Kwok, Irene; Sung, Robert (1977). A Multicultural Social Studies Series. Book 1. Europe. The text is designed primarily for students who are continuing in the Chinese Bilingual Pilot Program, ESEA Title VII, at the seventh grade level. This text was written because there is an insufficient amount of Chinese bilingual materials in the area of social studies at the junior high school level. The two emphases of the Multicultural Social Studies Series are (1) Social Studies: geography, people, climate, and culture of the countries; and (2) Chinese Language Arts: vocabulary, reading and writing skills, oral language development and comprehension. This is the first book in the Multicultural Social Studies Series which also includes volumes on Asia, Latin America and Africa. These books are to be used in conjunction with the World Studies Inquiry Series. The same topics are covered in the World Studies Inquiry Series, which contain pictures and discussion of the subject matter in depth. There is a maximum of 200 words per lesson and 25 lessons per text. Main ideas were extracted from the World Studies Inquiry Series and rewritten in a form suitable for Chinese bilingual students. Each lesson has main terms listed bilingually, explanations in Chinese, questions for discussion and follow-up activities. Answers to questions are located in the back of the book. Descriptors: Asian Americans, Biculturalism, Bilingual Education, Chinese

Doss, David A.; Hester, Joy (1978). Compensatory Programs Do Not Supplant, They Supplement. Right?. The regulations and guidelines issued by the Office of Education and state education agencies imply that local districts must provide "something extra" with ESEA Title I funds. In many schools, other compensatory education programs also compete for the time of Title I eligible students. In an attempt to determine what the something extra is that Title I provides and the effects of multiple compensatory programs on providing the something extra, information from a 1976-77 study of elementary school students served by multiple compensatory programs and a study involving daylong observations of 225 students was analyzed to answer the following questions: Are Title I students receiving something extra? If a student is served by Title I and a bilingual program, does the something extra from Title I get lost in the competition for the student's time and attention? The results show that students served only by Title I worked in smaller groups than students in non-Title I schools. Students in Title I schools spent more time in activities which did not involve direct instruction (assemblies, school fairs, field trips, etc.) than did students in non-Title I schools. Further, students served by Title I and a bilingual program received substantially less reading instruction than did the other students observed. Descriptors: Bilingual Education, Class Size, Comparative Analysis, Compensatory Education

Gordon, Jeffrey S. (1976). Mixed Dominant Grouping and Bilingual Materials in Mathematics and Science Classes in Two Puerto Rican Junior High Schools. The purpose of this dissertation was to investigate the effects of different pairings of students by language dominance on achievement in mathematics. The effects of self-paced materials written in English, Spanish, and in both languages was also sought. Participants in the study were students in two schools in a bilingual program in Bayamon, Puerto Rico. Three methods to ascertain an individual student's language dominance were employed: 1)an English Idiom test, 2)English and Spanish Reading Comprehension Tests, and 3)oral conversations between students and their English and Spanish teachers. The students were paired with either a member of their own dominance group or a member of the other dominance group where dominance was determined using three criteria. Results indicated that the English dominant students paired with Spanish dominant students achieved significantly better on the post-test than did the English dominant students paired with English dominant students. The Spanish dominant students paired with English dominant students achieved significantly better on the post-test than did Spanish dominant students paired with Spanish dominant students. The bilingual materials had no significant effect upon achievement in any of the paired groups. Descriptors: Achievement, Bilingual Education, Bilingual Students, Bilingualism

Mountain View School District, CA. (1977). Mountain View School District Math Taxonomy, Title III. A taxonomy of mathematical topics is given for the Mountain View School District Bilingual Diagnostic-Prescriptive Mathematics Program. The program consists of level K and levels 8 through 1, with level K being the least mathematically mature level and level 1 the most mature. The taxonomy includes concepts and activities involved within each level. Descriptors: Bilingual Education, Bilingual Students, Classification, Curriculum

Mountain View School District, CA. (1977). Mountain View School District Title III Class Profile, Level 8. Sample class profile record sheets, student profile record sheets, and diagnostic and mastery tests are included for level 8 of the Mountain View School District Bilingual Diagnostic-Prescriptive Mathematics Program. Descriptors: Bilingual Education, Bilingual Students, Curriculum, Diagnostic Teaching

Mountain View School District, CA. (1977). Mountain View School District Title III Class Profile, Level 7. Sample class profile record sheets, student profile record sheets, and diagnostic and mastery tests are included for level 7 of the Mountain View School District Bilingual Diagnostic-Prescriptive Mathematics Program. Descriptors: Bilingual Education, Bilingual Students, Curriculum, Diagnostic Teaching

Mountain View School District, CA. (1977). Mountain View School District Title III Class Profile, Level 3. Sample class profile record sheets, student profile record sheets, and diagnostic and mastery tests are included for level 3 of the Mountain View School District Bilingual Diagnostic-Prescriptive Mathematics Program. Descriptors: Bilingual Education, Bilingual Students, Curriculum, Diagnostic Teaching

Silverman, Charles, Ed. (1976). High/Scope Educational Research Foundation. Report 1975-76. This is an annual report from a foundation whose principal goal is the development of practical alternatives to the traditional methods of educating children and training teachers. In addition to financial statements, articles are presented which describe the foundation's activities in several areas: (1) an assessment of National Follow Through, (2) a developmentally valid preschool curriculum, (3) a cognitively oriented bilingual program, (4) early childhood education in Latin America, (5) home visitation by educators to parents, (6) a generative approach to the writing and producing of plays by children, (7) the difference between operative and figurative thought, and (8) data processing improvements at High/Scope.   [More]  Descriptors: Annual Reports, Bilingual Education, Children, Cognitive Processes

