This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Laura J. Colker, Leslie D. Baldwin, Marilyn McMahon, Lourdes Hernandez, Kim O. Yap, Greg Prater, Ruth Heilbronn, Paul Nava, Crispin Jones, and Judith A. Cartisano.
(1997). Schoolwide Programs. Schoolwide programs form the centerpiece of the Elementary and Secondary Education Act's vision of enabling programs to work together and support the overall reforms of states, school districts, and schools. A schoolwide program may now use Title I, Part A funds coupled with other federal education funds to upgrade the school's entire educational program rather than to target services only on identified children. This responds to findings showing that all children's performances are negatively affected in schools with high concentrations of poverty. Eligibility criteria dropped from 75 percent poverty to 60 percent in the 1995-96 school year and to 50 percent thereafter. This document serves as an introduction to understanding and implementing schoolwide programs. The following areas are discussed and illustrated with examples: (1) What is a schoolwide program? (2) What advantages schoolwide programs offer? (3) Which schools are eligible to operate schoolwide programs? (4) How a school becomes a schoolwide program? (5) School-level decision making; (6) Addressing the needs of all children while safeguarding target populations such as migrant or American Indian students; (7) Planning for success; (8) Schoolwide support and assistance; and (9) Combining other federal funds in a schoolwide program. Included is a copy of the Federal Register notice (Sept. 21, 1995) exempting schoolwide programs under Part A of Title I from statutory or regulatory requirements of other federal education programs. [More] Descriptors: American Indian Education, Bilingual Education, Compliance (Legal), Disadvantaged
(1997). Beyond Reading, Writing, and Arithmetic: A Retrospective Look at How Schools Have Responded to Changing Societal Needs. Second Edition. Founded by the federal government in 1966 as an educational research documentation network, the Educational Resources Information Center (ERIC) has evolved in both scope and philosophy over the past years. This publication is a tribute to the ERIC program as it enters its fourth decade. The contents, which were chosen to chronicle the progress of educational development, focus on how the public schools, as agents of change, have adapted over time to selected societal trends. The volume presents documents dealing with four social trends that have occupied much of professional literature during the past 30 years: the increase in children and families living in poverty; the influx of children and families whose home language is not English; the "epidemic" rise in teen pregnancy and parenthood; and the widespread use of tobacco, alcohol, and other drugs by children at younger ages. The volume is divided into five sections. Each of the first four sections deals with one of the four societal trends. Each section contains an overview of the ways in which schools have responded over time to the trend in question, and highlights key elements that distinguish responses and approaches. At the heart of each section are the ERIC documents, which offer first-hand insight into how the schools have reacted, and which reflect the societal and educational mores of the times. The fifth section is a summary of the major themes. A list of additional ERIC readings pertaining to the subject areas is included. [More] Descriptors: Alcohol Education, Bilingual Education, Child Welfare, Early Parenthood
(1971). Language Arts and Migrant Education in Michigan, Education. A description of the Language Arts program in Hartford, Michigan, one of the largest migrant centers in the state. Descriptors: Bilingual Education, Communication Skills, Curriculum Guides, Language Arts
(1972). Some Sociological Factors in Bilingual Schooling, TESOL Quarterly. Paper presented at the TESOL Convention, March 1, 1972, in Washington, D.C. Descriptors: Bilingual Education, Career Choice, Cultural Influences, English (Second Language)
(1997). Staff Development in Multilingual Multicultural Schools. ERIC/CUE Digest 124. This digest presents recommendations for a staff development program for a multilingual multicultural teaching staff that has been tested and shown to be effective. Effective instruction in bilingual and multicultural schools requires that teachers combine a sophisticated knowledge of subject matter with a wide repertoire of teaching strategies and state-of-the-art knowledge about learning theory, cognition, pedagogy, curriculum, technology, assessment, and programs that work. Researchers at the Center for Research on the Education of Students Placed at Risk have gained insight into ways of bringing instruction, cultural relevance, and equitable power relations into a staff development program. The Teachers' Learning Communities (TLC) program that the Center has developed is based on the belief that all teachers can participate successfully in educational reform. At TLC sessions teachers meet for general group activities that review teaching techniques and educational theory and they participate in ethnographic activities that consider the following: (1) overall student learning; (2) bilingual instruction; (3) instruction in language minority schools; (4) individual teacher practices; (5) team teaching; and (6) relationships among teachers. Having the TLC structure in place at the school site gives teachers opportunities for meaningful peer coaching and for collaborative reflection that empowers teachers and promotes student achievement. (Contains 17 references.) [More] Descriptors: Bilingual Education, Cultural Awareness, Educational Change, Elementary Secondary Education
