This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Barbara S. Gardner, CA. Mountain View School District, Irene Kwok, Dorothy Waggoner, Caroline A. Korn, F. Genesee, TX. Office of Research and Evaluation. Austin Independent School District, Glynn Ligon, Ramona C. Jones, and Gary A. Cziko.
(1977). Mobile Career Education Resource Unit, 1976-1977. Final Evaluation Report. A project to transport career education resources to teachers in Rhode Island's elementary and secondary schools was evaluated on the basis of its seven objectives: (1) to publicize information about career education and the materials and services provided by the project, (2) to make available career education materials, resources, and services to be used in classroom instruction, (3) to demonstrate effective career education materials to the educational community, (4) to develop a state-wide information network about career education, (5) to make available curricular materials that classroom teachers can use to inform young women about nonconventional career possibilities, (6) to develop career education materials for bilingual and/or non-English speaking students, and (7) to make career education information available to survey a random sample of state elementary, middle, and high school superintendents, principals, teachers, and counselors to determine their awareness of the services and satisfaction with and utilization of the materials. The evaluator concluded that five of the seven objectives (all except number 3 and number 6) were successfully accomplished and that the project has been remarkably successful in advancing the concept of career education in Rhode Island. Descriptors: Administrator Attitudes, Bilingual Education, Career Education, Educational Resources
(1977). Teaching Language through Science in a Primary Bilingual Classroom. The purpose of this study was to develop and test the effectiveness of a program in which activity-based science was used as a conceptual basis for language instruction. A series of four instructional units were adapted for bilingual use. Students' written and oral observations were used in experience charts and other language development activities. In this study two bilingual second grades were compared. The comparison group was taught language and science separately in a traditional manner. Both classes were tested using the California Test of Basic Skills (CTBS) language test and a criterion-referenced test of written language. Among the conclusions were: (1) Students in the treatment group made statistically significant gains in all three areas of the CTBS language test. The comparison group made significant gains in two areas, spelling and language mechanics, but not in expression. (2) On the criterion-referenced test, the treatment group exhibited higher gains than the comparison group. (3) An increase in class interaction between students of different language abilities was noted. Descriptors: Achievement Gains, Bilingual Education, Bilingual Students, Criterion Referenced Tests
(1977). Chinese Children's Songs. Singing can be an enjoyable and effective way to motivate children to learn a second language. This booklet consists of contemporary and folk songs that are related to Chinese festivals, transportation, the family, seasons, Christmas and other topics. Each page gives the music to a song with the words in Chinese and in English. The songs are illustrated with black-and-white drawings. A cassette of the songs was developed to accompany this booklet. Descriptors: Asian Americans, Bilingual Education, Chinese Americans, Chinese Culture
(1974). Preview: Evaluation of the 1973-1974 Bilingual/Bicultural Project. Formative Evaluation Report. The formative report provided the Austin Independent School District personnel with information useful for planning the remaining activities for the 1973-74 Bilingual/Bicultural Project and the activities for the 1974-75 Project. Emphasis was on what had been done to evaluate the 1973-74 Project, the data which was or would be available for the Project, the status of various programmatic activities, and available data in the special concern areas, i.e., material acquisition, inservice workshops, staff in-school visitations, and teacher/principal/parent input into planning. No data was obtained for the formal testing conducted since the pre- and post-testing had not been completed. Findings included that: the profitability of student interviews in evaluating a bilingual project was being investigated; all teachers in Project elementary and junior high schools had been administered a questionnaire in October 1973 and again in March 1974; although the 1973-74 Project used the Prueba de Lectura as the major test instrument to evaluate student progress in Spanish communication skills, steps were initiated to locate an acceptable substitute for 1974-75; there were formative evaluation reports for all completed inservice workshops; records of all monies encumbered and paid out were on file; four curriculum writers had been hired to develop units to meet the instructional needs of individual classrooms. [More] Descriptors: Bilingual Education, Classroom Observation Techniques, Curriculum Development, Data Collection
(1976). The Language of the School. In the Philippines, school children must contend with the use of English and Pilipino as media of instruction. Since they are taught by teachers who have not mastered English, either, the result is predictable: rote learning. In this process, pupils also learn the hierarchical authority structure of the school system, that is, the rules governing school behavior, and teachers' prejudices. They do so without deliberate instruction in such matters. This is illustrated in an observation of a class in social studies in a Philippine rural school. Filipino school children carry a heavy linguistic burden and adjust to the subcultures that the languages they study and speak in home and community reflect. Their plight resembles that of disadvantaged groups in other societies whose home language and culture differ from those of the dominant groups. Linguists are beginning to address themselves to the problems of such groups, taking account of their difficulties in learning an alien language and in accommodating themselves to a dominant culture. Descriptors: Bilingual Education, Bilingual Students, Bilingualism, Cultural Differences
