Archambault, Francis X, Jr.; And Others (1979). The Classroom Activities Log: A Personalized Record of a Child's School Day as Recorded by His/Her Teacher. The development and validation of an instrument designed to measure the quantity of types of instruction delevered to individual students is described. The Classroom Activities Log (CAL) is a teacher-completed record of students' instructional experiences, and may be used to study educational equity questions posed by Elementary Secondary Education Act Title I mandates. Some of the features of CAL are: (1) student focus; (2) limited number of variables; (3) minimal teacher training and costs; (4) availability of data on individual students' daily activities; and (5) ease of scaling. The school day is divided into ten-minute periods, and thirteen content areas are quantified: language arts; English as a second language; mathematics; social studies; science; fine and applied arts, home economics, shop, or foreign languages; physical education, health and safety; career education; cultural enrichment; special services; recess, lunch or unoccupied; classroom management; and other. Information is also provided on size of the instructional group, type of adult involved in the instruction; bilingual instruction; and compensatory education programs. It is concluded that reliability estimates (based on correlations between teacher and observer ratings) are acceptable, and that there is a certain degree of construct validity. Descriptors: Bilingual Education, Class Size, Compensatory Education, Data Collection

Bottoms, Gene; And Others (1977). Challenges in Leadership in Vocational Education. National EPD Leadership Development Seminar Proceedings (Atlantic City, New Jersey, December 2, 1977). Final Report. Current delivery systems for vocational education and their implications for the future is the topic of presentations included in this report of an EPDA (Educational Professions Development Act) leadership development seminar. Major contents are an evaluation summary, texts of the three major speeches, and outlines of afternoon interaction sessions designed for maximum involvement of EPDA awardees attending. Major speeches are "Present and Future Challenges in Leadership in Vocational Education," by Gene Bottoms; "Youth Employment Act," by Robert Taggart; and "What to Look for in a Good Graduate School," by Henry Brickell. Topics of the interactive sessions outlined include (1) eradication of sex bias and stereotyping in vocational education programs; (2) legislative impact on guidance and counseling; (3) sociological influences on vocational education; (4) emerging evaluation systems; (5) vocational education delivery systems of the future; (6) cooperative education: the emerging bridge between education and work; and (7) political influences on vocational education and the practitioner's response to them. Descriptors: Articulation (Speech), Bilingual Education, Competency Based Teacher Education, Conference Reports

Ligon, Glynn; And Others (1975). Final Technical Report. ESEA Title VII Bilingual Project 1974-1975. This Bilingual Project reviewed here included 2,406 students in grades kindergarten through 6 on 16 campuses in 3 types of project schools. Student outcomes are viewed in relation to the instructional processes conducted and the inputs provided through project resources. All this is considered within the context of the overall instructional program. A generally high level of attainment was found for objectives related to instructional processes and project inputs. On the other hand, it was found that development of local curriculum units did not occur, and that parent volunteers were frequently not present during classroom instructional time. In addition to the measurement of project objectives, four areas of special interest were investigated. Results of these studies showed that: (1) students receiving bilingual instruction learned more Spanish and just as much English as those students in non-bilingual classes; (2) parents who are interviewed by a community representative develop more knowledge and support of school activities; (3) Spanish is used widely in instruction, but English is used more for informal acticities; and (4) bilingual project classrooms were more task-oriented, more positive, and produced more teacher-student contact than non-project classroom on the same campus.   [More]  Descriptors: Academic Achievement, Bilingual Education, Bilingual Schools, Bilingual Students

Foshee, Jane E. (1978). P.A.S.S. Program (Portable Assisted Study Sequence). Motivated migrant students can accumulate some credits necessary for high school graduation via the Portable Assisted Study Sequence (PASS) Program of correspondence courses. Migrant students enrolled in any high school district in California may also enroll in a PASS course to make up credit deficiencies in reading, English, speech, general math, algebra, U.S. history, Mexican American history, American government, general science, outdoor study, and work experience. Students may continue to work through Parlier and accumulate credits as they migrate throughout the state. The adapted curriculum follows the approved and accredited course of study. Courses are organized into units; partial credit is given for unit completion. Some courses are bilingual (Spanish and English) and others have bilingual instructions to aid the limited English speaking student. Certified counselors or teachers serving as contact persons for the program enroll students in PASS by completing and submitting a Student Learning Plan, a PASS Enrollment Form for a selected course, and Migrant Student Record Transfer System forms (copies included). Course materials are sent to the student via the contact person who administers the course locally. Descriptors: Academic Records, Bilingual Education, Correspondence Study, Course Organization

