This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Heidi Dulay, Linda Phillips-Jones, Charles F. Gramly, Patricia Hawkins Katz, Donald T. Mizokawa, Beverly Cabello, Salvador Alvarez, Kathryn W. Bamford, Princeton Educational Testing Service, and Edward Rutkowski.
(1987). Pupils. This chapter reviews court decisions in education during 1986 that addressed issues related to student rights and the jurisdiction of schools with respect to pupils. The first section of the review covers the issues of public school assignment, tuition, transportation, and compulsory attendance. This is followed by short discussions of cases arising from bilingual and bicultural programs, and those having to do with private and parochial schools. Attempts by school districts to control the use and sale of drugs by students have led to a sharp increase in cases reported in the sections of this chapter discussing the substantive rights of students in search and seizure cases and sanctions for student misconduct. Also discussed are cases that interpret First Amendment rights with respect to religion and free expression, cases arising from corporal punishment, and legal challenges to student testing and placement. The final section addresses school desegregation decisions and issues, including systemwide remedies, cross-district remedies, oversight of desegregation plans, state court cases, and liability for attorney's fees. Descriptors: Bilingual Education, Compliance (Legal), Constitutional Law, Corporal Punishment
(1988). The Edison Elementary School Bilingual Immersion Program: Student Progress after One Year of Implementation. CLEAR Technical Report Series TR9. A study of progress in the Edison Elementary School (California) bilingual immersion program after its first year of implementation looked at: (1) student levels and gains in first and second language proficiency; (2) levels of math and reading achievement and their possible relationship to student language background; (3) levels of students' perceived academic, peer, physical, and mother-child relationship competencies; and (4) attitudes toward the program among parents and staff. A total of 58 kindergarten and 54 first-grade students participated. Pre- and post-test comparisons of achievement showed that all students made gains in both Spanish and English, with more Spanish-dominant than English-dominant students fluent in both languages. Overall, both Spanish- and English-dominant students scored above average in content area achievement. Students' perceived interpersonal competence was high in each domain examined, and attitudes toward the program were generally positive. Recommendations include promotion of leadership among teachers, development of a Spanish language arts component, development of an English language arts curriculum, provision of more opportunities for native English- and Spanish-speakers to interact in group work; and inclusion of non-bilingual immersion students in the evaluation. [More] Descriptors: Bilingual Education Programs, English, Grade 1, Immersion Programs
(1987). Project BEST Program and Curriculum Review: Bilingual Vocational Training in Heating, Refrigeration and Air Conditioning for Limited English Proficiency Students. A description is provided of Project BEST (Building Energy Systems Technology), bilingual vocational training program offered to speakers of Spanish and Polish through Oakton College's adult continuing education program. Part I of the report provides a program overview, indicating that Project BEST teaches limited English proficient students the basics of heating, refrigeration, and air conditioning in order to enable graduates to obtain entry-level jobs in the field. Introductory material stresses that, in addition to practical hands-on training, students receive intensive job-specific Vocational English as a Second Language (VESL) instruction, as well as support services such as bilingual tutoring, personal counseling, and help in finding and retaining a job. This section includes information on program specifications, recruitment and screening of students, student orientation to training, descriptions of the VESL and vocational components of the training, coordination of VESL and vocational components, job development services, counseling services, and evaluation. Part II offers a curriculum overview, covering curriculum goals, curriculum modification, rationale for competency-based curriculum, instructional format and techniques, vocational competencies, VESL competencies, and job finding/keeping competencies. [More] Descriptors: Adult Vocational Education, Air Conditioning, Bilingual Education Programs, Community Colleges
