This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Washington American Association of Colleges for Teacher Education, James F. Miley, Dorothy Douglas, Washington National Coalition for Parent Involvement in Education, Ricardo L. Garcia, Ronald W. Hull, Ruth Churchill, Robert J. Shoop, Dennis R. Dunklee, and Joseph C. Bien-Aime.
(1993). Strategies To Increase the Language Proficiency of Third-Grade Haitian and Hispanic Limited English Proficient Students through a Second Language Program. This study investigated the effectiveness of a variety of teaching techniques, including both standard English-as-a-Second-Language (ESL) methods and the teacher's own strategies, in improving the English language proficiency of 15 Haitian and 5 Hispanic third-graders. The students were administered oral and written pretests and found to be functioning in English at nonindependent levels. Instruction combined three distinct approaches (scientific, traditional, and direct) and used short stories, individual and group instruction, peer tutoring, flash cards, posters, textbooks with pictures, tape recordings, television viewing, a field trip, limited reading and writing experiences, and language experience charts. The students were instructed for 2 hours a day for 12 weeks. Posttests indicate that all of the students gained significantly in English language proficiency. Other teachers are encouraged to incorporate such techniques as peer tutoring, language experience charts, television, tape recordings, and field trips in both pull-out programs such as this and other ESL, bilingual, or special education classes. Schools are encouraged to offer generalized workshops for teachers in similar methods. Descriptors: Achievement Gains, Audiovisual Aids, Classroom Techniques, Elementary School Students
(1973). Illinois School Problems. A Report. This document contains a summary of the recommendations made in 1972 and 1973 by the Commission to the Illinois Legislature. Areas covered in the proposed educational legislation and in the recommendations include the common school fund, adult education, the gifted program, special education, the bilingual program, urban education, pupil transportation, the parental school, the breakfast and lunch program, a full-year incentive program, continuing boards where charters are abandoned, a State school board, subdivision of land for school purposes, educational assessment, financial planning, adjustment of tax levies, and a program of research on district organization. The findings of the commission, task forces, and committees on methods of funding the common schools are summarized. These summaries give special attention to the equalizing and weighting formulas developed by the research groups. The document concludes with a proposed negotiation bill for resolving conflicts in the education community. Numerous tables in the appendixes compare expenditures among various districts in Illinois and present time series data on the changing pattern of State aid to the school districts. [More] Descriptors: Collective Bargaining, Educational Administration, Educational Finance, Educational Legislation
(1990). The Regular Education Initiative in the Anchorage Public Schools. The study examined the number of Anchorage (Alaska) public schools that are using the Regular Education Initiative (REI) concept in their special education programs and the attitudes of building principals concerning both REI and collaborative consultation. Surveys mailed to 65 principals yielded a return of 30 questionnaires (6 secondary and 24 elementary). Introductory sections examine the origins of the REI and the meanings of REI and collaborative consultation. A review of related literature addresses reasons for REI enactment. Noted in the review are possible difficulties in implementing the program, including new roles for educators and educator discomfort with the consultation process. Analysis of questionnaire results found that two-thirds of principals claimed familiarity with REI, 76.6% already had special education students being taught in the regular classroom, and 50% claimed familiarity with collaborative consultation. Most of the principals agreed that: special education students can be educated in a regular classroom; regular education teachers can be responsible for special education students; the least restrictive environment can be a self-contained classroom; labeling diminishes self-worth; and there is too much duplication of services between Chapter I, special education, bilingual, and migrant services. Contains 17 references. Descriptors: Administrator Attitudes, Consultation Programs, Disabilities, Educational Change
(1976). Coordinating Educational Assessment Across College Centers. An operational model developed as a result of a systematic analysis of three distinctly different Antioch centers–Juarez Lincoln University, Philadelphia Graduate Center, and Antioch-New England (the Keene Center)–is presented. Juarez Lincoln offers a 15-month program leading to the Master of Education degree. Many of the students are Mexican American, and this school is described as a Chicano college. Bilingual and multicultural education, and community involvement are emphasized. The Philadelphia Graduate Center of Antioch Graduate School of Education provides a nontraditional, individualized, comptency-based graduate program in urban education. The 15-month program leads to the master's degree in education. Antioch-New England offers various 15-month master's programs in education. Three counseling programs are also offered. Criterion standards, methods of evaluating previous experiential learning, and documentation of student credits are described for each of these Antioch centers. The efficacy of the operational model, and major findings which have important implications for institutions using experiential learning are discussed. Experiential education was found to be central to the learning outcomes of the student. The authors recommend that faculty and administrator roles should be redefined to fit the experiential learning situation. Descriptors: College Faculty, College Students, Comparative Analysis, Cooperative Programs
