This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Albany. Bureau of Bilingual Education. New York State Education Dept., Edward A. de Avila, Austin Dissemination and Assessment Center for Bilingual Education, Mary L. Pope, Abelardo Villarreal, Wallace E. Lambert, Andrew Clark, Katherine Peter, Edward A. deAvila, and Barbara Havassy.
(1989). The Education of Homeless Children and Youth in New Jersey: A Plan for State Action. This state plan is New Jersey's response to the charge of the Stewart B. McKinney Homeless Assistance Act of 1987 (the McKinney Act) to assure educational access for homeless children and youth. The introductory section discusses the following issues: (1) the changing face of homelessness; (2) homeless children and youth; (3) the McKinney Act; and (4) the establishment of the State Office of Education for Homeless Children and Youth. Section 2 describes two separate needs assessment studies conducted by the Department of Human Services and the Department of Education respectively, and their conclusions. Section 3, discussing the State's role in homeless education, finds 9 significant obstacles faced by homeless students, proposes 12 objectives to respond to these obstacles, and lists detailed activities, timelines, and staff responsible for each objective. Section 4, concerning the plan of operation, describes the following components: (1) management plan; (2) methods used to provide services; and (3) evaluation procedures. Section 5 records recommendations presented at public hearings. A selected bibliography of references is appended. The report concludes with the following appendices: (1) subtitle B of the McKinney Act; (2) proposed revision to state residency requirements; (3) the Commissioner's memo to chief school administrators; (4) a copy of a survey instrument; and (5) a list of respondents by county. Descriptors: Access to Education, Disadvantaged Youth, Educational Legislation, Elementary Secondary Education
(1984). Basic Skills Improvement Program. An Information Booklet for Parents. This informational booklet outlines the services available to New Jersey elementary school children in the area of basic skills development and offers suggestions as to how parents can support their child's educational development. The first part of the guide outlines the content, admissions criteria, and funding sources of New Jersey's Basic Skills Development Program. Next, guidelines are provided to assist parents in supporting and reinforcing the school's role. Included in the third part of the booklet are activities for developing basic skills in the following subject areas: oral communication, writing, reading, and mathematics. A list of suggested supplies to have in the home is provided. Concluding the booklet is a list of ways in which parents can become involved in the schools. Descriptors: Admission Criteria, Basic Skills, Communication Skills, Educational Strategies
(1981). The Social Psychology of Language: A Perspective for the 1980s. Focus, Number 5. Social problems such as prejudice, discrimination, and societal unfairness are examined from the perspective of their association with language. Research in the psychology of language is reviewed with regard to these issues and with particular reference to the situation in Quebec. The first question addressed is the role that attitudes play both as determiners of the rate of acquisition of a second or foreign language and as outcome effects attributable to the degree of skill or lack of skill attained in the study of the other language. A second issue is the unfairness in educational systems and the connection with language styles and attitudes. The third topic addressed is the decline in interest in the study of foreign languages and the widespread immigration of speakers of other languages. A plan is proposed for sharing languages in the community rather than concentrating on language instruction in the schools. Finally, the demand for social and political independence on the part of cultural and linguistic minorities is looked at in relation to native and second language instruction. One conclusion is that those involved with the psychology of language need to turn their attention to broad sociopolitical issues that impinge on language in society. [More] Descriptors: Bias, Cross Cultural Training, Cultural Pluralism, Ethnocentrism
(1975). El camino hacia la buena salud: Guia para el maestro. Cuaderno de ejercicios (The Road to Good Health: Teacher's Guide. Exercise Book). This Spanish language curriculum guide is divided into three parts: a teacher's guide consisting of eight units–"An Adequate Diet,""Brushing Your Teeth,""A Visit to the Dentist,""Is It Necessary to Sleep?", "Who Can Do Better?", "A Visit to the Doctor,""Resting,""Bathing"–with material and procedural suggestions and a variety of lessons in each unit, and containing a supplement of pertinent illustrations; an illustrated exercise book for students; and a series of eight color posters (not reproduced here) corresponding to the units in the teacher's guide. These materials are based on, and provide amplification for, the young Mexican-American child's personal experiences. It is hoped that the child will not only acquire facts from these lessons, but will also be able to manipulate them, draw inferences and conclusions, and make judgments. The fundamental objectives of the exercises are categorized along the lines of B.S. Bloom's "Taxonomy of Objectives: Cognitive Domain," and include: accumulation of factual knowledge, comprehension, application, analysis, synthesis, and evaluation. [More] Descriptors: Bilingual Education, Curriculum Guides, Elementary Education, Hygiene
(1978). Asi Aprendemos. Que Bonito Es Leer, II. Libro 1. Cuaderno de Lectura (This Is How We Learn. How Nice Reading Is, II. Book 1. Reading Book). This is a Spanish reader designed to be used as a supplement to second-grade bilingual reading instruction. The reader is accompanied by a workbook and a teacher's manual. The book consists of seven stories, the first having to do with vowels, the following three with school, and the last three with the family. Descriptors: Bilingual Education, Books, Childrens Literature, Elementary Education