(1980). Testing and Teaching Communicatively Handicapped Hispanic Children: The State of the Art in 1980, September 1, 1979 through June 30, 1980. The state of the art in testing and teaching communicatively handicapped Hispanic children is examined in eight chapters organized into sections concerned with insights from research, a view of the present, and recommendations for the future. The three chapters of the first section summarize research related to the acquisition of English as a second language, the acquisition of Spanish as a first language, and the dialect/sociolinguistic features of Spanish spoken in California and the Southwest. The second section reviews 12 commonly used tests relevant to the assessment of limited English speaking/non-English speaking (LES/NES) children who may be eligible for language and speech special education services. It includes a descriptive review of each test's psychometric and psycholinguistic properties as well as its applications. The last section summarizes information gathered from the field regarding current practices in the treatment of communicatively handicapped LES/NES students from preschool to high school. Opinions of speech and language professionals are summarized. The handbook concludes with a set of short- and long-term recommendations spanning both research and practice. The nine short-term recommendations include developing an "identification-placement-exit framework" for student assessment, developing a set of personnel functions, and developing a resource bank of existing personnel knowledgeable about assessment and instruction of communicatively handicapped LES/NES students. Among eight long-term recommendations are the provision of support to organizations developing instruments needed to implement diagnostic systems for LES/NES students and development of program models for treating communicatively handicapped LES/NES students. Descriptors: Bilingual Education, Communication Disorders, Dialect Studies, Elementary Secondary Education
(1982). Career Development for Indochinese: A Curriculum Guide. This curriculum guide contains six units covering over 60 hours of lessons on career development designed for Vietnamese, Laotian, and Cambodian students in the United States. Developed for use by counselors, career guidance specialists, vocational instructors, instructors in English as a second language, and other professionals involved in career development for Indochinese, the guide includes instructor guidelines, instructor support materials, and student materials in English as well as in the students' native languages. The suggested lessons and activities are intended to help Indochinese students make more effective career choices by allowing them to compare work settings in the United States and in their native countries; examine their interests, values, attitudes, and desired lifestyles; explore the variety of occupations available in the United States; strengthen their decision-making skills and make wise career choices based on personal assessment; improve job search skills; discover and apply ways to be successful on the job; and experience being in the U.S. labor market. Each unit is divided into several lessons which provide objectives, suggestions for instructor preparation, procedures and materials, guidelines for classroom and non-classroom activities, and supplementary materials. Descriptors: Adult Education, Bilingual Education, Cambodians, Career Choice
(1981). Predicting Student Success Following Transition from Bilingual Programs. A bilingual prediction study was conducted in order to gather information that school districts could use in making decisions about instructional transition for students in transitional bilingual programs. In 1976, 115 third graders were tested in reading, verbal ability, and aural comprehension in both English and Spanish. Attitude toward language and school and demographic data were also recorded. The following year data were collected on English reading tests, teachers' ratings of pupil performance in five subject areas, and individual scores on an observation instrument measuring classroom participation. The data were subjected to a series of analyses that sought to identify reliable predictors of success and to determine the extent to which English proficiency alone could serve as a valid predictor. The analysis suggested that third grade reading skills in English do not offer definite predictive power with regard to classroom participation after transition. Further analyses indicated that English vocabulary skills play a strong role in prediction of success in English reading. These skills plus time-related variables are useful in predicting success in subject matter areas. The particular contribution of all variables varies according to the subject matter area concerned. [More] Descriptors: Academic Achievement, Bilingual Education Programs, Bilingual Students, Educational Research
(1982). Tests of English as a Second Language [1940-1980]. Arranged alphabetically by title, the bibliography lists 92 tests, designed for use with students ranging from preschoolers to adults, that are measures of proficiency in English as a second language. Each citation provides title, author, copyright date, age level suitability, publisher, and a brief annotation describing the purpose of the test. Dates of tests range from 1940 to 1980, with the majority being dated from 1970 to 1980. The bibliography includes tests to measure: language dominance in Spanish and English; English language proficiency; inventory of natural language; bilingualism (oral and syntax); comprehension of English language; bilingualism of Chinese students; oral communication; oral language development; language usage in the home; Navajo-English language dominance; oral English-Spanish proficiency; oral production and aural comprehension of adults; and linguistic skills of bilingual students. The document also contains addresses of the 46 publishers of the cited tests. Descriptors: Achievement Tests, Adult Education, Aptitude Tests, Bilingual Education