(1995). Empowering Students and Their Families To Succeed through Innovative, Diverse, and Challenging Educational Programs. The Region XI Migrant Education Program, Pajaro Valley Unified School District (Watsonville, CA) serves approximately 6,300 students during the regular school year and 4,400 students during the summer. Virtually all students are Hispanics, and 47 percent are currently migrant. As a group, these students have at least three characteristics that put them at risk: interrupted schooling due to migration, limited English proficiency, and low academic achievement. The district provides a variety of instructional, health, and support services to migrant students aged 3-21 and their parents. This packet compiles various materials describing the district's programs and services. The district's education plan for 1994-95 identifies areas of highest need (language development, mathematics achievement, preschool and early intervention, dropout prevention, and dropout recovery), and outlines objectives, activities, and evaluation plans for instruction in basic and advanced skills, services to preschool children, dropout recovery for 18- to 21-year-olds, and summer school instruction. Bar charts and data tables detail enrollment and numbers of high school graduates 1983-94. Also included are 19 profiles of exceptional local, state, and national programs for migrant secondary students, preschool students, and parents. [More] Descriptors: Bilingual Education, College Preparation, Dropout Prevention, Dropout Programs
(1997). New Teachers in an Urban Comprehensive School: Learning in Partnership. The studies in this collection result from a case study of one London (England) comprehensive school's response to the school-based training of teachers that was instituted in England between 1992 and 1996. School-based time is now two-thirds of all teacher training, and the training context has become a crucial factor in the initial training and education of teachers. The key issue is the beginning teachers' entitlement to good quality training and support in the placement schools. Partnership with institutions of higher education is an essential part of establishing the training context. The following selections describing teacher training in this multicultural British school are included: (1) "Themes and Issues" (Ruth Heilbronn); (2) "Hampstead School as a Learning Community" (Tamsyn Imison); (3) "Making It Work–The School-Based Tutor" (Ruth Heilbronn); (4) "All Teachers Are Special Needs Teachers" (Pat Mikhail); (5) "IT: Every Teacher's Second Subject?" (Phil Taylor); (6) "Supporting Bilingual Learners" (Marc Thompson); (7)"Refugee Education: One in Every Class" (Ruth Heilbronn); (8) "Beginning Teachers as Researchers" (Crispin Jones); (9) "Beginning Teachers in Departments 1: Mentoring in Science" (Jonathan Bach); (10) "Beginning Teachers in Departments 2: Mentoring in Maths" (Margaret Tetley); (11) "Mentor Training Experiences in Partnership" (Cathy Pomphrey); (12) "The Support and Development of New Teachers: A Five Year Study" (Leon Gore); (13) "The School in the City" (Crispin Jones); and (14) "The Quality of Our Learning: Ways Forward" (Crispin Jones). Three appendixes present the school's headteacher's report on teacher training, the teacher training code of practice, and a report on the potential role of institutions of higher education. (Contains 106 references.) Descriptors: Beginning Teachers, Bilingual Education, Case Studies, College School Cooperation
(1993). Computerizing the Chinese International School Libraries. This paper describes the computerization of the libraries in the Chinese International School in Hong Kong. The Infant, Junior and Secondary libraries, with a staff of three professional librarians, one library assistant, and one audiovisual technician, needed an automated system which could support their bilingual curriculum. Two computer systems were evaluated which could input both Chinese and English language materials, and the V-LIB system was selected. This system consisted of six modules: (1) cataloguing and enquiry; (2) serials; (3) acquisitions; (4) item control; (5) loans and circulation; and (6) MARC interface. Three other options were an online public access catalog (OPAC); ideographic capability that allows handling of Chinese, Japanese, Korean, and Portuguese scripts; and an image interface. Special features of V-LIB include customization; user friendliness; security; local support; training; enhancements; and CJK capability–the ability to input and display Chinese, Japanese, and Korean characters. In the Secondary school, implementation of the cataloging module for both English and Chinese language materials took six months, and adding the OPAC and circulation modules required the rest of the year. Computerization of the Infant and Junior libraries will follow. [More] Descriptors: Bilingual Education, Chinese, Elementary Secondary Education, English (Second Language)
