This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Concha Delgado-Gaitan, Brian C. Devlin, Clara Velasquez, Henry Trueba, Paris (France). United Nations Children's Fund, Jan C. Lin, Mary Anne Pitman, Dan Chernaw, Henry P. Ares, and TX. Office of Research and Evaluation. Austin Independent School District.
(1990). Feedback: A Look at Limited-English-Proficient Students in AISD. The numbers and status of limited-English-proficient (LEP) students in the Austin (Texas) Independent School District (AISD) are described for the 1989-90 school year. During that year, 4,494 LEP students were served by the AISD schools: 3,481 elementary school students, 531 middle/junior high school students, and 482 high school students. The LEP population in the school system was 90% Hispanic; Vietnamese speakers were the next largest segment, at 4%. In all, there were 4,042 Hispanic students; 32 Black students; and 420 American Indian, Asian, and White students. Most (90%) LEP students in the AISD were from low-income families, and 38% were overage. Most (88%) LEP students were in regular LEP programs, with a few assigned to special education or modified instruction. Students needing additional services transferred to other schools that provide enhanced services. Such transfers in the year are detailed. In general, rates for the LEP program were similar to districtwide rates for attendance, discipline, retention, dropouts, and mean grade point average. However, compared to the districtwide ranges, LEP students performed less well in discipline at the middle and junior high levels; there were higher dropout rates and lower mean grade point average at the high school level. Data about the LEP students in the AISD are presented in four graphs and five tables. [More] Descriptors: Asian Americans, Bilingual Education Programs, Economically Disadvantaged, Elementary School Students
(1990). Project Reach 1988-89. OREA Report. Project Reach, serving 390 students of limited English proficiency at William H. Taft high school in New York, was fully implemented in 1988-89. Project Reach endeavored to help students develop their English and native language skills and make academic progress through bilingual content area courses. During the school year, participating students received instruction in English as a Second Language (ESL), Native Language Arts (NLA), and the bilingual content area subjects of mathematics, science, and social studies. A small group of students with severe educational deficiencies received remedial instruction. The project provided staff development, curriculum development, and parental involvement activities. Project Reach met its ESL and content area objectives, and two of its three NLA objectives. The project partially met its staff development objective. It did not meet one of its two parent involvement objectives; the other objective could not be evaluated because of lack of data. [More] Descriptors: Bilingual Education Programs, Curriculum Development, English (Second Language), Federal Programs
(1991). Education for All. South East Asia and South Pacific Sub-Regional Conference Report (Darwin, Northern Territory, Australia, October 14-19, 1990). In October 1990, 223 delegates from 22 nations of Southeast Asia and the South Pacific met in Australia to discuss plans and strategies for achieving universal education in the region. To inform planning and action, the conference defined five groups of people for whom universal education is a priority: indigenous people and minorities, people in poverty, people in remote areas, people with disabilities, and women and girls. This report contains summaries of 25 workshops and 25 round table discussions that examined education for each of these groups from the standpoint of access and equity, curriculum and professional development, literacy, elementary education, and the school/work interface and continuing education. These sessions included descriptions of how various countries are addressing each of these issues, and recommendations for further action. Appendices contain background information on the region; proposed areas for cooperative action; conference organization; highlights of country reports; Australia's national literacy strategy; conference participants; and the opening address. Outlines of objectives, inputs, outcomes, indicators of progress, and constraints for strategies in the following areas of concern are presented in tables: early childhood interventions for literacy, improvements in elementary school literacy and numeracy, functional literacy to generate income, literacy education for women, literacy and numeracy for disabled adolescents and adults, development of educational materials for literacy in the mother tongue, provision of technology for literacy in remote areas, producing learning materials for literacy, and training teachers and personnel for literacy. [More] Descriptors: Access to Education, Adult Education, Bilingual Education, Disabilities
(1991). French as a Second Language–Elementary Programs in Louisiana, Quebec, and New Brunswick. A study investigated the elementary school programs in French as a second language in Louisiana, Quebec (Canada), and New Brunswick (Canada). The objective was to learn about the programs' underlying goals and philosophies, examine the teaching materials used at this level, evaluate the teaching situation, and survey teachers for their perceptions. Data were gathered in individual interviews, classroom observation, and analysis of printed planning and curriculum materials. The research also addressed the teaching of French from a multicultural perspective. The report describes each of the three regional programs separately, and reviews the relevant legislative mandate for elementary school foreign language education; outlines program philosophy, goals, and staffing; describes school or classroom site visits; and briefly discusses other aspects of the programs, including bilingual immersion, welcoming classes (Quebec), program duration (Quebec), intercultural education (Quebec), and the multicultural contexts of each region's programs. A summary section makes some comparisons and additional comments. A 19-item bibliography is included. [More] Descriptors: Bilingual Education Programs, Case Studies, Economic Impact, Educational Objectives
