This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Brooklyn New York City Board of Education, Milton Loventhal, Corazon A. Ponce, Commission on Post-Secondary Education in Ontario (Canada)., Lydia R. Castillo, Oakland Bilingual Children's Television, Agapito Diaz, Washington Comptroller General of the U.S., John Bernard Lum, and Robert K. Smidt.
(1973). Annual Report of the U. S. Commissioner of Education–Fiscal Year 1972. A need exists for the assessment of all Federal education programs–to modify, discard, and enlarge present programs and to create new ones where needed. Two new approaches mentioned are the consolidation of 30 Federal programs in elementary-secondary education (Better Schools Act of 1973) and increased emphasis on the Federal role in higher education through student assistance (Basic Educational Opportunity Grants). The most complicated and difficult challenge facing American education is the provision of equal educational opportunity. Other striking currents are the national movement in career education, the growing discontent with the way schools are financed, the reform and renewal at the postsecondary education level, and parental concern with reading achievement. Additional areas explored are the international dimension, veterans education, disadvantaged and handicapped children, teacher supply and demand, school desegregation, migrant children, multicultural classroom, educational technology, and drug abuse. The appendix includes a listing of all advisory committees and councils, their functions, and their membership and meeting dates in 1972. [More] Descriptors: Advisory Committees, Annual Reports, Bilingual Education, Career Education
(1971). An Effectiveness Study of English as a Second Language (ESL) and Chinese Bilingual Methods. This study investigates which teaching style-Chinese bilingual or English as a second language–leads to greater oral English maturity and how useful the Chinese language is in helping a non-English-speaking Chinese person learn oral English. In the English-as-a-second-language method, the student's native language is used sparingly to avoid linguistic interference. Audiolingual means are used to internatlize grammatical structures. The Chinese bilingual style uses Chinese to teach English and combines techniques from other methods. Details of the study are reported; statistical ratings of oral language maturity and language skills are presented. Recommendations, topics for further study, and a bibliography are included. [More] Descriptors: Bilingual Education, Bilingualism, Chinese, Chinese Americans
(1972). Increasing Compatibility Between Educational Practices and the Educational Needs of Pupils Who are Asian With Emphasis on Their Language and Cultural Needs. The contents of this document are organized in eight parts, as follows. Part One, "Speech of Dr. Esther M. T. Sato," the consultant, Associate Professor at the College of Education, University of Hawaii, discusses the following topics: in the background of Filipinos in Hawaii, their social problems, Filipino cultural values, guidelines to help the Filipino child in the classroom, cultural and language differences, and acculturation of the Filipino immigrant. Part Two, "Work Session With Elementary Counselors, Bilingual and English as a Second Language Personnel, and Ethnic Studies Personnel," includes a summary of Dr. Sato's presentation to them and a transcript of the question-and-answer session following that presentation. Part Three summarizes the "Work Session With the Basic Training Team, Bilingual and English as a Second Language Personnel, Selected Personnel and Community Leaders." Part Four details "Identified General Educational Needs and Suggested Solutions." Part Five, "A Study of Cultural Values: the Filipino Personality in Perspective," is a paper by Dr. Lydia R. Castillo. Part Six, "English-Tagalog-Ilokano Glossary of Common Expressions Used in School," is a paper by Mrs. Corazon Ponce. Parts Seven and Eight are reading lists, "General Reading on Philippine Culture and Heritage," and "Suggested Textbooks for Philippine Literature." [More] Descriptors: Bilingual Education, Classroom Techniques, Community Leaders, Cultural Background
(1974). Examination of Grants Awarded to the Berkeley Unified School District and to Bilingual Children's Television, Inc. At the request of Congresswoman Edith Green, the Comptroller General of the United States reviewed grant procedures covering two awards made by the Office of Education (OE). The first award, made to the Berkeley Unified School District, was funded under Title VII of the Elementary and Secondary Education Act of 1965, as amended, which provides funds to local educational agencies to develop and carry out demonstration bilingual and bicultural programs. The audit indicated that these funds were used for the development of a national television series although the provisions of Title VII require that grant funds be used only to assist children within a school district and that the Commissioner of Education award such a grant only after determining such a need. A second award was made to Bilingual Children's Television, Inc. (BC/TV), a nonprofit Oakland corporation, under the authority of the Emergency School Aid Act, which authorized OE to provide financial assistance to local educational agencies and public and private nonprofit organizations for special needs incident to the desegregation of elementary and secondary schools. The basic objective of the BC/TV proposal was to develop a bilingual and bicultural (Spanish-English) educational television show to be aired nationally. This award, made by the Commissioner of Education-elect, was granted over strong objections by OE officials after BC/TV's failure to perform under the first grant and management deficiencies disclosed by the Health, Education, and Welfare (HEW) audit agency. The audit agency concluded that BC/TV suffered from delays in funding. [More] Descriptors: Bilingual Education, Educational Assessment, Educational Legislation, Educational Programs
