This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Lee Hutton, E. Ewanyshyn, Charles Stansfield, Kathleen Lolis, Fred C. Rankine, St. Paul. Div. of Vocational and Technical Education. Minnesota State Dept. of Education, Mary C. Muller, Thomas P. Gleason, Hamden. Connecticut Staff Development Cooperative, and Billy E. Askins.
(1976). Bilingual/Bicultural Early Childhood Development Research Workshop Proceedings. This workshop was convened by the Office of Child Development (OCD) to identify research issues and to set priorities for research related to bilingual/bicultural early childhood development programs proposed by OCD. Workshop participants were researchers and persons with expertise in the development of bilingual/bicultural preschool programs. The report includes the proceedings of the workshop and appendices which include a list of conference participants and invitees, the workshop agenda, and the text of the keynote speech on Bilingual/Bicultural Early Childhood Development. The main body of the paper includes presentations and worksession notes and recommendations on socialization, parent involvement, language development, cognitive development, and evaluation/assessment as these issues relate to bicultural children and programs. Also included are presentations on Head Start strategies for Spanish-speaking children, OCD's research priorities for 1976, conference expectations, and a brief summation. Descriptors: Biculturalism, Bilingual Education, Bilingual Students, Child Development
(1977). Reviving a Culture: Kindergarten and French Immersion. An experimental bilingual bicultural French language program for kindergarten students in a former French-speaking area of Western Newfoundland was initiated in an integrated primary school in September 1975. The experimental class of thirty students was taught entirely in French while the control group received twenty minutes of French per day during the year. Research controls and continuous evaluation were provided by a joint school district and university team. Intra-school district class comparisons of achievement indicated minor lags in cognitive skills for the experimental group. Evaluation results were positive and the program will be continued and expanded next year. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, French
(1975). Itinerant Bilingual Services Program for Title I Eligible CRMD Children; January-June 1975. The primary objective of this Elementary Secondary Education Act Title I program for mentally retarded children was to improve the ability of the 450 participants to communicate effectively in either English and Spanish or in both languages. The second objective was to improve the reading and mathematics scores of these bilingual mentally retarded students. The program was implemented in 96 classes at 27 schools in Manhattan, Brooklyn and the Bronx. Four hundred forty-two students ranging in age from seven years eight months to eighteen years two months were chosen to participate. The program became operative in February 1975. Observations, interviews with participating teachers and data from a survey questionnaire indicated that by using a bilingual approach the students were able to improve communication skills, develop better student/teacher rapport and through individualization, improve work/study skills. Though test data are inadequate to indicate that objectives were met, it would appear that this program served such an important need that its services should be incorporated into the overall future planning for the mentally retarded. The short duration of the program, the staffing dificulties, inadequate facilities and administrative constraints all contributed to procedural drawbacks. [More] Descriptors: Bilingual Education, Communication Skills, Disadvantaged Youth, Elementary Education
(1975). Schoolympic Activities, 75-76. (Activites Ecolympiques, 75-76.) The Protestant School Board of Greater Montreal, February 1975. Compiled by the Curriculum Department of the Protestant School Board of Greater Montreal, this French and English guide is intended to aid teachers to capitalize upon the Olympic Games to promote educationally sound activities. The objective is to develop an interest in the students of the aims of the Olympic Movement and to develop a sound mind in a sound body. The guide includes the Olympic motto, spirit, and symbols; the Olympic anthem; objectives of the Olympic Movement; a brief historical background of the Olympic Games; and the Olympic standards for men and women. Using the Olympics as a theme, activities are given for teaching language arts (upper elementary and junior high), art, creative arts and crafts, home economics, music, movement education, physical education, and social sciences. [More] Descriptors: Bilingual Education, Creative Art, Current Events, Curriculum Guides
