This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Delia Espinoza, Brigham City Bureau of Indian Affairs (Dept. of Interior), Francesco Cordasco, Dillon Platero, Thomas H. Linton, Washington Bureau of Elementary and Secondary Education (DHEW/OE), Ofelia Halasa, Dominic J. Cibrario, Margaret Fleming, and Austin. Migrant and Preschool Programs. Texas Education Agency.
(1971). Report of a Three-Week Study Tour of the Federal Republic of Germany and Its Educational System. This report develops an overview of foreign language education in West German public schools. The information examined in the study includes: (1) program data and list of participants, (2) outline for study tour itinerary, (3) overview of the German school system, (4) the comprehensive school, (5) bilingual foreign language instruction, (6) German-as-a-second-language instruction, (7) the John F. Kennedy German-American Community School in West Berlin, (8) teacher inservice education, and (9) random observations. [More] Descriptors: Administrative Organization, Bilingual Education, English (Second Language), German
(1973). An Evaluation of ESEA Title I Programs, Community School District 15. The programs in District 15 funded under Title I of the 1965 Elementary Secondary Education Act offered a wide variety of educational programs targeted for the educationally deprived child. The major common thread running through all Title I Programs was the emphasis upon improvement of basic academic skills. Primary focus of all programs was directed toward acquisitions of skills which would lead to improved reading. The following elements comprised the funded programs under title I: Services to Early Elementary Children, Distar, Pre-Kindergarten, Parents School Center, Project Read, Project Improve, Cameo, Bi-lingual-Bi-Cultural, Hi-Impact, Saturday and Holiday Bus Trip, Optional Assignment, Non Public Schools, Prescriptive Reading Lab, and Remedial Reading Lab. The various Title I components varied from special programs set in one school to other programs which were in all grade schools. The diversity and comprehensiveness of programs required close monitoring by the District Office. At the school level funded programs were often those directly implemented by principal or an assistant principal. Some programs had a coordinator whose function was to see that the program was being implemented at the various settings. At the district level funded programs were monitored by the two deputy superintendents and the Title I coordinator. The evaluation of the various components generally followed a pre, post and predicted post model. Evaluation objectives were primarily concerned with changes in reading achievement. [More] Descriptors: Bilingual Education, Cultural Education, Elementary Education, Parent Education
(1974). Region One Right to Read Project. Right to Read Annual Performance Report, [1974]. The Region 1 Right-to-Read Project was initiated in seven Texas school districts in 1972-73 and was continued in the 1973-74 school year. All seven districts decided to use a bilingual Spanish-English reading approach beginning at the kindergarten level. In September 1973 the program was expanded to include first grade students who were in the kindergarten program. Consequently, the 1973-74 program included 43 first grade classrooms; total enrollment was approximately 1,100 in the first grade and 1,000 in kindergarten. The bilingual materials were the first and second year materials from a sequential, 3-year Elementary and Secondary Education Act program designed for Mexican American children with little or no knowledge of English. A revised administrative procedure for tracking the achievement and progress of students in each classroom was developed and implemented for 1973-74. The project staff designed three charts for teachers to use to track individual progress and achievement: (1) the Oral English Classroom Record Sheet; (2) the Spanish Reading Classroom Record Sheet; and (3) the English Reading Classroom Record Sheet. The various objectives for the different levels are given, with tables presenting the achievement results for the year. [More] Descriptors: Achievement, Annual Reports, Bilingual Education, English (Second Language)
(1969). Field Survey of Selected Urban Education Projects. The purpose of this field survey report is to present the actual operations of programs geared for disadvantaged residents of New York State and funded through Urban Education appropriations for 1968-1969. The descriptions attempt to provide a picture of how the programs are actually operating, the processes by which they were established, the promise they hold, and their impact on inner-city residents. Programs described are in the following areas: reading, basic skills, guidance services, staff training, bilingual instruction, human relations and sensitivity training, and cultural enrichment. Observations reported inadequacies in effecting desired community participation, coordination of programs with outside agencies and local resources, and inservice training of staff. Other criticisms and recommendations are included. [More] Descriptors: Bilingual Education, Community Involvement, Compensatory Education, Cooperative Programs
(1972). The Puerto Rican Community and Its Children on the Mainland: A Source Book for Teachers, Social Workers and Other Professionals. This collection of readings is organized in four parts. Part I, "Aspects of Puerto Rican culture," includes the following articles: "Explicit and implicit culture in Puerto Rico: a case study in educational anthropology," T. Brameld; "Respeto, relajo, and interpersonal relations in Puerto Rico," A. Lauria; "Puerto Rican spiritualist as a psychiatrist," L. H. Rogler and A. B. Hollingshead; and others. Part II, "The Puerto Rican family," includes such articles as: "Family and fertility in Puerto Rico," J. M. Stycos; "Research on the Puerto Rican family in the United States," C. Senior; and "The Puerto Rican Family and the Anthropologist: Oscar Lewis, 'La Vida' and The Culture of Poverty," F. Cordasco. Part III, "The Puerto Rican experience on the mainland: conflict and acculturation," comprises a statistical profile of the Puerto Rican community of New York and such articles as "Neighbors–Puerto Rican, Negro, Italian," P. Sexton; "Anomie and the 'quest for community': the formation of sects among the Puerto Ricans of New York," R. Poblete; and others. Part IV, "The Puerto Rican experience on the mainland: Puerto Rican children in North American schools," includes such articles as "Report on visits to New York City Schools," J. J. Osuna; "What are the educational needs of Puerto Ricans who come to New York?" C. Oliveras; and others. Descriptors: Acculturation, Bilingual Education, Conflict, Educational Problems