(1984). An Overview of the Educational System in Canada. New Technologies in Canadian Education Series. Paper 1. Although there is no federal department of education in Canada, the Government of Canada supports education by providing funds for certain education-related activities in the 10 provincial and 2 territorial departments of education. Because of this financial support, the Federal Government exercises a strong indirect influence on the conduct of education at the provincial level and is continuously involved in educational policies. Each of the provincial and territorial departments of education is responsible for the organization and administration of education at the elementary, secondary, and postsecondary levels within its boundaries. Because of the diverse racial and ethnic population, each province and territory has developed an educational system suited to its historical, social, economic, and political circumstances. Despite the many differences, the 12 educational systems are committed to similar aims including: (1) fostering growth and development of individual students; (2) teaching basic knowledge and skills required for living and learning throughout life; (3) preparing students to become contributing members of society; and (4) providing opportunities to all individuals according to their individual aptitudes, needs, and interests. While no national 'image' of education is articulated, there exists a shared image of education as providing practical means for meeting practical ends. (11 references) [More] Descriptors: Adult Education, Bilingual Education, Cultural Background, Cultural Influences
(1990). Career Awareness and Resource Education Program for Hispanic Bilingual High School Students (Project Care). 1989-90 Final Evaluation Report. This evaluation of the 1989-90 Career Awareness and Resource Education Program for Hispanic Bilingual High School Students (Project CARE) in New York City found that the program met most of its objectives, but recommended that the unrealistic staff development objective be revised. Project CARE, funded under Title VII of the Elementary and Secondary Education Act, provides the following services to at-risk Spanish-speaking limited-English-proficient (LEP) students: (1) English as a Second Language (ESL); (2) native language arts (NLA); (3) bilingual mathematics, science, and social studies; and (4) career counseling. The project also offered ESL instruction for parents and offered staff the opportunity to attend workshops and college courses. Evaluation information included student performance on the Language Assessment Battery (LAB) and attendance and dropout rates. The following conclusions are presented: (1) the project met its objectives in ESL, attendance, career advisement, guest speakers, curriculum development, and parental involvement; (2) the project partially met its dropout prevention objective; (3) the project did not meet its content area objective due to the participants' low native-language literacy; and (4) the project did not meet its unrealistically high objective for staff attendance at college courses. Statistical data are presented in three tables. [More] Descriptors: Bilingual Education Programs, Career Awareness, Compensatory Education, English (Second Language)
(1990). Ideas Together. Volume II, Number 1, Spring 1990, Ideas Together. Designed as a channel for communication among City University of New York faculty regarding initiatives to reduce attrition and promote student success, this publication contains articles on various aspects of student development and bilingualism. The volume contains: (1) "The Process Is the Purpose," an introduction by Anthony F. Russo, which comments on the importance of plurality and equity in the college environment; (2) "Teaching Human Development: The Interrelationship of Learning and Healing," by W. David Cheng, which describes the successful use of an approach in which students share and interpret their own life experiences in the course "The Psychology of the Life Experience"; (3) "A Self-Development and Career Orientation Course for Bilingual Students," by Jennie T. Roman; (4) "Supporting the Community College," by Leon M. Goldstein, which offers a commentary in support of the community colleges in New York City; (5) "Improving Student Self-Concept: The Video Interview Process," by Fredric L. Mayerson and Edward G. Martin, which describes Kingsborough Community College's use of videotaping to help students prepare for initial job interviews; (6) "The Ultimate: Two Way Bilingualism," by Richard Graf, which assesses the status of various programs for limited English proficient students in states that have adopted English as their official language; (7) "Overcoming Cyberphobia: Reducing Negative Attitudes towards Technology," by Renato R. Bellu and Edward G. Martin; and (8) "Facing the Educational Challenges of the 90's," by Robert L. Hess. Descriptors: Academic Persistence, Bilingual Education, Bilingualism, Community Colleges
