This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Andrew Gonzalez, Washington Office for Civil Rights (DHEW), Washington George Washington Univ., Strasbourg (France). Committee for General and Technical Education. Council for Cultural Cooperation, Stanley Soles, Irene Strum, Dale W. Berry, Esther Johnson, Paul Collins, and Austin. Texas Education Agency.
(1975). Options in Education, Transcript for December 1, 1975: Guaranteed Student Loan Investigation, Child Abuse, Profile of the Experimental and Bilingual Institute, and Learning to Tune a Piano. "Options in Education" is a radio program which focuses on issues and developments in education. This transcript of the show contains discussions of the guaranteed-student-loan investigation, child abuse, the Experimental and Bilingual Institute in Spanish Harlem, and learning how to tune a piano. Participants in the program include John Merrow and Wendy Blair, moderators; reporter David Ensor and witnesses at recent loan-investigation hearings; Douglas Besharov, from the National Center on Child Abuse and Neglect; Robert Sequin, of the Washington, D.C., Police Youth Division; Sue Besharov, psychiatric social worker; Vincent deFrancis, of the American Humane Association; Annette Ficker, pediatrician; James H. Lincoln, judge; Maryanne Stein, from the Child Advocacy Center in Washington, D.C.; and Rodriguez Lisboa and Santiago Villa Fanye, of the Experimental and Bilingual Institute. [More] Descriptors: Adult Education, Bilingual Education, Child Abuse, Education
(1975). Bilingual Program in Auxiliary Services for High Schools; School Year 1974-75. This report describes and evaluates the bilingual program of the Auxiliary Services for High Schools (ASHS) Program in the New York City Schools for the 1974-75 school year. In 1974-75 there were 12 centers for this program distributed throughout all boroughs of New York City. Spanish was offered in nine of the programs, French in two, Greek in one, and Italian in one. The bilingual program provided for the development of increasing English skills through English as a Second Language (ESL) instruction. Beyond the ESL instruction, the bilingual program used the native or dominant language of the students to develop competencies in areas of reading development, math, science, social studies, and several other areas. Some students in Spanish were prepared for the General Education High School Equivalency Exam in English or Spanish versions. The program emphasized bilingual guidance and counseling for both academic and vocational needs of students. About l,397 students were served by the bilingual program in the 1974-75 school year. Among the major findings of the evaluation are the following: 1) students for whom completed test results were analyzed showed significant gains in reading scores, 2) reading in native languages showed significant gains in each of the languages for which test results were completed, 3) achievement in mathematics among the 12 centers showed significant differences with the exception of one school, and 4) for those students whose results were known, over 80% of the students who took the high school equivalency examination passed. [More] Descriptors: Bilingual Education, Cognitive Objectives, English (Second Language), High Schools
(1973). Laws and Resolutions Affecting Public Education Enacted by the 63rd Texas Legislature, Regular Session–1973. This bulletin contains the laws and resolutions enacted by the 63rd legislature that pertain to public education in Texas. It is made available so that superintendents and boards of trustees may study the new statutes and the changes in existing statutes that may affect the operation of their school districts. [More] Descriptors: Adult Education, Bilingual Education, Career Education, Educational Legislation
(1976). Bilingual Program In Auxiliary Services for High Schools; School Year 1975-76. The bilingual program of the Auxiliary Services for High Schools (ASHS) provides an alternative educational system in New York for students who are bilingual or speak no English but do speak Spanish, French, Italian, Greek or Chinese. The program's primary purpose is to prepare pupils for the General Education High School Equivalency (HSE) examination in English or Spanish; therefore reading and mathematics skills are emphasized. An English as a Second Language (ESL) component is included for the improvement of English skills. The bilingual program uses native or dominant languages to improve competency in reading, mathematics, and social studies. Participants are helped to keep their cultural heritage. In the 1975-1976 school year there were 12 bilingual centers. The results of the evaluation showed that the basic evaluation objectives were achieved by students for whom data was available. English reading improved significantly. Reading in the native or dominant language and in mathematics showed a significant gain. For students whose HSE results were known, approximately 80 percent passed. [More] Descriptors: Bilingual Education, Compensatory Education, English (Second Language), High School Students
