Sher, Jonathan P., Ed. (1981). Rural Education in Urbanized Nations: Issues and Innovations. Westview Special Studies in Education. An OECD/CERI Report. Collected as part of the program of work for the Organisation for Economic Co-operation and Development/Centre for Educational Research and Innovation (OECD/CERI) Education and Local Development project, scheduled to operate from 1979 to the end of 1981, this volume is designed to provide a foundation of information and insights on education in the sparsely populated areas of a group of industrialized nations. The book addresses the broad spectrum of rural education issues within some OECD member countries (Portugal, New Zealand, Scotland, Australia, Finland, Norway and the United States). The authors identify innovative programs, policies, and strategies, and point toward the more promising paths for rural school improvement. They also issue warnings about some of the blind alleys and dead ends that can be encountered. The major topics covered include delivery systems, in-school innovations, support mechanisms, and community-school linkages. Descriptors: Bilingual Education, Boarding Schools, Correspondence Study, Curriculum Development

Irizarry, Ruddie A.; And Others (1980). Newtown High School, Queens, Chinese/Korean Bilingual Language Arts Resource Center, ESEA Title VII, 1979-1980. Final Evaluation Report. This is an evaluation of a Title VII Bilingual/Bicultural Program that was conducted at a New York City high school in 1979-1980. The program served Chinese and Korean speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. The program description outlines the project's background, organization, and structure. Instructional components of the program that are reviewed include: (1) programming and transition; (2) bilingual classes; and (3) funding of the instructional component. Non-instructional components discussed include: (1) curriculum and materials development; (2) supportive services; (3) staff development; (4) parent and community involvement; and (5) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring reading achievement, oral language ability, mathematics achievement, science achievement, social studies achievement, and native language arts achievement. Tables also show students' parents' achievement on English language tests. Attendance figures for both parents and students are presented. Recommendations and conclusions are offered.   [More]  Descriptors: Achievement Gains, Adult Education, Biculturalism, Bilingual Education

Jones, Earl; And Others (1980). Evaluation of California's Educational Services to Limited and Non-English Speaking Students; Volume I, Final Report. Designed to assist California policy and decision makers with planning to meet the future educational needs of limited-English speaking (LES) and non-English speaking (NES) students, this study was undertaken: (1) to describe and analyze the implementation of all areas of the legislatively required services to LES/NES children, and the structures which support those services, particularly in terms of instructional strategies, financial resources and utilization, teacher preparation, and district policies; (2) to relate these implementation factors with measures of program effectiveness through analysis of student achievement and the satisfaction of students, parents, teachers, aides, and administrators with the bilingual instructional services, and thus determine the relationship between program implementation and impact on children and others involved in the program; and (3) to analyze procedures for the state and local language census of LES/NES children and examine the instruments used for placement, including the materials and procedures used to train test administrators and in the reporting of results. Volume I of this final report contains the full narrative and the more important tables. Volume II is the Executive Summary. Volume III contains the instruments, some technical explanatory materials, and many of the complex tables not included in Volume I. Descriptors: Ability Identification, Academic Achievement, Administrator Attitudes, Ancillary School Services

Loiselle, Maryann; And Others (1979). Bilingual Bicultural Curriculum for Social Studies: Grade Five. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and for other students whose native language is Spanish, this social studies curriculum guide for fifth grade is one of a series for pre-school through fifth grade. The overall focus is on Puerto Rican history and culture, placing the development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains eight units, related to those in the other fifth grade guides: environmental adaptation, migration, cultural contacts, production, trade, stability and change, ideals, building a style of life. Appropriate skills are presented in each unit; for example, the skills in the unit on trade are: explaining the importance of trade between countries, comparing old and new methods of trade, understanding the concepts of exportation and importation, and citing examples of trade between the United States and other countries. Key vocabulary words are listed with each skill. Activities to motivate students to learn each new skill are described. The illustrations provided can be copied for instructional use. Much of the material for the teacher to use in class is given in Spanish. Descriptors: Bilingual Education, Bilingual Instructional Materials, Cultural Background, Culture Contact

