This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Ft. Covington Salmon River School District, London (England). Community Relations Commission, J. L. Brace, Albany. New York State Education Dept., Jesus G. Nieto, Billy E. Askins, Alamosa San Luis Valley Board of Cooperative Services, Beverly McConnell, and Michal C. Clark.
(1975). Akwesasne Mohawk. Book 1. This is a highly illustrated text designed to teach vocabulary of Akwesasne Mohawk at the elementary level in a bilingual/bicultural setting. Each word is accompanied by its English equivalent. Vocabulary includes numbers 6-10, colors, animals, substances, and people in everyday life. The Mohawk spelling and pronunciation are those used by the Akwesasne Mohawk people. The book is one of a series produced by the Title IV bilingual/bicultural program at the Salmon River Central School in New York State. [More] Descriptors: American Indian Languages, Biculturalism, Bilingual Education, Bilingualism
(1975). Native American Education. A Statement of Policy and Proposed Action by the Regents of the University of the State of New York. Position Paper No. 22. In recognition of the uniqueness of the Native American cultures, University of the State of New York Regents have prepared an educational policy statement encompassing proposed action and providing for Native American cultural transition and adaptation without loss of cultural identity. The regents recommend that: (1) a Statewide Native American Education Advisory Committee be established to include representatives from each tribe and the off-reservation urban population; (2) Native American Advisory Boards be established for each tribal group; (3) school boards be urged to develop employment policies enabling more Native Americans to be employed as certified instructional and noninstructional personnel; (4) teacher training institutions develop courses relative to Native American cultural heritage; (5) elementary/secondary curriculums incorporate special bilingual/bicultural instructional programs and materials; (6) the Education Department promote and assist tribal communities in the development of continuing education programs; (7) postsecondary grant-in-aid programs extend opportunities to Native Americans on and off reservations; (8) postsecondary guidance counseling services be provided; (9) the State Education Department continue use of the Bureau of Indian Affairs' and U.S. Office of Education's supplementary education funds. [More] Descriptors: Advisory Committees, American Indians, Bilingual Education, Community Involvement
(1975). Clovis-Portales Bilingual Early Childhood Program. Third Year Evaluation Study (1974-75). Final Evaluation Report. This report describes an external evaluation study of two of the components (instructional and community-parental involvement) on an on-going bilingual intervention program for 3- and 4-year-old children. The purpose of the intervention program is to facilitate the learning of English and Spanish simultaneously in an environment designed to enhance the child's cognitive, affective, and psychomotor skills. Brief descriptions of the program's background purpose and components, and of the children served are included in the report. Evaluation of the instructional component was based on a pre-posttest design (without a control group) which measured language development in English and Spanish, school readiness, and self-concept and personality development. The community-parental involvement component was subjectively evaluated using observations, records, and self-reports by the staff. Major findings include: (1) students made significant gains in language development in English and Spanish and in general school readiness; (2) students developed and/or maintained a positive self-concept and substantially developed in various dimensions of personality growth; (3) children and parents were involved in a variety of activities through home visits; and (4) parents maintained a positive attitude toward the program. [More] Descriptors: Bilingual Education, Community Cooperation, Home Visits, Intervention
(1973). Training Migrant Paraprofessionals in the Bilingual Mini Head Start, February 1973. The Bilingual Mini Head Start program is an early education program for children of migrant farm workers. The program has three permanent sites–two year-round sites in Washington which serve both mobile migrants and seasonal farm workers' children, and a home base site in Grulla, Texas which serves only mobile migrant children. Teachers from Grulla site move into the migrant stream when the families move north. Each teacher continues to serve a small cluster of migrant children in a series of temporary field locations in Washington, Idaho, and Illinois. Thus, continuity of educational services is offered throughout the migration of this mobile population from Grulla. The program consists of six components: instruction, staff training, parent and community involvement, management, materials development, and relocating delivery system. This report presents the evaluation of the program's progress for the project year 1972-73. Findings are presented by objective in each component. Overall, the objectives are being met. [More] Descriptors: Bilingual Education, Community Involvement, Curriculum Development, Early Childhood Education