Texas State Dept. of Community Affairs, Austin. Office of Early Childhood Development. (1978). A Model Curriculum for Preparation of Bilingual-Bicultural Trainers for Child Development Associates. Part 3: Field Supervisor Handbook. This field supervisor handbook comprises the final part of a series of three documents which together constitute a guide to the training of the Bilingual-Bicultural Child Development Associate (CDA) Trainer. The handbook consists of two parts: the supervisor guide and the diary of a field supervisor. Part I outlines the roles of the supervisor, discusses supervisory fieldwork in relation to both student trainees and CDA trainees, and provides guidelines for field supervisory visits. Part II provides background for the field supervisor, an example of an academic session on CDA training, information on the field supervision component of the program and a note on the use of the Texas CDA materials. Extensive appendices to both parts of the handbook present samples of the assessment instruments. Descriptors: Bilingual Education, Bilingual Teachers, Child Caregivers, Competency Based Teacher Education

Commission on Civil Rights, Washington, DC. (1972). Hearing Before the United States Commission on Civil Rights (Phoenix, Arizona, November 17-18, 1972). The U.S. Commission on Civil Rights held two days of hearings in Phoenix to investigate the civil rights status of Arizona Indian Tribes, to ascertain the nature and extent of their problems, and to try to arrive at a means to rectify those problems. The testimony offered at the public session came from representatives of local, state, Federal and Tribal governments, persons from the private sector, and individual citizens. In an opening statement, Donald R. Antone, President of the Intertribal Council of Arizona, spoke of the differences in needs and desires between city-dwelling and Reservations and of the paternalistic intervention in reservation affairs by outside "do-gooders". He also listed education, welfare, industrial and tourism development, and taxation and services to Indians by the State of Arizona as the four areas of most critical need. In another overview, two representatives from the Mojave and Colorado Rivers Tribes discussed employment problems, particularly limited chances for job advancement, misuse of Johnson O'Malley funds, enforcement of Public Law 280, poor medical service, and welfare difficulties. Medical needs were further explored in a series of testimony that included three panel discussions by the San Carlos Apaches and Indians residing in Phoenix and Tucson. Also discussed in the hearings were problems relating to education, administration of justice, and employment practices and opportunities.   [More]  Descriptors: American Indian Education, American Indian Reservations, American Indians, Bilingual Education

Feistritzer, C. Emily; And Others (1979). The 1980 Report on Educational Personnel Development. This report examines the current status of federal and state involvement in educational personnel development. First, it describes the federal legislative process, and offers a list of members of Congressional committees dealing with education legislation. Next, it analyzes involvement of the U.S. Office of Education and of individual states in staff development. The analysis includes the results of a survey of current state activity in professional development, with emphasis on authority, funding, and state plans. The report concludes with a list of professional associations and organizations actively involved in educational personnel development, as well as a list of educational laboratories, dissemination networks, and foundations that provide resources for the professional development of educational personnel. Descriptors: American Indian Education, Basic Skills, Bilingual Education, Elementary Secondary Education

Lado, Robert, Ed.; Andersson, Theodore, Ed. (1976). Early Reading. Georgetown University Papers on Languages and Linstuistics Number 13. The six articles in this journal deal with various aspects of early reading. The topics covered are: a preschool biliteracy project; early reading as language development; the techniques used in teaching children with normal hearing, hearing impaired children, and deaf children to read; preschool reading and speaking acquisition in two languages; and a working bibliography for research relating to early reading. Descriptors: Bilingual Education, Early Childhood Education, Early Reading, Foreign Countries

