This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Rima Shore, James M. Gaughen, TX. Office of Research and Evaluation. Austin Independent School District, Washington Commission on Civil Rights, Brooklyn New York City Board of Education, Ray Chesterfield, Frances Svensson, Ray E. Castro, Itty Chan, and William Leap.
(1981). The Hmong in America–Their Cultural Continuities and Discontinuities. In adjusting to their new environment, Hmong refugees to the United States have attempted to preserve cultural traditions while accommodating the demands of American society and culture. The Hmong refugee background includes a tradition of close family ties and self sufficiency in the Laotian hinterlands; a history of war, hardship, and drastic life changes; and life in Thailand's refugee camps that was characterized by uncertainty, the distress of losing a homeland, and forced dependence on foreign aid. Their arrival in the United States has required new adjustments in culture, housing, language, education, employment, health practices, and family relations. The process of adjustment has resulted in some cultural discontinuities. While the traditional sense of kinship and the characteristics of independence and initiative continue to be reflected in Hmong life, changes have had to be made in family roles, marriage customs, and employment practices. Some culture gaps remain due to differences in American and Hmong perceptions concerning competitive employment, assimilation, and individual versus group worth. Bridging these gaps to achieve a cultural fit in Hmong adaptation to American life depends not only on how the Hmong adjust, but also on the extent to which the American mainstream recognizes a unique Hmong identity within the larger society. Descriptors: Acculturation, Adjustment (to Environment), Asian History, Bilingual Education
(1981). Grover Cleveland High School Basic Bilingual Program. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. This report describes, provides demographic data for, and evaluates the effectiveness of a bilingual program for Spanish and Italian speaking students in Grover Cleveland High School, Queens, New York. The program relies upon individualized instruction and aims to mainstream students into the regular pre-college curriculum within 2 years, if possible. Bilingual instruction is given in language skills, mathematics, and some social studies courses, while participating students attend regular courses in other subject areas. Also part of the program is a noninstructional component, including curriculum and staff development, provision of supportive services, parent participation, and a focus on students' affective domain. The data provided in this report demonstrate significant achievement gains among participating students, as well as the successful development of academic and extracurricular activities. [More] Descriptors: Achievement Gains, Bilingual Education Programs, Community Involvement, Curriculum Development
(1980). John Bowne High School Bilingual Program. ESEA Title VII. Final Evaluation Report, 1979-1980. This is an evaluation report for a Title VII bilingual program that served Spanish-speaking students attending John Bowne high school, Flushing, New York, in 1979-1980. The first section of the report discusses the school neighborhood and its demographic composition. The second section focuses on participating students' characteristics, outlining program entry criteria and the student's ethnic backgrounds, language proficiency and socioeconomic background. In the third section the organization of the program is described. Section four reviews the instructional components of the project including: (1) student placement, programming and mainstreaming; (2) funding; (3) career education; (4) bilingual classes and mainstreaming classes; and (5) English as a second language. Non-instructional components covered in section five are: (1) funding sources; (2) curriculum and materials development; (3) staff characteristics and development; (4) supportive services; (5) parental and community involvement; and (6) affective domain. Assessment procedures, findings, conclusions and recommendations make up the last two sections. Tables show student performance on the Criterion Referenced English Syntax Test and tests measuring achievement in mathematics, science, social studies, native language reading and arts, typing and secretarial studies. Student attendance rates are also shown. [More] Descriptors: Achievement Gains, Bilingual Education, Community Involvement, Curriculum Development
(1980). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Report of Pretest Results and Posttest Analysis Plan for the Quantitative Component. The principal objective of this part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates, 1980) was to determine the effectiveness of four early childhood bilingual/bicultural curriculum models developed for Spanish-speaking children. The eight programs assessed had implemented the Alerta, Amanecer, Nuevas Fronteras or the Un Marco Abierto models. Each model was assessed at two sites. Evaluation of Head Start and control group children on selected measures of social competence with model program experience as the independent variable in a pre- and a posttest format was attempted. Areas of social competence tested as dependent variables included the four following domains: Spanish and English language comprehension and production, and concept development