(1976). Parents Helping Children to Learn. This bilingual (English-Chinese) booklet contains a variety of suggestions for activities that parents can do with their children to supplement the school program. It is divided into twelve "monthly letters" with four to six ideas for each month. It includes activities such as outings to the library and to the park, playing games, making handicrafts, coloring and painting, reading picture stories and simple words, cooking, and doing practical life exercises such as setting the table and sorting the laundry. [More] Descriptors: Asian Americans, Bilingual Education, Child Development, Child Rearing
(1976). Chinese (Cantonese) as a Second Language Reader. Level II. Teacher's Guide. The ten Chinese (Cantonese) short stories given in the student's reader are provided here, as well as a teacher's guide for their use. The English titles of the stories are: (1) "The Dictionary"; (2) "Come, Have Some Rice Noodles"; (3) "Where Shall We Go"; (4) "Beautiful Day"; (5) "The Little Dog's Wish"; (6) "Let's Go to the Movies"; (7) "Going to Los Angeles"; (8) "Spot's Birthday"; (9) "Visit to Siu Ming"; (10) "Who's Up There." The words in the glossary, which follows the stories, are arranged according to the number of strokes they contain. The teacher's guide concludes the book; for each story it provides text translations and suggestions for oral activities and seatwork in the classroom. [More] Descriptors: Bilingual Education, Cantonese, Chinese, Chinese Culture
(1976). John Jay Bilingual Program School Year 1975-1976. The John Jay Elementary Secondary Education Act Title VII Bilingual Program was implemented at John Jay High School, a comprehensive high school in Brooklyn, New York. This program was designed to offer bilingual, instructional, and supportive services to 9th and 10th grade foreign language dominant high school students. The program served 260 students whose native language was Spanish, 44 whose native language was French, 13 whose native language was Italian, and 40 students born in the U.S. whose dominant language was English. These latter students were served through participation with the true bilingual students in art classes once a day; the English dominant thus got cultural enrichment and those new to this country received social enrichment. Results indicated that all the Spanish dominant students who were present for both pre and post test sessions demonstrated statistically significant growth in reading in the Spanish language, proficiency in the English language tests, and mathematics. Growth was not established for the French dominant and Italian dominant students in the English Language Test but the testing conditions may have invalidated the results. The rate of attendance for all bilingual students was significantly better than the rate of attendance for all the other students in the school exclusive of the bilingual students. [More] Descriptors: Bilingual Education, Bilingual Students, Bilingualism, English Instruction
(1976). Boulder Moves Ahead: An Evaluation of the English as a Second Language Tutorial Program of the Boulder Valley Public Schools, During Its First Year of Operation: 1975-76. The evaluation of the first year of the English as a Second Language Tutorial Program of Boulder Valley Public Schools included on-site observations, interviews with coordinators and teachers, a linguistic evaluation of each student (elementary and secondary levels), a classroom teacher's questionnaire, a parents' questionnaire, and a tutor's reaction form. Detailed findings of the evaluation are presented. Some of the major conclusions are: (1) the program is of high quality; (2) there is a critical shortage of materials; (3) more consideration should be shown the individual tutor in designing the teaching schedule; and (4) more inservice training should be provided, particularly to overcome the negative attitudes of some classroom teachers toward non-English-speaking students. The following appendices are provided: (1) the classroom teacher's questionnaire, with a number of teacher comments; (2) the ESL tutor's reaction form; (3) the parents' questionnaire; (4) a description of the Peace Corps Oral Proficiency Interview, used to evaluate the students; and (5) a list of program personnel. [More] Descriptors: Bilingual Education, Bilingual Students, Elementary Secondary Education, English (Second Language)
(1976). Evaluation, Ukrainian-English Bilingual for the Edmonton Catholic School System, 1975-76. The Ukrainian Bilingual Program, a three-year pilot project coordinated by Alberta Education, was implemented by the Edmonton Catholic School System in the Fall of 1974. The current evaluation is the second phase of a three-year study and concerns the 1975-76 academic year. Forty-eight first graders in the bilingual program were matched with a control group on the variables of grade level, sex, age, PMA scores, and socioeconomic status. Fifty-one second graders were matched with a control group according to the same variables. Achievement instruments to evaluate academic progress in reading, math, and language skills were administered. Parent, teachers, and principal attitudes were sampled. Results show that: (1) students in the bilingual program achieved as well in English language arts and in mathematics as students not in the program at both the grade one and two levels; (2) students were making significant progress in learning the Ukrainian language at both the grade one and two levels; (3) attitudes of the parents, students, teachers and principals were very positive toward the program; (4) according to the perceptions of both parents and teachers, students acquired an appreciation of the Ukrainian culture and an understanding of the Ukrainian Catholic Rite. [More] Descriptors: Achievement Tests, Bilingual Education, Bilingual Students, Catholic Schools