Texas A and I Univ., Kingsville. (1978). Texas A & I University Child Development Associate Training Materials: Book A. Competency A: Setting Up and Maintaining a Safe and Healthy Learning Environment. This volume, the second in a series of seven, contains the four learning modules which focus on the first Child Development Associate (CDA) competency (setting up and maintaining a safe and healthy learning environment) in the performance based curriculum of the Texas A & I Bilingual Bicultural Child Development Associate Training Program. The curriculum was designed for training preschool teachers working with Spanish dominant migrant children, from age 3 to school entrance age, in South Texas. The competency covered in this volume is divided into the functional areas of safety, health, outdoor environment, and indoor environment, and a learning module is provided for each of these functional areas. Each module includes (1) an explanation of how it is to be completed; (2) a description of the performance objectives; (3) a pre-assessment instrument; (4) three alternative cycles of learning activities, each cycle divided into four skill areas (diagnostic, prescriptive, implementation, assessment); (5) a narrative of information about the functional area; (6) the script for a filmstrip to be used with the modules; and (7) a post-assessment instrument. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Child Caregivers

Martinez, Roger D. (1978). Survey of the Hispanic Population In Colorado. Three hundred twelve respondents representing a cross section of Colorado Hispanic families participated in a 1978 questionnaire survey developed by the Colorado Department of Education to assess the mobility and point of origin of the state's Hispanic population and to provide information about attitudes and feelings concerning the public school education of Hispanic students. Analysis of the data indicated: most Hispanics were not newcomers to the state (71% were born in Colorado, 42% had moved less than 50 miles from their birthplace, 53% were second generation Coloradans, and 4% of their grandparents were born in Colorado); only 6% indicated the Spanish language was never used at home, 54% always spoke Spanish with parents and relatives, and 38% sometimes spoke Spanish at home; 82% of the respondents who had originated in Colorado or New Mexico preferred to be referred to as "Spanish Americans", the majority of those who had originated from Mexico preferred the term "Mexican Americans", and 16% preferred "Chicano"; 94% favored a state bilingual/bicultural educational program with the content emphasizing culture, education, self-esteem, and Spanish language; 84% felt a multi-ethnic program for all students was needed; 42% were satisfied with the school's efforts in promoting better understanding among students of all ethnic backgrounds; and 85% felt there was a dropout problem among the Spanish surnamed. Descriptors: Biculturalism, Bilingual Education, Bilingualism, Dropouts

Mauldin, Michael A.; And Others (1979). Language Assessment Procedures for Identifying LESA Students. Language assessment procedures developed by the Houston Independent School District were undertaken to identify limited-English-speaking-ability (LESA) students, mostly Mexican-Americans, for bilingual instruction. Six phases of program development were included: (1) goals, policies and procedures; (2) language assessment; (3) instructional programs; (4) recruitment and hiring of bilingual teachers; (5) staff development; and (6) community involvement. A six-step language assessment procedure was implemented: a parent survey; identification of LESA students needing further assessment, using achievement test scores; a teacher survey; identification of students with English language deficiencies, using the Language Assessment Scales; enrollment in bilingual programs; and testing students for placement in the bilingual program. It was found that assessing proficiency in English and the home language, including frequency and patterns of usage in each language and language achievement, helped to overcome some of the weakensses in the identification procedures. (Appendices include the Parent Survey of Home Language–English and Spanish versions, and the teacher Survey of Student Language). Descriptors: Bilingual Education, Bilingual Students, Elementary Secondary Education, English (Second Language)

Bottenfield, James F.; And Others (1979). Iowa Annual Evaluation Report for Migrant Programs. Fiscal Year 1979. Tabular data and narrative evaluations describe the goals and achievements of Iowa's migrant education programs (three summer session and five regular session programs) operated during fiscal year 1979. A program overview provides summary information on staff utilization, numbers of students served, inservice training activities, medical services provided for students, parent involvement, procedures for recruiting students and establishing their educational needs, cooperation between schools and other agencies, and methods of disseminating information about migrant program activities. Statewide instructional information is presented in tables showing curriculum areas, ages and numbers of students participating, and numbers of students meeting the standards of success in each area. Student success was measured by standardized tests, teacher-made tests, criterion referenced tests, checklists, and observation. Narrative evaluations for three programs provide a brief program description, a summary of objectives and success in meeting objectives, and recommendations based on program strengths and weaknesses. Information about academic gains, enrollment, and attendance is provided in tables. Serving predominately Spanish-speaking students, the programs stressed language development and employed bilingual, bicultural methods. Descriptors: Academic Achievement, Agency Cooperation, Annual Reports, Bilingual Education

