National Education Association, Washington, DC. (1968). "We've Promises to Keep…" Toward Equal Opportunity. This pamphlet notes the commitment of the National Education Association (NEA) to human rights and equal opportunity. Briefly presented are several programs and activities of NEA in these areas. A bibliography of relevant NEA publications is included.   [More]  Descriptors: Bibliographies, Bilingual Education, Black History, Civil Rights

United Nations Educational, Scientific, and Cultural Organization, Paris (France). (1970). Seminar on the Training of Teachers, by the Interdisciplinary System, To Use This System in Schools (Bouake, Ivory Coast, March 24 – April 4, 1970). Final Report. This document summarizes the discussion and recommendation made at a meeting held to consider ways and means of putting the syllabuses of teacher training colleges and subsequently those of primary schools on an interdisciplinary footing. The conference was attended by teachers on the staff of primary teacher training colleges in Cameroon, the Ivory Coast, Niger, and Togo; by staff of the French bilateral assistance program; and by a United Kingdom observer. The report is divided into three parts. Part 1 discusses the rationale for an interdisciplinary system; part 2 relates the interdisciplinary system to language teaching in a bilingual system; and part 3 discusses the role of environmental studies in an interdisciplinary system.   [More]  Descriptors: Bilingual Education, Conference Reports, Environmental Education, Interdisciplinary Approach

Begaye, John Y.; And Others (1969). Navajo Evaluators Look at Rough Rock Demonstration School. Four prominent Navajo leaders evaluated Rough Rock Demonstration School by invitation of the school board. Inquiry was directed toward ascertaining the type of education Navajos desire for their children, the extent Indian culture should be included in the curriculum, and how Navajos want their schools operated. It was concluded that the student at Rough Rock is happy, is engaged in the learning process, and is interested in what he is doing. The most outstanding instruction comes from the classroom teacher although dormitory parents are also effective instructors. The parents and community are involved in school operation and activities. Areas of concern were needs for greater emphasis in teaching English, for curriculum guides in the bilingual and bicultural areas, and for follow-up evaluation of students pursuing higher education. It was concluded that Rough Rock Demonstration School has proved successful, needs continuous funding, and should be renamed and continued as a model for other Navajo community schools.   [More]  Descriptors: American Indians, Bilingual Education, Board Administrator Relationship, Curriculum Evaluation

Southwest Network, Hayward, CA. (1974). Casa De La Raza: Separatism or Segregation — Chicanos in Public Education. Casa de la Raza, a K-12 grade school, operated from September 1971 to June 1973 as part of the Berkeley Unified School District's Experimental Schools Program. Based on the belief that using the student's home culture and language within the instructional program would foster personal growth and academic advancement, Casa used a bilingual curriculum and provided an atmosphere that reinforced the "Familia" concept. Its philosophy was that teaching Chicanos was not a job, but a movement. The teachers were committed to "carnalismo", Raza culture, language, and Casa's values. Casa served the instructional, cultural, and survival needs of about 125 Raza children. On June 13, 1973 the Berkeley Unified School District announced Casa's closing due to the Office of Civil Rights' charge that the school was in "probable non-compliance" with Title VI of the 1964 Civil Rights Act. This publication gives: (1) a chronology of the Casa de la Raza issue; (2) a program description; (3) correspondence and memoranda from the Office of Civil Rights, the Berkeley school superintendent, and legal experts; and (4) an article from the "California Law Review" which discusses the Constitution, the Civil Rights Act, and Berkeley's Experimental Schools Program. Descriptors: Bilingual Education, Civil Rights Legislation, Elementary Secondary Education, Experimental Programs

Kaagan, Stephen S. (1974). Executive Initiative Yields to Congressional Dictate: A Study of Educational Renewal, 1971-72. Renewal was initially designed to consolidate certain of the Office of Education's categorical discretionary programs and put them to work in a limited number of local sites where educational needs of the Country were most pronounced. The Objectives of Renewal were later expanded to include specific performance or achievement gains by children from low income families, an information base sufficient for 100 percent of OE's decisionmaking needs and 50 percent of State needs, and a substantial degree of communication with local districts about promising innovations. In 1972, Renewal reached an impasse of sizable dimension — Congressional opposition enacted into law. In this study, the author interviewed about 40 people, who were actors in the Renewal story, to determine the reasons for the demise of the endeavor. Interviewees came from three different segments of the education community: (1) the Office of Education and the Office of the Secretary of HEW, (2) Congress menbers and staff, and (3) education associations, and State and local education agencies. (Parts of pages 1 and 79 may reproduce poorly.)   [More]  Descriptors: Bilingual Education, Economically Disadvantaged, Educational Development, Federal Aid

