This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Freda M. Holley, Martha Teeluk, Carl Anahonak, PA. Office of Research and Evaluation. Philadelphia School District, Queens Community School District 27, Greg Stark, Urbana ERIC Clearinghouse on Reading and Communication Skills, Leonard F. O'Hara, James G. Abert, and Edna Ahgeak MacLean.
(1980). Chicano Education: Clearer Objectives and Better Results. Current demographic statistics indicate that a nation within a nation is emerging; Mexican Americans, numbering 12 million in 1978, must be dealt with educationally, economically, socially, and politically. Approximately 42% of Mexican Americans are under 18 years old. Hispanic students form the largest ethnic minority population (34%) in the Los Angeles Unified School District. However, in 1978, 17.2% of Hispanics 25 years old and over had completed less than 5 years of school compared to 3% of non-Hispanic persons, and only 40.8% of Hispanics 25 years old and over had completed 4 years of high school compared to 67.1% of non-Hispanics. Reinforcing the well established correlation between years of education and annual income, the average Hispanic family income in 1977 was $11,421 compared to $16,284 for a non-Hispanic family. Hispanic families living below the poverty level comprised 21.4% of the population compared to 8.7% of non-Hispanics. To reduce the poverty and insufficient education that are major barriers to economic growth and access to full opportunity, objectives for the education of Mexican Americans during the 1980's should be to reverse the school drop-out rate, to make the curricula relevant and meaningful according to the child's needs, to be ready to educate and employ the increasing number of Hispanics, and to develop interviewing techniques to screen in instead of screen out potential employees. Descriptors: Academic Achievement, Access to Education, Bilingual Education, Economic Factors
(1979). Program Evaluation at HEW: Research versus Reality. Part 2: Education. Intended for both the student and the practitioner of evaluation, this book describes the state of the practice of program evaluation. Its focus is mainly institutional. Results of evaluation studies are of secondary importance. An introductory chapter written by the editor discusses evaluation at the Office of Education from 1967 through 1973. The remainder of the book consists of eight case studies, as follows: (1) Evaluation of "Sesame Street": Two Case Studies, by Gerry Ann Bogatz; (2) Evaluation of the Effectiveness of Compensatory Education Funded by Title I, ESEA, by Kenneth F. Gordon and Barbara J. A. Gordon; (3) Evaluation and Evaluative Research in an Urban Bilingual Program, by Robert J. Cahill and Joseph J. Foley; (4) Migrant Education, by Jack Harbeston; (5) The OEO Experiment in Educational Performance Contracting, by Horace W. Ray and others; (6) Evaluation with an Experimental Design: The Emergency School Assistance Program, by Robert L. Crain and Robert L. York; (7) Teacher Corps, by Robert H. Crosby; and (8) Evaluations of Upward Bound for the Office of Economic Opportunity. Descriptors: Bilingual Education, Case Studies, Compensatory Education, Educational Assessment
(1973). Iqiasuaq Avinnaq (The Lazy Mouse). This children's story in the Inupiaq language is written for elementary school children with a good grasp of the language. Pen-and-ink sketches illustrate the text. Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1978). Evaluation of Title I ESEA Projects, 1977-1978: Technical Reports. Report Number 7877. Technical reports of projects funded under the Elementary and Secondary Education Act Title I and summer components of the projects in the Philadelphia, Pennsylvania school system are presented. Following a summary statement, each project is described separately and contains information on the project's rationale, expected outcomes, mode of operation, previous evaluative findings, current implementation, and attainment of objectives. Summer program components focused on students in various institutions for neglected and delinquent children. Information for each component includes goals set, activities employed to attain goals, goals attained, goals not attained, and changes suggested by project administrators. Title I programs were divided into six categories: (1) comprehensive reading; (2) comprehensive mathematics; (3) programs for limited English-speaking-ability children; (4) social sciences; (5) supportive services; and (6) nonpublic school projects. Descriptors: Academic Achievement, Annual Reports, Bilingual Education, Compensatory Education
