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lexican-American Womat'Curiiculum Nater)41: A)'Selected Topics Bibliography of 4EXC.Documents.NewNetico State Oniv;,'tniversity Park. ERIC

,tlefritsqhouse on Rural Education and. snall,Sahools. °

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liatiolial IMst. of Education (DREW), NathingtOn,D.C. .

Apr 771100-70-!0023, . ^ 7 . -' 1egp:; Not available-in harCcopy dpe 46. .iargina".legibility of original document-,OP-40183 Plus Postage. BC Not Avtilable.,f4,41.ENES.ichieitgwent Tests; American Biatoiy;.*4.312,0001-Bibliographies; ilic4Ituralisa;toMMUnity- Edgcation4Cultiiral Awareneast,..;,COUOrDifterenceit *curritulun--130e, 14200.,t4-- .1141400,46Regi.-644; Education*" SpOCifiCiatiO4,01140414,..

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Prdgralksi *Instrisitional 4!aterial4 71.04.44.q1--Programs; !Mexican Aaerican,s;;;'Periodt.CalSt.:prOgram,Evaluation.; Spanish Apeaking;,'TeaCier 8dfai4Ontvocational .Edncatiod; sVoileits. Ed44.40*

. .

The 106-item annotated bibliography==; PI es, 11,poor-ebensive guide to resource adterial, researCh.A4 anda'elfelOplents, related tio Mexican Aaerican Aome,14-f14.

tf *Pi the,aXtgi

pgblighed between 4960 and 1976, are drawn fro* twt:: Noah, 1977 issues of *Resources in Education,04EL

4anctar 197.0 thrall-4h Narch `1977 issues of,,,,CirreAtin Ed cationn (CIJE). Each citation is healed-,by an EIC.accessi,,p,nt",,41:t..- Both RIB and CIJE citations appear in numerical. order,

64,ding to the accession number. RIB citations contain:. Ostrac*,(. goo title, source (s),, publication dat.1M4 ERIC1,,,''_#e*O.dgstiork Service prices or an alternate availability.. C= E.

itiftioa*.have.'brief annotations rather than tie lengthier{~ 0:*abet cts. These annotations' are only provided. -Wien it is t 0,414.talit idle cannot be adequately described by a ababizatiOn. og. major aniinox.kssCliptors, identifiers, and by information in they ,title. C E,citations include the article.title, authOr(s). pubiicat 44#;40ejOrreal title, and informatiOnon the voluse, .number, and ;pages. .741"TOpi_Cs covered include learning motivation, integrated currictiluPre-Columbian Culture, bilingual educition, cognitilie developmeeduCational needs, career education, curriculum deire"op1911t. Erft lishas it.Sectind LangUage, job training, and cultural. education. A list ofthe 16 ENIC clearinghouses and their respeCtive scopes is appe &M.

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*********************************************************** /***********4," Reproductions supplied by BM are the best, that cant eaade

'frtim the on -giial document. * -***I*** * ***** *************** **** **** ******** **,******* ****** ***********

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American'Woman Curriculum Material:

A Selected' J,pp i cs Biblio ra h

OF ERIC Documents

tl S DEPARTMENT OF HEALTH.EDUCATIONS WELFARENATIONAL INSTITUTE OF

EDUCATION

THIS DOCUMENT HAS SEEN REPRO-DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGIN.

AT ING IT POINTS OF VIEW OR OPINIONS

STATED 00 NOT NECESSARILY REPRE-

SENT OFFICIAL NATIONIIIt INSTITUTE OF

EDUCATION POSITION OR.POLICY

April 1977.

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Clearinghouse on Rural Educatfonand Small Schools,

New Mpcico State University ',Box 3AP

Las Cruces, New Mexico 88003

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-EDUCATIONAL RESOURCES INFORMATION CENTER (ERLC)

SLeRINGHOUSE ON RURAL EDUCATION AND SMALL SCHOOLS '(CRESS)

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New Mexicto State_Uni'versity.

Las Cruces, New Mexico 8003/.

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The material in this pu cation arepared:pursuaftt to-a con raftwith the National Ins,ti e of Education, U.S. Department of Haalth,EdUCation, and kielfare..:Contractors undeftaking such pro"jects

,-under ,government sponsorship are encouraged ta,e4-ess freely t.j judgment in 4)r fessional and technic41 matters. Points of view

.or qopinioni, waver, do not necessatray 'represent the ofticial.

view or opi ons of -the Ndtional. Institute. of Eduba.6. n,.

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.

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The booklet may be duplicated in whole or in part, w enever' s'uch dup- lication is in the interejkt ofsbatte.rng e catJon..

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Apri 1 1977

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6 41.

Purpose and "Scope of ERIC,

The Educational Resources nfsopmation Center (ERIC) t-

faderally funded national information system dedicated to

the improvement of education through the dissemination of'educational resources' and. research-related materials. ERIC-

Aids school administrato?s,.teacherg, resea7chees, information

speejaliits, piofessionet organizations, students, and 'Others

41n locating and using edUcational resources.

A4

To 'achieve this purpose, the.ERIC, system processes documentsfor announcement. in Resources in Education (111E), a monthly

.-pUbli5.ation Containin'g'abstrac.ts of reseSYch, researchf4elated

reports, and resource materials in educatiollr,:, in addition,

ERIC comiAles the CuYrent Index to Journals in Education (COE);

a monthly index which draws from over seven hundred journals,

quarterlies, annuals, and yearbooks.

There are .numerous complete microfiche collections' of ERIC

materials throughout the nation which may be used by the

puU)icl ' A list containing the locations of these standing

orders may be obtained from ERIC Proeesstng. a'nd Reference

Facility, 4833 Rupbi Avenue, Suie 303(Bethesde, Maryland

20014.

Ea of the ERIC network of clearinghouses has a particular area

or scope of educapion. It is the responsipility of this'

Clearinghouse, the Cleari,righouseon Rural Education. and SmAll

S'chool's (CRESS), to gbther materials retated to rural education,,

small schools, .the American 'Indian, the. Mexican American, the

migrant and outdoor education and to input these materials into

the-nationAl ERIC system. For Information con'ce ni.ng other.

irtdividual ClearLngllouses and thei-r-respective,si es ult

-.the list at- the back of this publication.

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's.iii4 (

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Abou- the Bib 1 iography

Sources arid -ScoV.

TP

CONTENTS;r.

J.

A

V

`1N V

ERIC Descriptive Terms -. v,

,.'

Organ Ezat:ion of -the Bibl'i ography v, vi

, *,.. . .

.

C i,t,at i on F ivi i

Key and Sample Abs tract ,. .

RI E an-d CiJE Abstlr.acts. . v

9

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iv

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I.

5 I

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About the. BibliographY

Scope and Sbilrces

1

This bbliograph provides,a comprehensive guide to r'esouipce

C

matefial,,research findings, and- develpplients.41atedtot .

.. plexialiAmerican Women. This is a Selected Topics Biblioiraphy.

1

. ,,

.whiCh is issued to cover a particular subject; it is notto 4. 1

. -

',be confused with the bbl4ographies issued annually covering .

1 L..

,

4the's-r-scope areas of ERIC/CRESS. The biblkography is drawn

, .

from issues Of ResoUrces Jn EdOcation June J967 - March 1977 .

.,---/and Cui-rent'IndeX to Journals in Education dating from January

-v

1970 through March 1977.

.011,

ERIC Descriptive Terms

°Two types of descriptive -terms are used for R'IE.,and CIJE:

descriptors and identifiers. 'Descriptors are teCAn ically

,

meaningful words or phrases contained PD the Thesaurus of

ERIC Descriptors. They are used to-charadtdrize, to index,

and to retrieve documents.

Proper names of persons, geographice-locations, trade names,

. and,so on may also be important In describing a document. .

These terms, calleddentifiers,.are included with .the ,

cje.a\lons Icir descriptive purposes, but they are not tobe

found in the Thesaurus.

Orgarrization of the'Bibliograptry

Each citation in the bibliography is Headed by 'an ERIC accession

nqmber Entries from RIE are assigned an ED' number; those from

CIJE e assigned an EJ .number. Both RIE and CIJE citations

appear rn numerical order according to.the accession number.

Please !tote that the citatiton,proceed-from the most recent

. to the oldest in thaeorder, and, consequently, the citation

number will go; down rather than up.

Resources- in Education Citations

RIE abstracts contain subjTct, author, and institution indexes,

alOng,with document -resumes 41hch include'tfie ERIC acces ion

0,-

1,

numbe.r, author(s)., title, source(s), date of publication,

ERIC Document Reproduction Service.(EDRS) prices or an atternate

availability and the - abstract. If the reader finds a cita.tion

of particular interest, he may obtain a microfiche or hard coy

frreproductionlpf the docuMent from' ERIC Doq'mment 'Reproduction

Serwice.'

....

.

Current Indekistb.,Journals in Education Citations.

CIJE abstracts are prepared diffe-rently than RIE abst'racts:. .

They have brief notations rather than the lengthier RIE abstracts

and 'these notatio4s*are only Owovided when itis.thought the

., . ., . . i

articli cannot be adequately described by a Combibattrion of major.

and minor.

descriptors; identifiers and ihformation in-the title.

. Each journal citation includes th.e publication date article ,

.

_.,

t tle, peTsonal'author(s), journal title (someties abb. revjated),.

and information on the `volume, number, and pages. CIJEentnies.`J

are not, available fro'm ERIC Document Reprodu.ctiohService; 2..

' . . 1

therefore, the reader is encouraged to take advantage,of his.

ldcal library in locating the journal he wishes to use..

(

.0 A

Document1ContributiOns

,

aPersons-desir ng to contribute materials such s those cited in'1

(twothis bibliography may by sending one copy (two if available)*. -

m

t6:C. ERIC/CRESS-Acquisitions

New Mexico- State'Uniyersi,tyBox 3AP

' Las Cruces, Nelerliexico 88.003 '

v4.

,

Key to Citations

number.

' AN ;y= Accession number -identification number sequentially ass ed

to documents and/or journal articles.

as they, are processed

tHAN = ClearinghouseAcCes,sion Number , .

.

TI = Title. AU = lAuthorsOS. = Organizatkonal Source. .

SO. = ,Source (as from a journal) ,

PD = P- ubI- icatlon Date

NO = Number of Pagess-wd Notes .

IS = 1ssue'of RIE o,r CIJE intwhich citation appears

PR = E6RS Price.

AV = Alternate Availability . . .

SPO = Sponsoring Agency'CG = NIE or USOE Contract/gra%nt number under wh c -*research was done

BN = Bure'au Number (report number given by originator):.

DT = Document Type - ,-

,

IT = 'Index Terms '- descriptors which characterize content

ST = Supplementary Terms - identifiers not found in Thesaurus of

ERIC Descriptors 5

, 4

AB = .Abstract xi.

() Abstractor's initials;#always -Plated 3l; end of abstract'

SAMPLE ABSTRACT

AN - 'ED117407-tHAN - UD016252TI - GUIDE TO BILINGUAL-BICULTURAL EDUCATION RESOURCES (SPAN) SH-

ENGLISH EMPHASIS) WASHINGTON, STATE PUBLIC SCHOW.S.

OS - WASHINGTON OFFICE OF THE STATE SUPERINTENDENT. OF PUBLIC.

INSTRUCTION; OLYMPIA. ,

PD. - MAR 764

NO- - 155P,,

IS - RIE76Dec ' "

-/ PR - (EDRS PRICE MF-$0.83 HC-$8.69 PLUS POSTAGE:

DT - G

IT ,- BIBLIOGPAPHIES; *BICULTURALISM;4 *BILINGUAL EDUCATION.CURRICULUM DEVELOPMENT; EDUCATIONALRES&URCES; ENGLISH '

IT - (SECOND LANGUAGE); INSTRUCTIONAL 'MATERIALS; LANGUAGE

IT - INSTRUCTION; LINGUISTICS; *PROGRAM DEVELOPMENT; RESOURCE`,

IT - GENTERS;.*RESOURCE GUIDES;.*SPANISH,SPEAKING; TEACHING

IT TEACHING METHODS; TEACHING(TECHNIQUES; VOCATIONAL EDUCATION'

ST *WASHINGTONAB -. THIS GUIDE WAS DEVELOPED IN ORDER TO ASSIST SCHOOL DISTRICTS

TO PROVIDECEQUAL 'EDUCATION OPPORTUNITIES FOR STUDENTS OF

LIMITED OR,NON-ENGLISH SPEAKING ABILITY. IT IS,HOPED THAT

THIS GUIDE WILL BE OF ASSISTANCE TO EDUCATORS WHO ARE ATTEMPTING

TO DEAL WITH THE SPECIAL PROBLEMS OF CHILDREN WHO SPEAK A "'

LANGUAGE OTHER THAN ENGLISH IN THE HOME. STATE AND FEbERAL

,'FUNDED PROGRAMS AN WASHINGTON STATE ARE DtSCRIBED. .IN

g ADDITION, PROGRAMS FUNDED IN. OTHER PARTS OF THE COUNTRY

ARE'LISTED. .4

ft

-APPIMMIMPP.O.5=1.11=7APP.M.P.I=IMPri

1:16

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PAGE 1

'MEXICAN AMERICAN WOMAN CURRICULUM MATERIAL

AN - ED134CHAN- RCE) 552TI - PRE COLUMB AN CURRICULUM MOTIVATORS: IN APPROACH TO BI-CULTURAL

INSAU - JIMENEZ, RANDALL COSMEPD - 75NO - 266P.: ED. D. DISSERTATION. UNIVERSITY OF CALIFORNIA.. BERKELEYIS - RIE77APR .

PR EDRS PRICE MF-$0.83 PLUS'POSTAGE. HC NOT AVAILABLE FROM EDRS.AV - CHICANO STUDIES. LOYOLA MARYMOUNT UNIVERSITY. LQYOLA BOULEVARD AT

WEST 80TH STREET. LOS ANGELES. CALIFORNIA 90045 ($20.00)DT T

IT - BIBLIOGRAPHIES: BILINGUAL: EDUCAtION: CROSS CULTURAL STUDIESIT - *CULTURAL AWARENESS: CULTURAL FACTORS: CURRICULUM DEVELOPMENT.IT - DISCOVERY LEARNING: DOCTORAL THESESIT - ELEMENTARY SECONDARY EDUCATION: *INTEGRATED CURRICULUM .

IT INTERDISCIPLINARY APPROACH: LATIN AMERICAN CULTUREIT - LEARNIRG MOTIVATION: 'MEXICAN AMERICANS: MYTHOLOGYIT SPANISH CULTURE: *UN0.4PLAN: WESTERN CIVILIZATIONST -'CHICANOS: *PRE COLUMBIAN CULTUREA8 - A PROCESS THAT COULD FACILITATE A CROSS-CULTURAL LEARNING

ENVIRONMENT WAS DESIGNED. THE PROCESS INVOLVED (1) DEVELOPINGMOTIVATIONAL DEVICES USING AN HISTORICAL SELECTION PROCESS THAT 4t 4

INCORPORATED A "SIGNIIICANT DIFFERENCE". EVALUATtD RECONSTRUCTED.h1STORICAL MATERIALS. DEVICES THAT PREVENT A "PAST-PRESENT"DICHOTOMY. 'oIRECTIONAI,AND ENCULTURATIVE MECHANISMS. AND DESIGNSFOR INTERNALIZING CONCEPTUAL PERSPECTIVES AND THOUGHT SYSTEMS:(2) CREATING A DELIBERATE CURRICULUM DESIGN WHICH INTEGRATEDTHOSE MUTI-CULTURAL LEARNING SYSTEMS THAT BEST FACILITATED THETEACHING-LEARNING ENVIRONMENT IN WHICH THE MOTIVATOR WAS TO BEAPPLIED; AND (3) SETTING UP EVALUATION AND ACCOUNTABILITY'MECHANISMS THROUGH THE USE OF INSJRUCTIONAL OBJECTIVES ANDTHOUGHT PROCESS VARIATION. MOST OF THE UNITS WERE FIELD-TESTED INGRADES K-12: ALTHOUGH ALL THE UNITS USE PRE-COLUMBIAN.MES6-AMERICAN MATERIALS AND CONCEPTS. EACH UNIT HAS A BASIC SOCUSIN A DISCIPLINE. I.E.. HISTORY. SOCIAL SCIENCE. MATHEMATICS. FINE '

ARTS. AND LANGUAGE ARTS. EACH UN-IT HAS AN ACCOMPANYINGBIBLIOGRAPHY AND'SAMPLE ACTNITIES OR BACKUP MATERIALS. UNITS,ARE: (1) PATOLLI. A GAME OF STRATEGY (ENGLISH AND SPANISHVERSIONS): (2)'PRE-COLOMBIAN MAP GAMES: (3) "MESO-AMERUAN MAN ANDTHE DOMESTICATION OF PLANTS--JUEGO DE MAU: (4) D4S1GN UNIT(ENGLISH AND SPANISH): (5) MYTHOLOGY (ENGLISH AND SPANISH): 16)"ATL ATV (TM) UNIT; 914D (7) CALENDAR UNIT (ENGLISH AND SPANISH).(NQ)

10

p

16'

MEXICAN AMEZICAN WOMAN CURRICULUM MATERIALPAGE

AN - ED131170CHAN- UD016577TI - CQNGITIVE DEVELOPMENT IN BILINGUAL-BICULTURAL EDUCATIONe.A,

MULTI-DIMENSIONAL MODEL. >

AU - VALENCIA. ATILANO A.PO FEB 76NO - 23P: PAPER PRESENTED AT THE THIRD NATIONACCONFERENCE ON

IMULTICU TURAL EDOCATIO.N (FEBRUARY 1976)IS - RIE77MAaPR - EDRS PRIG MF-$0.83 HC-$1.67 PLUS POSTAGE.DT -

IT .BILINGUAL EDUCATION: BILINGUALISM: BILINGUAL STUDENTSIT - COGNITIVE ABILITY: *COGNITIVE DEVELOPMENT: CONCEPTUAL SCHEMES

IT 1 CULTURAL FACTORS: CURRICULUM DEVELOPMENT: EDUCATIONAL NEEDSIT - ENGLISH (SECOND LANGUAGE): ETHNIC GROUPSIT - *MINORITY GROUP CHILDREN: MINORITY GROUPS; MODELS: RESEARCH,NEEDS

IT - SPANISH SPEAKINGA8 - THE NEED TO ASSOCIATE BILINGUALBICULTURAL LEARNING ENVIRONMENTS

WITH THE DEVELOPMENT OF MULTIDIMENSIONAL COGNITIVE PROCESSES ISONE OF THE ISSUES DISCUSSED IN THIS PAPER. BILINGUAL EDUCATION IS

ENVISIONED IN TERMS OF AFfECTING A DRAMATIC AND PROGRESSIVE TREND

_ IN THE COGNITIVE GROWTH OF CHILDREN. THE PRINCIPAL DEVELOPMENTALGAINS FOUND IN MANY SPANISH/ENGLISH BILINGUAL EDUCATION PROGRAMSARE SAIDOO BE SEEN IN THE PROGRESS MADE BY M. CAN AMERICAN ,

CHILDREN IN SPANISH LANG4AGE DEVELOPMENT'hND IN CERTAIN AFFECTIVE. VARIABLES. HOWEVER. IT IS" ELD THAT COGNITIVE DEVELOPMENT IN AMULTIPLICITY OFVARIABLES THROUGH THE MEDIUM OF SPANISH CANNOTALWAYS BE ASCERTAINED: ACSO. CURRICULA. INCORPORATING.MULTIDIMENSIONAL COGNITIVE VARIABLES AT MORE ADVANCED GRACIE

LEVELS. HAVE NOT YET BEEN COMPLETELY CONCEPTUALIZED ORIMPLEMENTED. THE /HEME OF TRIS PAPER. REFLECTS THESE CONCERNS.AMONG OTHERS, COOLED WITH PROSPECTIVE ALTERNATIVES FOR GIVINGGREATER EMPHASIS OR EXTENDING CURRICULA AND INSTRUCTIONAL CHANGESIN BILINGUAL. EDVCATIQN. IT IS STRESSED THAT THE BILINGUALEDUCATOR MUST Ell A FAG,ITATING AGENT IN COGNITIVE DEVELOPMENT.'

(AUTHOR/AM)

AN - ED127615A

I CHAN- FL007964TI - MANUAL FOR THE DEVELOPMENT OF INSTRUCTIONAL MATERIALS RELEVANT TO

THE NEEDS OF U.S. SPANISHSPEAKING STUDENTS,. OS - SAV DIEGO CITY SCHOOLS. CALIF.PD 75NO -.27IP. L.\IS e RIE7.7.1AN

PR EDRS PRI.CE MF$0.B3 HC$14.05.?1US POSTAGE.SPO - OFFICE OF BILINGUAL EDUCATION (DHEW/OE)..WASHINGTON, D.p,

DT - GIT - BICULTURALISM; "BILINGUAL EDUCATION; CULTURAL AWARENESS

IT - CURRICULUM DEVELOPMENT; EDUCATIONAL POLICY \ I:

IT - ENGLISH (SECOND LANGUAGE); VALUATION CRITERIA

IT ....!INSTRUCTIONAL MATERIALS; *MATERIAL DEVELOPMENT; SPANISH

/11

'"

1

*.

.

PAG 3MEXICANWNERICAN WOMAN CURRICULUM MATERIAL 4

.'

.

. IT SPANISH AMERICANS; SPANISH SPEAKING: TEACHER 'DEVELOPED MATERIALSIT TEXTBOOK BIAS: TEXTBOOK EVALUATION: TEXTBOOK SELECTION'ST ELEMENTARY SECONDARY EDUCATION ACT TITLE VII; ESEA TITLE VIIST - 'MATERIALS ACQUISITION PROJECT ,

AB - THE MATERIALS ACQUISITION PROJECT (MAP) WAS FOUNDED IN.1970 UNDERE.S.E.A. TITLE VII TO COLLECT EDUCATIONAL MATERIALS PUBLISHED INSPANISH- AND PORTUGUESESPEAKINO.COUNTRIES FOR ASSISTANCE AND USEIN BILINGUAL-EDUCATION PROGRAMS IN THE U.. MAP BELIEVES INPARITY.IN ALL ASPECTS OF BILINGUALBICULTURAL EDUCATION ANDOFFERS GUIDELINES FOR SUCH AN IUEACRROGRAL, IN SECTION I. AREVISIONS PROGRAM IS DESCRIBED WHICH AIMS Mr HELP PUBLISHERSPRODUCE MATERIALS 'IN 'KEEPING WITH LINGbISTIO AND CULTURAL AIMSAND SUITABLE'FOR U.S. SCHOOLS. CULTURAL. POLITICAL. RACIAL.RELIGIOUS. SEXUAL AND SOCIAL BIASES FREQUENTLY FOUND IN SPANISH. *

EDUCATIONAL MATERIALS ARE NOTED, CONSIDERATIONS FOR THEDEVELOPMENT OF INSTRUCTIONAL MATERIALS IN SPANISH FOR THE U.S..DEFINITION OF Tqg EDUCATIONAL PROCESS. REFLECTIONS ON ,THE FUTUREOF BILINGUAL-BICULTURAL ENCATION.AND GENERAL GUIDELINES FORCURRICULUM DEVELOPMENJ ARE ALSO DISCUSSED, SECTION II DEAtS WITHSTATE GUIDELINES.. FOR ADOPTION OF INSTRUCTIONAL MATERIALS. THEMAIN PART REVIEWS CALIFORNIA AND TEXAS POLICY AND SPECII;CATIONSFOR TE,AjBOOK SELECTION AND EVALUATIVE CRITERIA. LAWS. CALLS FOR '

1114BIDS OF-MATE9IALS. AND REQUIAEMENTS" FOR MATERIALS I ARIOUSSCHOOL SUBJECTS. SECTION III REVIEWS FEDERAL AND STATE DECREESAFFECTING BILINGUAL EDUCATION. (CHK).

21

AN - ED127407CHAN- UD016252 I-

.TI 7 GUIDE TO BILINGUAL-BICUL URA EDUCATION RESOURCES ,

(SPANISH-ENGLISH EMPHASI SHINGTON. STATE PUBLIC SCHOOLS.!LS - WASHINGTOp OFFICE OF THE STA SUPERINTENDENT oFvpuetrc

INSTRUCTION. OLYMPIA. )

PD - MAR 76 . .4.

: f'a N4 - 1551x., . , ,

PR* - EDRSRIE76DEC

PRICS.r$0.83 HC-S8.69 US POSTAGE.DT - GIT BISLIOGRAPHIES: BICULTURALISM: "BLLINGOAL EDUCATION .

IT CURRICULUM DEVELOPMENT; EDUCATIONAL,RESOURCES'IT ENGLISH (SECOND LANGUAGE) INSTRUCTIONAL MATERIALS ..- ,

IT LANGUAGE INSTRUCTION: LINGUISTICS: 'PROGRAM DEVELOPMENT .

YT RESOURCE CENTER5: 'RESOURCE GUIDES( *SPANISH.SPEAKING ,.

IT .- LEACHING METHODS:TEAOHING TECHNIQUES; VOCATIONAL EDUCATIONST - *WASVINGTON \ -

AB THIS1GUIDE WAS DEVELOPED IN ORDER TO.,ASSIST' SCHOOL DISTRICTS,TO.PROVIDE'EQUAL EDUCATION OpPORTUNITIES FOR StUDENTSIDF LIMITED OR .

% . NON-ENGLISH SPEAKING ABIlIkTY..IT IS HOPED THAT THIS GUIDE WILL BE,0 OF ASSISTANCE TO EDUCATORS WHO ARE ATTEMPTING TO DEAL WITH THE

SPECIAL PROBLEMS OF CHILDREN WHO SPEAK A LANGUAGE OTHER.THAN_ ENGLISH IN THE HOME. STATE AND1FEDERAL FUNDED PROGRAMS IN'

WASHINGTON STATE ARE DESCRIBED. IN ADDITION.'PROGRAMS FUNDED IN"". OTHER PARTS Or THE COUNTRY ARE LISTED. INFORMATION ON PROGRAMS IN

it WASHINGTON STATE WAS:GATHERED FROM QUESTIONNAIRES SENT TO.ALL v...

WV. 12

/-

MEXICAN AMERICAN WOMAN- CURRICULUM MATERIAL.PAGE 4

.v. ,

-. . 4

1. 1 PROJECT SITES1WRING SEPTEMBER 1-972. IN CASES WHERE ReSPONSES/

WERE NOT AVAIL LE, INFORMATION WAS OBTAINED FROM 'GRANT PROPOSALSFILLED IN' AT THE EQUAL EDUCATIONAL OPPORTUNITY (EEO) OFFICE %DURING THE SPRING OF 1975. ALSO INCLUDED ARE.A ENCIES ANDORGANIZATIONS TO BE WRITTEN. TO OR CALLED FOR, SSISTANCE AND FOR

. . INFORMATION'. IN ADDITION..SPECrAL SECTIONS C 'LINGUISTIC'S.

MEODOLOGY OF SPECIAL LANGUAGE TEACHING, AND BILINGUAL TEACHINGIIHprCONTENT AREAS ARE INCLUDED AS WELL'AS A GLOSSARY OF BILINGUAL)EDUCATIONAL TERMS AND. A SELECTED BIBLIOGRAPHY OFBILINGUAL-BICULTURAL MATERIALS. (AUTHOR/JM)

AN - ED127382 vi, .

1 CHAN- W016191. . .

TI -.STANDARDIZED ACHIEVEMENT TESTING: SOME IMPLICATIONS, FOR THE LIVESOF CHILDREN.

AU - GREEN, ROBERT L.; AND THERS1 . r. (PD -DEC 7$ .

\NO - 48P.; PAPER.PREPAR FOR'THE NATIONAL INSTITUTE OF EDUCATION TEST

arAs CONFERENCE ASHINGTON, D.c; . DECEMBER 2-5, 1975)

..,41S - RIE76DEC ..,",ka

PR v_. EDRS PRICE 40.83 HC-$2.06 PFI,ps POSTAGE. .. .

DT --S A

IT - vACHIEVt NT TESTS: CURRICULUM DEVELOPMENT .',. , ,

_________........,.

- ,.%

IT - EDUCATIONAL OPPORTUNITIES; ELEMENTARY EDUCATION; 'ETHNIC GROUPS ,

IT - *LOW INCOME; *MINORITY GROUPS! NEGRO YOUTH: RACIAL DIFFERENCESAT - *SOCIAL DIFFERENCES: SPANISH SPEAKING; STANDARDIZED TESTS

° LT TEST BIAS; TESTING PROBLEMS; TEST INTEL PRITATLOW % /

AB - BLACK. PUERTO RICAN. CHICANO, NATIVE AMERICAN AND LOW INCOME .

WHITE CHILDREN REPRESENT, THE VAST EDUCATIONAL. UNDERCLASS WHO ARE

MOST tiKELY TO BE, FFECTED ay TEST MISUSE OR ABUSE. MORE THAN 50

-.MILLION AMERICAN CHILDREN TAKE ATAEASTsTHREE STANDARDIZED TESTS

# YEAR. IT IS ESTIMATED. OF THESE AN EST.IMATE9 TEN PERCENT ARE'

1S

.

UBJECTED TO AND ARE DAMAGED 'BY CULTURALIA, INAPPROPRATE TESTS.SOME RESEARCHERS'HAVE UTILIZED THESE'DUBIOUS RESULTS TO REFUTE., .

THE EDUCATIONAL VALIDITY OF THE MULTIRACIAL CLASSROOM. BEYOND. ABILITY GROUPING IS THE tVEN MORE DOUBTFUL PRACTICE OF

PREDICTION, USING ACHIEVEMENT TESTRESULTS, THIS PAPER-HIGHLIGHTS .

THE IMPACT THAT THE TESTING INDUSTRY HAS ON CURRICULUM -

DEVELOPMENT. ESPECIALLY DURING THE EARLY ELEMENTARY GRADES. ALLOF THE POI RRED TO ABOVE CLUSTER AROUND THE ISSUE OF TESTUNFAIRNESS. THERE, E REALLY TWO SEPARATE ISSUES' INWILVED: .,

UNFAIRNESS IN THE T S THEMSELVES AND UNFAIRNESS IN THE USE OFTESTS AND TEST SCORES, IN THIS PAPER, TEST BIAS IS DISCUSSED INTHREE PARTS: BIAS DUE TO (1) CONTENT'FACTORS. (2) BIAS DUE TO ;N6RMING, AND (3) BIAS DUE TO THE TESTING SITUATION. FOLLOWINGTHIS. THE USES AND ABUSES OF-TESTS ARE DISCUSSED ALONG WITH THE,POLITICAL AND ECONOMIC IMPLICATIONS OP MISUSE (,AUTHOR/JM)

.4 6

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1

MEXICAN AMERICAN WOMAN CURRICULUM MATERIALI

AN - ED12673 4

CHAN- FL007939TI I-. OVERVIEW OF CURRENT SIRATEGIES OF THE MULTICULTURAL/BILINGUAL

DIVISION AT THE NATIONAL INSTITUTE OF EDUCATION.AU .- O'MALLEY, J. MICHAEL: CARLOS. MANUELPD APR 76NO 15P.: PAPER PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN

EDUCATIONAL RESEARCH ASSOCIATION (SAN. FRANCISCO, CALIFORNIA,APRIL 21, 1976)

IS RIE76DECPR - EDRS PRICE MF-$0.83 HC-$1.67 PLUS POSTAGE.DTIT - AMERICAN INDIANS; BICULTURALISM: BILINGUAL EDUCATIONIT - BILINGUALISM: BILINGUAL STUDENTS; CULTURAL FACTORSIT - !CULTURAL PLURALISM; CURRICULUM DEVELOPMENT

- 'EDUCATIONAL PLANNING: 'EDUCATIONAL POLICYIT - ENGLISH (SECOND LANGUAGE). ETHNIC GROUPS; *FEDERAL PROGRAMS

IT - *LANGUAGE PLANNING MINORITY GROUPS; NATIONAL PROGRAMSIT - NON ENGLISH SPEAKING; SOCI ULTURAL PATTERNS; SPANISH SPEAKINGST - *NATIONAL INSTITUTE Cf ATION: NIEAB' THE MULTICULTURAL/BILINGU L DIVISION AT NIE WAS ESTABLISHED IN

,JANUARY OF 1975 AS A REFL CTION OF THE INCREASED ATTENTION TOCULTURAL AND LINGUISTIC F CTORS IN EDUCATION. THE EKRGENCE OFTHIS INTEREST,IN MrNORITY EDUCATION PROGRAMS AND RESEARCH CAN BETRACED THROUGH THREE PHASES OF ACTIVITY:, (1) ADOPTION AND -

MANAGEMENT OF 0E-TRANSFERRED PROJECTS. AND PROMOTION OFIEtD-INITIATED RESEARCH: (2) COMPLETION OF 10 MULTICULTURALPLANNING CONFERENCES AND CONTINUATION OF SUPPORT FOR SELECTEDPROJECTS; AND (3) CREATION OF THE DIVISION. SYNTHESIS OF PLANNINGCONFERENCES. ANO COMPLETION OF THE FIRST PROGRAM PLAN BEGINNINGTO SYSTEMATICALLY FOCUS ON NEEDAJN THE FIELD. NEW CONCEPTUAL"RAMEWORK-PROPOSES A DEFINITION'OF.MULTICULTURA EDUCATION./IDENTIFIES THE RELATIONSHIP BETWEEN MULTICULTUR L AND BILINGUAL.EDUCATION. AND DRAWS FROM THE DEFINITION A STAT MENT THATINFORMATION ABOULAULTURAL AND LINGUISTIC COMMU IT1ES SHOULD BEUSED IN THE DEVELOPMENT OF INSTRUCTIONAL PROGRA S FOR CHILDREN OFETHNIC MINORITY BACKGROUND OF LIMITED ENGLISH-SPEAKING ABILITY..THE NEW FRAMEWORK ALSO PROVIDES A STRUCTURE FORIORGANIZING,ANDASSIGNING PRIORITIES TO CONTINUING AND PROPOSED DIVISIONACTIVITIES. (AUTHOR/AM)

.

