This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Anibal Alcantara, John Daugherty, Micheline Duval, Neil Miller, Lucia Elias-Olivares, J. Richard Harsh, Juan A. Lantigua, Marie Jose Bernard, Menes Dejoie, and Marie Jose Marcellus.
(1975). A Planning Guide for Developing the ESL/ABE Instructional Program. Book 3. Handbook for the ESL/ABE Administrator. The planning guide for developing Adult English as a Second Language Programs focuses on implementing six goals relating to: utilizing community resources, utilizing communication skills, participating in community networks, utilizing occupational advancement opportunities, functioning in multi-cultural life styles, and functioning at individual rate, capability, and interest levels. The guide's seven sections cover the following areas: general knowledge areas content, general knowledge areas sample objectives, instructional objectives in communication skills, a sample 12-week program design, a scope and sequence for curriculum development, an annotated list of Adult English as a Second Language examinations, and a partial selection of commercial textbooks. [More] Descriptors: Administrator Guides, Adult Basic Education, Communication Skills, Course Objectives
(1972). Diagnostic Mathematics [Form A, Form B, and Test Manual]. These materials consist of a test manual and two forms of the test with corresponding answer keys. The test provides a measure of the conventional sequence of arithmetic computation and selected applications. Each form consists of 44 completion items, with space for figuring. It is claimed that this type of response greatly reduces the guessing effect. [More] Descriptors: Achievement Tests, Arithmetic, Diagnostic Tests, Grade 10
(1975). An Administrator's Checklist. Book 1. Handbook for the ESL/ABE Administrator. The manual provides a checklist for administrators responsible for developing, implementing, and evaluating an Adult English as a Second Language Program. The checklist consists of four sections: philosophy, administration and organization, program development and operation, and program impact. For each section there is a series of specific questions designed to examine the basic program component. For each question there is a series of points to be considered, each of which is formulated around determining the extent to which the program fulfills the basic component demands. [More] Descriptors: Administrator Guides, Adult Basic Education, Check Lists, Educational Administration
(1975). A Manual for Developing and Implementing the ESL/ABE Program. Book 2. Handbook for the ESL/ABE Administrator. The handbook provides for the administrator of Adult English as a Second Language Programs detailed information in the following areas of program design: program requirements and funding, program development, program implementation, staff development, and program evaluation. The discussion of each of these areas is subdivided topically and, where appropriate, provides supplementary records and forms useful in aiding program administration. [More] Descriptors: Administrator Guides, Adult Basic Education, Educational Administration, Educational Finance
(1971). Escucho, digo, y aprendo (I Listen, I Say, and I Learn): Spanish Reading Readiness Program. This reading manual was prepared for Spanish-speaking children in the first grade of the Edgewood School District in San Antonio, Texas. It consists of a diagnostic exam, a scale to evaluate the readiness of each child, 39 lessons, and 12 tests. Also included are illustrations suitable for hanging and the Edgewood Picture Method to motivate children to pronounce sounds. The program has been designed to be completed in eight to ten weeks, with each of the lessons requiring a 15 to 20 minute presentation. [More] Descriptors: Basic Reading, Consonants, Elementary School Students, Instructional Materials
(1996). From an Ancient Tradition to the Present. Chinese Cultural Heritage Resource Guide. This cultural heritage resource guide has been prepared as a tool for teachers to help promote better understanding of Chinese students in the New York City public schools. China has an ancient history and a rich cultural tradition, and people all over the world have recognized China as one of the world's greatest civilizations. The earliest Chinese immigrants to the United States can be dated in 1784, but substantial immigration began with the 1848 Gold Rush in California and subsequent railroad building. A timeline traces Chinese immigration patterns and sketches their contributions to U.S. society. The guide is divided into three sections. The first, "Celebrating Our Diversity–A Thematic Unit" contains six literature-based whole language, mini-thematic units. It contains a variety of lesson plans and reproducible pages designed for use with primary-grade children but adaptable for others. Six selections from Chinese literature are included. Each unit begins with a discussion of a children's book, background information about the author, cultural facts, and suggested followup activities for learning centers. Section 2, "Customs and Traditions," focuses on major traditional festivities and customs, namely the Chinese New year celebrations, the Moon Festival, and the Chinese Lunar Calendar. Section 3, "Chinese Inventions," gives brief information on some early contributions. Each theme is connected to the curriculum with activities in subject content areas that encourage cooperative learning and higher-order thinking skills. One appendix presents facts about New York City's Chinatown, and the other discusses achievements and contributions of Chinese Americans. A bibliography of 101 books for students and teachers is included. [More] Descriptors: Childrens Literature, Chinese, Chinese Americans, Chinese Culture