(1997). English as an Additional Language: Changing Perspectives. This volume highlights the language and learning needs of pupils with English as an additional language in the United Kingdom. It includes chapters by British teachers and researchers working in this field. The book addresses a number of issues of interest to practitioners, scholars, teacher educators, and policy makers. Each chapter is prefaced by a brief statement that seeks to locate the discussion in the context of contemporary developments. Chapter titles include the following: "Bilingual Learners: Reading and Literature Within National Curriculum English" (Lorraine Dawes and Dimitra Poli); "Romantic Bilingualism: Time for a Change?" (Roxy Harris); "Language Content and Learning Process In Curriculum Tasks" (Constant Leung); "Key Issues in Assessing Progression in English as an Additional Language" (Lynne Cameron, Martin Bygate); "Special Education Needs and Language Proficiency" (Tony Cline); "Bilingual Children in the Pre-School Years: Desirable Outcomes for Learning?" (Rose Drury); "The Continuing Revolution: Teaching as Learning in the Mainstream Multilingual Classroom" (Jill Bourne). References are included at the end of each chapter. Descriptors: Bilingual Education, Bilingualism, Curriculum Development, Elementary Secondary Education
(1997). Negotiating Meaning in a Deaf Bilingual Setting. A qualitative study was undertaken in a bilingual school for the deaf to examine how meaning is negotiated during literacy events in this setting. Analysis was conducted with reference to Vygotsky's theory of the Zone of Proximal Development, similar to the theory of scaffolding, in which one who is more "expert" enables one or more "apprentices" to learn or do more than they could on their own. Data were gathered through classroom observation, teacher interviews, and documentation of students' hearing status. The three teacher informants were third-, seventh- and ninth-grade teachers. It was found that each teacher used different kinds of leading (scaffolding) within routines to achieve linguistic purposes. One teacher's method featured basic development and awareness of language and communicative competence in the context of emerging literacy. A second approach was the use of discussion and discovery to help students negotiate meaning and develop metalinguistic awareness. The third was to build on pre-existing metalinguistic awareness to encourage negotiation of meaning in more advanced reading and writing, grounded in whole literature and students' own writing. These carefully selected and structured tasks provided the opportunity for more able language users to be models and act as teachers. Contains 17 references. [More] Descriptors: Bilingual Education Programs, Bilingualism, Classroom Communication, Classroom Techniques
(1995). ESL: Asian High School Students' Perspectives. A study of 30 Asian high school students (9 males, 21 females), who were in U.S. schools for a variety of reasons, ranging from extended visits to families of relatives to temporary academic or occupational appointments of parents in U.S. universities or corporations investigated student perspectives on English-as-a-Second-Language (ESL) instruction and bilingual classrooms. The subjects represented a variety of nationalities and educational backgrounds. The students were interviewed, most individually, and all but one in their native languages. They were encouraged to speak openly about their experience in classrooms, with teachers, and with other students. It was found that ESL classes offer a haven for student to relax and relieve some of the tension of other classes, and also provide students with many more opportunities for active participation. The students were sensitive about being understood. Some negative comments reflect feelings of isolation and lack of incentive to learn. Clear differences between bilingual programs and ESL programs were perceived, and these students preferred an environment in which the teacher: (1) provides good instruction; (2) is sensitive to their needs; and (3) tries hard to engage them in the ongoing life of the classroom, school, and culture. A brief bibliography is included. [More] Descriptors: Bilingual Education, Classroom Communication, Classroom Environment, English (Second Language)
(1997). System Performance at the District Level: Demographics and Student Achievement. This paper describes an evaluation strategy designed to assess the efficacy of an education system at the district level. The strategy provides a measure of accountability that takes into account the potential effects of demographic variables. The study focused on Bellevue Public Schools (Washington), a medium-sized district near Seattle with an enrollment of 15,000 students. National, regional, and district data files were merged to form a database for aggregation and analysis. A correlational analysis was performed to identify demographic variables related to student achievement measures. Then, variables shown to be related to student achievement were included in a multiple regression analysis to assess the extent to which these demographic variables affect achievement and to construct a composite index of their impact. Third, the composite index was used to cluster school districts that were demographically similar to provide a basis for comparison. Variables shown to be related to student achievement at the district level included percentages of students from ethnic minorities, in special education, below the poverty level, in bilingual programs, or in compensatory reading programs. When the Bellevue district was compared with other Washington districts it most closely resembled, students in Bellevue consistently showed a higher level of achievement than the state average. This evaluation strategy provides a way of assessing the efficacy of the education system at the district level. It provides a measure of accountability that is more comprehensive and systemic than the evaluation of an isolated or categorical program. (Contains five tables and four references.) [More] Descriptors: Academic Achievement, Accountability, Bilingual Education, Databases
