This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Reinaldo Matos, David Sylves, Henry J. Casso, Julina Lung, Frederick G. Williams, Ana Matos, Dorothy B. Douthit, Gerald One Feather, Ruth H. K. Wong, and London (England). Community Relations Commission.
(1974). In-Service Education of Teachers in Multi-Racial Areas. An Evaluation of Current Practice. This booklet contains information about what is happening in the field of in-service training in a multi-racial society in England at the present time, as gathered by means of discussions with teachers and with those concerned with the provision of courses. A rationale for in-service training in the context of the under-achievement of children from minority ethnic groups is provided. There is also a discussion of four basic ideas agreed upon by the discussants to represent the range of present provisions: those of diversity, school oriented courses, training trainers, and resources. The booklet is also said to provide some evaluation of the differing purposes and influences of the various courses which have taken place through a presentation of five case studies. A need for diversity of provision within in-service training, and clarification of purpose and implication of each type of course are among the needs identified by the conclusions. Seven recommendations, among which is the need for interaction between school management and total staff, are made. Appendices include those on resources, the extent of the inquiry, statistical distribution of immigrants, and course programs. [More] Descriptors: Bilingual Education, Case Studies, Cultural Differences, English (Second Language)
(1973). Ladrillo and Tales of Juan Bobo: Puerto Rican Folk Tales. These two illustrated elementary readers contain the Spanish and English versions of the Puerto Rican folk tales, "Ladrillo" and "Cuentos de Juan Bobo." They are part of a series of reading materials for elementary-level migrant children. These materials are intended to help the child relate to his culture, develop interest in knowing about it and take pride in his identity as a Puerto Rican. [More] Descriptors: Bilingual Education, Childrens Literature, Cultural Awareness, Elementary Education
(1974). Chicano Mobile Institutes, 1973-1974. The Chicano Mobile Institute's (CMI) goal for fiscal year (FY) 1973-74 was to: improve the quality and equality of education and to meet the needs of Chicano students in public and private institutions of higher learning throughout the participating states. Its objectives were to: (1) prepare personnel in higher education who are concerned with the needs of students from low income and ethnically different families; (2) identify and document problem areas affecting Chicanos at the higher education level of the educational process; (3) identify proven and innovative solutions to the problems; and (4) effect the implementation of the proven solutions by decision-making bodies in the educational process. The National Advisory Board for Chicano Mobile Institutes, state coordinators, project director, and staff met at the National Evaluation Conference (held at Ghost Ranch, Abiquiu, New Mexico) to assess and write this final report for CMI FY 1973-74. This final report consists of the individual state report summaries for Arizona, Colorado, Nevada, New Mexico, Texas, and California. These reports are intended to give the most salient recommendations and suggested solutions to the Chicano student's problems which were the actual outcome of the CMI held in each of the respective states. [More] Descriptors: Advisory Committees, Bilingual Education, Community Involvement, Demography
(1974). Evaluation of Title I ESEA Projects, 1973-1974: Technical Reports. Report No. 7523. This document is an annual report issued by the Department of Title I Evaluation Services, evaluating projects funded under Title I of the federal Elementary and Secondary Education Act of 1965. Assistance in evaluation design, instrument development, data analysis, and editorial matters was provided by members of the Division of Instructional Research and Development Services. Over the past nine years, comprehensive evaluations of Philadelphis's Title I program have been undertaken both systemwide and project by project. They reveal that, although relatively new, Title I projects have enabled administrators and teachers to create favorable learning environments, and to reverse some of the historic trends toward drastic pupil underachievement. Our evaluations indicate also that parental participation and positive community attitudes have increased dramatically. This volume contains the technical reports of individual Title I project evaluations. It contains extensive information about each project's rationale, expected outcomes, mode of operation, previous evaluative findings, current implementation, and attainment of its objectives. In addition, the reader will be able to gain insight into the extensive evaluation activities that are intimately linked to each project. [More] Descriptors: Bilingual Education, Black Studies, Compensatory Education, Counseling Services
(1974). Exploring a New World: A Portuguese-American Reader, Book 2. Part of the Portuguese-American reader series comprises learning resources for intermediate and secondary Portuguese-American students who have not had the benefits of bilingual training in lower grades. The two-fold purpose of the reading development and social studies series is to improve the reading skills of bilingual students and to increase appreciation of the Portuguese culture. This unit examines Portuguese explorations of the New World and contributions of famous Portuguese-Americans. Both historical narrative and learning activities are included. The materials are also published in Portuguese. [More] Descriptors: Biculturalism, Bilingual Education, Cultural Awareness, Elementary Secondary Education
