This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Donald Jack, Allen G. Smith, Roger Wilson, Lynn Spencer, Nathan Kravetz, Ypsilanti High/Scope Educational Research Foundation, Ruth Gordon, Urbana CDA Services and Resource Center, Boise. Idaho State Dept. of Education, and Katherine Peter.
(1975). Gwich'in Gwitr'it Dehtly'aa (Gwich'in Workbook). This workbook in the Gwich'in Athapascan language contains six reading selections with questions for elementary school students who have a good grasp of the language. [More] Descriptors: Alaska Natives, American Indian Languages, Athapascan Languages, Bilingual Education
(1977). A Process Evaluation of Project Developmental Continuity, Interim Report VII, Volume 1: Findings from the PDC Implementation Study. This third year interim report, one of a series of documents on the evaluation of Project Developmental Continuity (PDC), presents findings from three major analyses of program implementation; measurement of the extent each program has implemented the basic PDC Guidelines; a description of patterns of that implementation; and analysis of some facts and events that have shaped that implementation. A Head Start demonstration program, PDC is aimed at providing greater educational and developmental continuity between children's Head Start and primary school experiences. This report is divided into 5 parts. Chapter I gives a general introduction to PDC and the PDC evaluation. Chapter II describes basic structure (both national and local features) of the PDC project and gives demographic information for each of the sites. Chapter III presents the rationale, design, and major findings from the assessment of implementation. Chapter IV presents an overview of some of the similarities and differences found in interpretations of the basic guidelines at different sites. Chapter V presents the final cross-site analysis: the exploration of the factors, events, circumstances and plans that helped shape local PDC projects. Four appendices provide supplementary information. [More] Descriptors: Bilingual Education, Data Analysis, Data Collection, Demonstration Programs
(1979). Boston Public High Schools–A Guide for Parents and Students. This guide provides information about high school level programs in the Boston Public Schools. Included are descriptions of general and special high school programs and cooperative vocational education and postgraduate programs. Descriptions of the high school and special programs include a general statement of the philosophy and/or general nature of the school and information about magnet and bilingual programs, the range of elective courses, career exploration activities, the school buildings' facilities, student activities, and parent involvement. Teacher and student comments concerning the school and/or program are also included. Descriptions of the cooperative vocational education and postgraduate programs include general information and objectives and a listing of courses offered. All descriptions include administrator statements and editorial comments concerning the quality of the school and the effectiveness of the program. Descriptors: Advanced Placement Programs, Bilingual Education, Educational Programs, Guides
(1978). Helping Young Children Develop Social Skills in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module V. This Child Development Associate (CDA) training module, the fifth in a series of 16, focuses on preparing trainees in a bilingual/bicultural preschool teacher training program to help young children to develop social skills. The text of the module deals with: (1) fundamental principles of social development, (2) factors which influence social development, (3) the importance of good social adjustment, (4) cultural differences in social development and (5) the sequence of social development. The module includes a pre-test and a posttest of the trainee's understanding of the material and a social skills checklist for assessing children's social development. This module focuses on the specific behaviors which directly relate to the functional area of social development within CDA Competency 4, which is the ability to organize and sustain the positive functioning of children and adults in a group in a learning environment. Descriptors: Biculturalism, Bilingual Education, Bilingual Teachers, Child Caregivers
(1979). Resources for Child Development Associate Training: An Annotated Bibliography. (Spring 1979). This annotated bibliography lists more than 50 resources for Child Development Associate (CDA) training which were published between 1976 and 1978. Materials are listed under the most appropriate CDA competency and functional area. Materials which are part of a series are listed in a separate section. Ordering information is included in each citation. Descriptors: Annotated Bibliographies, Basic Skills, Bilingual Education, Child Caregivers
(1978). Migrant Education Evaluation Report 1977-1978. Title I ESEA. Idaho State Department of Education. State Annual Evaluation Report. Nearly 8,700 migrant students (73% at the elementary level) participated in Idaho's 1978 migrant education program which emphasized oral language, reading, and math skills for all students, and career preparation (driver training, verbal and non-verbal communication skills, GED skills) for teenagers. Of the 33 participating school districts, 30 had sufficient migrant enrollment to require special educational programs during the regular term. Bilingual resource teachers and instructional aides used special materials and rooms to provide supplementary individualized instruction in a bilingual/bicultural environment. Nearly 90% of 5,600 mmigrant students gained an average of 1.5 grade levels in reading and math skills. In the summer program, which stressed oral language development, 80 to 90% of the elementary students achieved their individualized objectives. The staff benefitted from numerous curriculum and inservice workshops, some of which emphasized cultural awareness. Two Migrant Education Resource Centers (MERCs) provided bilingual teacher consultants, space for professional lending libraries, cooperation with and computer link to the Migrant Student Record Transfer System, cooperation with home/school coordinators, and a health consultant. Each LEA had an active and successful Parent Advisory Council. Descriptors: Annual Reports, Bilingual Education, Career Education, Educational Programs