(1990). Teacher Education Pipeline II: Schools, Colleges, and Departments of Education Enrollments by Race and Ethnicity. The primary purpose of this survey was to identify the numbers of students in the teacher education pipeline by race and ethnicity. It provides a means of assessing the need for teachers of color at the K-12 level; the potential pool of minority teachers in the postsecondary sector; and prospects for beginning teachers in schools, colleges, and departments of education (SCDE) enrollments. Usable responses were received from 685 SCDEs for a response rate of 57 percent, and additional data were gathered from federal government sources. The goal of the study was to aid in increasing the diminishing supply of Black, Hispanic, Asian, and Native American teachers. The report is organized in three sections. Section 1 highlights key points regarding the growth and diversity of the nation's K-12 and postsecondary sectors. It also offers national summary data on SCDE enrollments by race/ethnicity, institutional type, and academic field. Section 2 provides regional profiles (Northeast, Southeast, Central, and Western) of predicted growth in elementary and secondary school enrollment, and the diversity of postsecondary and SCDE enrollments. Section 3 provides state SCDE enrollment figures by race/ethnicity and specialty area (early childhood, elementary, secondary, special, bilingual, and vocational education) and level (baccalaureate, postbaccalaureate, and doctoral.) [More] Descriptors: Black Colleges, Elementary Secondary Education, Enrollment Trends, Ethnic Distribution
(1975). Promising Practices: Teaching the Disadvantaged Gifted. Intended for teachers, the document offers 10 articles on educating the disadvantaged gifted student. Included are the following titles: "Four Promising Practices for Teaching Gifted Disadvantaged Students" (which describes a workshop with problem solving and creative expressive activities) by E. Paul Torrance; "Cultural Diversity and the Exceptional Child" with the "Asian Component" by H. Kitano, the "Black Component" by G. Smallwood and O. Taylor, the "Indian Component" by J. Kito and B. Lowe, and the "Spanish-speaking Component" by J. Aragon and L. Marquez; "Talented, But Timid?" (which deals with the gifted female student) by L. Runnels; "The Mathematically Precocious Female" by L. Fox; "The Culturally Different Gifted Child–the Dawning of His Day?" (which reviews definitions, identification procedures, program provisions, and available resources) by I. Sato; "Creativity and the Poverty Child" (which includes a list of insights gained from research on children from poverty cultures) by B. Mitchell; and "The Gifted and the Disadvantaged" (which discusses the need for development of identification procedures, programs, staff, an enriched learning environment, strategies for bilingual and multicultural education, appropriate guidance and other ancillary services, and financial resources) by A. Passow. [More] Descriptors: Cultural Differences, Disadvantaged Youth, Economically Disadvantaged, Educational Needs
(1975). International and Intercultural Communication Annual, Volume 2. This second annual publication concerns the multidisciplinary topic of international and intercultural communication. The titles of the papers are "Implications of Cognitive Norms for the Study of Social Change;""The Study of Communication Messages and the Conflict over Global Eco-patience;""Language and Ethnicity in Intergroup Communication;""Intercultural Communication Vistas: Description, Concept, and Theory;""Research Methodology in Another Culture: Some Precautions;""Perception of Self and Others: An Approach to Intercultural Communication;""Implications of Intercultural Communication for Bilingual and Bicultural Education;""The Multinational Business Organization: A Schema for the Training of Overseas Personnel in Communication;""Minoritarianism and Ethnic Groups Communication;""A Model for the Study of Intercultural Communication in Colleges and Universities of the United States;""A Two-Week International Workshop in Cross-Cultural Counseling;""Critical Review of Recent Literature;" and "Directory of Organizations Concerned with International/Intercultural Communication Study, Teaching, Research, Practice, Sponsorship." [More] Descriptors: Biculturalism, Cultural Awareness, Cultural Interrelationships, Employer Employee Relationship
(1989). Outlook: The Growing Asian Presence in the Tri-State Region. Data from the 1980 Census, post-Census supplements, and other sources are used to establish a base of information on the Asian American community in the tri-state (New York/New Jersey/Connecticut) metropolitan area, in order to assess the social service needs of this population. The Asian American presence and the growth and diversity of the community are detailed. The study examines the dynamics of growth in the Asian community in the areas of immigration, citizenship, and ethnicity by birthplace. Key findings on Asian American family life in the region are presented in the following categories: (1) natural increase; (2) age and sex; (3) marital patterns; (4) children in the household; (5) household size and type; and (6) subfamilies. The report provides statistics on the community's educational characteristics, in terms of English language proficiency and educational attainment, and its economic profile, in terms of labor force participation, occupations, and income; findings on housing conditions are also presented. On the basis of these data, the study identifies the following human service needs of the tri-state Asian American community: (1) intensive English language instruction; (2) bilingual and remedial education; (3) business and employment opportunities and programs; (4) affordable housing; (5) child-care centers; (6) family service centers; and (7) health care. The report includes 28 graphs and charts. Descriptors: Asian Americans, Educational Attainment, Ethnic Distribution, Family Characteristics
