This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Keh-nan Li, Trisha Ainsa, Roger Stephan, Barbara Busse Paul, Carolyn H. Jarvis, Donald L. Kester, NY. New York City Board of Education, David B. Patton, Inc. Partnership for Hope, and St. Paul. Minnesota State Board of Education.
(1991). A Study of the Bilingual Instructional Support Component in New Instructional Model Schools. Prepared Pursuant to the Remedial Plan for Limited English Proficiency Asian Students. Report No. 9119. This study assessed the bilingual instructional support component in Philadelphia's (Pennsylvania) New Instructional Model schools in the 1990-91 school year. Focus was on the following topics: (1) the extent to which the bilingual instructional support component had been implemented in the 32 schools; (2) the appropriateness and quality of the tutoring provided at the 11 schools selected for in-depth study; and (3) Asian high school students' perceptions on how well the bilingual instructional support components met their need for academic assistance. Data included that 118 tutors had been hired, of whom 71 percent were Asian. Observation data showed that in most high schools classes, teachers and tutors circulated to assist students. At the elementary school level, regular English-as-a-Second-Language (ESOL) instruction took place while tutors worked with one or more students at the back of the classroom or another location. Teacher interviews showed general satisfaction with tutors, although some teachers were unsure of the tutors' knowledge and some differed in their direction of the tutors. Recommendations include recruiting more tutors and providing training and other improvements to the tutoring component. Student focus groups conducted with 40 high school students showed that 85 percent of the students found the bilingual instructional support period helpful. An appendix tabulates the survey results for 32 schools. Descriptors: Asian Americans, Bilingual Education, Elementary School Students, Elementary Secondary Education
(1988). RaPAL Bulletin, Numbers 5-13, 1988-1990. This document consists of a 3-year compilation (9 issues) of the RaPAL (Research and Practice in Adult Literacy) Bulletin. Typical articles are: "Student Involvement in Research" (a report of a workshop by Alex Golightly, Nick Nicola, and Marilyn Stone); part of a dialogue between Paolo Freire and Ira Shor, writer/educators of Brazil and the United States respectively; "What Counts as Research? Who Does It? How Can It Be Done?" (Jill Barnett); "Travel and Training" (Ruth Lesige, Jane Mace); "Open to Question: Opportunities in ABE" (John Sanders); "Writing for Change" (Jane Pinner et al.); "The US-UK Exchange" (a report of a U.S.-United Kingdom adult literacy conference); "Getting Help with Reading and Writing: The County Offaly Research Project, Ireland" (Jenny Derbyshire, Pauline Hensey); "Issues in Management of Literacy Programs" (Charles Lusthaus, Marie-Helene Adrien); "Myths and Realities in Adult Education" (Stephen Brookfield); "New Writers Research Their Own Writing Processes" (Denise Roach, Peter Goode); "Doing 'Doing Research' Meetings" (Mandy McMahan et al.); "Adult Literacy–The Educational Challenge of the 1990s" (Noel Dalton); and "Putting Literacies on the Political Agenda" (Brian Street). The summer 1989 special issue consists entirely of a report on the Lee Community Center/RaPAL Study Weekend on "Doing Research." Beside the main articles, each issue also contains such additional materials as book reviews and new publication lists, professional news and announcements, letters, and reports on work in progress. (AA) Descriptors: Adult Basic Education, Adult Literacy, Bilingual Education, Educational Research
(1991). Asian Remedial Plan: Compliance Report. Report No. 9116. This report describes the following five areas of compliance in the Philadelphia (Pennsylvania) public school Remedial Plan for Services to Asian Limited English Proficiency (LEP) students: (1) counseling services; (2) assignment of students to English-as-a-Second Language (ESOL) Levels 1 and 2; (3) pupil support committees (PSCs); (4) personnel/deployment of Asian staff in an Asian language; and (5) instructional materials. The study gathered data using Compliance Checklists completed in December, 1990. The following results are highlighted: (1) 22 of 32 New Instructional Model schools reported that Asian Bilingual Counseling Assistants were helping LEP students with their adjustment to the school setting; (2) 26 schools reported that ESOL level 1 students were preliterate in both English and their primary language and that students were carefully monitored for prompt movement to ESOL Level 2; (3) 29 schools reported that students experiencing significant learning and/or adjustment problems had been referred to the PSC, and in all but one case, the PSC had met about these students; and (4) the School District appointed 27 new Asian bilingual employees in the 1990-91 school year. The report describes district efforts to recruit Asian bilingual personnel. Statistical data are included in nine tables. An appendix making up 75% of the document contains 41 tables listing instructional materials used in ESOL classes and in sheltered and co-taught classes in 41 high schools, middle schools, and elementary schools in Philadelphia. Descriptors: Asian Americans, Bilingual Education, Committees, Counseling