(1973). Qanuq Kayuqtuq Kaviqsiruaq (How the Fox Turned Red). This children's story in the Kobuk Inupiaq language is a traditional tale told in the Alaskan Yupik-speaking areas. It is intended for elementary school children who have a good grasp of the language. Pen-and-ink drawings illustrate the story and a short introduction in English is included. Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1980). A Successful Training Program for Bilingual (Spanish/English) Nurse Aides. In view of the relative absence of Spanish-speaking personnel at area health care delivery sites, Northampton County Area Community College (NCACC), with financial and administrative support from Lehigh Valley Manpower Organization (a Comprehensive Employment and Training Act agency) and input from the Council of Spanish Speaking Organizations of… Descriptors: Agency Cooperation, Allied Health Occupations Education, Bilingual Education, Bilingual Students
(1977). Suvali Una? (And What Is This One Doing?). This bilingual reader in the Barrow Inupiaq language and in English is intended for beginning readers on the elementary school level. Pen-and-ink drawings illustrate the text and a free English translation is appended. Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1979). An Evaluation of the ESEA Title I and Impact Aid Programs, Community School District 27, New York City Board of Education 1978-1979. Final Evaluation Report. Results of the evaluation of Title I and Impact Aid programs conducted in District 27, Queens, New York, are presented in this report. Program components described include: (1) reading resource centers organized in 14 Title I elementary schools and 4 junior high and intermediate schools as well as the Impact Guidance Program operated in conjunction with the reading resource centers; (2) mathematics resource laboratories servicing elementary and junior high school Title I students and industrial arts mobile units offering similar services; (3) bilingual resource centers located in four elementary schools; (4) an oral communication laboratory program for students in grades 4-6 deficient in both oral language and reading skills; and (5) an optional assignment reading program for students attending other than their officially designated schools. All programs described made extensive use of individualized instruction based on a diagnostic/prescriptive method. Also discussed in this report are the evaluation procedure, which called for considerable parent involvement, and statistical analysis and data reporting procedures. Descriptors: Academic Achievement, Bilingual Education, Compensatory Education, Diagnostic Teaching
(1979). ESEA Title I Program. Impact Aid (PL 81-874) Program. Final Evaluation Report, 1978-1979. This document presents evaluations of five Title I/Impact Aid programs supported by Community School District 32 in Brooklyn, New York. The five programs were: (1) Strengthening Early Childhood Component; (2) Bilingual Methodology Reading Component; (3) Mathematics Laboratory Component; (4) Reading Laboratories Component; and (5) Non-Public School… Descriptors: Academic Achievement, Bilingual Education, Compensatory Education, Early Childhood Education
(1977). Joney-m Qawartaryaucilrra. This children's story in the Chugach Sugcestun Aleut language is for elementary school children with a good grasp of the language. The story is about the activities of an Alaskan boy. Pen-and-ink sketches illustrate the text and an English translation is appended. Descriptors: Alaska Natives, Bilingual Education, Childrens Literature, Cultural Background
(1977). Evaluation Design 1977-78. ESEA Title I Migrant Program November 15, 1977. Publication No. 77-10. Evaluation of the Austin Independent School District Elementary and Secondary Education Act (ESEA) Title I Migrant Program involves collecting and disseminating information relevant to eleven decision questions addressing both the system and program levels. At the system level are questions of whether the district should have a migrant program and how coordination with other programs should be improved. Nine program level questions are concerned with such subjects as changes in academic areas and expansion or modification of ancillary services, recruitment procedures, parental involvement programs, and staff development. Three basic types of data are required: needs assessment, process, and outcome data. This document summarizes the information sources for each area covered by the evaluation. An overview of each decision question includes evaluative questions and objectives, information sources for the data needed, and the date the information is due. Another portion of the document summarizes information sources on migrant students, i.e., various tests, teacher reports, interviews and numerous forms and questionnaires. Also included are a timetable listing the data to be collected by various school personnel, a description of the program itself, and a table entitled "Evaluation Time Resources Allocation Summary." [More] Descriptors: Academic Achievement, Bilingual Education, Data Collection, Educational Assessment