(1993). A Guide to Work Rules in the New York City Public Schools. Parents and community members who want to improve their schools are often told that things "must" be done a certain way because of rules and regulations. Often union contracts are blamed for why certain changes cannot be made. Union contracts may not be the barrier to change, however; management inaction may be the real culprit. This guide is designed to help the reader understand how union contracts affect the day-to-day operation of schools, how union work rules protect the rights of employees, what types of rules are in union contracts and what are not, and how some of these rules can be changed if needed. The following 14 chapters make up this guide: (1) "Introduction"; (2) "Who Makes the Rules"; (3) "Labor Unions and Collective Bargaining"; (4) "Work Rules for Teachers: How They Impact the School"; (5) "Work Rules for Teachers: How They Impact Instruction"; (6) "Work Rules for School Administrators"; (7) "Work Rules for Custodians and Their Employees"; (8) "Work Rules for Aides and Paraprofessionals"; (9) "Other Issues"; (10) "Parent Associations and the Schools"; (11) "Bilingual/English as a Second Language (ESL) Education"; (12) "Special Education"; (13) "Conclusion and Listing of Sources of Assistance"; and (14) "Glossary of Terms." [More] Descriptors: Bilingual Education, Collective Bargaining, Contracts, Elementary Secondary Education
(1994). Quality of Kindergarten Education in Singapore: Parents' Views and Expectations. A study investigated parents' perceptions of the quality of kindergarten education in Singapore. Subjects (437 parents from 10 kindergartens) responded to a survey on reasons for wanting their children to attend kindergarten and their choice of kindergarten. Responses were categorized according to: (1) socioeconomic characteristics of the parents; (2) factors in the choice of kindergarten such as qualified staff, good facilities, individual attention, a strong academic program, emphasis on language learning, and a good academic reputation; (3) choice between private and government-aided kindergartens; (4) parents' reasons for sending children to kindergarten; and (5) parental expectations. Findings indicated that parents generally had a fairly definite idea of the kind of kindergarten education they wanted for their children, and revealed that: (1) parents in Singapore value kindergarten education for exposing their children to a structured learning situation; (2) all parents regarded preparing children for school (acquiring basic cognitive skills and language competencies) as the most important function of kindergarten; (3) most parents considered quality more important than personal convenience or financial commitment; (4) parents from the high SES group favored private kindergartens while those from the low SES favored government-aided kindergartens; (5) high SES parents rated cognitive skills, social skills, and discipline training as more important than did low SES parents; and (6) socioeconomic factors had varying effects on parents' kindergarten decisions and expectations. [More] Descriptors: Bilingual Education, Educational Attitudes, Educational Quality, Foreign Countries
(1997). KinderApache Song and Dance Project. This paper describes activities and evaluation of the KinderApache Song and Dance Project, piloted in a kindergarten class in Cedar Creek (Arizona) on the White Mountain Apache Reservation. Introducing Native-language song and dance in kindergarten could help foster a sense of community and cultural pride and greater awareness of traditional values, as well as serve as a handy language-learning device. A parent survey indicated strong community support for the project, and the songs and dances were chosen with careful preparation. Project evaluation was planned in terms of enthusiasm generated and skill mastery. The children were expected to coordinate three skills simultaneously: singing, dancing, and beating a rhythm. A videotape documented 3 hours of song and dance instruction and parts of a field trip in which a community elder introduced Apache words to teach about cultural practices and plants used in traditional healing. Parents and grandparents attended a final performance of the songs and dances and then took part in a focus group discussion. Positive outcomes included increases in student knowledge of and pride in their culture, the children beginning to sing the songs spontaneously, at least one child beginning to use Apache outside the classroom, and reinforcement of the school's image as a focal point of community. Problems included high turnover in school staff, school budget constraints, difficulty in finding a facilitator with pedagogical expertise, and religious controversy in the community (Christians' opposition to traditional dances). [More] Descriptors: American Indian Education, Bilingual Education Programs, Cultural Activities, Cultural Education