This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Beverly W. Lydiard, Frank M. Goodman, Mona Smith, Paul R. Turner, Joseph J. Foley, Lorraine Cox, Azzedine Azzouz, John F. Greene, Natalie Miller, and Aberystwyth. Univ. Coll. of Wales. Wales Univ..
(1975). Kaleidoscope 13. A Special Issue: What to Do About 622. This document is devoted to helping teachers and administrators develop programs that creatively interpret Chapter 622, the Massachusetts State law that prohibits discrimination in the schools on the basis of sex, race, religion, color, or national origin. The majority of the programs identified focus on ways of expanding opportunities for students in areas that were either formerly closed to them or limited for them because of their sex. School systems scattered throughout the state have responded to the demands of the equal educational opportunity law by designing new coed programs which concentrate on developing practical skills for working in the home as well as on the job. "Kaleidoscope 13" has been distributed to superintendents and principals of all Massachusetts public and nonpublic schools (preschool through grade 12), education schools of all colleges and universities in the Commonwealth, local presidents of the Massachusetts Teachers Association and the Massachusetts Federation of Teacher, school committee chairmen, education editors of the mass media, local education chairmen of the League of Women Voters (in Massachusetts), all other state Departments of Education in the U.S. and Elementary Secondary Education Act Title III coordinators nationwide. [More] Descriptors: Athletics, Bilingual Education, Coeducation, Curriculum Development
(1972). Education of the Spanish Speaking. Hearings Before the Civil Rights Oversight Subcommittee (Subcommittee No. 4) of the Committee on the Judiciary, House of Representatives, Ninety-Second Congress, Second Session on Reports of the U.S. Commission on Civil Rights. Serial No. 35. Hearings on the reports of the U.S. Commission on Civil Rights on the education of the Spanish-speaking were held on June 8 and 14, 1972. The Civil Rights Commission documented in its reports the effects of educational policies which have simultaneously forced ethnic isolation and Anglo conformity upon Mexican American and Puerto Rican students. Included are testimonies by members of the Civil Rights Commission concerning the education of Spanish-speaking children. Some of the areas covered by the testimony follow: (1) Chicano pupils achieve less well than Anglo students; (2) the school systems of the Southwest have not recognized the culture and the tradition of Mexican Americans and have not adopted policies and practices that would enable Mexican American children to participate fully in the educational process; (3) more than 400,000 Chicano pupils throughout the Southwest attend schools in predominantly Mexican American districts; (4) Puerto Rican children constitute a relatively large minority in urban school systems plagued by racial imbalance, tight budgets, and outmoded school buildings in the Northeast and Midwest cities; and (5) statistical evidence demonstrates the failure of the schools in the Southwest to reach and properly educate the Chicano student. Related documents are ED 052 849, ED 056 821, and ED 062 069. [More] Descriptors: Bilingual Education, Civil Rights, Committees, Educational Policy
(1972). Compton Bilingual Plan Review Report 1971-72. This report reviews the Compton Bilingual Plan during its third year of operation at Thomas Jefferson High School in South Central Los Angeles. After a brief introduction giving background on the program, the second section describes in some detail major activity of 1971-72. This section includes a narrative report, a description of project personnel and duties, and information on community involvement. It also discusses new vocabulary developed by the project for lexical references, services given under ESEA Title VII, and inservice training for teachers. A description of procedures for bilingual-bicultural curriculum and materials forms the entire third section. Concerning the fourth year of operation, section four presents a plan for overall program management, and section five, an evaluation submitted by a consultant to the project. [More] Descriptors: Annual Reports, Biculturalism, Bilingual Education, Bilingual Teachers
(1973). Bilingualism in the Southwest. This book is intended to encourage interdisciplinary exchange of ideas and cooperation in the study of bilingualism. To this end, those who contributed the articles collected here belong to several disciplines: anthropology, education, English, linguistics, sociology and Spanish. The book is divided into three parts: (1) Mexican-Americans, (2) American Indians, and (3) suggestions for further research. Parts one and two contain articles on assumptions and methods, language resources and development, and cultural and linguistic interactions. The following authors contributed the articles in the first part: (1) R. Kjolseth, (2) R. N. Campbell, (3) C. C. Christian, Jr., (4) C. Olstad, (5) R. J. Cornejo, (6) R. W. Young, (7) C. Robinson, and (8) L. H. Coltharp. The articles in the second part were written by: (1) R. Wilson, (2) E. Willink, (3) W. Holm, (4) K. Hale, (5) A. Holm, W. Holm and B. Spolsky, (6) M. J. Cook, (7) M. Mathiot, (8) W. L. Leap, and (9) C. G. Barber. J. Ornstein contributed the article that constitutes the third section. [More] Descriptors: American Indian Languages, American Indians, Biculturalism, Bilingual Education