(1979). Core Curriculum in a Multicultural School: Strategies for Multicultural Education in the Middle School. The American School in Mexico City is a multicultural school drawing its students from the upper middle class with a pupil population of about 40% United States citizens, 40% Mexican, and 20% other nationalities. Admission is based on language proficiency, scholastic achievement, and ability to pay. The school admits monolingual Spanish speakers… Descriptors: Biculturalism, Bilingual Education, Core Curriculum, Cross Cultural Training
(1980). Annotated Bibliography of Recent Research on Chicanos and Latinos in Minnesota. The partially annotated bibliography provides an overview of recent literature (1971-79) and data sources regarding the needs and conditions of Chicanos and Latinos living in Minnesota. The research cited generally appears to be directed either to state and local decision makers or to service providers and focuses on socio-economic conditions, housing, employment, accessibility of education and social services, problems of migrant workers, and the language barrier. The bibliography is divided into five sections. Section 1 includes 12 citations for general studies that make policy recommendations or discuss issues. Section 2 includes five studies specifically related to migrant workers. The third section, Data Sources and Descriptive Studies, contains 21 citations for studies of demographics; socio-cultural, pyschological, economic, and historical research; and community resource listings. Section 4 contains 11 listings of specific program studies, such as social service evaluations and needs assessments. Nine studies pending or in progress are noted in Section 5. Each citation includes author, title, publication data, and source information. Lengthy annotations are included for 20 of the 58 citations. The bibliography will be updated periodically. [More] Descriptors: Access to Education, Annotated Bibliographies, Bilingual Education, Demography
(1980). Bilingual, Bicultural, and Bidialectal Studies Related to Reading and Communication Skills: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1980 (Vol. 40 Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 29 titles deal with a variety of topics, including the following: (1) the language in a Spanish bilingual reading classroom; (2) the early stages of language acquisition of black children; (3) the dependency relation between oral language and reading in bilingual Chinese children; (4) language acquisition of Hispanic third grade students; (5) the effect of kindergarten classrooms where standard English is spoken on the speech of Black English speaking children; (6) the effects of early and delayed second language acquisition on the English composition skills of Spanish speaking junior high school students; (7) the composing processes of three black adolescents; (8) linguistic-cognitive skills in the low-income black child; (9) English comprehension scores obtained by Mexican-American elementary school children; (10) variation in speech by children in Hawaii; (11) sociolinguistic aspects of English diversity among elementary school aged students from Laguna Pueblo (New Mexico); and (12) the speech of lower-income black drug abusers. [More] Descriptors: American Indians, Annotated Bibliographies, Bilingual Education, Bilingual Students
(1978). Blackfeet Language Coloring Book. Blackfeet Heritage Program. A part of the Blackfeet Indian Heritage Project, this coloring book features 21 pages of pictures of animal and plant life, foods, and numbers. Arranged in alphabetical order, the pictures are accompanied with their names printed in both the English and Blackfeet languages. The reverse side of each page is left blank to give the student room to practice writing the picture words. A Piegan Blackfeet pronunciation and spelling guide is included for the teacher. Pictures of animals dominate the coloring book; the animal life represented includes the bear, buffalo, cat, cow, coyote, and deer. Also pictured are the dog, horse, mouse, otter, pig, and rabbit. Three birds are represented, the chicken, crow, and owl, as are two reptiles, the frog and turtle. Insects include the bee, butterfly, and grasshopper. The foods pictured include an apple, banana, carrot, corn and orange; there is also a picture of some flowers. Numbers from 1 to 10 are also illustrated. Descriptors: American Indian Culture, American Indian Education, American Indian Languages, Art Activities