(1991). Crossing Cultural Borders: Education for Immigrant Families in America. With the rapid increase of ethnic minorities entering industrial societies and interacting with mainstream cultures, issues of cultural and linguistic differences must be addressed. Particularly relevant to educators is understanding the process of acculturation and socialization of uprooted ethnic or low-income minority children. Such children are expected to adjust rapidly to their adoptive culture, learn the language quickly, and be clearly committed to a new set of cultural values, and tolerance for different paces in acculturation or language acquisition is limited. A deeper understanding of the nature of the transition between home and school is needed. Based on an ethnographic study, this book describes the relationship between home and school socialization, the influence of the home in the school, and the impact of the school in the homes of first generation Hispanic children in a California community. It explores the impact of cultural, community, and family setting and values on these minority children's adjustment to their new learning environment. The children's storytelling and games, for example, reveal that they increasingly use the language, concepts, and strategies learned in school while retaining their own cultural values. At the same time, parents learn through the values, knowledge, and behavior patterns the children bring home from school what the world outside is like and how the challenge of cultural change is to be faced. The book closes with a discussion of how ethnography relates to empowerment and what implications this has for educational reform. A bibliography of 126 entries is included. Descriptors: Bilingual Education, Childrens Games, Cultural Influences, Educational Anthropology
(1990). Russian/Greek Bilingual Comprehensive Instructional Program, 1989-90. OREA Final Evaluation Report. During the 1989-90 school year, the Russian/Greek Bilingual Comprehensive Instructional program was fully implemented, serving 707 limited-English-speaking native Russian- and Greek-speaking students at seven public and three private high schools. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), bilingual/ESL content areas (mathematics, science, and social studies), and business skills. Personal and career counseling, tutoring, and parent involvement activities were also provided. The project achieved its objectives in ESL, business skills, attendance, support services, and staff development. The program partially met its objectives for career development and parental involvement, but did not achieve its objective in content area courses. It is recommended that the program lower the target passing rate for content area courses to reflect more reasonable expectations. [More] Descriptors: Attendance, Bilingual Education Programs, Business Education, Career Counseling
(1990). Project COMPUOCC.LEP, 1988-89. Evaluation Section Report [and] Executive Summary. OREA Report. Project COMPUOCC.LEP, a Title VII-funded program of instructional and support services, served 400 Hispanic students of limited English proficiency with special handicapping conditions. It also served 36 special education teachers at 14 Bronx (New York) intermediate and junior high schools, offering on-site technical assistance in curriculum development, occupational and vocational instruction, and computer-assisted instruction. The project used computers to teach writing and career education skills, and provided students with supplementary English-as-a-Second-Language (ESL) and Native Language Arts instruction at the project's learning centers. The project's non-instructional component consisted of staff and curriculum development as well as activities to involve parents. The project met its computer-assisted instruction, career education, and staff development objectives, partially met its curriculum development objectives, but failed to meet its ESL or parental involvement objectives. It did not provide sufficient data for assessing the Native Language Arts objective. This evaluation report describes the evaluation methodology, analyzes the qualitative and quantitative findings, and offers conclusions and recommendations. [More] Descriptors: Bilingual Education, Career Education, Computer Assisted Instruction, Consultation Programs
(1989). Adoption Recommendations of the Curriculum Development and Supplemental Materials Commission to the State Board of Education 1989. California Basic Instructional Materials in Bilingual Language Arts and Visual and Performing Arts–Visual Arts and Music. The recommendations presented in this document concern which instructional materials should be adopted in the bilingual language arts and visual and performing arts in the State of California. Each of the instructional programs, both those recommended for adoption and those not recommended, are described at length with the rationale for the Curriculum Commission's decision articulated. The programs assessed here are designed to be used either in full or in part from the kindergarten through grade eight. The arts education policy statement of the State Board of Education is included, as is a statement entitled "Concepts for Strengthening Arts Education in Schools," published by the American Council for the Arts. A list of resources used in preparing this publication also is included. [More] Descriptors: Art Education, Bilingual Education, Bilingual Instructional Materials, Board of Education Policy