(1974). Evaluation of the Impact of ESEA Title I Programs for Migrant Children of Migrant Agricultural Workers. Volume II–Impact Analysis. Final Report. Elementary and Secondary Education Act Title I migrant programs focus on identifying and meeting the needs of migrant children through remedial instruction, health, nutrition and psychological services, cultural development, and prevocational training and counseling. Evaluating the impact of Title I programs for migrant children, the study determined the success of the Federal program in meeting the migrant child's needs. The sample consisted of 100 projects in 10 States. Analysis was done by compiling answers by subject and type of respondent and aggregating the data by State. This volume (II) of the 4 volume evaluation reports on the qualitative and quantitative assessment of the impact of the State education agency and local education agency levels. Information is also given on factors accounting for observed variations in impact and the extent to which Federal funds were used to supplant, rather than supplement, other funding sources. Topics covered are: (1) impact of the Migrant Education Program on migrant students; (2) services provided to migrant students by the Migrant Education Program; (3) paraprofessional program aides; (4) home-school relationships; (5) advisory councils; (6) staff attitudes; and (7) parental attitudes. The majority of the information is in tabular form. [More] Descriptors: Academic Achievement, Advisory Committees, Bilingual Education, Community Involvement
(1972). Evaluation report, District 24, Queens. State Urban Education Programs. The educational program in Community School District Number 24 was supplemented by a quality incentive grant from State Urban Education funds. These funds were used to establish a Corrective Reading Program and anEnglish as a Second Language Program which were supported by school volunteers. The primary objectives of the Corrective Reading Program were: (1) to provide corrective reading diagnosis and remediation services for each participant so that he can expand his vocabulary and comprehension of reading material; and (2) to provide individualized corrective reading instruction so that program participants will increase in specific reading skill areas based on initial diagnosis of reading difficulties. The evaluation of the Corrective Reading Program supports the conclusion that the program achieved the objectives set for it. The primary objective of the English as a Second Language Program was to increase the oral language proficiency of non-English speaking and English as a Second Language pupils in the target population. Among the findings were the following: (1) most of the classes were organized on a grade level rather than on an English proficiency basis. The consequent wide-range of student abilities caused considerable frustration for both teacher and students; (2) teachers varied greatly in their judgment of what was acceptable English; some used accent as a criterion, others were concerned with grammar, still others disregarded those criteria in favor of basic communication of meaning; and, (3) the use of the project Evaluation Test to place and promote ESL students has added a needed formal aspect to the program screening procedures. [More] Descriptors: Bilingual Education, Bilingual Teacher Aides, Class Organization, Educational Diagnosis
(1973). A Summary of the Formative Research Conducted On Pilot Shows 02 and 03 Produced by Bilingual Children's Television. A research project investigated parent and teacher perceptions of the appeal and utility of two bilingual children's television shows and studied the appeal and comprehensibility of the shows to children. A total of 250 parents, 244 teachers and 800 children in eight cities responded to questionnaires. Returns showed that better than 90% of the parents had positive attitudes toward the programs and felt that they fostered cross-cultural understanding. More than 80% of the teachers sampled considered the shows useful, reinforcing to their curriculum, and appropriate for children through grade two. Almost 99% of the children liked the shows, and test results showed that the content was 75% comprehensible and that it promoted language development. It was recommended that additional research be undertaken to establish the programs' long-term learning effects, their utility in the classroom setting, and the learning differences which occur between groups of children who have been exposed to the programs and those who have not. [More] Descriptors: Bilingual Education, Bilingual Students, Childhood Attitudes, Cultural Awareness
(1973). Description of Bilingual Programs Funded by Title I, ESEA. This booklet presents a description of 16 bilingual programs funded by Title I, ESEA in New York City. Information includes a description and list of objectives for each program. [More] Descriptors: Biculturalism, Bilingual Education, Bilingualism, Chinese
(1973). Final Evaluation, Title VII, Community School District No. 10. Bilingual Mini School. The Elementary Secondary Education Act Title VII Bilingual Program operated at the Bilingual Mini School, located within Public School 59. The program completed its second year of operation in June 1973. During its first year in existence, the bilingual program served kindergarten and grade 1 children. Grade 2 classes were added during the 1972-73 academic year. The project serviced both Spanish and English dominant children, in the proportions which reflect the population of the community. The program accomodated 219 children on three grade levels. Eight full-time teachers and eight educational assistants worked in the program. An English as a second language teacher was added to the staff at midyear. The materials available in the program were adequately suited to their needs. In each classroom there were various kinds of learning games (in English and Spanish) which were frequently used by the children. In each classroom there were special interest areas located around the room. The teachers developed materials on their own for children who needed additional assistance in their weakest skill and concept areas. The low adult-student ratio allowed frequent small group and individualized instruction. The program placed its primary instructional efforts on the small group learning unit. The materials, available in both English and Spanish, were geared to different levels of ability in reading and math. Culturally enriching field trips were an integral part of the program, especially for the second grade children. [More] Descriptors: Bilingual Education, Class Activities, Curriculum Development, Educational Games
