This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Rima Shore, IL. Dept. of Research and Evaluation. Chicago Board of Education, Seattle. Washington Education Association, Mary Nicolaidis, Sacramento. California State Dept. of Education, Carmen M. Fernandez, Leroy Ireton, Malcolm Collier, Jose Villegas, and Michael Sica.
(1982). The Unimpressible Race. A Century of Educational Struggle by the Chinese in San Francisco. This book traces the history of the Chinese experience in America, particularly in the San Francisco area, from the California Gold Rush era of the 1850s to the construction of a new all-Chinese school in San Francisco's Chinatown district in the 1950s. The first five chapters of the book detail the withholding of school privileges from both immigrant and native-born Chinese by city and California State school officials from the 1850s through the early 1920s. Chapter 6 describes the transitional years from 1922-40 when segregationist tactics began to break down, and chapter 7 describes the improved status of the Chinese resulting from their struggle against the Japanese during World War II, and their significant economic and social progress during the next two decades. A concluding chapter summarizes the impact of the civil rights movement of the 1960s and the 1974 Lau v. Nichols Supreme Court decision on educational gains by Chinese Americans through the early 1980s. Historical documentation as well as letters and a teacher questionnaire used by the author in his research are appended to the book. Descriptors: Acculturation, Bilingual Education, Chinese Americans, Civil Rights
(1983). Multicultural Education: A Challenge for Teachers. This book presents 20 papers delivered at the Conference on Multicultural Education and Teacher Training held in Amersfoort, The Netherlands, in September 1982. An introduction (not read at the conference) covering ethnic minorities and educational systems in both the United States and the Netherlands is included. The authors and their papers presented follow: (1) W.J. Deetman, "Education Policy and Minorities: A Dutch View"; (2) Elam K. Hertzler, "Education Policy in a Pluralistic Society: An American View"; (3) Jo E. Ellemers, "The Study of Ethnicity: The Need for a Differential Approach"; (4) Nathan Glazer, "Political Significance of Education in a Multicultural Society"; (5) James A. Banks, "Language, Ethnicity, Ideology and Education"; (6) Isaura Santiago Santiago,"Political and Legal Issues in Maintaining the Vernacular in the Curriculum: The U.S. Experience"; (7) James M. Anderson, "Contextual Approach to Multicultural Education"; (8) Pieter Batelaan, "Four Approaches to Multicultural Education"; (9) Charles H. Blatchford, "A Checklist of Variables Affecting L2 Curriculum Design"; (10) Allene Grognet, "Teacher-Child-Parent Interaction"; (11) Irene Steinert and Siel van der Ree, "Second Language Acquisition: Natura Artis Magistra"; (12) Richard L. Warren, "The Application of Ethnographic Research in Multicultural Education"; (13) Willem Koot, "Surinamese Children in the Netherlands: The New Pygmalions?"; (14) R.P. McDermott and Shelley V. Goldman, "Teaching in Multicultural Settings"; (15) Frans Teunissen, "Teacher Education for a Multicultural, Multiethnic Society"; (16) Joyce Gilmour Zuck, "Global Citizenship, Pluralistic Societies, and Teacher Education"; (17) Adrien A. Wolfhagen, "Teacher Training of Minority Students: A Report from the Field"; (18) A. Boelens, "Being a Moluccan Is Prior to Acculturation"; (19) Gwendolyn C. Baker, "Multicultural Education: Implications for Minority Women in the United States"; and (20) Lotty van den Berg-Eldering, "Moroccan and Turkish Women and Girls in the Netherlands: Is Education Interested in Them?" An epilogue and brief biographies of the authors are attached. Descriptors: Acculturation, Bilingual Education, Cultural Pluralism, Curriculum Design
(1984). Flushing High School, A Basic Trilingual Program. O.E.E. Evaluation Report, 1982-1983. In 1982-83, the Basic Trilingual Program at Flushing High School in Queens, New York, provided instruction in English as a Second Language (ESL) in 185 Hispanic and 51 Korean students of limited English proficiency in grades 9-12. The Hispanic students attended native language classes and bilingual courses in social studies, math, science, art, music, and typing. The Korean students attended ESL classes, a civics course for new Americans (which incorporated native language studies through class and homework assignments), and mainstream academic courses. A major program goal was the acquisition of enough English for full mainstreaming. Quantitative analysis of student achievement in English language development, however, was difficult because program objectives in this area were vaguely worded. It was found that (1) gains in New York City reading and math tests were not significant; (2) passing rates in content areas declined from fall to spring; (3) the overall passing rate of Hispanic students in native language studies exceeded 90 percent; and (4) program attendance rates were significantly higher than general school attendance rates. In addition, existing curricular materials were translated and adapted to supplement courses developed during the project's first year, and appropriate supportive services, staff development activities, and parent participation were maintained during the year. Overall, the program was effective and efficiently implemented, resulting in a supportive learning environment for students. [More] Descriptors: Achievement Gains, Attendance, Bilingual Education Programs, Curriculum Development