and socioemotional behavior. Additionally, a parent interview was designed to gather information on background characteristics of experimental and control group children and their families. Interviewers also sought information related to parents' general attitudes and knowledge, and their educational aspirations for their children. A questionnaire was developed to record teachers' perceptions of Head Start children and parents and, as well, the special characteristics of Spanish-dominant and bilingual Head Start children. In five chapters, the report provides (1) a review of the instruments and data collection procedures, (2) a presentation of the analysis plan, (3) the results of the pretest (forming the bulk of the report), and (4) an examination of alternatives for posttest analysis. Descriptors: Bilingual Education, Communicative Competence (Languages), Comprehension, Concept Formation
(1981). Fort Hamilton High School Project ELITES: Education for Life through Extended Services. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. This report describes, provides demographic data for, and evaluates the success of Project ELITES, a bilingual program for Arabic, Greek, and Spanish speaking students in Fort Hamilton High School, Brooklyn, New York. Project ELITES, which served approximately 250 students in 1980-81, utilizes an individualized approach designed to mainstream students into regular school courses and activities. Included in the instructional component are basic skills courses, courses for gifted students, and career education courses. Bilingual instruction is provided in language skills, mathematics, social studies, and science, while students participate in regular classes in other subject areas. Also prominent in Project ELITES is a career education program, which is organized on the basis of career clusters. The project's noninstructional component includes budgeted funds for administration and supervision, curriculum development, supportive and secretarial services, staff development, and parental and community involvement. The evaluation performed for the 1980-81 year found significant achievement and high attendance rates among students participating in Project ELITES. [More] Descriptors: Academically Gifted, Achievement Gains, Arabic, Basic Skills
(1979). A Critique of Public Law 95-561–Field Draft. Public Law 95-561 (Field Draft) is lauded for reflecting a commitment to the establishment of goals of excellence for Indian schools, but criticized because of its lack of clarification of the standards (as measures of excellence) necessary to judge any progress toward meeting the established goals. Examples of the ambiguity of some of the standards are shown by posing the unanswered questions, "What is Meant by public relations?" and "How is utilization of community people measured?". The unsettling implication that meaningful Indian education lacks a standard is illustrated by the absence of any "measures of excellence" being called for in current practices that are left to the discretion of local school boards and in the assessment of how effectively the goals of curricula are met (i.e., the use of the bilingual approach being a decision of the school board, and the lack of indicators of progress in the utilization and effectiveness of bilingual programs). Measures of excellence are presently those of state codes and accrediting agencies, but since the most important rationale for maintaining Indian schools is to encourage alternative learning opportunities, then new means for measuring the attainment of excellence are needed. Descriptors: Accrediting Agencies, American Indian Education, American Indians, Bilingual Education
(1980). State Compensatory Education: 1979-80. Final Technical Report. Publication No. 79.18. A major portion of Texas' State Compensatory Education (SCE) evaluation resources for 1979-80 was devoted to activities related to the statewide assessment of fifth and ninth graders' skills in reading, mathematics, and writing (the Texas Assessment of Basic Skills Project). For purposes of this report, evaluation activity and information is limited primarily to the collection of record-keeping data on students served. Findings are included on seven major components: counseling (grades K-5); bilingual (resource teachers for grades K-5); elementary curriculum (curriculum writer for grades K-5); sixth grade (language arts block); planning; evaluation; and secondary. The latter item included these sub-components: direct instruction classes (grades 7-8); written composition laboratories (grades 6-7-8); Robbins' Armadillo Arts Program (grades 7-11); parent involvement, attendance improvement, and English for Speakers of Languages materials (grades 7-12); Texas Assessment of Basic Skills (grade 9); and fundamentals of math and reading tutorials (grades 10-12). Evaluation material for each component includes a brief description of the instrument; when, where and to whom the instrument was administered; procedures used; and results. The primary question in each component is, "Should more emphasis be placed on serving educationally disadvantaged students through SCE?". [More] Descriptors: Basic Skills, Bilingual Education, Compensatory Education, Counseling Services
