This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Louis Colombo, Glo Cantwell, Karen Stabler, Elva Duran, and El Rito. Northern New Mexico Community Coll..
(1981). OCETA Job Preparation Research Project. Final Report. The Albuquerque Office of the Comprehensive Employment and Training Administration (OCETA) contracted with the Albuquerque Urban Observatory to conduct a study of employability skills needed by OCETA participants, to identify training programs that might be available to teach these skills, and to suggest a new model for OCETA job preparation training to be integrated into the existing OCETA program. The Urban Observatory interviewed Albuquerque OCETA personnel and experts in occupational training; reviewed literature; searched for job preparation training programs; and held group discussions with job preparation trainers, jobs counselors, job developers, and employers to determine skills needed and possible training programs to use. This research identified four principal categories (job finding, job keeping, attitudes, and personal capabilities) broken down into 51 specific job preparation areas, ranging from resume writing to positive self-image, which should be taught in OCETA job training programs. The research also found that many of the OCETA participants did not possess these skills; however, women, those with greater education, those who had received CETA skills training, and older participants generally had a higher level of job-seeking skills. Following a review of training programs, seven national and seven local programs that would meet training needs were identified and profiled. In addition, suggestions for improving the Albuquerque OCETA program were made, such as stressing job-finding skills, making more careful assessment of participants before they enter the program, and contracting with a job-training organization to conduct the major portion of the program. Descriptors: Adolescents, Adult Education, Adults, Educational Needs
(1980). Teaching Reading to Disadvantaged Hispanic Children Based on Direct Instruction. A controlled experiment was conducted in 1980 with 117 first graders in two Southwestern schools near the Mexican border to determine the effects of direct instruction in teaching bilingual Hispanic children to read. Direct instruction has been defined as using modeling, reinforcement, prompting, discrimination learning, and correction/feedback for positive self concept development. Two rural schools with high percentages of Chicano students and with established bilingual education programs were selected for the study; however, School A served a poor neighborhood and was judged to be disadvantaged while School B served a more affluent area. In each school 58 first grade Hispanic bilingual children were randomly selected and randomly assigned to two experimental groups, conditions for which were identical except that one group used direct instruction and the other group used the regular bilingual method. Significant effects resulted between schools, between groups, and within a group/school interaction. Tentatively, direct instruction can significantly improve beginning bilingual children's achievement more than regular bilingual instruction; bilingual education may be enhanced by incorporating direct instruction into its teaching method. "School characteristics" may interact with the effects of any specific teaching method. Descriptors: Bilingual Education, Bilingual Students, Comparative Analysis, Concept Teaching
(1992). Southwestern Native American Studies: A Selected Bibliography. Conducting research in the field of Native American studies requires the use of many different materials in the library. This guide provides a bibliography of useful tools as well as a basic strategy to follow when researching the topic. The types of documents listed include: dictionaries and encyclopedias, guides and handbooks, journal articles, databases, statistics, and government documents. [More] Descriptors: American Indian Studies, Annotated Bibliographies, Books, Databases
(1980). Bilingual Skills Training Program. Auto Mechanics. Module 3.0: The Automotive Fuel System. This module on the automotive fuel system is the third of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to name and explain the function of the four main parts of an automotive fuel system, and to name the most common problems of a fuel system. Contents include list of module objectives; pretest; five sections on (1) parts of the fuel system, (2) fuel pump, (3) carburetor, (4) circuits of a carburetor, and (5) common problems of the fuel system; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, spelling, writing skills, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Auto Mechanics, Behavioral Objectives, Bilingual Education
(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 3.0: Cells. This module on cells is the third of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to define and describe cells, to draw the structure of a cell and explain each part and its function; to describe cell reproduction, and to define and explain how tissues and organs are formed. Contents include list of module objectives; pretest; five sections on (1) definition of a cell; (2) function, shapes, and sizes of cells; (3) basic structure of a cell. (4) growth and reproduction of a cell; and (5) tissues and organs formed by cells; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are in both English and Spanish.) Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Barbers, Behavioral Objectives, Bilingual Education