(1992). Guide to Parent Involvement Resources. Intended for parents, teachers, school administrators, and parent and community groups, this guide lists resources and services available from 34 National Coalition for Parent Involvement in Education member organizations to ensure that parents and schools are involved as equal partners in providing quality education for all children. The guide is composed of profiles of the organizations, and highlights their mission, policies, services, projects, training, studies, and publications related to parent involvement, family support, education, and community involvement in education. Contact persons are also listed. Resources provided by the organizations listed relate to: (1) family education; (2) family support services; (3) home-school communication; (4) volunteer programs; (5) home learning activities; (6) school improvement; (7) governance and advocacy; (8) parent involvement research; (9) policies; and (10) program models. Resources provided by the organizations listed also target each educational level from elementary through college, bilingual and special education, single and teen parents, low-income families, working parents, and Hispanic and African American families. Descriptors: Community Involvement, Elementary Secondary Education, Family Involvement, Family Programs
(1992). School Law for the Principal: A Handbook for Practitioners. The relationship between the principal and the law has never been easy to define. This book provides basic information on the current status of law, risk, and site-based management as they relate to the legal rights and responsibilities of principals. Twenty-one chapters are included in five sections. The first section discusses the school and the legal environment and contains a single chapter, entitled "The Legal Environment." The second section, "The Legal Relationship of the Principal to the Teacher," contains three chapters: "Constitutional and Statutory Foundations of Staff Selections"; "Contracting and Evaluation"; and "Teachers' Constitutional Rights, Terms, and Conditions of Employment." The third section focuses on the legal relationship of the principal to the student and includes five chapters: "Academic Issues"; "Student's First Amendment Rights"; "Student Records"; "Search and Seizure"; and "Student Discipline." Section 4 includes eight chapters on issues associated with program management: "Compulsory School Attendance"; "Religion in the Public Schools"; "Special Education"; "Bilingual and Special Language Programs"; "Health and Safety Issues"; "Copyright Law"; "Textbook Selection and Censorship in the Schools"; and "Community Education." The last section discusses the principal's tort liability for negligence and risk management and contains four chapters: "Tort Liability for Negligence and Risk Management"; "Duty and Standard of Care"; "The Principal as Risk Manager"; and (21) "The Knowledgeable Principal–Related Issues." The appendix contains a glossary, a table of cases, and an index. (657 references) Descriptors: Administrator Guides, Administrator Responsibility, Court Litigation, Elementary Secondary Education
(1994). Teacher Education Pipeline III: Schools, Colleges, and Departments of Education Enrollments by Race, Ethnicity, and Gender. This report provides a general description of the status of a multicultural teaching force; it identifies enrollment numbers of students in the teacher education pipeline by race/ethnicity and gender. The pipeline survey provides a means of assessing the need for teachers of color at the K-12 level; the potential pool of minority teachers in the postsecondary sector; and prospects for beginning teachers in schools, colleges, and departments of education (SCDE) enrollments. Usable responses were received from 712 institutions for a response rate of 60 percent. The report is organized in three sections. Section 1 highlights key points regarding the growth and diversity of the nation's K-12 and postsecondary sectors. It offers national summary data on SCDE enrollments by race/ethnicity and gender, institutional type, and academic field. Section 2 provides regional profiles (Northeast, Southeast, Central, and Western) in elementary and secondary school enrollment, and the diversity of SCDE enrollments. Section 3 provides state SCDE enrollment figures by race/ethnicity, gender, and specialty area (early childhood, elementary, secondary, special, bilingual, and vocational education) and level (baccalaureate, postbaccalaureate, and doctoral). Data are graphically displayed in 50 tables. Technical notes, response rates, and a copy of the survey instrument are appended. [More] Descriptors: Black Colleges, Elementary Secondary Education, Enrollment Trends, Ethnic Distribution