(1981). ESEA Title I Evaluation, Fiscal 1980: Activity Reports, Volume 1 and Volume 2: Statistical Tables. This is a two-volume evaluation report on the effectiveness of 55 Title I activities implemented during fiscal year 1980 in the Chicago (Illinois) Public Schools. The activities include reading and mathematics laboratory and pull-out programs, self contained and individualized programs, and programs serving special needs. Volume 1 ranks each activity on general effectiveness in improving pupils' cognitive growth as measured by standardized tests; makes recommendations for activity continuation, modification, or deletion; and provides a narrative evaluation of each activity. Each evaluation narrative describes (1) specific program activities; (2) organization and management; (3) instructional components; (4) pupil achievement; (5) cost effectiveness; and (6) conclusions and recommendations. Volume 2 presents tables of statistical data on pupil achievement in 53 of the programs, as indicated by the Iowa Test of Basic Skills and the Comprehensive Tests of Basic Skills. Information is provided only for those pupils known to have participated for at least 8 months in the same Title I activity at the same school. [More] Descriptors: Academic Achievement, Bilingual Education, Career Guidance, Compensatory Education
(1983). The Chicago Effective Schools Project. A Report of Evaluation Results–Fiscal 1983. Volume I. The Chicago Effective Schools Project (CESP) is a demonstration program, involving racially isolated schools (Black and Hispanic), designed to provide equal educational opportunity and excellent school programs in schools that cannot be desegregated. This report describes the program as it was implemented in fiscal years 1982 and 1983. The program description includes a brief review of the effective schools literature; major evaluation variables; program design and implementation; and program implementation in Hispanic and bilingual schools. Evaluation results summarized indicate (1) that the program was generally conducted as intended; (2) student achievement improved for most grade levels, and 20 of the CESP schools moved upward in the ranking of the Chicago elementary public schools; (3) most CESP students and their parents had positive attitudes toward the program, although a significant minority were ambivalent or negative toward certain of its aspects; (4) few students understood the Chicago Mastery Learning units; and (5) although there was some staff disagreement about the provision of bilingual services, bilingual students expressed positive attitudes about the program. Recommendations for program improvement are presented. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Black Students, Compensatory Education
(1983). "Toward the Year 2000." An Examination and Discussion of Critical Multicultural Education Issues and Strategies Related to Washington State's Preparation for Entry into the 21st Century and Its Increasing Multi-Ethnic Population. In February 1983, a symposium was held to ensure that multicultural and equity education issues are not left unattended in Washington State's public schools as new educational challenges present themselves. Participants were 80 individuals representing a cross section of geographic areas, ethnic groups, and key professions from 21 different school districts and 21 different institutions. This report contains papers on the eight themes addressed by these participants: (1) "Discipline: Policies, Practices and Minority Students"; (2) "Computers, Minority Students and a Technology Gap Acceleration"; (3) "The Street Life Alternative" (which deals with the dropout phenomenon); (4) "Multicultural/Global Education in the Schools"; (5) "Multicultural/Basic Education"; (6) "Effective Schools within a Pluralistic Society"; (7) "Teacher Readiness in a Complex Multicultural Education Setting"; and (8) "Students Who Speak a Language Other than English, Bilingualism and a Need for State Direction." Each paper examines its theme by asking five related questions: (1) What hard data exist to substantiate the issue? (2) What factors create or contribute to the issue? (3) What are the probable consequences if the issue is left unattended? (4) What strategies would be appropriate to respond to the issue? (5) What resources are currently available for educators to use in responding to the issue? Descriptors: Basic Skills, Bilingual Education, Computers, Cultural Pluralism
(1983). Annual Evaluation Report of Federally-Funded Educational Programs, FY1983. The State Education Agency of Oklahoma presents, as federally required, a report evaluating the results and effectiveness of the Oklahoma State-Federal Programs in the 1983 fiscal year. One purpose of this report is to give an indication of how the Division of State-Federal Programs accomplishes its mission to achieve the goals of Federal programs. A second purpose is to present information which will increase understanding of various Federal programs and facilitate efforts to keep abreast of new developments in Federal programs. A third purpose is to provide information which will show the degree of achievement of Division objectives. These must generally focus on the validation of the programs conducted by local education agencies; thus objectives are stated in terms of what is done at local levels. Data are presented concerning each of the programs utilizing Federal funds for their operation and are organized into information to fulfill each of the three purposes of the report. Descriptors: Accountability, Adult Basic Education, Annual Reports, Bilingual Education
(1984). Project BABS: Bilingual Academic and Business Skills. O.E.E. Evaluation Report, 1982-1983. Project BABS, in the second of a three year funding cycle, provided career counseling and job internships with business enterprises, in addition to a computerized reading program, to approximately 600 limited English proficient (LEP) students. The students–of Chinese/Vietnamese, Greek, Russian, and Hispanic descent–attended four New York City high schools. The major instructional objectives of the program were to provide participating students with instruction leading to the development of basic skills in both English and the native language; to develop students' business and secretarial skills; and to allow students to apply those skills in after-school or summer job internships with local businesses. Title VII funds supported all program staff positions. Due to efforts of the job developer and the curriculum specialists, 12 program students were able to serve as interns with various businesses and agencies during summer 1983. In addition, these staff members met with school personnel and students and gave class presentations dealing with career orientation. Curriculum development efforts also were carried out. Parental involvement, on the other hand, did not reach expected levels. Analysis of student achievement indicated variable levels of attainment of program goals. Data were not available, however, for all students at every high school. Finally, a number of problems were noted in the areas of staffing, use of the computer, program coordination, student scheduling, and inservice teacher training. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Business Skills, Career Counseling