(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 5.0: Nervous System. This module on the nervous system is the fifth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skills training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to describe components and function of the nerve cell, to name types of nerves, to identify the main parts of the nervous system; to locate the cranial and cervical nerves, and to name methods for stimulating the nerves. Contents include list of module objectives; pretest; five sections on (1) nerve cell, (2) types of nerves, (3) division of the nervous system, (4) cranial nerves, and (5) nerve fatigue and relaxation; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are in both English and Spanish.) Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Barbers, Behavioral Objectives, Bilingual Education
(1980). Bilingual Skills Training Program. Meat Cutting. Module 2.0: Job Classifications, Tools, Sanitation & Safety. This module on job classification, tools, sanitation, and safety is the second of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary and to identify job classifications in a retail meat market; proper use and maintenance of meat cutting hand tools; power equipment, its usage, and cleaning procedures; sanitation procedures; and meat market safety rules. Contents include list of module objectives; pretest; five sections on (1) meat cutters, (2) hand tools, (3) power equipment, (4) sanitation, and (5) safety; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Behavioral Objectives, Bilingual Education, Equipment Maintenance
(1980). Bilingual Skills Training Program. Auto Mechanics. Module 2.0: Ignition System. This module on ignition systems is the second of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to name functions and circuits of an ignition system, to explain how voltage is increased by the coil and the spark is delivered by the distributor, and to name common problems caused by a faulty ignition system. Contents include list of module objectives; pretest; five sections on (1) ignition systems, (2) primary and secondary circuits, (3) how voltage is increased, (4) delivery of the spark to the proper cylinder, and (5) problems of the primary and secondary circuits; posttests; and English/Spanish vocabulary list. Each section is organized into this format: instructions in Spanish and English; vocabulary; and concepts (statements or questions to direct reading); readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, spelling, writing skills, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Auto Mechanics, Behavioral Objectives, Bilingual Education
(1980). Bilingual Skills Training Program. Meat Cutting. Module l.0: Meat Grades and Classes. This module on meat grades and classes is the first of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify classes and grades of beef, veal, pork (hog), chicken, turkey, mutton, and lamb; to identify methods of preserving poultry and fish and seafood; and to identify forms in which fish and seafood may be marketed. Contents include list of module objectives; pretest; five sections on (1) beef and veal, (2) pork, (3) poultry, (4) lamb and mutton, and (5) fish and seafood; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Behavioral Objectives, Bilingual Education, Classification
(1980). Bilingual Skills Training Program. Auto Body Repair. Module 3.0: Basic Metal Repair. This module on basic metal repair is the third of four (CE 028 303-306) in the auto body repair course of a bilingual vocational training program. The course is designed to furnish theoretical and laboratory experience in welding, metal straightening, metal finishing, painting, and use of power and hand tools. Module objectives are for students to develop trade-related Spanish/English vocabulary; to identify procedure for preparing exterior, interior, and under surfaces and for analyzing damage; to identify metal capabilities; and to identify these processes: metal roughout, metal shrinking, soldering, plastic filler, metal finishing. Contents include list of module objectives; pretest; five sections on (1) surface preparation, (2) damage analysis and metal roughout, (3) metal shrinking, (4) body solder and plastic filler, and (5) metal finishing; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Auto Body Repairers, Behavioral Objectives, Bilingual Education
(1980). Bilingual Skills Training Program. Auto Mechanics. Module 5.0: Automotive Transmissions. This module on automotive transmissions is the fifth of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to identify and explain the function of the three types of clutches, to explain how the manual transmission works, to identify and explain the function of the parts of an automatic transmission, and to explain parts and functions of the drive line, rear axles, and differentials. Contents include list of module objectives; pretest; five sections on (1) clutches, (2) manual transmissions, (3) automatic transmissions, (4) drive lines, and (5) rear axles and differentials; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, spelling, writing skills, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Auto Mechanics, Behavioral Objectives, Bilingual Education