AN ED125 ?82CHAN.PS00E1693TI SIGNIFICANT FACTORS IN THE DEVELOPMENT OF CURRICULA

-BILINGUAL-MULTICULTURAL PRESCHOOL pHtLDREN.AU MEDINA-SPYROPOULOS. ESURANIAOS DEVELOPMENT ASSOCTeSe INC.. WASHINGTON. D.7PD .75

NO 29P.; ADAPTATION OF "GUIDELINES FOR DEVELOPING A BILINGUALBICULTURAL CURRICULUM FOR HEAD START PROGRAMS"

IS RIE76NOVPR .ERRS PRICE(MFt$0.83 HC$2.06 PLUS POSTAGE.

14 11,

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MEXICAN AMERICAN WOMAN CURRICULUM, MATERIAL

SPO - OFFICE OF CHILD DEVELOPMENT (DHEW). WASHINGTON. D.C.

CG 0HD-405-176-1002DT R

IT - *BICULTURALISM; 'BILINGUAL EDUCATION: *CURRIC LUM DEVELOPMENT

IT - 'CURRICULUM PLANNING: 'EARLY CHILDHOOD EDUCAT ON: GUIDELINES

IT - INTERVENTION; PRESCHOOL EDUCATION; PROGRAM D ELOPMENT

IT - '48PANISH SPEAKINGST - *PROJECT HEAD START

AB THIS STUDY ATTEMPTS 1'0 PROVIDE SOME GENERAL UIDELINES FOR THE

DEVELOPMENT OF PRESCHOOL,BILINGUAL-MULTICULT RAL (BL-MC)

CURRICULA IN A NUMBER OF DIVERSE SPANISH-SPE KING ENVIRONMENTS

AND CULTURAL ENCLAVES0 INCLUDING PUERTO RICA CUBAN. AND MEXICAN

AMERICAN COMMUNITIES. SIGNIFICANT FACTORS IN HE DEVELOPMENT OF A

BL-MC CURRICULUM ARE IDENTIFIED AND DESCRIBED BRIEFLY. THESE

INCLUDE: (1) CAREFUL AND SYSTEMATIC DETERMINATION OF LANGUAGE OF

INSTRUCTION. (2) EMPHASIS ON EDUCATIONAL APPROACHES WHICH BUILD

CHILDREN'S SELF CONCEPTS WITHIN THEIR CULTURAL MILIEU. (3) ACTIVE

PARTICIPATION OF PARENTS AS IMPORTANT RESOURCE'S IN ALL PHASES OF

THE CURRICULUM. BEGINNING WITH ITS DESIGN. (41'COOPERATION FROM

PARENTS. EDUCATORS AND COMMUNITY AGENCIES TO ASSURE HEALTH AND

SAFETY PRACTICES FOR THE PHYSICAL)AND EMOTIONAL WELL-BEING OFSPANISHSPEAKING/SURNAMED CHILDREN. AND (5) COMPREHENSIVE PLANS,

FOR LEARNING ACTIVITIES COMMENSURATE WITH CURRICULUM GOALS AND

OBJECTIVES. FOR EVALUATION OF CURRICULUM AND FOR VALIDATION AND

REPLICATION OF THE CURRICULUM MODEL. DEFINITIONS FOR CURRICULUM.

LANGUAGE. BILINGUAL -ISM AND CULTURE ARE PRESENTED AND ITIS

CONCLUDED THAT CURRICULUM DEVELOPMENT FOR PRESCHOOLBILINGUAL-MULTICULTURAL CHILDREN HAS IMPORTANT IMPLICATIONS FOR

THE FUTURE.OF AMERICAN EDUCATION. (AUTHOR/SS)

AN ED124652CHAN- UD016100-TI A SOCIOLIN UISTIC CRITIQUE OF BILINGUAL EDUCATION CURRICULA AND

- THE BILI UAL EDUCATION ACT IN TERMS OF ADEQUACY FOR THE PUERTO

RICAN COLLECTIVITY.AU - NIEVES. SARAH-

-

PD - 75NO 223P.IS RIE760CTPR - DOCUMENT NOT AVAILABLE FROM EDRS.

AV --X,EROX UNIVERSITY MICROFILMS. P. O. BOX 1764. ANN AR8OR. MICHIGAN

48106 (ORDER NO. 75-10.690; MICROFILM $7.50: XEROGRAPHY $15.00)

DT'IT BILINGUAL EDUCATION: COMPENSATORY EDUCATION

IT *CURRICULUM DEVELOPMENT: DOCTORAL THESES: EDUCATIONAL LEGISLATION

IT EDUCATIONAL NEEDS; EDUCATIONAL POLICY; EDUCATIONAL PROBLEMS

IT EDUCATIONAL PROGRAMS: *FEDERAL LEGISLATION: LANGUAGE HANDICAPS

IT 'PROGRAM EVALUATION; 4PUERTO RICANS; SOCIAL ACTION

IT SPANISH SPEAKINGST 'PUERTO RICON81 THE STUDY WAS CONCEIVED AS A CRITIQUE OF THE BILINGUAL EDUCATION

CURRICULA GENERATED BY THE BILINGUAL EDUCATION ACT. WITH SPECIFIC

REFERENCE TO THE PUERTO RICAN COLLECTIVITY IN THE UNITED STATES.

MEXICAN. AMERICAN WOMAN CURRICULUM MATERIAL

SIX CRITERIA WERE DEVELOPED. DRAWING FROM THE INTEGRATION OFTHEORIES OF SOCIAL ACTION AND LANGUAGE USAGEIi CRITERIA WERETHEN APPLIED TO SPECIFIC BILINGUAL EDUCATIONJPROGRAMS AND TO THEBILINGUAL EDUCATION ACT, ITSELF. THE STUDY TOOK A CRITICAL SCIENCEAPPROACH FORTHE ANALYSIS Of THE SOCIAL ROLE ASCRIBED TOBILINGUAL SCHOOLING WITHIN THE EXISTING SOCIAL SYSTEM,. IT .

EXPLORED THE RELATIONSHIP BETWEEN VALUE ORIENTATION ANDCOMMUNICATION GODES. IT ALSO EXAMINED THE THEORETICAL ASSUMPTIONSUNDERLV\ING THE BILINGUAL EDUCATION ACT AND ITS EXPRESSEDRATIONALE WITHIN THE CONCEPT OF COMPENSATORY EDUCATION. THE STUDYINCLUDES A REVIEW OF THE SOCIAL AND HISTORICAL BACKGROUND OFBILINGUAL ,SCHOOLING IN THE UNITED STATES AND IN PUERTO RICO. ITALSO ADVANCES SOME OF THE IMPLICATIONS OF PRESENTLY EXISTINGBILINGUAL PROGRAMS, FOR THE EDUCATIONAL EXPERIENCE OF PUERTORICANS IN THE UNITED STATES. AREAS FOR FURTHER RESEARCH ARE NOTED,IN CLOSING. (AUTHOR /JM)

AN - EDI18632CHAN- CE006374TI EL6VENZAREER EDUCATION PROGRAMS: DESCRIPTIONS OF SELECTED.

DIVERSE. AND"INNOVATIVE PROGRAMS.° AU - JEROME. CHRISTINE. ED.' OS - ABT ASSOCIATES. INC. CAMBRIDGE. MASS.

PD = 75NO 24$P.IS : RIE76JUL.PR - EDRS PRICE MF-60.83 HC-$12:71 PLUS POSTAGESPO - NATIONAL INST. OF EDUCATION (DHEW). WASHINGTON. D.C.CG NIE-C-74-0129(PART 4)DT K

IT. - :ALTERNATIVE SCHOOLS :. CAREER EDUCATION: *CURRICULUM DEVELOPMENT,IT - DEMONSTRATION PROGRAMS: DISADVANTAGED GROUPS; DROPOUT PROGRAMSIT - EDUCATIONAL ALTERNATIVES: *EDUCATIONAL 1INNOVATION)IT ELEMENTARY SECONDARY EDUCATION: EMPLOYMENT SERVICES: MODELSIT PERFORMANCE BASED EDUCATION: *PROGRAM DESCRIPTIONS

f IT SPANISH SPEAKING; URBAN EDUCATION: WORKING WOMEN 7

ST ADVOCATES FOR WOMEN: COMMUNITY'EXPERIENCES FOR CAREER EDUCATIONST MINNESOTA METROPOLITAN STATE COLLEGE: OPERATION SER

' ST ORANGE COUNTY CALIFORNIA CONSORTIUM; SPAN PROGRAMST URBAN CAREER EDUCATION.CENTERAB THE INFORMAL. DESCRIPTIVE PORTRAITS OF ll'CAREER EDUCATION

PROGRAMS ARE BASED ON VISITS FROM NOVEMBER TO FEBRUARY 104-7S,AND REPORTS BY PROGRAM STAFF. TEACHERS. STUDENTS. PARENTS. ANDBUSINESS AND COMMUNITY ORGANIZATIONS INVOLVED WITH THE PROGRAMS.INDIVIDUAL CHARACTERISTICS'OF THE PROGRAMS ARE DESCRIBED AS WELLAS GENERAL INFORMATION REGARDING STAFF,. FUNDS. MAJOR, FEATURES.COMMUNITY. DISTRICT. OUTLINE. IMPLEMENTATION. DEVELOPMENT. AND,/CURRENT STATUS. PROGRAMS INCLUDE,: CAREER EDUCATION PROJECT.ROOSEVELT SCHOOL DISTRICT NO. 66. PHOENIX. ARIZONA. CAREEREDUCATION CURRICULUM DEVELOPMENT: COMPREHENSIVE CAREER EDUCATIONPROJECT. LOS ANGELES, CALIFORNIA. FIVE CAREER EDUCATION' DISTRICTPROGRAMS: ORANGE COUNTY CONSORTIUM--CAREER EDUCATION PROJECT.ORANGE, CALIFORNIA. .DISTRICT CAREER EDUCATION MODEL: ADVOCATES

16

I

lar o.*

MEXICAN AMERicAN,WOW.N CURRICULUM MATERIAL

.#013, WOMEN. S AN FRANCISCO. CALIFORNIA. JOB CENTERS FOR. WOME :

' OPERATION SER. SANTA ANA. CALIFORNIA. REPRESENTING A NATIONAL JOBDEVELOPMENT ORGANIZATION FOR SPANISH SPEAKING: MINNESOTAMETROPOLITAN STATE4COLLEGE. ST. PAUL. MINNESOTA. COMPETENCY BASED'DEGREE PROGRAM; EXEMPLARY PROJECT IN CAREER EDUCATION. BISMARCK.NORTH DAKOTA. WORLD OF MORK MODEL FOR DISTRICT: COMMUNITY ,

EXPERIENCES' FOR CAREER'EDUCATION. TIGARD. OREGON. ALTERNATIVE.ji1GA,SCHOOL:bRBAN CAREER EDUCATION CENTER. PHILADELPHIA.;PENNSYLVANIA. ALTERNATIVE SCHOOL SETTING FOR DROPOUTS ANDdPOTENTIAL DROPOUTS: SPAN (START PLANNING AHEAD NOW) PROGRAM.

.0 MEMPHIS. TENNESSEE. CITY SCHOOL SYSTEM CAREER EDUCATIONDEVELOPMENT; CAREER EDUCATION/ENVIRONMENTAL STUDIES PROJECT.WILMINGTON. VERMONT. ELEMENTARY SCHOOL PROGRAM. (LH) .

PAGE. 8

AN --ED118585CHAN- TM005068 4

TI - M41.WAUKEE BILINGUAL /BICULTURAL EDUCATION PROGRAM 1974 -1975.OS - MILWAUKEE PUBLIC SCHOOLS. WIS. DEPT. OF EDUCATIONAL RESEARCH AND

'PROGRAM ASSESSMENT.PO - TSNO - 35P.: NOT AVAILABLE IN HARD COPY DUE TO LIGHT PRINT OF ORIGINAL

DOCUMENT,IS - *RIE'76JUNPR - EDRS PRICE MFr$0.83 PLUS POSTAGE. HC NOT AVAILABLE FROM (DRS.SPO - NATIONAL INSI_OP EDUCATION (DHEW). WASHINGTON. D.C. EDUCATIONAL

EQUITY GROUP. MULTICULTURAL/BILINGUAL DIV.DT RIT - ACADEMIC ACHIEVEMENT1 'BICULTUR-ALISM: *BILINGUAL EDUCATIONT . BILINGUAL, STUDENTS; BILINGUAL TEACHERS: COMPARATIVE ANALYSISIT - CULTURAL AWARENESS:2CURRICULUM AVELOPMENT.IT - EDUCATIONAL OBJECTIVES: 'ELEMENTARY SECONDARY EDUCATIO4IT FEDERAL.PROGRAMS: INSERVICE TEACHER EDUCATION'IT *PROGRAM EVALUATION: SPANISH AMERICANS; 'SPANISH SPEAKINGIT - STUDENT ATTITUDES: STUDENT TESTINGST u ELEMENTARY SECONDARY EDUCATION ACT TITLE VII; ESEA TITLE VIIST *MILWAUKEE BILINGUAL EDUCATION PR: WISCONSIN (MILWAUKEE)AB THIS REPORT COVERS THE 1974-1975 EXTENSION OF THE NEMENTAReAND

SECONDARY EDUCATION ACT .(ESEA) TITLE VII MILWAUKEE BILINGUALEDUCATION PROGRAM WHICH BEGAN AS A FIVE-YEAR PROJECTIN SEPTEMBER1969. THE PROGRAM WAS INITIATED TODEVELGP A BILINGUAL CURRICULUMFOR SCHOOLS MITA SPANISH-AMERICAN 00POLATIONS..FEDERALLEGISLATION. W ICH SUPPORTS THE MILWAUKEE PROGRAM. WAS DESIGNEDTO MEET THE SP CIAL NEEDS OF CHILDREN WHO AVEA LIMITED ENGLISHPROFICIENCY AN WHO COME FROM ENVIRONMENTS WHEREJHE DOMINANTLANGUAGE IS ,OT ER THAN ENGLISH. IN ORDER\ FOR SOANISHBACKGRGUND.,CHII,DREN.TO B COME MORE BROADLY-EDUCATED ADULTS. THEY MUST BE,AFFORDED EDUCATIONAL OPPORTUNITIES AT LEA T EQUAL TO THOSE

I AVAILABLE fo THER CHILDREN. BILINGUAL ED CATION WAS AND ISCONSIDERED TOPE A BASIC AND ESSENTIAL FRA1EWORK TO PROVIDE THESEOPPORTUNITIES. THE TOTAL BILINGUAL PROGRAM AD THREE MAINCAMPONENTS. THEY WERE AN ELEMENTARY PROGRAM A SECONDARY SCHOOLPROGRAM. AND INSERVICE TRAINING FOR STAFF. IVREPORT DESCRIBESEACH OF THESE PROGRAMS ALONG WITH THE SPECIF C OBJECTIVES:AND THE

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. PAGE 9,....t,

MEXICAN AMERICAN WOMAN CURRICUkILUMMLRIAL A

)

FINDINGS ON-WHICH THE EVALUATION WAS'BASED. (AUTHOR /DEP)

AN .ED118215CHAN- PS008167,TI - HOME-TYPE ACTIVITIES AT THE DAY CARE CENTER. (TIPOS DE

ACTIVIDADE$ DEL HOGAR EN EL CENTRO DE CUIDADO DIARIO.) '

AU - AARONSON. MAY) MOBERG. PATRICIA E.

OS - BILLINGS SCHOOL DISTRICT 2. MONT.

OS INSTITUTE FOR THE DEVELOPMENT OF HUMAN RESOURCES,,NEW YORK. N.Y.

PD 71 f .

NO 17P.IS - RIE76JUNPR - EDRS PRICE MF-$0283 HC-$1.67 PLUS POSTAGEDT GIT CURRICULUM DEVELOPMENT; CURRICULUM GUIDES; 'DAY CARE PROGRAMS

.-IT 'EARLY CHILDHOOD EDUCATION: FAMILY SCHObL RELATIONSHIP

IT, - LEARNING ACTIVITIES: MEXICAN AMERICANS!

IT - *MIGRANT CHILD CARE CENTERS; SPANISH; SPANISH SPEAKING

IT STAFF IMPROVEMENT,ST - MONTANA PRESCHOOL PROGRAM FOR MIGRANT CHILDREN

AB - THIS PAPER ARGUES TAAT.HOME'ACTIVITIES COMPRISE A VALUABLEUNPLANNED CURRICULUM ANDTHAT'MANY OF THESE ACTIVITIES CAN BE

TRANSFERRED TOTHE DAY CARE CENTER. IT IS SUGGESTED THAT) THESE

ACTIVITIES FOSTER A CLOSER RELATIONSHIP BETWEEN CHrED AIDd.DAREGIVER ANQ BRIDGE THE GAP BETWEEN FAMILIAR HOME ENVIRONMENT

AND NOVEL DAY CARE SETTING. HOMCACTIVITIES AND SITUATIONS WHICHCOULD 4E-USED IN THE DAY CARE CENTER ARE LISTED WITH THE EMPHASIS

ON A NEED FOR PARENT-LIKE INVOLVEMENT FROM THE CAREGIVER. SPANISHAND ENGLISH VERSIONS OF A STAFF DEVELOPMENT AND TRAINING PROGRAM

FOR USING HOME ACTIVITIES ARE INCLUDED. (GO)

AN EJ129895CHAN- JC501130TI AMERICAN HISTORY TEXTBOOKS: THE CASE OF THE,MISSING MINORITY

AU PASTERNACK. ELLIOT L.

SO COMMUNITY COLLEGE SOCIAL SCIENCE QUARTERLY; 5 N4-V6 NI;

105-107.138PD - SUM-F7SIS -,CIJE76

J. IT AMERICAN HISTORY; SPANISH SPEAKING: *PUERTO RICANS

IT *TEXTBOOOBIAS; JUNIOR COLLEGES; CURRICULUM DEVELOPMENT

AS - ALTHOUGH PEOPLE OF HISPANIC HERITAGE ARE AMERICA'S SECOND LARGEST

--ARNORITY GROUP. COLLtGELEVEL AMERICAN HISTORY TEXTBOOKS DO NOT

ESENT AN ADEQUATE AND BALANCED TREATMENT OF THEIR HERITAGEANDCULTURE. THE HISTORY OF' THE PUERTO RICAN PEOPLE rs EXPLORED IN

DETAIL AND CURRICULUM SUGGESTIONS ARE MADE. (NHM)

1`.

1'

) AN <- ED114222CHAN- RC008843

,..

II - TRAINING MIGRANT PARAPROFESSIONAL IN BILINGUAL MINI HEAD START.

. FINAL EVALUATION. 1974-75 PRfGRAM EAR. PROdRESS REPORT NO. 7.

AU '- MCCONNELL, BEVERLY-

OS - WASHINGTON STATE INTERMEDIATE scHoq. DISTR4IOT 104. EPHRATA.

PD - SEP 75 , /.

NO 106P. ,

,

1. IF

PR - EDRS PRICE MF-$0.76 HC-$5.70 PLUS POSTAGE.!, S.

IS - RIE76MAR

SPO BUREAU OF ELEMiNTARYAND SECONDARY EDUCATION (DREW /OE).

WASHINGTON. D.C. DIV. OF BILINGUAL EDUCATION. \

OT - R

IT - ACADEMIC ACHIEVEMENT; BILINGUAL EDUCATION: COMMUNJTY INVOLVEMENT"

'IT, - CURRICULUM DEVELOPMENT; -EARLY CHILDHOOD EDUCATION ,

IT - 'INTERSTATE PROGRAMS.; MATERIAL DEVELOPMENT: 'MIGRANT EDUCATION

IT - MOBILE EDUCATIONAL SERVICES; *PARAPROFESSIONAL SCHOOL PERSONNEIT'-;- *PARENT PARTICIPATION; PROGRAM EVALUATION: SPANISH PEAKING

IT - STAFF- IMPROVEMENT,

AB - INITIATED IN 1971. THIS EARLY EDUCATION PROGRAM FOR LOREN OF

MIGRANT FARM WORKERS USES THE ADULT MEMBERS OF THE ILD*S

EXTENDED FAMILY AS PARAPROFESSIONAL TEACHERS WHO HAVE FULLREpONSIBILITY FOR TEACHING THE CHILD. PROFESSI NA TEACHERS.

EMPLOYED TO ."BACK UP" THE PARENT TEACHER. HELP IT TRAINING.

CURRICULUM PLANNING. SECURING TEACHING MATERIAL 4 AND PERFORMINGdTHER SERVICES WHICH WILL HELP THE PARENT TEACHER DO A MOREEFFECTIVE TgAQH1NG JOB. THE PROGRAM DESIGN AS 2 COMPONENTS: THE

"MOBILE" ANd THE "STATIONARY" COMPONENTS., IN THE MOBILECOMPONENT: THE TEACHING ADULT BRINGS THE CHILDREN TOGETHER AS

THEY MOVE FROM LA GRULLA (TEXAS) TO VARIOUS WORK STOPS INWASHINGTON. OREGON, IDAHO. AND ILLINOIS AND'CONTINUES TO TEACH

THEM. IV THE STATIONARY PROGRAM. YEAR-ROUND CENTERS ARE OPERATED

.IN CONNELL AND MOSES LAKE (WASHINGTON) TO SERVE THE SETTLED-OUTMIGRANT WHO Is STILL A SEASONAL FARM WORKER AND THE MIGRANTS WHOCOME IN TEMPORARILY DURING THE PEAK SEASONS. PROGRAMMED *CURRICULUM MATERIALS ARE USED TO TEACH MATH. READING.HANDWRITING. AND LANGUAGE IN SPANISH AND ENGLISH. WEEKLY .

"PLACEMENT" REPORTS ARE KEPT FOR EACH CHILD IN EACH SUBJECT. THE

PROGRAM HAS PROVIDED A,SIGNIFICANT EDUCATIONAL ADVANTAGE TO THE

CHILDREN,SERVED. THIS DETAILED REPORT OF PROGRAM EFFECTIVENESS

COVERS THE INSTRUCTIONAL. STAFF=-DEVELOPMENT. PARENT ANDCOMMUNITY

INVOLVEMENT. AND.MATERIALS DEVELOPMENT COMPONENTS. AND THE

MANAGEMENT FOR AN INTERSTATE DELIVERY SYSTEM. (NO) N, c' ,

s,MEXICAN AMERICAN WOMAN CURRICULUM MATERIAL

'PAGE 10

AN ED-11342CHAN- UD015563II A STUDY OF A COURT- ORDERED' PROGRAM FOR PUPILS WITH ENGLISH

LANGUAGE DIFFICULTY. REPORT ON'BILINGUAL.PILOT,SCHOOLS IN NEW

YORK CITY. -1.1

AU - JOHNSON, ESTHEROS - COMMUNITY SERVICE SOCIETY OF NEW YORK, N.Y.

Pb AVG 75

1.9 '-

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.MEX/CAN AMERICAN WOMAN CURRICULUM MATERIAL

NO - 44P.IS - RIE76FE8PR EDRS PRICE MF- 0.76 HC-$1.95 PLUS POStAGE

AV COMMUNITY SERVI E SOCIETY OF NEW YORK.6105 EAST 22ND STREET. NEW

YORK. NEW YORK polo $1.50)DT RIT - CURRICULUM DEVLOMENT: DISADVANTAGED YOUTH ,

IT - ELEMENTARY SCHOOL STUDENTS; ENGLISH (SECOND LANGUAGE)

IT LANGUAGE HANDICAPS: LANGUAGE INSTRUCTION: *LANGUAGE PROGRAMS

TT - PARENT PARTICIPATION: *PILOT PROJECTS: *PROGRAM EVALUATION

IT - PUBLIC SCHOOLS: SECONDARY SCHOOL STUDENTS; *SPANISH SPEAKING

LT STAFF UTILIZATIONST - *NEW YORK (NEW YORK)

AB - A CLASS ACTION BEGUN ON SEPTEMBER 20. f972 WAS SETTLED ON AUGUST

29. 1974 BY A CONSENT DECREE SIGNED BY UNITED STATES DISTRICT

JUDGE. MARVIN E. FRANKEL. THE Gwoup OF CHILDREN AFFECTED BY ,THEMANDATES-IN THE CONSENT DECREE ARE "ALL NEW YORK CITY PUBLIC

SCHOOL CHILDREN WHOSE ENGLISH LANGUAGE DEFICIENCY PREVENTS THEWFROM EFFECTIVELY PARTICIPATING IN THE LEARNING PROCESS AND WHO

-CAN MORE EFFECTIVELY PAIICIPATE IN SPANISH? THE DECREE MANDATES

THAT "AN IMPROVED METHOD FOR ACCURATELY AND SYSTEMATICALLYIDENTIFYING,AND CLASSIFYING CHILDREN WHO ARE SPANISH-SPEAKING bits-

SPANISH-SURNAMED WILL BE DESIGNED AND IMPLEMENTED BY THE BOARtrpF

EDUCATION." IN FEBRUARY 1975. A TOTAL OF 4d ELEMENTARY. JUNIOR

HIGH. AND HIGH SCHOOLS WERE IDENTIFIED AND DESIGNATED AS PILOT

SCHOOLS. THESE SCHOOLS WERE'TO PROVIDE A COMPLETE BILINGUAL

PROGRAM FOR ALL STUDENTS WITHIN EACH SCHOOL WHO HAD BEEN

IDENTIFIED AS NEEDING THE PROGRAM. THEY WERE ALSO REQUIRED BY THE

DECREE TO SERVE AS TRAINING CENTERS FOR APPROPRIATE SCHOOL'

PERSONNEL IN OTHER, SCHOOLS. THE AGREEMENT CALLS FOR THE BOARD OF

EDUCATION TO FULLY fMPLEMENT THE PROGRAM FOR ALL CHILDREN IN THE

DESCRIBED CATEGORY.8Y SEPTEMBER 1975. (AUTHOR/M)1

PAGE 11

AN - ED109934CHAN- FLO07054TI EVALUATION OF LEARNING 14 LANGUAGE ARTS VERNACULAR INSTRUCTON.

AU - ROTHFARB. SYLVIA H.

OS spAN140 CURRICULA DEVELOPMENT CENTER0MIAMI BEACH. FLA.,

PD - ,74

NO - 48P.: BEST4COPY AVAILABLE. PAGES 41, 42, 43, 44, AND 4B MAY

REPRODUCE POORLYIS - RIE75DECPR - EDRS PRICE MF-$0.76 HC-$1.95 PLUS PO'TAGE

DT - G. -

IT - BILINGUAL EDUCATION:, CONCEPTUAL SCHEMES

IT -CCRITERION REFERENCED TESTS: *CURRICULUM DEVELOPMENT

17 - LANGUAGE ARTS: LANGUAGE INSTRUCTION: LANGUAGE PROGRAMS

IT - LANGUAGE ;ISIS: MODERN LANGUAGE CURRICULUM: NATIVE SPEAKERS

IT - PRIMARY EDUCATION: *READING INSTRUCTION: READING SKILLS

IT SPANISH SPEAKING; SPEECH SKILLS: *TEST CONSTRUCTION

ST ESEA TITLE VIIAB THIS PAPER PRESENTS A PRELIMINARY MODEL FOR A 7A6LE

SPECIFICATIONS .FOR LANGUAGE CURRICULA DEVELOPMENT CENTER LANGUAO

20 1.

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MEXICAN AMERICAN WOMAN CURRICULUM MATERIAL

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ARTS MATERIALS. DESCRIPTION OF THE DEVELOPMENT OF THECRITERION- REFERENCED'UNIT ACHIEVEMENT TESTS, INCLUDING THE TESTS' ,DESIGN. PRECEDES THE RECOMMENDED,MODEL, THE MODEL CATEGORIZES. THEMAIN'COMPONENTS ANMEHAVEORS OF THE,SCDC STAUCTUD,READINGSERIES. DEMONSWATIRG HOW TEST ITEMS ARE DEVELOPED KEYED TO EACHLEVEL OF BLOOM* TAXONOMY. THIS TYPE DE TEST ITEM COSTRUCTTON HASBEEN BASICALLY.FOLLOWL0 IN DEALOPJNIG SCDC TESTS. THE LANGUAGEARTS VERNACULA STRAND FOLLOWS AN ECLECTIC APPROACH IN READINGINSTRUCTION.' AT THE PRIMARY-ONE LEVEL. IT OFFERS- A DUAL PURPOSESPANISH VERNACULAR READING PROGRAM: STRUCTURED READING.AND-RELATED SKILLS OF COMPREHENSION AND INTERPRETATION. AND LANGUAGE .

EXPERIENCE READING WITH ORAL LANGUAGE DEVELOMENT, AT THE PRIMARYTWO LEVEL. IT IS 'BROADENED-BY A-LANGUAGE ANALYSIS COMPONENT ANDBY ADDING CREATIVE EXPRESSION DIMENSIONS TO-THE LANGUAGEEXPERIENCE AND ORAL DEVELOPMENT SKILLS. (AUTHOR/CLK) '

:e

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TI - HUMAN RELATIONS IN, THE CLASSROOM: AN ANNOTATED BIBLIOGRAPHY., SUPPLEMENT 4. ERIC-CUE URBAN DISADVANTAGED' SERIES! NUMBEa 41..

AU - JAYATILLEKE'N-BAJA.

, .OS -- COLUMBIA UNIV...NEW YORK: N.Y. ERIC0LEARINGHIDUSE 9N THE.UFBAN

DISADVANTAGED. . .

PD - JUL 75 ,/

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IS - RIE7SOGT/-

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-EDUCATION" AND JOURNAL ARTICLES CITED IN THE 1974 ISSUES OF .

"CURRENT INDEX TO JOURNALS IN EDUCATION." AND CONTAINS REFERENCES°TO PUBLISHED BOOKS. DOCUMENTS. JOURNAL ARTICLES. AND UNPUBLISHED_

,..ARTICLES'IN-THE ERIC SYSTEM. CITATIONS IN THE BIBLIOGRAPHYENCOMPASS SUCH CONCEPTS AND ISSUES AS.f ACTIVISM. AFRICAN AMERICANSTUDIES. AMERICAN INDIANS. ASPIRATION. CHANGING ATTITUDES,CLASSROOM ENVIRONMENT. CROSS CULTURAL TRAINING. CULTURALDIFFERENCES, CURRICULUM DEVELOPMENT. ETHNIC qgpuPs. HUMANRELATIONS. INTERPERSONAL RELATIONSHIPS, MOTIVATION. MUSIC '

EDUCATION. NEGRO ATTITUDES, SELF-CONCEPT. PUERTO RICANS, MEXICANAMERICANS. STUDENT NEEDS 4ND CHARACTERISTICS, SOCIAL INFLUENCES';

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IT -*COLLEGE LANGUAGE PROGRAMS: COMMUNITY EDUCATIONI - **CURRICULUM DEVELOPMENT: CURRICULUM 'ENRICHMENT

IT- - CURRICULUM PROBLEMS: EDUCATIONAL CHANGE: EDUCATIONAL IMPROVEMENT

IT EDUCATIONAL INNOVATIONla ENGLISH (SECOND LANGUAGE)IT - *JUNIOR COLLEGES: *SPANISH SPEAKING: VOCATIONAL EAUCATION

- *CALIFORNIAAB - THIS PAPER DESCRIBES THE HISTORY AND DEVELOPMENT OF A PROGRAM OF

COLLEGE PREPARATION AND LANGUAGE STUDY FOR SPANISH.SPEAKERS ATCANADA COLLEGE IN REDWOOD CITY, CALIFORNIA. THE FIRST STEP WAS TODRAW THE LOCAL SPANISH-SPEAKING POPULATION LO THE. COLLEGE: THISWAS DONE THROUGH A LATIN FESTIVAL. THE SECOND STEP. AN'ASSESSMENTOF EDUCATIONAL NEEDS. RESULTED IN AN ESL PROGRAM DESIGNEDSPECIFICALLY FOR SPANISH SPEAKERS. FOLLOWING THE SUCCESS OF THISPROGRAM. COURSES WERE ESTAWSHED WHICH COULD BE TAUGHTBILIMGUALLY OR IN SPANISH. FURTHER CURRICULUM INNOVATIONSINCLUDED. SECRETARIAL COURSES AND SPANISH FOR SPANISH SPEAKERS.PLANS,FOR,THE FUTURE INCLUDE 'BILINGUAL/BICULTURAL TEACHERTRAINING Agti VOCATIONAL TRAINING. (AM)

s 1,

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AN -.ED103522 . . * ICHAN UD014B88 ,

TI MULTICULTURALATEACHER TRAINING.AU - DOC/DALE-7 ELLEN. COMP.OS - BOSTON PUBLIC SCHOOLS. MASS.OS MASSACHUSETTS UNIV.. BOSTON. INST. FOR LEARNING AN TEACHING.

PD = 74NO - 37P. -AnsiIS - RIE7.5JULPR - EDOS,PRICE MF-$0.76 HC-SI.95 PLUS POSTAGE 4

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BOSTON, MASS.. 02118 (FREE OF CHARGE: $0.25 POSTAGE PER COPY)DT - KIT - ADMINISTRATIVE PERSONNEL: *BICULTURALISM: *BILINGUAL EDUCATIONIT = CURRICULUM DEVELOPMENT: DISADVANTAGED YOUTHIT - *INSERVICE TEACHER EDUAATION: INSTRUCTIONAL MATERIALS ,

IT - INSTRUCTIONAL STAFF: 1380GRAM DEVECOPRELpfPUERTO RICANS{IT - SPANISH SPEAKING: URBAN EDUCATIONST - *BOSTON: ELEMENTARY SECONDARY EDUCATION ACT TITLE VIIST - ESEA TITLE VII: MASSACHUSETTS /A8 - THIS PAPER FOCUSES ON THE BILINGUAL DEPARTMENT OF0THE BOSTON

PUBLIC SC OLS AND HOW WITH THE FINANCIAL AND TECHNICAL SUPPORTOF THE I STITUTE F6R LEARNING AND TEACHING, FUNDED IN PART UNDERTITLE,VI OF THE 1965 ELEMENTARY-SECONDARY EDUCATION ACT.ITDEVISED EFFECTIVE INSERCIICE TRAINING PROGRAMS FOR BILINGUALTEACHERILTWO POINTPARE OF PARTICULAR INTEREST: /11 THE SHIFTFROML-THE'\PIECEMEAL ENGLISH AS A SECOND L'ANGU'AGE PROGRAM TO .THEMORE COMPREHENSIVE BILINGUAL PROGRAMS. 'AND (2) THE DEVELOPMENT OFA PROCESS BY WHICH SPECIFIC TRAINING NEEDS COULD BE IDENTIFIEDAND ACTED ON. THE PASSAGE OF THE MASSACHUSETTS BILINGUAL LAW GAVETHE BILINGUAL DEPARTMENT.A HUGE RESRONSIBILITY. T1lE ExpANsioN'oFITS RESPONSIBILITIES TO INCLUDE PROVIDINZI PRINCIPLES ANDPROCEDURES FOR DESIGNING. BILINGUAL PROGRAMS IN'INDIVIDUAL SCHOW

23.