(1977). Dealing With Difference: A Guide for Pluralistic Education. A rationale for pluralistic education is presented in this paper. It discusses the meaning of the cultural, racial, and ethnic aspects of pluralism in American group life. The discussion addresses three issues: the persistence of ethnic groups in American society, the shared heritage of American traditions, and the importance of personal and group identity in the education of every American. Three criteria for pluralistic education or three major underlying assumptions about pluralistic education are delineated. These are: (1) knowledge and understanding of the heritage of other groups that make up the pluralistic culture of Americans, and (3) knowledge and understanding of the relationship between and among people that form and have formed the ethnic groups in the United States. Also presented is the rationale for a coalition of the movements that are represented in pluralistic education, namely, integration, bilingualism, ethnicity, and the women's movement. An annotated bibliography on ethnicity and ethnic heritage studies is included. [More] Descriptors: American Culture, Annotated Bibliographies, Bilingual Education, Conceptual Schemes
(1976). Assessment of the Status of Bilingual Vocational Training for Adults. Final Report-Phase I. Volume I: Assessment Report. The status of bilingual vocational training (BVT) for adults in the United States was studied. This portion of the three-volume report outlines the need for BVT, the legislative and programmatic responses to the need, and conclusions drawn from the assessment of BVT programs. The appendices contain a detailed discussion of procedures used for collecting data; the questionnaire administered to State Department of Education officials for compiling the program inventory; the program inventory, with detailed descriptions of BVT programs and mention of other related programs; and a chart summarizing, state-by-state, the program inventory and pertinent program characteristics. [More] Descriptors: Adult Vocational Education, Bilingual Education, Bilingualism, English (Second Language)
(1975). Report On Bilingual Pilot Schools in New York City; A Study of a Court-Ordered Program for Pupils with English Language Difficulty. This report, prepared for the Committee on Education of the Community Service Society of New York, describes a court-ordered program for pupils with English language difficulty. A total of forty elementary, junior high and high schools were identified and designated as pilot schools. These schools were to provide a complete bilingual program for… [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Schools, Bilingual Students
(1977). Proceeding Under Title VI of the Civil Rights Act of 1964; Initial Decision in the Matter of Chicago Public School District #299 and Illinois Office of Education and City of Chicago, Illinois; Docket No. S-120. Administrative Proceedings in the Department of Health, Education and Welfare, National Science Foundation, Department of Housing and Urban Development. This document presents the initial decision concerning a federal compliance review of the Chicago Public School District #299, the Illinois Office of Education, and the City of Chicago, Illinois. These proceedings try to determine if the school district under consideration was complying with Title VI of the 1964 Civil Rights Act. Violations of Title VI were found in the following areas: 1) the school district failed to take the necessary steps to open its instructional program to its English-limited students, 2) the school district's assessment and identification efforts restricted non or limited English speaking children from enjoying the benefits of the school district's educational programs, 3) the schooldistrict did not address the needs of approximately 31,000 non or limited English speaking children enrolled in the school district, 4) the school district assigned teachers and professional staff to certain schools on the basis of race, 5) the school district was not in compliance with Title VI of the 1964 Civil Rights Act in regard to its teacher and professional staff assignments and delivery of equal educational opportunities to non or limited-English speaking minority school children. Title VI, its implementing regulations, guidelines and effectualing policies are a result of Lau V. Nichols, 414 U.S. 563, 568 (1974). As a result of these proceedings federal financial assistance administered by the Department of Health, Education and Welfare has been terminated. [More] Descriptors: Bilingual Education, Civil Rights, Court Litigation, Equal Education
(1976). Content in English Language Materials in the Philippines: A Case Study of Cultural and Linguistic Emancipation. Developments in the linguistic and non-linguistic scenes in the Philippines indicate the emergence of a dialect of English that should appropriately be labelled Philippine English. Filipinos paradoxically have emancipated themselves from American English by taking over the code for their own creative uses. Philippine English has become and will continue to be distinctively different from American, British, Canadian and Australian English. In terms of classroom teaching, language education programming, and materials preparation, this will mean the end of American cultural content and the emergence of Philippine cultural content. [More] Descriptors: Bilingual Education, Bilingualism, Code Switching (Language), Creoles
