Carin, Arthur A. (1980). ESEA Title VII Bilingual Program 1979-1980. Final Evaluation Report. The bilingual program implemented in Community School District 32 in Brooklyn, New York, had Spanish and Italian instructional components. The Spanish component served limited English speaking children in grades K-3. The Italian component served 328 Italian dominant children in grades K-9. English dominant students participated as peer models in both components. The bilingual program was evaluated through consultant observations, interviews with program personnel, students and parents, and pupil testing. Findings indicated that both components were well-implemented. Statistical analyses of student achievement data showed that in the majority of cases there were significant positive differences between pretest and posttest scores. Observation checklists and a position paper on the identification of students with limited proficiency in English are appended.   [More]  Descriptors: Academic Achievement, Bilingual Education, Elementary Secondary Education, Identification

Inclan, Rosa Guas (1980). A Report on the Cuban Students in the Dade County Public Schools, Miami, Florida: Working Papers on Meeting the Education Needs of Cultural Minorities. This paper was commissioned by the Education Commission of the States to identify and discuss the educational needs of Cuban students in the United States. Historical background is presented in the first section with discussions of the characteristics of Cubans who were educated in Dade County, Florida, in the sixties and seventies and of the strategies used by the school system to meet their needs. This is followed by a description of the education of Cubans and other minority groups in Dade County in the eighties, with an emphasis on English and Spanish language programs. The newest Cuban immigrants to the United States, the Mariel population, are then described from psychological and educational perspectives. The paper concludes with a discussion of what remains to be done to educate the new Cubans. The findings and recommendations of a study designed to describe the Mariel population, summaries of evaluations of Dade County bilingual programs, and a list of recommended instructional materials are appended.   [More]  Descriptors: Bilingual Education, Cubans, Educational Needs, Elementary Secondary Education

Martinez, Steven S.; And Others (1981). Factorial and Naturalistic Observational Procedures in an Evaluation of Preschool Bilingual Curriculum Models. A methodological approach to evaluation is presented. This model attempts to integrate quantitative and qualitative procedures in evaluating the effects of bilingual/bicultural Head Start programs on young children. The evaluation was intended to provide information on the following: (1) the extent to which the curriculum models, once implemented, were meeting their objectives; (2) the feasibility of successfully implementing the models in question in more than one setting; and (3) the extent to which the models were greeted favorably by Head Start staff, parents, and lay community members. The evaluation model included parent and teacher interviews, data on parental background characteristics, child impact testing, and naturalistic observations. The data were gathered in narrative accounts, logs and inventories that were maintained over the course of the Head Start Year. It is argued that by linking observations and psychometric instruments to a particular set of phenomena, increased reliability can be achieved by allowing an in-depth examination of both process and outcome variables. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Curriculum Evaluation

California Univ., Los Angeles. Center for the Study of Evaluation. (1980). Planning for Implementation Evaluation. Leader's Guide. Bilingual Evaluation Technical Assistance Workshop IV. Guidelines are presented for conducting a workshop on the process of describing and documenting the implementation of bilingual programs. The workshop is part of the Bilingual Evaluation Technical Assistance project. After examining how to organize the workshop, the following aids are presented: a preworkshop preparation checklist; a sample room arrangement diagram; a workshop time schedule; and instructions for conducting the workshop, including the actual script. The workshop activities provide practice in distinguishing between implementation and outcome evaluation; identifying the descriptive and dynamic features of a program; identifying variables in the operation of a program that may influence program otcomes; and documenting program processes. Workshop materials include a list of factors involved in program dynamics, a list of questions to identify key program features for implementation evaluation, and a list of kinds of data useful in examining program dynamics. Descriptors: Bilingual Education Programs, Elementary Secondary Education, Evaluation Criteria, Information Needs

Lee, Alice (1979). The Sun-Planets-The Moon. This science unit is designed primarily for newcomer Chinese students and for those who are continuing in the Chinese Bilingual Pilot Program, sponsored through the Elementary and Secondary Education Act, Title VII. It is designed for limited and non English speaking students at the middle school level. The three sections of the unit cover the sun, the planets, and the moon. At the end of each section, a list of main terms in Chinese and English, activities, and experiments are included. Answers to the activities are provided at the end of the book. Descriptors: Astronomy, Bilingual Education, Chinese, Class Activities