(1973). An Introduction to the Alaska Department of Education and Information on People, Government, History, Geography. The large number of requests for general information on Alaska has resulted in the compilation of this booklet. Alaska's school system is made up of district schools and State-operated schools. The 29 school districts (controlled by the local school boards) vary in size from 40 pupils with 4 teachers to 34,000 pupils with 1,500 teachers. Boarding high schools, boarding home programs, correspondence study, adult education, Bureau of Indian Affairs' role in education, institutions of higher learning, and teachers are discussed. Programs to meet the needs of the Alaskan student have been developed by Alaskan educators through curriculum materials based on settings and events familiar to these students. A historical sketch of Alaska and its present economy and government are included. The geographic division of Alaska and the distribution of Eskimos, American Indians, and Aleuts are described. Lists of facts and figures, historical milestones, information sources, and miscellaneous information conclude the booklet. [More] Descriptors: Adult Education, American Indians, Bilingual Education, Boarding Schools
(1973). Schools with Bilingual Programs Funded by Titles I, III, and VII, ESEA. This booklet presents a list of schools in New York City with bilingual programs funded by Titles I, III, and VII of the Elementary and Secondary Education Act. Information provided includes the name of the school, the community school district in which it is located, the school address, the title of the program, the project coordinator, and the telephone number. [More] Descriptors: Bilingual Education, Bilingual Schools, Bilingualism, Coordinators
(1972). The Learning Society. Report of the Commission on Post-Secondary Education in Ontario. The Commission on Post-Secondary Education in Ontario was appointed in 1969 to advise the Ministers of Education and of University Affairs. The Commission was asked to consider, in the light of then-current provisions, the pattern necessary to ensure the further effective development of post-secondary education in the Province to 1980, and in general terms to 1990, and to make recommendations. It was charged with nine specific areas of study, including the determination of student needs, student preferences, numbers of students, types of institutions and facilities required and the interrelations among them, and the costs and methods of financing universally attainable post-secondary education. The Commission was further required to generate public comment and discussion, providing full opportunity for the expression of opinions. The results of hearings, briefs, and a wide range of research studies are reported in the study, organized around three themes: a history of post-secondary education, directions for change, and instruments of change. The Commission makes 126 specific recommendations, reflecting its general conclusion that continuing education is a pervasive molding force which requires flexibility in the post-secondary system. Descriptors: Adult Education, Bilingual Education, Educational Demand, Educational Finance
(1972). Bibliografia de Materiales Tocante al Chicano: A Bibliography of Materials Relating to the Chicano in the Library, California State University. Second Edition, December 1972. Approximately 2,295 books and articles published between 1945 and 1970 are listed in this bibliography for students in the field of Mexican American Studies. Emphasis is on agricultural laborers, bilingualism, Indians of Mexico, Mexico, cultural background, history, politics, and education. The bibliography has complete title and author indexes. It is arranged by subject headings, which are alphabetical. Within these headings, specific items are also listed alphabetically. Items may be listed more than once. Films relevant to the study of Chicano affairs are given in a supplement. [More] Descriptors: Agricultural Laborers, American Indians, Bibliographies, Bilingual Education
(1973). A Bilingual Navajo Curriculum Project. Profiles of Promise 16. Ninety-six percent of the students who enter first grade in the San Juan School District, Blanding, Utah, cannot speak or understand English. They are Navaho and attend school on the Navaho reservation. A unique bilingual Navaho curriculum project has been developed to provide learning materials in the Navaho language to enable the child to learn when he first enters school, regardless of the language he speaks. Using film-strips, cassette recordings, slides, 16 mm films, book illustrations, and the printed word, the project translates the learning materials found in the classroom into the Navaho language. Major objectives of the San Juan Educational Program are to provide instruction in the language the child understands best so that he does not become retarded in the academic areas while learning the common instructional language; build a positive self image of all children; and develop closer communication and understanding between parents and teachers. Evaluation shows that the Navaho children in the program have improved in their reading and in their attitudes toward school. [More] Descriptors: American Indian Culture, American Indian Languages, American Indians, Biculturalism
(1968). Project PASO: A Parallel Bi-Lingual Curriculum. An Application for an Operational Grant Under the Provisions of Title III, P.L. 89-10. This Title 3 proposal outlines a program of parallel bilingual instruction for non-English speaking Mexican students and Spanish-speaking Anglo students in grades 9-12, designed to assimilate Spanish-speaking students within two years and to improve the Spanish skills of Anglo students. A descriptive section includes information on the community, statement of need, objectives, procedures, emphasis, planning, non-public school participation, evaluation, dissemination, personnel qualification, facilities, equipment, and materials. Other sections include statistical data, financial information, and assurances. An appendix contains sample materials, survey results, and additional explanatory material. [Not available in hard copy due to marginal legibility of original document.] [More] Descriptors: Anglo Americans, Bilingual Education, Cost Effectiveness, Curriculum Design