(1968). Enrichment Material for First and Second Year Language Laboratory Program for "A Course in Spoken English for Navajos.". This enrichment material for a first- and second-year language laboratory program was designed for a course in spoken English for Navahos. It was intended for Navahos with a 3rd to 7th grade reading achievement who are learning to speak English as a second language. Included are materials on phonics, grammar, poetry, government, and literature. A table of contents is included. [More] Descriptors: Bilingual Education, English (Second Language), Enrichment Activities, Government Role
(1972). English-As-A-Second Language Bilingual Component. Title I Fund, Fund Number 58-5: 1971-1972 Evaluation. The Bilingual Component of English-As-A-Second Language Project, funded under Title I of the 1965 Elementary Secondary Education Act, represents local educational pilot efforts to demonstrate the utilization of the Spanish language and culture as a leverage for adjustment and achievement, rather than as a barrier, in the process of acclimation to a different culture. The goal of the Bilingual Program is to enable the natural bilingual children to grow up speaking both good Spanish and good English and to develop positive attitudes toward bilingualism and biculturalism. The project served a total of approximately 35 primary school age children. Average daily membership was estimated at 32 children. These children represented six public and one parochial schools. Based on questionnaire responses, interviews, and periodic-on-site observations, the evaluation report attempts to respond to the following questions: To what degree were the process objectives implemented? What were the opinions of school personnel and program staff relative to the project? Were there differences in basic reading and math skills between bilingual participants and comparable control groups? [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Compensatory Education
(1972). Exemplary Teaching and Programs in Santa Clara Unified School District. Gathered together are descriptions of exemplary teaching programs, systems, techniques, innovations, teaching items, or methods that have been collected from teachers and administrators in the Santa Clara Unified School District. Listed under schools, each description offers different learning conventions that have proved successful or useful. Reading, language arts, math, science, drug education, and social studies are just some of the many areas that are covered in the descriptions. It is hoped that such a collection of shared ideas will encourage teachers to explore new pedagogical concepts, to borrow ideas and adapt them to their particular situation, and to question techniques and patterns that have become habit over a number of years. [More] Descriptors: Bilingual Education, Classroom Techniques, Drug Education, Educational Media
(1974). Texas Child Migrant Program, Migrant and Preschool Programs, February 1974. The basic goal of the Texas Child Migrant Programs is to implement a comprehensive and total educational program that will help develop the migrant children's highest potential and will prepare them to take their place in the mainstream of the educational program. This bulletin is published as an information source for participating school districts and for others interested in the education of migrant children. Major topics are the goals and objectives of the program, descriptions of the 7 month program and the enrichment program, project activities, and the Texas Plan. The Texas Plan includes the Child Migrant School Program, the Early Childhood Program for 4 years olds, a demonstration school, staff and program development, summer institutes for migrant school personnel, interstate cooperation, film for dissemination purposes, the Migrant Media Center, Regional Education Service Centers, Summer School Programs, and future expectations. A list of Texas Migrant Project Schools in 1973-74 is included. [More] Descriptors: Agricultural Laborers, Bilingual Education, Early Childhood Education, Educational Programs
(1972). A Title I ESEA Case Study: Spanish English Developmental Program, Buffalo, New York. This pamphlet describes the Spanish English Developmental Program, one component of Buffalo's overall Title 1 program. Begun in January, 1970, with funds from New York's Urban Education Act, the program seeks to provide bilingual instruction for nearly 1,600 students of Spanish origin. In August 1970, Title 1 ESEA funds were allocated to cover the cost of the program, and the children involved received other Title 1 services as well. All staff members, including 112 teachers, 33 aides, a social worker, and a guidance counselor, are fluent in both English and Spanish. An orientation course in Puerto Rican culture and history is offered at all Title 1 schools by a floating teacher/aide team. The school system plans to implement a full-year course in Puerto Rican culture and history at the secondary level. The pamphlet contains information on planning, managing, and implementing the program. Also included are data concerning the budget, evaluation, and future plans. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Developmental Programs