(1982). Machine Trades Technical Terms. English-Thai Lexicon. Introduction to Machine Trades. Thai Version. Multi-Cultural Competency-Based Vocational/Technical Curricula Series. This English-Thai lexicon and program introduction for machine trades is one of eight documents in the Multicultural Competency-Based Vocational/Technical Curricula Series. It is intended for use in postsecondary, adult, and preservice teacher and administrator education. The first two sections provide Thai equivalencies of English machine trades technical terms and Thai equivalencies of English machine trades equipment and tools. Section 3 is the Thai version of "Introduction to Machine Trades." The duty-task index is then provided in Thai with major headings also given in English. Descriptors: Administrator Education, Adult Vocational Education, Bilingual Education, Bilingual Instructional Materials
(1983). Analysis of English/Spanish Oral Interaction Between First Grade Mexican-American Children and Teacher-Aides. Conducted by doctoral students, the study analyzed 3-minute tapes of conversation between 16 Title VII first grade Mexican American students and teacher aides in the Weslaco Independent School District, Texas, to determine the percentage of standard vs. non-standard language, measure the percentage of code switching by aide, show the percentage of language interference by students and aides, and determine whether an adequate questioning technique was used. Usng the Linguistic Analysis Inventory Chart and Question Asking Skills Inventory, a count of errors made by aides and pupils was determined based on the "total words spoken" and "total sentences spoken," a ratio of teacher-error vs. child-error was determined, and a percentage of each category of questions asked (cognitive, convergent, divergent, and evaluative) was determined to show the strengths or weaknesses in overall questioning during an oral language development lesson. Findings indicated that: students were weak while aides were strong in their structural grammar based on a standard vs. non-standard comparison; the percentage of code switching by aides (6%) was not significant; aides spoke 59% of the time while students spoke 41% of the time; the students' and aides' percent of errors were not significant; and 88% of the questions asked by aides were at the recall level. Descriptors: Bilingual Education Programs, Bilingual Students, Code Switching (Language), Cognitive Ability
(1982). Papers and Proceedings of the Annual Meeting of the Midwest History of Education Society (17th, Chicago, Illinois, October 30-31, 1981), Journal of the Midwest History of Education Society. Divided into four parts, this document presents papers covering: quantitative analysis and educational history, ethnicity and education, educational paradigms, and schooling in the urban heartland. The first paper in part 1, "The Social and Economic Correlates of School Attendance among the Children of Textile Workers, 1890" (D. L. Angus, B. A. Hilbert, and J. E. Mirel) is based on the 1890 and 1891 annual reports of the commissioner of labor. "Path Analysis: Another Research Tool for the Educational Historian" (I. Newman and C. M. Dye) reviews the uses of path analysis as a research methodology. Part 2 begins with "A Test of Andrew M. Greeley's Six Step Theory of Ethnic Assimilation by the Use of Norwegian-American Historiography" (F. C. Nelsen). "Ethnicity and Ethnic Studies Revisited" (M. M. Krug) reviews the rise in the 1970s of ethnic awareness in education. "Two Christian Ideas of Childhood: Clement of Alexandria and Augustine" (J. J. Chambliss) contrasts Clement's childhood innocence based on Christ's teaching and Augustine's sinfulness of children as a burden received from Adam. "Paradigms of Education: An Overview" (R. Marks) is an introduction for a larger study on the overview of the enlightenment, evolutionary, progressive, and perennial paradigms. Part 4, "The Irony of Twentieth-Century Educational Policy and Juvenile Delinquency in Chicago, 1890-1972" (M. W. Sedlak) describes the sexual discrimination of educational solutions. The proceedings, the business meeting's minutes, and the directory of attendance are included along with an index to the first 10 volumes of the proceedings. Descriptors: Bilingual Education, Children, Educational History, Educational Policy
(1983). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1983 (Vol. 43 Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 14 titles deal with a variety of topics, including the following: (1) the effect of dialect variation on second grade students' perception of phoneme-grapheme correspondence; (2) communication rules and perceived outcomes within and between domestic culture groups; (3) the attitudes toward reading expressed by students in Poland and the United States; (4) the effects of highly valued rewards on intrinsic interest in reading in black third grade children; (5) intercultural communication between Native American and Anglo-American college students; (6) the reading preferences of elementary school children of varying socioeconomic levels as indicated by school library circulation records; (7) the perceptual impact of basic communication fidelity and nationality upon selected group interaction variables; (8) the influence of communication on black children's self concept; (9) factors relative to reading achievement of black and of white students in a rural desegregated setting; (10) the use of figurative devices in aiding comprehension for speakers of black English; (11) the relationships between phonetic awareness and reading acquisition; (12) the effects of cultural schemata on the reading comprehension of average sixth grade readers. [More] Descriptors: American Indians, Annotated Bibliographies, Bilingual Education, Blacks