(1973). Evaluation of Progress, Bilingual Mini-Head Start, November 1973. A 5-year experimental project, the Bilingual Mini Head Start program is an early education program for children of migrant farm workers. The program has 2 components: the mobile and the stationary components. In the stationary program, 2 year-round centers are operated in Connell and Moses Lake (Washington). These centers' purpose is to demonstrate how services may be provided with maximum effectiveness to a very unstable population group. In the mobile program, teachers are selected from adults whose families move with the crops. These teachers accompany small clusters of children from La Grulla (Texas) to various work stops providing continuing educational services. This program's purpose is to demonstrate how much benefit can be gained by providing continuity in an educational program as the children move. Based on the program objectives outlined in the May 1973 proposal under which the program is currently operating, this report presents an evaluation of the program's progress to approximately the 27th month of operation. The evaluation covers the instructional, staff development, parent involvement, materials development, relocating delivery system, and management components. [More] Descriptors: Academic Achievement, Bilingual Education, Delivery Systems, Early Childhood Education
(1975). Annual Evaluation Report for Migrant Programs Fiscal Year 1975 (School Year 1974-1975) [Iowa]. During fiscal year 1975, 4 school attendance centers were operated: (1) Migrant Action Program, Mason City; (2) Reinbeck Community, Reinbeck; (3) Muscatine Community, Muscatine; and (4) Muscatine-Scott County, serving Muscatine and West Liberty schools. Although each local educational agency (LEA) approached the migrant child's educational problems differently, the individualized instruction concept was central in all programs. There were 229 migrant children served during the year. Standardized testing, Migrant Student Record Transfer System printouts, and teacher judgement determined the grade level instructional activities. Normal age-grade criteria was used for grade classification during the regular school term; during the summer, instructional grouping was established by attainment level with the actual age range limited to a 3-year differentiation. Although summer programs were integrated with the regular Title I summer programs in the morning, afternoon sessions were for migrant children only and included such enrichment activities as art, swimming, field trips, and club activities. Coordination with other program concerned with the migrant's problems was maintained. Each LEA provided inservice training for their entire migrant program staff. Each LEA reported that the migrant educational program was successful. This report includes the Muscatine Community School evaluation report to show in more detail the LEA perspective in migrant education. [More] Descriptors: Academic Achievement, Agency Cooperation, Bilingual Education, Coordination
(1957). A Welsh Word Recognition Test. Pamphlet No. 5. This pamphlet discusses the need for reliable standardized tests for the selection and classification of Welsh-dominant students in Wales and for the evaluation of their language skills. Because of the correlation in performance, the standardized word-recognition test described here applies to predominantly Welsh-background individuals and not to populations with intermediate degrees of bilingual background. Specifically discussed are: (1) the foundations of reading ability, (2) standardizing the test, (3) the population sample to be tested, (4) the uses of the test, (5) test reliability, (6) test administration procedures and (7) the calculation of reading age. A sample test and sample scoring sheet are provided. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Educational Policy
(1975). Bi-lingual Bi-Cultural Program, Title VII, ESEA. Final Evaluation [San Luis Valley Schools, 1974-75]. Primary objectives of the program were: (1) to meet the educational needs of those children who experience learning difficulties because of the inability to understand or speak the language of instruction, and (2) to maintain a sense of pride in the student's language and culture. During 1974-75, the program's 4th year of operation, there were 1,483 students enrolled in grades K-3. Of these 64 percent were Spanish surnamed, 35.8 percent were Anglo surnamed, and .20 percent were Japanese Americans. Student needs were met through the use of more individualized instruction, and more precise evaluation procedures for assessing student progress. Factors which influenced and enhanced the student's learning styles were achieved through an extensive presentation of oral language development in both English and Spanish, music appreciation (both listening and oral exposition), ethnic dances, and art. The project staff consisted of a director, a materials specialist, 63 certified personnel, 49 paraprofessionals, 9 community representatives, a curriculum specialist, and an internal evaluator. Focusing mainly on the up-to-date process evaluation findings in each of the program's operational components, this report presents data obtained from in-service meetings, pupil progress reports, Test of Basic Experiences, workshop evaluation scale, supply inventory, material development and management. Findings indicated that most activities for the year were conducted effectively. [More] Descriptors: Academic Achievement, Biculturalism, Bilingual Education, Community Involvement