(1976). Teacher Training Pack for A Course on Cultural Awareness. This book is a teacher's guide for a course on cultural awareness. The general objectives of the course are given, along with a listing of the required texts. The first section deals with cultural identity. Objectives of this part of the course and a series of activities the teacher can undertake to promote cultural identity are described. The second section deals with various modes of nonverbal communication and their cultural significance. A course evaluation questionnaire is included as well as three tests on cultural identity and nonverbal communication to be given to the course participants a semester after the course is taken. The follow up activities focus on attitudes and facts relating to Puerto Rican and other Latin American cultures. Descriptors: Communication Skills, Course Content, Course Evaluation, Course Organization
(1996). Haitians: A People on the Move. Haitian Cultural Heritage Resource Guide. This cultural heritage resource guide has been prepared as a tool for teachers to help them understand the cultural heritage of their Haitian students, their families, and their communities in order to serve them better. Although Haiti became an independent country in 1804, the struggle of its people for justice and freedom has never ended. Many Haitians have left Haiti for political, social, and economic reasons, and many have come to the larger cities of the United States, particularly New York City. This guide contains the following sections: (1) "Introduction"; (2) "Haiti at a Glance"; (3) "In Search of a Better Life"; (4) "Haitian History"; (5) "Haitian Culture"; (6) "Images of Haiti"; and (7) "Bibliography," a 23-item list of works for further reading. [More] Descriptors: Cultural Awareness, Cultural Background, Diversity (Student), Ethnic Groups
(1982). Federal Recognition of the Rights of Minority Language Groups. Federal laws, policies, and court decisions pertaining to the civil rights of minority language groups are reviewed, with an emphasis on political, legal, economic, and educational access. Areas in which progress has been made and those in which access is still limited are identified. It is argued that a continuing federal role is necessary to help remove remaining barriers for minority language citizens. Recommendations are made for coordinating government involvement in the process of assuring equal access. The texts of 18 judicial decisions bearing on access are appended. [More] Descriptors: Access to Education, Civil Rights, Court Litigation, Equal Protection
(1983). Spanish in the U.S. Setting: Beyond the Southwest. The role and use of Spanish in the geographic areas outside of the U.S. Southwest are examined in a collection of 16 conference papers. The papers address the general topics of language contact, linguistic variation, sociolinguistic factors, and language maintenance policy, and planning. Among the specific issues discussed are: a dialectology of U.S. Spanish, subject-object reversals among New York Hispanics, interference and code switching in contemporary New York Judeo-Spanish, code shifting patterns in Chicano Spanish, Spanish-English bilingual children as peer teachers, bilingual competence, Spanish language resources in the United States, Mexican American language communities in Minnesota cities, and the Hispanic speech community of Washington, D.C. [More] Descriptors: Code Switching (Language), Hispanic Americans, Interference (Language), Language Maintenance
(1989). The In-Class Instructional Model for Basic Skills Improvement in Grades K-6: A Resource Manual for Administrators, Supervisors and Teachers. This resource manual for administrators, supervisors, and teachers was developed to foster the effective use of the in-class instructional model in basic skills improvement (BSI) programs in elementary schools. Funded by federal, state, and local sources, BSI programs are designed to be coordinated with school districts' developmental programs to provide supplementary remedial instruction in reading, writing, and mathematics to students needing compensatory education. Introductory materials in this manual cover BSI project designs, advantages of the in-class model, and factors affecting BSI student achievement. Subsequent discussion focuses on planning, implementing, and evaluating programs. Planning the use of the in-class model in kindergarten through sixth grades is discussed in terms of assessing, analyzing, and prioritizing needs. Discussion of implementing the in-class model centers on issues related to initial implementation and successful program operation. Evaluating the implementation of the in-class design is discussed in subsections on assessment techniques and formative and summative evaluation. An appendix provides resources for the elementary school in-class model, an annotated list of related New Jersey Department of Education publications, a list of nationally validated basic skills programs, and profiles of BSI programs reported in the literature. Descriptors: Academic Achievement, Basic Skills, Compensatory Education, Elementary Education
