Evaluation and Training Inst., Los Angeles, CA. (1991). Catalog of Exemplary Vocational Education Programs for California Community Colleges' Special Student Populations. This directory contains abstracts of 30 model programs for special population students at California community colleges. Programs are divided into four categories corresponding to the type of special population served. The seven programs for disadvantaged students are as follows: "Career Beginnings"; "Center for Computer Assisted Instruction and Vocational Education"; "GAIN (Greater Avenues for Independence) Consortium"; "Hispanic Women's Mentoring Program"; "IN-D'MAND (Internships for Disabled, Minority, and Disadvantaged Students)"; "MESA/MEP (Mathematics, Engineering, Science Achievement/Minority Engineering Program)"; and "The Student Transition and Retention Program (STAR)." Eight programs for limited English proficient students include the following: "Advancement of Ethnic Representation and Opportunities (AERO)"; "Bilingual Welding and Automotive"; "Computer Bridge Program for English as a Secondary Language (ESL) Students" (designed to bridge students into mainstream computer courses); "Consumer Resource Center"; "Outreach and Orientation for ESL Students"; "Post-Amnesty Transition Program"; "Refugee Employment Social Services"; and "Vocational Matriculation and Bilingual Career Counseling for Higher Level ESL Students." Nine programs for disabled students are abstracted: "Basic Food Service Training"; "Business PC Specialist and Computer Programing for the Physically Challenged"; "Center for the Vocationally Challenged"; "Disabled Student Services"; "Enabler Program"; "High-Tech Center for the Disabled"; "Learning Assistance Program"; "Program for the Hearing Impaired"; and "Project WorkAbility." The following six programs for displaced homemakers and related populations are listed: "Homemaker's Employment Learning Project (H.E.L.P.)"; "New Horizons"; "On the Move"; "SPACE II (Single Parent Adults Choosing Education)"; "Support Service Program to Retain Single Parents/Homemakers in Vocational Training Programs"; and "Women's Vocational Improvement Program (VIP)." The description of each model includes the following: name of the program; type of resource model and target population; program developers; basic components of the program; any products necessary for implementation; evidence of effectiveness, usefulness, or impact; and information source. Appendixes include college and subject indexes and a glossary. Descriptors: Abstracts, Ancillary School Services, Auto Mechanics, Bilingual Education

Teachers of English to Speakers of Other Languages. (1995). TESOL Resource Packet: Is Your School Helping Its Language Minority Students Meet the National Educational Goals?. The collection of articles from publications of the Teachers of English to Speakers of Other Languages (TESOL) offers a theoretical basis for construction of effective English-as-a-Second-Language (ESL) programs. Articles address issues of national policy, content and design of academic programs, and the context for ESL learning. They are: "America 2000: A TESOL Response" (Mary Lou McCloskey, D. Scott Enright); "TESOL Statement of the Preparation of Primary and Secondary Teachers in the United States"; "TESOL Statement of the Education of K-12 Language Minority Students in the United States"; "TESOL Standards: Assuring Access to Quality Educational Experiences for Language Minority Students"; "Age and Rate of Acquisition of Second Language for Academic Purposes" (Virginia Collier); "How Long? A Synthesis of Research on Academic Achievement in a Second Language" (Collier); "A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction" (Marguerite Ann Snow, Myriam Met, Fred Genesee); "The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream" (Anna Uhl Chamot, J. Michael O'Malley); "Yes, Talking!: Organizing the Classroom To Promote Second Language Acquisition" (McCloskey, Enright); "Whole Language in TESOL" (Pat Rigg); "'You Stopped Too Soon': Second Language Children Composing and Revising" (Carole Urzua); "Kan Yu Ret an Rayt en Ingles: Children Become Literate in English as a Second Language" (Sarah Hudelson); The Bilingual/ESOL Curriculum Framework of the Denver Public Schools" (Janet K.  Ramsay); and "ESL: The Regular Classroom Teacher's Perspective" (Joyce Penfield). Descriptors: Academic Achievement, Academic Standards, Bilingual Education, Classroom Communication

