This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Edward J. Frischholz, Yvonne Rodriguez, Margaret Klesner, Mary Mirabito, Edith W. King, Courtney B. Cazden, Washington InterAmerica Research Associates, Gerald A. McBeath, Gary D. Snow, and Michael Strong.
(1982). Parent to Parent: Insider's Guide for High School Parents = De Padre a Padre: Guia para Padres con Alumnos en la Escuela Superior. This Spanish/English guide was written by parents for high school parents. The guide's first section deals with how to select the right high school. This is followed by a lengthy section on the high school years, which covers the following topics: how to keep up with what the student is doing; how to connect with the school; requirements for graduation; programs; transcripts; records; students' rights and responsibilities; suspension; attendance; health requirements and entrance screening; sickness or injury at school; holidays, half-days, vacations, and snow days; transportation; lunch and breakfast programs; clothing and supplies; working papers; voter registration; programs and services for handicapped students; bilingual programs; special programs; what to do if the student wants to change schools; and dropping out. The final section is about making decisions about employment or college after high school graduation. Descriptors: Attendance, Bilingual Education, Board of Education Policy, Breakfast Programs
(1989). Sunnyside Unified School District Kindergarten Curriculum Guide. (Revised). The kindergarten program of Tucson, Arizona's Sunnyside Unified School District aims to provide young children with opportunities to develop strong oral language skills, basic problem-solving abilities, fine and gross motor skills, and feelings of confidence and joy as a learner. In its 10 major sections, this color-coded kindergarten curriculum guide provides: (1) articles and research on kindergarten issues; (2) information on the development of kindergarten children; (3) exit outcomes and essential skills delivered to kindergartners; (4) components of and materials related to cognitive, affective, and sensorimotor kindergarten curriculum areas; (5) descriptive materials on the kindergarten learning environment; (6) a discussion of classroom management, specifically schedules, grouping, and thematic units; (7) guidelines on communicating with parents; (8) materials for screening students and evaluating students and programs; (9) a format for looking at and talking about art; and (10) a statement of bilingual philosophy and related resource materials. Descriptors: Art Education, Bilingual Education, Classroom Environment, Classroom Techniques
(1982). The Acquisition of Biliteracy: A Comparative Ethnography of Four Minority Ethnolinguistic Schools in New York City. Final Report (Second/Final Part). Factors that might influence the acquisition of biliteracy were studied in four schools in the Greater New York Metropolitan Area (an Armenian-English school, a Greek- English school, a Hebrew-English school, and a French- English school). This report is the final part of a two- part report and deals with the tabulation and analysis of ethnographic observations. The effect of studying two different scripts was a major concern of the research, which employed a school ethnography approach (Green and Wallat, 1981). Observational data for four grades in the four schools were coded for additional analysis. Findings include the following: (1) writing system differences were reduced by emphasizing the printing system (whether by reading or writing print), particularly in the earliest grades; (2) reading received the most attention, followed by writing, and speaking; (3) little evidence was found of either out-of-school participation in literacy acquisition or of topical emphasis on matters pertaining to home or community; (4) out-of-school influences on literacy acquisition, though small, occurred primarily for the ethnic language; (5) little awareness or concern was found for nonschool dialect, interlanguage contrasts, or interlanguage variation; (6) for instruction in French and Hebrew, teacher-made materials were more commonly employed than were basal readers, whereas the opposite was true for English instruction; (7) the Greek school stressed choral reading; (8) the French school used individual reading more than did the other schools; and (9) the Hebrew school stressed analytic decoding in both languages more than synthetic zones. [More] Descriptors: Armenian, Bilingual Education, Bilingual Schools, Bilingualism
(1983). Vocational Education: Where Are the Minorities and Women?. The principal justification for the federal government's long-term and substantial support of vocational education programs is the need to provide opportunities for American workers, particularly those without marketable skills from lower income and minority families, to develop job-related skills. In recent decades, Congress has enacted several laws aimed at eliminating race and sex stereotyping in vocational education institutions. Based on an examination of the enrollment patterns at Milwaukee Area Technical College (MATC), it would appear that MATC perpetuates racial and sex stereotypes historically associated with vocational education in the United States, since females and minority group members studying there are concentrated in educational programs whose graduates earn salaries that are below the average salaries generally earned by MATC graduates. Therefore, MATC officials should reexamine their efforts to eliminate sex and racial stereotypes and to open up opportunities previously denied to students because of their sex or race. Particularly needed are negotiations with state officials and employers to develop an affirmative action plan that would expand opportunities for racial minority group members and women in apprenticeship training programs conducted at the school. Furthermore, MATC officials should develop a system to monitor their progress in eliminating bias in their program and should seek the funds necessary to support their American Indian and bilingual programs. Descriptors: Access to Education, American Indians, Apprenticeships, Bilingual Education