(1977). An Experiment in Trilingual Education. Report 4. This is the fourth report of the evaluation of the French-Hebrew immersion programs at the Hebrew Foundation School and the Solomon Schecter Academy in Montreal. Students in the study were those who had started in the project in kindergarten and grade 1, and, at the time of the fourth evaluation, were in grades 3 and 5 respectively. Two pilot immersion groups and one comparison group were considered. The purpose of the current evaluation was to continue monitoring the development of the pilot immersion groups as they completed grades 3 and 5, in the areas of English, French, Hebrew, and mathematics. Particular attention is paid to the performance of the immersion groups in grade 3. For the third grade, results indicate that immersion students have superior skill in French and parity in English skills with their peers in the control school. There was no evidence that participation in French immersion had adverse effects on the students' Hebrew language development. Results were similar for fifth grade students, and in addition, there was no evidence that the mathematics achievement of the immersion students in fifth grade was adversely affected by participation in the program. Descriptors: Academic Achievement, Bilingual Education, Bilingualism, Elementary Education
(1977). A Comparison of Three Elementary School Alternatives for Learning French: Children At Grades Five and Six. This is the third and final evaluation of three French-language educational programs presently being offered to English-speaking children enrolled in the elementary schools of the South Shore Protestant Regional School Board in Quebec. The three programs under study are: (1) a French-as-a-second-language (FSL) alternative, taught for one period each day in an otherwise conventional English program where English is used as the sole language of instruction; (2) a Grade 4 French immersion program in which a pupil follows the traditional English curriculum from Kindergarten to Grade 3, but as of Grade 4 is introduced to French as the sole language of instruction for the year; and (3) an early bilingual program where French is used as the sole language of instruction from Kindergarten through Grade 2 and with both English and French used as separate languages of instruction for different school subjects from Grades 3 through 6. [More] Descriptors: Bilingual Education, Bilingualism, Elementary Education, English
(1977). Building Educational Bridges Between Practically Everybody. A JEP Idea Book on How to Start a College-Community Partnership. The Joint Educational Project (JEP) is a partnership started in 1972 between the University of Southern California and eight public schools. It has achieved a number of purposes ranging from development of new curricula and conduct of applied research to making the university and community a friendlier place. A project description tells how JEP began and grew, how it works, and its value for partici- pating institutions and people. The strategy that guided its development is described. Suggestions are made for the adaptation of the model for other postsecondary institutions and schools. The report is written for university, college, and community college educators who would like to develop a new urban oriented or career oriented curricula or more effective community service programs in an economical way. It is also for elementary and secondary school educators who would like assistance in individualizing instruction, enriching curricula, offering bilingual and multicultural programs, and developing parent involvement in programs economically. Descriptors: Bilingual Education, Community Services, Cooperative Planning, Cost Effectiveness
(1976). Abstract of the Minnesota Indian Education Hearings Report. Volume 1, November 1976. Summarizing the results of the Minnesota Indian Education Hearings and the methods used to generate analysis of the transcripts for the State Board of Education and its subcommittee on Indian Education, this document presents tabular and narrative data re: content analysis; statewide findings; findings for each hearing site (Minneapolis, St. Paul, Red Wing, Cass Lake, Duluth, White Earth, and Red Lake); and prioritized recommendations. Analysis methodology is described as involving a master content analysis code structure to identify, for computer analysis, the testifiers, the hearings' board members, staff, type of testimony, and the range of categories. Major categories are identified as: legislation; administration; research; finances; communications; training; curriculum; bilingual/bicultural; post-secondary; and rights and responsibilities. Comparisons and cross-references of these data are presented via charts, graphs, and tables. Statewide findings are presented in a prioritized format as follows: research (student supportive services and Indian school participation factors); rights/responsibilities (Indian dual citizenship rights and discriminatory factors); finances (state financing of Indian education); curriculum (Indian materials development, assessment, dissemination, and the need for state coordination and state financing efforts); administration (state); and other priority areas (communication, training, post-secondary, legislation, and bilingual/bicultural). Descriptors: Abstracts, Administration, American Indians, Ancillary Services
(1976). Language and Demographic Characteristics of the U.S. Population with Potential Need for Bilingual and Other Special Educational Programs, July 1975. This report summarizes the language background information and certain demographic characteristics of language minorities in the United States. The data were derived from the Survey of Languages, a pilot study of the non-English-language background population aged four and older sponsored by the National Center for Education Statistics as part of the July 1975 Current Population Survey of the Bureau of the Census. Thirteen percent of the population of the U.S. aged 4 and older in July 1975 lived in households in which languages other than English are spoken. There are over 25 million persons in these households. Spanish speakers constitute more than two-fifths of all speakers of other languages. Excluding speakers of Spanish, speakers of other languages are estimated to be 10 million: 1.8 million speak Italian, 1.5 million speak French, and another 1.4 million speak German. Speakers of Chinese, Greek, Japanese, Filipino languages, Portuguese, and Korean number between 100,000 and half a million each. There are 1.6 million persons in the U.S. aged 4 and older who do not speak English, three quarters of whom are adults. Fewer than half of the individuals who usually speak Spanish and French are foreign born, in contrast with speakers of other languages. [More] Descriptors: Bilingual Education, Chinese, Demography, Educational Needs