Mountain View School District, CA. (1977). Mountain View School District Title III Class Profile, Level 4. Sample class profile record sheets, student profile record sheets, and diagnostic and mastery tests are included for level 4 of the Mountain View School District Bilingual Diagnostic-Prescriptive Mathematics Program. Descriptors: Bilingual Education, Bilingual Students, Curriculum, Diagnostic Teaching

Mountain View School District, CA. (1977). Mountain View School District Title III Class Profile, Level 5. Sample class profile record sheets, student profile record sheets, and diagnostic and mastery tests are included for level 5 of the Mountain View School District Bilingual Diagnostic-Prescriptive Mathematics Program. Descriptors: Bilingual Education, Bilingual Students, Curriculum, Diagnostic Teaching

George Washington Univ., Washington, DC. Inst. for Educational Leadership. (1978). Toward an Inventory of Federal Programs with Direct Impact on Families: Staff Report – Family Impact Seminar, February 1978. This report presents an inventory of 268 federal programs which have direct impact on families, selected from the 1,044 programs listed in the Catalog of Federal Domestic Assistance for fiscal year 1976. Introductory sections describe the background of the inventory and explain the definitions and concepts (family, impact, direct impact, and indirect impact) used. Also dicussed is the context in which this report must be understood; the fact that both the inventory and Catalog of Federal Domestic Assistance represent only a portion of the wide range of policies which affect families is underscored. Subsequent sections of the report describe the inventory, briefly summarize and analyze the findings, and recommend selected programs for family impact analysis. Inventory tables pertaining to specific programs comprise the final and largest section of the report. Programs are categorized according to the 17 federal agencies responsible for them. The title, objective, target group, government's dollar obligation for FY 1976, and type of impact on families are reported for each program. Also included are profiles of the five agencies (Veterans Administration and Departments of Health, Education and Welfare; Housing and Urban Development; Labor; and Agriculture) which together account for 80 percent of the program in the inventory. Descriptors: Bilingual Education, Educationally Disadvantaged, Family Programs, Family (Sociological Unit)

Sung, Robert (1977). Placement Tests for Golden Mountain Reading Series. These placement tests are designed to help teachers determine a students' Chinese reading and writing level and to place them in the appropriate grade level book in the Golden Mountain Reading Series. The tests are divided into two parts: (1) word recognition and (2) reading and writing test. Descriptors: Asian Americans, Bilingual Education, Chinese, Chinese Americans

Velazquez, Clara Virgen (1976). Design and Implementation of an English as a Second Language Program in a Bilingual College. This dissertation focuses on the development of a complete English as a Second Language (ESL) program for a bilingual college-level curriculum. It includes the theoretical basis, the linguistic sociological, and self-oriented goals, the personnel and funding needed for the program and the relationship of the program to the surrounding community. The program was developed specifically for Spanish-speaking students admitted to Hostos Community College, a bilingual Spanish-English college of the City University of New York, but its design is such that it can be adapted for use with other languages in other college settings. The program is unique in that unlike some other college programs which offer three semesters of ESL and then require full English-language participation in competitions with native speakers, the non-English speaking students in this program can begin with academic courses taught entirely in Spanish and proceed over the three-year period to be assimilated gradually into the regular course of study. Thus, the aim of the program is that by the second year the student is taking all courses in English. In this study, two theories of teaching English as a second language, with their accompanying methodologies are presented. They are the audiolingual method and the cognitive-code linguistics method. The main body of this study also presents objectives for three branches of language study: the linguistic, the self-oriented, and the sociological. The second major part of the study presents a concrete higher education plan to be implemented with monolingual Spanish-speaking students in a bilingual college. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, College Students

Mountain View School District, CA. (1977). Mountain View School District Title III Class Profile, Level 6. Sample class profile record sheets and diagnostic and mastery tests are included for level 6 of the Mountain View School District Bilingual Diagnostic-Prescriptive Mathematics Program. Descriptors: Bilingual Education, Bilingual Students, Curriculum, Diagnostic Teaching

Cronk, George A., Jr.; And Others (1974). The New York State Annual Evaluation Report for 1973-74 Fiscal Year. This paper describes and evaluates Elementary and Secondary Education Act Title I Programs in New York State. During fiscal year 1974, 812 projects approved by the State Education Department were conducted in 694 districts. Funds allocated to reading, mathematics, bilingual reading, bilingual mathematics, and English as a second language instruction accounted for 96% of the encumbrances reported. Over 62% of the encumbrances reported were directed at teaching reading in English. Typically, the Title I student was of a minority ethnic origin, resided in an urban area in grades one through three, and was falling further behind in grade level at a rate of one-half year for each grade in reading or mathematics in the absence of supplementary instruction. When the instructional treatments were effective, both public and non-public school pupils achieved at a rate of over a month and one-half for each month of participation in the supplementary services of reading and/or mathematics. Pupils in the effective programs who had been falling further behind ceased falling behind and reduced the distance between themselves and their more advantaged peers. Descriptors: Academic Achievement, Achievement Gains, Bilingual Education, English (Second Language)