(1977). Minnesota Bilingual Vocational Training Project. Final Report. Organized in September, 1975, to facilitate the vocational training of limited English-speaking Latinos, the Minnesota Bilingual Vocational Training Project (MBVTP) was centered at St. Paul Technical-Vocational Institute. Staff included director, job specialists in charge of recruitment, programming, counseling retention, and job placement, and vocational teachers who developed a program of preparatory studies. Activities included (1) increasing Latino awareness of all possible occupational areas, (2) facilitating their admission into the training program of their choice, (3) remaining cognizant of the special characteristics that have previously prevented them from succeeding in vocational institutes and providing them with counseling and special support services to enable them to utilize existing training facilities and resources, thus insuring not only their recruitment, but also their successful completion of the program and subsequent job placement, and (4) mainstreaming the successful MBVTP into regular state programming within two years. During the two years more than 500 limited English-speaking Latinos have applied, more than 330 have been enrolled, 160 have entered preparatory programs, and nearly 200 have begun vocational training. So far 48 have also earned GEDs, and more than 40 have successfully completed training programs. Activities included inservice workshops for staff. An evaluation at the end of the first year (including five questionnaires for students and two for staff) showed that all were satisfied with the project and hoped it would continue. At the end of the eighteen-month federal funding period, the project was continued using state funds. Descriptors: Access to Education, Admission (School), Bilingual Education, Career Awareness
(1977). Bilingual-Bicultural Curriculum for Social Studies, Grade 3. Connecticut Migratory Children's Program. This is one of a series of curriculum guides designed to assist bilingual teachers to provide a coordinated program of studies for students in the Connecticut Migratory Children's Program and for any other students whose native language is Spanish. It is felt that an effort should be made to discover the skill level at which a child is functioning, to choose materials from curriculum guides at that skill level, and to move to more difficult materials when the child is ready. Skills are suggested at given grade levels to provide a logical sequence of skill development. The overall focus of the curriculum guides in the series is on Puerto Rican history and culture. The present guide is for social studies instruction at the third grade level, and is divided into seven units: (1) Connecticut; (2) Puerto Rico; (3) Latin America; (4) Europe (5) Asia; (6) Eskimos; and (7) American Indian. Each unit is further divided into skills which combine the topic of the unit with basic concepts that the child must master. Activities for each skill are suggested. A vocabulary list is provided in each unit, and the guide is illustrated with black-and-white drawings. [More] Descriptors: American Indians, Bilingual Education, Bilingual Students, Curriculum Guides
(1975). Bilingual Instruction in Reading and Mathematics of Pregnant Non-English Speaking Students. This is an evaluation report of a New York City school district educational project funded under Title I of the Elementary and Secondary Education Act of 1965. The program was designed to provide bilingual instruction to pregnant school-age girls who were two or more years below grade level in reading and mathematics. It was also designed for students who were deficient in their ability to speak and understand English. Approximately 40 Spanish-speaking students, aged 13 to 19, were enrolled in the program; however, due to poor attendance and a high rate of attrition, there were only 20 students on register at any particular time. A bilingual teacher, and an educational assistant conducted the program of individualized instruction under the supervision of the school principal. Achievement data are presented for reading and mathematics. A historical regression analysis was used to compare actual posttest scores with anticipated posttest scores. Although this method of data analysis did not reveal statistically significant gains in reading and mathematics, it did show that students gained over one month in both reading and mathematics for each month of the treatment period. Students made statistically significant gains in Spanish vocabulary and comprehension. The program objectives were met for those students who participated in the program. [More] Descriptors: Adolescents, Bilingual Education, Bilingual Students, English (Second Language)