(1992). In-service Teacher Training for Computer Literacy: Resource Implications Resulting from a Longitudinal Evaluation. This paper presents an assessment of teacher training models in a multi-year (1984-1989) early childhood computer literacy program conducted in a bilingual setting. The project was known by the acronym CLIC and focused on the needs of poor Hispanic children in the El Paso (Texas) urban school district. Although CLIC was a computer literacy project, it was designed to address multiple curriculum issues, particularly language arts skills, by aiming for general academic success. The project director trained a group of teachers to train additional project teachers. Each of these two groups was designated as a pilot group. The second pilot group trained another cohort group of faculty, known as the spread group. The curriculum for both teacher training and student classrooms was the same for pilot and spread settings. The final evaluation of the project suggested that the level of student performance in achieving project objectives was directly related to the trainee cohort membership of the teachers. Although student computer literacy was enhanced among both the pilot and spread students, the gains of the pilot group students exceeded gains of spread students. These differences suggest that being a mentor is more helpful to one's teaching than being mentored and that full teaching competence in a computer literacy program is not acquired in the first or second year of the project. [More] Descriptors: Academic Achievement, Bilingual Education Programs, Computer Assisted Instruction, Computer Literacy
(1991). Pequenitos en Accion. Edgewood ISD Model Program for 3-Year-Olds Replication Manual. This guide describes "Pequenitos en Accion" (Small Children in Action), the Edgewood (Texas) Independent School District (ISD) early childhood intervention program for Spanish-speaking 3-year-old preschool children. The program is an innovative early childhood education model involving educational programming, collaboration and integration with child care services, and strong parental education and involvement. A Piagetian and Montessori-based bilingual curriculum for Spanish-speaking children is used. The guide present a demographic profile of the area and participants and describes program development, including site and facilities selection, determining needs and target population, goals, research, and a timeline for planning and development. An implementation section details administration, staff, recruitment, eligibility and enrollment, facilities set-up and maintenance, and scheduling. An operation section covers curriculum, the child care component, parent education, staff coordination, staff development, and support services. A program evaluation section discusses costs, outcomes, program successes, obstacles and solutions, and the results of a parent survey. A final section describes changes as of the program's third year. Appendixes contain a forms index with job descriptions, needs assessment forms, student application folders, student registration forms, child care operation forms, and screening forms. Some forms are provided in Spanish. A 35-item bibliography is included. [More] Descriptors: Bilingual Education Programs, Curriculum Development, Day Care, Demonstration Programs
(1992). Toi Te Kupu, Toi Te Mana, Toi Te Whenua: Culturally Appropriate Early Childhood Education. This paper discusses the issues of power, self-determination, and culturally appropriate learning as they relate to Australian Aboriginal, Native American, and Maori early childhood programs. It is asserted that many programs for the education of indigenous peoples in Australia, the United States, and New Zealand have failed to serve the needs and aspirations of those peoples, because the majority culture in those countries has historically maintained policies of assimilation of and hegemony over native peoples. Only in the last several decades have national and local governments and agencies come to address the inequities of early childhood programs within indigenous communities. The aims of culturally appropriate early childhood education for indigenous peoples include: (1) acknowledging the validity of cultural knowledge and ways of learning; (2) enhancing self-esteem, cultural pride, identity, and self-concept; (3) enhancing educational outcomes, including maintenance of the people's native language; (4) educating for self-determination; and (5) furthering bicultural and multicultural understanding. Real progress to meet the educational needs of indigenous peoples is possible by providing for the control of their educational resources by the indigenous peoples themselves. Contains 42 references. [More] Descriptors: Aboriginal Australians, American Indian Education, Bilingual Education Programs, Cross Cultural Studies
(1991). Children of the Rainbow: First Grade. This manual for first grade teachers provides suggestions and teaching materials that reflect the multicultural composition of New York City's (New York) public schools. An introduction describes the philosophy that supports a high-quality, developmentally appropriate program through a multicultural perspective. The manual is organized into the following eight sections: (1) "Planning for the First Grade," which provides strategies to assist teachers in beginning the school year successfully; (2) "The Multicultural Learning Environment," which offers guidance in organizing and implementing a variety of instructional approaches; (3) "Instructional Approaches and Strategies," which suggests approaches for implementing multicultural education as well as basic skills; (4) "Developing Themes of Study," which illustrates the thematic approach through five themes appropriate for first grade; (5) "Working Together," which describes shared responsibilities and activities for parents, teachers, and administrators; (6) "Societal Concerns-Children With Special Needs," which discusses current societal pressures and concerns affecting young children; (7) "Assessment," which outlines the procedures and strategies used to assess a child's progress; and (8) "Current Research," which contains information on contemporary research to support developmentally appropriate practices. Two bibliographies are appended. The first, containing over 600 citations, is divided into various categories, e.g., "Native Americans,""Asian Americans,""African Americans," and others. The second bibliography contains about 150 titles and is presented in matrix form, with checkmarks for salient characteristics (such as faily, gender, people of color, work, prejudice) opposite each item. Descriptors: Bilingual Education, Child Development, Curriculum Development, Curriculum Guides