(1976). An Assessment of the Reading Performance of Bilingual Mexican American Children. The study investigated whether significant differences resulted from a bilingual-bicultural reading program as compared to the results of a traditional monolingual reading program. During the third spring semester of a four year bilingual project, 86 third, 84 fifth, and 96 eighth grade bilingual Mexican American students from the same South Texas public school district were tested using the reading tests produced by the Guidance Testing Associates (GTA) and the Comprehensive Test of Basic Skills, Form Q (CTBS/Q). Only the portion of the CTBS/Q which measured English reading performance was selected, while the entire GTA, in both its English and Spanish versions, was used. The GTA instruments were specifically tailored to Texas youth; the CTBS/Q was not designed for any particular culture or group. Only the subtests for vocabulary and comprehension were compared from both tests. Multiple regression equations structured with independent variables distributed equally among treatment and control groups and various analyses of variance and of covariance were used. Findings included: generally both treatment and control students in the 3rd and 5th grades ranked higher in Spanish than in English reading when examined in terms of particular group performance; although the treatment 8th grade students were higher in GTA vocabulary and CTBS/Q comprehension, they lagged behind the control students in CTBS/Q vocabulary and GTA comprehension. Descriptors: Accountability, Bilingual Education, Bilingual Students, Comparative Analysis
(1974). Teacher Aide Education Program, Final Report, Sheldon Jackson College, August 9, 1974. Sheldon Jackson College provides college level training to teacher aides in their home communities. The program includes courses leading to an Associate of Arts in Education degree from the college, the development of bilingual materials and the assessment of interest in developing bilingual programs in the communities served, and on-site career counseling for teacher aides. Among its objectives are to provide instruction for 105 aides during the regular school term and for 50 during the summer school; to collect information and materials used by other Indian groups to teach their language; and to increase the percentage of Native aides and teachers in the schools of Southeast Alaska. The program's strategy is to take the courses and counseling to individuals who for family, financial, and geographical reasons cannot leave home to gain a college education. During 1973-74, the program was quite successful in meeting its objectives. The program will continue in Yakutat, Angoon, Haines/Klukwan, Hoonah, Kake, Craig/Klawock, and Hydaburg during 1974-75 under a grant from the Educational Professions Development Act (EPDA). The bilingual portion of the program will be extended to eight communities under a grant from EPDA Bilingual. An attempt will be made to continue the program in other communities on a contract or tuition basis. Appended are lists of the communities; courses taught and instructors; students enrolled by town indicating credits attempted and earned; program expenditures; and travel dates and locations for the project director, counselor and bilingual specialists. Descriptors: Alaska Natives, Bilingual Education, Bilingual Teacher Aides, College Credits
(1976). Help on Wheels: The Story of Colorado's Mobile Units Serving the Needs of Migrant Education. In order to help local schools cope with the problems of migrant children, the Colorado State Department of Education conceived the idea of a mobile unit which would make periodic visits to schools serving migrant children. Originally the service provided by the units placed heavy emphasis on the diagnostic function. Accordingly, the units were designed and equipped to test hearing, sight, reading ability, and other factors affecting the children's ability to learn. As the project neared the operational phase, it became obvious that teacher training institutions in the state should also be concerned with helping teachers of migrant children to do a more professional job. Therefore, Colorado State University and Colorado University were initially selected to implement the program. Because of the promise in the early successes of the two units, and the inability to provide sufficient needed services in such a huge state, a third unit was assigned to the University of Southern Colorado in 1970. The mobile units work with local programs in local program settings and facilities. This insures that the assistance rendered by the units is "more realistic, significant, and helpful". This report presents a description of the origin of the mobile unit project, an overview of the institutional program, a description of the functions and duties of the mobile unit instructors, summaries of the programs provided by each of the cooperating higher education institutions and of some of the special activities by the unit instructors, and a discussion of project evaluations. Descriptors: Bilingual Education, College School Cooperation, Educational Innovation, Inservice Teacher Education
(1977). Mountain View School District Title III Class Profile, Level K. Sample class profile record sheets, student profile record sheets, and diagnostic and mastery tests are included for level K of the Mountain View School District Bilingual Diagnostic-Prescriptive Mathematics Program. Descriptors: Bilingual Education, Bilingual Students, Curriculum, Diagnostic Teaching
(1976). State Compensatory Education. Final Technical Report 1975-76. Appendixes. This material consists of ten appendixes to the Final Report for 1976-77 on the implementation of the Texas state-supported compensatory education program in the Austin Independent School District as evaluated by that district's Office of Research and Evaluation. The instruments used in the evaluation process are described or presented in full, the methods of their application discussed, and the results explained in tabular or narrative form. These instruments consisted of (1) the California Achievement Test, (2) the School Sentiment Index, (3) principal interviews, (4) teacher interviews, (5) aide questionnaires, (6) area director/instructional coordinator questionnaires, (7) reading teacher interviews, (8) education planner interviews, (9) an attendance study for one school, and (10) a Workshop Evaluation Scale. [More] Descriptors: Administrator Attitudes, Basic Skills, Bilingual Education, Compensatory Education