(1990). Cooperative Learning for Limited English Proficient Students. Report No. 3. This paper describes cooperative learning strategies, their research base, and the rationale for their use as an instructional process for low English proficiency students (LEPS). The paper examines seven components of effective implementation of cooperative learning with language-minority students, and reports on preliminary work on a 5-year project to examine the effects of the Bilingual Comprehensive Integrated Reading and Composition model of cooperative learning on the reading comprehension, language skills, and writing performance of LEPS. The study is being conducted in the Ysleta Independent School District in El Paso, Texas, and in Santa Barbara, California, under the auspices of the Johns Hopkins Center for the Study of Education for Disadvantaged Students. Topics of this paper include: (1) a rationale for cooperative learning for LEPS; (2) benefits of such learning; (3) cooperative learning in relation to primary language instruction, whole language approaches, English as a Second Language and Transition to English programs, sheltered instruction and critical thinking, bilingual settings, and development of cognitive and metacognitive strategies; (4) what cooperative learning is not; (5) instructional models; (6) the philosophy of cooperative learning; and (7) procedures for effective implementation. Fifty references are cited. [More] Descriptors: Bilingual Education Programs, Cognitive Development, Cooperative Learning, Educational Philosophy
(1987). Meeting the Challenge of Basic Education and Literacy in Latin America and the Caribbean. Highlights of a Unesco/UNICEF Regional Seminar on the Universalization of Primary Education and Literacy (Sucre, Bolivia, May 4-10, 1987). UNESCO-UNICEF Co-operative Programme Digest No. 24. This digest presents the main elements of a regional seminar held in Sucre, Bolivia, to analyze and assess basic education and literacy programs that have been implemented in Latin America and the Caribbean. In addition to UNICEF and UNESCO officials, some 36 experts from 11 countries participated in the meeting. Although the initial aim of the seminar was to analyze the progress of the projects which, with the cooperation of UNICEF and UNESCO, were operating in Peru, Bolivia, and Nicaragua, the seminar extended its focus to include basic planning problems related to programing for small children, women, and indigenous populations. Recommendations reaffirmed the need for a dynamic approach from a perspective of ongoing education within the framework of authentic sociocultural contents. The text of the digest provides an analysis of educational problems and strategies to use in addressing the problems, lessons from the experience of projects in the program for Universal Primary Education and Literacy (UPEL), analyses of other innovations in the region, new challenges for the region, and some thoughts on international cooperation. Annex I presents summaries of UPEL projects in Bolivia, Peru, and Nicaragua, while Annex II provides the text of the Declaration of Sucre. The Sucre Declaration sums up the main preoccupations of the participants. Descriptors: Adult Education, Bilingual Education Programs, Child Development, Communication (Thought Transfer)
(1990). Chinese Opportunities in Career Education (Project CHOICE) 1988-89. OREA Evaluation Section Report. Project CHOICE was designed to offer Chinese-speaking students of limited English proficiency (LEP) the opportunity to study business, technical, and computer subjects at Seward Park, and Washington Irving High Schools; subsequently, Norman Thomas High School was substituted for the latter school. Students received instruction in English as a Second Language (ESL) and Native Language Arts (NLA). They received bilingual instruction in the content areas of mathematics, science, and social studies and were offered services that included academic and career counseling, college advisement and placement, and job placement. The project also offered extracurricular activities to the students, staff development activities to project and school staff, and parental involvement activities. Evaluation of project CHOICE showed that it met its objectives in ESL, NLA, content area courses, career education, attendance, staff development, and curriculum development. Quantitative data were not provided for one of its two parental involvement objectives, but a subjective assessment suggested that it was met. One recommendation was made: if funds permit, the project should add a guidance counselor to its staff or explore alternate means to support the position. [More] Descriptors: Bilingual Education Programs, Career Education, English (Second Language), Evaluation Methods
(1986). Educational Evaluation: Ethnography in Theory, Practice, and Politics. Ten essays on the use of ethnography in educational assessment are presented. Overview essays include: (1) "Beyond the Status Quo in Ethnographic Educational Evaluation" (David M. Fetterman) and (2) "The Ethnographic Evaluator" (David M. Fetterman). Theoretical papers include: (3) "Theory in Education Evaluation: Or, What's Wrong with Generic-Brand Anthropology" (Elaine L. Simon); (4) "The Use of Explicit Anthropological Theory in Educational Evaluation: A Case Study" (Mary Anne Pitman and Marion Lundy Dobbert); and (5) "Attrition in Zairian Secondary Schools: Ethnographic Evaluation and Sociocultural Systems" (John D. Studstill). Practical papers include: (6) "Combining Ethnographic and Experimental Methods in Educational Evaluation: A Case Study" (Joseph Maxwell and others) and (7) "Qualitative Methodology in the Evaluation of Early Childhood Bilingual Curriculum Models" (Ray A. Chesterfield). Political considerations are addressed in the following papers: (8) "Use of Ethnographic Techniques for Evaluation in a Large School District: The Vanguard Case" (Barbara G. Ferrell and Donald W. Compton); and (9) "'Posin' to be Chosen': An Ethnographic Study of In-School Truancy" (Richard A. Marotto). The concluding paper is: (10) "The Evolution of a Discipline" (David M. Fetterman). Descriptors: Bilingual Education Programs, Black Students, Case Studies, Early Childhood Education