Adult Education, American Indian Education, American Indians, Bilingual Education

Overlan, S. Francis; And Others (1973). [Papers Presented at the National Equal Education Institute, St. Louis, Missouri, March 1973.]. Contents include the following papers: (1) "Vouching for School Desegregation," a discussion of the "regulated compensatory voucher plan" proposed by the Center for the Study of Public Policy (a private non-profit research group in Cambridge, Massachusetts) in 1969; (2) "Parental Involvement in the Desegregated School," Vincent J. Villa; (3) "Grouping for Instruction," Warren G. Findley; (4) "Puerto Ricans and Education," a report prepared by the Puerto Rican Congress; (5) "Evaluating Integrated Education," a report on the procedures developed by the Western Regional School Desegregation Projects, University of California at Riverside; (6) "Teacher In-Service Training in a Desegregated School Setting," Barbara Love; (7) "The Role of Black Curriculum in a Desegregated School Setting," B. Love; (8) "It Takes More Than the Administrator," Robert Jimenez; (9) "Organizing Techniques and Principles for Change," Frederick Ahearn; (10) "Pupil Personnel Services in a Desegregated School Setting," Robert V. Guthrie; (11) "Training Teachers for Bilingual–Bicultural Programs," Education/Instruction, Inc.; (12) "Native Americans, Curriculum Revision, and Desegregation," Jack D. Forbes; (13) "Toward a Chicano Curriculum;" (14) "A Position Paper on Community Organization in A Desegregated Setting," Southwest Program Development Corp.; (15) "Training Classroom Personnel In Dealing With Bilingual/Bicultural Children;" (16) "Indian Education: Some Alternatives," Andrew P. Lawson.   [More]  Descriptors: American Indians, Bilingual Education, Black Studies, Desegregation Methods

Shreeve, L. Sid, Ed.; Fairbanks, Merwin G., Ed. (1975). The Spanish Speaking American Challenge. A Report of the Chicano Conference Held at BYU in 1974. Experts and concerned citizens from New York to California met in an effort to understand and confront the challenges facing Spanish-speaking people in their struggle for education and for finding their proper place in American society. The problems and character of the Spanish-speaking Americans, as reported in this symposium, do not fit common stereotypes. The people are harrassed by poverty, unemployment (at a normal rate two to three times the national level), disease, communication barriers, educational barriers, cultural barriers, and beaurocratic barriers. The problems with which Spanish-speaking Americans are doing battle are not theirs; they are the problems of the nation. When the solutions are finally found, they will be a major contribution to the world society where minority-ism is nearly a universal phenomenon. Major addresses focus on the topics of ethnic cohesion vs. assimilation, the power of education vs. the power of government, and Utah's efforts with Chicano problems. Workshop discussions examine definitions and label acceptance of the term Chicano; law enforcement (police-minority relations, responsibilities of the legal system, and political influence); health and medical services; Chicano studies curriculum in higher education; barriers in employment, education and government; characteristics and significance of Mexican-American literature; and perspectives on bilingual and bicultural education.   [More]  Descriptors: Access to Education, Biculturalism, Bilingual Education, Curriculum

Berman, Paul; And Others (1974). Preliminary Data Analysis of Characteristics of Change Agent Projects. Study of Change Agent Programs: A Working Note. Preliminary findings of a study that identified characteristics of federally funded change agent programs are presented in this paper. The study examined four federal change agent programs: Elementary and Secondary Education Act (ESEA) Title III, Innovative Projects; ESEA Title VII, Bilingual Projects; Vocational Education Act, Part D, Exemplary Programs; and the Right-to-Read Program. Data from a national survey of 225 projects in 18 states and case studies of 30 projects were analyzed to determine which factors systematically affect the change process. Project designs were categorized by goals, educational approach, change strategy, and resources. Independent variables of the institutional setting–district size, wealth, expenditure per pupil, source of financial funding, community demographics, and the superintendent–were analyzed for their effects on a school district's "innovativeness." The districts most likely to adopt innovative programs were larger; had higher density school enrollments, adequate budgets, higher family incomes, and more experienced superintendents; and were less dependents on state aid. Thirteen tables are included. The appendix contains methodology notes and eight statistical tables. (Contains five references.)   [More]  Descriptors: Educational Change, Educational Innovation, Elementary Secondary Education, Federal Aid