(1983). The Bilingual Program in Auxiliary Services for High Schools, 1981-1982. O.E.E. Evaluation Report. In 1981-82, the bilingual program of New York City's Auxilliary Services for High Schools served 1335 out-of-school youth (mostly between the ages of 16-22) from Spanish, Chinese, Greek, Italian, and Haitian backgrounds. The program provided educational and support services to a variety of students including actual or potential dropouts, older persons who return to school to improve literacy skills and/or continue a formal education, students whose work and/or family responsibilities prevent participation in a traditional setting, and recent immigrants who are too old to complete the requirements of a regular high school program. Special features of the program are individualized, self-paced instruction, counseling (educational, vocational, and personal), placement services, and day and evening bilingual and English-as-a-second-language classes. Analysis of qualitative and quantitative data reveals that, in the main, the 1981-82 program successfully accomplished its major goals. First, it enabled students to prepare for the high school equivalency exam, improve their English language skills, and explore academic and vocational options. Service delivery was improved by staff development and training efforts, and materials and curriculum development projects were successfully undertaken. Finally, efforts to involve parents and the community in the program were successful. Materials and resources used for this program appear in appendices to this report. [More] Descriptors: Adult Education, Bilingual Education Programs, Chinese Americans, Curriculum Development
(1984). Implications of Britain's Mother Tongue Project for American Multiethnic Education. The multiethnic situation in American schools in the 1980s can be compared to that of Britain in the 1960s, when a sudden influx of non-English-speaking children in great numbers taxed the resources of an educational system dedicated to the English language. Arguments favoring multicultural education are increasing in both countries, and the need for a multilingual curriculum and parent involvement are also recognized. In 1981 Britain's School Council undertook a major program to offer assistance in the form of resources and guidelines to teachers wishing to extend the native language skills of their primary students. Teachers developed instructional materials promoting intercultural communication, and materials for other teachers, especially those not speaking the students' native languages. American programs and publications have focused on similar issues in minority language instruction. However, developing a unified policy in conditions of wide diversity is a complex undertaking, involving immigrant parent attitudes, minority isolation, discrimination, and economic disadvantagement. American school districts are choosing a middle ground, allowing students to retain literacy in their native languages while providing English instruction. As the debate continues in both countries, more research, curricular materials, and teacher education are needed. [More] Descriptors: Bilingual Education, Community Support, Comparative Analysis, Cultural Pluralism
(1990). Language Planning in Preschool Education with "Annotated Bibliography.". A discussion of language in preschool education reviews research findings on children's language acquisition and its relationship to their general development and examines issues to be considered in making decisions for each community and program. The first section summarizes basic knowledge about preschool language development, facilitating language development at this stage, and the specific language problems faced by multilingual preschool children at home and in group care. The second section looks more closely at the sociolinguistic dimensions affecting language choice and proficiency. In the next section, three preschool program descriptions are given, each involving a situation in which a higher-status national language coexists with an indigenous language. They include a Spanish-Quechua/Aymara transitional bilingual program (Peru), a Gaelic maintenance program in Scotland's Western Isles, and a Maori revitalization program (New Zealand). The fourth section discusses practical aspects of planning for language learning and emergent literacy in preschool environments, including group size and organization, adult-child relationships, choice of language, instructional materials, staffing and staff training, adult and community participation, and administration. A brief "conclusion" and a list of almost 100 references conclude this part of the document. A special feature of the "annotated bibliography" which follows is that the annotations are written around themes (countries/communities and language use at the preschool level) and are similar in nature to essay reviews. Entries are listed alphabetically by country and information is provided under the following headings: document source; community (including language situation); educational system specifics; program (including characteristics/components); and comments. [More] Descriptors: Annotated Bibliographies, Bilingual Education Programs, Caregivers, Case Studies