(1974). Evaluation of a Bilingual Television Series Villa Alegre: Final Report. The purpose of this evaluation study was to determine students' and classroom personnel's perceptions of and reactions to "Villa Alegre"–a television series produced by Bilingual Children's Television, Inc. and shown in various locations in the U.S. during the fall of 1974–when utilized in a classroom setting in order to ascertain whether the use of this series would be a worthwhile addition to bilingual classrooms. There were 135 student and 23 adult participants in two bilingual summer school projects. The T.V. series consists of five strands each containing 13 video taped programs. A learning guide is available for each program. Three surveys, written by the researchers, were utilized in the study. These questionnaires were translated into Spanish. The pupil evaluation instrument was administered twice during the study; after the children had viewed four tapes (pupil evaluation 1) and again following the fifteenth tape (pupil evaluation 2). Reactions from classroom personnel were elicited concerning each individual tape immediately after the tape had been viewed in the classroom and concerning the total series at the end of the summer session. The responses from these surveys were extremely positive. On this basis, therefore, it would seem that the use of this series would be a worthwhile addition to bilingual classrooms. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingual Teacher Aides, Bilingual Teachers
(1973). Educator-Lawyer Conference Report (Albuquerque, New Mexico, October 17, 1973). Sponsored by the National Task Force de la Raza, the conference was attended by prominent lawyers and educators from throughout the United States. The conference was an "exploratory" or "brainstorming" session, designed to identify key issues and to lay the groundwork for techniques and strategy of dealing with various problems. Purpose of the conference was to: (1) review various legal, administrative, and legislative actions having serious implications on the concept of quality and equal education for the culturally and linguistically distinct child; (2) assess the implications and impact of activities and trends against Equal Educational Opportunity for minority groups, particularly the Mexican American and the Puerto Rican; and (3) identify lines of legal and education action and strategy needed to combat such alleged discriminatory practices. This report summarizes the key concerns, issues, actions, and recommendations of the participants. Topics summarized are: general myths to be combatted; educator-lawyer interface needs; data base system; bilingual bicultural dichotomy; equal access vs equal benefits; compensatory assumption; the Lau Case and its implications; and the tangential suggestions. [More] Descriptors: Bilingual Education, Change Strategies, Conference Reports, Court Litigation
(1974). A Mexican American Bibliography: A Collection of Print and Non-Print Materials. This annotated bibliography of Mexican American materials gathered from 1971 to 1974 offers teachers and students a listing of available print and nonprint resources on Mexican American history, primarily concentrated in the social studies areas. The materials address themselves to the history, heritage, pride, and contributions of Mexican Americans. Resources are on Mexico; the Indians of Mexico and the culture they are responsible for; the development and growth of the Southwest as an integral portion of the developing Americas; and the role of Mexican American Persons in shaping present day American life. All materials listed in this catalog are owned and housed at the curriculum office. All resources are available for circulation, with priority given for Toledo Public School use. The bibliography contains listings of books, recrods, filmstrips, tapes, 16mm films, realia, and periodicals, along with necessary purchasing information. Materials are listed alphabetically by author, title, and subject. The final pages of the catalog contain an alphabetical list of addresses for producers, distributors, publishers, and jobbers which might otherwise be difficult to locate. [More] Descriptors: American History, Annotated Bibliographies, Bibliographies, Bilingual Education
(1974). American Indian Community Colleges. With the emergence of reservation based community colleges (th Navajo Community College and the Dakota Community Colleges), the American Indian people, as decision makers in these institutions, are providing Indians with the technical skills and cultural knowledge necessary for self-determination. Confronted with limited numbers of accredited Indian personnel, a limited budget, and limited technical assistance, these Indian institutions are embracing an educational philosophy which emphasizes the kind of occupational, general, and cultural education that will help to solve reservation problems. Major issues confronting Indian community colleges in the future will be: (1) the monetary and social problems of the reservations (2) recruitment of substantial numbers of Indian faculty; (3) determination of the tribal-Federal relationship and the Federal role in Indian self-determination; (4) development of an accrediting agency to deal with the legal and cultural standards of tribal institutions and programs, particularly occupational and cultural programs; (5) careful consideration of the effects of the assimilation, the cultural knowledge, and the bilingual/bicultural philosophies of education; (6) the effectiveness of the American Indian Higher Education Consortium in dealing with Federal agencies and the national academic community. Descriptors: Accreditation (Institutions), Acculturation, American Indian Reservations, American Indians
(1973). Maria Santa La Torre: A Puerto Rican Folk Tale. These two illustrated elementary readers contain the Spanish and English versions of a Puerto Rican folk tale, "Maria Santa La Torre." They are part of a series of reading materials for elementary-level migrant children. These materials are intended to help the child relate to his culture, develop interest in knowing about it and take pride in his identity as a Puerto Rican. [More] Descriptors: Bilingual Education, Childrens Literature, Cultural Awareness, Elementary Education