Leavitt, Sister Sharon, Ed. (). Project Brave Bulletin, Vol. 3, No. 1. This bulletin presents news and opinions from the staff of Project Brave of the St. John Valley in northern Maine. Included in this issue are a conference report, poems in French, letters from people who attended the North American French Bilingual Conference, and photographs of activities at Project Brave. The text is in English and French.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Bulletins

Taylor, Thomasine Hughes (1969). A Comparative Study of the Effects of Oral-Aural Language Training on Gains in English Language for Fourth and Fifth Grade Disadvantaged Mexican-American Children. The study reported in this dissertation was conducted with the cooperation of the San Antonio Independent School District as part of the Language Research Project (formerly the San Antonio Language Research Project), Department of Curriculum and Instruction, the University of Texas. (For the author's descriptive abstract of the project, see AL 002 445.) Chapters in this document are (1) Introduction; (2) Review of Related Literature; (3) Description of Research Design, Procedures and Data Analyses; (4) Statistical Analyses of the Hypotheses; (5) Summary, Limitations, Conclusions and Recommendations. Appendixes contain (1) Prerecorded instruction for students who were tested; (2) Sample of Sanborn sound tape record; (3) Visual presentation of testing procedure; (4) Scoring sheet; and (5) Rating form supplied teachers in order to determine relationship between numerical scores and teacher ratings. A bibliography concludes the work.   [More]  Descriptors: Bilingual Education, Disadvantaged, English (Second Language), Experimental Programs

Bernbaum, Marcia, Comp. (1971). Educational Television for Preschool and Kindergarten Children: An Abstract Bibliography. This bibliography has been compiled to alert educators to preschool educational television documents found in the ERIC microfiche collection and in journal literature. Abstracts of Selected documents have been taken from "Research in Education (RIE)" and journal citations from the "Current Index to Journals in Education (CIJE)". Included are published and unpublished studies on educational TV. Abstracts of five volumes evaluating the first year of "Sesame Street," produced by the Children's Television Workshop, are included. Eight studies describe various aspects of the Appalachia Preschool Television Program. Among the other single citations are a report on a television series designed to teach English to Spanish-speaking preschoolers and a comparative study of current educational television programs for preschoolers.   [More]  Descriptors: Abstracts, Annotated Bibliographies, Bilingual Education, Comparative Analysis

Leavitt, Sister Sharon, Ed. (). Project Brave Bulletin, Vol. 2, No. 7. This bulletin was designed to publicize activities of Project Brave. It includes articles on the gathering of maple sugar, changes in teaching methods, the open classroom, and individualized instruction. Also included are several poems and many photographs.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Bulletins

Leavitt, Sister Sharon, Ed. (). Project Brave Bulletin, Vol. 3, No. 5. This bulletin presents news and opinions of the staff of Project Brave of the St. John Valley in northern Maine. This issue contains a report of the National Council of Teachers of English convention, news of the Caribou Bilingual Project, a discussion of choral speaking as part of the language arts program, a list of some differences between Acadian and Canadian French, and many photographs of activities at Project Brave. The text of the bulletin is in English.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Bulletins

Leavitt, Sister Sharon, Ed. (). Project Brave Bulletin, Vol. 2, No. 8. This bulletin presents news and opinions of the staff of Project Brave of the St. John Valley in northern Maine. This issue contains selections of French prose and poetry written within the cultural context of the St. John Valley around Madawaska.   [More]  Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Bulletins

Alaska State-Operated Schools, Anchorage. (1974). My Family. This elementary reader is designed for use in a bilingual Inupiat-English program in Buckland and Deering, Alaska. It is the story of a small boy named Paul and his family. The Inupiat text and its English equivalent are never in opposition. The Inupiat text is presented on a picture page, with the English on the back. The illustrations, by J. Leslie Hanson, are in color.   [More]  Descriptors: American Indian Languages, Bilingual Education, Elementary Education, English (Second Language)

Dube, Normand (1972). Chez nous: ma famille (At Our House: My Family). This elementary French Reader was designed for use in a bilingual program. It contains several reading selections about members of a family, followed by questions for discussion. Also included are the words and music for three short songs, a poem, and five illustrated vocabulary lists.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Elementary Education

Dube, Normand (1973). Chez nous: mon village (At Our House: My Village). This elementary French reader was designed for use in a bilingual program. It contains reading selections about life in Madawaska, Maine, illustrated vocabulary lists, and discussion questions. Also included are the words and music for two short songs and four phonetic drills.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Elementary Education

Dube, Normand (1973). Mon pays: ma foret (My Land: My Forest). This basic French reader was designed for use in a bilingual program. It contains several reading selections about life in the forest, illustrated vocabulary lists, and a short poem. The text concludes with four phonetic drills.   [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Elementary Education