MEXICAN AMERICAN WOMAN CURRICULUM MATERIALPAGE 15

FOR MULTICULTURAL GROUPS PRODUCED AN EXPANSION OF THE STAFF.NEWLY ADAPTIVE STAFFING PATTERNS CONSISTED OF REPRESENTATIVESFROM MULTICULTURAL GROUPS OF TEACHERS. REGIONAL RESPONSIBILITkESOF A GROUP OF CONSULTANT-TEACHERS. COMMUNITY COORDINATORS. ANDGUIDANCE COUNSELORS. THE STAFF'S BASIC GOALS WERE TOCOOPERATIVELt DEVELOP. WITH INDIVIDUAL SCHOOLS.,PROCEDURES FORESTABLISHINGFFECTIVE BILINGUAL EDUCATION PROGRAMS. THEY WERERESPONSIBLE FOR )PROVIDING.PROGRAM AND CURRICULUM ADVICE.MATERIALS. ANO.TEACHER TRAINING. (AUTHOR/UM)

AN - ED103511CHAN- UD014857TI - EVALUATEION F A BILINGUAL-TELEVISION SERIES VILLA ALE RE: FINAL

r°

,

REPORT..

. AU - WPLF. JUDITH G.; SYLVES. DAVIDOS - STATE UNIV. OF NEW YORK.,BUFFALO. COLL. AT BUFFALO.. EDUCATIONAL

RESEAFH- AND DEVELOPMENT COMPLEX.PD - 74NO - 65P.IS - RJE75JULPR - EDRS PRICE MF-$0.76 HC-$3.32 PLUS POSTAGESPO - NEW YORK STATE EDUCATION DEPT.. ALBANY.DT - R

IT - *BILINGUAL EDUCATION; BILINGUAL STUDENTS: BILINGUALIEACHER AIDES

IT - BILINGUAL TEACHERS: CLASSROOM MATERIALS; CURRICULUMDEVELOPMENT

IT - EDUCATIONAL PROGRAMS: EDUCATIONAL TELEVISIONIT - INSTRUCTIONAL MATERIALS; *PROGRAM EVALUATION; 'SPANISH SPEAKING

IT - TEACHING METHO-g; TELEVISION CURRICULUMST, - *VILLA ALEGRE TELEVISION SERIES

AB - THE PURPOSE OF THIS EVALUATION STUDY WAS TO DETERMINE STUDENTS,-AND CLASSROOM PERSONNLL'S,PERCEPTIONS OF AND REACTIONS_TO "VILLAALEGRE"--A TELEVISION SERIES PRODUCED BY BILINGUAL. CHILDREN'STELEVISION. INC. AND SHOWN IN VARIOUS LOCATIONS IN THE 0,S.WRING THE FALL 'OF 1974--WHEN UTILIZED IN A CLASSROOM SETTING INORDER TO ASCERTAIN WHETHER THE USE OF THIS SERIES WOULD BE AWORTHWHILE ADDITION TO BILINGUAL CLASSROOMS. 'MUM WERE 135STUDENT'AND 23 ADULT PARTICIPANTS IN TWO BILINGUAL SUMMER SCHOOLPROJECTS. THE T.V. SERIES CONSISTS OF FIVE STRANDS EACHCONTAINING 13 VIDEO TAPED PROGRAMS. A LEARNING GUIDtI5 AVAILABLE

>.F01.t. EACH PROGRAM. THREE SURVEYS. WRITTEN BY THE RESEARCHERS. WEREUTILIZED IN THE STUDY. THESE OUESTIONNAIRE5 WERE TRANSLATED INTOSPANISH. THE PUPIL EVALUATION INSTRUMENT WAS ADMINISTERED TWICEDURING THE STUDY: AFTER THE CHILDREN HAD VIEWED FOU TAPES (PUPIL

1EVALUATION 1) AND AGAIN fOLLOWING THE FIFTEENTH TAP (PUPIL """

EVALUATION 2). REACTIONS PROM CLASSROOM PERSONNEL W RE ELICITEDCONCERNING EACH INDIVIDUAL TAPE IMMEDIATELY AFTER T E TAPE HADBEENtVIEWED IN THE CLASSROOM AND CONCERNING THE, TOT L SERIES AT "L

THE IND OF THE SUMMER SESSION. THE RESPONSES FROM T ESE SURVEYSWERE EXTREMELY POSITIVE. ON THIS OASIS. THEREFORE. IT WOULD SEEMTHAT THE USE OF THIS SERIES WOULD BE A WORTHWHILE ADDITION TO'

BILINGUAL CLASSROOMS. (AUTHOR/JM)

24

6

\ MEXICAN AMER CAN WOMAN CURRICULUM MATERIALPAGE 16

AN -7EJ?11906CHAN- AA519982TI - A GROWING AWARENESS OF THE SPANISH SPEAKING CHILD .

AU CORTINES. RAMON C.' ,7

SO . THRUST FOR EDUCATION LEADERSHIP: 4: 3: 29-31PD - JAN 75IS - CIJE75IT - "SPANISH SPEAKING; *EDUCATIONAL PROBLEMS

I

IT - EDUCATIONAL RESPONSIBILITY; *SCHOOL SYSTEMS 1

IT - 'BILINGUAL EDUCATION; TEACHER QUALIFICATIONS'IT CURRICULUM DEVELOPMENT; PkOGRAMDESIGNAB - CONSIDERED THE PROBLEMS OF NON-ENGLISH SPEAKING CH4DREN'AND THE

PROVISION OF:MEANINGFUL EDUCATIONAL PROGRAMS FOR THEM,(RK)

AN - EDt01165OHAN-,CE002B50TI - ADULT BASIC EDUCATION COMMUNICATION KILLS, INSTITUTE. JUNE 21.

1971-JULY 16.,1971; FOLLOWUP TO AUGUST 311 1972. FINAL REPOT.OS ...ARIZONA. STATE UNIV.. TEMPE.PD 72 .

' b..,

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PR"-- EDRS PRICE MF-$0.76 HC-$8.24 PLUS POSTAGESPO - OrFICE*OF EDUCATION (DHEW), wAsHiNchom. D.C.CG - OEG-b-71-3499(323)

IT *ADULT-EDUCATORS: *ADULT READING PROGRAMS; ADULT STUDENTSIT - BILINGUAL STUDENTS: COMMUMLCATLION SKILLS: CURRICULUM DEVELOPMENT-IT - DISADVANTAGED GROUPS; *ENGLISH (SECOND LANGUAGE) 1

IT INSERVICE TEACHER' EDUCATION: INSTITUTES (TRAINING PROGRAMS)IT - INTERACTION PROCESS ANALYSIS; LANGUAGE:ARTSIT - LANGUAGE EXPERIENCE APPROACH: LEARNING ACTIVITIES; LESSON PLANS

IT - METHODS COURSES; READING MATERIALS: READING MATERIAL SELECTIONIT SPANISH SPEAKING; SUmMER INSTITUTESAB - THE DOCUMENT IS A COLLECTION OF MATERIALS RELATED TO A FOUR-WEEK

SUMMER INSTITUTE FOR THE TRAINING OF TEACHERS OF ISADVANTAGED 0.

. AND/OR SPANISH SURNAME ADULTS. THE FOCUS OF THE P OGRAMI145 .

COMMUNICATION SKILLS. PRIMARILY THE TEACHING OF R ADING AND OF 1ENGLISH AS A SECOND LANGUAGE. A SECONDARY EMPHASI WAS ONTRAINING TEACHERS TO DEVELOP FLEXIBLE CURRICULA 0 R THE TARGETPOPULATION. IN ADDITION. A WEEK-LONG.INTERACTION ANALYSIS

.*WORKSHOP WAS CONDUCTED TO AID TEACHERS iN EVALUATING 'TEACHINGEFFECTIVENESS. A BRIEF INTRODUCTION INDICATING TH SCOPE OF THEPROGRAM IS FOLLOWED BY A FIVE-PAGE CALENDAR OF AC IVITIES. ANINDICATIOWOF MATERIALS AND EQUIPM0IUTILIZEP. A D AN ESTIMATEDEXPENDITURE REPORT. A SECTION ON EVALUATION CONCL DES THE MAINTEXT; IT RECORDS PARTICIPANTS' COMMENTS AND LISTS THEIRSUGGESTIONS FOk FUTURE INSTITUTES. THE ARGER'PAR OF THEDOCUMENT IS COMP.BISED OF APPENDIXES: A PROXIMATEL HALF OF THESEARE SUCH RELATETIMATERIALS AS-CORRESPONDENCE. APP ICATION ANDEVALUATION FORMS. AND NEWS RELEASES. OF SPECIAL r TEREST-ARE THEREMAINDERS OF THE APPENDED MATERIALS, WHICH CONSTITUTE A ,

4

-25 4.

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MEXICAN AMERICAN WOMAN CURRICULUM MATERIAL. r

PAGE 17

SUPPLEMENT TO THE LLABUS;, HALF-A-DOZEN SAMPLE LESSON PLANS ANDMISCELLANtOUS S ST1ONS; AND A 30-PAGE LISTING OF 'MATERIALSUS. Fdl. TO THE EACHER OF ADULTS, WITH A 4-PAGE DIRECTORY OF.PUBLISHERS.' (Ad)

4 4.

AN Y'ED098824,

CHAN- FLO06615TI GUIDELINES FOR FOREIGN LANGUAGE EDUCATION IN TH E,

SEVENTIES/SPANISH. . ,

0S - ILLINOIS STATE OFFICE OF THE SUPERINTENDENT'OF PUBLICINSTRUCTION', SPRINGFIELD: INSTRUCTIONAL SERVICES'UNIT. .6

PO, - 73,

1 .

" NO -}69P.; FOR RELATED DOCUMENT S. SEE FL 006 614 -q18rIS RIE75APR

PR - EDRS PRICE ME-$0,75 HC-$3.15PLUS POSTAGE, .

DT - C'IT - CURRICULUM DEVELOPMENT: *CURRICULUM GUIDES

EDUCATIONAL OBJECTIVES: ELEMENTARY EDUCATION. IT ELEMENTARY SECONDARY EDUCATION; JUNIOR' COLLEGES

IT - JUNIOR HIGH SCHOOLS: 'LANGUAGE INSTRUCTION: *LANGUAGE' SKILLS

IT - SECONDARY EDUCATION: 'SECOND LANGUAGE LEANING: SKILL DEVELOPMENTIT - SPANISH; SPANISH AMERICAN LITERATURE; SPANISH CULTURE

IT SPANISH LITERATURE; TEACHING METHODSAB - IN ORDER TO EXPAND THE BASE OF FOREIGN LANGUAGE STUDY IN AN ' '"

INCREASINGLY INTERNATIONAL SOCIETY. A GENERAL CURRICULUM -GUIDE' TOSPANISH INSTRUCTION HAS BEEN DEVELOPED FOR ALL GRADES FROM '

KINDERGARTEN THRDUGH JUNIOR COLLEGE. THE GUIDE$ROVIDES FOR THECOORDINATION OF LANGUAGE PROGRAM$ AT ALL GRADE LEVELS WITHIN ASCHOOL SYSTEM. THE GUIDELINES. -WHICH DESCR BE,LEARNINGOBJECTIVES. TEACHINGe5TRATEGIES. ACTIVITIES.EVALUATION. AND BOTH rgxTOAL AND NONTEXTUAWRESOUROE MATERIALS

. FOR ALL EDUCATIONAL LEVELS. ARE GROUPED INTO SECTIONS,FOR dRADES',,-K-6. 7-8. 9-12. AND FOR JUNIOR AND' COMMUNITY COLLEGES.4

, DEVELOPMENT OF STUDENTS' 'EXPECTED MASTERY OF THE SPANISH LANGUAGE,AND CULTURE IS TRACED INAN OUTLINE OF SEQUENTIAL LANGUAGE,INSTRUCTION PROGRAMS. EMPHASIS IS GIVEN.TO'INDIVIDUALIZEDINSTRUCTION AND THE DEVELOPMENT OF LISTENING. SPEAKING. READING.AND WRITING SKILLS. A BIBLIOGRAPHY AND A LIST OF SOURCES OFAUDIOVISUAL AND OTHER INSTRUCTIONAL MATERIALS Allq APPENDED. (C19

- ..,

AN E0096047o

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CHAN RC008089 ,...----

TI ADDENDUM TO THE INTERVENOR'S EDUCATION PLAN FOkTHE DENVER Nate e,

SCHOOLS. ___

AU CARDENAS.'dOSE A. ,-. 'C.

PD 5 FEB 7A . ,

NO 34P.1FORAULATED DoCuMENI, SEA RC 008 088 .

4 .

.... ;IS - RIE75OAN'mwPR - DOCUMENT NOT AVAIL LS FROM MRS. .' e 1,

AV NOT AVAILABLE SEPARATELY. SEE RC008 0E3 .

IT ACCOUNTABILITY; COURT LITIGATION; ±CURRICULUKDEVELOPMENT

' A -26

MEXICAN AMERICAN WOMAN CURRICULUM MATERIALPARE ,18

IT EDUCATIONAL LEGISLATION: EDUCATIONALLY DISADVANTAGEDIT - EDUCATIONAL SPECIFICATIONS: EQUAL EDUCATION: NEGROES: PHILOSOPHY

IT - PROGRAM CONTEO: PROGRAM DEVELOPMENT: *SPANISH SPEAKINGST COLORADO: CONGRESS OF HISPANIC EDUCATION: *DENVER PUBLIC SCHOOLSAB - THE ADDENDUM TO THE DENVER PUBLIC SCHOOLS EDUCATION PLAN. WHICH

WAS SUBMITTED TO THE COURT ON JANUARY23. 1974. MAKES SPECIFIC...RECOMMENDATIONS FOR ELEMENTS OF SCHOOL ACTIVITIES OUTLINED IN THEPLAN. THE RECOMMERDATIONS PERTAIN TO THE PHILOSOPHY; POLICY: THESCOPE AND SEOUENCE OF POVERTY. CULTURAL. LANGUAGE. MOBILITY. ANDPERCEPTUAL ASPECTS; CURRICULUM: STAFFING INCLUDING POVERTY.

_e

CULTURE. LANGUAGE. MOBILITY. AND SOCIETAL PERCEPTIONS TRAINING:RECRUITMENT: HIRING; EVALUATION: CO-CURRICULUM ACTIVITIES:-STUDENT SERVICES: THE TTING PROGRAM:,PSYCHOLOGICAL SERVICES:COUNSELING SERVICES:: PUPIL ORIENTATION PROGRAMS: SPECIALMOTIVATION SERVICES; A CATCH-UP OR ADJUSTMENT CEN ER; -

NONINSTRUCTIONAL NEEDS! COMMUNITY INVOLVEMENT: XEMENTATIONPROCEDURES: AND JURISDICTION. AMONG THO RE NDATIONS ARE: (1)

RULES ANO REGULATIONS WHICH ARE CONS/STANT WITH TIE PHILOSOPHYSTATEMENT ISSUED BY THE Q6NVER BOARD OF EDUCATION' SHALL, BE .

ENACTED: (2) BILINGUAL AND BICULTURAL PROGRAMS MUST BEIMPLEMENTED IN ALL SCHOOLS BEGINNING WITH EARLY CHILDHOOD THROU61ADULT EDUCATION PROGRAMS: (3) EVERY AREA OF THE EDUCATIONAL'SYSTEM SHALL BE STAFFED ON THE BASIS OF PARITY FOR MINORITIES.WITH AN AFFIRMATIVE ACTION PROGRAM IMPLEM9NTED WITHIN A 5YEARPERIOD TO ENSURE TEACHER PART-TY; AND (4) THE COURT WILL MAINTAINCONTINUING JURISDICTION OVER THIS CASE IN ORDER TO supEmirst THEIMPLEMENTATION OF THESENPLANS. (NO)

;

AN - ED096046CHAN- RC008088TI . AN EDUCATION PLAN FOR THE DENVER PUBLIC SCHOOLS.AU - CARDENAS, JOSE A.PD - 21 JAN 74NO - 92P.: FOR RELATED DOCUMENT, SEE RC 008 089IS - RIE75JANPR - EDRS PRICE MF-$0.75 HC-$4,20 PLUS POSTAGE

IT ACADEMIC ACHIEVEMENT: ACCOUNTABILITY: 'COURT LITIGATIONIT. CURRICULUM DEVELOPMENT:44eDUCATIONALLY DISADVANTAGED

IT *EDUCATIONAL SPECIFICATIONS: EQUAL EDUCATIONIT LEARNING DIFFICULTIES: NEGROES: *PROGRAM CONTENTIT *SPANISH SPEAKING: STUDENT CHARACTERISTICSST' COLORADO: *DENVER PUBLAC SCHOOLS,. 4 1

AB THE DEVELOPMENT'AND SUBMISSION. FOR THETOURT'S CONSIDERATION, OFAN EDUCATION\ PLAN FOR HISPANO AND BLACK CHILDREN IN DENVER PUBLICSCHOOLS WAS REQUESTED BY FLAINTIFFS IN THIS CASE. THE COURTORDERED THE DEVELOPMENT OF A SCHOOL PROGRAM BASED ON THECHARACTERISTICS'OF THESE CHILDREN. THE PROPOSED PLAN PROVIDES THERATIONALE AND ACTIVITIES NECESSARY FOR ACCOA1PLISHING THIS. TRYING'

\II TO ELIMINATE THE INCOMPATIBILITIES BETWEEN THE SCHOOL AND'THEMINORITY CHILDREN. THE PLAN PROPOSED WAS BASED ON THECARbENAS-CARDENAS THEORY OF INCOMPATIBILITIES. WHICH ATTRIBUTESTHE POOR SCHOOL PERFORMANCE OF MINORITY AND DISADVANTAGED

'CHILDREN TO AN INCOMPATI L.ITY BETWEEN'THE CHARACTERISTICS OF

4*;',


PAGE 19

THESE CHILDREN AND THOSE TN TYPICAL INSTRUCTIONAL PRO S. FIVE

4-INCOMPATIBILITY AREAS ARE: POVERTY. CULTURE, LANGUAGE. MOBILITY.

AND SOCIETAL PERCEPTIONS. SINCE THESE ARE 0 INTERRELATED. THEPROGRAM INCORPORATED,THE PRINCIPLES OF (1) INTERRELATEDNESS AND

INTERDEPENDENCE AND (2) ADAPTABILITY. IT OUTLINES THE ELEMENTS OF

SCHOOL ACTIVITY WHICH MUST BE ADOPTED: EDUCATIONAL PHILOSOPHIES.

POLICIES, SCOPE AND SEQUENCE,, CURRICULUM. STAFFING. CO-CURRICULUM

ACTIVITIES. STUDENT PERSONNEL SERVICES. NONINSTRUCTIONAL NEEDS.

COMMUNITY INVOLVEMENT, AND EVALUATION. (NQ)

AN - ED096044CHAN- RC008072 0

TI- THE NEEDS OF THE SPANISH SPEAKING MUJER WOMAN IN WOMAN-MANPOWER

TRAINING PROGRAMS. .,

AU - NIETO-GOMEZ. ANNAP0 - 74 .

,.

NO - um.: FORRELATED DOCUMENTS. SEE RC 008 067-071

IS - RIE75JANPR 1-DOCUMENT NOT AVAILABLE FROM EDRS. '

AV - NOT AVAILABLE SEPARATELY, SEE RC 008 067

IT - ANCILLARY SERVICES: CURRICULUM DEVELOPMENT: DATA COLLECTION

IT -EDUCATIONAL STRATEGIES: *EMPLOYMENT PROGRAMS

IT - EQUAL OPPORTUNITIES (JOBS): INCOME: J08 TRAINING

IT -' MANPOWER DEVELOPMENT. RACIAL DISCRIMINATION: SEX DISCRIMINATION

IT - *SPANISH SPEAKING: STATISTICAL. DATA: VOCATIONAL COUNSELING .

IT - 'WORKING WOMENAB - ALTHOUGH THE SPANISH SPEAKING WOMAN IS USUALLY,CONSIDERED TO BE

OUTSIDE THE LABOR MARKET, 36 PERCENT OF THE 52 PERCENT SPANISHSPEAKINd WOMEN WERE IN THE LABOR F RCE IN MARCH,1972. THESE WOMEN

R37?SUFFER ECONOMIC-SEXIST DISCRIMIN ON DUE TO ASCRIPTION OF WORK

ACCORDING TO SEX AND RACE-BY A ACIAL-SEXUAL HIERARCHY EXISTING-

WITHIN THE TRADITIONAL FEMININE OCCUPATIONS. WHEN DEFINING .

WOMEN'S EMPLOYMENT NEEDS IN MANPOWER PROGRAMS. IT IS VITAL THAT

THE NEEDS BE ASSESSED ACCORDING TO THEfDIFFERENT ETHNIC,GROUP AS

WELL AS THEIR SIMILARITIES. FEDERAL.PROGRAMS FO MINORITIES AREUSUALLY DIRECTED AT ANGLO AND BLACK WOMEN OR 14.1 SPANISH SPEAKING

,PEOPLE IN GENERAL, BUT THEY DO NOT:USUALLY. APPLY TO THE SPANISH

SPEAKING WOMAN. THIS PAPER GIVES RECOMMENDATIONS IN THE AREAS, OF

RESEARCH. CURRICULUM DEVELOPMENT. SUPPORTIVE SERVICES. STAFF

DEVELOPMENT, AND STRATEGIES FOR AKFRIMATIVE ACTION RELATED TOWOMAN-MANPOWER PROGRAMS AND THE ECONOMIC NEEDS OF- THE SPANISH

SPEAKING WOMAN. AMONG THESE ARE: (1) RESEARCH SHOULD,INCLUDEINFORMATION DEFINING THESE WOMEN'S ROLE IN THE TOTAL,,tCABOR MARKET

PROCESS AT THE CITY. COUNTY. STATE. AND FEDERAL LEVELS: (2)

CURRICUth.)M DEVELOPMENT FOR WOMAN-MANPO*ER TRAINING PROGRAMS

SHOULD BE DIRECTED AT THEIR JOB - RELATED NEEDS: (0).

BILINGUAL- BICULTURAL SUPPORTIVE SERVICES SHOULD BE PROVIDED TO

4ALLOW THEM TO TAKE ADVANTAGE,OF EMPLOYMENT OPPORTUNITIES. (NQ)

28

l'

PAGE 20


AN - ED096042CHAN- RC008070TI - BILINGUAL-BICULTURAL CURRICULUM.

AU - HERMENET. ARGELIA B.: VALENCIA. ATILANO A.PO4 - 74NO 17P.: FOR RELATED DOCUMENTS. 5EE RC 008 067-069: RC 008 071-072

IS -.RIE75JANPR DOCUMENT NOT AVAILABLE FROM EDRS.AV a,OT AVAILABLE SEPARATELY. SEE RC 008 t67

IT - *BICULTURALISM: k0ILINGUAL EDUCATION: *CURRICULUM DEVELOPMENT

IT - *DEFINITIONS: ENGLISH (SECOND LANGUAGE): LANGUAGE INSTRUCTION

IT MODELS: MONOLINGVALISM: SECOND LANGUAGES: 'SPANISH SPEAKING

AB - WHILE BILINGUAL-BICULTURAL EDUCATION CONTINUES TO BE ONE OF THEMOST SIGNIFICANT THRUSTS 04 THE FINAL DECADES OF THE 20TH CENTURYAND NUMEROUS ARTICLES ARE FOUND ON THIS TOPIC. MAN(.INTERESTEDPEOPLE ARE STILL SEARCHING FOR A CLEAR. SIMPLE. AND ACCEPTABLEMEANING OF, THE TERM. PERHAPS THE TERM CAN BECLEARLY DEFINED ONLY

BY A COMPLETE AND COMPREHENSIVE TREATISE ONYTHE SUBJECT. THISPAPER'ATTEMPTS TO STATE AND CLARIFY SEVERALTERMS FOUND INBILINGUAL-BICULTURAL LITERATURE. AS WELL AS TOPROVIDE A MORE'COMPREHENSIVE VIEW OF-THE TOPIC AND A DESCRIPTION OF SELECTEDPROSPECTIVE AND PRACTICAL CURRICULUM MODELS INBILINGUAL-BICULTURAZIEDUCATION. TERM DEFINITIONS INCLUDEBILINGUALISM. BICULTURALISM. MONOLINGUALISM AND MONOCULTURALISM.LANGUAGE DOMINANCE. NATIVE LANGUAGE. SECOND LANGUAGE. ANDBILINGUAL-BICULTURAL EDUCATION. THREE BILINGUAL-BICULTURALCURRICULUM MODELS ARE ILLUSTRATED FOR MONOLINGUAL SPANISHSPEAKERS. MONOLINGUAL ENGLISH SPEAERS. AND BILINGUAL SPEAKERS(SPANISH-ENGLISH`). IMPLICATIONS FOR DESIGNING.k PRACTICAL ANDCOMPREHENSIVE BILINGUAL-BICULTURAL K =C CURRICULUM MODEL ARE

DISCUSSED. THE ADDENDUM COVERS: 14 CURRICULUM COMPONENTS RELATED

t TO LANGUAGE DEVELOPMENT. COUNSELING. INSTRUCTION-. LEARNING

V MATERIALS. COMMUNICATIONS. IN-SERVICE TRAINING. AND EVALUATIONS:AND 2) SAMPLES OF 01401NG BILINGUAL- BICULTURAL'PROGRAMS. (NO)

AN - ED096039CHAN- RC008067TI - POSITION PAPERS ON BILINGUAL BICULTURAL EDUCATIONAL MANPOWER

DEVELOPMENT.OS - MONTAL EDUCATIONAL ASSOtItTES. SAN FERNANDO._CALIF.

PD - APR 74 h

' NO - 82P.:,,FOR RELATED 'DOCUMENTS. SEE RC 008 068-072. PAPERS FROMSYMPOSIUM FOR BILINGUAL !CULTURAL EDUCATIONAL MANPOWERDEVELOPMENT (WASHINGTON. D. C., MARCH14110. 1874)

IS .RIE754JANPR EDRS PRICE MF-$0.75 HC-$ .20 PLUS POSTAGESPO - BUREAU OF ADULT. VOCATIONAL. AND TECHNICAL EDUCATION (DHEW/OE),

o- WASHINGTON. D.C. . DIV. OF MANPOWER DEVELOPMENT AND TRAINING.

L3 0E0-0.73-5237*BICULTURALISM: *BILINGUAL EDUCATION: CAREER EDUCATION

It CURRICULUM DEVELOPMENT: EDUCATIONAL ACCOUNTABILITY

IT EDUCATIONAL STRATEGIES: FEDERAL LEGISLATION: FEMALES

29

MEXICAN RICAN WOMAN CURRICULUM MATERIALPAGE. 21

IT - JOB TRAINING: *MANPOWER DEVELOPMENT: *SPANISH SPEAKINGIT - STATE OF THE ART REVIEWS: *SYMPOSIAAB SELECTED BY THE DIVISION OF MANPOWER DEVELOPMENT AND TRAINING. U.

S. OFFICE OF EDUCATION (HEW. WASHINGTON. O. C.), THE MONTALEDUCATIONAL ASSOCIATES CONDUCTED A SYMPOSIUM FORBILINGUAL - BICULTURAL EDUCATIONAL MANPOWER DEVELOPMENT. THESYMPOSIUM'S PURPOSE WAS To BRING TOGETHER SPANISH SPEAKINGEDUCATIONAL AND MANPOWER EXPERTS FROM THROUGHOUT THE NATION TODISCUSS AND IDENTIFY EDUCATIONAL MANPOWER PRIORITIES AND TO-PREPARE Posinoh PARgps FOR CRITICAL REVIEW AND COMMONALITY. HELDON MARCH 14-16, 1974', THE PARTICIPANTS WERE REPRESENTATIVE OFCHICANOS, PUERTO RICANS. CUBAN . AND LATIN. AMERICANS FROM EACHREGION IN THE UNITED STATES: AND OBSERVERS FROM THE U. S. OFFICEOF EDUCATION, THE DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE,AND THE DEPARTMENT OF LABOR. THIS PUBLICATION CONSISTS OF THEPOSITION PAPERS WHICH WERE CRITIQUED BY 40 TO 50-EXPERTS AT THESYMPOSIUM: (1) "STRATEGIES FOR THE INCLUSION OF THE SPANISH ,

SPEAKING IN THE IMPLEMENTATION'OF THE COMPREHENSIVE EMPLOYMENTAND TRAINING ACT OF'1073": (2) "CAREEWEDUCATION. THECOMPREHENSIVE EMPLOYMENT AND TRAINING ACT OF 1973 AND THE SPANISHSPEAKING": (3) "BILINGUAL-BICULTURAL CURRICULUM"; (4) "A

. HUMANISTIC AND OBJECTIVE APPROACH TO ACCOUNTABILITY"; (5) "STAFFA DEVELOPMENT": AND (6) "THE NEEDS OF THE SPANISH SPEAKING MUJER IN V

WOMAN-MANPOWER TRAINING PROGRAMS". (NO)

AN EJ099992CHAN -- RC501493TI DEVELOPING A BILINGUAL CULTURALLY-RELEVANT EDUCATIONAL PROGRAM

FOR CHICANOSAU MACIAS. REYNALDO FLORES ,

SO - AZTLAN: 4: 1;,61-B4PD - SPR 73 iIT - "BILINGUAL EDUCATION: 'CURRICULUM DEVELOPMENT"

IT *EDUCATIONAL PROGRAMS: '.'MEXICAN - AMERICANS; ALTERNATIVE SCHOOLS

, - BILINGUALISM: CULTU'RAL.BACKGROUND: DIALECTSIT ENGLISH (SECOND LANGUAGE): LANGUAGE: LITERATURE. iEVIEWS '

IT - SECOND LANGUAGE LEARNING: RESEARCH NEEDS; SPANISH SPEAKING

ST *CHICANOS

AN E0092657CHAN- 0D014363TI FINAL EVALUATION, TITLE VII, COMMUNITY SCHOOL DISTRICT NO. 10.

BILINGUAL MINI SCHOOL.AU DIAZ, AGAPITO; SWOT, ROBERT K.OS COMMUNITY SCHOOL DISTRICT 10. BRONX, -N.Y:

Po, 15 JUN 73NO 31P.

01E740CTPR 'EDITS PRICE MF-$0,75 HC-$1.85 PLUS POSTAGE.._

SPO NEW YORK CITY BOARD OF EDUCATION. BROOKLYN. N.Y. <OFFICE OF

N. BILINGUAL EDUCATION.


IT *BILINGUAL EDUCATION; CLASSROOM GAMES: CURRICULUM DEVELOPMENTIT - ELEMENTARY EDUCATION. ENGLISH (SECOND LANGUAGE): *INNER CITYIT - KINDERGARTEN : ,PARAPROFESSIONAL SCHOOL PERSONNELIT - *PROGRAM EVALUATION; SMALL GROUP INSTRUCTION; SPANISH SPEAKINGIT - STUDENT TEACHER RATIOST. - ELEMENTARY SECONDARY EDUCATION ACT TITLE VII; ESEA TITLE VIIST *NEYORK CITYAB E EMENTARY SECONDARY EDUCATION ACT TITLE VII BILINGUAL

PROG AM OPERATED AT THE BILINGUAL MINI SCHOOL. LOCATED WITHINPUBL C SCHOOL 59. THE PROGRAM COMPLETED ITS SECOND YEAR OFOPERATION IN JUNE.1973: DURING ITS FIRST YEAR IN EXISTENCE. THEBILINGUAL PROGRAM'SERVED KINDERGARTEN AND GRADE 1 CHILDREN. GRADE2 CLASSES WERE ADDED DURING THE 1972-73 ACADEMIC YEAR. THEPROJECT SERVICED BOTH SPANISH AND ENGLISH DOMINANT CHILDREN. INTHE PROPORTIONS WHICH REFLECT THE POPULATION OF THE COMMUNITY.THE PROGRAM ACCOMODATED 219 CHILEN ON THREE GRADE LEVELS. EIGHTFULL-TIME TEACHERS AND EIGHT EDUCATIONAL ASSISTANTS WORKED IN THEPROGRAM, AN ENGLISH AS A SECOND LANGUAGE TEACHER`WAS ADDED TO THESTAFF AT MIDYEAR. THE MATERIALS AVAILABLE IN THE PROGRAM WEREADEQUATELY SUITED TO THEIR NEEDS. IN EACH CLASSROOM THERE WEREVARIOUS KINDS OF LEARNING GAMES (IN ENGLISH AND SPANISH) WHICHWERE FREQUENTLY USED LW THE CHILDREN. IN EACH CLASSROOM THEREWERE SPECIAL INTEREST AREAS'LOCATED AROUND THE ROOM. THE TEACHERSDEVELOPED MATERIALS ON THEIR OWN FOR'CHILDREN WHO NEEDEDADDITIONAL ASSISTANCE IN THEIR WEAKEST SKILL AND-CONCEPT AREAS.THE LOW ADULT-STUDENT RAT10 ALLOWED FREQUENT SMALL GROUP ANDINDIVIDUALIZED INSTRUCTION. THE PROGRAM PLACED In PRIMARYINSTRUCTIONAL EFFORTS ON THE SMALL GROUP LEARNING UNIT. THE,MATERIALS. AVAILABLE IN BOTH ENGLISH AND SPANISH. WERE GEARED TODIFFERENT LEVELS OF ABILITY IN READING AND MATH. CULTURALLYENRICHING FIELD TRIPS WERE AN INTEGRAL PART OF THE PROGRAM,ESPECIALLY FOR THE SECOND GRAOE CHILDREN, (AUTHOR/JM)

AN . ED092640CHAN- UD014248TI - AN EVALUATION OF THE 1972 BILINGUAL EDUCATION PROGRAM, ESEA TITLE

VII. COMMUNITY SCHOOL DISTRICT 9. BRONX, NEW YORK.OS MQBICENTRICS INC.. BRONX. M.Y.PD JUL 73NO': - 182P.: FUNCTION 49.37601It RIMOCTPR EDRS PRICE MF-$0.75 HC-$9.00. PLUS POSTAGESPCC=.' COMMUNITY SCHOOL DISTRICT 9. BRONX. N.Y.IT *BILINGUAL EDUCATION; BILINGUAL STUDENTS: CURRICULUM DEVELOPMENTIF - DISADVANTAGED YOUTH; 'ELEMENTARY SCHOOLSIT -INSERVICE TEACHER EDUCATION: INSTRUCTIONAL MATERIALS

. IT PARAPROFESSIONAL SCHOOL PERSONNEL; PRESERVICE EDUCATIONIT *PROGRAM EVALUATION: SPANISH SPEAKING; URBAN SCHOOLSST ELEMENTARY SECONDARY EDUCATION ACT TITLE VII; ESEA TITLE VIIST .- *NEW YORK CITYAB THrS PROGRAM. ,FUNDED UNDER TITLE VII OF THE ELEMENTARY SECONDARY

EDUCATION ACT OF 1965. WAS DESIGNED TO PROVIDE AN OPEN LEARNINGENVIRONMENT IN WHICH STUDENTS COULD LEARN TO FUNCTION IN BOTH

31

I


g.