(1975). Samoan Demonstration Program. Final Report for FY 74-75; Volume 1. Third year project activities, aimed at disadvantaged Samoans living in Hawaii, 20 Years of age or older, unemployed or underemployed, and unable to effectively compete for or maintain jobs, are summarized in the document. Third year's aims included: (1) providing basic education to 75 adult Samoans through vocational interest areas, (2) using innovative curriculum, including peer instruction, and (3) disseminating project materials and information. Basic education was taught in conjunction with sewing, auto mechanics, and consumer education classes, with the vocational involvement of the students motivating their learning of basic educational skills. Teacher evaluation of curriculum, a survey of instructional concepts developed over a three year period, the responsibilities assumed by peer tutors, and pre- and post-test results are provided. Dissemination efforts are discussed. The implementation of bilingual/bicultural teachers, advisory board members, and staff is seen to be a contributing factor to the success of the program, along with efforts to incorporate a concern for the total family unit into teaching methods. Descriptions of instructional materials used and developed, a list of those in contact with the program, reports on various dissemination projects, and a description of the Adult Basic Education tests used are appended. [More] Descriptors: Adult Basic Education, Bilingual Education, Curriculum Development, Demonstration Programs
(1973). Lunaria and Solario: A Puerto Rican Folk Tale [and] Teacher Guide. These two illustrated elementary readers contain the Spanish and English versions of a Puerto Rican folk tale, "Lunaria y Solario," accompanied by a teacher's guide in both languages. They are part of a series of reading materials for elementary-level migrant children. The teacher's guide provides suggestions for activities and outlines their objectives. These materials are intended to help the child relate to his culture, develop an interest in knowing about it and take pride in his identity as a Puerto Rican. [More] Descriptors: Bilingual Education, Childrens Literature, Cultural Awareness, Elementary Education
(1975). State Compensatory Education Programs. Nineteen states are covered in this report on state compensatory education programs, examining the status of state financed compensatory education programs established during the last decade through the passage of Title I of the Elementary and Secondary Education Act. Programs discussed are stated to be limited to those designed for elementary and secondary level children with educational disadvantages caused by economic, cultural, and/or linguistic problems; programs for mentally, physically, or emotionally handicapped children are not included. The discussion is stated not to follow a standard format, due to the differences in state guidelines requirements as to the type of data to be submitted. Among the states included in the ongoing programs section are California, Connecticut, Massachusetts, Michigan, Pennsylvania, and New York. Two other chapters examine expired programs and anticipated programs, with a final chapter providing a directory of persons responsible for each of the programs discussed in this report. [More] Descriptors: Bilingual Education, Compensatory Education, Disadvantaged, Disadvantaged Youth
(1974). Final Evaluation Report, Title VII. Community School District No. 10, Bilingual Mini School B/E 51-47601. The Elementary Secondary Education Act Title VII Bilingual Program operated at the Bilingual Mini School housed in P.S. 59 completed its third year in operation and will be expanded next year to include fourth grade participants. Grades serviced by the program during 1973-74 were Kindergarten, first, second and third. Instructional procedures in each classroom took place in the dominant language of the participating students. Classrooms in the Bilingual Mini School were divided into English and Spanish dominance with one bilingual classroom on a second grade level. Regardless of language dominance, the signs, objects, and pictures around the room were labeled in both English and Spanish. Through the use of two languages as means of instruction, the goal of the program is the development of a learning program which will allow students to become proficient in comprehension, speaking and reading in both English and Spanish. The curriculum of the Bilingual Mini School focused not only on academic achievement but also on the cultural development of participating students. Besides films and stories relevant to the Hispanic and Black heritages, field trips were conducted to enhance the cultural awareness of the students. Many of the teachers in the program felt that this cultural aspect of the program needs to be expanded. [More] Descriptors: Bilingual Education, Cultural Enrichment, Elementary Education, English Instruction
(1974). Educational Innovation in Singapore. Experiments and Innovations in Education, No. 9. Asian Series. The first in the Asian series on experiments and innovations in education, this study describes the historical background generating the present Singapore education system and provides a detailed report on reform and changes introduced in the past ten years. Innovations have occurred in curriculum development where secondary education received more flexibility, a broader subject-matter base, fewer exams, and increased extra-curricular activities. An unplanned, unsystematic teacher education program was structured into a planned curriculum with behavioral objectives to develop professional competence. Innovation in the integration policy brought two languages into one common curriculum. Other areas of innovation include the development of educational technology, expansion of secondary technical training, and the development of educational research. The characteristics of change in Singapore are seen in purposefulness, connectedness, and pragmatism progressing through four stages of initiation, interpretation, implementation, and correction. [More] Descriptors: Bilingual Education, Change Strategies, Curriculum Development, Educational Change