Idaho State Board of Education, Boise. (1991). Report of the Task Force on Hispanic Education. A 1990 Task Force report outlined the problem of the high dropout rate (40-60 percent) among Idaho's Hispanic-American students. This follow-up report presents state goals related to preventing Hispanic students from dropping out and makes specific recommendations to accomplish each goal. State-level goals are strong leadership, adequate funding, and enduring commitment to meeting the educational needs of Hispanic students. In the preschool category, the Task Force's goal is to provide a preschool program that will give Hispanic children a "head start" toward kindergarten. Goals for elementary and secondary schools include providing an educational environment conducive to success without damaging Hispanic children's self-esteem, providing a relevant curriculum that promotes cooperation and collaboration, ensuring cultural awareness and sensitivity among teachers and other school personnel, providing positive academic and vocational options for career development, and employing Hispanic role models at all staff levels. Other goals involve developing comprehensive, relevant guidance and counseling programs; encouraging involvement and active participation by Hispanic parents, families, and communities; eliminating bias and discrimination in schools and communities; increasing recruitment and graduation rates of Hispanic students in Idaho's colleges and universities; and increasing Hispanic faculty and administrators in higher education.   [More]  Descriptors: Bilingual Education, Dropout Prevention, Educational Objectives, Educational Policy

Paul, Alice S. (1991). Early Childhood Education in American Indian and Alaska Native Communities. The expansion of early childhood education for American Indians and Alaska Natives has reflected the trend in the larger society. While efforts are being made to improve early childhood care and education for all children, deeper issues must be considered by Native Americans. First among them is the long history of forced assimilation and attempted acculturation of Native Americans into the mainstream society. Native American children must be allowed to maintain their Native identities and retain the unique strengths embedded in their cultures. Programs for young Native children must be designed within the context of each child's culture, home language, and family. Successful programs encourage parent involvement, use parents and community members as resources, offer parents educational opportunities, and link home learning with school learning. The current definition of readiness focuses the blame for early school failure on the child. Instead, schools should support the culturally bound and individually determined readiness skills with which children come to school. Additional strategies for early childhood programs are: involving the community in curriculum development and educational policy formation; training more Native teachers and administrators through incentives and alternative certification procedures; supporting socioculturally relevant evaluation including cultural awareness courses in teacher training; hiring Native aides; increasing Head Start availability; and promoting Native language use. This paper contains 115 references.   [More]  Descriptors: Alaska Natives, American Indian Education, Bilingual Education, Child Development

Soto, Lourdes Diaz; Negron, Lillian (1991). Penn State's Comprehensive Bilingual Early Childhood Teacher Training Project. Results of Three Project Years, 1987-1990. Volume 1. The results of a bilingual teacher training project developed to serve the needs of young limited-English-proficient children are presented. The report contains a program description, a rationale for program implementation, and program goals. Particular attention is focused on the following: demographic information, goal setting, course work, field experiences, masters' papers, orientations, evaluation, the field practicum, teacher certification, and job placement. Interviews with 10 teacher trainers are provided. Appended materials include sample course syllabi; a sample program brochure; program newsletters; sample Penn State commencement; certification and job placement forms; sample parent, teacher, and school district questionnaires; sample drive-in workshops; press releases; sample modules; and a commencement speech.   [More]  Descriptors: Bilingual Education, Demography, Early Childhood Education, Educational Objectives

Hamayan, Else V. (1990). Preparing Mainstream Classroom Teachers To Teach Potentially English Proficient Students. In view of the growing numbers of Potentially English Proficient (PEP) students (students whose first language is other than English, who are from different cultural and/or ethnic backgrounds, and who have the potential for becoming English proficient), it is suggested that the preparation of mainstream teachers on issues of PEP education should be a priority of local and state education agencies. A staff development program is proposed that would be aimed at mainstream teachers with PEP students already in their classrooms. The program would include four major knowledge areas: second language learning, bilingualism, integrated content English-as-a-Second-Language (ESL) instruction, and grouping practices. It is concluded that this training for teachers has at least two benefits: the students will achieve in both language and content areas, and the training will ensure that collaboration be created between the mainstream teachers and their bilingual or ESL counterparts. Contains 40 references.   [More]  Descriptors: Bilingual Education, Bilingual Teachers, Demography, Elementary Secondary Education