ENGLISH AND SPANISH. THE CLASSROOMS WERE LARGE AND FOR THE MOSTPART CONTAINED SEVERAL GRADES WHICH WERE DIVIDED INTO SEPARATECLASSES BY UEANS OF DIVIDERS. THE PROGRAM OPERATED WITH A STAFFOF 15 TEACHERS. 1 DIRECTOR. AND 6 PARAPROFESSIONALS FOR 365STUDENTS. THE ACTIVITIES OF THE PROGRAM INCLUDED INSTRUCTION IN -

80TH DOMINANT AND SECONDARY LANGUAGES, CULTURE AND HERITAGE.MATH. SOCIAL STUDIES, READING AND LANGUAGE ARTS. THE PRIMARYOBJECTIVES OF THE PROGRAM WERE: (1) THE MEAN SCORES OF STUDENTS

/ON VARIOUS TESTS SHOULD SIGNIFICANTLY INCREASE BETWEEN PRE- ANDPOSTTESTING: (2) TEACHERS WOULD ATTEND PRESERVICE AND INSERVICETRAINING IN THE TEACHING OF LANGUAGE ARTS, MATH. AND READING: (3)TEACHERS WOULD ENROLL IN A BILINGUAL EDUCATION PROGRAM AT AMETROPOLITAN UNIVERSITY; (4) ACADEMIC MATERIALS WOULD BEDEVELOPED AWACOUIRED: AND (5) AN EXCHANGE OF MATERIAtS WITH ASISTER SCHOOOIN PUERTO RICO WOULD BE SET UP. THE PRIMARY MEDIUMOF INSTRUCTION WAS THE STUDENT?' DOMINANT.LANGUAGE,; ENGLISH.THERE APPEARED TO BE A MARKED INCREASE IN SPANISH AS A MEDIUM OFINSTRUCTION OVER THE YEAR. (AUTHOR/JM)

AN ED091108CHAN- RC007869TI - FINAL EVAC(JATION REPORT OF THE HARLANDALE INDEPENDENT SCHOOL

DISTRICT'S BILINGUAL EDUCATION PROGRAM.'AU - HARRISON. HELENE W.OS HARLANDALE SCH0iiNCT: SAN ANTONIO. TEX.PD - 74NO - 89P.: OVERSIZED PAGES. ACTUAL COUNT 71P. CERTAIN PAGES OF, THE

EVALUATION INSTRUMENT MAY NOT REPRODUCE WELL. RELATED DOCUMENT ISED 081 556

IS R1E74SEPPR -.EDRS PRICE MF-$0.75 HC$4.20 PLUS POSTAGESPO BUREAU, OF ELEMENTARY AND SECONDARY EDUCATION (DHEW/OE),

WASHINGTON: D.C. DIV. OF BILINGUAL EDUCATION.CO 0EG0-9.530014-3480(2001IT ' BrC4TURALISM: ,BIONGUAL EDUCATION: COMMUNITY INVOLVEMENTIt COOPERATIVE PROGRAMS, CURRICULUM DEVELOPMENT; *ELEMENTARY SCHOOLSIT ENGLISH (SECOND LANGUAGE); 'MEXICAN'AMERICANSIT *PROGRAM EVALUATION: NSPANISH SPEAKING: STAFF IMPROVEMENTIT TABLES (DATA): TEACHER EDUCATION: TEAM TEACHING; TEST WISENESSST ELEMENTARY SECONDARY EDUCATION ACT TITLE VII: ESEA TITLE VIIST HARLANDALE; TEXASAB THE PROGRAM COVERS TWO TEXAS PUBLIC SCHOOL DISTRICTS, HARLANDALE

AND SAN,MIRCOS. AND SOUTHWEST TEXAS STATE UNIVERSITY. THISREPORT.,HOWEVER, DEALS ONLY WITH THE HARLANDALE BILINGUALEDUCATION PROGRAM, WHICH PROVIDES BILINGUAL EDUCATION FOR PUPILSfN GRADES K-5 WHO HAVE LIMITED ENGLISH SPEAKING ABILITY.OBJECTIVES ARE: TO REDUCE THEIR EDUCATIONAL DEFICIT BY-INSTRUCTING THEM IN SPANISH WHILE THEIR COMMAND OF ENGLISH ISBEING DEVELOPED: TO,ENHANCE THEIR UNDERSTANDING AND COGNITIVEDEVELOPMENT IN 80TH LANGUAGES: TO GIVE THEM THE ADVANTAGE OFBECOMING LITERATE IN BOTH LANGUAGES; ANTO INSTILL A KNOWLEDGEOF AND PRIDE IN THEIR BICULTURAL HERITAGE. THE PROJECT EMBODIESSEVERAL COMPONENTS:,(1) DEVELOPMENT 00 AND. REVISION OF CURRICULUM

' MEXICAN AMERICAN WOMAN CURRICULUM MATERIAL

. 4,

MATERIALS FOR BILINGUAL%tLASSESr (2) BILINGUAL INSTRUCTION INGRADES K-5: (3) STAFF DEVELOPMENT: (4) PARENTAL AND COMMUNITY;NvommeNtl AND (5f BOORMINATION OF COOPERATIVE EFFORTS OFTHE TWO SCHOOL DISTRICTS AND THE TEACHE AINING INSTITUTION. INTHE 58 CLASSROOMS IN THE PROGRAM, THERE AR 't.700 CHILDREN INGRADES K.-.5 IN 7 OF THE DISTRIC1'S 15ELEMENTARY SCHOOLS. A,MAJORITY OF THESE CHILDREN (99%) HAVE SPANISH SURNAMES. THE EIGHTNRECOMMEADA/TIONS COVER SUCH THINGS AS TRANSFERRING PUPILS,TEAM-TEACHING WITH,MONOLINGVAL AND BILINGUAL TEACHERS; AND TESTADMINISTRATION. MUCH OF THE DATA ARE PRESENTED IN SPANISH AAD.ENGLISH TESTS AND TABLES. (KM)

AN - ED091107 -CHAN RC007868TI FINAL EVALUATION REPORT OF THE SAN MARCOS INDEPENDENT SCHOOL

DISTRICT'S BILINGUAL EDUCATION PROGRAM.,-kIJIL.- HARRISON. HELENE W,

OS - SANMARCOS INDEPENDENT iCHOOL DISTRICT, TO(.PD 74NO - 85P.: OVERSIZED PAGES. ACTUAL COUNT 67P. CERTAIN PAGES OF THE

EVALUATION INSTRUMENT MAY NOT REPRODUCE WELL. RELATED DOCUMENT IED OBI 553

IS ----a4E74SEPPR - EORS PRICE MF-$0.75 HC-$4.20 PLUS POSTAGESPO BUREAU OF ELEMENTARY AND SECONDARY EDUCATION (DHEW/OE).

WASHINGTON. D.C. DIV. OF BILINGUAL EDUCATION.CG - 0EG-0-9.530014-3480(280)IT *ANGLO AMERICANS: BICULTURALISM;' 0BILINGUAL EDUCATION'IT - COMMUNITY INVOLVEMENT: COOPERATIVE PROGRAMSIT CURRICULUM DEVELOPMENT:AIELEMENTARY SCHOOL STUDENTSIT ENGLISH (SECOND LANGUAGE):1eMEXICAN AMERICANSIT +PROGRAM EVALUATION: SPANISH SPEAKING; STAFF IMPROVEMENTIT TEAM TEACHINGST. ELEMENTARY SECONDARY EDUCATION ACT TITLE VII; ESEA TITLE VIISI - 'SAN MARCOS: TEXASAB THE PROGRAM COVERS TWO PUBLIC SCHOOLDISTRIOTS, HARLANDALE AND

SAN MARCOS. AND SOUTHWEST TEXAS STATE UNIVERSITY. THIS REPORT,HOWEVER. DEALS ONLY WITH THE SAN MARCOS BILINGUAL EDUCATION

UPILS IN. GRADESUEIO PARENTALLSO ACCEPTED,"

INTO THE PROGRAM. OBJECTIVES FOR MEXICAN AMERICA NI CHILDREN ARE:TO REDUCE THEIR EDUCATIONAL DEFICIT BY INSTRUCTING THEM INSPANISH WHILE THEIR CCMMAND OF ENGLISH IS BEING DEVELOPED; TOENHANCE THEIR UNDERSTANDING AND COGNITIVE DEVELOPMENT IN BOTHLANGUAGES: T0, GIVE THIM.THE ADVANTAGE OF BECOMING 4ITERATEINBOTH LANGUAGES; AND TO INSTILL.A KNOWLEDGE OF AND PRIDE IN THEIR ,BICULTURAL HERITAGE. OBJECTIVES FOR ANGLOS APE TO GIVE THEM,THEOPPORTUNITY TO BECOME BILINGUAL AND.I.ITERATE IN TWO LANGUAGES ANDTO BROADEN THEIR OUTLOOK,ON AND UNDERSTANDING OF LANGUAGES ANDCULTURES. THE PROJECT COMPONENTS ARE: (1) DEVELOPMENT OF ANDREVISION OF CURRICULUM MATERIALS; (2) BILINGUAL INSTRUCTION INGRADES K-5; (3) STAFF DEVELOPMENT: (4) PARENTAL AND COMMUNTY

. 33 .

PROGRAM, WHICH PROVIDES BILINGUAL EDUCATION FORK-5 WHO HAVE LIMITED ENGLISH SPEAKING ABILITY.REQUESTS, 19% MONOLINGUAL ENGLISH SPEAKERS WERE

MEXICAN AMERICAN WOMAN CURRIQUtLa MATERIAL'PAGE 25

.1

INVOLVEMENT. AND (5) COORDINATION OF THE COOPERATIVE EFFORTS OF

THE TWO SCHOOL DISTRICTS AND THE TEACHER TRAINING INSTITUTION. IN

THE 22 CLASSROOMS IN THE PROGRAM, THERE ARE 625 CHILDREN ENROLLED

IN THE DISTRICT'S FOUR ELEMENTARY SCHOOLS'. OF THESE CHILDREN 81%

ARE SPANISH,SURNAMED. THE EIGHT RECOMMENDATIONS COVER SUCH THINGS

AS TRANSFERRING PUPILS TEAM TEACHING WITH MONOLINGUAL AND

BILINGUAL TEACHERS. AND TEST ADMINISTRATION. MUCH OF THE DATA ARE

PRESENTED IN SPANISH AND ENGLISH TESTS AND TABLES. (KM)

- -

AN ED089913CHAN- RC007827TI - OPPORTUNITIES FOR YOUTH IN EDUCATION. FINAL RESORT. 1971-1973.

) OS - CRYSTAL CITY INDEPENDENT SCHOOL DISTRICT. TEX.'

PD - JUL 73NO - 157P.IS - RIE74AUG'PR - EDRS PRICEOF-$0.75 HC-$7.1110 PLUS POST*VA

SPO - OFFICE OF ECONOMIC OPPORTUNITY. WASHINGTON. D.C.

IT - ADVISORY COMMITTEES: 'COLLEGE PREPARATION

IT 'CURRICULUM DEVELOPMENT: 'DROPOUT PREVENTION; ETHNIC STUDIES

_IT EVALUATION TECHNIQUES; FAMILY INVOLVEMENT; HIGH SCHOOL STUDENTS

IT - INSTRUCTIONAL MATERIALS: INSTRUCTIONAL STAFF: *MEXICAN AMERICANS

'IT - PROGRAM EFFECTIVENESS; EtiOSIRAM EVALUATION: SPANISH SPEAKING

IT - TABLES (.DATA)ST - 'CRYSTAL CITY: OPPORTUNITIES FOR YOUTH IN EDUCATION: OYE; TEXAS

AB - THE MAOOR OBJECTIVES'OF THIS.CRYSTAL CITY, TEXAS PROGRAM WERE

//I

DROPOUT PREVENTION. THE DEVELOPMENT OF A RELEVANT CURRICULUM

MEXICAN AMERICANS. AND THE ACQUIREMENT OF,INNOVATIVE METHODS.AND

TECHNIQUES FOR. THE SUCC EUL IMPLEMENTATIONOF PROGRAMSDEVELOPED BY THE PROJI.CT `STAFF. THE INITIAL 100:STUDANTSPARTICIPATING IN THE OPPO UNITIES FOR NOUTH'IN .EDUCATION(O.Y.E.) PROGRAM WERE PICKED AT RANDOM fROM ALI§T OFAPPROXIMATELY 300 WHO MET THE qUIDELINES. TWENTYIVE SOPHOMORES

AND 25 JUNIORS RECEIVED A STIPEND AND PROGRAM SERVICES. ANOT

GROUP OF 25 SOPHOMORES° AND 25 JUNIORS RECEIVED ONLY THE:' SARVI S.

A CONTROL.GROUP WAS PICKED AT RANDOM FROM THE REMAINING LIST

STUDENT APPLICANTS. A "SCHOOL WITHIN A SCHOOL' WAS SEJ UP FOR

O.Y.E. STUDENTS WITH A STAFF OF 5 TEACHERS WHO TAUGHT MATH,

SCIENCE. ENGLISH. SPANISH, AND SOCIAL ST ES IN THE MORNING, THE

STUDENTS WERE IN THE REGULAR SCHOOLPROGRAM RING THE

AFTERNOONS. EVALUATION OF THE PROGRAM CONSIST OF UNDOCUMENTABLE

RESULTS ALONG WITH STATISTICS ON THE AMEX,EVAL TION' REPORT.

GRADES, ATTENDANCE.DROPOUT/RETENTION,RATE. COLLEGE ORIENTATION

RESULTS, AND THE TESTING PROGRAM RESULTS. (PS)

34

4;


AN - EJ092085CHAN- UD502800TI, LETTER FROM THE SOUTHWEST: ON BILINGUALISM -

AU JOHN. VERASO - URBAN REVIEW; 7; 1: 43-45

4 PD JAN 74 rACIT - *BILINGUAL EDU-CATION; ePROGRAWEVALUATION: *AMERICAN INDIANSIT - *SPANISH SPEAKING: BILINGUA-LISM: CURRICULUM DEVELOPMENT

PAGE 26

IT - MEXICAN AMERICANS: NAVAHOS - *ELEMENTARY SECONDARY EDUCATION A: ESEA.TITLE VII PROGRAMSA8 - DISILLUSIONMENT WITH THE MANY BILINGUA PROGRAMS DEVELOPED UNDER

TITLE VII.-1965 ELEMENTARY SECONDARY EDUCATION ACT. INDICATESONLY A LESSENED COMMUMENT.'AND A JUSTIFIABLY MORE CAUTIOUSAPPROACH: THE. SEEDS OF DOUBTS, THE, PROBLEMS. AND POSSIBLY THELIKELIHOOD OF FAILURE WERE BUILT INTO THE PROGRAM FROM THEBEGINNING. (AUTHOR/M)

AN - ED086766, .

... ,,,,

.

CHAN- VD0140.12 '

TI ORGANIZING FOR PRESCRIPTIVE TEACHING: AN INSTRUCTIONAL MANIGEMENTSYSTEM FOR TEACHING ALL CHILDREN; WALDEN MIDDLE SCHOOL, '1922-73.RESEARCH AND DEVELOPMENT REPORT. VOLUME 7. NUMBER 9. SEPTEMBER '

1973. .t ... 41

AU - ADDY. POLLY; NORRIS. MIKEOS - ATLANTA PUBLIC SCHOOLS. GA.PD --sEp 73 .NO - 73P. . -....IS - RIE74MAYPR -'EARS PRICE MF-60.65 HC-$3.29IT - *BILINGUAL EDUCATION: 'COMPENSATORY EDUCATION 'PROGRAMS

.

IT - ,CULTURAL EDUCATION; CURRICULUM DEVELOPMENT; GUIDANCE PROGRAMSIT - *PARAPROFESSIONAL SCHOOL.,pERSONNE: PROGRAM EVALUATION eIT READING INSTRUCTION; 'SECONDARY SCHOOLS: VANISH SPEAKINGST - *ATLANTA; ELEMENTARY SECONDARY EDUCATION ACT TITLE IST '- ESEA TULE,I. PROGRAMS; INSTRUCTIONAL ASSISTANCE PROGRAM

. .

ST - TEACHZR,CDAPS '1!)

AB r THE ATLANTA PUBLIC SCHOOLS, FEDERAL AND STArE ASSISTANCE, ANDCOMMUNITY SERVICES PROVIDED THE FOLLOWING RESOURCES FOR WALDENSCHOOL'S INSTRUCTIONAL PROGRAM: THE INSTRUCTIONAL ASSISTANCEPROGRAM PROVIDED A TEAM COMPRISING A LEAD TEACHER, A LANGUAGEARTS TEACHER, A SOCIAL STUDIES TEACHEll,'A FOREIGN LANGUAGETEACHER. A MATHEMATICS TEACHE, A SCIENCE TEAGHERA MEDIA .'

SPECIALIST, A SPANISH SPEAKING ASSISTANT TEACHER AND A TYPIST-.WORKING UNDER THE'LEADERSHIP OF THE COORDINATOR OF FOREIGNLANGUAGES TO DEVELOP A PERFECT MULTI-MEDIA LEARNING ACTIVIA

YPACKETS DESIGNED AROUND A CORE CURRICULUM. A DYNAMICS AND \

INFLUENT OF CULTURE04ND ENVIRONMENT PROGRAM WAS FUNDED BY T1INSTRUCT ONAL ASSISTANCE PROGRAM FOR THE SECOND YEAR. THE SPANISHSPEAKING ASSISTANT TEACHER WAS A PARTICIPANT IN THE CAREER '

OPPORTUNITIES PROGRAM. THROUGH THE TITLE I PROGR4M. FUNDED UNDERTHE 1965 ELEMENTARY SECONDARY EDUCATION ACT% A LEAD TEACHER, AREADING TEACHER, AND SIX INSTRUCTIONAL AIDES WORKED WITH-FIRST

fr ....._

e

MEXICAN AMERICAN WOMAN CURRICULUM' MAyERIALPAGE 27

THRO GH THIRD YEAR PUPILS,TO IMPROVEA

THE INSTRUCTIONAL PROGRAMWIT EMPHASIS ON READING AND ENGLISH. THE TEACHER CORPS PROGRAM.,PRO IDED Twp TEAMS. EACH CONSISTING OF TWO.LEAD TEACHERS. EIGHTSENIOR TEACHERS. AND 18 PARAPROFESSIONALS TO WORK WITH THE FIRSTANDBECOND YEAR PUPILS. THE PROGRAM, FOR, EDUCATION AND CAREER

SECOND AND/OR THIRD YEAR P PILS THAT WOULD ENABLE THEM tO MAKEXPLORATION WAS A GUIDANCIROGRAA THAT PROV40ED EXPERIENCES FOR

REALISTIC EDUCATIONAL AND CAREER CHOICES AT ,FUTURE MAJOR DECI IONPOINTS., (AUTHOR /UM) , ..,

AN ED086436 . *

CHAN- RC007608_TI - RURAL ADULT EDUCATION. APPALACHIAN ADULT EDUCATION CENTER. ISSUE

7. DECEMBER. 1972. ,, 0

AU - EYSTER. GEORGE W.

, .

OS '- MOREHE STATE UNIV.. KY. APPALACHIAN ADUL ATION<CENTER.C11C

a ..

'PD ,- DEC 72NO -.26P. 1,/

IS - RIE740AY3/4

P4 *- EDRS PRICE MF-$0.66 HC -$3.29 : . , , , .SKI,- 'BUREAU 94-ADULT VOCATIONAL. AND TECHNICAL EDUCATION 1.6kEW/OE).

WASHINGTON. D.C.

4

.,, Y

0Cd: 0EG-0-71-4410-324. . = t.,

IT - ADULT EDUCATION PROGRAMS. AMERICAN INDIANS: COMMUNITY EDUCATION ,

IT - CURRICULUM DEVELOPMENT: DEMOGRAPHY: ECONOMICALLY DISADVANTAGED- IT EDUCATIONAL PROBLEMS; EMPLOYMENT: HEALTH SERVICES --

VA - HUMAN RESOURCES; INDIGENOUS PERSONNEL: INDUSTRIALIZATIONIT - ',INVESTIGATIONS: MANPOWER 'DEVELOPMENT: MIGRANTS :; NEEDS

IT -.PROGRAM EFFECTIVENESS: 'PROGRAM IMPROVEMENT: 'RURAL AREAS'. IT SPANISH SPEAKING -- Y

ST - 'APPALACHIA.

: -

.

AB THE PURPOSES OF THIS ARTICLE ARE: (1) TO INVESTIGATE 4ND DESCRIBE -

JTHE.SCOPE OF RURAL ADULT EDUCATION NEEDS IN RELATION TOAp.

4.

NATIONAL POLICY OF RURAL IND0STRIALIZATION: (2) TO LABOOWIE. UPON ' ,

THE PROBLEMS IN DELIVOIN6 AOUCT-EDUCATION PROGRAMS AND (3)-T0RECOMMEND APPROVED ADULT EDUCATION PRACTICESIDESIGN D TO - . v,

STRENGTHEN HUMAN RESOMUES DEVELOPMENT OF RURAL POP LATIONS WHICHMAY. IN TURN. ACHIEVE NATIONAL. GOALS CONCEIVED IN RU L

INDUSTRIALIZATION. THE DISCUSS401 IS BASED ON THE APPALACHIANADULT EDUCATION CENTER'S 6.YEAR,INVOLVEMENT WITH THE g

EXPERIMENTATION OND DEMONSTRATIO Of IMPROVED PRACTICES IA ADULTBASIC EDUCATION (ABE) WITH SPECIAL EMPHASIS ON TH6UNIbUE-RURALAPPALACHIAN POPULATIONS OP A 13 STATE REGION. THE DOCUMENTINCLUDES THE 1972 NATIONAL RURAL POLICY: A PCcA FAR.A.NATIONAL'RURAL ADULT EDUCATION POLICY: AURAL AMeRICA TODAY (POPULATION.POVERTY LEVELS. EDUCATION,., HEALTH. AND EMPLOYMENT). SECTIONON RURAL POPULATIONS COVERS RURA1. APPALACHIA. <AMERICAN INDIANS,THE SPANISH SREAKING.,AND MIGRANTS. THE4EDUCATION CHAPTERDISCUSES ABE. ADULT EDUCATION MANPOWER DEVELOPMENT, INDIGENOUS APERSONNEL. CURRICULUM. ABE DELIVERY, COWUNITY,-EDUCATION, ANDMEDIA. MAJOR RECOMMENDATIONS ARE THAT. TO ALtEVIATE'ECONOMIC ANDSOCIAL DISTRESS IN RURAL AREAS, ADULT-EDUCATIONKOR4/HESEPOPULATIONS NEEDS TO BE IMPROVED; AND IHICT THE BROADER METHOD OF

36

MEXICAN AMERICAN WOMAN CURRICULUM, TERIALPAGE 2B

COMMUNITY EDUCATION, WHICH SUBSUMES ADULT EDUCATION. NEEDS TO BE

DEVELOPED. (KM)

AM - EDOB4058CHAN.t.1007440TI TITLE I ESEA CASE STUDY: THE BILINGUAL PROGRAM; TUCUMCARI. NEW

MEXICO.BUREAU OF ELEMENTARY AND SECONDARY EDUCATION (DHEW/OE).WASHINGTON. D.C. DIV. OF COMPENSATORY EDUCATION.

PD - 72 7

NO 23P.IS -filE74MARPR -__EDRS.PRICE ME -$0.65 HC-$3.29AV SUPERINTENDENT OF DOCUMENTS. U.S. GOVERNMEN TsPAINTING OFFICk.

WASHINGTON, D.C. 20402 (HE 5.237:37092. $0.30)IT - 'BILINGUAVtDUCATLON: COMMUNITY INVOLVEMENT

IT - CURRICULUM DEVELOPMENT: ENGLISH (SECOND LANGUAGE)IT a INFORMATION DISSEMINATION: PARENT PARTICIPATIONIT 'PROGRAM DESCRIPTIONS: PROGRAM DEVELOPMENT: .pROGRAM PLANNING

,IX - 'SPANISH SPEAKING: STUDENT NEEDSST NEW MEXICO: 'TUCUMCARIAB - MORE :THAN 4HREE-FOURTH6 OF THE NATION'S SCHOOL DISTRICTS RECEIVE

FUNDS FOR IMPROVING OPPORTUNITIES FOR EDUCATIONALLY DEPRIVEDCHILDREN IN LOW-INCOME AREAS UNDER TITLE I OF THE ELEMENTARY ANDSECONDARY...ACT. THE DIVISION OF COMPENSATORY EDUCATION. WHICHADMINISTERS TITLE I IN THE.U.S. OFFICE OF EDUCATION, HAS EXAMINEDA NUMBER OF SUCCESSFUL PROJECTS. THESE PROJECTS CAN BE USED ASEXAMPLES FOR OTHER SCHOOL DISTRICTS IMPLEMENTING SIMILARPROGRAMS. THE CASE STUDIES OF THESE EXAMINATIONS COMPRISE ASERIES WHICH DESCRIBES WHAT IS BEING DONE IN SPECIFIC LOCALES ANDWHERE AND.IN WHAT WAYS THE TITLE I MISSION IS BEING ACCOMPLISHED.IN THIS REPOWT, THE BILINGUAL PROGRAM AT TUCUMCARI, NEW MEXICO,WHICH HAS BEEN IN EFFECT- SINCE SEPTEMBER 1969. IS EXAMINED-rTHEPROGRAM ATTEMPTS TO IMPROVE THE EDUCATIONAL OPPORTUNITY AND THEOVERALL SCHOOL EXPERIENCE FOR 162 EDUCOIONALLY DEPRIVED CHILDRENBY DEVELOPING BOTK SPANISH AND ENGLISH LITERACY SKILLS. PROVIDINGBILINGUAL INSTRUCTION IN SOCIAL STUDIES ANQ CULTURAL ENRICHMENT.AND DEVELOPING POSITIVE SELF-IMAGE AND CULTURAL IDENTITY. THE'

PROGRAM IS IxAmIllED FOR PLANNING: MANAGEMENT, AND IMPLEMENTATION,THE DETAILED BUDGET FOR FISCAL YEAR 1972 AND VARIOUS COMPONENTS

OF THE TESTING PROGRAM COMPLETED BY' FALL 1970 AND THEIR RESULTS

ARE ALSO GIVEN. (NO)

0

AN ED080282'CHAN- RCQ07216TI 'PROCEEDINGS: NATIONAL CONFERENCE ON BILINGUAL EDUCATION (AUSTIN

TEXAS. APRIL 14-15. 1972)OS EDUCATION SERVICE CENTER REGION 13 AUSTIN, TEX.OS TEXAS EDUCATION AGENCY. AUSTIN.PD '15 APR 72NO 352P. 37


AIS RIE73DEC .

PR - EDRS PRICE Mr-$0.65 HC-$13.16AV DISSEMINATION CENTER IOR BILINGUAL BICULTURAL EDUCATION. 6504

TRACOR LANE. AUSTIN. TEXAS 78721 (53.75)SPO OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C. DIV. OF BILINGUAL

ENCATION%IT - ART: "BILINGUAL EDUCATION: *CONFERENCE REPORTS"IT CURRICULUM DEVELOPMENT; ENGLISH (SECOND LANGUAGE); HISTOR/If -.-*LANGUAGE DEVELOPMENT. LITERATURE: 'MEXICAN AMERICANS; MIGRATIONIT MOTIVATION; READING: SPANISH SPEAKINGAB - GOALS OF THE NATIONAL CONFERENCE ON BILINGUAL EDUCATION. HELD ON

APRIL 14-15. 1972 IN AUSTIN. TEXAS. WERE TO EMPHASIZE BILINGUALEDUCATION INTERACTION AT THE NATIONAL LEVEL USING OUTSTANDINGCONSULTANTS FROM THROUGHOUT THE UNITED STATES AND TO EXCHANGE

, IDEAS AMONG EDUCATORS IN EXISTING PROGRAMS. THE CON ERENCE-WASALSO ORGANIZED,TO GIVE BILINGUAL EDUCATORS GREATER ATIONAL

. 'RECOGNITION AS A PRIORITy FOR THE EDUCATION OF CHILDREN WHOSEHOME LANGUAGE IS NOT ENGLISH. PARTICIPANUANCLUDED TEACHERS.

, ADMINISTRATORS. COMMUNITY REPRESENTATIVES. SCHOOL BOARD, MEMBERS.AND OTHER LOCAL. STATE AND NATIONAL OFFICIALS. SESSIONS COVEREDSUCH AREAS AS SKILLS TEACHING METHODOLOGY.-CULTURAL IMPLICATIONS:PSYCWpLOGICAL ASPECTS OF THE TEACHINGLEARNING PROCESS. READINGINSTRUCTION. CURRICULUM DEVELOPMENT. LITERATURE. AND TESTS ANDMEASUREMENTS. GENERAL SESSIONS WERE SCHEDULED FOR SHARING IDEASAND CONCERNS. IN THIS DOCUMENT. THE CONFERENCE PROCEEDINGSFOLLOWED THE AGENDA. THE SESSION. "PENSAMIENTOS SOBRE LALITERATURA CHICANA". WAS THE ONLY ONE IN SPANISH. THE APPENDIX '

LISTED PROGRAM PARTICIPANTS AND THEIR TITLES. (NO)

kN - ED077483CHAN- JC730121TI - CHICANO STUDIES AND RIO HONDO COLLEGE.AU - NEGRETE. LOUIS R.OS RIO HONDO JUNIOR COLL., WHITTIER, CALIF.PD - MAY 73NO - 63P.IS - RIE730CTpR - EDRS PRICE MF-$0.65 H0$3.29IT :131CULTURALISM: COLLEGE- MAJORS: CULTUR ARENESS-

IT *CURRICULUM DEVELOPMENT; DEPARTMENTS: 0 HNIC STUDIESIT - INSTITUTIONAL RESEARCH; 'MEXICAN AMERICANS: SPANISH SPEAKINGIT SURVEYS 4

AB A STUDY WAS CONDUCTED TO REVIEW AND MAKE RECOMMENDATIONSCONCERNING CURRENT AND POTENTIAL CURRICULAR OFFERINGS IN CHICANOSTUDIES AT RIO HONDO COLLEGE. THE NEED FOR CHICANO STUDIES ISDISCUSSED IN TERMS OF AN ASSESSMENT OF CURRENT.CURRICULA., THEEMPHASIS AND DIRECTION FOR CHICANO STUDIES. AND ASSESSMENTS 0LIBRARY OFFERINGS FOR CHICANO STUDIES. EIGHT RECOMMENDATIONS WEREMADE: (1)THAT A CHICANO STUDIES DEPARTMENT SHOULD BEESTABLISHED: (2) THAT IT SHOULD BE ESTABLISHED IN TWO PHAS6SACHICANO STUDIES CENTER SHOULD BE ESTABLISHED' IMMEDIATELY TOCOORDINATE A NEW CHICANO STUDIES MAJOR. AND A SEPARATE DEPARTMENTSHOULD BE ESTABLISHED AS SOON AS POSSIBLE THEREAFTER; (3) THAT A

38

,

-,MEXICAN AMERICAN WOMAN CURRICULUM TAATERIAtPAGE, 30

CHICANO STUDIES MAJOR SHOULD CONSIST OF Aki,, INTRODUCTION TOCHICANO STUDIES, CONTLMPORARY POLITICS AN THE CH1CANa,INTRODUCTION TO CHICANO CULTUU, BILINGUALISM AND BICULTURALISMIN THE SOUTHWEST, CHICANO ECONOMIC ISSUES, FIELD WORK IN CHICANOSTUDIES. AND SPANISH LANGUAGE IN THE SOUTHWEST; (4) THAT THECENTER AND DEPARTMENT SHOULD BE FUNDED FROM THE REGULAR COLLEGE .