(1993). Alternative Learning Methodologies through Academics (Project ALMA). Final Evaluation Report, 1992-93. OREA Report. This report assesses the Alternative Learning Methodologies through Academics (Project ALMA), which is designed to assist the academic progress of 531 Spanish-speaking students of limited English proficiency who attend John Bowne High School in Queens and John F. Kennedy High School in the Bronx. Participating students received instruction in English; native language arts (NLA); and content area subjects of mathematics, science, social studies, and computer science. The project also offered preoccupational training in health-related careers. Project evaluation data show Project ALMA met its objectives for career advancement, grade retention, dropout reduction, and enrollment in postsecondary education. The project did not meet its Spanish native language arts, attendance, and parental involvement objectives. The project partially met its objectives for English as a second language (ESL) instruction (at one site), computer skills (for those taking computer courses), and content area subjects (in science). The report recommends that the project continue to expand the range of computer-skills instruction and to investigate reasons for the project's continuing difficulty in meeting its ESL and NLA objectives. These objectives should be modified if they are deemed unrealistic. Appendices contain a list of instructional materials and class schedules. [More] Descriptors: Academic Achievement, Economically Disadvantaged, Educational Objectives, Educationally Disadvantaged
(1984). Bilingual Dictionary of Mathematical Terms. English-Vietnamese = Tu-Dien Song Ngu Danh-Tu Toan. Anh-Viet. This bilingual dictionary was developed for use by Vietnamese junior high and high school students to assist them in their understanding of mathematical vocabulary and concepts in English. Terminology and definitions are provided in English, with Vietnamese translations directly below each entry. When possible, an illustration is included. Students may use this publication as a dictionary, a workbook, and a supplement to their English language mathematics textbooks. [More] Descriptors: Bilingual Instructional Materials, Definitions, Dictionaries, Geometric Concepts
(1985). Improving Mathematical Problem-Solving Skills in the Middle Grades. A Staff Training Manual. This manual was written to help district curriculum leaders in New Jersey improve instruction in mathematical problem solving in middle and junior high schools. Four training modules contain the material and information needed to conduct a staff development course. The manual was designed to accompany turn-key training sessions to prepare the leader to conduct in-service training for teachers. The first section contains specific supervisory strategies for promoting effective problem-solving instruction. Section 2 provides general information for the curriculum leader to use in organizing in-service training based on the materials in this manual. Each of the four training modules in Section 3 contains a ready-to-reproduce workshop packet and a guide to the presenter which includes training materials. Module I introduces the problem-solving process and the need to improve problem-solving instruction. Module II focuses on the identification and teaching of effective problem-solving strategies and skills. The activities in Module III lead participants in analyzing the textbook treatment of problem solving and in expanding word problem-solving experiences beyond the textbook. Problem solving using models and manipulative materials is explored in Module IV. Each module describes training activities which incorporate implications from research, training tips, instructional materials, and follow-up activities. Descriptors: Audiovisual Aids, Elementary School Mathematics, Elementary Secondary Education, Inservice Teacher Education
(1979). Content Area Instruction for Students with Limited English Proficiency. This handbook for teachers of Asian immigrants at the elementary and secondary level presents in a straightforward manner, in outline form, information of use to teachers who must work with limited-English-speakinq children from an Asian cultural background. The manners, school behavior, and parent-teacher relationships of Asian students are described. Guidelines for assessing English proficiency are set forth. Methodology and specific strategies for teaching English as a second language (ESL) are outlined. Finally, chapters are devoted to coordination with ESL and content area teachers, and to planning content area lessons. The following are included in appendices: definition and description of English proficiency levels, outline of factors that produce good interview, social humanities framework, outline of cultural topics for discussion, survival word lists, and a short article entitled "Culture and the Student." [More] Descriptors: Asian Americans, Cultural Background, Elementary Secondary Education, English (Second Language)
(1976). Alaskan Folktales. This volume of Alaskan folktales contains eight stories written in English and Gwich'in. The book is designed with the English and Gwich'in versions facing each other on opposite pages. It is illustrated with line drawings. [More] Descriptors: American Indian Culture, American Indian Languages, American Indians, Athapascan Languages
(1993). Acquisition of Learning by Facilitating Academics (Project ALFA). Final Evaluation Report, 1992-93. OREA Report. This report assesses the Acquisition of Learning by Facilitating Academics (Project ALFA), which is designed to assist the academic progress of Haitian students at Lafayette High School in Brooklyn, New York. Project ALFA served a total of 62 students of limited English proficiency who had attended an English-speaking school system for less than 5 years. Participating students received instruction in English; native language arts; and content area subjects of mathematics, science, social studies, and computer science. The project also offered preoccupational training in health-related careers. The evaluation showed that ALFA met its objectives in English as a second language instruction, native language arts, American culture and citizenship, dropout prevention, career counseling, staff development, and parental involvement. The project was partially successful in meeting its content area objectives in science, social studies, and computer science, but not in mathematics. The project also failed to meet its objective for project students' attendance, which was not significantly higher than for mainstream students. Recommendations include increasing the number of students served by the project through greater promotional efforts and investigating additional instructional techniques to enhance skill acquisition in mathematics. Appendices contain a list of instructional materials for the various programs. [More] Descriptors: Academic Achievement, Economically Disadvantaged, Educational Objectives, Educationally Disadvantaged