(1979). Education of Ethnic and National Minorities in the USSR: A Report on Current Development. This report analyzes and compares information on educational achievements of minorities in the USSR. It also reviews and assesses Soviet educational policy for nationalities and suggests some areas for further study. Data are based on the USSR 1970 All-Union Census and later evidence. National minorities in the USSR have historically been guaranteed rights and freedom of choice in language of instruction. In 1970, Georgians and Jews had superior achievements, the Georgians because of favored status during Stalin's era, and Jews because of a high concentration in urban areas. Since 1970, the undergraduate level shows an increase in enrollment for all minorities except Georgians and Jews. At the graduate level there was a general decline but a larger percentage of Asian minorities enrolled. The drastic decline of Jews reflects Soviet educational policy and discriminatory quotas, causing them to seek emigration. Trends show increased opportunity for some groups. However, fewer specialists are being trained because of reduced enrollment of students from educationally motivated groups. In summary, there has been a major effort to provide education for non-Russian ethnic groups, with bilingual options available. Problems needing attention include the quality difference between urban and rural schools, cultural divisiveness within some groups leading to less schooling for women and a negative view of education, lack of trained technological manpower, severity of graduating and admissions exams, and a declining birth rate among well-educated groups coupled with an increase of those with less motivation. Descriptors: Academic Achievement, Access to Education, Bilingual Education, Comparative Education
(1979). Research and Development Projects in Vocational Education, FY 1970-1977. An Annotated Bibliography: Volume 1. Federally Administered Projects. Volume I of this annotated bibliography presents resumes of research, exemplary and innovative program projects, curriculum development projects, and bilingual vocational training programs that were administered by the Bureau of Occupational and Adult Education, U.S. Office of Education, during fiscal years 1970-1977. These projects were supported with funds made available under Parts C, D, and I of the Vocational Education Amendments of 1968 (Public Law 90-576) and Part J of the Education Amendments of 1974 (Public Law 93-380). Following the introduction, the resumes are grouped by fiscal year and arranged alphabetically by state within sections representing the parts of the legislation under which funding was obtained: Part C (research), Part D (exemplary), Part I (curriculum development), and Part J (bilingual vocational training). The information provided for each project includes the title, project director and organization, application number, contract or grant number, funding period, and an annotation focusing on project objectives. Included are summary data for each fiscal year, an index to projects supported within each state, and a list of references. A companion volume of state-administered research and exemplary projects for fiscal years 1970-1977 will be published in January 1980. [More] Descriptors: Abstracts, Adult Education, Annotated Bibliographies, Bilingual Education
(1974). Asian Pacific Perspectives. This multicultural guide contains classroom activities that have been prepared for use in the primary grades. The guide is divided into five sections: (1) multicultural, (2) phonology, (3) syntax, (4) comprehension, and (5) resources. The multicultural unit discusses twenty activities from Asian countries, some involving arts and crafts and some involving classroom discussion. The phonology unit is designed to help Asian American students improve their oral/aural discrimination skills in English. Each of the 30 lesson units represents a pronunciation problem for three or more of the five Asian language groups. The syntax unit is designed to give Asian American students a better understanding of English sentence structure as well as knowledge of the American culture. The comprehension unit is developed to assist students who are learning English as a second language to express themselves orally in English. The resources unit contains three bibliographies: (1) "Asian American Bibliography: Adult Reading," (2) "Asian American Multi-Media Materials, K-3," and (3) "Bibliography of Asian American Children's Books, K-3." Descriptors: Asian Americans, Bibliographies, Bilingual Education, Cultural Background
(1978). A Management and Documentation System for the Dine Teacher Corps Program '78. The basic premise behind the Dine Teacher Corps Project is that teacher pre-service and consequent inservice education and training is held to be a crucial factor in upgrading the quality of education received by American Indian students, particularly in a reservation setting. Although the Dine Teacher Corps Project includes three phases, only Phase I–Planning has its management system developed thus far. The management system is organized into six categories: (1) planning, to provide management control of the analytic and decision making activities conducted by the appropriate staff, to identify needs, problems, objectives, and program direction, and to analyze the decision making essential to the conduct of other processes; (2) programming, to develop the specific program plans as identified in category l; (3) budgeting, to develop the resource costs of each program plan and maintain fiscal information essential to the conduct of each program; (4) forming a community council, elected to insure the operation of parity decision making; (5) documenting and evaluating progress, by systematic collection of evidence to authenticate facts, to substantiate claims and opinions, and to support inferences drawn from the evidence; and (6) developing a chain of command or ladder of communications, to illustrate level, roles, and linkages of the Dine Teacher Corps Program '78. Descriptors: American Indian Education, American Indians, Bilingual Education, Bilingual Teachers