(1983). Nonverbal Factors in the Education of Chinese American Children: A Film Study. The research described in this paper examined nonverbal factors affecting the education of Chinese American children in bilingual/bicultural classrooms. The purpose was to define how such variables as interpersonal distance, arrangement and use of space, pace of participants, size of groups, use of time, and interpersonal synchrony influenced the behavior and response of students. The investigation also explored associations between language of instruction and these variables, as well as the effects of variations of classroom ethnic composition. Research methods involved analysis of research films of classrooms and film interviews with people associated with the classrooms and students. Findings showed that Chinese American students responded best to situations in which there were close interpersonal distances, a slow to moderate pace, arrangements that did not isolate individuals, and activities that involved group processes. They responded particularly well in situations with these characteristics that also involved considerable contextualization of subject matter and the use of time frames significantly longer than the American school norm. Such situations were characterized by high levels of interpersonal synchrony. These patterns were closely associated with use of Cantonese language in the classroom. Size of groups did not appear to be a significant factor, but the response of Chinese American students was adversely affected when proportions of non-Chinese students rose above a certain point. [More] Descriptors: Bilingual Education Programs, Chinese Americans, Classroom Environment, Elementary Education
(1984). Fort Hamilton High School Project SPEED: Special Education to Eliminate Dropouts. O.E.E. Evaluation Report, 1982-1983. The major goal of Project SPEED (at Fort Hamilton High School, Brooklyn, New York) was dropout prevention. In its first year of operation, 1982-83, the project provided English as a Second Language (ESL) instruction, bilingual instruction in basic skills required for graduation, and guidance services to approximately 300 limited English proficient (LEP) students in grades 9-12 who were regarded as high risks for dropping out. The students, mostly recent immigrants, were 65 percent Spanish speaking, 20 percent Chinese speaking, and 15 percent Arabic speaking. The project's individualized approach was based on three models, each having a specific goal and curricular emphasis: Model 1 aimed at dropout prevention, particularly for 9th and 10th graders; Model II aimed at truants whose likelihood of staying in school is minimal; and Model III aimed at retaining LEP students older than 18. Evaluation of the project, however, showed that it was impossible to examine these models as such because the counseling, educational, and vocational guidance components that were to differentiate them had not been formally implemented. In terms of student achievement, quantitative analysis indicated the following: (1) attainment of English language objectives was mixed; (2) objectives in content area courses were attained overall; (3) 75 percent of students taking the High School Equivalency Exam passed; and (4) the program attendance rate was significantly greater than the general attendance rate. In addition, curricular materials were being developed and adapted in the three native languages, and staff participated in meetings, workshops, and university courses. Finally, parent participation was minimal. [More] Descriptors: Achievement Gains, Arabs, Attendance, Bilingual Education Programs
(1981). Trilingual Education Learning Environment. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. The Trilingual Education Learning Environment (TELE) is a basic bilingual instruction program designed to enhance academic and linguistic skills of students with limited English proficiency, and provide supportive services for program participants. This report describes the program as it was implemented during the 1980-81 school year, for third to ninth grade students of Hispanic and Italian background. The program description includes goals, demographic context, participant characteristics, program organization, staffing and activities, and evaluation. Results of evaluation indicate that significant gains were achieved in reading, native language arts, and English; and that attendance rates were mostly higher for the program than for the schools in which TELE programs were located. Recommendations for program improvement are presented. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Career Awareness, Elementary Secondary Education