1973 (1973). Volume I: Testimony. Hearing Before the United States Commission on Civil Rights (Window Rock, Arizona, October 22-24, 1973). Three days of hearings held on the Reservation at Window Rock, Arizona focused on the civil rights of the people of the Navajo Nation. Seeking to explore those areas of economic and social development in which the Navajo could better attain self-determination, the Commission heard testimony on economic development, private employment, health care, and education. Among the witnesses were representatives from state and federal agencies, tribal officials and medical personnel. Testimony was offered by individuals as well as in panel discussions. Peter MacDonald, Chairman of the Navajo Tribal Council, listed control of the schools, economic development programs, and resource development as the basic and primary goals in attaining Navajo civil rights. He cited the slowness of the bureaucratic machinery as being particularly frustrating to tribal development plans. In a panel discussion a Bureau of Indian Affairs official and an anthropologist suggested that the Navajo should be viewed as an underdeveloped nation; help offered should then be considered as an aid to a developing nation rather than merely as another federal program. A panel of doctors and hospital administrators described the severe shortage of medical personnel, equipment, and facilities, citing inadequate funding as the causative factor. The lengthy session on education heard from school administrators, teachers, students, and parents the problems involved in educating the children and youth.   [More]  Descriptors: American Indian Education, American Indian Reservations, American Indians, Bilingual Education

Ozete, Oscar (1975). Nicaragua: A Look Across Cultures. An Area Study in Spanish and English. These curricular units are designed to help Spanish students or bilingual students gain a better understanding of the history, geography, and culture of Nicaragua, Wisconsin's "sister state" in Central America. In its entirety, the bulletin can serve as the basis of a cultural mini-course. However, since each section is a self-contained unit, each can also be used separately in accordance with the needs of the local school program. The following units are presented with a reading selection and exercises: (1) an introduction to Nicaragua, (2) location and area, (3) geography, (4) rivers and lakes, (5) seasons, (6) population, (7) history, (8) Managua's earthquake of 1972, (9) the Nicaraguan schools, (10) the poet Ruben Dario, and (11) baseball. The beginning Spanish reading passages use the present tense while latter selections introduce the preterite and imperfect tenses. Most of the units can be presented during the first year of high school or college Spanish program. Texts in Spanish and English for the slides are included. Descriptors: Bilingual Education, Bilingual Students, Cultural Background, Cultural Education

Savard, Jean-Guy, Ed. (1978). L'enseignement des langues et la realite canadienne (Language Teaching and the Canadian Context). These proceedings are the result of a recommendation of the Royal Commission on bilingualism and biculturalism in Canada that in second language education in Canada the emphasis should be on the Canadian milieu, not on the foreign language aspect of French and English. The following papers are presented here: (1) "Realite culturelle au Canada (Cultural Context in Canada)," by N. Kattan; (2) "Should Beginning Second Language Courses be Taught at University?" by G. Mills; (3) "La realite canadienne et le materiel didactique (The Canadian Context and Teaching Materials)," by C. Germain; (4) "L'enseignement des caracteristiques canadiennes de la langue francaise (Teaching Canadian Characteristics of the French Language)," by P. Calve; (5) "Adaptation du materiel didactique concu pour l'enseignement en langue maternelle a un enseignement en langue seconde (The Adaptation for Second Language Instruction of Instructional Materials Intended for Native Language Instruction)," by L. Van Toch; (6) "La realite canadienne et le professeur de langue seconde (The Canadian Context and the Second Language Teacher)," by G. Bibeau; (7) "English as a Second Language: Canadian, British and American Models of Teacher Preparation," by P. Acheson; (8) "Les echanges et les stages d'etude en milieu unilingue (Exchanges and Study Sessions in a Monolingual Setting)," by A. Dagenais; and (9) La realite canadienne et perspectives d'avenir dans l'enseignement des langues secondes (The Canadian Context and Perspectives for the Future in the Teaching of Second Languages)," by J. Brazeau.    [More]  Descriptors: Biculturalism, Bilingual Education, Bilingualism, Cultural Awareness