Burrow, Elaine (1980). Practicas de Oficina Para Duplicados. Volumen 1. Spanish Translations for Office Duplication Practices, Volume 1. First Edition. Intended to help the bilingual office duplication practices instructor to better communicate to students with limited English speaking ability the more technical aspects of information presented in class, this supplement consists of a series of transparency masters with Spanish sub-titles for key words. It consists of 18 units. Covered first is the process of applying for a social security card. Various job safety procedures are dealt with. Focus of the next two groups of transparencies is on various aspects of interpersonal relations, including avoiding politicking, apple polishing, and gossiping as well as on practicing good grooming and nutrition habits. Addressed next are procedures for using stencil duplicators, fluid duplicators, image paper masters, and electronic calculators. The next four units consist of transparency masters illustrating the basic rules of filing as well as rules for indexing, geographic filing, and numeric filing. Routing slips, envelopes, package wrappings, and state abbreviations are dealt with next. Also covered are appropriate forms of dress for interviews and methods of applying for jobs. (Another volume of transparencies and a companion instructor's manual are available separately–see note.) Descriptors: Behavioral Objectives, Bilingual Education, Bilingual Instructional Materials, Business Correspondence

Irizarry, Ruddie A.; And Others (1980). Eastern District High School Integrated Bilingual Demonstration Project, ESEA Title VII, 1979-1980. Final Evaluation Report. This is an evaluation of a Title VII Bilingual Program that was conducted at a New York City high school in 1979-1980. The program served Spanish speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. The program description outlines the project's philosophy, organization, and structure. Instructional components of the program that are reviewed include: (1) student placement, programming, and mainstreaming; (2) instructional offerings; and (3) funding of the instructional component. Non- instructional components covered include: (1) curriculum development; (2) supportive services; (3) staff development; (4) parental and community involvement; and (5) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring native language reading achievement, native language mathematics achievement, mathematics performance, science performance, social studies performance, and native language arts performance. Attendance figures for students are presented along with a comparison of dropout rates between program students and the total school. Conclusions and recommendations are offered.   [More]  Descriptors: Achievement Gains, Biculturalism, Bilingual Education, Class Organization

Beauchamp, Laura; Butler, David L. (1979). [Bilingual-Bicultural Curriculum for Language Arts: Grade 5.]. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this language arts curriculum guide for fifth grade is one of a series for pre-school through fifth grade. The overall focus is on Puerto Rican history and culture, placing the development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. Skills appropriate to the grade level are presented in eight units, with reading selections thematically linked to the corresponding social studies guide: environmental adaptation, migration, cultural contact, production, trade, stability and change, ideals, building a lifestyle. For example, the skills in the unit on trade are: interpreting proverbs and sayings, identifying the gender of irregular nouns, and making adjectives and nouns agree in gender and number. Key vocabulary words are listed with each skill, as are activities to motivate students to learn the new skill. The illustrations provided can be copied for instructional use. Much of the material for the teacher to use with the class is given in Spanish. Descriptors: Bilingual Education, Bilingual Instructional Materials, Elementary Education, Grade 5

Chang, Sung-Wen; Quinones, Juanita (1977). [Bilingual Bicultural Curriculum for Science: Grade Two.]. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and others whose native language is Spanish, this bilingual-bicultural science curriculum guide for second grade is one of a series for pre-school through fifth grade. The overall focus is on Puerto Rican history and culture, placing the development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains eight units, related to those in the other second grade guides: myself, my school, family, my home, my community, transportation, communication, animals. Appropriate skills are presented in each; for example the skills in the unit on transportation are: identifying the source of energy which causes objects to move; determining the difference between storing, or accumulating, and using energy; measuring the distance that an object travels using a quantity of energy stored in the object. Key vocabulary words are listed with each skill. Activities to motivate students to learn the new skill are described. The many illusrations provided can be copied for instructional use. Material for the teacher to use in instructing the class is given in Spanish. Descriptors: Bilingual Education, Bilingual Instructional Materials, Elementary Education, Elementary School Science