Moll, Luis C.; And Others (1990). Community Knowledge and Classroom Practice: Combining Resources for Literacy Instruction. A Handbook for Teachers and Planners. This handbook describes an innovative instructional/innovation model (implemented in an urban school district in the southwestern United States) that represents a promising approach to the education of language minority students. School personnel, parents, and educational planners may use the handbook to assess the appropriateness of the intervention for their schools. Teachers may look to the handbook for explicit advice on implementing the model. Sections of the handbook include: Overview of the Project; The Conceptual Underpinnings: Combining Resources for Instruction; Implementation of the Model; What Do I Do? and Results to Be Expected. A list of contacts and materials available, a 55-item bibliography and list of works cited, and a list of the domains of knowledge in the community are attached.   [More]  Descriptors: Bilingual Education, Elementary Education, Family Environment, Family Influence

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1991). Vocational Education Act (V.E.A.): Gender Equity Support for Immigrant Students. OREA Report. An evaluation was made of New York City Schools' Gender Equity program, which was intended to improve attitudes in gender equity, self-esteem, decision-making skills, and cultural isolation among students of both sexes–especially those who were recent immigrants or limited English-speaking students–in grades 7-12. Approximately 620 students in 10 schools participated in the program during the spring of 1991. Activities that provided preparation for entry-level jobs were the vehicle for the strategies, cocurricular, and extracurricular activities of the program, including group guidance sessions, student and parent workshops, visit to job sites, visits to cultural sites, outside speakers, retreats, organized media events, job fairs, and the production of publications in which students had the opportunity to discuss gender equity. A pretest and posttest, provided in several languages, asked students whether each of 30 jobs are appropriate for either males, females, or both. Both males and females were significantly more likely to answer that persons of both sexes should hold the jobs on the posttest than on the pretest. Recommendations include the following: (1) increase parental involvement through workshops in which parents and students can discuss nontraditional career options; and (2) emphasize the importance of the school counselor to students' decisions to enroll in training programs.   [More]  Descriptors: Bilingual Education Programs, Career Choice, Equal Opportunities (Jobs), Immigrants

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1990). Asian and Arabic Mediated Enrichment Resource and Instructional Career Awareness (Project AMERICA). 1989-90 Final Evaluation Report. Asian and Arabic Mediated Enrichment Resource and Instructional Career Awareness (Project AMERICA) was evaluated at completion of its third year (1989-90) of funding under Title VII of the Elementary and Secondary Education Act (ESEA). Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), bilingual content area classes, and occupational studies. The project also offered staff development, curriculum development, and parental involvement activities. Due to a significant reduction in immigration from Arabic-speaking countries, the project served only limited-English-proficient Chinese students during 1989-90. It served 418 students attending Lafayette High School and Fort Hamilton High School (Brooklyn). The program met its objectives in the following areas: (1) attendance, (2) dropout prevention, (3) career advisement, (4) career workshops, (5) field trips, (6) parental involvement, and (7) curriculum development. The content teaching objective was partially met. Objectives in cultural and career awareness, attitude toward school, and staff awareness and development were not met. Data to assess the NLA objective were not available. The ESL objective could not be assessed as proposed, but its objectives were met in principle. Revision of the ESL objective was recommended to conform with actual practice in the schools. Statistical data are presented in two tables.   [More]  Descriptors: Asian Americans, Bilingual Education, Career Education, Chinese

Curtin, Jolinda (1990). Family Kindergarten = Kinder para familias. The Family Kindergarten program designed and pilot tested by a bilingual kindergarten teacher at Garretson Elementary School in Corona, California, is described. Based on the premise that parents are the most important and influential educators of children, Family Kindergarten was conceived as an evening class that includes parents and children working together. It is currently offered at five elementary schools in the school district, and positive results include increased volunteerism in the schools and parents who have become advocates for school reform. The program budget is reported, along with information on suppliers, announcements, parent letters, a calendar of events, reminders, and program letterhead. Five sections, which comprise the bulk of this report, are as follows: Session I (Kindergarten Homework); Session II (Reading with Your Child); Session III (Mathematics 1); Session IV (Language Development); and Session V (Mathematics 2 and Evaluation). Each section contains a lesson plan, agenda, and supplemental materials. Materials are in both English and Spanish. Descriptors: Bilingual Education, Evening Programs, Family Involvement, Homework