(1980). Reading Curriculum for Beginning Hispanic Bilingual Children Based on Direct Instruction. Addressing the needs of Hispanic bilingual children with learning problems, the manual is arranged to help teach beginning students vowels and the concepts of shapes in a step-by-step manner based on Englemann's principles of direct instruction. Equivalent Spanish/English chapters are designed to teach pronunciation and identification of vowels for reading remediation and to teach the concepts of shapes such as the triangle, square, rectangle, and circle. Vowels and shapes are selected as the teaching topics because they are major areas of learning difficulties for the Hispanic child having special needs. It is stated that once an instructor becomes familiar with the manual, an easy transfer can be made using the manual's principles to teach other concepts. Review and testing sections are included at the end of each chapter. Results of a field test with 120 bilingual first graders indicate that the manual's direct method of teaching significantly increases students' learning of vowels and concepts of shapes as compared to other bilingual methods. Appended are the Spanish Reading Assessment Instrument (unique in that it utilizes "non-sense" words to assess a child's reading ability in Spanish), instructions for administering the instrument, and an answer sheet (which should reveal all the specific areas where the student has difficulty and which can be used for diagnostic purposes). Descriptors: Bilingual Students, Concept Teaching, Geometric Concepts, Grade 1
(1980). Bilingual Skills Training Program. Meat Cutting. Module 3.0: Identifying and Cutting Meat and By-Products. This module on identifying and cutting of meat and by-products is the third of three (CE 028 291-293) in the meat cutting course of a bilingual skills training program. The course is designed to furnish theoretical and laboratory experience in the cutting of beef, pork, poultry, lamb, and mutton. Module objectives are for students to develop trade-related Spanish/English vocabulary and to identify ways to determine meat freshness and tenderness; bone structures which determine names of cuts; primal and retail cuts of beef, veal, pork, lamb, mutton, and chicken; and edible and inedible by-products. Contents include list of module objectives; pretest; four sections on (1) meat appearance and bone structure, (2) primal meat cuts, (3) retail meat cuts, and (4) animal by-products; posttests; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Behavioral Objectives, Bilingual Education, Classification
(1980). Bilingual Skills Training Program. Auto Mechanics. Module 6.0: Sunscope. This module on the sun oscilloscope is the sixth of six (CE 028 296-301) in the auto mechanics course of a bilingual skills training program. (A Vocabulary Development Workbook is available as CE 028 294.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to identify and describe sections of the basic sun scope pattern, to identify and explain use of verticle lines and gradation scale on the Sun Scope Screen, to interpret the coil output and condition of contact points on the screen, and to identify and correct problems of secondary polarity and insulation and secondary resistance by using the sun scope. Contents include list of module objectives; pretest; six sections on (1) sun scope basic pattern, (2) sun scope screen, (3) coil output, (4) contact points, (5) secondary polarity and insulation, and (6) secondary resistance; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. Worksheets also cover these areas: vocabulary, definitions, word attack skills, spelling, writing skills, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Auto Mechanics, Behavioral Objectives, Bilingual Education
(1980). Bilingual Skills Training Program. Barbering/Cosmetology. Module 4.0: Skeletal System. This module on the skeletal system is the fourth of ten (CE 028 308-318) in the barbering/cosmetology course of a bilingual skill training program. (A Vocabulary Development Workbook for modules 6-10 is available as CE 028 313.) The course is designed to furnish theoretical and laboratory experience. Module objectives are for students to develop trade-related Spanish/English vocabulary, to name the nine systems found in the human body, to identify the three basic parts of the skeletal system and the function of each, to identify the types and structure of a bone, and to identify the eight bones of the cranium and the fourteen bones of the face. Contents include list of module objectives; pretest; five sections on (1) systems, (2) skeletal system, (3) types and structure of a bone, (4) eight bones of the cranium, and (5) fourteen bones of the face; posttest; and English/Spanish vocabulary list. Each section is organized into this format: instructions, vocabulary, and concepts (statements or questions to direct reading) presented in English and Spanish; readings; and worksheets to evaluate comprehension of the trade-related reading material. (Readings in modules 1-5 are in both English and Spanish.) Worksheets also cover these areas: vocabulary, definitions, word attack skills, writing skills, spelling, and application of terminology to the trade area. Descriptors: Adult Vocational Education, Anatomy, Barbers, Behavioral Objectives