(1979). ESEA, Title I Evaluation Report 1978-1979. Programs undertaken by Community School District 9 in Bronx, New York, funded by Title I of the Elementary Secondary Education Act and Impact Aid, are evaluated in this report. The following programs are presented: (1) Basic Skills Center Reading Program, (2) Project Best (a bicultural/bilingual reading and math program for Spanish dominant students), (3) Bilingual Junior High School, (4) Remedial Laboratory (a diagnostic-prescriptive approach to correcting learning problems), (5) Prescription Learning: Mathematics, (6) Workshop Way (an instructional reading program for low achievers), (7) Strengthening Early Childhood, (8) Junior High Math Laboratory, (9) Assisting Students with Learning Disabilities, (10) English as a Second Language, (11) Reading and Mathematic 1979 Summer Program, and (12) Staff Development. Descriptors: Bilingual Education, Compensatory Education, Early Childhood Education, Elementary Education
(1981). Language as Ideology: The American Indian Case, Bilingual Resources. Historical development of the politically, socially, economically, and racially scattered and factionalized Indian communities has led to a situation in which the development of symbolic ideology of broad appeal is necessary in the emergence of a substantive ideology. Language has an increasingly important role in the mobilization of American Indians around the twin goals of political self-determination and cultural autonomy. Educational policies and sociological pressures have tended to reinforce a movement away from Indian languages. The late 1960's and early 1970's brought some startling changes to Indian affairs when Indian groups in their confrontation with the United States government spoke to Indian causes with which large numbers of Indians (reservation and urban) could identify and led to the emergence of a self-conscious Indian ethnic ideology of the revival and revitalization of lost heritage, including important Indian languages. Where Indian populations had not been allowed to exercise control over educational programs, on or off the reservation, they began to demand a voice in the pro forma administration of the schools, hiring and firing of personnel and development of curricula. Indian people have begun to identify their languages as the core of their culture, and as a key to their never-ending hope of and struggle for cultural autonomy. Descriptors: Acculturation, American Indian Culture, American Indian Education, American Indian Languages
(1980). American Samoan Families in Transition. A Report. A study of the adjustment of migrant American Samoan families in five gateway cities (Honolulu, San Diego, Los Angeles, San Francisco and Seattle) was done with the objectives of learning about the transition experiences of the families, gaining information about the human services provided in these cities, and providing background cultural information about American Samoans. Two out of three Samoans migrated because of overcrowding, lack of economic and educational opportunities, and changing life styles in American Samoa, and it was estimated that 115,000 Samoans would reside in the U.S. by 1980. Informal interviews of 85 families revealed basic adjustment problems in employment, education, interaction with the new community, heavy reliance on public assistance, and display of antisocial behavior. The families themselves identified their major problems as economics, education, health care, family issues, and legal matters. Recommendations were made that Samoans take more responsibility for their own acclimation and adjustment; community and government groups provide more assistance in educational and vocational training; access to health facilities, parental education, and family planning be improved; and communication and research be continued in concert with the American Samoan Government. Descriptors: Acculturation, Bilingual Education, Community Health Services, Cultural Background
(1979). An Evaluation of the Head Start Bilingual Bicultural Curriculum Development Project. Pilot Study Results and Child Assessment Measures. The purpose of this part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates, 1979), is to present the results of a pilot test of a battery of instruments to be used in assessing the effectiveness of four early childhood bilingual/bicultural curriculum models. The instruments pilot tested were the Bilingual Syntax Measure (second language acquisition), the CIRCO Subtests: Escuchen Este Cuento (Spanish language comprehension), the CIRCUS Subtests: Listen to the Story (English language comprehension), and the Preschool Inventory (English and Spanish concept development). Evaluation of the instruments focussed on three aspects: (1) the feasibility of successfully implementing the curriculum models in more than one setting; (2) the impact of each model on children enrolled in Head Start, on their parents, and on the Head Start teaching staff; and (3) the attitudes and opinions of Head Start staff and parents (who are in areas where the models are implemented) regarding the philosophy and objectives of each model and the quality of its programmatic contents. This document is concerned primarily with the second objective and presents a detailed analysis of the suitability of the field procedures and the appropriateness of the child impact assessment instruments. Also included are specific recommendations for improving both the procedures and the instruments during actual data collection. Descriptors: Bilingual Education, Comprehension, Concept Formation, Curriculum Evaluation