(1983). Issues of the Eighties: Principals' Perspectives and School Practices. ACER Research Monograph No. 22. Over recent years there has been an increasing amount of public and political discussion of educational directions and educational accountability in relation to Australian primary and secondary schools. The study reported in this monograph attempted to address these concerns through a four-stage process: a review of literature exploring community expectations of schooling; the development of a classification of educational issues; a survey of 400 primary and secondary government and nongovernment school principals to determine their priorities among the issues; and detailed studies of school practices that exemplified the priority issues in 27 of the survey schools. Some significant differences between the groups emerged in the data analysis: pastoral care and moral education were issues of particular importance to nongovernment school principals from both levels; cooperative learning was particularly important to primary government school principals; preparation for the world of work was much more important to secondary school principals than it was to primary school principals; and the issues of technology in education and special social competencies were of particular importance to secondary government school principals. From the study of selected schools a number of factors were identified in the areas of program, process, and personnel that were associated with successful practice. [More] Descriptors: Basic Skills, Bilingual Education Programs, Career Exploration, Cooperative Programs
(1982). The Acquisition of Biliteracy: A Comparative Ethnography of Minority Ethnolinguistic Schools in New York City. Final Report (First Part). Factors that might influence the acquisition of biliteracy were studied in four schools in the Greater New York Metropolitan Area (an Armenian-English school, a Greek-English school, a Hebrew-English school, and a French-English school). This report, the first of two parts, was written after 2 years of study in which the second year was spent both on further data collection and on confirming and processing data. The effect of studying two different scripts, and societal, pedagogical, and dialectal influences were addressed. Based on ethnographic observations, it is concluded that: (1) the students seemed to read and write English at least as well as those in monoliterate schools, and were also reading another language reasonably well; (2) discrepant writing systems rarely posed difficulty for biliteracy acquisition; (3) discrepancies between the spoken and printed language did not seem to complicate biliteracy acquisition any more than they do for monoliteracy acquisition; (4) teaching methods appeared to be minor factors in literacy acquisition, relative to other variables influencing this process; (5) English literacy was valued as a key to success in the world at large and as a key to ethnic approbation and leadership; (6) the major literacy-related problem of the minority ethnic language school was not so much the acquisition of biliteracy but the maintenance of biliteracy past adolescence, particularly of the minority language; and (7) minority language literacy is related to kin and community, history, and religious rituals. [More] Descriptors: Armenian, Bilingual Education, Bilingual Schools, Bilingualism
(1981). A Report from the National Hispanic Conference on Law Enforcement and Criminal Justice. (Washington D.C., July 28-30, 1980). Intended to aid administrators, decision-makers, and the general public in learning about and gaining better understanding of Hispanic concerns, needs, and recommendations regarding justice administration, this document includes the keynote addresses and 15 topic papers presented at the conference which was attended by 91 law enforcement experts. The 15 papers were presented at 5 workshops on police, courts, corrections, juvenile justice, and undocumented workers. Proceedings for each workshop include a summary, three papers presented, formal policy recommendations, and a list of participants. Papers focus on data gaps; revision of legislative, judicial, and administrative policies; impact of national strategies on the national and local level law enforcement and criminal justice systems; psychological testing of incarcerated Hispanics; bilingual programming as a viable alternative in corrections; re-entry and support services for Hispanic offenders; use of physical force by police; police abuse and political spying; self-assessment of police; punishment for Latinos; language barriers in the criminal justice system; impact of the criminal justice system on Hispanics; the juvenile justice system and the at-risk Hispana adolescent and the economically disadvantaged Hispanic youth; alien material witnesses and the law; transition from undocumented to documented by way of the judiciary; immigration law; and the juvenile justice system and the Hispanic community. [More] Descriptors: Adolescents, Bilingual Education, Change Strategies, Correctional Rehabilitation
(1990). Northwest ESD 189 Special Education Equity Project: July 1, 1989 to June 30, 1990. Final Report. This study examined special education services for migrant and Native American students in Washington's Northwest Educational Service District 189, an area of 35 school districts with 33% of the enrollment comprising these two minority groups. The study used a backward mapping approach as it sought to identify best practices/procedures and problems that families and school staff perceived in programs for these two groups. Fifty-four people were interviewed, including representatives of nine school districts, parents, and community agency representatives. In the interviews, concerns were expressed about: (1) screening and assessment of bilingual students (including the use of interpreters in test administration, inadequate training for interpreters); (2) parental involvement (obtaining informed consent for assessment, individualized education program approval); (3) placement options (lack of bilingual programs, lack of vocational programs, over-referral to special education); and (4) other issues such as drop-out rates, attendance, cultural awareness, funding, communication between tribes and schools, substance abuse, fetal alcohol syndrome, and teenage pregnancy. Appendices present recommendations relating to inservice training in assessment, and preservice training of bilingual/bicultural and Native American staff; special education placement rates by district; a bibliography of over 100 items; a list of other bibliographies and other resources; and interview summaries. [More] Descriptors: Administrator Attitudes, American Indian Education, Biculturalism, Bilingual Education