(1975). A Model In-Service Program for Training Mainstream Teachers of Spanish Speaking Pupils. The purpose of this practicum was to develop a model in-service program for training mainstream teachers of Spanish speaking pupils. As the Spanish speaking population of the Norwalk, Connecticut community has grown over the past decade, the school problem of dealing with the non-native English speaker was identified. Through the initial financial facilities of an Emergency School Aid Act (ESAA) grant, a model inservice training program for mainstream teachers of Spanish speaking pupils was developed, conducted, and evaluated. This model was developed specifically for secondary school mainstream teachers (grade six through twelve) who must cope daily with the Spanish speaking pupils. In addition, through a liaison between the secondary and elementary levels, the applicability of the model, with some modifications, was evident at the elementary level. The program, through the careful selection of administrative, guidance, and teaching personnel, provided a de facto insertion of the model into the seven secondary schools of the city. An assessment of the total practicum indicated that the in-service participants did become a cadre of teacher trainers within their own builders, thus effecting an instructional improvement within the total secondary school system. [More] Descriptors: Bilingual Education, Cultural Education, Federal Aid, Inservice Education
(1972). An Evaluation of the Bilingual Mini-School, J.H.S. 45, Community School District 4. Final Report. The major instrument employed in the evaluation of the functioning of the bilingual mini-school was an observation schema developed by the evaluators over a two year period. The major purpose of the observation scale was to develop a dynamic feedback system or process. Second, it was felt that it was important to obtain a direct measure of the processes going on in the classroom. In such a way it appeared possible to evaluate pupil learning, teacher and pupil behavior and interaction, methods and techniques employed, and the utilization of paraprofessional time. It was hoped that observations of the teachers associated with the school would occur bi-weekly, where the observers would be in the classroom for an entire instructional period, and that the observations would be representatively placed. In summarizing the results of the evaluation for the 1971-72 academic year, the program has proved successful in many aspects of its functioning, while at the same time not meeting many of the specific objectives of the program. The area which proved most successful was classroom process and progress, which is the most crucial aspect of the program. Pupils learned, were motivated, and demonstrated concrete academic progress. On the other hand the program itself may have been overambitious in stating some of its objectives outside of the framework of the instructional component. [More] Descriptors: Academic Achievement, Bilingual Education, Bilingual Students, Classroom Observation Techniques
(1971). Bilingualism: A Bibliography of 1000 References with Special Reference to Wales. Welsh Studies in Education, Vol. 3. The growth of interest in bilingualism since the 1960 edition of this bibliography has prompted this revision and update. Entries include scholarly articles, theses and dissertations, newspaper articles and books, and concern numerous aspects of bilingualism as it relates to education, intelligence, government and social relations. Publications are mainly in English or Welsh, and the list includes references from the end of the 19th century to 1970. A subject index is provided, for which the headings are: bilingualism in Wales, bilingualism in universities and colleges, other bibliographies, bilingualism in general (including research studies and methodology, intelligence, educational progress, and school programs and policies). [More] Descriptors: Academic Achievement, Bibliographies, Bilingual Education, Bilingual Schools
(1972). A Survey of the Literature Relevant to Spanish-Surname Rural Youth in the Southwestern States. Final Report of Phase 1. The objective of this study is to optimize the benefits of youth projects for Spanish-surname rural youth in the Southwest. A search of the literature published between 1965 and 1970 which is relevant to the problems of Spanish-surname rural youth in the Southwest is included. The survey population consists of Spanish-surname youth living in rural areas of the Southwest in 1963-68. The changing environment of these youth is described in terms of population trends, mobility, social and cultural environment, economic environment, and outmigration. The educational system of the rural Southwest, job opportunities, and the characteristics of the rural Spanish-surname youth are also described. Major recommendations for revisions in the rural educational system include improved teacher preparation, the use of Spanish literature, smaller student-teacher ratios, expanded counseling services, more community involvement, and additional social services. Descriptors: Bilingual Education, Career Opportunities, Cultural Context, Economic Factors
(1972). An Aid to Comprehensive Planning for Migrant Programs. Designed as a guide for all personnel involved in migrant projects, this pamphlet is a compilation of references derived from presentations made at the New York State Migrant Program Directors Conference held at Victor, New York, November 29-December 1, 1972. A short description of agency services and a list of sources for further information which can be used in planning comprehensive migrant programs are included. Some of the topics and sources listed include the following: Adult Basic Education; American Red Cross; Children's Demonstration School; Cooperative Extension; Day Care Coordination; Genesee Region Family Planning Program; Girl Scouts; Health Services; Home Economics; Home Intervention; Individualized Instruction, In-Service Education, Interaction Between Teacher and Migrant Child; Migrant Student Transfer Record System; Parental Involvement; Program Funding Inc.; Rural Manpower Service; Sodus Migrant Summer Program, Studies Center, Teenage In-Camp Program; Two-Four Year College Opportunities for Migrants; and Vocational Education. Other topics covered are Bilingual Programs, Computer Based Resource Unit, Finance, Pupil Identification and Census Taking, Reading, Religious Organizations, and Sickle Cell Anemia. [More] Descriptors: Adult Basic Education, Bilingual Education, Early Childhood Education, Health Education