(1979). Education for Achieving a New Societal Paradigm. A review of ecological problems facing human society is presented and the relationship of education to social change is considered. Basic environmental limitations which are discussed include population; basic materials such as food, fuels, and water; and environmental tolerance. Ecological hazards which combine with these limitations to result in urgent social problems include laboratory created disease, ozone layer destruction by fluorcarbons, carcinogens in consumer products and food, toxic substances in food, and deforestation. These problems remain largely unsolved in spite of technological interventions of various types including drugs which improve intelligent behavior and enhance awareness, stamina, strength, health, and maximum life-span potential; genetic planning; man/machine symbiosis; and extra terrestrial communication. Educational tactics and strategies which are currently being employed to prepare students for future society include back to basics, deschooling society, career education, tracking and specialized training, behavior modification, racial integration, bilingual and multicultural education, environmental studies, learning by objectives, and computer assisted instruction. Additional research is suggested to evaluate how these strategies encourage social change in desired directions and prepare young people to live in future societies. [More] Descriptors: Back to Basics, Change Agents, Depleted Resources, Ecological Factors
(1975). Mexican American Bilingualism and English Language Ethnocentrism in Public Education. The possibility exists that another language resource, the Spanish language of the Mexican American, will be lost in the United States due to language ethnocentrism. Mexican American bilingualism is viewed as an intellectual handicap by public educators who do not understand the basic linguistic bias of instruments utilized to measure the intellectual development of Mexican Americans. Educational systems have discouraged Mexican American bilingualism by placing restrictions on the use of Spanish in the public schools and by failing to implement bilingual-bicultural programs for Mexican Americans. What is now necessary is the articulation and adoption of public school acculturation policies that allow these students to retain their bicultural heritage and language and to obtain the necessary academic skills to succeed in the American mainstream. There is an imminent need for preservice and inservice teachereducation programs that clarify the philosophy and objectives of bilingual and multicultural education programs and that orient public educators to the phenomenon of language variations and their effect on learning styles. A shift to acculturation policies in public education would benefit everyone. [More] Descriptors: Bilingual Students, Bilingualism, Educational Discrimination, Elementary Secondary Education
(1977). The Heritage of Mexico. Volume 3: Revolution to Present. The last book in a three-volume series designed to aid teachers in the presentation of historical and cultural background of the Mexican people addresses the period from 1910 to the present. Illustrated text, in both English and Spanish and suitable for supplementary reading, traces the revolutionary period through the activities of Francisco Madero, Emiliano Zapata, Victoriano Huerta, Pancho Villa, Venustiano Carranza, and Alvaro Obregon, and includes information about the 1917 Constitution, women of the revolution, and the corridos. Post World War II Mexico is described in terms of its political, industrial, and agricultural development; art, architecture, and crafts; and education. Bilingual learning activities include a time line, matching exercises, vocabulary exercises, identifications, a history game, a guide to the pronunciation of Spanish and Nahuatl, a glossary, and questions related to each page of text. A bibliography and a list of additional activities are included. The series, designed for grades 4-12, is suitable for the Inquiry Method of teaching and may be reproduced for classroom use. Descriptors: Agriculture, Cultural Background, Educational Games, Elementary Secondary Education
(1994). A Resource Guide of Programs and Services for Young Children and Their Families. This comprehensive resource guide describes programs and services for young children (prenatal to age 8) and their families in Alaska. Information for the resource guide was collected from state departmental budget documents, program guides, annual reports, and program personnel. In compiling this information, certain trends concerning children's programs and services in the state became apparent: reliance on federal funding; interdependence of programs and services within and between departments; and the program-specific or service-specific nature of available databases, which are not linked statewide. The guide is divided into six parts: (1) an introduction; (2) an index of program categories, the services available in those categories, and the department responsible for each service; (3) descriptions of the specific programs and services provided by each state department; (4) a list of relevant boards and commissions appointed by the governor; (5) other state-supported committees and organizations that provide services to children and their families; and (6) descriptions of 71 relevant databases in state agencies, reports generated from the databases, and contact information. Categories of programs and services include: child care; child protection; comprehensive child development programs; data; economic development; education (bilingual, early childhood, HIV/AIDS, homeless, migrant, special, and vocational); family support; general health; mental health; nutrition; parenting and family education; public assistance; safety; sanitation; and special needs and developmental disabilities. [More] Descriptors: Child Development Centers, Child Health, Child Welfare, Databases