BUDGET: (5) THAT AN ACTION PROGRAM, SHOULD BE DEVELOPED TO INSUREAMPLE OPPORTUNITY FOR THE CHICANO POPULATION FOR ALL VACANTCOLLEGE POSITIONS; (61 THAT THE COLLEGE SHOULD INITIATE A SPECIAL'STUDY OF WHAT HAPPENS TO CHICANO STUDENTS AFTER ENROLLMENT: (7)THAT FACULTY INSERVrCE TRAINING PROGRAMS BE ESTABLISHED: AND (a) %THAT CHICANO SCHOLARS SHOULD BE CONSULTED PRIOR TO THE

\ ACQUISITION OFIUTURE LIBRARY WORKS ON CHICANOS. KM)

r .4*AN EDD748110CHC4- FL004225 ./TIA ' CONTENT ANALYSIS SCHEDULE FOR BILINGUAL EDUCATION PROGRAMS: DEL

VAI4E BILINGUAL EDUCATION PROGRAM. -

AU EHRLICH-ROSELIN: SHORE. MARIETTA SARAVIA

:(OS CITY UNIV. OF NEW YORK. N.Y. HUNTER COLL. BILINGUAL EDUCATION

APPLIED RESEARCH UNIT.PD -r JUN 72NO' 29P.IS RI.E73AUGPR - EDRS-PRICE MF-$0.65 HC-$3.29SPO - OFFLCE OF EDUCATION (DHEW).WASHINGTON. D.C: DIV. OF BILINGUAL

EDUCATION.IT B1CULTURALISM 'BILINGUAL EDUCATION; BILINGUALISMIT COGNITIVE DEVELOPMENT; 'C TENT ANALYSIS: CURRICULUM DESIGNIT EDUCATIONAL FINANCE: 'ELEMENTARY SCHOOL STUDENTS: ENGLISHIT - JUNIOR HIGH SCHOOL STUDENTS: LEARNING:THEORIESIT *MEXICAN AMERICANS; PROGRAM COSTS; SELF ESTEEM: SOCIOLINGUISTICSIT SPANISH: SPANISH SPEAKING; STUDENT GROUPING; TUTORINGST DE(. VAL'LE; * ROJECT BEST; TEXASAB THIS CONTENT ANALYSIS SCHEDULE FOR THE DE). VALLE BILINGUA

EDUCATION PR GRAM OF DEL VALLE. TEXAS, PRESENTS. INFORMATION ONTHE HISTORY. UNDING, AND SCOPE OF THE PROJECT. INCLUDED ARESOCIOLINGUIS IC'PROCESS VARIABLES SUCH AS THE NATIVE AND DOMINANT '

LANGUAGES OF STUDENTS AND THEIR INTERACTION. INFORMATION ISPROVIDED ON STAFF SELECTION AND THE LINGUISTIC BACKGROUND OFPROJECT TEACHERS. AN ASSESSMENT IS MADE OF THE DURATION ANDEXTENT OF THE BILINGUAL COMPONENT, AND THE METHODS' OF SECONDLANGUAGE TEACHING IN GENERAL. INCLUDED IS AN-ANALYSIS,OFMATERIALS, STUDENT GROUPING. TUTORING. CURRICULUM' PATTERNS, ANDCOGNITIVE DEVELOPMENT. THE REPORT ALSO DiSCUSSiS:BELF-ESTEEM.LEARNING STRATEGIES, THE'BICULTURAL AND COMMUNITY.COMPONENTS, AND'MEANS OF/EVALUATION, AN INSERT INCLUDES INFORMATION ONINURUCTIONAL,MATERIALS. (SK)

4.0 Alk

39

7

r.

PAGE 31MEXICAN AMERICAN WOMAN CURRICULUM MATERIAL'

AN - E0074874CHAN- FL004219.TI CONTENT ANALYSIS SCHEDULE FOR BILINGUAL EDUCATION PROGRAMS:

COMPTON ELEMENTARY BILINGUAL EDUCATION PLAN.AU - HESS% RICHARD T.; SHORE. MARIETTA SARAVIAOS 01TY.UNIV. OF NEW YORK. N1,Y. HUNTER COLL. BILINGUAL EDUCATION

APPLIED 'RESEARCH UNIT.PD - JUN 72NO - 45R..

1)4',IS -,,,RIE73AUGpR - EDRS PRICE MF-$0.65 HC-$3.29SPO - OFFICE OF EDUCATION ADHEW1. WASHINGTON. D.C. DIV. OF BILINGUAL

-EDUCATION. .IT - BICULTURALISM; 'BILINGUAL EDUCATION; BILINGUALISMIT - COGNITIVE DEYELOPMENt: 'CONTENT ANALYSIS: *tURRXCULUM DESIGNSIT - EDUCATIONAL FINANCE: 'ELEMENTARY/SCHOOL STUDENTti ENGLISHIT - KINDERGARTEN CHILDREN; LEARNINGJHEORIES: *A ICAN AMERICANSIT PROGRAM COSTS: SELF ESTEEM; socrountpuIsTIo : SPANISH,. OA,IT - SPANISH SPEAKING.: STUDENT. GROUPING., TUTORINST - CALIFORNIA: COMPTON: .PROJECT BESTAB - THIS CONTENT ANAIYSIS,SCHOULE FOR THE COMPTON E EOM',

BILINGUAL EDUCATION PLAN OF COMPTON. LIFORNIA PRESENTS . .

OFORMATION ON THE HISTORY. FUNDIN NQ SCOPE F TWPROJECT.INCLUDED ARE SOCIOLINGUISTIC PRO SS VAIAEILES SUCH.AS THE NATIVEAND DOMINANT LANGUAGES OF'STUDENTS AND TFEIR INTERACTION.INFORMATION IS.pROVIDED ON STAFF SELECTION AND THE LINGUISTIC'BACKGROUND-OF PROJECT TEACHERS. AN ASSES MENT TH .

DURATION AND EXTEN4-411 THE BILINGUAL COMPONENT. AND THE METHODSOF SECOND LANGUAGE LEACHING INIIGENEBAL. INCLUDEIYIS AN ANALYSISOF MATERIALS. SIUDENT'GROUPINO, TUTORING. CURRICULUM PATTERNS.AND COGNITIVE DEVELOPMENT. THE REPORT ALSO DISCUSSES SELF-ESTEEM,LEARNING STRATEGIES, TH4 BICULTURAL AND COMMUNITY COMPONENTS. AND

.4,0rMEANS OF' EVALUATION._ INSERTS INCLUDE INFORMATION ON TIMEDISTRIBUTION. CLASSROOM ENVIRONMENT. SEOlitN4414cDOMINANT AND.SECOND LANGUAGE SKILLS. AND ORILDREN'St8OOKS ANISH. (SK)

AN - EJ070555CHAN-'JC500447TI THE NEW STUDENT IN 1973AU 'KNOEL. DOROTHYSO' - COMMUNLTY AND JUNIOR COLLEGE JOURNAL: X43%: 5:.1391. 'PD FEB _73 .

IT - COLLEGE FACULTY: CURRICULUM DEVELOPMENT: DISADVANTAGED YOUTH-IT JUNIOR COLLEGE STUDENTS: WUSIOR COLLEGES: MEXICAN AMERICANSIT - *MINORITY GROUPS; NEGROES. SPANISH SPEAKING: SPECIAL PROGRAMS

40


.AN ED072879

e CHAN- RC006756TI - THE TRIANGLE PROGRAM PLANNING PROJECT. FINAL REPORT.

AU - KAPLAN, JEROME -

.05 - COMMUNJCATION PATTERNS,ANC., SAN FRANCISCO, CALIF.

PD JAN 73NO - 242P.IS - R1E73JUNPR EDRS RR10EJMF-$0.65 HC-59.87SPO NATTONAL INS4. OF EDUCATION (DREW). WASHINGTON. D.C. TASK FORCE

ON FIELD INITIATED STUDIES.CG -°OEC,0-72-4719IT - BICULTURALISM: *BILINGUA. EDUCATION: CHILDREN "-

IT CULTURAL DIFFERENCES: CURRICULUM DEVELOPMENT

IT-- EDUCATIONAL STRATEGIES; GUIDELINES:'*INDIVIDUALIZED INSTRUCTION.

IT - *MATHEMATICS: MEXICAN AMERICANS"'MODELS: *PROGRAM PLANNING

IT - PUERTOAICANS: *SPANISH SPEAKING

- -ST - TRIANG-LE PROGRAMAB' - A SET OF GUIDELINES FOR IMPLEMENTING AN INDIVIDUALIZED

'MATHEMATICS PROGRAM TO BE UTILIZED IN A BICULTURAL/BILINGUALSETTIkG WERE DEVELOPED. AT FIRST, THE DESIGN tEAMIOUGHT*TODEVELOP AN ALL-PURPOSE MODEL COMPLETE WITH SPECIFICATIONS OFPARTICULAR OBJECTIVES. BUT THE TEAM SON RECOGNIZED THIS GOAL TO

BE UNREALISTIC. SINCE DIFFERENT SCHOOL DISTRICTS AND SCHOOLS -

WITHIN,. THE DISTRICTS PROVIDE DIFFERENT MIXES OFBICULTURAL/BILINGUAL NEEDS. AS A RESULT. TWEAM CAME UP*WITHSPECTRUM OF BILINGUAL EDUCATION PATTERNS LEADING TO VARIOUS

POSSIBLE APPROAOES FOR THE IMPLEMENTATION OF AN INDIVIDUALIZED

MATHEMATICS PROGRAM. THESE VARIOUS POSSIBLE APPROACHES ARE

DESCRIBED IN THIS FINAL REPORT. DISCUSSED IN DETAIL ARE THE 3 KEY

PHASES NEEDED IN BUILQING A NEW BILINGUAL /BICULTURAL' PROGRAM.,

INCLUDING (1) THE PtANNING PHASE, (2) THE DEVELOPMENT,PHASE; AND

(3-eng IMPLEMENTATION PHASE. THISOEpORTALSO DISCUSSES THE

NECESSARY ELEMENTS NEEDED TO IMPLEMENT A MATHEMATICS,gROGRAMHWITH

A MAJOR EMPHAS4S,QN LOCAL NEEDS AND TNE. MAJOR SUBSYSTEMedEALING'

WITH THE LEARNER. INSTRUCTIONAL, AND SUPPORT COMPONENTS OF THE,

PROGRAM, THE STEPS FORTTILIZINGeTHE MODEL ARE HIGHLIGHTED, AND'.

KEY RECOMMENDATIONS ARE*01.VENFOR DETERMINING NEED AND SECURING

SUPPORT. ESTABLISHING CURRICULUM DEVELOPMENT CAPABILITY,

IMPLEMENTING THE PROGRAM. AND EVALUATINCANO REVISING THE PROGRAM

DESIGN.' VNO) ,

AN' E0072126CHAN- 00013147Tie,- AN EVALUATION OF /HE BILINGUAL MINI-SCHOOL, J.H.S. 45, COMMUNITY

SCHOOL DISTRICT 4. FINAL REPORT.AU KAUFMAN, JUDITH: ZACH,'LICLIANOS TEACHING AND4LEARNING RESEARCH CORP.. NEW YORK, N.Y.

4 PD JUL 72NO - 30P.: FUNCTION KO. 39 -27601

IS' t RIE73MAYPR *EDRS PRICE M.F-$0.65 HC-$3..29

-`

41

,F,..101161.*


SPO NEW YORK CITY BOARD OF EDUCATION, BROOKLYN. N.Y.IT ACADEMIC ACHIEVEMENT; 'BILINGUAL EDUCATION: BILINGUAL STUDENTSIT - 'CLASSROOM OBSERVATION TECHNIQUES; CURRICULUM DEVELOPMENTIT - GUIDANCE SERVICES; *JUNIOR HIGH SCHOOL STUDENTS

, IT - PARENT PARTICIPATION; *PROGRAM EVALUATION; SECONDARY EDUCATION, IT - SPAN4SH SPEAKING; STUDENT TEACHER* RELATIONSHIPST - NEWYORKCITYA8 THE MAJOR INSTRUMENT EMPLOYED'IN THE EVALUATION OF THE

,FUNCTIONING OF THE BILINGUAL MINI-SCHOOL WAS AN OBSERVATIONSCHEMA DEVELOPED BY THE EVALUATORS OVER A TWO YEAR PERIOD. THEMAJOR PURPOSE OF THE OBSERVATION SCALE WAS TO DEVELOP A DYNAMICFEEDBACK SYSTEM op PROCESS. SECOND. IT'WAS FELT THAT IT WASIMPORTANT TO OBTAIN A DIRECT MEASURE OF THE PROCESSES GOING ON INTHE CLASSROOM. IN SUCH A WAY IT 4APPEARED POSSIBLE TO EVALUATEPUPIL LEARNING, TEACHER AND PUPIL BEHAVIOR AND INTERACTION.METHODS MAD TECHNIQUES EMPLOYED, AND THE UTILIZATION OF,PARAPRQFESSIONAL TIME. IT WAS HOPED THAT OBSERVATIONS OF THETEACHERS ASSOCIATED WITH THE SCHOOL WOULD OCCUR B1- WEEKLY. WHERETHE OBSERVERS WOULD BE IN THE CLASSROOM FOR AN ENTIREINSTRUCTIONAL.PERIOD, AND THAT THE OBSERVATIONS WOULD BEREPRESENTATIVELY PLACID. IN SUMMARIZING THE` RESULTTOF THEEVALUATION FOR THE 1971-72 ACADEMIC YEAR, THE PROGR4M HAS PROVEDSUCCESSFUL IN MANY ASPECTS OF ITS FUNCTIONING. WHILE AT THE SAMETIME NOT MEETING MANY OF THE SPECIFIC OBJECTIVES OF THE PROGRAM.THE AREA WHICH PROVED MOST SUCCESSFUL WAS CLASSROOM PROCESS AHlitPROGRESS, WHICH IS THE MOST CRUCIAL ASPECT OF THE PROGRAM. PUPILLEARNED, WERE MOTIVATED, AND DEMONSTRATED CONCRETE ACADWICPROGRESS. ON THE OTHER HAND THE,PROGRAM ITSELF MAY HAVE BEENOVERAMBITIOUS IN STATING SOME OF ITS OBJECTIVES OUTSIDE OF THEFRAMEWORK OF THE INSTRUCTIONAL COMPONENT. (AUTHOR/JM)

AN - EJ068597CHAN- F1503616 4

TI EVALUATION DURING DEVELOPMENT OF SPANISH MATERIALS'ON THEKINDERGARTEN AND FIRST GRADE LEVEL

AU -' MOLINA. HUBERT .

SO HISPANIA:.SS: 4: 898-903IPD. DEC 72IT - BILINGUAL STUDENTS: CURRICULUM DEVELOPMENT: FLESIT - INSTRUCTIONAL MATERIALS; 'LANGUAGE INSTRUCTION; MINORITY GROUPSIT 'SPANISH; SPANISH. SPEAKING

AN EJ067324CHAN- 505014Q8TI TEACHING THEHISTORY AND CULTURE OF THE MEXICAN AMERICAN IN

SOCIAL STUDIESAU PSENCIK, LERQY F.SO - 'SOCIAL STUDIES: 63: 71 307.311PD - DEC 72IT ANNOTATED BIBLIOGRAPHIES: CURRICULUM DEVELOPMENTIT 'HIS,TQRY INSTRUCTION: INTERMEDIATE GRADES; LITWRE REVIEWS

r./1-

t,ft

MEXICAN AMERICAN WOMAN OORRICULUM MATERIAL

IT - *MEXICAN AMERICAN HISTORY: RESOURCE GUIDES: SECONDARY GRADES

IT - *SOCIAL STUDIES; *SPANISH CULTURE: *TEACHING

AB - GENERAL REFERENCES. CURRICULAR REFERENCES, TEXTBOOK AND

SUPPLEMENTARY REFERENCES PROVIDE THE SOCIAL STUDIES TEACHER

_SUGGESTIONS FOR MATERIALS TO BE USED IN AN INTEGRATED APPROACH TO

TEACHING THE HISTORY AND CULTURE OF THE MEXICAN AMERICAN. (SHM)

AN EJ065128CHAN- AA5t3535TI THE EFFECT OF INTERNAL ACCOUNTABILITY ON THE DEVELOPMENT OF A

AU - OFFENBera. ROBERT M.

SO - EDUCATION; 93: 1; 73.9

PD -.SEP-OCT 72IT BEHAVIORAL OBJECTIVES: *BILINGUAL EDUCATION

IT CURRICULUM DEVELOPMENT; 'EDUCATIONAL ACCOUNTABILITY

IT - *EDUCATIONAL OBJECTIVES: 'PERFORMANCE CRITERIA

' IT - *PROGRAM DEVELOPMENT; PROGRAM EVALUATION: SPANISH SPEAKING

ST - PHILADELPHIA- AUTHOR ATTEMPTS TO SHOW THE PHILADELPHIA BILINGUAL PROGRAM. LET'S

BE AMIGOS. FUNDED UNDER TITLE VII. WAS INDEED CHANGED AS THE

PROGRAM STAFF CAME TO GRIPS WITH THE PROBLEM OF BUILDING-IN

ACCOUNTABILITY. (AUTHOR/CO)

AN -"ED069460CHAN- RC006594TI - STATEWIDE CONFERENCE ON 4IGRANT EDUCATION (STATE UNIVERSITY

COLLEGE IN GENESEO. NEW YORK. JULY. 8, 1971).

OS' NEW YORK STATE EDUCATION DEPT.. ALBANY. BUREAU OF MIGRANT'

EDUCATION.PD '- 8 JUL 71NO 48P.: FOLLOW.WP BOOKLET PREPARED FOR PARTICIPANTS-SF STATEWIDE

CONFERENCE ON MIGRANT EDUCATION, STATE UNIVERSITV7DOLLEGE IN --

GENESEO, NEW YORK, JULY. 1971

IS RIE73MARPR - EDRS PRICE MF:$6.65 HC-$3.29

,

IT - ACTIVITIES; *CONFERENCE REPORTS; *CURRICULUM DEVELOPMENT; HEALTH

IT - INDIVIDUALIZED INSTRUCTION; *MIGRANT EDUCATION: NUTRITION 'n

IT OPEN EDUCATION: SPANISH SPEAKING; *SUMMATIVE EVALUATION

IT - TEACHER AIDES: VISUAL LITERACY

AS THE FIRST STATEWIDE CONFERENCE ON MIGRANT EDUCATION WAS HELD ON

JULY 8, 1971, AT THE NEW YORK STATE CENTER FOR MIGRANT STUDIES AT

THE STATE UNIVERSITY COLLEGE IN GENESEO: THE PARTICIPANTS WERE ,

ABLE TO ATTEND 4 OUT OF TOE 33 _CONFERENCE SESSIONS. SESSION

TOPICS COVERED SUCH AREAS AS ACCOUNTABILITY-TESTING,

INDIVIDUALIZED INSTRUCTION IN SCIENCE AND MATH. WORKING WITH

SPANISH-SPEAKING CHILDREN, HEALTH AND NUTRITION, TEACHER AIDES.

THE TRANSFER RECORD FORM, THE OPEN EDUCATION CONCEPT, "PARENT AND

COMMUNITY INVOLVEMENT, CURRICULUM, AND TEENAGE PROGRAMS. SUMMARY

MATERIAL FOR EACH SESSION' AND THE MAILING ADDRESS0FOR EACH

CONSULTANT, SO THAT-FURTHER INFORMATION ON A PARTICULAR SESSION'16

I. It

MEXICAN AMERICAN WOMANAtCURRICULUM MATERIAL

CAN BE OBTAINED. ARE GIVEN IN THIS FOLLOW-UP BOOKLET. (NQ)

AN -- "069456CHAN- R 06589TI - PROPOSAL FORQUALITY EDUCATION.OS DENVER PUBLIC SCHOOLS. COLO.PD - 69NO -'28P.IS - RIE73MARPR - EDRS PRICE MF-$0.65 HC-$3.29IT 'CURRICULUM DEVELOPME EDUCATIONAL QUALITYIT - LANGUAGE INSTRUCTION; JECTIVES: 'PROGRAM PROPOSALSIT - RELEVANCE (EDUCATION): "S ANISH SPEAKINGST - 'COLORADOAO - THE CONGRESS OF HIPANiC EDUCATORS SUBMITTED THIS 1969 PROPOSAL

FOR QUALITY EDUCATION TO THE DENVER PUBLIC SCHOOL BOARD..ACCORDING TO THE CONGRESS. BEFORE THEY COULD OUTLINE ANEDUCATIONAL PROGRAM WHICH WOULD BE EFFECTIVE AND MEANINGFUL FORTHE HISPANO: IJ WAS IMPERATIVE THAT A CLEAR UNDERSTANDING OF THEBASIC OBJECTIVES NECESSARY FOR HIM TO COMPETE IN THE.DOMINANTSOCIETY BE OBTAINED. THIS PROPOSAL DISCUSSES 3 OF THE GENERALOBJECTIVES THOUGHT 10 BE REALISTIC IN TERMS OF ASSISTING"THEHISPANO CHILD TO COMPETE IN HIS PRESENT SCHOOL SITUATION AND INPREPARING HIM FOR FUTURE OCCUPATIONAL AND SOCIAL ENDEAVORS. THESEGENERAL OBJECTIVES CONSIST OF INTEGRATION. WHICH IS .A VITAL ANDFUNDAMENTAL STEP TOWARDS.AWINING QUALITY EDUCATION: A RELEVANTCURRICULUM FOR ALL ELEMENTARY PUPILS: AND THE FOSTERING OF PRIDEAND IDENTITY IN HIS OWN CULTURE AND HERITAGE. THE CONGRESSPROPOSED THE FORMATION BY THE DENVER PUBLIC SCHOOLS OF A TASKFORCE IN EACH AREA OF STUDY: (1) SOCIAL STUDIES. (2) LANGUAGE -ARTS AND HUMANITIES. AND 13) MATH AND.SCIENCE. DESCRIPTIONS OFTHE TASK FORCES. THEIR OBJECTIVES. AND A-TIME SCHEDULE, ANDEXAMPLES OF SPECIFIC MODES OF OPERATION. ARE OUTLINED. A BRIEFHISTORY OF NATIONAL AND LOCAL REALITIES OF THE FOREIGN LANGUAGEPROGRAM IS INCLUDED. ALONG WITH THE OBJECTIVES AND SPECIFIC NEEDSFOR SUCH A PROGRAM. (NQ)

PAGE 35

AN ED069455CHAN- RCOD6588TI - RECOMMENDATION FOR ENHANCING THE EDUCATIONAL PROCESS FOR HISPANO

STUDENTS IN THE DENVER PUBLIC SCHOOLS.',AU ARGUELLO. JOHN: GARCIA. JOHN FiOS DENVER PUBLIC SCHOOLS. COLO.PD 7 JAN 69NO 19P.IS RIE73MARPR EDRS PRICE MF-$0.65 Hcsalb ,

IT*ACTIVITIES; 'CURRICULUM DEVELOPMENT: EDUCATIONAL.FINANCEIT - EDUCATIONAL PROGRAMS: *OBJECTIVES: PARENT PARTICIPATIONIT PERSONNEL POUICY: RACIAL INTEGRATION; READING DEVELOPMENTIT vSPANISH SPEAKING

. . 44


tiY

ST - 'COLORADOAB - THE HISPANO COMPRISES THE LARGEST ETHNIC GROUP IN COLORADO: YET A

LWE SEGMENT OF THE COMMUNITY REMAINS INCA STATE OF GROSS

POVERTY AND LOW EDUCATIONAL ATTAINMENT. THE MOST PROMINENT'

CONTRIBUTING FACTOR IS THE LACK OF SALABLE SKILLS AND ACADEMICPREPARATION NEEDED IN TODAY'S HIGHLY TECHNOLOGICAL SOCIETY. THISDOCUMENT ADDRESSES ITSELF TO THE EDUCATIONAL PROBLEMS. THE,

GENERAL OBJECTIVES WHICH ARE REALISTIC IN TERMS.OF ASSISTING THE

HISPANO CALD TO COMPETE IN HIS PRESENT SCHOOL SITUATION AND IN

PREPARING HIM FOR FUTURE OCCUPATIONAL AND SOCIAL ENDEAVORS ARE TO

(1) INSTILL THE DESIRE TO BECOME A USEFUL. CONTRIBUTING MEMBER OF1-0O-11M-1-24DEVELOP AN APPRECIATION OF THE HISPANO CULTURE AND

HERITAGE AND FOR THE AMERICAN WAY OF LIFE: (3) DEVELOP ACCEPTABLE

STANDAROS.Of ASPIRATION. SELF-RESPECT. GOOD MENTAL HEALTH. AND

THE POWERS OF SELF-EXPRESSION: (4) INCREASE HIS ABILITY AND e

PROFICIENCY IN THE USE OF THE ENGLISH LANGUAGE: (5) DEVELOP HIS .

ABILITY TOWORK IN THE TYPICAL CLASSROOM AND COMPETE WITH HIS

PEERS: AND (6) CORb ELATE ENGLISH AND SPANISH IN ALL AREAS OqIITHE

CURRICULUM WHERE IT IS FEASIBLE. SPECIFIC RECOMMENDATIONS ARE ,

MADE IN THE AREASOF INTEGRATION. USE OF TITLE I. FUNDS. '*

CURRICULUM. ORAL LANGUAGE. READING AND OTHER ACADEMIC AREAS. .

PERSONNEL. AND'PARENTAL INVOLVEMENT.- (AUTHOR/NO)

AN - ED068693CHAN- VT01/196

*

TI - PRE-VOCATIONAL EDUCATION. EXEMPLARY PROGRAM FINAL REPORT.

OS - WATERBURY BOARD OF EDUCATION. CONN. .

PD .16 FEB 714

`NO - 44P.IS - RIE73FEB

,.

PR - EDRS PRICE 0-$0.65 HC-$3.29"AV *- RESEARCH COORDINATING UNI-T.DIVISION Of VOCATIONAL EDUCATION.

CONN. STATE DEPT. OF EDUCATION. P. 0% BOX 2219, HARTFORD.

CONNECTICUT 06115IT - COMMUNITY RESOURC;: CURRICULUM DESIGN: CURRICULUM DEVELOPMENT

IT 'DEVELOPMENTAL PROGRAMS.: 'DISADVANTAGED YOUTH

IT - "EDUCATIONAL-RESEARCH: GRADE 7: GRADE 8: *OCCUPATIONAL ASPIRATION

IT '- PROGRAM DEVELOPMENT: PROGRAM EVALUATION: RESEARCH PROJECTS

IT - SPANISH SPEAKING: VOCATIONAL COUNSELING: 'VOCATIONAL EDUCATION

ST 'EXEMPLARY PROJECTSAB - THE INTENT OF THIS EXEMPLARY PROGRAM IN PREVOCATIONAL EDUCATION

. WAS TO ENHANCE THE VOCATIONAL AWARENESS AND ASPIRATIONS OF 238

o. DISADVANTAGED SEVENTH AND EIGHTH GRADE STUDENTS OF PUERTO RICAN

BACKGROUND THROUGH AN EXTENSIVE CAREER ORIENTATION PROGRAMCONSISTING OF CURRICULUM REFORCAND CO-CURRICULAR ACTIVITIES. THE.PROGRAM'S ACTIVITIES AND gROCEDURES CENTERED AROUND CREATING A

SCHOOL ORIENTED PROGRAM ON WHICH OUTSIDE COMMUNITY RESOURCES

WOULD FOCUS. SOME Of -NEse COMMUNITY-ORIENTED ACTIVITIES INCLUDED

IN-CLASS INSTRUCTION. PROJECTS. ON-SITE JOB VISITATION.INDIVIDUAL AND-GROUP J08 ORIENTED COUNSELING. INVOLVEMENT OF

LEADERS OF THE SPANISH COMMUNITY. AND USE OF RESOURCE MATERIALS

FOR INSTRUCTIONAL AND ENRICHMENT PURPOSE FROM COMMUNITY SERVICES

AND COMMERCIAL ESTABLISHMENTS. EVALUATION OF THE PROGRAM WAS

-


ACCOMPLISHED THROUGH UTILIZATION OF MANY TECHNIQUES, INCLUDINGSUCH ACTIVITIES AS ADmINISTRATIVE EVALUATION, STUDENT EVALUATIONAS.TO -PARTICIPATION ANO VOLUNTARY 'ACTIONS. AND FORMAL ANDINFORMAL TESTING OF STUDENT'S AWARENESS1 OF THE WORLD OF WORK.OTHER ASPECTS DISCUSSED IN THIS REPORT 'ARE: (1) TIME SCHEDULE,(2) BUDGET, (3) EXPLANATION OF CURRICULUM DESIGN AND DEVELOPMENT,AND (4) INSTRUCTIONAL MATERIALS. (SB)

AN - ED06B222CHAN- RC006497TI SAN FRANCISCO BILINGUAL-BICULTURAL EDUCATION PROJECT FOR

SPANISHIENGLISH SPEAKING CHILDREN. FINAL EVALUATION REPORT:'970-71..

- DILLON. PAUL L.. JR.. COMP.OS - SAN FRANCISCO UNIFIED SCHOOL DISTRICT, CALIF.PD - DEC 71NO 114P.IS - RIE73FEBPR - EDRS PRICE MF-$0.65 HC-$6.SE1SPO - OFFICE OF EDUCATION (DHEW), WASHINGTON. D.C.IT BICULTURALISM: 'BILINGUAL STUDENTS; COMMUNITY INVOLVEMENTIT - CULTURAL BACKGROUND: CURRICULUM DEVELOPMENT: ENGLISHIT ETHNIC GROUPS: LANGUAGE'ARTS; MATHEMATICS; MEXICAN AMERICANSIT - SCIENCES; SOCIAL SCIENCES: 'SPANISH SPEAKING': STAFF IMPROVEMENTAB - SERVICES OFFERED THROUGH THIS PROJECT WERE CONCENTRATED ON THE

MISSION DISTRICT OF SAN FRANCISCO. CALIFORNIA, WHERE THE HIGHESTPERCENTAGE OF MONOLINGVAt AND BILINGUAL SPANISH-SPEAKINGPOPULATION IS CONCEUTRATFD. THE STUDENT LINGUISTIC TARGET FORPROJECT CLASSES WAS HALF-AND-HALF MONOLINGUAL SPANISH SPEAKERSAND MONOLINGUAL ENGLISH SPEAKERS. ANALYSIS OF THE DATA' WASCANNED OUT AT EACH GRADE LEVEL ON THE TOTAL DOMINANT LANGUAGEINTER-AMERICAN TEST OF GENERAL ABILITIES PRE-POST DIFFEREqCtSCORES. ENGLISH AND SPANISH MATERIALS :WERE USED FOR INSTRUCTIONIN LANGUAGE ARTS, CULTURE AND HERITAGE, SCIENCE, MATHEMATICS, ANDSOCIAL SCIENCE. THE STAFF WAS OFFERED PRESERVICE AND INSERVICETRAINING. SUCCESSFUL ATTEMPTS WERE MADE TO INVOLVE PARENTS ANDTHE COMMUNITY IN THE PROJECT. THE MAJOR RECOMMENDATION FORIMPROVEMENT OF THE PROJECT WAS TO PROVIDE FOR FORMAL PARENTINVOLVEMENT IN THE PROJECT. (PS) '

AN - ED067959CHAN- FL003668TI MODEL PROGRAMS: COMPENSATORY EDUCATION. THE JUAN MOREL CAMPOS

BILINGUAL CENTER, CHICAGO, ILLINOIS.OS AMERICAN INSTITUTES FOR RESEARCH IN THE BEHAVIORAL SCIENCES, PALO ,

ALTO, CALIF:OS - NATIONAL CENTER FOR EDUCATIONAL COMMUNICATION (DHEW/OE).

WASHINGTON, D.C.PD 72NO - 30P.IS RIE73FEB

.46


PR - EDRSPRICE MF-$0.65 HC-$3.29AV SUPERINTENDENT OF documENTs. U.S. GOVERNMENT PRINTING OFFICE.

WASHINGTON. D.C. 20402 (Gp0 HE5.237:37083. $.25)SPO - OFFICE OF PROGRAM PLANNING AND EVALUATION (DHEW/OE). WASHINGTON.

D.C.IT *BILINGUAL EDUCATION; BILINGUALISM; COMMUNITY - INVOLVEMENTIT 'COMPENSATORY EDUCATION; COSTS; CURRICULUM DESIGNIT - ECONOMICALLY DISADVANIAM; EDUCATIONALLY DISADVANTAGEDIT EDUCATIONAL OBJECTIVES; ENGLISH (SECOND LANGUAGE)IT - INTERMEDIATE GRADES; LANGUAGE SKILLS; METHODOLOGYIT - PARENT PARTICIPATION: 'PROGRAM DESCRIPTIONS; PROGRAM EVALUATIONIT SCHOOL PERSONNELL-*SPANISH SPEAKING;'STUDENT NEEDS; TEXTBOOt$SST - *JUAWIMOREL CAMPOS BILINZAL CENTAB - THE BILINGUAL PROGRAM DESCRIBED IN THIS BOOKLET OFFERS

INTERMEDIATE-GRADE ENGLI.SH, AND SPANISH INSTRUCTION TOSPANISWSPEAKING CHILDREN FROM AN ECONOMICALLY DISADVANTAGEDNEIGHBORHOOD IN ONE 01 CHICAGO'S LARGEST SCHOOL DISTRICTS. THEDESCRIPTIVE INFORMATION PRESENTED 'HERE CONCERNS CONTEXT ANDOBJECTIVES. NECESSARY PERSONNEL. EDUCATIONAL METHODOLOGY.PARENT-COMMUNITY INVOLVEMENT. SUBJECT-AREA OBJECTIVES. TEXTBOOKS,COSTS. AND DETAILS ON PROGRAM EVALUATION. (VM)

AN - E0067951CHAN- FLOQ3532TI PROJECT SELL. TITLE VII: FINAL EVALUATION 1970-1971.AU - CONDON, ELAINE C.: AND OTHERSOS UNION CITY BOARD OF EDUCATION. N.J.PD - 71

-NO - 47P.IS RJE73FEBPR-- EDRS PRICE MF-S0,65 HC-$3.29SPO OFFICE OF EDUCAT.pN iDHEW),4WASHINGTON. D.C. -

IT, - AFFECTIVE OBJECTIVES; 'BILINGUAL EDUCATION: COGNITIVE OBJECTJVESIT --COMMUNITY INVOLVEMENT; CURRICULUM0DEVELOPMENTIT - EDUCATIONAL PROBLEMS; 'EVALUATION TECHNIQUESIT INSTRUCTIONAL MATERIALS; ,LANGUAGE PROGRAMS; MANAGEMENTIT - PERSONNEL; 'PROGRAM EVALUATION; SPANISH SPEAKING TABLES (DATA)IT - TEACHER EDUCATION: TEST CONSTRUCTIONAB THIS EVALUATIVE REPORT CONSISTS QF TWO PARTS. THE FIRST IS A

NORATIVE REPORT WHICH REARESENTS A SUMMARY BY THE EVALUATIONTEAM AND RECOMMENDATIONS REGARDING PROJECT ACTIVITIES: THE SECONDPART PROVIDES A STATISTICAL ANALYSIS OF PROJECT ACHIEVEMENTS.DETAILS ARE PROVIDED ON EVALUATION TECHNIQUES. STAFF. MANAGEMENT,INSTRUCTIONAL MATERIALS. ACTIVITIES. COMMUNITY INVOLVEMENT. ANDEXTERNAL PROBLEMS. THC SECOND PART INVOLVES COMPONENT ANALYSESAND A QUANTITATIVE STUDY OF PROGRAM ACHIEVEMENT. (VM)

J

r

-4 7

7,77\:_

II

MEXICAN AMERI6N WOMAN CURRICULUM MATERIALPALE 39

AN - EJ00718CHAN- FL503066TI - DEVELOPING INSTRUCTIONAL MATERIALS FOR A BILINGUAL PROGRAMAU - ROSCOE. CAROLESd = TESOL QUARTERLY: 6: 2: t63-166PD - JUN 72IS - QIJE72NOV .