(1977). The Integration of Migrant Children Into Pre-School Education. This working paper was prepared by the Council of Europe Programme Adviser for Pre-School Education for a symposium on "the integration of migrant children into pre-school education". The symposium aimed to identify and suggest appropriate pedagogical measures which should be taken to facilitate and improve the integration of migrant children into preschool education. The activities of the council of Europe in this area during 1970 to 1974 are discussed as well as four case studies on aspects of the compensatory role of preschool education. In addition, there are sections on preschool education in the Netherlands, France, Sweden and The Federal Republic of Germany. These sections include information on the way preschool education operates, general trends in the respective countries, and government policy, focusing particularly on the problem of migrant children. The paper concludes with an outline of the main problem areas to be discussed at the symposium. [More] Descriptors: Bilingual Education, Community Role, Compensatory Education, Conferences
(1976). Uqaaqtut Kuuvanmin (Stories of the Upper Kobuk). This elementary language text is designed for children in bilingual Inupiat-English programs in the Alaskan villages of Ambler, Kobuk, Kiana, Noorvik, and Shungnak. It contains twenty-two short passages entitled "Anchorage,""A New Car,""Telephones,""Telescopes,""Talking,"""Alicag,""Amaag,""Rice,""Gas Light,""Mirror,""Pilot Bread,""Winter Snow,""Dall Creek,""Bear Creek Mine,""Bornite,""People Were Not Buried,""When an Eskimo Died,""Uluatchiaq Died,""The White Man's Way,""Qalhaqpak Felt Badly," The Old Way," and "Which Way is Better?" Each page of text is illustrated with a black-and-white drawing. The English equivalent is given at the back of the book. [More] Descriptors: Alaska Natives, Bilingual Education, Bilingual Schools, Bilingual Students
(1976). Anuniatiq (Hunting). This elementary language text, designed for children in bilingual Inupiat-English programs in the Alaskan villages of Ambler, Kobuk, Kiana, Noorvik, and Shungnak, contains fourteen passages about hunting in Alaska. Each page of text is illustrated with a black-and-white drawing. The English equivalent is given at the back and is not included in student copies of the book. [More] Descriptors: Alaska Natives, Bilingual Education, Bilingual Students, Cultural Context
(1977). Immersion Education in Ireland: A Critical Review of Macnamara's Findings. Reply to Dr. Cummins. Reply to the Reply. Working Papers on Bilingualism, No. 13. The present paper questions the validity of Macnamara's (1966) finding that teaching arithmetic through a bilingual's weaker language leads to retardation in problem arithmetic. By comparing the performance of immersion pupils on an Irish (as a second language) version of the problem arithmetic test with the performance of non-immersion pupils on an English (as a first language) version, Macnamara's study confounds bilinguals' competence in arithmetic with their ability to demonstrate this competence when tested through their weaker language. Macnamara's attempt to demonstrate the equivalence of Irish and English versions of the problem arithmetic test fails to take account of probable differences in Irish competence between the immersion pupils in the pretest and those in the main study. Macnamara rejects Cummins' criticism in a brief reply. Cummins' reply to Macnamara's reply is also provided. [More] Descriptors: Achievement Tests, Arithmetic, Bilingual Education, Bilingualism
(1976). Sumik Naivich? (What Can You Smell?). This elementary language text is designed for children in bilingual Inupiat-English programs in the Alaskan villages of Ambler, Kobuk, Kiana, Noorvik, and Shungnak. It contains a story about two sisters who enjoy identifying smells such as flowers, smoke, coffee, meat, fur, cake, gasoline, and spring. Each page of text is illustrated with a black-and-white drawing. The English equivalent is given at the back and is not included in student copies of the book. [More] Descriptors: Alaska Natives, Bilingual Education, Bilingual Students, Cultural Context
(1976). Documenta: Perspectives on Change in Teacher Education. This collection of papers is an attempt to document the living-learning spirit of the New York State Teacher Corps Network staff development program meetings. These Network meetings are characterized by three types of activities: (1) presentations and/or workshops conducted by outside consultants; (2) problem identification and strategy sessions to encourage development of individual Teacher Corps projects and to enhance collaboration among the various projects in the state; and (3) formal and informal sharing of knowledge and skills by project staff members from around the state. Accordingly, this publication begins with four articles that emanate from consultant presentations, each relating in some way to the present Teacher Corps emphasis on in-service teacher education:"Teacher Corps and In-service Teacher Education"; "Educational Needs Assessment–The State of the Scene"; "Toward More Effective Job-Embedded In-service Teacher Education"; and "Legal Issues for the Handicapped: National and State." A second section contains a series of reports on sessions at which collaborative efforts were used to identify problems and develop appropriate strategies: "Some Thoughts on the Change Process and Emerging Teacher Corps Roles"; "Fostering Change"; "Reinforcing the Infrastructure of the Regular Classroom"; and "Linking Educational Environments." A final section presents seven papers authored by Teacher Corps staff members which reflect many of the dimensions that help to make Teacher Corps the change agent that it is. Each section is prefaced with a series of introductory notes. All of the papers address dynamics associated with attempts to change teacher education in line with the goals, needs, and aspirations of our society. Descriptors: Bilingual Education, Change Agents, Change Strategies, Educational Change