Ochoa, Alberto M. (1992). New Teacher Retention Project: Final Performance Report FY 1989-91. Series on Equity Issues in Education. This publication evaluates the New Teacher Retention Title VII Project conducted at San Diego State University. The Project addressed the following national problems: (1) the need to upgrade the skills of bilingual and other teachers working with children who have limited English proficiency; (2) provision of training in order to increase teacher retention; and (3) development of inservice training to enhance the professional development of bilingual teachers. The document, organized into five sections, opens with the executive summary. Section 2 describes the background of the project, including goals, social context, California and San Diego County bilingual teacher needs, personnel training, and the training approach. Section 3 discusses the project methodology. Section 4, divided into five parts, examines training evaluation results, increasing teachers' bilingual skills, support systems for new bilingual teachers, new teacher retention program, and future new teacher retention program suggestions. The final section summarizes findings. Four appendices include: (1) Title VII Bilingual Teacher Program Survey; (2) Evaluation of New Bilingual Teacher Program; (3) Sample Case Study and Critical Incident Guidelines; and (4) Participant Responses to Program Suggestions.   [More]  Descriptors: Bilingual Education Programs, Bilingual Teachers, Elementary Secondary Education, Faculty Development

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1991). Bilingual Academics for Special Education Students (Project BASES) 1990-91. Final Evaluation Profile. OREA Report. The Bilingual Academics for Special Education Students project (Project BASES) in its first year served 76 Spanish-speaking students with limited English proficiency and emotional disturbances. The New York City Public Schools program, serving students aged 10 to 14, used an Integrative Linguistic Model to weigh students' academic and linguistic abilities for placement. The project's main feature was the integration of all subject areas around computer instruction. Computers were used to reinforce reading, writing, and mathematics skills through individualized programs, and to enhance students' social skills and self-esteem through writing, desktop publishing, and small group projects. One important limitation was the lack of funded staff. This evaluation study concludes that students received intensive instruction in English as a Second Language, Native Language Arts, and content area subjects reinforced by state-of-the-art computer software. The report discusses staffing, project implementation, and outcomes by individual objectives. An appendix describes data collection and analysis procedures.   [More]  Descriptors: Academic Education, Bilingual Education, Computer Assisted Instruction, Emotional Disturbances

Yawkey, Thomas D. (1992). Academic Excellence Project P.I.A.G.E.T., Cycle I. 1987-1990 Three Year Report of Title VII. Project PIAGET (Promoting Intellectual Adaptation Given Experiential Transforming) is a federally-funded bilingual early childhood and parent program serving limited-English-speaking bilingual children aged 2-8 years and their parents. The project is designed to promote English language and conceptual growth among young children and influence parents' attitudes toward their children's learning and development. The classroom curriculum is organized by subject area and theme, introducing specific concepts at different age levels. Twenty-two teaching strategies are specified for classroom use. Daily activity plans and daily observation cards are used to plan classroom activities and monitor performance. Additional testing helps track overall student progress, and performance of teachers and aides is evaluated through systematic observation. The home component is designed to train parents to be their children's teachers at home through partnership with the school, increase home activities with children, and increase positive expectations and attitudes concerning learning. The home curriculum helps involve parents directly in classroom work and reinforce and extend concepts taught there. Progress is assessed by systematic home visits and testing. In the Bethlehem (Pennsylvania) Area School District, results include consistent and significant English language gains among students and parenting concept acquisition among parents; enrollment increases; and positive participant evaluations. (25 references)   [More]  Descriptors: Bilingual Education Programs, Early Childhood Education, Excellence in Education, Federal Programs

Farquhar, Sarah-Eve; Laws, Karina (1991). A Preferred Child Care Education Service: The Quality of Te Kohanga Reo. After six decades of supposed equal resource sharing among all cultural groups, in 1982 the first Maori-initiated and operated child care center opened in New Zealand. Called a "Kohanga Reo" ("language nest"), it inaugurated a new movement, and by 1990 there were 612 such centers. This paper first describes the characteristics of Te Kohanga Reo programs, and then reports on a research study of parent attitudes toward them. Te Kohanga Reo are early childhood centers for the care and education of young children and the delivery of services to families. Most provide full-day care. They operate in a variety of settings, such as schools, community houses, private homes, churches, or Marae (Maori meeting places). They are licensed by the Ministry of Education. The centers feature immersion of children in the Maori language and culture, and "whanau" development: the involvement of Maori elders in Kohanga operation. Te Kohanga Reo is aimed at developing bilingual and bicultural children who can interact competently in both Maori and Pakeha worlds. The early education program fuses children's cultural needs with their developmental needs. Findings from a survey of 12 families in two programs suggest a high degree of congruency between people's aspirations and the pedagogy of Te Kohanga Reo. Contains 15 references.   [More]  Descriptors: Bilingual Education, Cultural Awareness, Day Care Centers, Ethnic Groups