4

IT - *BILINGUAL EDUCATION: CULTURAL EDUCATION: *CURRICULUM DEVELOPMENTIT - ELEMENTARY SCHOOLS: *ENGLISH (SECOND L'ANGUAGS)IT - *INSTRUCTIONAL MATERIALS: LANGUAGE FLUENCY: *LANGUAGE PROGRAMSIT - PROGRAM EVALUATION: SPANISH SPEAKINGAB - PAPER #RESENTED IN MARCH 1971. AT 141E TESOL CONVENTION IN NEW

ORLEANS. LA. (VM)

s

, ..

AN' - ED066983'CHAN- FL1903510TI - THE BILINGUAL SCHOOL (PA. 25. BRONX).

/ AU - LAFONTAINE. HERNANOS - NEW YORK CITY BOARD OF EDUCATION. BROOKLYN. N.Y.PD MAY 70 ..

NO - 150P.IS -'RIE73JAN ,

PR - EDRS 'PRICE MF-$0.65 HC NOTAVAILA8LE FROM EDRS. N, AV - BOARD OF EDUCATION. CITY OF NEW YORK. 110 LIV'INGSTON ST..

BROOKLYN. NEW YORK 11201SPO - DIVISION OF PLANS AND SUPPLEMENTARY CENTERS, BESE.IT - ADULT EDUCATION: *BILINGUAL EDUCATION: CURRICULUM DEVELOPMENT(IT - EDUCATIONAL OBJECTIVES: ENGLISH (SECOND LANGUAGE),IT - INSTRUCTIONAL AIDS: INSTRUCTIONAL MATERIALS': "'LANGUAGE PROGRAMS

IT - MANAGEMENT: PARAPROFESSIONAL SCHOOL PERSONNEL: *PROGRAM BUDGETINGIT - *PROGRAM DEVELOPMENT: 'PROJECT APRLICATIONS: SPANISH SPEAKINGIT - STAFF IMPROVEMENT: SUER PROGRAMS: TEACHER EDUCATIONAB. - THIS APPLICATION FOR CONTINUATIbN OF THE BILINGUAL EDUCATIDN

PROGRAM AT THE BILINGUAL SCHOOL IN THE BRONX PROVIDES A REVIEW OFPROJECTS CONDUCTED DURING THE FIRST YEAR. AND PRQPOSALS AND _'

BUDGETING REQUIREMENTS FORTH SECOND YEAR. DISCUSSION OF-THE'FIRST YEAR'S PROGRAM PROVIDES TAILS ON THEJEACHER TRAININGCOMPONENT. CURRICULUM AND MATER LS*DEVELOPIE T. AND THE-SUMMERADULT PROGRAMS. THE PLAq FOR THE, COND YEA !AERATION COVERS'PROPOSED PROGRAMS IN STAFF IMPROVE NT: 'Bi/IDN. ADAPTATION.AND DEVELOPMENT OF MATERIALS: ADULT UC AND SUMMER SCHOOL.CONCLUDING SECTIONS PROD DE DETAILS ON A OMPL1SHMENT AUDIT.PROGRAM MANAGEMENT.-AN IMUDGET REQUIREMENTS;; NOT AVAILABLE INHARD CDPY DUE\TO'MARG1NAL LEGIBILITY OF ORIGINAL DbCUMEN1. (VM)

48

'


AN - ED066953V-)CHAN- FL003306

*TI '- CATALOGO GENERAL DE UNIVERSIDADES. 1970-1971: FEDERACION DEUNIVERSIDADES PRIVADAS DE AMERICA CENTRAL Y PANAMA (GENERALCATALOG OF UNlVfRSITIES:070-1971: FEDERATION OF PR HATEUNIVERSITIES OP'CENTRAL AMERICA AND PANAMA),

OS - BILINGUAL SCHOOL P. S. 25. BRONX. N. Y.

PD - JUL 71NO - 2B3P., ...

ir.IS - RIE73JANe

)PR EDRS PRICE 4-$0.65 HC-$6:87IT ADMISSION CRITERIA: *CATALOGSCCOURSES: CURRICULUM DESIGN

IT DEGREE REQUIREMENTS; *INTERNATIONAL EDUCATION: SCHOLARSHIPS

IT - *SPANISH SPEAKING: 'UNIVERSITIES: UNIVERSITY ADMINISTRATION

()ST - *CENTRAL AMERICA: PANAMAAS - THIS DOCUMENT CONTAINS THE 1970-1971 CATALOGUES OF FIVE

UNIVERSITIES BELONGING TO THE FEDERATION OF PRIVATE UNIVERSITIESOF CENTRAL AMERICA AND PANAMA (FUPAC). THE CATALOGUES PROVIDE

,.. INFORMATION ON UNIVERSITY ADMINISTRATORS AND. STAFF. HISTORICALBACKGROUND. ADMISSION REQUIREMENTS. DEGREE PROGRAMS.,

i SCHOLARSHIPS. AND COURSES. THE CATALOGUES INCLUDED HERE ARE FROM

JOSE SIMEON WAS UNIVERSITY. CENTRAL.AMERICAN#UNIVERSrTY. DR.MARIANO GALVEZ UNIVERSITY. ST. JOHN'S COLLEGE. AND 'THE

POLYTECHNICAL INSTITUTE OF NICARAGUA. (VM)

AN. - ED066950CHAN- FL003303Ti - PRIMERA REUNION DE LA COMISION NACIONAL DE ANALISIS Y EVALUACION

- DEL SISTFAA EDUCATIVO: INVORME FINAL (THE FIRST MEETING OF THENATIONAL COMMITTEE FOR ANALYSIS AND EVALUATION OF THE EDUCATIONAL

SYSTEM: FINAL REPORT).OS' - MINISTERIO DE CULTURA Y EDUCACIONO. BUENOS AIRES (ARGENTINA).

CENTRO NATIONAL PE DOCUMENTACION E INFORMACION EDUCATIVA..

PD - 71 .

NO - 66P.: IN SPANISH: CONFERENCE HELD IN BUENOS AIRES."ARGENTINA.AUGUST 30-SEPTE(A6ER 4, 1971

IS. - RIE73JANPR - EDRS PRICE MF-$0.65 HC-0.29, -

IT ADVISORY COMMITTEES: CURRICULUM DESIGN: CURRICULUM EVALUATION

IT - 'EDUCATIONAL ACCOUNTABILITY:. 'EDUCATIONAL IMPROVEMENT

IT - *EDUCATIONAL LEGISLATION: EDUCATIONAL OBJECTIVES

IT EDUCATIONAL PROBLEMS; ELEMENTARY EDUCATION; FINANCIAL SUPPORT

IT HIGHER EDUCATION: HUMAN FIESOURCES4 INTERMEDIATE GRADES

IT INTERNATIONAL EDUCATION: MIDDLE SCHOOLS: SCHOOL BUILDINGS

IT --SPANISH SPEAKING: UNIVERSITIES -,\

ST - 'ARGENTINAAB - THIS DOCUMENT CONTAINS THE LEGISLATION CREATING THE NATIONAL

COMMITTEE FOR ANALYSIS AND EVALUATION OF THE EDUCATIONAL SYSTEM-

'AND THE FINAL REPORT OF THAT COMMITTEe'S FIRST MEETING. THEREPORT DEALS WITH EACH LEVEL FROM ELEMENTARY TO HIGHER EDUCATION.FOR EACtEVEL IT DESCRIBES AND CONSIDERS CURRICULUM. SCHOOL

BUILDING HUMAN RESOURCES. CURRENT AND FUTURE FINANCIAL

49

t'MEXICAN AMERICAN WOMAN CURRICULUM MATERIA,L.

0

RESOURCES. AND TEACHER PREPARATION, COMMITTEE RECOMMENDATIONS FOR

IMPROVEMENT ARE LISTED. (VM) evv

AN ED066935CHAN- FL002516TI - BILINGUALISM. THE MEXICAN AMERICAN COLLEGE STUDENT. AND HIS

COMMUNITY.AU LEZAMA. JUAN A.PO - 4 MAR 71,"NO - 6P.; PAPER PRESENTEDAT THE FIFTH ANNUAL TESOL CONVENTION. MARCH

4. 1971, NEW ORLEANS. LA.IS - RIE73JAN -

;

PR EDRS PRICE MF-$0.65 HC-53.29-IT ANGLO° AMERICANS: BICUITURALISM: *BILINGUAL EDUCATION

IT - BILINGUALISM: COLLEGE STUDENTS: !COMMUNITY ,INVOEiVEMENT

IT CULTURAL EDUCATION: CURRICULUM DEVELOPMENTIT '- 'EDUCATIONAL ACCOUNTABILITY;-*EDUCATIONAL IMPROVEMENT

.IT - EDUCATIONAL INNOVATION; EDUCATIONAL NEEDS; EDUCATIONAL OBJECTIVES

IT - MEXICAN AMERICANS: PARENT SCHOOL RELATIONSHIP; *SELF-CONCEPT

IT - SPANISWSPEAKING; TEACHER EDUCATION

ST - MEXICAN AMERICAN EOUCATION PROJE

. AB - THE PRIMARY OBJECTIVES OP THE MEXICAN AMERICAN PROJECT ATSACRAMENTO

PRIMARY OBJECTIVESCOLLEGE ARE TO PREPARE "AGENTS OF'CHANGE"

THROUGH THE APPLIED SOCIAL SCIENCES. To WORK WITHIN TILE CULTUREOF THE SCHOOLS, TO INCREASE THE OPPORTUNITIES FOR THE MEXICAN 1

AMERICAN LEARNER. TO FURTHER THE CONCEPT OF INVOLVEMENT OF THESPANI5NSPEAKING COMMUNITY IN THE EDUCATION OF THE MEXICANAMERICAN LEARNER. TO HELP ASSESS'NEEDS OF THE MEXICAN AMERICAN

CHILD, AND TO DEVELOP RELEVANT CURRICULUMS BASED ON THE LANGUAGEAND CULTURE OF THE CHILD. THIS PAPER DISCUSSES SOME OF THESPECIFIC ACCOMPLISHMENTS AND OBJECTIVES OP,THE PROJECT IN TERMSOF4GENERAL BILINGUAL EDUCATION NEEDS AND PROBLEMS. (AUTHOR /VM)

AN' - ED066074CHAN- FL003335

,-

TI - PLAN DE ESTUDIOS DE NIVE4 SECUNDARIO PARA ADULTOS (STUDY PLAN1FOR

ADULT SECONDARY EDUCATION).'OS 4 MINISTERIO OE CULTURA Y ENCACION: BUENOS AIRES (ARG;NTINA).

CENTRO NATIONAL DE DOCUMEN1ACION E INFORMACION EDUCATIVA.

SO BOLETIN- DELI CENTRO NACLONWDE DOCUMENTACION E INFORMACI*EDUCATIVA.PARTEMINFORM4CIONES; N7 P2-14 JUI:=AUG 1870

PD - 70' wg 6 °

NO - 14P.IS - RIE72DEC 4PR - EDRS PRISE MF-$O.65(g'CqZ29IT 'ADULT EDU ATION; ADULT I qAttoN oGRAms; CURRICULUM usiGN

JT EDUCATIONAL EXPERIMENTS:- DUOATIONA GISLATION

IT - 'EDUCATIONAL OBJECTIVES; EDUCATIONAL PHILOSOPHY

IT -' +EDUCATIONAL PLANNING; PITONATIONU ED CATIONIT PROFESSIONAL EDUCATIOC*PROGRAM EVALUATI N; *SECONDARY.EOUCATION

IT - SPANISH SPEAKING. . , . *

, 0 ,0

<01,


ST LATIN AMERICAAB t THIS DOCUMENT DESCRIBES AN EXPERIMENTA .

MULTINATIONAL PLAN FOR

ADULT SECONDARY EDUCATION SPONSORED T OUGH THE ORGANIZATION OF

AMERICAN STATES AND THE ARGENTINE MINI TRY OF CULTURE AND

EDUCATION. GENERAL AND SPECIFIC GOALS 0 THE PROGRAM ARE LISTED

HERE ALONG WITH DETAILS OF THE PROPOSED CURRICULUM AND AREAS OF ,

. STUDY. ENTRANCE REQUIREMENTS,EVALUATION AND.PROMOTION, AND THE

LOCATION OF EXPERIMENTAL CENTERS. (VM).-

AN -,EJ057920'CHAN- RC500906TI'. - SOME PHYSIOLOGICAL AND EDUCATIONAL ASPECTS OF BILINGUALISM

AU - RODRIGUEZ. DARIO E:50 AZTLANCHICANO JOURNAL OF THE SOCIAL SCIENCES AND THE ARTS; 2; 1;

79=104PD - SPR-7I'IS - CIJE72SEPIT - BIBLIOGRAPHIC CITATIONS: -BILINGUALISM; CURRICULUM DEVEOPMENT

IT' - *EDUCATIONAL NEEDS; LITERATURE REVIEWS; *PHYSIOLOGY

IT - *SECOND LANGUAGES; SPANISH SPEAKING"; TEACHING -

t

a

AN - ED0640240

CHAN- RC006253TI EDGEWOO NDEPENDENT SCHOOL DISTRICT, TITLE VII BILINGUAL

EDUCAT ON PROGRAM. FINAL EVALUATION REPORT, 1970-71.

OS EDGEWOOD INDE ENDENT SCHOOL DISTRICT. SAN ANTONIO, TEX.

PD AUG 71NO 67P. t

IS - RIE72OCT\

PR EDRS PRICE MF-$0. 5 HC-$3.29

ode

SPO - OFFICE OF EDUCATION (DHEWI. WASHINGTON'. D.C.

IT 1.^*IANNUAL REPORTS: *BILINGUAL EDUCATION; COMMUNITY INVOLVEMENT

IT - CURRICULUM DEVELOPMENt:,,OTAGNOSTIC TESTS; EXPENDITURES

IT - LANGUAGE INSTRUCTION:"LINGUISTICS;tPATTERN BRILLS (LANGUAGE)

IT PROGRAM EVALUATION; SPANISH SPEAKING; TABLES (DATA)

WORD RECOGNITIONAB - THE 1970.7t EVALUATION OF THE TITLE VII BILINGUAL EDUCATION

pRoalhm IN THE EDGEWOOD INDEPENDENT SCHOOL DISTRICT IN SAN'

ANTONIO. TEXAS. IS PRESENTED IN THIS REPORT. THE REPORT DISCUSSES

THE PROGRAM WITH REGARD TO (1) CURRICULUM DEVELOPMENT. (2) STAFF

DEVELOPMENT. (3) COMMUNITY INVOLVEMENT. AND (4) THE PRE- AND

POST-TESTS GIVEN TO THE STUDENTS. THE(TESTING INSTRUMENTS USED"

WERE (1) THE LINGUISTIC CAPACITY INDEX GIVEN TO ALL FIRST GRADES

IN THE PROGRAM. (2) PRUEBAS DE LECTURA. INURAMERICAN SERIES. )

THE STANFORD ACHIEVEMENT TEST, PRIMARY I B41TTERY. AND (4) THE

SLOSSON INTELLIGENCE TEST. THE FINAL AUDIT REPORT AND THE FINAL

'EXPENDITURE REPORT FOR 1970.71 ARE INCLUDED. (NO)

0

51


PAGE 13

4

AN ED063830CHAN- FLO0323TI - THE PREPARA ON OF THE TEACHER FOR BILINGUAL' EDUCATION.

'/AU - MICHEL, JOSE HPD - 4FEB'72,NO - 21P.; SPEECH PRESENTED AT EDINBORO, STATE COLLEGE, EDINBORO,

PENNSYLVANIA, FEBRUARY 4, 1972

PR MRS PRICE MF-$0:66 HC-$3.29IT *

IS

BACHELORS DEGREES: 4BILINGUAL'EDUCATIQN: BILINGUALISM

IT CURRICULUM DESIGN: *CURRICULUM DEVELOPMENTIT EDUCATIONAL OBJECTIVES: 'ELEMENTARY EDUCATION: GUIDELINES

',IT LANGUAGE ARTS; LANGUAGE PROGRAMS; QUESTIONNAIRES

IT SPANISH SPEAKING; STUDENT TEACHING; *TEACHER EDUCATION,

.AB THIS DOCUMENT CONTAINS A. PROPOSED CURRICULUM4PerA BACHELOR OF

'SCIENCES PROGRAM ItkI ELEMENTARY EDUCATION WIT AN ACADUICCONCENTRATION IN BILINGUAL EDUCATION FOR SPANISH-ENGLISHBILINGUALS. A QUESTIONNAIRE SENT TO SELECTED INDIVIDUALS PROVIDED

IDEAS DN SOME DF THE ISSUES AND PROBLEMS DISCUSSED IN THIS PAPER,

THE OUESTIONNAIRE, INCLUDED HERE ALONG WITH RESULTS. COVERS

i GENERAL CONSIDERATIONS, TRAINING IN LINGUISTICS. TRAINING INENGLISH AND SPANISH, COMPETENCE IN SPANISH, TRAINING IN CULTURE.

TRAINING IN METHODOLOGY, PRACTICE TEACHING, TRAINING INEDUCATIONAL FOUNDATIONS. AND TRAINING IN TESTING. SUGGESTIONS FOR

THE TEACHER EDUCATION CURRICULUM ARE PRESENTED ALONG WITHEXPLANATION. THE PROGRAM DEVELOPED HERE I, WEIGHTED TOWARD THE

LANGUAGE ARTS. SEVERAL BASIC IDEAS FOR THE PREPARATION OF THE

TEACHER FOR BILINGUAL' EDUCATION ARE LISTED. (WO

AN EJ056503CHAN--AA512186TI - EQUAL OPPORTUNITY - FOR THE SPANISH SPEAKING AMERICAN

r.-AU SANCHEZ, DAVID J.. JR.SO - EDUCATIONAL FORUM; 36; 3: 383.7

PO MAR 72IS - CIJE-7.2AU6

IT CURRICULUM DEVELOPMENT; EDUCATIONAL DEVELOPMENT

IT EDUCATIONAL OBJECTIVES; ELEMENTARY SCHOOL COUNSELING

IT' *EQUAL EDUCATION; 'INTEGRAT-ED CURRICULUM; ;MINORITY GROUPS

. IT *SPANISH SPEAKINGST DIFFERENTIAL STAFFINGAB PROPOSES AN INTEGRATED PROGRAM OF CHANGES IN THE',EDUCATIONAL

SYSTEM TO IMPI.EMENT A TRUE EQUALITY OF OPPORTUNITY FOR

SPANISH-SPEAKINGAMENCANS. IAN)

z

52


AN - ED06Q897 . 4

CHAN- FL003276. _ .

......

TI - EVALUATIO1(,PROGRESS REPORT ON INNOVATIONAL ACTIVITIES WITHIN THE'

APPLIED LGUAGE RESEARCH.CENTER UNDER TITLE III OF THEELEMENTARY AND SECONDARY EDUCATION ACT. 1

OS EL PASO Pala SCHOOLS. TEX.PD - APR 67NO - 76P.- i

IS - RIE72SEPPR - EDRS PRICE MF-$0.65 HC-$3.29" RP"

SPO - OFFICE OF EDUCATION (DHEW1, WASHINGT . D.C.

IT - APPLIED LINGUISTICS; CURRICULUk1 GN; *CURRICULUMPESEAROHIT - EDUCATIONAL EXPERIMENTS; ADUCATIONAL INNOVATIONIT EDUCATIONAL OBJECTIVES; .ENGLISHSECOND LANGUAGE)IT - INTENSIVE LANGUAGE COURSES: LANGUAGE RESEARCHIT - *PROGRAM EVALUATION; PUBLIC SCHOOLS: RESEARCH PROJECTSIT ^SPANISH SPEAKING; STATISTICAL ANALYSIS: TABLES (DATA)IT - TEA CI EDUCATION; TEACHING METHODSAB THIS DOCUMENT DISCUSSES THREE EDUCATIONAL EXPERIMENTS CURRENTLY

IN PROG SS WITHIN THE APPLIED LANGUAGE RESEARCH CENTER. EACH OF

r,THEROGRAMS CONCERNS PRODLEMS RELATING-TO TEACHINGSPANISH-SPEAKING PUPILS IN A PUBLIC SCHOOL SETTING. THE GRADE ONEEXPERIMENTAL PROJECT IS DESIGNED TO DETERMINE tF INSTRUCTION INSPANISH AT THE PRIMARY LEVEL (IN AN ENGLISH - SPEAKING SCHOOL.ENVIRONMENT)e WOULD BC OF VALUE TO THE PUPIL WHO "IS PRINCIPALLYSPANISH ORIENTATED. THE SECOND PROJECT CONCERNS TEACHER TRAININGAND INVOLVES AN INTENSIVE ENGLISH AND METHODS COURSE AS WELL AS ABEGINNING SPANISH COURSE FOR NON-SPANISH-SPEAKING SCHOOL -

PERSONNEL. THE THIRD EXPERIMENT INVOLVE§ A COURSE,IN ENGLISH AS ASECOND LANGUAGE FOR THE OUT-OF-SCHOOL NEIGHBORHOOD YOUTH CORPS.THE PROGRESS EVALUATION FOR EACH PROJECT IS DISCUSSED AADAPPENDIXES PROVIDE FURTHER. DETAILS'ON EACH .EXPERIMENT. (VM) .

10.

AN -,E6062473CHAN- UD012333TI PUERTO RICAN PAREN AND. MAINLAND SCHOOLS. HARTFORD. CONNECTICUT.AU - ZIRKEL. PERRY ALAOS - HARTFORD MODEL C TIES. COPD NOV 71NO - 98P.IS - R4E72AUGPR EDRS PRICE MF-$0.65 HC-$3.29IT - BILINGUAL EDUCATION; CULTURAL FACTORS; CURRICULUM DEVELOPMENTIT EDUCATIONAL ACCOUNTABILITY; 'EDUCATIONAL OPPORTUNITIESIT - VAMILY SCHOOL RELATIONSHIP; FIELD INTERVIEWS; PARENT ATTITUDES

IT *PARENT PARTICIPATION: 'PUERTO RICANSIT - SCHOOL COMMUNITY-RELATIONSHIP; SPANISH SPEAKING

IT SUMMER INSTITUTES; TEACHER EDUCATION; URBAN SCROOdSA8 Tag- STUDY CONSTITUTES THE PROMISED PRODUCT OF AN INSTITUTE ON

"PUERTO RICAN PUPILS IN MAINLAND SCHOOLS," SPONSORED BYTHEEDUCATIONAL LEADERSHIP INSTITUTE AND THE UNIVERSITY OF HARTFORDDURING THE SUMMER OF 1971. THE STATED PURPOSES OF THE INSTITUTE

.53

MEXICAN AMERICAN 'WOMAN CURRICULUM MATERIAL

J.

.4

WERE: (1) TO STIMULATE MMUNISATIONS AND UNDERSTANDING BETWEEN,e

SCHOOL AND COMMUNITY REPRESENTATIVES fbwARD THE IMPROVEMENT OFTHE EDUCATIONAL OPPORTUNITIES F PUERTO RICAN PUPILS LN MAINLAND'SCHOOLS: (2) TO DEVELOP'A DATA BASE CONCERNING COLTUOAL AND 4

L1NeUISTIC FACTORS IN THE HOME NVIRONMENT THAT MAYIE N --.-

SIGNIEICANT TOWARD THAT END: ARO. (3) TO EXAMINE AND INTERPRET',

SUCH DATA IN TERMS OF, PRESENT,ANDJDOTENTIAL SCHOOL PROGRAMS ANDPRACTICES. THE INSTITUTE 'FOCUSED ON FACILITATING THE RELATIONSHIP....BETWEEN- THE HOME AND SCHOOL ENVIRONMENT OF 12U RTO RICAN PUPILS IN_,., .HARTFORD AS A POSSIBLE MOOEL FOR OTHER MAINLA CHOOL SYSTEMS. .

.5

THE FORMAL.PROGRAM OF THE INSTITUTE WAS CONCEN IN THE WEEKOF- JUNE 28 - JULY 2. 11-(E MORNING SESSIONS PROVIDED THE

.

OPPORTUNITY TO INTERACT,WITH SEVERAL RESOURCE PEOPLE IN SMALL'GROUP4ISCUSSIONS. THE AFTERNOON SESSIONS WERE DEVOTED TOCONDUCTING STRUCTURED INTERVIEWS IN THE HOMES OF A CROSS-SECTION , i

OF PUERTO ,RIOAN FAMILIES WHO HED CHILDREN IN THE HARTFDRDA.

SCHOOLS. THE DURATION OF THE SUMMER WAS USED FOR FURTHER RESEARCHAND THE FINAL WRITING OF INDEPENDENT INDIVIDUAL. RAPORTS. EACHCULMINATING IN RECOMMENDATIONS FOR IMPROVING THE EDUCATIONALOPPORTUNITIES,, IE THESE CHILDREN INTHE HARTFORD SCHOOLS..(AUTHOR/JM) 4

.wc , V& 4.,

/ t fAN - ED061850_, 4.

,

'CHAN- fL003176. TI - SOME ERRORS IN ENGLISH BY SPANISH-SPEAKING PUERTO RtC40,11,CHILDREN.

AU - WILLIAMS. GEORGE . .:)

OS' - LANGUAGE RESEARCH FOUNDATI=ON, CAMBRIDGE. MASS.PD--'0Aff 72JO -18P.: IN "LANGUAGE RESEARCH REPORT NO. 6." 8

rs --AIE72AUG01 '1.= ERRS PRICE MF-$0.65 HC-$3.29-

. .

IT ,- CONTRASTIVE LINGUISTICS: CURRICULUM DEVELOPMENTA DIALECT STUDIE§

IT - ELEMENTARY SCHOOL STUDENTS: *ENGLISH (SECOND LANGUAGE)IT - *ERROR PATTERNS: INTERFERENCE (LANGUAGE LEARNING) .

.

IT - LANGUAGE INSTRUCTION": MORPHOLOGY (LANGUAGES): PHONETICS174 - *PRONUNCIATION: 'PUERTO RICANS: SPANISH SPEAKING; SPEECHJT -- ;SPONTANEOUS, BEHAVIOR: STANDARD SfOKEN USAGE: *SYNTAX: VOWELS

AB -- THE PURPOSE OF TAE INVESTIGATION REPORTED IN THIS DOCUMENT IS TODETERMINE THE RANGE bIlERRORS IN THE SPONTANEOUS SPEECH OF PUERTORICAN CHILDREN OF 'INTERMEDIATE ENGLISH ABI1.ITY IN ORDER,TOPROVIDEGPECIFIC INFORMATION ON P ONETIC AND MPAPHOLOG.DEVIATIONG PROM STANDARD'ENGLIS OR usg IN cuRakcuLum .

DEVELOPMENT, THE STUDY FIRST CON DERS COMMON PRONUNCIATIONPROBLEMS. MANY ATTRIBUTED TO THE NFLUENCE OF_SPANISH.40ROBLEMSWITH VOWELS: DIPHTHONdS.DCONSONA TS. CONSONANT CLUSTERS, STOPS.. s.

AND SPIRANTS ARE DISCUSSED. SYNTACTIC PROBLEMS WITWAUXILIARIES/. -'TENSE AND NUMBER, OBJECT,COMPLEMENTS, NEGATION. STRUCTURES .

DIFFICULT TO UNDERSTAND, AND MISCELLANEOUS LEXICAL ITEMS ARE ALSOCONSIDERED. EXAMPLEG-OF.THE ERRORS ARE PROVIDED: (VIM'

-54_

r.

MEXICAN AMERICAN WOMAN CURRICULUM MATERIALPACE 46

,4,t

AN ..1 ED061835 1.

CHAN- FLO03085 -1....

TI' - BILINGUAL PROGRAM APPLICATION FOR CONTINUATION PROPOSAL- COMPTONUNIFIED SCHOOL DISTRICT.

O'F" COMPTON CITY SCHbOLS. CALIF. .

PD -'72NO 258P.IS - RIE72AUG

,.,

PR( - EDRS PRICE MP-$0%65 HC -S9.87SPO , OFFICE OF EDUCATION' (DREW). WASHINGTON, D.C.CG - OEG-0-A-140229-4156IT *BEHAVIORAL OBJECTIVES: BILINGUAL EDUCATIONIT - BILINGUAL TEACHER AIDES: CURRICULUM DESIGN 4

IT - *EDUCATIONAL, OBJECTIVES; EDUCATIONAL STRATEGIESII- - *ELEMENTARY GRADES: 'ENGUKSHISpCOND LANGUAGE) .

IT - INSERVICE TEACHER EDUCATION: INSTRUCTIONAL MATERIALSIT - LANGUAGE INSTRUCTION; LANGUAGE PROGRAMS; MEXICAN AMERICANSIT' - PARAPROFESSIONAL SCHOOL PeRaNkEL: PARENT PARTICIPATION

, IT - PROGRAM EVALUATION; PPROGRAM PROPOSALS; SCHOOL PERSONNELIT - SECOND LANGUAGE LEARNING: SPANISH SPEAKINGST - CALIFORNIA; *COMPTONAS - THIS DOCUMENT CONTAINS THE. CONTINUATION PROPOSAL FOR THE FOURTH

. GRADE COMPTON BILINGUAL EDUCATION PROGRAM. A REVIEW OF, THE THIRDYEAR...IS INCLUDED WITH DETAILS ON PROCESS EVALUATION. PROJECTPERSONNEL AND DUTIES. NEW VOCABULARY DEVELOPED BY THE PROJECT FORLEXICAL,REFERENCES. AND INSERVICE TRAINING OF TEACHERS.INFORMATION CONCERNING THE PROPOSED FOURTH -YEAR COVERS PERSONNEL,LONG RANGE.. ROGAM GOALS, IMMEDIATE FOURTH-YEAR GOALS. AUDIT-PLANNING. DETAILS ON PROGRAM MANAGEMENT. BUDGET REOUIREMENTSCURRICULUM. INSTRUCTIONAL MATERIALS, BEHAVIORAL OBJECTIVES. ANDEVALUATION DESIGN. APPENDIXES' INCLUDE RELATED DOCUMENTS. MANY INSPANISH. ON A VARIETY OF TOPICS: PROGRAM PHILOSOPHY ANDPRINCIPLES. READING -INSTRUCTION AND TESTING. VOCABULARY,INSTRUCTIONAL MATERIALS, INSERVICE TRAINING,FOR TEACHERS AND 'NPARAPROFESSIONAL SCHOOLPERSONNEL. AND,A PLAN FOR PARENT.,'PARTICIPATION. (VM) . .- . .

-

C

AN ED061824CHAN FL003071 -

. - 8ILINGUALISM AND 8,1DIALECTALISM.AU = DI PIETRO. ROBERT J.Pd Fga 70NO 15P.: PAPER PRESENTED AT,THE 1970 SPRING INSTITUTE ON TEACHING

ENGLISH AS A SECOND LANGUAGE AND AS A SECOND DIALECT,TALLAHASSEE, FLORIDA, FEBRUARY 13-17. 1970 ,

IS RIE72AUGPR EDRS PRICE MF-$0.65'HC-$3.29IT - *BILINGUALISM: COMMUNICATION (THOUGHT TRANSFER)T - *CULTURAL DIPtERENCES; CULTURALLY. DISADVANTAGED

CURRICULUM DEVELOPMENT'; DIGLOSSIA; ENGLISH (SECOND LANGUAGE)GHETTOS: LOWER CLASS; MINORITY GROUPS; MUTUAL4INTELLIGIBILITY!NONSTANDARD DIALECTS. SECOND LANGUAGE. LEiBliNG; SOCIAL DIALECTS

t)

it

PAGE 47IMEXtOAN AMERICAN WOMAN CURRICULUM MATERIAL

IT. - SOCIAL DIFFERENCES; SPANISH SPEAKING: 'STANDARD SPOKEN U 1GE.IT - TEACHING METAODS: URBAN LANGUAGEAB THIS PAPER DISCUSSES AND COMPARES BIDIALECTALISM AND VARIOUS

TYPES,OF BILINGUALISM. AND THE EDUCATIONAL CONSIDERATIONSPRESENTED BY. EACH. STABLE BILINGUALISM CAN RESULT WHEN EACHLANGUAGE IS YSED BY MOST. IF NOT;ALL.,MEMBERS OF THE COMMUNITY,FOR DIFFERENT. PURPOSES. IN A BILINGUAL SITUATION. SOCIETALFACTORS ARE FREQUENTLY SUCH THAT NO AGREEMENT CAN BE REACHED AS

TO THE RQLE EACH LANGUAGE SHOLFLO PLAX,;ONE'LANGaAGE GROUP MAY BE

MATER/ALLY WEALTHIER AND FORCE 4.MBOTWOF THE LESS-FORTUNATE tiGROUPS TO ABANDON THEIR LANGUAGE AS'WELL AS THEIR CULTURAL VALUESIN ORDER TO SHARE THE WEALTH. BIDIA),ECTAL INDIVIDUALS POSSESSBOTH A SOCIALLY. STIGMATIZED AND A PRESTIGE VARIETY OF THE SAMELANGUAGE: BOTH BIDIALECTALIIM AND BILINGUALISMIAS THEY. ARE FOUNDIN THE UNITED STATES ARE MA NLY OF THE TRANSITTONAL TYPE. BOTHPHENOMENA SEEM TO BE MARKED WITH SOME DEGREE.OF STRIFE OR SOCIALTENSION. THE RESOLUTFON OF THE SOCIAL IMBALANCES ACCOMPANYINGBOTH SITUATIONS. HOWEVER. WILL PROBABLY NOT ELE THE SAME.(AUTHOR/VM)

AN - ED061811CHAN- FL003039TI - DEVEL G CU RICULUM FOR BILINGUAL EDUCATION. ' '

AU t ROBrNETT RALPHOS -, SPANISH C RRICULA UCELOPMENT CENTER! MIAMI BEACH. FLA.PD --SEP 71NO 30P.: IN "CONFERENCE ON CHILD LANGUAGE." PREPRINTS OF PAPERS

PRESENTED AT THE CONFERENCE. CHICAGO. ILLINOIANOVEMBER 22-24.1972 ..