(1974). Bilingual Mini-School Tutoring Project. Evaluation Progress Report Number 3, Mid-Year Evaluation, Program Year 2, December 1974. Initiated in February 1974, the Project consists of a mobile and a non-mobile component. In the mobile component, adults from the families who migrate are trained to serve as a teacher. These teaching adults tutor the children, usually in groups of 6 to 10 children, in each location to which they move. Since the public school has the primary responsibility for providing education, arrangements are made with the local schools to allow each adult to continue the tutoring. In the non-mobile component, the children leaving the Bilingual Mini Head Start program (see RC 008 937-942) are provided supplemental tutoring services. By continuing to work with these children outside of regular school hours, the children receive the continuation of instruction in the Spanish and English language program, the cultural knowledge lessons and activities, plus reinforcement of the instruction they receive in school in math and reading through continued work in the reading and math series begun as preschoolers. Covering the program's operations from July through December 1974, this report presents the third evaluation of the program's progress toward achieving the instititional, procedural, and educational outcome objectives. Overall, the objectives have either been met or partially met. Rationale for this program is briefly discussed. [More] Descriptors: Academic Achievement, Bilingual Education, Early Childhood Education, Educational Objectives
(1975). Project M. E. CH. I. C. A.: Materials para Estudios Chicanos Interculturales de America. Final Project Report. A group of 25 Chicano, bilingual, community college students were selected to participate in this curriculum development project, 15 spending an entire semester in Mexico, and 10 going on a shorter tour. The major objectives of the project were: (1) to develop and disseminate bilingual Chicano Studies curriculum materials; (2) to train school personnel in the use of these materials; and (3) to develop an intercultural dimension to Chicano Studies. Fourteen teaching modules for public school classrooms were developed by the participating students, each providing prototype of necessary curriculum materials and orientation and resource materials for the teacher. Among the other project achievements were a Chicano literature anthology, an anthology on Mexican and Chicano thought and philosophy, an anthology on Mexican and Chicano art, videotapes, poetry tapes, a catalogued collection of pictures and slides, collections of Chicano Studies books and records, a comprehensive bibliography of Chicano Studies materials, and indices to Chicano Studies materials. The anthologies, indices, and media materials form a core of curriculum materials for use at the community college level. Special attention is paid to the international and interinstitutional aspects of the project, and the curriculum model is discussed in detail. [More] Descriptors: Bilingual Education, Cross Cultural Studies, Curriculum Design, Ethnic Studies
(1975). Training Migrant Paraprofessionals in Bilingual Mini Head Start. Evaluation of Progress, Mid-Year Evaluation, 1974-75 Program Year. Conceived as an educational experiment designed to meet the unique needs of migrant children, Training Migrant Paraprofessionals in Bilingual Mini Head Start is an early education program for children of migrant farm workers. Initiated in 1971, the program has two components: the "Mobile Component" and the "Washington State Component." The "Mobile Component" provides service to children from the home base community of La Grulla, Texas, both in Texas and as the children move with their families to northern states and back again. The "Washington State Component" provides year-round services at two stationary sites for both interstate and intrastate migrants or seasonal farm workers. Three key concepts developed by the program account for the difference in its success and the success of other models of mobile programs: (1) use of adult migrants as teachers, (2) use of a "mini" center concept, and (3) application of "coordinated or supplementary services" concept. This evaluation report discusses the program's progress during the 1974-75 program year. The outcome and process objectives are given along with a summary of findings for the following components: instruction, staff development, parent and community involvement, materials development, and management for interstate delivery system. [More] Descriptors: Academic Achievement, Bilingual Education, Community Involvement, Delivery Systems