Titone, Renzo, Comp. (1977). Teaching Second Language in Multilingual/Multicultural Contexts. The nine papers presented here treat the implications for language teaching arising from the fundamental notion that personal growth, cultural development and international communication are three interwoven elements of human progress. The papers are organized as follows: (1) an introductory chapter on language learning for cultural development and international communication, focusing on instructional objectives in the context of general educational goals; (2) language contact in a multicultural context, emphasizing the relationship between diglossia and bilingualism, interference and language attitudes; (3) contrastive psycho-sociolinguistics and language teaching, including a discussion of error analysis and pedagogical implications; (4) psychological and socio-educational aspects of bilingual and multicultural education; (5) language varieties, language levels, language for special purposes and individual differences; (6) curriculum organization and interdisciplinary information; (7) language teaching strategies, particularly formal grammar-translation and reading approaches, various functional approaches, and an integrated approach; (8) language teaching tactics, techniques, procedures and aids; and (9) the expansion of research in second-language teaching. Each section contains a bibliography. Descriptors: Bilingual Education, Bilingualism, Communication (Thought Transfer), Conference Reports

Far West Lab. for Educational Research and Development, San Francisco, CA. (1978). Educational Programs That Work: A Resource of Exemplary Educational Programs Developed by Local School Districts and Approved by the Joint Dissemination Review Panel in the Education Division of the Department of Health, Education and Welfare. Fifth Edition. This catalog is intended to make successful programs and practices available so that interested school districts may adapt and install their key elements. All programs were approved by program offices within their funding agencies and often by state education agencies. All were then carefully scrutinized for quality by the Joint Dissemination Review Panel of the Department of Health, Education, and Welfare. All programs demonstrated convincing evidence of effectiveness. Many programs are products of the National Diffusion Network. Each entry includes a description of the project, target audience, results, implementation requirements, financial requirements, services available, and contact person. The programs discussed here include those dealing with alternative schools; bilingual and migrant education; career or vocational education; early childhood/parent readiness/parent involvement; experimental education; organizational arrangements/training/administration; reading/language arts/math; special education/learning disabilities; arts, communications skills, and technology; and health, human behavior, physical education, and multiple talent development. This annual catalog includes up-to-date information on all programs that were described in previous editions and over 20 additional programs. The appendix offers several listings of state coordinators of federally funded programs who may be able to assist local schools through technical assistance with new educational practices. Descriptors: Art Education, Bilingual Education, Career Education, Communication Skills

Pincus, J.; Greenwood, P. (1973). Summary of Revised Study Design for Change Agent Study. Study of Change Agent Programs: A Working Note. During 1973-75, the Rand Corporation conducted a study of federally funded change agent programs to determine the factors for successful change in the schools at the local, state, and federal levels. The programs included the Elementary and Secondary Education Act (ESEA), Title III, Innovation Projects; ESEA Title VII, Bilingual Projects; Vocational Education Act, Part D, Exemplary Programs; and the Right-to-Read Program. This paper offers a general description of the study and outlines the proposed task schedule for the three phases and project management. The study proposed to conduct: (1) a nationwide survey of 225 change agent projects in 18 states; (2) indepth field studies of 30 projects; (3) an analysis of federal change agent projects and policies; (4) telephone interviews with 50 state education agency officials from 18 states and follow-up personal interviews; (5) a literature review; and (6) a resurvey of 50 Title III projects and 10 follow-up site visits. One figure and three tables are included.   [More]  Descriptors: Educational Innovation, Elementary Secondary Education, Federal Aid, Federal Programs

Caliguri, Joseph P.; And Others (1980). An Annotated Bibliographical Guide to the Literature on Bilingualism and Multicultural Education. Abstracts on bilingual and multicultural education, covering 1963 to 1980 and retrieved from three data bases (Educational Resources Information Center (ERIC), America History and Life, Sociological Abstracts) comprise this annotated bibliography, divided into a guide and four sections: Bilingualism and Elementary Education, Multiculturalism and Secondary Education, Multiculturalism and Higher Education, and Related Topics. Developed to meet the 1979 National Council for Accreditation of Teacher Education (NCATE) standard requiring multicultural education in teaching programs, these references will direct researchers and educators to materials for developing programs for an estimated 3.6 million students with limited English skills. Predominant languages noted are Hispanic/Puerto Rican, Black American, Alaskan, Native American, French, and Asian. Multicultural topics include staff development, teacher education, and legislation. Predominant information relates to research evaluation of linguistics, testing, handicapped, instructional materials, programs, and experimental models. Abstracts consist of 298 from ERIC (1975 to 1980) for elementary, secondary, and higher education; 78 from America History and Life (1963 to 1980); and 114 from Sociological Abstracts (1963 to 1980). Also included is a frequency count of literature types and content; a listing of number of documents by languages and ethnic groups, according to institutional levels; and descriptions of bilingual program evaluation resources. Descriptors: Alaska Natives, American Indian Languages, Annotated Bibliographies, Asian Americans