Schon, Isabel; And Others (1981). The Effects of Special Reading Time in Spanish on the Reading Abilities and Attitudes of Hispanic Junior High School Students. It was hypothesized that a positive improvement in Hispanic junior high school students' Spanish and English reading abilities, reading attitudes and academic self-concepts would result after being provided special reading time with a wide variety of reading materials in Spanish. An experimental (E) group of approximately 200 grade 7 and 8 Hispanic students in Tempe, Arizona, were provided at least 45 minutes a week of free reading time with access and encouragement to use Spanish newspapers, magazines, paperback and hardcover books during required homogeneously-grouped reading classes. Approximately 200 other Hispanic students, who had been enrolled in reading classes the previous year (1979-80) and were taught only basic reading skills and English and American literature, served as a control (C) group. The E and C groups were compared on measures of Spanish and English reading comprehension, speed and vocabulary; attitude toward reading; and academic self-concept. Findings suggested: the language which was exercised more showed the greater improvement; reading skills transferred across the two languages; where teachers were conscientious in implementation of the treatment, greater gains resulted in both English and Spanish achievement; and differences on the reading attitude and academic self-concept tests did not approach statistical significance. Descriptors: Academic Aspiration, Attitudes, Bilingual Education, Comparative Analysis

Jones, Earl, Ed.; Davis, Peter B., Ed. (1977). Experimental Schools Project, Edgewood Independent School District. Volume I: Final Summary Report. The Edgewood Independent School District (San Antonio, Texas), using a mini-system of one high school, one middle school, and four elementary schools, conducted an Experimental Schools Program from 1972-1977 to test a local decision making, long-term innovative program to effect substantial changes in the affective and cognitive characteristics of a largely Mexican American student body. The program utilized intervention components of staff development, curriculum development, internal evaluation, family services, cultural advocacy, and services to the handicapped to operationalize its instructional strategies. Cross-sectional and longitudinal analyses were performed on the constructs of educational change, educational compatibility, social context, and student impacts.  Evaluation data indicated: (1) about the same range of characteristics (student attitudes, self-concept, motivation) in program students as those tested elsewhere by the same instruments; (2) no consistent longitudinal improvement of treatment students' standardized test scores over those of the comparison group nor in relationship to national norms; (3) little student, faculty, administration or community support for teaching in Spanish and teaching about Mexican American culture; and (4) high school completion classes for adults, college courses facilitated, and the alternative high school showed high acceptance. An important implication was the necessity of carefully integrating any project into the existing system. Descriptors: Academic Achievement, Affective Behavior, Bilingual Education, Cognitive Development

Development Associates, Inc., Arlington, VA. (1977). Supplement to the Final Report on the Edgewood School Plan. Volume II. Prepared to assist professional educators and researchers who want greater detail on certain aspects of the evaluation of the five-year Experimental Schools Program conducted by the Edgewood Independent School District in San Antonio, Texas, this supplement to the Final Report on the Edgewood School Plan is composed of abstracts that give the basic design and instrumentation of the research, the findings from that particular investigation, and the conclusions that were drawn. The abstracts, which are arranged chronologically by submission date, describe historical background of the Edgewood District; self-concept studies of Mexican American students; first and second interim reports on the program; a comparative analysis of English and Spanish reading performance of Mexican American students; an instrumentation study of the Purdue Social Attitude Scales for Primary Children; social attitudes of South Texas primary students; locus of control and achievement of Mexican American students; a case study of language dominance test development and instructional placement, psychosocial growth and academic achievement of Mexican American students; an instrumentation study of the Self-Concept and Motivation Inventory; an explanation of educational change (case studies from Edgewood); teacher classroom behaviors; the communications skills program; a summary review of revenues and expenditures for the program; program curriculum and instruction; and formative evaluation in the Edgewood School Plan. Descriptors: Academic Achievement, Affective Behavior, Bilingual Education, Communication Skills