(1949). In Step with the States. A Comparison of State and Indian Service Educational Objectives and Methods. The purpose of this 1949 book is to summarize the beliefs of the education division of the United States Indian Service and to present summarized statements of the educational objectives and teaching practices of Alaska and the 15 states where the Indian Service operates schools. Part I answers such questions as how public schools are changing; are all public schools good schools; and why Indian schools change rapidly. The educational approach, the primary objectives of Indian schools, the provisions for individual differences, and surveys as foundations for curriculum development are additional topics discussed in Part I. Part II reviews courses of study in Arizona, Colorado, Florida, Minnesota, Nebraska, Nevada, New Mexico, North Carolina, North Dakota, Oklahoma, Oregon, South Dakota, Texas, Utah, and Washington. The course of study for Alaska's elementary and secondary territorial schools is examined in Part III. [More] Descriptors: American Indians, Bilingual Education, Comparative Analysis, Course Objectives
(1969). Annual Report of Rough Rock Demonstration School for 1968-69; July 1, 1968 Through June 30, 1969. This narrative report introduces the Rough Rock Demonstration School's background, organization, and setting, which is characterized as a scene for doing what is needed in Indian education. Educational services discussed are preschool services (which include a Head Start class and a kindergarten class), phase one services (for the primary grades), and phase two services (for older students). Dormitory services are discussed in terms of staff, students, activities, and problems of behavior and health. The Navaho Curriculum Center's activities, financed primarily by E.S.E.A. Title I funds, are discussed in terms of a transition period at the beginning of the 1968-69 fiscal year, and of its continuing work, which emphasized the writing of Navaho language books and the use of classroom aides. The Rough Rock Development Project is discussed in terms of its development out of the Community Services Division of the demonstration school. School Board decisions from July, 1968 to June, 1969 are listed and briefly discussed. [Photographic illustrations have been deleted due to their marginal reproducibility.] [More] Descriptors: American Indians, Bilingual Education, Community Development, Curriculum Development
(1973). La Noche de las Brujas Module. Nivel Primario. [The Night of the Witches Module. Primary Level.]. La Noche de las Brujas (Halloween) is the topic of this primary level unit. The objectives are to enable the child to: (1) draw scenery, using his imagination, about witches, castles, and devils; (2) write compositions on witches, devils, and Halloween; (3) explain the story "La Noche de las Brujas"; (4) tell about any adventures or incidents he or someone he knows has had with witches, spirits, monsters, devils, or apparitions; (5) understand and use the vocabulary in the story; (6) express his viewpoint on the fantasy or reality of stories or legends about witches, apparitions, and other such things; (7) develop 3 or more activities given in this unit or devised by the teacher; and (8) correctly answer the majority of the final exam. The unit consists of the story "La Noche de las Brujas"; a pretest and posttest; a vocabulary list; a brief history of La Santa Inquisicion (a tribune formed during Mexico's conquest to condemn anyone charged as being a witch or evil person); and several suggested activities. [More] Descriptors: Activities, Bilingual Education, Books, Childrens Literature
(1974). The Pueblo Indians of New Mexico: An Analysis of the Educational System. Educational systems (both tribal and formal) of the Pueblo Indians, including Taos, San Juan, Tesuque, Zia, Zuni, and the Bernalillo District in New Mexico, were analyzed. The analysis included discerning whether or not (1) the Pueblos' traditional culture and heritage is being taught and to what extent and (2) bilingual and bicultural studies have been implemented in the elementary and/or secondary schools on the reservations and to what degree. Interviews were conducted at day schools operated by the Bureau of Indian Affairs, the All Tribes Mission School, and schools in the Zuni area. Students, teachers, school personnel, and parents were questioned about tribal and formal education. It was found that so far San Juan has been the only pueblo to introduce bilingual and bicultural studies into the elementary school. The others prefer to keep the tribal and formal educational systems departmentalized with tribal education in the kivas. Even though bilingual and bicultural studies have not been developed at Taos, Tesuque, Zia, and Zuni, Indian aids who speak the language of the pueblo have been hired to reinforce instruction. This paper also discusses the history, language, and educational and population statistics of the Pueblo Indians. [More] Descriptors: American Indian Reservations, American Indians, Attitudes, Biculturalism
(1974). An Evaluation of the ESEA Title I and State Urban Programs: Community School District, New York City Board of Education. Final Report. This document covers 12 Community School District 1 ESEA Title I programs and State Urban Education porgrams. The Comprehensive Reading Program had four components. The Bilingual-Bicultural Program was funded jointly by Title I and Title VII. The Elementary Bilingual Program afforded Spanish-speaking pupils an early opportunity to experience academic success. The Chinese-English Bilingual Program provided remedial support for ethnic Chinese children. The Secondary Bilingual Program provided instruction in major course areas in Spanish while teaching English as a second language. The Paraprofessional Training Unit provided training for paraprofessionals. Homework Helper Program was assigned to five elementary and two junior high schools. The Non-Public Schools Program provided educational assistants to serve selected Title I eligible non-public pupils. Project Math was instituted in 16 elementary and 4 junior high schools. The Work -Study Reading and Math Program provided academic remediation to junior high school students. The Uplifting Skills Program served grades K-6. The Black Studies Approach to Reading and Math program focused on those black students who suffer severely from lack of positive self-esteem. [More] Descriptors: Biculturalism, Bilingual Education, Black Studies, Chinese Americans