(1971). The Family Background of Puerto Rican Students: An Analysis of Educationally Relevant Variables. The purpose of this study was to construct a data base concerning the home background of Puerto Rican students as it relates to present and potential educational programs. The focus was on parental perceptions of educationally relevant variables in hopes of improving the planning and implementation of educational programs by school and community groups to better meet the needs of Puerto Rican people. Ninety-two Spanish-speaking families having children in the primary grades of Bridgeport public schools were interviewed for this study. Names and addresses of these families' children were obtained from five schools in various areas of Bridgeport in proportion to the concentration of such students in each school. Fifty percent of the sample were Model Cities Neighborhood residents. The Zirkel-Greene Home Interview Schedule was the instrument used for this study, this instrument being available in English and Spanish forms. Basically, it includes items that deal with factors of parental perception and family background that relate to the education of Spanish-speaking pupils. Since the interviews were conducted for the most part during the afternoons, mothers responded in about 87 percent of the interviews. Fathers participated in about 16 percent of the interviews. An adult other than a parent participated in about 9 percent of the interviews. [More] Descriptors: Aspiration, Bilingual Education, Educational Attitudes, Educational Background
(1973). Evaluation and Evaluative Research in an Urban Bilingual Program. This document discusses an evaluation of the second year of a bilingual program in a large Eastern city funded by Title VII of the Elementary and Secondary Education Act. Like those in a number of other localities, the Spanish-English program described here developed from earlier "English as a Second Language" project. The evaluation was highly localized in nature, in contrast to the contracting process at the national level. Other circumstances served to emphasize the program's local aspect. There was first the matter of a distinctive pattern and rate of influx of Spanish-speaking students. Secondly, the total staff experience in the years preceding necessarily assumes unique configurations in each urban setting. A third circumstance involves the recent history of evaluation in a given setting. Because the present contractor had been hired part way through the first year of the program, the evaluation report for that first academic year was protected if not hedged–by statements of the constraints imposed by the timing of his appearance on the scene. The second year evaluation sought to determine the extent of student improvement in both the cognitive and effective domains. Then the evaluation went further, looking at parental involvement, teacher performance, and case studies related to those students who participated in a special Social Readjustment Class Descriptors: Academic Achievement, Bilingual Education, Case Studies, Educational Research
(1974). Caribou Bilingual Project. Final Evaluation Report, 1973-1974. This is an evaluative report on the Caribou Exemplary Bilingual Project for 1973-1974, its second year. The English-French program involved two kindergarten, two first grade, and two second grade classes. The report includes a description of the project, a discussion of the procedures used to evaluate it, an assessment of each of the five project components: instructional, staff development, community involvement, materials development, and management; and a section on summaries and recommendations. A major conclusion is that the program students performed as well as comparison nonprogram classes, and that therefore skill acquisition was not harmed by the program. An appendix deals with students who received special services for behavioral and/or academic problems. [More] Descriptors: Bilingual Education, Bilingual Schools, Curriculum Evaluation, Early Childhood Education
(1972). Justice for Children. On December 9, 1970, Senator Walter F. Mondale addressed the Senate on this nation's failure to meet the needs of its children and the need to implement the recommendations of the 1970 White House Conference on Children. Speaking a week before the first meeting of the 1970 conference, he reviewed a series of preliminary forum reports which contain a number of constructive recommendations, as well as a trenchant, critical analysis of present programs and institutions affecting children. Among the issues overlooked by these reports is the insurance of the immediate implementation of the conference's recommendations. The delegates are urged to insist that a representative group from the conference be formed to call on the President personally while the conference is still in session, and seek his public support for implementation. They should get an agreement from this administration for immediate funding of an action committee, with an office in Washington and staff picked by this conference, to speak up for implementation of its findings; to get a Children's Advocacy Center created now, with money, before leaving town. They should let this be the first White House Conference ever to focus on creating a legislative strategy for implementing its findings. [More] Descriptors: American Indians, Bilingual Education, Childhood Needs, Disadvantaged Youth
(1971). The Story of Ching-Ming. This is one of a series of elementary readers written in Cantonese and English and designed to familiarize children with the traditional major Chinese festivals celebrated in America. This booklet follows the activities of a Chinese-American family on "Ching-Ming Day." [More] Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Cantonese
(1973). Selected Bibliography of Educational Materials: Algeria, Libya, Morocco, Tunisia. Volume 6, Number 4, 1972. English language annotations of newspapers and government publications covering educational materials of interest to North Africans to (1) raise the consciousness of their Islamic and Arabic heritages (Arabization) and (2) to adapt education to the problems of the multilingual population are included in this bibliography. Citations are categorized by country. Topics include the philosophy and theory of education, educational organization, vocational education, adult education, and Arabization and bilingualism. A list of sources and authors concludes the bibliography. [More] Descriptors: Adult Education, Annotated Bibliographies, Bibliographies, Bilingual Education