(1990). A Year in the Life of DeafCAN: Minority Deaf Students in a Community College. The monograph reports on a year-long ethnographic study of a program for deaf students, DeafCAN (College Access Network) at Laney College, a community college in Oakland, California. During the 1988-89 year of observation, the program offered six specially designed courses, a daily lab hour, tutoring services, and a women's support/rap group. The study was designed to describe the program, evaluate the program, and construct a program model for dissemination. The study particularly looked at: the effects of the program on the mental health of the 12 new students, bilingualism and the use of American Sign Language and English, student goals, and DeafCAN as a family. Extensive tape recordings (video and audio) of classroom and informal settings provided the data for analysis. Individual chapters of the report address the following: the setting; the DeafCAN program; the DeafCAN staff; staff meetings; DeafCAN students; students' language attitudes; students' social networks; student writing samples; underlying themes in the DeafCAN program; the impact of DeafCAN on students' mental health; student goals; DeafCAN as a bilingual/bicultural program; DeafCAN as a family; relationships between students and staff; and contact between deaf and hearing cultures. Extensive quotes and anecdotal accounts are included in the report. [More] Descriptors: Bilingual Education, College Students, Community Colleges, Deafness
(1989). Collaborative Model for Minority Recruitment and Retention via the Creation of the Future Professionals of the 21st Century Club. This collaborative project between Camden Public School District and Glassboro State College in Camden, New Jersey, sought to plan, develop, implement, and evaluate a program to enhance self-esteem, academic achievement, and college entrance of economically disadvantaged minority urban youth (Black and Hispanic). Special emphasis was given to the social skills needed to compete in academia. Innovative aspects of the program included: (1) bilingual delivery (in Spanish and English); (2) meetings with participants and teachers held at the high school, not the college; (3) inclusion of a multicultural gender perspective in curricular materials; (4) collaboration between public school and college; (5) creation of a student organization for minority recruitment and retention; and (6) interaction of non-traditional and minority teacher candidates as well as minority professionals who served as role models with minority group high school students. The program was evaluated positively by both students and teachers. Descriptors: Academic Achievement, Academic Aspiration, Academic Persistence, Bilingual Education
(1982). Language Arts for Native Indian Students. The resource book by the British Columbia Ministry of Education explains methods that may help in teaching language arts to native Indian students in grades K-7. The book, an attempt to enhance the development of native students' language skills within the regular classroom, indicates how to incorporate into the regular curriculum materials by and about native people in British Columbia and describes instructional strategies congruent with the learning strategies of many Indian students. The methods described emphasize the child's cognitive and affective strengths and use a child-centered approach that stresses the validity of the native child's experience as the basic material of learning. The resource book presents an in-depth discussion of teaching strategies; steps in learning development; the language of the classroom; preparation for reading; early and later reading levels; the diagnostic teaching of reading; writing instruction; and supportive services for teachers, students, and parents. The appendices include information about health concerns of native Indian students and about the use of wordless picture books and programs, as well as lists of locally developed curricula related to native life and culture, books and materials related to native life and culture in British Columbia, and suggested materials and programs. [More] Descriptors: American Indian Education, Bilingual Education, Canada Natives, Community Schools
(1982). Achievement and School Effectiveness: Three Case Studies. A Report to the Alaska Department of Education. Case studies of high student achievement levels and school effectiveness from three rural Alaska Native schools, all offering some bilingual or bicultural classes, examine curriculum and school instructional practices, school social systems, student outcomes, aspects of school governance, and school-community relations. Chaputnguak High School, in the Yupik Eskimo village of Chefornak, enrolls 29 students in individualized, self-paced mastery programs and has the region's highest graduation requirements; school-community relations are excellent, students have positive attitudes and a sense of "ownership," and one-third to one-half of seniors enter college. Metlakatla elementary/secondary school, in a Tsimshian Indian village, has a history of local control and emphasizes teaching basics; student academic achievement, measured on standardized tests, is very good compared to other rural small schools in Alaska, but some questions exist about school effectiveness in meeting community needs. The 22 students (K-8) who attend Tanacross school are largely Athabaskan Indians; the school exists because parents felt their children were not well served by being bused to school in another community, and took legal action to have their own school, which opened in 1980; school staff is exceptional, parents are satisfied, and student attitudes and test scores are excellent. Descriptors: Academic Achievement, Alaska Natives, American Indian Education, American Indians