(1991). Bridging the Gap: A Sheltered Approach to Language Acquisition and Academic Success. Third Evaluation Report (1990-1991). A Chinese, Japanese, and Korean Transitional Bilingual Program Funded under Title VII of the Elementary and Secondary Education Act in Torrance Unified School District, Torrance, California. Achievements made during the third year of a transitional bilingual program for Chinese, Japanese, and Korean middle school students in the Torrance Unified School District (CA) are reported. The project focused on four goal areas: student instruction, staff development, materials, and parent involvement and education. At each of the district's six middle schools, the evaluation sampled the following: Limited English Proficient (LEP) students from each of the three language groups; three curriculum areas (English as a Second Language, social studies, and science); and sixth, seventh, and eighth grade levels. The findings suggest that the project met 89 percent of its objectives. It is concluded that more work needs to be done in the areas of inservice training, sheltering, and cultural awareness. Twelve tables supplement the narrative, and 15 pages of student work are appended. [More] Descriptors: Academic Achievement, Asian Americans, Bilingual Education Programs, Cultural Awareness
(1992). Guide for Native Language and Content Area Literacy Programs for High School Haitian Creole-Speaking Students. The guide consists of a series of sample lesson plans designed for teachers and supervisors delivering instructional services to students with limited English proficiency and native language literacy in Haitian bilingual programs. The guides contain 14 sample lesson plans; five native language instruction sample lesson plans and nine content area (social studies, mathematics, science) sample lesson plans. Materials are based on the principle of promotion of dual literacy, and are designed to capitalize on students' prior knowledge. The guide also encourages use of the whole language approach in both native language and content area components. Lessons are designated for one of two student skill levels: (1) limited or no formal education; and (2) some basic native language literacy skills, comparable to a student in grades 3-5. An introductory section outlines the guiding principles of instruction on which the plans are based. Each lesson plan contains a topic, instructional materials needed, specific performance objectives, class activities, sample questions, and in some cases, a passage or poem in Haitian Creole. A list of appropriate instructional materials and a list of organizational, print, and nonprint resources are appended. [More] Descriptors: Bilingual Education Programs, Curriculum Design, Educational Strategies, English (Second Language)
(1992). Profiles of Alaska's Public School Districts. Fiscal Year 1991. This is the third publication of the annual profiles mandated by the Alaska legislature. The profile format for the 54 districts and the state total summary is a 2-page display of data grouped into 6 subject headings as follows: (1) background (house and senate districts, governance, regional corporation, area, and population); (2) operating revenues and expenditures; (3) funding community summary (grade levels, facility counts, and enrollments); (4) student characteristics (gifted/talented, special needs, migrants, minority, Chapter 1, bilingual and bicultural, poverty, and vocational education); (5) staff ratios and statistics; and (6) staff and student demographics (ethnic and racial classifications). A glossary provides an additional explanation of terms used in the profiles. [More] Descriptors: Bilingual Education, Compensatory Education, Demography, Educational Finance
(1990). Children and Youth At Risk. Conference Proceedings (Washington, D.C., February 5-7, 1990). In 1989, the Organization for Economic Cooperation and Development approved a 3-year international project to identify programs that have been effective in helping children at risk of educational failure. A conference held to launch the project identified program strategies for serving at-risk youth, determined ways for member countries to improve their strategies, and defined the focus of case studies of effective programs. This report summarizes the papers presented at the conference. Session 1 of the conference examined programs for preschool children. Papers presented in this session discussed a multiprofessional approach to working with preschool children and their parents in Britain and the United States; parents' benefits from involvement in child care in France; and parents' involvement in their children's schools. Session 2 considered promising practices for educating disadvantaged elementary school children. Papers described a program for improving the education of at-risk students and a program to restructure elementary schools to ensure the success of all students. Interventions that target special populations were examined in session 3. Papers described bilingual programs for ethnic minority children in the Netherlands and other countries; dropout prevention programs in Japan; and academies that provide at-risk students with academic training and vocational skills. Session 4 investigated new strategies for addressing the education of at-risk students. Papers discussed strategies for serving at-risk children and youth; the transition from school to work in Germany; and integration of services. [More] Descriptors: Bilingual Education Programs, Dropout Prevention, Education Work Relationship, Educational Policy