IS - RIE72AUG-'74:'

PR - EDRS PRICE MF-$0.65 HC-$3.29SPO - OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C.IT - BICULTURALISM: 'BILINGUAL EDUCATION: BILINGUALISMIT - .0URR CULUM DEVELOPMENT; EDUCATIONAL STRATEGIES

IT - ELEmENTA Y SCHOOL SCIENCE: FINE ARTS: INSTRUOTIONAL MATERIALSIT - *ELEME ART GRAOES: ELEMENTARY SCHOOL MATHEMATICS '

IT INSTRUCTIONAL MATERIALS CENTERS: LANGUAGE ARTS .

IT - 'LANGUAGE PROGRAMS: PROGRAM EVALUATION: RESOURCE MATERIALS. IT - SECOND LANGUAGE LEARNING:.SOCIAL SCIENCES;.SPANISH

.

IT - SPANISH SPEAKING- . ,PAB - THIS DOCUMENT-DESCRIBES THE WORK OF THE SPANISH CURRICULA

DEVEtOPMENT CENTER. A PROJECT FUNDED BY THE SILINGUAL EDUCATION- PROGRAM BRANCH OF THE UNITED STATES OFFICE OF EDUCATION. IT IS

THE FUNCTION OF THE CENTER TO DEVELOP MULTIDISCIPLINARY RESOURCEKITS TO HELP SUPPORT rHE MAJOR AREAS OF'INSTRUCTION,IN SPANISH ATTHE PRIMARY.LEVEL. FORTYEIGHT KITS AkE PLANNED; KITS 1.8 HAVE ' '

BEEN COMPLETED AND KITS 9-24 ARE IN PROGRESS, COVERING FIRSTGRADE AND THE FIRST HALF OF SECOND GRADE. EACH KIT PROVIDES TWOWEEKS OF -WORK AND COVDOS FIVE AREAS OF INSTRUCTION: LANGUAGEARTS--VERNACULAR.,SOCIAL SCIENCE, SCIENCE/MATHEMATI S, FINE ARTS,AND SPANISH--SECOND LANGUAGE. THE MEANS FOR EVALUATI OF PUPILS'PROGRESS ARE PROVIDED IN EACH KIT ALONG WITH SUPPLEMEN RY

,AUDIOVISUAL AND MANIPULATIVE MATERIALS. A PRODUCT DESIG OR

56

MEXICAN AMERICAN WOMAN, CURRICULUM MATERIAL

OVERVIEW IS INCLUDED. FURTHER DETAILS ON THE DESIGN AND USE OFTHE KITS AND ON THE EDUCATIONAL STRANDS AND ASSESSMENT ACTIVITIESARE PROVIDED HERE. (VM)

O

AN~ - ED061476CHAN- Ae008286TAI - MEXICAN-AMERICAN AND PUBLIC AID RECIPIENTS PROJECT (MAPAR).1rINAL

REPORT.OS - MCMINNVILLE PUBLIC SeHOOL. DISTRICT 40. OREG.Pp - NOV 69NO - 65P.IS -,,.RIE72AUGPR - EDRS PRICE MF-$0.65 HC-$3.29SPO - OFFICE OF EDUCATION ADHEW). WASHINGTON. D.C.CG - 0EG-0;8-047092-4379(030)IT - ADULT EDUCATION; ' ANGLO AMERICANS: CURRICULUM DESIGNIT - EDUCATIONALLY DISADVANTAGED: EDUCATIONAL PROGRAMSIT - 'ENGLISH (SECOND LANGUAGE); INDEPENDENT STUDYIT INFORMATION DISSEMINATION; INSTRUCTIONAL MATERIALSIT. - *LANGUAGE DEVELOPMENT: 'MEXICAN AMERICAN MIGR S

IT - PARAPROFESSIONAL SCHOOL PERSONNEL. PROGRAM VA ATION; PROJECTSIT - SPANISH SPEAKING; TEACHING METHODS:. WELFARE CIPIENTSAB - A PROJECT (MAPAR). DESIGNED SPECIFICALLY'TO EXPLORE AND DEVELOP

AN EDUCRtIONAL PROGRAM WHLG WILL DEMONSTRATE EFFECTIVE METHODS -FOR TEACHING THE EDUCATIONALLY DISADVANTAGED ADULT. IS.DISCUSSED.-THE APPROACH UTILIZED BY THIS PROJECT IS THAT OF ANINDIVIDUALIZED LEARNING CENTER WHICH INCORPORATESPARAPROFESSIONAL TEACHER. SELF-INSTRUCTIONAL LEARNING MATERIALSAND COMMUNITY RESOURCES TO BUILD A CURRICULUM SUITED TOINDIVIDUAL REEDS. MAJOR CONCERNS OF MAPAR INCLUDE: (1)IDENTIFICATION THE EDUCATIONAL NEEDS OF THE MEXICAN-AMERICAN -AND OTHER- EDUC TIONALLY DISADVANTAGED. (2) ADVANCEMENT OF THEFAMILY AS A UN T E CATIONALLY AND CULTURALLY. (3) VOCATIONALEXPLORATION AND E ULTURATION. (4) DEVELOPMENT OF SOCIAL SKILLSFOR COMMUNITY ACCEPTANCE. (5) SELF-IDENTIFICATION OF THEMEX1CANAMERICAN HISTORICALLY AND CULTURALLY. AND (6) KNOWLEDGEOF CUSTOMS AND LAWS OF ANGLO SOCIETY. INITIAL AREAS OFCONCENTRATION INCLUDED ORGANIZATIONAL DEVELOPMENT. EiTABLISHMENT-IOF FACILITIES, PERSONNEL REQUIREMENTS AND RESPONSIBINTIES. ,

DEVELOPMENT OF COMMUNITY COOPERATION AND SUPPORT. MATERIALS. SELECTION AND DEVELOPMENT. AND EVALUATION AND DISSEMINATIONACTIVITIES. FINDINGS INCLUDE: (1) THE ORIGINAL,DESIGN OF THEPROJECT PROVED TO'BE FUNDAMENTALLY SOUND FOR THE UNDER - EDUCATEDANGLO-AMERICAN AND THE ANGLO-SIZED MEXICAN-AMERICAN WHO HASADOPTED MIDDLE CLASS VALUES TOWARDS EDUCATI N: AND (2) THE DESIGN4,WAS INEFFICIENT IN MEETING THE NEEDS OF THE MEXICAN-AMERICANMIGRANT OR EX-MIGRANT WITH LITTLE OR NO LAN UAGE SKILLS INENGLISH. (AUTHOR/SK)

57'

eq

1

PAGE 49MEXICAN AMERICAN WOMAN CURRICLILUMNATERIAL

AN - E0059636CHAN- FL002888TI - KINQERGARTEN BILINGUAL RESOURCE HANDBOOK.OS - LUBBOCK INDEPENDENT SCHOOL DISTRICT. TEX.OS - NATIQNAL CONSORTIA FOR BILINGUAL EDUCATION. FORT WORTH. TEX.PO - OCT 71 .

NO - 194P.IS - R1E72JUNPR EDRS PRICE MF-S0.65 HC-$6.58SPO - OFFICE OF EDUCATION (DEW). WASHINGTON. D.C.IT, - 'BILINGUAL EDUCATION; BILZINGUAL STUDENTS: CULTURAL BACKGROUNDIT - 'CURRICULUM DESIGN; EDUCATIONAL OBJECTIVESIT - EDUCATIONAL PHILOSOPI-1Y: EDUCATIONAL RESOURCESIT - *EDUCATIONAL STRATEGIES: ENGLISH (SECOND LANGUAGE)IT - INSTRUCTIONAL AIDS: INSTRUCTPONAL MATERIALS: *KINDERGARTENIT - LANGUAGE PROGRAMS; *LEARNING ACTIVITIES: PRIMARY GRADESIT - SECOND LANGUAGE LEARNING: SPANISH SPEAKING

'AB - THIS CURRICULUM BULLETIN 144'S BEEN DEVELOPID'TO ASSISTKINDERGARTEN, TEACHERS WHO WORK WITH BILINGUAL FIVE-YEAR-OLDS. ITCONTAINS ACTIVITIES WHIM ARE APPROPRIATE FOR THIS AGE WHICH:RELATE TO HIS CULTURAL BACKGROUND AND WHICH DEAL WITH CONCEPTSWITHIN HIS IMMEDIAGE RANGE OF EXPERIENCES. THE HANDBOOK INCLUDESDETAILS.ON SUCH TOPICS AS EARLY CHILDHOOD EDUCATION AND THEBILINGUAL APPROACH. CURRICULUM DESIGN. CHARACTERISTICS OF THEFIVE-YEAR-OLD. ACTIVITIES OF TEACHER".AIDES, SUGGESTIONS FORBULLETIN BOARDS AND ROOM ARRANGEMENTS SUGGESTED DAILY CHEDULESAND PLANS. STRATEGIES AND SUGGESTIONS. RESOURCE AND ACTIVITYUNITS. RESOURCE MATERIAL IN SPANISH. AND THE ONSTRUCTION OFVARIOUS TEACHING AIDS. A BIBLIOGRAPHY IS INCLUDED. (AUTHOR/4M)

AN - EJ052164CHAWL FL502285TI - BILINGUAL EDUCATION : A SECOND LOOKAU - BELL. PAUL W. 0SO - TESOL NEWSLETTER: 5: 3-4; 7. 29-30PD - SEP-DEC 71IS C1JE72MAYIT - ANIERICAN INDIANS; *BILINGUAL EDUCATION BILINGUALISMIT - CURRICULUM DESIGN: 'ENGLISH (SECOND LA GUAGE): *LANGUAGE PROGRAMS_IT - SECOND LANGUAGE LEARNING. SPANISH SPEAKIN TEACHER EDUCATIONAB - PAPER PRESENTED AT THE TESOL CONVENTION. EW ORLEANS, LOUISIANA,

MARCH 1971. (VM)

t

58

41,

N , PAGE 50MEXICAN AMERICAN WOMAN CURRICULUM. MATERIAL

)

AN - ED058763CHAN- FL002235 .

TI ACTION RESEARCH IN ORAL ENGLISH fOR ?HE LINGUISTICALLY DIFFERENTSECONDARY STUDENT: ODESSA. TEXAS.

AU - RIGGS. VIRGINIA FIELDSPD MAY 71 .

NO - 99P.: M.A. THESIS. UNIVERSITY OF TEXAS OF AUSTIN_LS, - RIE72MAY N

PR - EDRS.PRICE.MF-$0.65 HC2$3.29 .

IT - APPLIED LINGUISTICS: CURRICULUM DEVELOPMENTIT *ENGLISH (SECOND LANGUAGE); ENGLISH INSTRUCTION: ENGLISH PROGRAMSIT HANDICAPPED STUDENTS; *LANGUAGE HANDICAPS; LANGUAGE PROGRAMS

' IT - MEXICAN AMERICANS; NEGRO DIALECTS: NEGRO EDUCATION: NEGROESIT 'NONSTANDARD DIALECTS; ',SECONDARY SCHOOLS: SOCIAL MOBILITYIT - SOCIOCULTURAL PATTERNS: 'SPANISH SPEAKINGAB - A PROGRAM DESIGNED TO DECREASE THE NUMBER OF LINGUISTICALLYO DIFFERENTIATED, NONSTANDARD SPEAKERS OF SNGLISH IN TEXAS

CLASSROOMS AND,TO HELP POTENTIAL DROPOUTS ATTAIN PROFICIENCY INTHE USE OF ENGLISH (THEREBY ALLOWING THEM TO ACHIEVE MOBILITY INTHE DOMINANT ANGLO-AMERICAN CULTURE) IS DESCRIBED IN THIS REPORT.THE PROGRAM PROVIDES LINGUISTICALLY_DIFFERENT NEGRO ANDMEXICANAMERICAN STUDENTS THE OPPORTUNITY TO ACQUIRE SKILLS INSTANDARD SPOKEp ENGLISH. THE PROBLEM IS REVIEWED IN GENERAL TERMS

i

WITH EMPHASIS PLACED ON THE OCIOCULTURAC IMPLICATIONS OFDIALECT%L VARIATIONS. A REVI W OF THE LITERATURE PRECEDES ADETAILED DESCRIPTION OF THE ROGRAM IMPLEMENTED AT ECTOR HIGHSCHOOL. A SUMMARY. LIMITATIONS. CONCLUSIONS. AND RECOMMENDATIONSCONCERNING THE PROJECT'ARE INCLUDED. APPENDIXES CONTAIN RELEVANTPROJEC4 INFORMATION AND SAMPLE QUESTIONS AND EXERCISES USED. ABIBLIOGRAPHY IS PROVIDED. (REY

AN - ED057655CHAN- 1''L002740TI RLANEAMIENTO DE LA UNIDAD DIDACTICA EN LE ENSENANZA DEL INGLE$

COMO IDIOMA EXTRANJERO (PLANNING THE TEACHING UNIT ItJ THEINSTRetON.OF ENGLISH AS A FOREIONrLANGUAGE).

AU MEDIN V.. RENE-SO LENGUAjE'Y,CIENCIAS: V1I'N2 P44.54JUN 1971PD - JUN 71 .

NO 11P.4

IS - RIE72APR'- EDRS PRICE MF-SO.65 Ht-$3.29

-IT - APPLIED LINGUISTICS: 'CLASS ACTIVITIES: COURSE CONTENTIT- COURSE ORGANIZATION: CULTURAL EDUCATION; CURRICULUM DESIGNIr *ENGEISH(5ECOND LANGUAGE): INSTRUCTIONAL MATERIALS

/ IT LANGUAGE INSTRUCTION: LESSON PLANS: SECOND LANGUAGE LEARNINGIT SPANISH SPEAKING: 'TEACHING METHODS; UNIT'PLANAB THIS PAPER DISCUSSES THE USE OF THE TEACHING UNIT AS A MEANS FOR

ORGANIZATION IN ENGLISH-ASA-FOREIGN-LANGUAGE CLASSES. IT LISTSTHE ESSENTIAL ELEMENTS IN THE CONSTRUCTION OF SUCH A UNIT: t

CULTURAL TOPIC. LINGUISTIC ELEMENTS, TIME PERIOD. MAINOBJECTIVES. INSTRUCTIONAL MATERIALS.-FOCUS. SPECIFIC ACTIVITIES,

59

MEXICAN AMERICAN WOMAN CURRICULUM MATERIAL.

INTENDED RESULTS. EVALUATION TECHNIQUES. AND BIBLIOGRAPHIES FORSTUDENTS AND- TEACHERS. AN EXAMPLE OF A TEACHING-UNIT PLAN ISPROVIDED. LISTING CONTENT MATERIAL. MAIN OBJECTIVES. ANDINTRODUCTORY ACTIVITIES. ACTIVITIES FOR SIX CLASSES ARE DESCRIBED

41 ALONG WITH OPTIONAL IND CCNCLUDING ACTIVITIES FOR THREE OTHERCLASSES. MEANS FOR EVALUATION ARE PRESENTEVZ2t. BIBLIOGRAPHIES FORSTUDENTS AND TEACHERS ARE INCLUDED. (VM)

AN - ED056536,A

CHAN- FL002243 -TI' AN EXPERIMENTAL STUDY OF BILINGUAL-AFFECTIVE EDUCATION FOR

MEXICAN AMERICAN CHILDREN IN GRADES K AND 1.AU - ANDERSSON. THEODORE: AND OTHERSOS - 'SOUTHWEST EDUCATIONAL DEVELOPMENT 'LAB., AUSTIN. TEX.PD 27 APR 70NO - 77P.IS RIE72MARPR EDRS PRICE MF-$0.65HC-$3.29IT BICULTURALISM: BILINGUAL EINCATION: BILINGUALISMIT - CURRICULUM DEVELOPMENT: 'EDUCATIONAL INNOVATIONIT - EDUCATIONAL OBJECTIVES: ENGLISH (SECOND LANQUOE): ETHNOLOGYIT EXPERIMENTAL PROGRAMS.LANGUAGE ARTS: *MEXICAN AMERICANSIT MINORITY GROUPS; PARENT CHILD RELATIONSHIP: *PROGRAM DESIGNIT PROGRAM EVALUATION: SkLF CONCEPT: SPANISH SPEAKINGIT STUDENT ATTITUDES: TEACHING tvIETHODSAB --THIS PAPER PROPOSES AN EDUCATIONAL STUDY TO DETERMINE THE BEST 4°

WAY TO EDUCATE MEXICAN AMERICAN CHILDREN. IT SUGGESTS ANEXPERIMENT COMPARING THE TRADITIONAL APPROACH. THE ENGLISH AS ASECOND LANGUAGE APPROACH. AND A BILINGUAL-AFFECTIVE APPROACH ASDESCRIBED BY THE AUTHORS. THE DETAIL OF THE PROPOSED PROGRAM ARE

4 PRESENTED. AND THE THREE LANGUAGE TEACHING METHODS ARE DISCUSSED.TEACHER PREPARATION AND SELECTION ARE DESCRIBED AS ARE THE'CRITERIA' FOR SCHOOL AND STUDENT SELECTION. THE PROGRAM ISDESIGNED'TO OPERATE THROUGH A SCIENTIFIC/DEMOCRATICDECISION-MAKING PROCESS WHERE THE TEACHERS DECIDE AS A GROUP ONOBJECTIVES. STRATEGIES, AND ASSESSMENT. THE TEACHER'STASKSTHROUGHOUT THE YEAR ARE LISTED ALONG WITH DETAILS op THE SUPPORTTHEY WILL RECEIVE. CRITERION MEASURES FOR TESTING PROGRAM'/EFFECTIVENESS ARE PRESENTED. ATTACHMENTS TO THE MAIN PROPOSAL,CHART THE DIFFERENCES IN INSTRUCTIONAL ACTIVITIES THATCHARACTERIZE THE THREE METHODS. PROVIDE TIME AND SCHEDULING RULESAND A TYPICAL DAILY SCHEDULE, LIST ASSUMPTIONS HELD tN EACHMETHOD. DESCRIBE AN EXPERIMENTAL RESEARCH DESIGN FOR EVALUATIVEINNOVATIVE LEARNING ACTIVITIES. AND PRESENT A THEORY OF PARENTEFFECTIVENESS. (VM),*

60

PAGE '52MEXICAN AM/RICAN WOMAN CURRICULUM M TERIAL

AN - ED056251 4CHAN-6AA000742TI - CASE STUDIES IN EDUCATIONAL PERFORMANCE CONTRACTING. PART 5.

GILROY. CALIFORNIAAU RAW. M. L. 4

OS - RANQ CORP., SANTOLMONICA. CALIF.PD - DEG 71NO' - 61P.IS - RIE72MARPR - EDRS PRICE MF-$0.6t HC-$3.29SPO - DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE. WASHINGTON.. D.C.

- ACHIEVEMENT GAINS: *CA STUDIES (EDUCATION); CURRICULUM DESIGNIT - 'EDUCAT.IONAL CHANGE; 'ELEMENTARY SCHOOL STUDENTSIT - IMPROVEMENT PROGRAMS: INDIVIDUAL NEEDS: MATHEMATICS INSTRUCTION

IT - PARENT ATTITUDES: *PERFORMANCE CONTRACTS: PROBLEM SOLVING

IT - READING INSTRUCTI04: SKILL DEVELOPMENT; *SPANIS SPEAKINGIT STUDENT ATTITUDES; TEACHER ATTITUDES; TEST RESULTSST CALIFORNIA: *. GILROY UNIFIED SCHOOL DISTRICT

ST - WESTINGHOUSE LEARNING CORPORATION: ANLC °AB - THE GILROY: CALIFORNIA. UNIFIED SCHOOL DISTRICT CONTRACTED WITH

WESTINGHOU"LEARNING tORPORATION FOR THE 1970-71 SCHOOL YEAR FORTHE PURPOSE OF IMPROVING READING AND MATHEMATICS ACHIEVEMENT OFAPPROXIMATELY 100 SPANISHSURNAMED BOYS AND GIRLS FROM GRADES2-4. Ti H AVERAGE GAIN AT THE END OF ME PROGRAM WAS 0.6ACHIEVEMENT YEARS IN READING AND 0.8 ACHIEVEMENT YEARS INMATHEMATICS. WELL BELOWTHE EXPECTED TWO-YEAR GAIN. AN ANALYSISOF NONACADEMIC RESULTS. HOWEVER. REVE4.-LED THAT: '(1) STUDENTSGENERALLY ENJOYED THC PROGRAM: (29 THERE WAS NO OBSERVABLE. EFFECTOF THE PROGRAM ON STUDENT ATTENDANCE; (3) 48 OUT OF 53 PARENTSINDICATED THEIR APPROVAL OF THE PROGRAM. THE AUTHOp INDICATESPERFORMANCE CONTRACTING ACTED AS AN AGENT FOR POSITIVE. CHANGE.TEACHERS ARE MORE CONCERNED WITH DIAGNOSING A CHILD'S PERFORMANCEIN RELATION TO THE SKILLS HE NEEDS TO DEVELOP. AND THENPRESCRIBING FOR HIM AN INSTRUCTIO'TAL CURRICULUM THAT IS SPECIFICTO HIS INDIVIDUAL NEEDS. FOR RELATED DOCUMENTS. SEE ED 056 247.248. 249. 250. AND 252. (AUTHOR/CK).

. .i I 41

AN 6054672 ,.

CHAN- FL002537 'TI BLLINGUAL PROGRAM EVALUATION REPORT. ESEA TITLE VII. 1970-471.AU - GOODMAN'. FRANK M.: STERN. CAROLYN .

..

OSPD

- .rMPTON CITY SCHOOLS. CALIF..

. i .4%

NO .r 121p.IS RIE72JANPR EDRS PRICE MF-S.E5 HC-$6.58SPO - OFFICE OF EDUCATION (DREW). WASHINGTON. D.C.

'IT' AUOIOLINGUAL METHODS: BICULTURALISM: *BILINGUAL EDUCATIONIT - BILINGUALTEACHER AIDES; BILINGUAL TEACHERS

IT CITIZENSHIP RESPONSIBILITY: OIASSROOM MATERIALS .

IT -.COMMUNITY INVOLVEMENT: CURRICULUM DEVELOPMENTIT - *ENGLISH (SECOND LANGUAGE); ETIOLOGY: LANGUAGE SKILLS

-61

MEXICAN AMERICAN WOMAN'CURRICULUM MATERIALPAGE 53

IT - 'MEXICAN AMERICAN S: 'PROGRAM EVALUATION; SECOND LANGUAGE LEARNING

IT - SELF CONCEPT: SOCIAL CHANGE; SOCIOLINGUISTICS: SPANISH SPEAKING

'AB. - THIS REPORT PRESENTS AN EVALUATION OF A BILINGUAL EDUCATION PLAN'

IN ITS SECOND YEAR OF OPERATION. THE MAJOR EMPHASIS IS ON

ESTABLISHING A COMPREHENSTVE. EXPERIMENTAL. EDUCATIONAL PROGRAM

UTILIZING THE NATIVE LANGUAGE ABILITIES OF SPANISH-SP .EAKING

CHILDREN AS THE PRIMARY MEDIUM OF INSTRUCTION UNTIL SUCH TIME AS,

THE STUDENT IS BILINGUAL AND CAPABLE IN BOTH ENGLISH AND SPANISH.

\ THE PROGRAM'S HYPOTHESIS Aticr DESIGN ARE DISCUSSED AS ARE THE

PERSONNEL INVOLVED. THE'PROFRAM AND ITS SCOPE ARE DESCRIBED. AS

ARE THE BILINGUAL-BICULTURAIL CURRICULUM: ACQUISITION. ADAPTATION./

AND,DEVELOPMENT OF MATERIALS: AND PROCEDURES FOR KINDERGARTEN AND

FIRST AND SECOND GRADIS/COMMUNITY INVOLVEMENT AND BILINGUALEDUCATION AS A TOOL'FOR POSITIVE SOCIAL CHANGE ARE CONSIDERED.

FINALLY.\THERE IS A DISCUSSION OF STAFF DEVELOPMENT, BUDGET

REQUIREMENTS, AND RESULTS. (VM)

AN - ED054671CHAN- FL002519

. co

TI - CONTRIBUTIONS OF LATIN AMERICAN TESOL EXPERIENCE.

AU - YOUNG., ROBERT-D. .

PD' - 6 MAR 71 ,,

NO - 10P.: SPEECH pAESENTU I THE FIFTH ANNUAL TES04,CONVENTION. NEW

ORLEANS. LA.. MARCH 6, 1971 ,,,

IS - RIE72JANPR - EDRS PRICE MF-$0.65 HC-53.29IT - APPLIED 'LINGUISTICS: CURRICULUM DEVELOPMENT

IT - 'ENGLISH (SECOND LANGUAGE); INTERFERENCE (LANGUAGE LEARNING)

IT INTERNATIONAL EDUCATION; INTERNATIONAL ORGANIZATIONS

' IT, - 'INTERNATIONAL PROGRAMS: 'LANGUAGE INSTRUCTION

-IT - +LANGUAGE PROGRAMS: SPANISH AMERICANS: 'SPANISH SPEAKING --

IT' --TEACHER EDUCATIONST LATIN'AMERICA; MEXICO CITY BINATIONAL CENTER

AB - THE LATIN AMERICAN EXPERIENCE IN TEACHING ENGLISH TO SPEAKERS OF

OTHER LANGUAGES (TESOL) DIFFERS FROM THE UNITED STATES EXPERIENCE

2. -' IN A NUMBER OF WAYS, IN LATIN AMERICA, THE NATIVE LANGUAOf IS,

SPANISH OR\,PORTUGUESE. AND STUDENT BACKGROUND IS MUCH MORE

OFTEN LIES OUTSIDE THE REALM OF THE GOVERNMENTAL EDUCATIONAL

HOMOGENEOUS. T.

4OL BEGAN EARLIER IN LATIN AMERICA'AND THE WEEP

THERE IS GREATER. EFJECTIVE TESOL INSTRUCTION IN LATIN AMERICA

,

WHICH RECEIVE SUPPORT FROM THE UNIIED.STATES GOVERNMENT. TEACHERSYSTEM. AND MUCH OFII IS ACCOMPLISHED THROUGH BINATIONAL CENTERS

PREPARATION IS NOT,AS SOPHISTICATED. AND,TEACHING PROCEDURES ARE 4

OFTEN BASED ON PRAGMATISM RATHER THAN LINGUISTIC THEORY. THE

TEACHERS OF ENGLISH TO SPEAKERS4OF OTHE LANGUAGES SHOULD ORGANIZE

A DEPARTMENT FOR TEACHING ENGLISH TO SPEAKERS OF SPANISH (TESS)

AND SHOULD DESIGN PROGRAMS FOR THAT PARTICULAR AREA. THE

ORGANIZATION SHOULD BROADEN*ITS SCOPE ANO NOT LIMIT ITSELF TO

PROBLEMS OF AMERICAN TEACHERS OR JO STUDENTS IN THE UNITED ,

STATES. (VM)-

e ,

4

62


AN - ED054662CHAN- FL002485TI - H-200 PLUS FIVE.AU - RAMIREZ. ALFONSO R.PD - 6 MAR 71NO - 6P.: SPEECH PRESENTED AT THE FIFTWANNUAI TESOL CONVENTION. NEW

ORLEANS. .1A... MARCH 6. 1971- RIE72JAN

PR - EDRS PRICE MF-$0.65 HC-$3.29IT - *AUDIOV .JSUAL AIDS: BILINGUAL EDUCATION: *CLASSROOM IIKATERIALSIT - CURRICULUM DEVELOPMENT: ELEMENTARY-EDUCATIONIT - *.ENGLISH (SECOND LANGUAGE): FILMSTRIPS: FLES: FLES MATERIALSIT. - LANGUAGE INSTR : LANGUAGE PATTERNS:.LANGUAGE SKILLSIT - ORAL EXP ON: PATTERN DRILLS (LANGUAGE): ',PRIMARY GRADESIT - REINFORCEMENT: SECOND LANGUAGE LEARNING: SPANISH SPEAKINGIT - TEST CONSTRUCTIONST PROJECT H-200: REGION ONE CURRICULUM KIT: ROCKAB - PROJECT H-200 IS A SERIES OF ENGLISH-AS-AuSECOND:LANGUAGE (ESL)

'LESSONS FOR THE PRIMARY GRADES. TO SUPPLEMENT DIRECT LANGUAGEINSTRUCTION BY THE PROJECT H-200 CLASSROOM TEACHER. TWOMECHANICAL AIDS HAVE BEEN DEVISED. THESE UNITS ARE gESIGNEp TOREINFORCE THE LANGUAGE PATTERNS THAT THE CHILDREN LEARN IN THEDAILY LESSON. ONE TYPE PROJECTS A FILMSTRIP WHICH IS ADVANCEDAUTOMATICALLY- AND INAUDIBLY BY THE ACCOMfANYINP RECORDING.STORIES INTERESTING TO SMALL CHILDREN HAVE.BEEN ADAPTED FOR THISMACHINE. SONGS AND LANGUAGE DRILLS ACCOMPANY EACH STORY. EACHSTORY HAS A SPANISH AND ANN- ENGLISH VERSION. THE OTHER UNIT. WHICHPLAYS BACK A SIX-SECOND RECORDING ON INDIVIDUAL. ILLUSTRATEDCARDS. PERMITS ENDLESS REPETITIONS OF EACH RECORDED UTTERANCE BUTDOES NOT GUARANTEE A FIXED SEQUENCE OF ILLUSTRATIONS AND SOUNDS.

~'ADDITIONAL ACTIVITIES. SONGS. AND GAMES HAVE ALSO BEEN CREATED.TESTING HAS BEEN MODIFIED INTO A TELEPHONE-CIRCUIT ARRANGEMENTWITH THE EXAMINER AND TAPE RECORDER. THE SUBJECT. AND A THIRDPARTY. THIS SYSTEM PERMITS THE:EXAMINER TO ASK THE SUBJECTQUESTIONS THAT ARE PERFECTLY NORMAL AND AVOIDS UNNATURALSTATEMENTS SUCH AS "ASK ME WHAT MY NAME IS." (VM)

AN ED053587'CHAN- FLO02359TI PLANNING CURRICULUM FOR BILINGUAL EDUCATION PROGRAMS:

KINDERGARTEN THROUGH GRADE 02.AU LEVENSON. STANLEYPD - 5 MAY 71NO 13P.: PAPER PRESENTED AT THE FIFTH ANNUAL TESOL CONVENTION. NEW.

ORLEANS, LA... MARCH 5, 1971IS - R1E7IDECPR EDRS PRICE MF-$0.65 HC-$3v2.IT - ACADEMIC ACHIEVEMENT: BICUtTURALISM: *BILINGUAL EDUCATIOIT - BILINGUAL TEACHER AIDES:.CURRICULUM DEVELOPMENTIT *CURRICULUM PLANNING: EDUCATIONAL OBJECTIVES; ELEMENTARY SCHOOLSIT EXPERIMENTAL CURRICULUM FEDERAL, AID: INTERCULTURAL PROGRAMSIT - -LANGUAGE DEVELOPMENT: *LANGUAGE SKILLS1 *M3E MCAN.AMERICANS

6

MEXICAN AMERICAN WOMAN CURRICULUM MATERIALa

IT 'RESOURCE TEACHERS: SECONDARY SCHOOLS: SELF CONCEPT

IT - SPANISH SPEAKING: 'SPLECHES

ST - .'PROJECT FRONTIER: SAN DIEGO COUNAS'; THIS SPEECH PROVIDES AN OUTLINE/OF E PLANNING PROCEDURE'AND-

FRAMEWORK FOR THE CURRICULUM USED IN HE.BILINGUAL EDUCATION

PROGRAM. PROJECT FRONTIER. 'AT CHULA VISTA. CALIFORNIA. IT

EXPLAINS THE GOALS OF THE PROJECT WHICH IS.GRAQUALLY BEING

'EXPANDED TO ALL GRADE LEVELS, AND IT,DESCRIBES HOW THE GOALS'8E

INTERWOVEN INTOLA FRAMEWORK MADE UP OF'UNITS OF LEARNING AT ANY`,.,

ONE'LEVEL. A DIAGRAM SHOWING THE FRAMEWORK £S'INCLUDED ALPNG4IITH

A CHART SHOWING THE STEPS FOLLOWER IN THE CURRICULUM DEVELOPMENT.

A BIBLIOGRAPHY IS INCLUDED. (VM) .

PAGE 55

AN 0052855CHAN- RC005391TI - EVALUATION OF THE SECOND YEAR (1968.1969) OF THE SUSTAINED

PRIMARY PROGRAM FOR BILINGUAL STUDENTS IN THE LAS CRUCES. NEW

MEXICO 'PUBLIC SCHOOL SYSTEM..

CORDOVA. IGNACIO R.; AND OTHERS

PD - JON 70NO .- 118P.IS - RIE71NOV

. PR - EDRS PRICE MF-$0.65 HE NOi AVAILABLE 4.Rpm EDRS.

AV LAS CRUCES ELEMENTARY SCHOOL BILINGUAL PROGRAM. LAS CRUCES SCHOOL

DISTRICT NO. 2. LAS CRUCES. NEW MEXICO 880b1 ($5.00)

It - 'ACHIEVEMENT .GAINS: 4-85,INGUAL EDUCATION: CULTURAL PLURALISM

IT - CURRICULUM DEVELOPMENT: GRADE 1; GRADE 2: NTELLIGENCE

IT - KINDERGARTEN; LANGUAGE SKILLS; ,MEXICAN AMERICANS ,

IT PARENT PARTICIPATION: ,RRIMARY GaDES: SELF CONCEPT

IT '- 'SPANISH SPEAKINGCYEAR ROUND SCHOOLS 3

' ST ' LAS'CRUCES: NEW MEXICOAB EVALUATING THE 2ND-YEAR K-3 BILINGUAL.PROGRAM1P 4 ELEMENTARY

SCHOOLS, THIS DOCUMENT ASSESSED (1) THE INCREASE IN'ACHIEVEmENT

LEVEL OF SPANISH-SPEAKINGPUPILS THROUGH USE OF A SUSTAIN K -3

PROGRAM :. (2) THE STUDENT ACHIEVEMENT LEVEL BETWEEN BILINGUAVIND

MONOLINGUAL PROGRAMS; (31 THE INVOLVEMENT OF SPANISH-SPEAKING

PARENTS AS ADVISORS AND LEARNERS: (4) WHETHER A 12-MONTH,200-DAY

'SCHOOL YEAR SERVES THE LeARNEWSETTER THAN A 180-DAY REGULAR

SCHOOL YEAR: (5) THE INCREASE IN MEASURABLE MENTAL ABILITIES OF

SPANISHCULTURAL/LINGUISTIC-BACKGROUND CHILDREN: ,(6) THE

ENHANCEMENT OF POSITIVE FEELINGS OF STUDENT SELF- WORTH: (7) THE -

.DEVELOPMENT OF SKILLS"FOR BILINGUALBICULTURAL INTERACTION; AND

(8) A SCHBOt--CURRIC.ULUM WHICH UTILIZED THE CULTURE AND LANGUAGE

OF SPANISH-BACKGROUND PUPILS. TWO EXPE9IMENTAL GROUPS AND A

CONTROL-GROUP- WERE EVALUATED VIA APPROPRIATE FORMS OF THE

CALIFORNIA SHORT-FORM TEST OF MENTAL ABILITY AND,THE METROPOL

READINESS AND ACHIEVEMENT TESTS, AND 4 OTHER LNSTRUMENTS, AMONG

THE CONCLUSIONS. IT WAS FOUND THAT FEMALES MADE GREATER GAINS

THAN MALES IN LANGUAGE GROWTH, READING, AND NUMERICAL REASONING';

THE CONTROL GROUP MADE SIGNIFICANT GAINS IN GRADEJ BUT NOT GRADE

2; SUMMER INSTRJJCTION APPEARS VALUABLE FOR BIONGVAL STUDENTS IN

READING, WORD KNOWLEDGE', AND ARITHMETIC; AND PUPIL'ADJUSTMENT AND

PARENTAL-SCHOOL CONTACTS WERE INSIGNIFICANT.-FOUR VALUATION

ais

/

I

4.