Eurydice News–Dossier (1987). The Education of the Children of Migrant Workers. There are some four million children of immigrants in nursery, primary, secondary, and vocational schools in the European Community. In particular the children of migrant workers experience significant educational difficulties. They often face an unfamiliar educational system and are handicapped by a lack of knowledge of the host country's language. As a result of inadequate schooling, they are disproportionally represented in the number of unemployed persons who are 16 to 25 years old. Proposals to improve the schooling of migrant children include: (1) increasing their knowledge of the language and culture of the host country; (2) expanding their knowledge of the language and culture of their country of origin; (3) intercultural education; (4) educational reintegration; (5) development of teaching materials; and (6) teacher training. An evaluation of the programs reveals that crash courses in languages followed by staged integration with native pupils is preferred to teaching only the language of origin or the host language. Teaching the mother tongue actually was a disadvantage to the migrant students in normal schooling because they missed regular classes to concentrate on their native language. Involvement of immigrant parents in their children's education was seen as a priority goal. The most successful pilot projects were found to be those that used intercultural courses that involved all the children in a class. The report concludes that school life should, ideally, offer equal opportunities and become the model for a pluralistic society open to evolutionary change. Descriptors: Bilingual Education, Educational Planning, Educational Policy, Foreign Countries

Lee, Alice (1979). The Earth's Treasure: Soil. This science unit is designed primarily for newcomer Chinese students and for those who are continuing in the Chinese Bilingual Pilot Program, sponsored through the Elementary and Secondary Education Act, Title VII. It is designed for limited and non English speaking students. The unit is on kinds of soils and how poor soil is made better. Activities, experiments, and a list of main terms in both languages are included. Answers to the activities are provided. Descriptors: Bilingual Education, Chinese, Class Activities, Junior High Schools

Gold, Gerald L. (1980). The Role of France, Quebec and Belgium in the Revival of French in Louisiana Schools. The Council for the Development of French in Louisiana, as part of its effort to revive French in Louisiana schools, arranged for a number of teachers from Belgium, France, and Quebec to assume teaching positions in that state. This report describes the experiences and attitudes of those teachers. Attitudes toward language maintenance, and specifically toward the issue of standard French versus Cajun, were varied and to some extent correlated with the teacher's country of origin. The adaptability of the teachers and the interplay between common linguistic heritage on the one hand and cultural differences on the other are central concerns of the report. A narrative of personal experience, in French, by one of the teachers involved is included.   [More]  Descriptors: Bilingual Education, Cultural Background, Elementary Secondary Education, French

1980 (1980). Salient Issues in Mathematics Education Research for Minorities. Proceedings from an NIE Sponsored Meeting (Seattle, Washington, April 18, 1980). The six brief papers in this document were prepared for an NIE-sponsored meeting in April 1980. Claudette Bradley poses questions (but no answers) on factors affecting American Indians. Alberta Castaneda stresses the need to ascertain how young children learn mathematical ideas. Tony Alfredo Gallegos notes inadequacies of Spanish bilingual programs. Dora Serna advocates the use of students' vernacular language in instruction. Hilda Serna also comments on bilingual concerns. Sau-Lim Tsang presents a review of research studies with Chinese American students, covering the topics of mathematical achievement, testing, Piagetian tasks, and curriculum.   [More]  Descriptors: American Indian Education, Bilingual Education, Chinese Americans, Hispanic Americans

Goodale, Ronda; Soden, Marcia (1981). Disproportionate Placement of Black and Hispanic Students in Special Education Programs. The paper examines practices and procedures that are seen as contributory to disproportionate placement of Black and Hispanic students in special education programs and discusses various components of the Boston Public School's Remedial Plan. Practices and procedures critical in disproportionate placement are seen to include biased assessment, problems with accountability, racism/racist attitudes, the concept of special education as a dumping ground, inappropriate referrals of minorities to special education as a result of Massachusetts Law Chapter 766 and its relationship to desegregation, and school system/administrative support. Seven components of the Remedial Plan are reported: (1) entrance and exit criteria; (2) prereferral; (3) biracial/bicultural review of resource room students who spend from 25% to 60% of the day in a special education setting; (4) generic specialist (consulting teacher) model; (5) bilingual hiring; (6) parent communication; and (7) regular education alternative. Also described are programs within the seventh component–the "Schools without Failure" Project which provides students, parents, teachers, and administrators a positive model of behavioral interventions which stresses individual responsibility for behavior; the Instructional Support Program which services elementary and middle school teachers and develops skills in informal diagnosis, evaluation, teaching strategies, classroom management, and individualization; and the Parent Information/Assistance Resource Project which provides information and complaint process to parents of special needs students. Descriptors: Bilingual Education, Blacks, Disabilities, Elementary Secondary Education