McGrath, Mimi; Pekelo-Bielen, Rhonda (1983). You Can Do It! Vocational Education. Volume 1: Planning Your Approach. This volume, the first in a two-volume guide to provide vocational educators in Massachusetts with some practical tools for planning and implementing student recruitment strategies in their local areas, discusses the planning and design considerations that have an impact on a student recruitment program and highlights promising practices used in successful programs. Addressed in the individual chapters of the guide are the following topics: recruiting priority population students (overcoming stereotypes, understanding ethnic minority views, recruiting limited-English-proficient students, recruiting for nontraditional programs, and recruiting handicapped students); the changing role of vocational education recruitment; promising recruitment practices that have worked in Massachusetts schools (bilingual teachers in bilingual programs, summer exploratory programs, boys and girls in nontraditional shops, bilingual counseling in suburban schools, and mainstreaming special needs students); organizing and implementing recruitment programs (using promotional techniques, following work plans, and learning from others); reaching out to the public (understanding the concept of community, networking, reaching out to various sections of the public, working with political groups, and obtaining support from business). Concluding the guide is a four-page bibliography that deals with nontraditional programs, minority access, bilingual and limited-English-proficient students, special needs students, and perceptions of and attitudes toward vocational education.  Descriptors: Access to Education, Bilingual Education, Bilingual Students, Blacks

California State Dept. of Education, Sacramento. (1981). Trends in Business Education. Spring 1981. Written by California teachers and administrators involved in distributive and office education at the secondary and community college levels, these 24 articles present information on new methods of instruction and uses of technology occurring in the business world and in education. Topics covered include Centers for Business Teacher Education, new supplements to the California Business Education Guide, industry and education cooperation, educational challenges of the 1980s, business education in the 1980s and the role of the California Business Education Association (CBEA), a systematic approach to business education program planning, an integrated approach to word processing training, computer use in accounting programs, implementing computer-assisted instruction for disadvantaged business education students, teaching disadvantaged students, cooperative distributive occupations programs, the community classroom concept, California business education and the youth initiative, Comprehensive Employment and Training Act secretarial program, instructional program for bilingual executive secretaries, individualized instruction in typewriting for handicapped students, CBEA Award of Excellence, student recruitment and retention, career opportunities for paralegals, California Association of Distributive Educators, fashion merchandising program for handicapped students, class in small business management, real estate programs, and entrepreneurship programs. (Insets contain information reflecting trends from various news sources.)   [More]  Descriptors: Accounting, Bilingual Education, Business Education, Business Education Teachers

Chern, Hermine J.; And Others (1976). Evaluation of Career Education Projects, 1975-1976. Report No. 7715. The evaluations of 26 career education programs which operated in the Philadelphia, Pennsylvania school district from July 1, 1975 to June 30, 1976 are contained in this report. Generally the projects achieved their objectives, with only a few exceptions. Indications are that the career development programs currently in progress in Philadelphia are well adapted to the environment in which they are expected to function, and have been developed in accordance with the actual needs of the students they are intended to serve. Of the 26 projects evaluated, eleven of these were primarily concerned with classroom or shop instruction, six with curriculum development, and five with guidance activities. The other four projects involved staff development, job placement, and the development and refinement of a computer management system for the skills centers. Information is presented for each program separately and includes budget, project description, project history, objectives, project implementation, and project outcomes: evaluation questions, discussion, and conclusions and recommendations.   [More]  Descriptors: Adult Education, Adult Vocational Education, Bilingual Education, Career Education

Arizona State Dept. of Education, Phoenix. Div. of Special Education. (1976). The Bilingual Bicultural Child and Special Education. Report of the Arizona Identification Model Task Force. This service model on special education for bilingual, bicultural handicapped children features the Arizona Task Force recommendations to local education agencies, to colleges and universities, and to human service organizations. A list of Task Force participants, introductory material, and a list of definitions are followed by information and recommendations for local education agencies; these cover: the rights of bilingual/bicultural children and their parents concerning special education services; guidelines for child-centered processes related to the provision of special education services; suggestions regarding parent and community involvement; specific preparation needed by special education paraprofessionals; special education services for children in rural/remote areas; and funding and resource necessities for implementation of Task Force recommendations. Recommendations to the Arizona Division of Special Education cover training of school personnel, services for bilingual/bicultural handicapped children in rural/remote areas, and the role of the Division of Special Education in providing needed services. Recommendation to colleges and universities concern the institutional role in meeting training needs of teachers and supportive personnel who work with special education students. Recommendations to human service organizations involve creation of school child advocate positions to protect the rights and interests of bilingual/bicultural students. Appendices contain supplementary information. Descriptors: Admission Criteria, Biculturalism, Bilingual Special Education, Bilingual Students