(1982). Confronting Racial Isolation in Miami. This report presents the findings of research and public hearings on the development of racial isolation in Miami, Florida. Maintaining that Miami's black community is isolated from the city as a whole, and that the sense of black isolation and frustration precipitated the civil disturbances in Miami in May of 1980, the report examines the causes of black alienation and the role of public and private leadership in correcting the situation. Identified as a major influence in the development of racial alienation is the urban renewal program which pushed large numbers of blacks out of their traditional neighborhoods and into isolated and severely deteriorated areas. Other manifestations of black isolation include high unemployment and a lack of access to job training and advancement, adequate housing, the justice system, and equal educational opportunities among the city's black and minority population. It is concluded that solving Miami's problems requires a coordinated effort of public and private sectors to eliminate the underlying causes of racial isolation. Such efforts, it is maintained, should be directed toward dropout prevention; maximum school desegregation; efficient vocational and bilingual instruction; improved housing conditions; affirmative action in employment; and provision of greater access to the juvenile justice system and related services. [More] Descriptors: Bilingual Education, Black Community, Blacks, Community Characteristics
(1981). American Indian Language Education. Prepared for the National Center for Bilingual Research, the document provides information on the "state of the art" in American Indian language education and presents a full picture of the situation exploring concepts (e.g., self-determination, Indian language diversity) and concerns (e.g., tribal reluctance to see Indian language instruction used indiscriminately for schooling-related purposes). Topics discussed in the five chapter paper include: Indian education as an equal opportunity issue (such as tribal self-determination and tribally controlled education); definition of American Indians (usage of Native American or American Indians, state, federal, and self-identified); Indian language fluency as an issue in Indian education; local responses to language needs in Indian education (pertaining to the Bureau of Indian Affairs, implementing Indian language arts programs, certification of Indian teachers, and federal responsibilities in Indian Education); and research needs in Indian language education (descriptive studies, language census issues, English language arts needs, legislation and policy implications). Appendices record statements of needs and priorities in Indian language education. A 62-item unannotated bibliography concludes the document. [More] Descriptors: American Indian Education, American Indian Languages, American Indians, Bilingual Education
(1981). Walton High School Bilingual Basic Skills through Interdisciplinary Career Orientation. E.S.E.A. Title VII Final Evaluation Report, 1980-1981. This report describes, provides demographic data for, and evaluates a bilingual program for Spanish speaking students at Walton High School, the Bronx, New York. The program, serving 204 Hispanic students in 1980-81, emphasizes English preparation in order to enter the job market. The instructional component is interdisciplinary in scope and transitional in nature: there are eight levels of English language instruction, two levels of remedial Spanish and three levels of regular Spanish; native culture is taught in the social studies and language curricula; bilingual instruction (including courses in career education and exploration) or English instruction is available in some content areas; and student placement depends upon the level of English language proficiency. Noninstructional components are concerned with curriculum and materials development, support services, staff development, parent and community involvement, and students' affective domain. Evaluation of the program shows students making progress in both English and Spanish while their attendance rates were significantly higher than the whole school population. Recommendations for more effective implementation of the program in the future conclude this report. [More] Descriptors: Achievement Gains, Attendance, Bilingual Education Programs, Career Awareness
(1980). Policy Report of the Study on Special Pupil Needs. A study was conducted to consider alternative approaches and make specific recommendations for funding Programs on Pupils with Special Educational Needs (PSEN) in New York State. First, the study reviewed various methods for estimating district need including tests and socioeconomic indicators. Second, the effect of the Board of Regents 1979 mandate for remedial education for all pupils falling below statewide reference points on selected tests was considered. And third, the need for an accurate determination of cost for PSEN programs was examined. Approaches to funding Special Pupil Needs programs studied included: (1) uniform grants; (2) excess cost formulas based on program budgets; and (3) weighting formulas. Also considered were three additional adjustments to these basic forms of allocation: a concentration adjustment, rewarding districts for successful programs, and secondary school pupil weighting. Specific attention was paid to aid for children with limited English proficiency. Descriptors: Bilingual Education, Compensatory Education, Educational Finance, Elementary Secondary Education