Bibliography: Bilingual Education (page 790 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Denise Kale Hayas, Sema Brainin, Milbrey Wallin McLaughlin, Sherry F. De Avena, Leila Seitamo, Kay Hinckley, Doris M. Ross, Jean Kleinert, Blandina Cardenas, and Manuel da Costa Fontes.

Southwest Educational Development Lab., Austin, TX. (1971). Early Childhood Education Learning System. Program Summary. This document is the ninth in a series of 12 early childhood program descriptions compiled by the Far West Laboratory for Educational Research and Development. The program described here is the Early Childhood Education Learning System which was developed at the Southwest Educational Development Laboratory in Austin, Texas. The Early Childhood Education Learning System includes a 3-year sequential program for children ages 3-5, a 2-year sequential program for children ages 4-5, and a 1-year program for 5-year-olds who have not attended preschool before. The program has two components: one for low-income urban and rural black children, and the other for low-income urban and migrant Mexican-Americans. The Mexican-American component features bilingual teaching methods. The goal of the program is to alleviate the difficulties low-income children usually meet in school by stressing the development of verbal and reasoning skills and a healthy self-concept. Teachers are provided with explicit instructions for presenting lessons and the specific tasks for children are described in detail. Included in the program description are brief outlines of: (1) goals and objectives, (2) content and materials, (3) classroom activities, (4) parent involvement, (5) professional and paraprofessional training, (6) administrative requirements and costs, (7) program development and evaluation, and (8) program history and present (1971) status.   [More]  Descriptors: Administration, Bilingual Education, Black Youth, Costs

Cardenas, Jose A.; Cardenas, Blandina (1977). The Theory of Incompatibilities: A Conceptual Framework for Responding to the Educational Needs of Mexican American Children. According to the Cardenas-Cardenas Theory of Incompatibilities, Black, Mexican American, and economically disadvantaged children have not enjoyed the same success in school as that of the typical middle-class American because of a lack of compatibility between the characteristics of minority children and the characteristics of a typical instruction program. Over forty incompatibilities have been identified and grouped into five broad areas: poverty, culture, language, mobility, and societal perceptions. The interrelatedness and interdependence of any programs to address these incompatibilities and the inherent racism in the concept of having minority children adapt to typical programs must be considered prior to the development of an educational plan. A comprehensive education plan aimed at eliminating the incomptibilities between the school and minority children must consider a wide array of change and incorporate the following elements of school activity: educational philosophies, governances (policies, rules, and regulations), scope and sequence, curriculum, staffing, cocurricular activities, student personnel services, non-instructional needs, community involvement, and evaluation. A developmental matrix, produced by the interrelationship of incompatibilities and elements, serves as the basis of an instructional program which will improve the performance of minority children, protect the rights of minority children, and provide equality of educational opportunity. Descriptors: Biculturalism, Bilingual Education, Blacks, Community Involvement

Applegate, Jimmie R.; De Avena, Sherry F. (1976). A Model for Migrant Education. Final Program and Fiscal Report, April 1976. Comprised of two parts, this report discusses the pilot phase of the Model for Migrant Education and describes the model's adaptation and expansion to the normal classroom setting. Purpose of the model was to develop, implement, and field-test a model migrant education program which could be implemented in any school district enrolling migrant students. Program objectives involved four distinct areas of interest–a transition classroom, individualized programs, contingency contracting, and parental involvement. During April-June 1972, the pilot "transition" classroom for 25 second and third grade migrant students emphasized extensive bilingual language and reading achievement testing for program placement. Individualized prescription sheets were prepared, and a system for assessing and charting each student's progress in reading and math was implemented. Since June 1972, students in grades 1-5 were provided instruction in the basic skills. Two new components were added–one was to increase the oral and reading Spanish vocabularies of the project's 300 Mexican American students; the other was designed to teach English speaking students to speak and read Spanish and to increase understanding and appreciation for the Mexican American culture and heritage. The model was successful in accomplishing its objectives. Descriptors: Academic Achievement, Anglo Americans, Bilingual Education, Cultural Awareness