(1974). Evaluation of Progress, Bilingual Mini-Head Start. Final Evaluation, 1973-74 Program Year. A 5-year experimental program, the Bilingual Mini Head Start program is an early education program for children of migrant farm workers. Consisting of a mobile and a stationary component, the program includes: (1) an interstate mobile delivery system, (2) an individualized curriculum which can be taught by migrant adults, and (3) intensive training of paraprofessional staff. The mobile component, which operates in La Grulla (Texas) during the winter months, has trained adults in migrant families to serve as teachers. As the families move north, these adults continue to teach children in small groups as they move to various work stops in Washington, Oregon, Idaho, and Illinois. The stationary component consists of 2 year-round centers in Washington. These centers serve migrant children on an in and out basis and the children of seasonal farm workers who are now "settled out" in Washington. This report presents an evaluation of progress to the end of the third fiscal year of operation. The evaluation reports findings on the program objectives outlined in the 1973-74 project proposal pertaining to the instructional, staff development, parental involvement, materials development, relocating delivery system, and management components. [More] Descriptors: Academic Achievement, Bilingual Education, Delivery Systems, Early Childhood Education
(1975). Bilingual Mini-School Tutoring Project. Evaluation Progress Report Number 4, Final Evaluation, Program Year 2, July 1975. The Bilingual Mini-School Tutoring Project offers parents a major role in their children's education as decision makers responsible for hiring and other areas of program operations and as teachers providing bilingual, bicultural instruction. The program design has two components: the mobile and the non-mobile component. The non-mobile program has been in operation since February 1974 at Connell and Moses Lake, Washington while the mobile program has only been in operation since May 1974. Program objectives are of three types: institutional, procedural, and educational product objectives. Institutional objectives involve coordination with school administrators and enrollment of children. Procedural objectives involve the use of Spanish and English, dual language teaching skills, and teaching bicultural lessons, math, and reading. The educational product objectives include gains in first and second language, mastery of cultural heritage lessons, and accelerated gains in math and reading. This fourth progress report covers program operations from July 1, 1974 through June 30, 1975. The narrative section of the report describes the functioning of the parent advisory groups, the logistics of the mobile program, and the way in which the program has managed to follow children to eight different communities in four different states. Overall, the objectives are being met or partially met. [More] Descriptors: Academic Achievement, Bilingual Education, Early Childhood Education, Educational Objectives
(1974). Educational Needs of Children from Minority Groups. This paper proposes measures for policy implementation to meet the educational needs of minority group children from "New Commonwealth" (newly independent) countries residing in England. An admission of the importance of education of these children, the need for more resources to be made available to them, and the extent to which these children's needs and those of the indigenous community are similar are stated to be relevant considerations. The main results of systematic research findings and experience in multi-racial schools are given along with the main implications for action and research. Specific recommendations submitted include requests for additional resources from central government, the establishment of a national policy for deprived urban areas, several programs for local education authorities (such as advisory teams on multi-racial education, multi-racial curricula development, and assessment in multi-racial schools), and teacher training with the adoption of positive policies to recruit and train professionals from minority backgrounds. [More] Descriptors: Academic Achievement, Bilingual Education, Blacks, Economically Disadvantaged
(1974). Bilingual Mini-School Tutoring Project. Evaluation Progress Report Number 2, Final Evaluation Program Year 1, July 1974. An early childhood education program for children of migrant and seasonal farm workers, the Project provides tutoring, usually outside of regular school hours, to kindergarten and first grade children. The tutoring is done by adult paraprofessionals who are former migrants or seasonal farm workers. Program focus is to: (1) develop the child's ability to understand and use both Spanish and English in oral communication, (2) give bicultural instruction, and (3) reinforce the child's learning of the basic academic skills of reading and mathematics. Tutoring is provided to migrant children in their home base in Texas as well as during the migrant season in Washington. Two year-round sites in Washington (Moses Lake and Connell) offer services to children of seasonal farm workers and migrant families who have graduated from the Mini Head Start program (see RC 008 937-942) into classrooms all over the city and neighboring communities. These children are brought together for supplementary tutoring to continue dual language teaching, cultural lessons, and reinforcement in basic academic areas in an attempt to maintain the gains made in the preschool program. This report presents the second progress evaluation, covering program operations through June 30, 1974. Also included are a brief discussion of start-up program adjustments and a letter from a public school teacher regarding the project's value. [More] Descriptors: Academic Achievement, Bilingual Education, Early Childhood Education, Educational Objectives