(1977). Project Developmental Continuity Evaluation: Implementation Rating Instrument. This instrument is part of a series of documents on the evaluation of Project Developmental Continuity (PDC), a Head Start demonstration program aimed at providing educational and developmental continuity between children's Head Start and primary school experiences. The Implementation Rating Instrument (IRI) was developed to provide a quantitative index of implementation levels of programs participating in Project Developmental Continuity. Rated components of the programs include: (1) Administration; (2) Education; (3) Bilingual/Bicultural and/or Multicultural Services; (4) Bilingual/Bicultural Services; (5) Handicapped Children Services; (6) Parent Involvement; (7) Developmental Support Services; and (8) Preservice and Inservice Training. [More] Descriptors: Ancillary Services, Bilingual Education, Compensatory Education, Cross Cultural Training
(1975). A Process Evaluation of Project Developmental Continuity. Interim Report II, Part A: Program Case Studies. Volume 2. These 7 case studies are part of a series of documents on the evaluation of Project Developmental Continuity (PDC), a Head Start demonstration program aimed at providing educational and developmental continuity between children's Head Start and primary school experiences. Each case study reviews the planning year at a PDC demonstration site in one of the following states: Michigan, New Jersey, New York, Texas, Utah, Washington, and West Virginia. Included are details of the planning year activities, focusing on administration, pupil education, preservice and inservice training, developmental support services, parent involvement, and services for handicapped children and bilingual/bicultural children. An analysis of the planning process at the site is offered. The opinions and attitudes of program personnel are reported. Brief descriptions of the Head Start and elementary school programs involved at the site and the relationship between them are included. [More] Descriptors: Ancillary Services, Bilingual Education, Case Studies, Compensatory Education
(1978). Setting the Stage for Effective Learning in a Bilingual-Multicultural Environment. Bilingual/Bicultural Child Development Associate Pilot Project: Module X. This Child Development Associate (CDA) training module, the tenth in a series of 16, focuses on developing classroom management skills among trainees in a competency-based bilingual/bicultural preschool teacher training program. The text of the module deals with providing a supportive environment, setting up classroom rules, using teaching techniques which minimize disruptive behavior, specifying and rewarding desirable behavior, and stopping misbehavior appropriately. The module includes trainee learning activities and a pretest and a posttest of the trainee's understanding of the material. The module focuses on specific behaviors which directly relate to CDA Competencies 1 and 4. Descriptors: Behavior Problems, Biculturalism, Bilingual Education, Bilingual Teachers
(1978). A Management and Information System for the Dine Teacher Corps Program "78". The overall objective of the Dine Teacher Corps Project is to demonstrate the effectiveness of an interdisciplinary approach to the development and implementation of a bilingual/multicultural training and inservice training program for educators who will be cognizant of and responsive to the unique educational needs of the Indian child. The five year project, begun in 1978, is designed as a cooperative program between Northern Arizona University, Dine Teacher Corps, and two Bureau of Indian Affairs Navajo boarding schools (Kaibeto and Leupp). In order to perform the three phases of activities required by the project (planning, training programs, demonstration and dissemination), a Management Information System (MIS) has been developed and implemented to provide adequate, accurate, and timely information for decision making, reporting accomplishment, and using resources effectively. The MIS is an integrated information system comprised of seven subsystems: finance, school communities, management, facilities and equipment, personnel, students, and instructional programs. Diagrams, flow charts, models, and tables illustrate details of the MIS program design. Descriptors: Administration, American Indian Education, American Indians, Bilingual Education
(1979). Local Control and Self-Determination: The San Juan Case. Rapidly increasing Navajo enrollment in San Juan County, Utah, public schools in the 1960's forced the rural school district to improve educational services to a sizable Navajo population while attempting to preserve local control in the face of changing Indian self-determination policy. The district implemented a Curriculum Development Center, a bilingual/bicultural program, and new staffing patterns. In 1974 the district also contracted with Northwest Regional Educational Laboratory for the Rural Futures Development (RFD) Strategy, a method of achieving significant educational innovation via broad community support while preserving local control. Six education agencies helped plan for the Strategy activities which included selection of four facilitators, needs assessment, identification of three School Community Groups (SCGs), determination of educational concerns, and facility planning. By 1979, when 50% of district Navajo students attended public schools, the RFD Strategy of community involvement had resulted in passage of a $7 million bond issue, construction of one high school and planning of another, SCGs in every county community, and increased communication between educators and the community. In addition, the district had produced many Navajo language instructional materials and employed Indians in professional and paraprofessional positions. [More] Descriptors: American Indian Education, American Indians, Bilingual Education, Community Involvement