Toronto Board of Education (Ontario). (1975). The Bias of Culture: An Issue Paper on Multiculturalism. Revised. The two purposes of this issues paper are to provide a brief description of the educational programs the Toronto Board of Education offers for both the children and the adults of the entire multiethnic community and to set out the general, but critical, relationship of the school system with the city's ethnic communities. The paper outlines various categories, or types, of issues into which personal and direct concerns resulting from personal experiences of the individual ethnic student or family may be placed. Ten issues, seen as dimensions of the problem as it exists in its pragmatic and contemporary form, rather than as fundamental causes of the problem as a whole, are (1) cultural identity, (2) streaming, (3) reception and placement, (4) ascription, (5) teachers' and school principals' perceptions, (6) extra Anglo-Canadian ethnic groups' perceptions, (7) schools' contacts with extra Anglo-Canadian ethnic communities, (8) school system's support services, (9) extra Anglo-Canadian ethnic teachers, and (10) ghetto-ization. Descriptors: Acculturation, Adult Programs, Bias, Bilingual Education

Seitamo, Leila (1974). Scholastic Learning Problems of Skolt Lapp Children: Intellectual and Motivational Readiness, School Achievement and Official Plans for Schooling. This paper presents a study of the educational problems of the Skolt Lapp children living in Finland. (The Skolt Lapps have a distinctively different culture from the rest of the Finnish people.) The study was designed to define: (1) to what degree cultural factors affect the educational readiness (intellectual functions, school motivation, and patterns of work habits) of these children, and (2) to what degree these cultural factors affect school achievement. Data collected on Skolt children, ages 6-15, were compared with data from a sample of Finnish children. Measures included intelligence tests, scales rated by teachers, children and parents, children's drawings, projective tests, half-open interviews, and observations. Recent developments in the education of the Lapps in Finland are discussed, including the general outlines of suggested bills and statutes drawn up by various committees. The reforms will attempt to grant the Lappish Language the position of an official language and language of instruction at all levels in schools, and encourage the development of curricula based on a Lappish cultural background.   [More]  Descriptors: Academic Achievement, Behavior Patterns, Biculturalism, Bilingual Education

Offenberg, Robert M.; Wolowec, Wolodimir (1973). Title VII Bilingual Project, Let's Be Amigos: Evaluation of the Third Year, 1971-1972. The 12 studies that constituted the 1971-1972 evaluation of the Let's Be Amigos program are presented together with the evaluation findings. The three components of the Bilingual Program, serving 1,813 students by the end of the third year, were the Model A program (prekindergarten to grade 3) with teams of English- and Spanish-speaking teachers working with the students; the Model B program (grades 1 and 2) in which teachers worked with students who were dominant in the teacher's mother tongue; and the ARRIBA program (elementary, junior high, and senior high schools) serving primarily Latino pupils who could benefit from instruction in their mother tongue. The evaluation studies were categorized as to Process Evaluation Studies (four studies) and Product Evaluation Studies (eight studies). The Process Evaluation Studies were: General Process Evaluation of the Third Year of the Bilingual Program; Perceptions of Prinicpals, Teachers, and Parents Regarding the Bilingual Program; Curriculum Development, Distribution, and Tryout in the ARRIBA Program; and Follow-up of Elementary-Level ARRIBA Pupils Who Moved into Regular English Language Classes. The Product Evaluation Studies were: Log of Pupil Performance in the Model A and Model B Programs; Criterion-Referent Testing of Second- and Third-Grade Arithmetic Skills in the Model School Program; Exploratory Testing of ARRIBA Junior High School Students; and Replication of Findings Assessing the ARRIBA Component's Impact on Elementary School Pupils' Attendance and High School Pupils' Dropout Rate.   [More]  Descriptors: Bilingual Education, Educational Testing, Elementary Education, English (Second Language)

Fontes, Maria Joao, Ed.; Fontes, Manuel da Costa, Ed. (1975). Christmas, Natal, Navidad in Cuba, Mexico, and Portugal. This material is a compilation of junior high school student-developed stories and games about the way Christmas is celebrated in Portugal, Mexico, and Cuba. The material was developed in the classroom by Portuguese, Mexican, and Cuban immigrant students and by American students who do not have a recent immigrant background, all of whom were participants in the Trilingual Program of the ABC Unified School District in California. The booklet has three main sections: (1) Memories of Christmas in the Azores and Angloa; (2) Memories of Christmas in Mexico and California; and (3) Memories of Christmas in Cuba. The student-developed materials, some written in English and others in Portuguese and Spanish, include maps, poems, short stories, words to unscramble, a spelling baseball game, seek-and-find word games, word matching games, crossword puzzles, and drawings. Descriptors: Bilingual Education, Class Activities, Cubans, Cultural Activities