Nachtigal, Paul (1980). What Is Rural Education–The Next 50 Years. Four sets of variables are likely to influence the nature of rural education by the year 2030. The first trend characterizes the mass production model of education and calls for increased specialization. This trend is likely to be replaced by a broader, more integrated one in which the interrelationships between content areas will be more evident and practical application of knowledge and skills will gain importance. Secondly, counter trends in the widely accepted school consolidation policy will continue, and a second round of consolidation will take place which will move many schools from small towns and place them back in rural areas of the country. The third major variable, the centralization of decision making, is expected to undergo changes, as demands for local control by rural communities increase. The fourth variable, that of practicing a philosophy that encourages the homogenization of society by eliminating ethnic and cultural differences, is likely to be replaced by a wider acceptance of bilingual and bicultural education. After 80 years of urbanization and standardization, changes in rural education during the next 50 years are anticipated to be more substantive than quantitative, resulting in a more favorable climate in tune with rural reality. Descriptors: Biculturalism, Bilingual Education, Community Control, Consolidated Schools

Congress of the U.S., Washington, DC. (1984). Carl D. Perkins Vocational Education Act. Public Law 98-524. This document contains the text of the Carl D. Perkins Vocational Education Act, enacted October 19, 1984 to amend the Vocational Education Act of 1963. Following an introductory section which states the purpose of the act and authorizes appropriations, the Act is organized in five sections (titles). Title I specifies vocational education assistance to the states and allots state organizational and planning responsibilities. Title II describes basic state grants for vocational education, including uses of funds for vocational education opportunities and program improvement and innovation. Title III authorizes special programs, such as support for community-based organizations; consumer and homemaker education; adult training, retraining, and employment; comprehensive career guidance and counseling programs; and industry-education partnerships for high-technology training. Title IV of the Act authorizes national programs such as research programs, demonstration programs, the Vocational Education and Occupational Information Data Systems, the National Council on Vocational Education, bilingual training programs, and contains general provisions for distribution of assistance. The final title contains the general provisions for administration of the Act, including Federal administrative provisions, and definitions.   [More]  Descriptors: Bilingual Education Programs, Educational Administration, Educational Finance, Educational Planning

Haipt, Mildred M. (1980). Multicultural and Global Education: Relationships and Possibilities. World Education Monograph Series Number Three. This paper examines the relationships between multicultural and global education, especially their impact on curriculum, and presents some possibilities for future development. First, definitions are provided and discussed. The paper then goes on to examine multicultural and global education as emerging concepts in schools. Multicultural education appears in programs such as ethnic studies, intergroup studies, and bilingual and bicultural education. Global education often comes under the rubric of area studies or international relations. The curriculum models of James Banks which show how curriculum reform is contributing to the evolution of multicultural and global education in the schools are examined. The relationship between multicultural and global education can be summarized by saying that although each can be represented by a different curriculum model, one develops quite naturally from the other and is compatible with it. The striking similarities between multicultural goals identified by Banks and those of global education proposed by the Global Perspectives Project are examined. Future action steps suggested include the following: (1) discuss with students the many ways in which cultural differences and global issues impinge on our lives; (2) develop a new course, such as environmental studies, and introduce it into the curriculum; and (3) devote an entire school day to a global or cultural theme.   [More]  Descriptors: Curriculum, Definitions, Educational Needs, Educational Objectives

Bass, G.; And Others (1975). Revised Study Design for Final Phase of the Change Agent Study. Study of Change Agent Programs: A Working Note. The Rand change agent study was designed to determine the factors for successful implementation and continuation of selected federal programs–the Elementary and Secondary Education Act, Title III, Innovation Projects; ESEA Title VII, Bilingual Projects; Vocational Education Part D, Exemplary Programs; and the Right-to-Read program. This report describes research design considerations and preliminary work plans for the final phase of the study. The first phase of the study, conducted November 1973 to January 1974, involved a nationwide survey of 293 change agent projects in 18 states. Following the introduction, section 2 outlines the study's task descriptions, tentative work schedule, and project management plans. Section 3 describes the research design approaches for the Title III and Title VII research, which will measure the impact of selected innovative projects on classrooms, schools, and school districts after federal funding has ended. The proposed methodology involves telephone interviews and intensive field work. Three tables, one figure, and the vitae of key personnel are included.   [More]  Descriptors: Educational Innovation, Elementary Secondary Education, Evaluation Methods, Federal Aid

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