Groff, Charlotte V. (1980). Developing and Teaching Bilingual Career Units in Preschool. The development and teaching of a Spanish-English preschool career unit (the Fruit and Vegetable Industry unit), developed to help migrant children enhance their self-images by recognizing the importance of their families' contribution to food production, is described in this paper. A brief description of the development of this unit is provided with some explanation of how a teacher can develop his or her own preschool bilingual unit. The unit includes the program goals, pre-assessment and evaluation sheets, instructions for taking a field trip and having a class visitor, and a series of instructional capsules which describe how to involve children in playing the roles of farmers, field workers, pickers, crew-leaders, and cannery workers. The unit is designed so that it can be taught either over a period of five to ten days or five to seven hours. Language arts, science, math, social studies, and art-related activities are also incorporated into the unit. Descriptors: Bilingual Education, Career Awareness, Learning Modules, Migrant Education

Intercultural Development Research Association, San Antonio, TX. (1981). Language Providiency Assessment Committees, Procedures Manual. The Language Proficiency Assessment Committees (LPACs) authorized by Congress were given the responsibility of assessing limited-English-speaking students within a school district and making placement recommendations regarding these students to the local school board. This manual provides guidelines and procedures for the establishment of tasks, assessment instruments, forms and documentation, entry criteria, strategies for classification, placement and follow-up procedures, exit criteria, and entry procedures. The role of parents is defined and their rights described. Suggestions are offered for training LPAC members. Appended materials include a variety of forms to assist each individual LPAC in its work. Descriptors: Bilingual Education, Committees, Community Organizations, Elementary Secondary Education

George Washington Univ., Washington, DC. Inst. for Educational Leadership. (1980). Refugee Education. Options in Education, Program Numbers 232-237. The seven radio program scripts deal with education provided to refugees in various parts of the country. Some of the programs are transcripts of actual lessons in English as a second language (ESL); others are discussions of aspects of refugee services, with emphasis on ESL. Some participants in the discussions are themselves refugees, while others are Americans who are providing services to the refugees. Descriptors: Biculturalism, Bilingual Education, Bilingualism, English (Second Language)

Moore, JoAnne E. (1979). Final Evaluation Report on Detroit's Title IV-C Bilingual Project, 1978-1979. The Elementary Secondary Education Act Title IV-C Bilingual Project instituted in the Detroit (Michigan) Public Schools consisted of two bilingual learning centers at a target school which served 114 students in grades one through five during the 1978-1979 school year. Materials and assistance were also offered to a parochial school. A total of six product objectives related to student outcomes and two process objectives related to instructional variables were identified as the goals of the program. Evaluation procedures indicated that two of the product objectives and both process objectives were achieved. Relevant data and instruments are appended.   [More]  Descriptors: Academic Achievement, Bilingual Education, Elementary Education, Pretests Posttests

Spiridakis, John N. (1981). Diagnosing the Learning Styles of Bilingual Students and Prescribing Appropriate Instruction. The precise nature of learning styles has not yet been articulated by research; there are, however, several models and techniques to identify learning styles that appear to be especially suited for use by the bilingual classroom teacher. Three such models are presented: the Field-Dependence/Independence Model, the Educational Cognitive Style Model, and the Dunn learning style model. Three instruments are discussed that intend to measure some aspect of learning style and that appear to be most appropriate for use by the bilingual teacher. These instruments are: (1) the Educational Cognitive Style profile which can help to gather and analyze student characteristics related to academic, social, cultural and linguistic factors; (2) the Learning Style Inventory, a comprehensive diagnostic tool; and (3) The Field-Sensitive/Field Independent Behavior Observation Instruments which were developed to diagnose the Mexican American child's preferred cognitive style. Several tables clarifying the models discussed are included. Descriptors: Bilingual Education, Bilingual Students, Cognitive Style, Elementary Education