(1984). Project BACIS. O.E.E. Evaluation Report, 1982-1983. Project BACIS, a multi-site program in its first year of funding, provided instructional, resource, and supportive assistance to approximately 270 students of limited English proficiency in three New York City high schools. The project, which served recent immigrants from Cambodia, Vietnam, and Haiti, had as its primary stated goal "the promotion of bilingual excellence among new immigrants." Title VII funds supported administrative and support services staff. At each site, students received instruction in ESL and, when possible, bilingual instruction in science, social studies, and mathematics. Supportive services provided to students included academic, personal, and vocational counseling, contact with families, and referrals to outside services. Development activities for staff members consisted of training by the project director and attendance at conferences and university courses. In addition, some sites were able to offer ESL or high school equivalency classes for parents. Quantitative analysis of student achievement indicated that Project BACIS adequately met its instructional objectives during its first year of operation. The stated objective regarding students' attitudes toward their cultural heritage and continued education (beyond high school) was not met; validity and reliability of the program-developed attitude assessment instrument, however, may be responsible for this finding. Finally, the attendance rate of program students at all three sites was higher than the overall attendance rate for each school. Appendices include questionnaires in French, Cambodian, and Vietnamese regarding future education and cultural attitudes. [More] Descriptors: Academic Aspiration, Achievement Gains, Asian Americans, Bilingual Education Programs
(1983). Language Census Report, 1983. Data are presented on the number and distribution of limited-English-proficient (LEP), fluent-English-proficient (FEP), and bilingual students and teachers and migrant students in California public elementary and secondary schools. Tables present the information by county, grade level, language, participation in a bilingual program, and staff classification (for staff members). Of the state's four million students enrolled in public schools, more than 11.3% were identified as having a primary language other than English and as being LEP. An additional 11.3% were identified as having a primary language other than English and being FEP. Although the survey identified 41 languages as these students' primary languages, 5 (Spanish, Vietnamese, Cantonese, Korean, and Pilipino) were the primary languages of 89%. Trends since 1983 show an increase of 21% percent in LEP students, 27 percent in LEP Vietnamese students, and 14% in bilingual cross-cultural teachers. Most of the LEP and FEP students were found in kindergarten and grades 1-6. Six counties had 74% of the state's LEP students. Ninety-three percent of LEP students were enrolled in bilingual classrooms or individualized bilingual programs. Over 57% of migrant students with a primary language other than English were identified as LEP. [More] Descriptors: Bilingual Education Programs, Bilingual Students, Bilingual Teachers, Cantonese
(1979). Language and Literacy: An Overview of Policies and Programs in Five OECD Member Countries. This paper describes the results of a study conducted by the Center for Educational Research and Innovation regarding language policies and programs in five countries which belong to the Organization for Economic Cooperation and Development: Canada, France, Spain, the United Kingdom, and West Germany. Part I explains the study's focus on language diversity and how it is addressed within the educational systems of the countries studied. It is assumed that the role ascribed to language is a key one to a better understanding of the position of various cultural groups in a society. The study methodology and content are described. (A set of simultaneous case studies were taken, each developed according to a common frame of reference.) Part II discusses the distinctions drawn between each country for the purpose of analysis: historical and ecological considerations; geographical boundedness versus dispersal; time the special population has been within the national boundaries; government policy on culture and language; the permanence/impermanence of the language/cultural minority group; and governmental policymaking (centralized versus decentralized). In Part III, the data from all five countries are analyzed collectively in relation to three themes–organization, finance, and governance. A postscript reiterates that language and literacy policies accurately reflect social and political conditions. A concluding section recommends areas for further study. [More] Descriptors: Bilingual Education, Cultural Pluralism, Educational Finance, Educational Policy
(1984). Bilingual Pupil Services E.C.I.A. Chapter 1. O.E.E. Evaluation Report, 1982-1983. The primary goal of New York City's Bilingual Pupil Services project was to improve the academic performance and linguistic proficiency of Spanish-speaking limited English proficient students in grades 1-6. The project was designed to achieve this goal through a program which trained and supervised bilingual paraprofessionals who provided direct instruction to students in designated classrooms in 14 districts throughout Manhattan, the Bronx, and Brooklyn. Through a rigorous selection and retention process, structured inservice training sessions, and close ongoing supervision, paraprofessionals were guided by field instructional specialists toward becoming more knowledgeable, conscientious, and effective teachers. In 1982-83, 55 paraprofessionals worked with 1,210 students in 24 schools. Analysis of student achievement indicates that in all areas of the curriculum–English reading, Spanish reading, and math–and at all grade levels, students demonstrated statistically significant gains; attendance was excellent. During the year, 17 of the participating paraprofessionals received their baccalaureate degrees as a result of their participation in this project; all are presently employed as fulltime teachers. And finally, the project had a sound management system with clearly articulated expectations and thorough recordkeeping, which may in fact be the cornerstone of the project's success. Appendices to this evaluation report contain evaluation materials, a description of the recruitment, screening, and orientation of paraprofessionals, inservice course syllabi, and workshop agenda. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Disadvantaged, Elementary Education