(1989). Francais langue seconde, 1-6 programme (French as a Second Language, 1-6 Program). Interim Edition. Produced to complement "French as a Second Language 1-6, Curriculum," this document was prepared by a group of educators from diverse Northwest Territories (Canada) educational jurisdictions who adapted the learning content of the Quebec (Canada) "French as a Second Language Elementary School Curriculum" to make it more appropriate for the needs of students in the Northwest Territories. This document takes learning objectives one step further and details them into a program manageable in the classroom. Although the learning objectives are compulsory, the suggestions for the distribution of the concepts and linguistic content of the program throughout the school years are intended as guidelines. It is the responsibility of the schools to decide whether this distribution is applicable to their own priorities and to make adjustments to meet their particular needs. The content of this program is organized in the following stages: identification of the needs and interests of non-French-speaking children between the ages of 6 and 11 (themes); selection of the language functions related to these needs and interests; selection of the lexical items (vocabulary) most commonly associated with these themes; compilation of the linguistic utterances (wording) that make it possible to perform a given language function; and grouping of the lexical items and linguistic utterances associated with the functions selected. The learning objectives involve both comprehension (receptive) and production (expressive) skills. Throughout the document, all objectives are presented in both English and French. Descriptors: Curriculum, Educational Objectives, Elementary Education, Foreign Countries
(1982). Improving Techniques in Teaching English for the Job. Using a non-technical presentation, this guide shows how computer analysis of job-relevant text materials can be used in developing language instruction for limited-English-proficient students. The chapters deal with the following issues: (1) how English language skills that are needed for success on the job can be taught more efficiently and effectively; (2) how to shorten time spent on lesson planning; and (3) how persons with no prior computer experience can use existing computer resources to accomplish the preceding goals. After a chapter introducing definitions, background, and rationale, a second chapter explains and gives examples of six types of text analysis. These include word lists, concordances, word combinations, word segment distributions, and uses of grammatical codes. Chapter 3 provides a simple explanation of procedures using text analyses to develop language teaching activities related to specific vocational content. Sample activities from vocational programs are included as illustrations. The fourth chapter explains how to obtain text analyses and provides a basis for making cost determinations. Three appendices present explanations of grammatical codes, a methodology of teaching English for the job, and a bibliography of resources. [More] Descriptors: Classroom Techniques, Computer Assisted Instruction, English for Special Purposes, Lesson Plans
(1974). Intelligence of Mexican American Children: A Field Study Comparing Neo-Piagetian and Traditional Capacity and Achievement Measures. Approximately 1,225 Mexican American and Anglo American children in grades 1-6 (ages 6-14) from California, Colorado, New Mexico, and Texas were tested using school achievement and IQ standardized tests and four Piagetian-derived measures (Cartoon Conservation Scales, Water Level Task, Figural Intersection Test, and Serial Task). The field study's goals were to examine the: (1) interrelations among the four neo-Piagetian measures in a Mexican American sample which varied as to geography and socioeconomic status; (2) neo-Piagetian measures' psychometric properties; (3) relation between developmental level as assessed by neo-Piagetian procedures and IQ as assessed by standardized measures; (4) extent of field-independence as measured by the Water Level Task; and (5) sex differences in performance on the tests. The developmental measures were given to all subjects irrespective of site while the standardized achievement and IQ tests were given on a site specific basis. Among the standardized tests were: Otis-Lennon Mental Ability Test, Inter-American Series; and Peabody Picture Vocabulary Test. Some findings were: except for the Serial Task, the neo-Piagetian measures possessed high reliability, homogeneity, and validity; and these measures exhibited a developmental progression of performance scores across age in accordance with Piaget's theory of cognitive development. [More] Descriptors: Academic Achievement, Anglo Americans, Cognitive Development, Cognitive Tests
(1974). I.Q. Tests and Minority Children. Test publishers and the users of standardized IQ and summary-score achievement tests have failed to consider the problems associated with testing the minority child. Since the results of these tests are used to determine the education, economic, and social future of children, a harder look at the minority child's cultural background is essential. The problem of testing cannot be solved by recreating standardized tests for minority children which are based on old conceptions of intelligence and educational achievement. A radical change in the whole approach to testing and the generation of entirely different models of education and of testing is needed. The Program Assessment Pupil Instruction (PAPI) System is one step in an attempt to move in a new direction. The PAPI uses four Piagetian-based measures: Cartoon Conservation Scales; Water Level Task; Figural Intersections Tests; and Serial Task. This system can be used with any child to produce educational program data, or data for program evaluation. Given the problems associated with testing, the PAPI system suggests one approach to the issue which speaks to the different needs of people within the educational community. [More] Descriptors: Achievement Tests, Computer Programs, Culture Fair Tests, Elementary Education