Connecticut State Dept. of Education, Hartford. Div. of Vocational Education. (1981). 1979-1981 Vocational Education Improvement Projects. This brochure provides summaries of 23 exemplary, research, and curriculum projects known as the Vocational Improvement Program that share three concerns: meeting needs of underserved students, sex fairness, and excellence in vocational education. The 14 exemplary projects focus on vocational exploration and skill building in marine and related occupations for the handicapped, solar energy training, Hispanic vocational exploration, career and occupational awareness, ownership skills for seniors in vocational-technical schools, sex equity in counseling and vocational education, career exploration, energy conservation skills, carpentry and building maintenance curriculum for special education, exploring careers, inservice training for handicapped, encouraging Comprehensive Employment and Training Act/Vocational Education linkages, life career plan, and bilingual vocational training. Seven research projects deal with shop theory curriculum development using audiovisual aids with special needs students, training vocational teacher trainers, developing curriculum-based skill assessment instruments, vocational agriculture, developing occupational task structures and training time standards for cooperative vocational education, school climate, and Greater New Haven training needs. The two curriculum projects concern two curriculum revision programs. Names, addresses, and phone numbers of program directors are provided. Descriptors: Agricultural Education, Bilingual Education, Business Education, Career Awareness

Galvan, Jose; And Others (1987). Helping Limited English Proficient Students Succeed. A group of three brief conference papers, all concerned with methods to help Limited English Proficient (LEP) students succeed, is presented in this document. The first paper, "Integrated Content Language Approach" (Jose Galvan), suggests that LEP students who are at the intermediate level or beyond will benefit from programs integrating content and language instruction because their transitional progress will have the added advantage of a strong affective element. Interest in the language being used will rise, and their progress in the subject matter will continue. The second paper, entitled "The Eastman Success Story for Helping Limited English Proficient Students Succeed" (Bonnie Rubio), describes the Eastman Curriculum Design Project implemented in seven schools in the Los Angeles Unified School District in California. The program focuses on language separation: subject matter is taught either in Spanish, sheltered English, or mainstream English. The goals of the program are high-level oral fluency in English and academic achievement. The third paper, "Helping Limited English Proficient Students Succeed" (Amado Padilla), asserts that the stress that LEP children experience is very different from the stress that children generally have. External and internal mediators, which buffer the impact of stress, can be developed; if LEP students learn how to cope with stress, they will be less at risk of dropping out.   [More]  Descriptors: Academic Achievement, American Indian Students, Asian American Students, Bilingual Education

Chang, Sung-Wen; Quinones, Juanita (1978). [Bilingual Bicultural Curriculum for Grade Three.]. Designed to assist bilingual teachers in providing a coordinated program of studies for students in the Connecticut Migratory Children's Program and for other students whose native language is Spanish, this science curriculum for third grade is one of a series for pre-school through fifth grade. The overall focus of the guides is on Puerto Rican history and culture, placing the development of skills within the context of the experience and social identity of the child. A sequential approach is utilized. The guide contains seven units, related to those in the other third grade guides: Connecticut, Puerto Rico, Latin America, Europe, Asia, Eskimos, American Indians. Appropriate skills are presented in each unit; for example, the skills in the American Indian unit are: inferring the formation of clouds; identifying the types of clouds and symbols used to represent them; identifying the cause of rain; investigating the regulation of rainfall; making and using a rain gauge. Key vocabulary words are listed with each skill. Activities to motivate students to learn each skill are described. The illustrations provided can be copied for instructional use. Much of the material is given in Spanish and English. Descriptors: Bilingual Education, Bilingual Instructional Materials, Elementary Education, Elementary School Science

Associated Educational Consultants, Inc., Pittsburgh, PA. (1980). Adult Vocational Education Needs Assessment for the State of Connecticut. Innovative Models for Adult Vocational Education. This document provides descriptions of 32 model adult vocational education programs to assist Connecticut vocational education administrators in planning programs to strengthen the basic skills aspect of employment training for adults. The model programs represent the result of a search of the Educational Resources Information Center indexing systems for Resources in Education and Current Index to Journals in Education. Programs are divided into 10 categories: (1) for employed youth (2 programs), (2) for reentry women (2 programs), (3) for students with children (2 programs), (4) for students with special needs (2 programs), (5) for the self-employed (1 program), (6) bilingual and bicultural adaptations (7 programs), (7) cooperative arrangements with industry (5 programs), (8) unique facilities for special programs (4 programs), (9) new ways to recruit students (4 programs), and (10) additional sources (2 programs). Each entry follows this format: program title, school, description, reference (source of information), current status, and contact for additional information. Descriptors: Adult Programs, Adult Vocational Education, Bilingual Education, Day Care