(1976). Women in Portuguese Society. Proceedings of the Second Annual Symposium on the Portuguese Experience in the United States (Adelpi University). The following reports on women in Portuguese or Portuguese American society are included: (1) "The Story of Maria a.k.a. Mary" by Steven Samuel Ussach, (2) "Portuguese-American Women: Portraits in Fact and in Fiction" by Mary T. Vermette, (3) "A Different Vision of a New England Childhood: The Cape Verdean Experience on Cape Cod" by Maria Luisa Nunes, (4) "A Profile of the Portuguese Woman of Mineola" by Cynthia Rendeiro and Guilhermina Serrado, (5) "The Portuguese Female Immigrant: 'Marginal Man' Par Excellence" by M. Estellie Smith, and (6) "Further Comments on the Treatment of Woman in the Modern Portuguese Theater" by David J. Viera. Descriptors: Biographies, Case Studies, Characterization, Cultural Traits
(1995). From Quisqueya: In Search of New Horizons. Dominican Cultural Heritage Resource Guide. This cultural heritage resource guide has been prepared as a tool for teachers to help them understand the cultural heritage of Dominican students and their communities. The Dominican Republic, which occupies two-thirds of the island of Hispaniola, has a long history dominated by the struggle for independence. In their efforts to create a better life, many Dominicans have left the Dominican Republic to come to the larger cities of the United States, particularly New York, where the Dominican community has established a variety of organizations to support them in their goals. This guide discusses the history, characteristics, and contributions of Dominicans in the United States in the following sections: (1) "The Dominicans in the United States"; (2) "The Aborigines"; (3) "The Spanish Colonization"; (4) "The Introduction of the Africans"; (5) "The 'Espana Boba' and the 'Ephemeral Independence'"; (6) "The Haitian Occupation"; (7) "Independence and the Rise of Dominican Nationalism"; (8) "From the Spanish Annexation to the Restoration"; (9) "North American Occupation"; (10) "The Trujillo Era"; (11) "Dominican Culture"; (12) "Famous Dominican Men and Women"; (13) "National Symbols"; and (14) "Resources for Teachers." A 26-item bibliography is included. [More] Descriptors: Cultural Awareness, Cultural Background, Diversity (Student), Dominicans
(1981). Second Language Learning: A Review of Related Studies. The fact that some people learn a second language more easily than others has prompted numerous studies designed to link one factor or another with successful language learning. This work examines a large number of these studies to assess the importance of various factors involved in language learning. The influencing factors suggested are grouped into three categories: personal, situational, and linguistic factors. Considered first is the particular set of personal characteristics each individual brings to the task of learning a second language. These include general intelligence, language aptitude, attitude and motivation, psychological traits, age, socioeconomic status, and sex. The variety of learning situations is then discussed. Situational factors include the setting in which the language is learned and the amount and distribution of time devoted to it. In addition, if the language is learned formally, the method used and the characteristics of the teacher must be considered. Finally, linguistic factors are examined. These include both the differences between the first and second languages and the characteristics of the second language itself. [More] Descriptors: Adult Learning, Contrastive Linguistics, Educational Environment, Elementary Secondary Education
(1993). Pan American Educational Resources & Cultural Materials. This publication is a bibliography listing the authors, titles, publishers, and publication dates of Pan American educational resources and cultural materials in Spanish and English for staff in the New York City public schools bilingual programs. In particular, the bibliography lists materials concerning Mexico, the Central and South American nations, and Indian cultures from those regions. The document is divided into sections on the following categories: (1) children's literature (44 items); (2) history and culture (122 items); (3) literature (120 items); (4) art and music (33 items); (5) biographies (20 items); and (6) 26 other items. A list gives the titles and outlines the contents of 50 phonographic recordings. Also listed are the titles of 8 sets of pictures, 2 cards, 10 kits, and 44 videocassettes. [More] Descriptors: Art, Audiovisual Aids, Bilingual Instructional Materials, Childrens Literature