(1976). State Annual Evaluation Report for Migrant Programs in Pennsylvania. ESEA Title I Migrant Education Report, Fiscal Year 1976. Designed to meet the children's academic, vocational, and social needs, Pennsylvania's migrant programs served 1,393 children during 1976. Social workers, local ministers, project staffs, and the Migrant Student Record Transfer System (MSRTS) office staff at Millersville identified and recruited the children. School records were used to identify 5-year migrants. In many programs, designed to allow flexibility in the placement of children as they progressed, children were grouped by needs, and classrooms were ungraded. All programs were specifically designed as summer programs that emphasized instruction that enhanced learning experiences in regular school. Program effectiveness was determined during a 3-day visit to each program by an evaluation team who used evaluative criteria based on the 11 national goals for migrant education and the objectives listed in the project application. Overall the programs were effective in meeting the various objectives. This report presents the evaluation summaries of the State and the individual projects, the 11 national goals of migrant education, and excerpts from the application for 1977 funds. Included is information on the Puerto Rico and Pennsylvania Liaison Officer, program development, Migrant Teacher/Parent Resource Center, Lincoln Intermediate Unit Pilot Program in Career Exploration, Pennsylvania Model Migrant Project Drop-Out Prevention, Pennsylvania Reading Assessment Test, Totline Tidbits for Parental Development, and Pennsylvania Migrant Education Workshops. Descriptors: Ancillary Services, Bilingual Education, Career Exploration, Community Involvement
(1977). Effect of the Responsive Environment Early Education Program for Low Birth Weight Children of Preschool Age. This paper describes an external evaluation study of the Responsive Environment Early Education Program (formerly known as the Responsive Environment Program for Spanish American Children), an educational intervention program for "high risk" (low birth weight) 3-, 4-, and 5-year-old children in Clovis, New Mexico. Major goals of the program are: (1) to prevent school failure through the early identification and remediation of developmental learning deficiencies and to integrate handicapped children into the regular school program; (2) to provide in-service training to selected early childhood and kindergarten teachers and aides employed by various school districts of New Mexico; and (3) to disseminate information concerning the program. Evaluation of the instructional activities was based on a pre-posttest design (without a control group) using standardized tests which measured children's language development in Spanish and English, school readiness, and self-concept and personality development. In-service training and dissemination activities were subjectively evaluated using site-visits, observations, records, and self-reports by the staff. Findings of the follow-up study of former REPSAC students are reported in a separate study, not in this paper. Findings indicated that: (1) students made significant gains in language development in Spanish and English and in general school readiness; (2) students developed and/or maintained a positive self-concept and substantially developed in various dimensions of personality growth; and (3) in-service training program objectives were achieved. [More] Descriptors: Academic Achievement, Academically Handicapped, Bilingual Education, Body Weight
(1976). An Evaluation of the French Immersion Program, Kindergarten-Grade Two. This paper presents the results of the evaluation of the North York French immersion program at kindergarten, grade 1 and grade 2. The evaluation included the pupils enrolled in the first class established at each grade level, and focussed on the following four questions: (1) Are pupils developing competence in the French language; (2) Is the development of reading and arithmetic skills comparable to that of pupils in an English-only program; (3) Are pupils developing a positive self-image; and (4) Has the development of intellectual and cognitive abilities been hindered as a result of instruction in a second language? In addition to data gathered each year from pupils participating in the program, their parents were asked to complete questionnaires regarding their opinions of the program, as well as their general attitudes toward French and toward learning a second language. The report is divided into two major sections. Part 1 describes both the method for collecting data from pupils, and the results of the data analysis for each of the three grade levels, respectively. Part 2 outlines the results of the parent questionnaires distributed each year. [More] Descriptors: Bilingual Education, Bilingual Students, Cognitive Development, English