Hayas, Denise Kale; Ross, Doris M. (1975). The Very Young and Education: 1974 State Activity. This booklet contains more than 100 brief descriptions of early childhood projects, activities, studies, and legislation obtained from newsletters, bulletins, and the Education Commission of the States' (ECS) 1974 Annual Survey. Only legislation and activities that have been validated or newly reported are included. Bills which failed or were vetoed or carried over are not included. All entries are indexed both by subject and by state. The ECS survey instrument is included.   [More]  Descriptors: Bilingual Education, Certification, Child Care, Early Childhood Education

Hinckley, Kay, Comp.; Kleinert, Jean, Comp. (1975). Sharing Ideas. Southeast Alaska Cultures: Teaching Ideas and Resource Information. The product of two 1975 workshops held in Southeastern Alaska (Fairbanks and Sitka), this publication presents the following: (1) papers (written by the educators in attendance at the workshops) which address education methods and concepts relevant to the culture of Southeastern Alaska ("Tlingit Sea Lion Parable"; "Using Local Knowledge in Teaching"; "Reflecting Native Culture and Community Resources in the Science Curriculum"; "Teaching Third Grade in Sitka"; "Cross-Cultural Studies in the Craig Schools"; "Teaching Tlingit Language"; "Using Local Culture and Community Resources"; "Uses of Crafts and Artifacts in Classroom Motivational Techniques"; "Ways Community Resources and Information Are Reflected in the Curriculum"; "Using Local Resources"; "An Alternative High School";"Alaska Native Studies Program"; "The Flora and Fauna of Baranof Island"; "Implementing Native Culture into Home Economics"; "Adapting the Daily Curriculum to Reflect the Local Community"; "Humanities Program"; "A Southeast Alaska Indian Culture Unit"); (2) ideas and strategies for teaching students of Southeastern Alaska (a summary of ideas coming out of the conference including some practical activities); (3) materials and information sources (films; museum kits; periodicals; student/community publications; other teaching aids; bilingual material sources; funding sources).   [More]  Descriptors: Activities, Alaska Natives, Bilingual Education, Community Resources

Office of Education (DHEW), Washington, DC. Office of Planning, Budgeting, and Evaluation. (1975). Annual Evaluation Report on Programs Administered by the U.S. Office of Education FY 1975. This is the fifth annual comprehensive evaluation report of Office of Education administered programs. It updates the information in the FY 1974 report in incorporating the results of 15 evaluation studies completed during FY 1975 as well as additional information obtained from program operations and monitoring activities. In addition to an overview section, the report includes highlights of studies completed in FY 1975, brief descriptions of studies still in process at the end of FY 1975, examples of the uses of evaluation studies, and descriptions of each of the programs administered by the Office of Education as of June 30, 1975. Included in the description of each program is its legislative authorization, its funding history for the last ten years, its goals and objectives, its operational characteristics, its scope, information about its effectiveness, ongoing and planned evaluation studies, and sources of evaluation data.   [More]  Descriptors: Adult Education, American Indians, Bilingual Education, Community Education

Berman, Paul; McLaughlin, Milbrey Wallin (1975). Federal Programs Supporting Educational Change, Vol. 4: The Findings in Review. This report reviews and synthesizes the findings of the survey and fieldwork as presented in Volumes II and III. In particular, it summarizes the evidence concerning the effects of federal change agent policy. Section 1 introduces the report. Section 2 describes the theoretical approach that served as the basis for data collection and analysis. Sections 3 and 4, respectively, present findings about the innovative process and about the factors affecting implementation and continuation. These sections do not present the actual analyses but use footnotes to refer to evidence presented in the other volumes. Section 5 goes beyond immediate data to raise questions about the policy instruments used in federal change agent programs. These policy implications are tentative for several reasons. First, this report presents only the findings of the first year of a two-phase study. Second, this is exploratory research–in effect the work consists of hypotheses that require more refined testing. Nonetheless, since policy can seldom afford the slow pace of scientific confirmation, conclusions supported by both the evidence and experience are offered.   [More]  Descriptors: Adoption (Ideas), Bilingual Education, Career Education, Case Studies