Valdes, Guadalupe (1991). Bilingual Minorities and Language Issues in Writing: Toward Profession-Wide Responses to a New Challenge. Technical Report No. 54. This paper argues that teaching writing effectively to diverse students of non-English backgrounds will require an examination of existing views about the nature of writing and a critical evaluation of the profession's ability to work with bilingual individuals of different types. Part 1 of the paper suggests that existing compartmentalization within the composition profession cannot address the needs of American bilingual minorities. Part 2 describes the nature of bilingualism and identifies the population of students who can be classified as American bilingual minorities. Part 3 of the paper reviews trends in current scholarship in second language writing and points out that most of this research has focused on English-as-a-Second Language students rather than on fluent/functional bilinguals. Part 4 of the paper lists and discusses a number of research directions in which the involvement and participation of mainstream scholars would be most valuable, and argues that the involvement in research on non-English-background populations by researchers who generally concentrate on mainstream issues would do much to break down the compartmentalization existing within the English composition profession. It further argues that by using bilingual individuals to study questions of major theoretical interest, the profession will strengthen the explanatory power of existing theories about the process and practice of writing in general. (Four figures are included; a list of 105 references is attached.)   [More]  Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Elementary Secondary Education

Flavell, Marie V. (1991). Early Intervention and Te Kohanga Reo: Working in Partnership. The Kohanga Reo, or "language nest" centers, provide places where Maori children can learn their native language. In its partnership with Te Kohanga Reo, the New Zealand Early Intervention Service has: (1) sent representatives to Maori tribal committee meetings; (2) ensured Kohanga Reo representation on early intervention management teams; (3) provided in-service training for teachers; (4) worked with local health care professionals in the treatment of ear disease in children under 3 years of age and the education of these children about the disease; and (5) provided workshops for local people on teaching children with special needs. Some issues of concern in the partnership with Te Kohanga Reo include the constraint of government regulations on Kohanga Reos' operations; the need for Maori language materials; and the need for more bilingual classes. Issues relating to children with special needs include teaching special needs children through all their senses; providing them with more guidance during play than is given to other children; and encouraging Maori applicants to enroll in a college course on the education of special needs children. Descriptors: Bilingual Education Programs, Childhood Needs, Early Intervention, Foreign Countries

Moll, Luis C.; And Others (1990). Community Knowledge and Classroom Practice: Combining Resources for Literacy Instruction. Technical Report. A study examined simultaneously household and elementary classroom life, and collaborated closely with teachers to develop implications for the teaching of literacy. The study consisted of three main, interrelated activities: an ethnographic analysis of the use and transmission of knowledge and skills within and among households (represented by 24 males and 29 females) in a Latino community in Tucson, Arizona; implementation of an after-school site where researchers and teachers examine classroom practices and use local resources to experiment with literacy instruction; and classroom observations examining existing methods of instruction and exploring how to change instruction by applying what was learned at the after-school site. Results indicated that: (1) the working-class, Hispanic households possessed ample funds of knowledge that become manifest through household activities; (2) in contrast to households, most classroom (and most teachers) function in isolation not only from other classrooms but from the social world of the students and the community; (3) the key to the development and implementation of any innovation was the involvement of teachers in the research process; and (4) teachers can take advantage of these funds of knowledge in a number of ways, including inviting parents to contribute to lessons. Findings suggest that reading and writing lessons be reorganized to become more interactive or participatory, emphasizing the children's use of literacy to obtain and communicate meaning. (Nine tables and four figures of data are included; 105 references are listed. The appendixes include a table of background characteristics of the sample households, fieldnote samples, evaluation instruments, and reading and writing samples.   [More]  Descriptors: Bilingual Education, Case Studies, Classroom Research, Ethnography