(1992). Report of the Hispanic Learner Task Force. This publication presents recommendations for improving educational success, excellence, and equity for Hispanic American students in Minnesota's public schools. The document describes the actions that established the Minnesota State Board of Education Hispanic Learner Task Force (HLTF), the procedures for developing the recommendations, and demographic information on Hispanic Americans in Minnesota. The HLTF's research consisted primarily of surveys of and interviews with parents, community representatives, students, and school staff. The findings and recommendations of the HLTF cover state policy and local districts. These recommendations call for improved communications, including an interagency clearinghouse and resource center, and improved parent-school communications; bilingual and bicultural early childhood education and family education; improved cultural sensitivity and school climate through staff development and school-wide events; Parent Advisory Councils in districts with funding for language programs; curriculum, instruction, and assessment improvement for equal access; teacher to pupil ratios of 1:25 for schools with Hispanic American students; staff development opportunities to learn about second-language acquisition and cultural awareness; and programs for community and adult education offering language services and job assistance. Appendixes provide the four surveys used and a glossary of six terms. [More] Descriptors: Academic Achievement, Bilingual Education Programs, Bilingual Students, Elementary Secondary Education
(1992). The Effects of Native Language Use in New York City Prekindergarten Classes. An evaluative study in New York (New York) comprehensive half-day public school prekindergarten programs serving language minorities is reported. The study investigated effectiveness of city policy supporting the use of the children's native (home) languages for some portions of instruction. Information was gathered on: (1) supervisory staff's identified goals and strategies for language-minority children; (2) program achievement of student needs through classroom activities and staff language use; (3) differences in classroom activities and language use between bilingual and monolingual groups; and (4) differences in overall student growth between groups. Student growth measurements included 23 items in 5 skill areas (gross motor, fine motor, language, visual discrimination, memory). All staff identified effective transition to English instruction as a goal, and many identified language maintenance and/or instruction. Home-to-school transition was also mentioned. One staff member was explicitly opposed to native language use in school. All schools used strategies intended to promote gradual transition to English. A variety of classroom factors (supplies, equipment, instructional materials, activities) were identified as having differential effects on development. Bilingual classroom teacher native language use was seen primarily in experiential and instructional contexts. Achievement results suggest that developmentally appropriate inclusion of children's first language is beneficial. [More] Descriptors: Achievement Gains, Bilingual Education, Bilingualism, Classroom Techniques
(1992). Students' Perceptions of the Classroom Climate: A Descriptive Research Study. This study examined the attitudes of fifth and sixth grade students from Chicago (Illinois) toward classroom climate in an effort to better understand factors that would encourage greater self-concept, higher achievement, and student and teacher behaviors. The study population included 185 fifth and sixth grade students attending the Philip Sheridan Elementary School in Chicago. The students were from low-income families in an area of depleted jobs and much gang activity. The students were African American and Hispanic American, and 50 students were in Spanish/English bilingual classrooms with a bilingual teacher. The 60-item Classroom Climate Checklist (CCC) was administered to students over a 2-day period. A short oral explanation was given by the researcher, and the CCC was administered and collected immediately on completion. Findings indicate that of the three items rated as strong positive aspects of classroom climate, two are teacher-directed or teacher-caused: the teacher makes the subjects interesting (72 percent), and the students are encouraged to ask questions (72 percent). The third highest-rated positive item was a reflection of the students themselves in helping each other to do a good job. Teacher behavior also figured greatly in the positive response. Two item considered as factors of poor climate were negated by student responses. Includes 1 table, the CCC, and 28 references. [More] Descriptors: Attitude Measures, Bilingual Education, Black Students, Economically Disadvantaged
(1991). Ninos del Arco Iris: Primar Grado = Children of the Rainbow: First Grade. This manual for first grade teachers provides suggestions and teaching materials that reflect the multicultural composition of New York City's (New York) public schools. It is organized into two sections: the first is in English, and the second is in Spanish. The English section contains the following six sections: (1) "Planning for the First Grade," which offers strategies to assist teachers in beginning the school year successfully; (2) "The Multicultural Learning Environment," which offers guidance in organizing and implementing instructional approaches; (3) "Instructional Approaches and Strategies," which suggests approaches for implementing multicultural and basic education; (4) "Working Together," which describes shared responsibilities and activities for parents, teachers, and administrators; (5) "Societal Concerns," which discusses current societal pressures and concerns affecting young children; and (6) "Assessment," which outlines the procedures and strategies used to assess a child's progress. The Spanish section contains the following sections: (1) a description of the Chancellor's educational standards for language and mathematics; (2) a discussion of the role of first or native languages; and (3) teaching units in the context of five themes appropriate for the first grade, i.e., "so like us" (plants and animals); "my own little world" (school, community, environment); "our families", "our friends," and "numbers around us". Also included is a 64-item bibliography of Spanish- and English-language resources for teachers, children, and parents. Descriptors: Bilingual Education, Child Development, Curriculum Development, Curriculum Guides