(1986). Is Reading Proficiency in L1 Really Necessary for Reading Proficiency in L2, Especially When L1 Has No Written Form? A Perspective on American Sign Language and English. Despite the fact that American Sign Language (ASL) has no written component, it still may be possible for deaf students to develop English literacy skills. To assess the effects of ASL on the development of English, it is proposed that native, and possibly non-native, signers be educated in a bilingual minority-language immersion program which emphasizes developing and maintaining communicative competence in ASL and, eventually, developing English literacy and educational and cultural concepts. From preschool to approximately grade 3, all instruction would be delivered through immersion in the minority language (ASL). During grade 3, certain signing modifications can be made to help facilitate the transition to written English. Eventually both ASL and written English could be used more or less equally throughout the school day. Within this proposed model, the article describes several reading-related activities using ASL. A six-page reference list concludes the document. [More] Descriptors: American Sign Language, Bilingual Education Programs, Communicative Competence (Languages), Deafness
(1986). Sarah J. Hale High School Project BEAM-UP, 1985-86. OEA Evaluation Report. Project BEAM-UP offers English as a second language (ESL), native language arts, and bilingual content-area instruction to students of limited English proficiency (LEP) in grades 9 through 12 at Sarah J. Hale High School in Brooklyn, New York. The student participants speak Spanish or Haitian Creole. The goal of the program is to help these students improve their English skills so that they can participate in mainstream courses. This report describes the project and assesses the achievement gains of the 251 students served during the third program year, 1985-86. The major findings are the following: (1) students surpassed the monthly mastery objectives of the criterion tests; (2) students showed statistically significant gains in English reading achievement; (3) a 70% passing rate in native language arts was achieved by Haitian Creole-speaking students; (4) the passing rates for program students were higher than those of mainstream students in math and science; (5) 71% of the students enrolled in business/vocational courses achieved the 65% passing criterion; and (6) the attendance rate of program students was significantly higher than the schoolwide rate. The program could be improved by lowering the class size and by reconstructing the classroom walls to lower the noise level. Five tables of statistics are included in the report. [More] Descriptors: Academic Achievement, Achievement Gains, Attendance, Bilingual Education Programs
(1983). Verification of Bilingual Instructional Features. The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. It collected data on instructional organization, time allocation, classroom language use, active teaching behaviors, academic learning time, student participation styles, and classroom, school, and community context variables (Part I) and verified their utility in other settings (Part II). This report describes two verification studies: (1) in two additional classrooms nominated as "successful" bilingual instructional settings but serving different ethnolinguistic groups, and (2) in other classrooms serving LEP students but not nominated as successful and not necessarily bilingual. The first study found the five instructional features identified as significant in Part I (congruence of instructional intent, use of active teaching behaviors, use of the students' native language and English for instruction, integration of English language development with basic skills development, and use of information from the students' home culture) to be significant also at the two new sites. Results for the second verification study were somewhat less conclusive. [More] Descriptors: Basic Skills, Bilingual Education, Classroom Communication, Classroom Environment
(1989). Cognitive and Attitudinal Outcomes of an Additive-Bilingual Program. A study compared language skill development and cultural attitudes of second-grade children taught in an additive-bilingual program setting with those of second-grade children from a monolingual classroom setting. Subjects were 41 second-grade children participating in a Spanish immersion program and 19 children from a regular second-grade classroom. Comparisons were made on three variables: (1) nonverbal problem-solving, as measured by a test using progressive matrices; (2) native language development, as measured by a picture vocabulary test; and (3) attitude toward Hispanic culture, as measured by a cross-cultural attitude inventory. Gender and age relationships were also examined. Results supported earlier research and theory on the mediation of language as an essential part of nonverbal problem-solving, on the positive effect of second-language learning on cultural outlook, and on the contribution of the additive-bilingual instructional setting to native language maintenance in immersion education. 62 references. Descriptors: Bilingual Education Programs, Cognitive Development, Comparative Analysis, Cultural Awareness