Brainin, Sema (1976). A New Concept for Compensatory Learning. The fundamental features of a bilingual after-school program designed to raise the level of and improve the attitudes toward school achievement on the part of a group of elementary school youngsters is presented in this document. The description traces the evolution of design and practice in the programs' structure methodology, in its training and supervision of both professional and para professional staff, and in its criteria for the evaluation of the children's progress. It also explores the lessons learned from the trial and error, review, and redirection that took place during the Learning Center's first two years of growth. In addition to its soundness of structure, its high quality of leadership and its practices and supervision, the center also contributes in the following areas: it demonstrates the degree to which structure and leadership are essential to the success of a community-based education program, it explores and modifies the Open Classroom form for severely deprived children, it provides experiences relating to the development of revised evaluation criteria for childrens progress in learning, and it embodies a high level of service, unique for a social agency, in an all embracing educational therapy flowing from ongoing diagnostic prescriptive assessments.   [More]  Descriptors: Bilingual Education, Bilingual Students, Case Studies, Compensatory Education

Gordon, Edmund W.; And Others (1972). A New Lease on Education through Health and Nutrition Programs (San Diego, Texas). This exemplary program in health and nutrition is designed to: eliminate the barriers to learning imposed by poverty and cultural isolation; increase the student's ability to learn; improve pupil health and attitudes; and, make the schools responsive to the social, economic, and cultural needs of the community. The program features an extensive, continuous medical and dental program, with part or all of the total cost borne by the schools; daily school meal program–breakfast, lunch, and dinner (one, two, or three meals provided free of charge if necessary); extended school program (longer days, summer program, preschool); and, bilingual Follow Through programs at primary school level (kindergarten to grade three). The San Diago program has resulted in: improved nutrition and health among school children (indicated by research results in National Nutrition Survey and subsequent testimony before U.S. Senate Select Committee on Nutrition and Human Needs); decreased absenteeism; increased pupil attentiveness; enthusiasm and classroom participation; increased number of high school graduates; higher college attendance, greater post-graduation job stability; and greater parent participation.   [More]  Descriptors: Bilingual Education, Breakfast Programs, Compensatory Education, Dental Clinics

Stanford, Monty Carlis (1973). On Predicting the Effects of a Bilingual Children's Educational Television Program. Research sought to develop a quantitative model for the prediction of learning effects of a bilingual children's educational television program. The stimulus program series consisted of 30 sessions of Carrascolendas, a Spanish-English series which was based on specified behavioral objectives and aimed at students through grade 2. Learning effects were measured with criterion referenced tests administered to 408 Mexican-American children. Data were collected on the independent variables of communication stimuli, individual characteristics, and contextual traits; the predictive models were based upon linear multiple regression analysis. Results showed that learning effects can be predicted with relatively high degrees of reliability and accuracy. From this it was concluded that policy decisions regarding educational television must account for contextual characteristics, as well as program content and objectives, and that a communications stimulus, such as a television series, functions as one of many stimuli in producing learning effects. More detailed measures of these independent variables are needed and contracts for the evaluation of program series should require that measurement involve linear models.   [More]  Descriptors: Behavioral Objectives, Bilingual Education, Bilingual Students, Criterion Referenced Tests

Garrity, J. (1975). Memorandum of Decision and Remedial Orders. Tallulah Morgan et al, Plaintiffs Vs. John J. Kerrigan et al., Defendants, Civil Action No. 72-911-G. Findings of fact and conclusions of law that constitute many but by no means all of the factual and legal under pinnings of the court's student desegregation plan and related remedial orders are described. Numerous findings descriptive of the Boston public school system, its facilities, student body, curriculum, administration and the like, are considered to appear in the plan itself. The memorandum of decisions contained here deals mainly with the reasons for particular features of the desegregation plan that have been of major concern to the parties. Major headings include an introduction, prior proceedings, findings and conclusions, plans submitted by the parties, general principles governing remedy, school districts, guidelines for assigning students, examination of schools, school closings and capacities, magnet schools and programs, citizens participation, monitoring, reporting and conclusion. The plan and the demands of its implementation on the people of Boston are seen to be as diverse and complex as the needs of the city's schools. The student desegregation plan is also included in this document. Its major categories are: the community school districts, the citywide school districts, vocational education, guidelines for assigning students, transportation, cost considerations, citizen participation, monitoring, reporting timetable for implementation, further remedial orders, and retention of jurisdiction.   [More]  Descriptors: Bilingual Education, Court Litigation, Desegregation Litigation, Desegregation Plans

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