INSiRUMENTS'ARE APPENDED. NOT AVAILAB-LE IN HARD COPY DUE TOMARGINAL LEGIBILITY OFORIGINAL DOCUMENT. (MJB)

AN ,- ED052652CHAN- FL002380TI - FACTORS TO BE CONSIDERED IN DESIGNING AN INSTRUCTIONAL PROGRAM IN

ENGLISH FOR SPANISH SPEAKERS.AU - MOLINA, HUBERTRD - 5 MAR .71NO - 12P.; PEPE'R PRESENTED AT THE FIFTH ANNUAL TESOL CONVENTION, NEW

ORLEANS,.LA., MARCH 5. 1971IS - RIE7INOV

.PR - EDRS PRICE MF-$0.65 HC-$3.29IT - ADULT EDUCATION:COUR$E CONTENT...cULTURAL EDUCATIONIT - 'CURRICULUM DEVELOPMENT: .ENGLISHs(SECOND LANGUAGE)IT INSTRUCTIONAL IMPROVEMENT: *INSTRUCTIONAL MATERIALSIT - LANGUAGE PROGRAMS; MOTIVATION; NON ENGLISH SPEAKINGIT - SECOND LANGUAGE LEARNING: *SPANISH SPEAKING: STUDcNT NEEDSIT - SYNTAX: 'TEACHING METHODS '

AB 1HE DESIGN FOR AN INSTRUCTIONAL PROGRAM WHOSE OBJECTIVE IS,r

THEACQUISITION Of,ENGLISH MUST BE VIEWED WITHIN WIDE PARAMETERS. THEDIMENSIONS DISCUSSED ARE THOSE THAT MUST BE ACCOUNTED FQR BY ADESIGNER OF MATERIALS APPROPRIATE FOR PARTICULAR LEARNERS. THESE ,

PARAMETERS ARE DISCUSSED TO MAKE TEACHERS AWARE OF WHAT TO-LOOKFOR AND WHAT KINDS OF RESULTS TO EXPECT FROM MATERIALS. THEMONUMENTAL TASK OF PRESENTING PRECODING AND ENCODING INFORMATIONTO A LEARNER MAKES IT NECESSARY TO ORGANIZE AND REDUCE THISINFORMATION TO DIMENSIONS THAT CAN REASONABLY- BE TAUGHT IN THECLASSROOM. THE PAPER POINTS OUT THAT 4HE BABWFOR THE SELECTIONOF INFORMATION THAT COMPRISES A LEARNER'SDIALECT' IS CONCERNED.wirli WHAT THE LEARNER.MUST KNOW TO BEGIN TO FUNCTION IN ADIFFERENT.CULTURE AND STRATEGIES BY WHICH TO ADD TO SUCHINFORMATION. (AUTHOR) .

AN - ED050875CHAN RC005308 .. . . .

TI - REPORT OF SURVEY FINDINGS: ASSESSMENT:OF NEEDS OF BILINGUALEDUCATION PROGRAMS.

.OS - NATIONAL CONSITIA FOR BILINGUAL EDUCATION, FORT WORTH, tEX.PD' JUN.71 -

,

NO - 86P.IS - RIE7ISEP r

, Ai ....

OPR EDRS PRICE MPI$0.65 RC-$3.29c IT - 'AMERICAN INDIANS; BILINGUAL EDUCATION; CPINESE '

IT - COMMUNITY INVOLVEMENT; CURRICULUM DEVELOPMENT; 'EDUCATIONAL NEEDSIT 46INSTRUCT4ONAL MATERIALS; *INSTRUCTIONAL PROGRAMS,

; If MEXICAN AMERICANS; *NATIONAL SURVEYS; PORTUGUESEIT ,*.4PAN,ISH $PEA1HING; STAFF IMPROVEMENT; TEACHER CHARACTERISTICS

tiST - *E16LEMENTARY,SZCONDARY EDUCATION ANAB INFORMATION FROM ALL TITLE VII BILINGUAL EDUCATION PROJECTS IN

rtEXISTENCE COMPRISES THIS REPORT B( THE NATIONAL CONSORTIA FOR

. -----......_

' . 65

.


BILINGUAL EDUCATION. WHICH WAS SET UP (1) fo ASSESS MAJOR NEEDS

OF BILINGUAL EDUCATION PROGRAMS ACROSS THE NATION IN'TERMS OFCURRICULUM-RELATED MAIERIALS AND (2) TO IDENTIFY. TEST. AND/OR

DESIGN MATERIALS FOR BROAD DISSEMINATION. IN KEEPING WITH THEFIRST OBJECTIVE. THIS DOCUMENT PRESENTS A DESCRIPTION OF THEASSESSMENT-OFNEEDS PROCESS. A DESCRIPTION OF THE LEARNERS AND

,THEIR ENVIRONMENTS, A DISCUSSION OF PRELIMINARY MATCHING OF

MATERIALS NEEDS AND PRODUCTS, EXPLORATION OF THE UNMET MATERIALS

NEEDS. AND AN ENVIRONMENTAL MODEL FOR MATERIALS PACKAGING. THEFOREGOING INFORMATION WAS OBTAINED MAINLY BY MAILOUT, TELEPHONE.ANb ON-SITE VISITATION SURVEYS. NINE TABLES AND 6 FIGURES AREINCLUDED. A RELATED DOCUMENT IS RC 005 322. (MJB)

AN. -.ED050652CHAN- FL002254TI - AN EVALUATION OF THE EDC ROLE IN THE BILINGUAL TRANSITIONXL,

CLUSTERS OF THE'BOSTON PUBLIC SCHOOLS.AU CLINE, MARVIN G.; JOYCE. JOHN F.OS 0 EDUCATION DEVELOPMENT CENTER, INC.. NEWTON, MASS.

PD - JAN 71NO - 88P.IS - R/E71SEPPR - EDRS PRICE MF$0.65 HC-$3.29SPO - OFFICE OF EDUCATION (DHEWI. WASHINGTON. D.C. BUREAU OF RESEARCH.

,CG - OEC-1-7.062805-3963BN - BR-6' -2805IT - *BILINGUAL EDUCATION; BILINGUAL SCHOOLS; BILINGUAL TEACHER AIDES

zLT - *CURRICULUM DEVELOPMENT; EDUCATIONAL PLANNING: EDUCATIONAL POLICY

IT - INSTRUCTIONAL DESIGN; INSTRUCTIONAL PROGRAM DIVISIONS

It - INSTRUCTIONAL STAFF: ,LANGUAGE INSTRUCTION: LANGUAGE PROGRAMS

IT. - NON ENGLISH SPEAKING; 1PROGRAIV DESCRIPTIONS: *PUERTO RICANS

IT - *SPANISH SPEAKINGAB THE REPORT DOCUMENTS THE EARLY STAGES AND REFLEOCIONS OF-SOME OF

THE INITIAL STAFF OF THE BOSTON BILINGUAL CLUSTERS PROGRAMDESIGNED FOR PUBLIC SCHOOL INSTRUCTION FOR PUERTO RICAN IMMIGRANTCHILDREN. CONCEIVED AS A TRANSITIONAL EDUCATIONAL EXPERIENCE, THE

PROGRAM SEEKS TO EFFECT THE DIAGNOSIS AND REMEDIATION OP SCHOOL

PROBLEMS AND UNMET NEEDS IN THE SYSTEM. THE PROBLEMS OF

ESTABLISHING A BILINGUAL TRANSITIONAL SCHOOL AND REACTIONS OF THE

STAFF OF THE-BOSTON BILINGUAL CLUSTERS ARE DISCUSSED, INCLUDED IN

.,THE REPORT ARE REMARKS BY THE HEAD TEACHER. STAFF. AND TEACHER

AIDES. APPENDIXES CONTAIN ASSESSMENT ,INSTRUMENTS, INTERVIEWQUESTIONS. AND REPORTS ON TEACHER AIDE WORKSHOPS. (RL) .

661

4..

I

MEXICAN AMERICAN WOMAN CURRICULUM MATERIALPAGE -58

AN ED044949CHAN- FL001921TI - SPANISH CURRICULUM GUIDE: LEVELS IV AND I AND IV/V COMBINATION..

AU - KENNEDY, DORA F.; AND OTHERS *

OS - PRINCE GEORGE'S COUNTY BOARD 9F EDUCATION, UPPER MARLBORO MD.

PD 70NO- - 247P.IS - RIE71APRPR - EDRS PRICE MF-$0.65 HC-S9.87IT ADVANCED PROGRAMS: cutps CULTURAL STUDIES: CURRICULUM DESIGNIT - *CURRICULUM GUIDES: LANGUAGE GUIDES: LANGUAGE INSTRUCTIONIT LANGUAGE SKILLS: LATIN AMERICAN CULTURE: MODERN LANGUAGESIT --*SECONDARY EDUCATION: SECOND LANGUAGE LEARNINGIT - SOCIOCULTURAL PATTERNS: SOCIOECONOMIC BACKGROUND: *SPANISH

IT SPANLSH CULTURE. STUDENT DEVELOPED MATERIALS; STUDENT MOTIVATIONAB - THIS GUIDE. PRODUCED BY TEACHERS AND STUDENTS. DEPARTS FROM THE

TYPICAL APPROACH 61'0 LANGUAGE STUDY IN THAT THE COURSES ARE BASED.NE/THER ON A SEQUENTIAL PROGRESSION OF SUBJECT MATTER NOR ON A '

CHRONOLOGICAL.VIEW OF LATIN AMERICAN HISTORY. THE PRIMARYOBJECTIVE IN THE PLANNING FOR BOTH LEVELS OF INSTRUCTION IS TODEVELOP SOCIOCULTURAL AITERARY AWARENESS THROUGH A VARIETY OFSTUDENT-CENTERED ACTIVITrET. SECTIONS OF THE GUIDE INCLUDEMATERIAL ON COURSE DESCRIpTIONS.'INSTRUCTIONA4 MATERIALS,CONVERSATION. GRAMMAR. CLASS. PROJECIS.-POETRY. LETTER WRITING.

0 COWUNITr INVOLVEMENT. INDEPENDENT STUDY, AND VARIOUS REFERENCEMATERIALS IN ENGLISH AND SPANISH INCLUDING A PROFESSIONALBIBLIOGRAPHY. THE SCOPE OF THE COURSE FOCUSES ON THE CONTEMPORARYLATIN AMERICAN WORLD AS IT IS VIEWED THROUGH THE LITERATURE ,OFSOCIOLOGY. SOCIAL PSYCHOLOGY. POLITICS AND GOVERNMENT. ECONOMICS.AND CONTEMPORARY LITERATURE. A FUNCTIONAL APPROACH IS TAKEN INTHE DEVELOPMENT OF LANGU E SKILLS.-(RL)

AN 0043708CHAN, UD010656

'111 BILINGUAL EDUCATION PROGRAM EVALUATION REPORT, 1969-1970.AU BORTIN. BARBARA H.OS' MILWAUKEE. PUBLIC SCHOOLS. WIS.PD t AUG 70NO -'128R.IS RIE71FEBPR - EDRS PRICE MF-$0.65 MC-$6.58AV DEPARTMENT OF EDUCATIONAL RESEARCH AND PROGRAM ASSESSMENT,

MIINIAUKEE PUBLC SCHOOLS. P.O. DRAWER 10K, MILWAUKEE, WIS. 53201IT *BILINGUAL EDUCATION; BILINGUAL STUDENTS: BILINGUAL TEACHERSIT *CURRICULUM DEVELOPMENT; EI:EMENTARY SCHOOL STUDENTSIT ENGLISH (SECOND LANGUAGE); MIGRANT YOUTH: *PROGRAM EVALUATION

fIT SCHOOL COMMUNITY RELATIONSHIP: SECONDARY SCHOOL STUDENTSIT SELF CONCEPT: SPANISH SPEAKINGST - ELEMENTARY SECONDARY EDUCATION ACT: ESEA TITLE I PROGRAMSST ESEA TITLE VIII PROGRAMS; *WISCONSINAB THE MILWAUKEE BILINGUAL PROGRAM WAS INITIATED IN SEPTEMBER, 1,969

ANO,FUNDED UNDER ESEA TITLES VII AND I AND UNDER MILWAUKEE PUBLIC

67

11'

MEXICAN AMERICAN WOMAN CURRICULUM MATERIAL.PAGE 59

SCHOOLS' LOCAL FUNDS TO DEVELOP A CURRICULUM TAUGHT 111 BOTH'

SPANISH AND ENGLISH IN ORDER TO PREVENT THE HINDERING OF LEARNING

AND LOWERING OF SELF-ESTEEM OFTEN EXPERIENCED BY NEWLY ARRIVED OR

RECENTLY ARRIVED PUPILS OF LATIN - AMERICAN HERITAGE. ORAL AND

WRITTEN COURSE WORK WAS ?RESENTED IN SPANISH AND ENGLISH BY A0(

eBILINGUAL STAFF: MAINLY LATIN AMERICANIPFIRST GRADE PUPILS

LEARNED TO READ IN THEIR MOTHER TONGUE: READING IN.THE OTHER

LANGUAGE BEGAN IN Tmg SECOND SEMESTER. THE CURRICULUM WAS EVOLVED

'THROUGH A SEARCH FOR'EXISTING BILINGUALMATERIALS AND STAFF '

DEVELOPMENT OF NEW MEDIA. PARENTS AND GOMMUNIT4 WERE REPRESENTED -

BY MEMBERS OF AN ADVISORY COMMITTEE WHICH MET REGULARLY WITH THE

PRCWECT DIRECTOR. DURING THE SCHOOL YEA ; A TOTAL OF 256 PUPILS

PARTICIPATED 4T VARIOUS TIMES. THERE WER '125 COMPARISON PUPILS

IN THREE OF THE FO)JR SCHOOLS. FINDINGS A, THE ELEMENTARY LEVEL AT

THE END OF THEYEAR CONCLUDE THAT KINDERGARTEN BILINGUAL PROGRAM

AND COMPARISON PUPILS DID NOT DIFFER 14tCHIEVEMENT. AS MEASURED

. HOWEVER. ORAL ENGLISH TESTS INDICATED 45 TO 85 PERCENT .BY THE TEST OF GENERAL AGILITY AND THE METROPOLITAN READINESS

4ESS

'''''

IMPROVEMENT BY THE END'OF THE YEAR I'4 THE BILINGUAL *TNDERGARTEN.

FIRST, AND SECOND GRADES. (JM)S

o ' .---.,)

AN - ED040639CHAN- FLO01866 '

_

TI - A PROGRAM OF HISPANIC STUDIES FOR .THE COLLEGE'STUDENT.

AU- - LONDON, GARDINER H.: MEA ROBERT G.. JR.

;IIOS - AMERICAN ASSOCIATION OF T ACHERS OF. SPANISH AND PORTUGE$E.

( OS - MODERN LANGUAGE ASSOCIA N 04,AMERICA. NEW YORK, N.Y..

SO - HISPANIA; V44 N2 P383-406 MAY 11.9... PD - MAY 61

,1\ ....

NO - 23P. .

IS - RIE7ONOV .

PR - EDRS PRICE MF-$0.65 HC NOT AVAILABLE FROM EDRS.

I - COLLEGE STUDENTS; *CURRICULUM DESIW.CURRICULUM4GUIDES

I

T*%%\

T - EDUCATIONAL COUNSELING: 'LANGUAGE INSTRUCTION: LITERARY CRITICISM

IT'' LITERARY GENRES: LITERARY HISTORY:'LITERARY INFLUENCES

IT -.LITERATURE: LITERATURE PROGRAMS: MODERN LANGUAGES: PORTUGUESE

IT - ROMANCE LANGUAGES; SECOND LANGUAGE LEARNING: i'SPANLSH

IT - SPANISH CULTURE: SPANISH LITERATURE; *TEACHER EDUCATION

IT TEACHER QUALIFICATIONS-

A8' - IN THIS PAPER ON HISPANIC STUDIES. SEVEN MADOR AREAS OF THOUGHT

ARE DEVELOPED. THE,CLASSIFICATION;Or MATERIAL INCLUDES: (1) THE

SPANISH MAJOR IN TODAY'S WORLD. (2) LEARNING THE LANGUAGE. (3)

HISTORY AND THE STRUCTURES OF THE LANGUAGE. (4) LITERATURE AND

LITERARY SCHOLARSHIP. (5) SPANISH PENINSULAR LITERATURE,40/'

SPANISH AMERICAN LITERATURE, AND (7)PORTUGUESE AND BRAZILIAN

STUDIES. FREQUENT REFERENCE IS MADE TO- SPECIFIC LITERARY TEXTS.

AN APPENDIX CONTAINS THE 1959 GUIDELINES OF THE MODERN LANGUAGE

ASSOCIATION OF AMERICA ON QUALIFICATIONSZTEACHERS'OF,MODERNFOREIGN LANGUAGES. (RL) m

to

.7

68

aNMEXICAN AMERICAN WOMAN CURRICULUM MATERIAL

PAGE 60

AN - ED040032CHAN- RE002830TI - THE SOMERTON STORY: TEACHING SPANISH SURNAME CHILDREN.

AU - SKINNER. JANNPO - MAY 70NO - 61r.' PAPER PRESENTED AT THE INTERNATIONAL READING ASSOCIATION

CONFERENCE. ANAHEIM, CAL.. MAY 6-9. 1970

IS RIE700CTPR - EDRS PRICE-MF-$0.65 HC-$3.29

IT - BILINGUAL STUDENTS::1CURRICULUM DEVELOPMENT

-IT =-1-ENGLISH ISECOND LANGUAGE): INSERVICE PROGRAMS

IT *INSERV10E.TEACHER EDUCATION: LANGUAGE EXPERIENCE APPROACH

. IT LANGUAGE LEARNING LEVELS:' *MIGRANT CHILD EDUCATION

IT - *SPANISH SPfAKING: SUNNIER SCHOOLS: UNIT PLAN

AB - A SUMCER-SCHOOL PROJECT WHICH WAS DESIGNED TO REORIENT T,HETEACHERS AND THE CURRICULUM TO MORE SUCCESSFULLY PROVIDE FOR

INDIVIDUAL NEEDS WAS,DESCRIBED. THIS PROJECT WAS BASED ON THE

PHILOSOPHY THAT SINCE THE MIGRANT CHILD'S SOCIAL AND LANGUAGEPATTERNS ARE DIFFERENt FROM THOSE OF THE MAINSTREAM OF AMERICA .

AND SINCE THESE DIFFERENCES WERE COMMON FOR 85 PERCENT OF THE

POPULATION OF THE SOMERTON SCHOOL. THE SCHOOL AND NOT THE CHILD .

SHOULD BE CHANGED. TEACHERS ATTENDED GRADUATE COURSES AND ;AUGHT

IN THE SUMMER PROGRAM WHERE THE PUPIL-TEACHER RATIO WAS SMALL.

THE UNIT APPROACH WAS USED BECAUSE IT CORRELATED LANGUAGE ANDREADING PROGRAMS WITH THE CONTENT AREAS. FLEXIBLE GROUPINGON THE

BASIS OF READING LEVELS AND/OR INTERESTS 'WAS USED. AND THELANGUAGE-EXPERIENCE APPROACH WAS INTRODUCED TO BEGINNING READERS.

.TRAINING IN DIAGNOSTIC SKtLLS WAS PROVIDED THE TEACHERS: A NUMBER

OF TESTS WERE USED. ALSO. AN ENGLISH AS A SECOND LANGUAGE PROGRAM

(ESL) WAS INCORPORATED AT ALL LEVELS--KINDERGARTEN THROUGH GRADE

8. AND SPECIAL PROGRAMS IN HOME ECONOMICS. SHOP. PHYSICAL

EDUCATION, ART. AND MUSIC WERE ALSO PROVIDED. (CM)

AN - ED039527 41.

CHAN- AL002428TI - BILINGUAL SCHOOLING IN THE UNITED STATES.

AU. ANDERSSON, THEODORE: BOYER% MILDRED

OS SOUTHWEST EDUCATIONAL DEVELOPMENT LAB.. AUSTIN, TEX.

PD dAN 70 -

NO - 589P.: 2VOLS,.IS RIE700CTPR - EDRS-PRICE Mr-$0.65 HC NOT AVAILABLE FROM EDRS.

AV SUPERINTENDENT OF DOCUMENTS. U.S. GOVERNMENT PRINTING OFFICE.

WASHINGTON: D.C. 0402 ($6.00- PER SET OF 2 VOLUMES. SOLD IN SETS

ONLY)SPO OFFICE OF EDUCATIO (DHEW):WASHINGTON. D.C. BUREAU OF RESEARCH.

CG OEC-4 -7-A62113-3072BN 'BR-6-2113 °

_IT - ANNOTATED &IBLIOGRAPHIES: *BILII4UAL EDUCATION: *BILINGUALISM

IT - *BILINGUAL SCH0004, BILINGUAL STUDENTS: BILINGUAL TEACHER AIDES

IT - BILINGUAL TEACHERS: CURRICULWDEVELOFMENT: DEMOGRAPHY

IT - *ENGLISH (SECOND'I.ANGUAGE): ETHNIC GROUPS; HISTORY--

.69

V

MEXICAN AMERICAN WOMAN CURRICUL

ps

MATERIAL.PAGE 611

IT - LINGUISTIC THEORY; NATIONAL SURVEYS: *PROGRAM DEVELOPMENTIT - REFERENCE MATERIALS: SOCIOLINGUISTICS: SPANISH SPEAKINGIT - TEACHING METHODSAB - THIS NO-VOLUME MONOGRAPH ON. BILINGUALISM. A "MAJOR, VIRTUALLY

UNTAPPED NATIONAL RESOURCE." IS BASED ON THREE EXTENS,I,VE FIELDTRIPS TO CURRENT BIL1NGpAL .PROGRAMS: (1) IN THE NORTHWEST AS FARNORTH AS BARROW. ALASKA; (2) THE SOUTHWEST AND HAWAII; AND (3)FROM DADE COUNTY, FLORIDA. NORTH THROUGH WASHINGTON. NEW YORK.NEW ENGLAND. AND INTO CANADA. IN ADDITION. ALMOST ALL THEBILINGUAL PROGRAMS IN TEXAS WERE VISITED. THIS STUDY PRESENTS A.HIS/ORY OF BILINGUAL SCHOOLING. BOTH IN THE UNITED STATES AND INOTHER PARTS OF THE WOAD: AcTERNATIVE CONCEPTSOF BILINGUALSCHOOLING: SAMPLE culmicpium MODELS; IMPLICATIONS'FOR EDUCATIONAND SOCIETY: AND AN OUTLINE OF NEEDS. AS RELATED TO ACTION ANDRESEARCH. VOLUME i INCLUDES AN 870-PAGE ANNOTATED BILB/OGRAPHY'WITH INDEX. AND AN INDEX OF TERMS. VOLUME II CONTAINS APPENDEDDATA ON THE BILINGUAL EDUCATION ACT; DRAFT GUIDELINES TOTHEBILINGUAL EDUCATION PROGRAM; DEMOGRAPHIC DATA: NOTES ONIMMIGRATION LEGISLATION: A TYPOLOGY OF BILINGUAL EDUCATION;SOCLO-HISTORICAL NOTES ON BILINGUALISM IN THE'UNITED STATES,DESCRIPTIONS OF NON-ENGLISH SPEAKING ETHNIC GpOUPS IN THE UNITEDSTATES: A DIRECTORY OF PERSONS. ORGANIZATIONS, AND SOURCES OFTEACHING MATERIALS: NAMES AND ADDRESSES OF USOE'BILINGUAL-DESIGNPROJECT ADVISORY COMMITTEE MEMBERS: AND A LIST OF INVITED GUESTAT THE CONFERENCE ON BILINGUAL SCHOOLING IN NORTHLAKE. ILLt (AMM)

AN - EJ032343CHAN- EA501096,TI - CURRICULUM AND MATERIALS FOR-BILINGUAL...BICULTURAL EDUCATIONAU - RIVERA. FELICIANO; CORDOVA, HECTOR L.SO - NATIONAL ELEMENTARY PRINCIPAL; 5Q; 2: 56-61P6' - NOV '70IS -CIdE71IT BICULTURALI5M; *BILINGUAL EDUCATION; BILINGUAL SCHOOLSIT - BILINGUAL STUDENTS: BILINGUAL TEACHERS; CURRICULUM DEVELOPMENT,IT *CURRICULUM PLANNING: MEXICAN AMERICANS; SPANISH AMERICANSIT SPANISH CULTURE; SPANISH SPEAKING

AN EJ0321170 'CHAN- EA501097T1 -.% THE SPANISH CURRICULA DEVELOPMENT CENTER

. \\; 1.

A

AU ROBINETT. RALPH F.'SO NATIONAL ELEMENTARY PRINCIPAL; 50.; 2, 62.63PO NOV '70 u,

,

IS CIJE71 .

IT *BILINGUAL EDUCATIONBILINGUAL STUDENTS'; stURUCULUM DEVELOPMENTIT CURRICULUM PLANNING; 'ELEMENTARY SCHOOL CURRICULUM ,...

IT MEXICAN AMERICANS; .muLTImpa INSTRUCTION; -SPANISH AMERICANS . .

IT SPANISH CULTURE: SPANISH 'SPEAKINGAB THE OE SPONSORED SPANISH CURRICULA DEVELOPMENT CENTER PLANS TO '

PRODUCE. FIELD TEST, AND REVISE 48 MULTIDISCIPWARY. MULTIMEDIA ".-

. . . . .+1,

' PAGE 62


TWO-WEEK UNIT CURRICULA KITS -- 16 FOR FIRST GRADE,.16 FOR SECOND

GRADE, AND 16 FOR THIRD GRADE.> CONTAIN MATERIALS FOR TEACHERS

'AND FOR PUPILS. (a)

. AN - E6037494CHAN- 00009626T1 - DIVISION OF FEDERAL ASSISTANCE CONFERENCE. TITLE I ESEA. TITLE,II

ESEA.OS - OHIO STATEO.EPT. OF EDUCATION. COLUMBUS.

_

NO - 35P.IS - RIE7OJUL

A ,PR - EDRS PRICE MF-$0.65 HC-$3.29. 0

- AMERICAN INDIANS: *AUDIOVISUAL INSTRUCTIONIT - *COMPENSATORY EDUCATION; COUNSELING; CURRICULUM DEVELOPMENT

-IT - DISADVANTAGED GROUPS.; *FAMILY (SOCIOLOGICAL UNIT)

If - FEDERAL ,PROGRAMS: MEXICAN AMERICANS; MIGRANTS: NEGRO CULTURE

IT - RECRUITMENT; *RURAL POPULATION; SPANISH CULTURE; *URBAN SOIOOLS

ST; - APPALACHIA; ELEMENTARY SECONDARY EDUCATION ACT TITLE I.-PROGRAM

ST - ESEA TITLE II ..

AR - SPEECHES WIEN AT THIS CONFERENCE COVER THE 'FOLLOWING AREAS:TRENDp.IN ItAPLEMENTATION AND FUNDING STATUS OF TITLE I ,AND'TITLE

II PROGRAMS-OF THE ELEMOYARY AND SECONDARY EDUCATION ACT :'

°PROBLEMS OF DESIGNING PROGRAMS FOR THE URBAN DISADVANTAGED(RECRUI*ENT1CURRICULUM DEVELOPMENT. STAFF SELECTION. ANDSUPPORTIVE COUNSELING); THE.CULTURES OF RURAL DISADVANTAGEDAMERICAN INDIANS, NEGROES. SPANISH AMERICANS. APPALACHIANS, AND

THE AMISH; AND. MANPOWER AND FINANCIAL NEEDS OF MEDIA PROGRAMS.

5.

. 0,.,(KC)

)

., AN - ED036715 1

° N .OMAN- AC006439 -/,

TI - ADULT BASICEDUCATION. PRIORITIES AND.POTENTIAL. .

%AU ,= ADAIR. J. B., ED.

OS NORTH CAROLINA UNIV., RALEIGH. N.C. STATE UNIV. DEPT. OF ADULT

EDUCATION. -

.

:NI - pEP 69,

I NO .c.570.; REPORT ON THE SECOND NATIONAL LEADERSHIP ICONFERENCE ON ,

;ADULT ElAsic EDUCATION.. 4

A IS Alt70JUL. a.

.

_PR =-EDRS.R131,OE MF-$0%,,05 HC-$3,29,

I: IT *ADULT' BASICEOUCATION: COMPUTER ASSISTED INSTRUCTION,

IT - CURRICULUM DEVELOPMENT; DBMONST+ZATION PROJECTS

IT - 'DISADVANTAGED .GROUPS ;' !EDUCATIONAL METHODS . ' .

#

IT 'EDUCATIONAL OBJECTIVf9; IXPERIMENTALIPROGRAMS '

f- ' IT1NWAGENCY COOPERATION; JOB TRAIONG; MASS MEDIA; MIGRANTS

-. 46 IT "T SPANISH SPEAKING; SPECIALISTS; 'YOUTH ,- - ,

...,AB THIS CONFERENCE REPORT DEALS WITH THE ROLES AND ORADTIVES OF

-N% :), ,ADULT BASIC EDUCATION IN MANPOWER DEVELOPMENT: EDUCATIONAL

. ,. PERSONNEL AND TECHNOLOGY: EDUCATIONAL INNOVATION: AND'SPECIAL

&.

. s PROBLEMS. IN TE4CHING DISADVANTAGED ADULTS. OFFICE OF EDUCATION ,-

MEXICAN'AMERICAN WOMAN CURRICULUM MATERIAL

ACTIVITIES INVOLVING REGIONAL*UNIVERSItY RESOURCE SPECIALISTS AREDESCRIBED. AS IS THE LEARNING CENTER APPROACH TO PROVIDINGINDIVIDUALIZED ADULT INSTRUCTION. SPECIAL EXPERIMENTAL ANDDEMONSTRATIONPROJECT6 INCLUDE THE FOLLOWING; INTERAGENCYCOOPERATION THROUGH, THE APPALACHIAN ADULT BASIC EDUCATIONDEMONSTRATION CENTER (MOREHEAD STATE UNIVERSITY, KENTUCKY):*THE

'ADULT ARMCHAIR PROGRAM IN GHETTO HOMES IN PHILADELPHIA: ADULTMIGRANT EDUCATION IN FLORIDA; USE OF MASS MEDIA- WITH SPANISH'SPEAKING ADULTS IN ALBUQUERQUE; A PROGRAM IN NEW YORK CITY FORHEAD START PARENTS: PREPARING DISADVANTAGED YOUTH IN WASHINGTON.'D.C. FOR PERMANENT CIVIL SERVICE JOBS:' THE CENTER FOR,ADULT BASICEDUCATION LEARNING (CABEL) IN VIRGINIA: AN ORIENTATION PROGRAM INJOB TERMINOLOGY (COLUMBUS. OHIO); AND COMPUTED ASSISTEDINSTRUCTION CURRICULUM DEVELOPMENT AT NORTH (CAROLINA STATESUNIVERSITY. PROJECTS AND ADIAT BASIC EDUCATION TEACHER TRAININGINSTITUTIONS ARE LISTED. (LY)

AN - EJ028= 2 'CHAN-'VT501TI CONSUM S ON THE ALERTAU ro HAAS, MA HELEN: WOOD, MARCILESO -*AMERICAN V. ATIONAL-JOURNAL: 45: 8: 36-37

'PO - NOV '70IS - CIJE71IT - CONSUMER EDUCATION: CURRICULUM DEVELOPMENTIT -- ECONOMICALLY DISADVANTAGED: 'EXPERIMENTAL PROGRAMSIT - *LOW INCOME GROUPS; !SELF HELP PROGRAMS: SLOW LEARNERSIT - *SPANISH SPEAKINGAB A SELF-HELP PROGRAM FOR CHICANO'WOMEN. (EDITOR)

AN, - ED035335 , .i 'IP'' `

CHAN- FL001568 .

TI - TEACHING FOR CROSS-CULTURAL UNDERSTANDING. FOREIGN LANGUAGECURRICULUM*SERIES, PUBLICATION ,NO. 414. ,

AU iLADU. TORA TUVE: AND OTHERS .

OS NORTH CAROLINA STATE. BOARD OF EDUCATION, RALEIGH. DEPT, 'OF PUBLICINSTRUCTION. 1

PD - 68 ' .

NO - 152P.IS RIE70MAY

,

.. ,

PR -- EDRS PRICE MF-$0.65 HC-$6.584 . .

IT - ANNOTATED BIBLIOGRAPHIES; ART'EXPRESSION; CROSS CULTURAL STUDIES,IT CULTURE: CURRICULUM DEVELOPMENT; ECOLOGY; EDUCATIONAL OBJECTIVES 4*-IT - ENVIRONMENT; FAMILY (SOCIOLOGICAL'UNIT); *FRENCH ,,.-

IT - +LANGUAGE INSTRUCTION: LATIN AMERICAN CULTURE; gEpiluRce MATERIALS,

IT *SECONDARY.SCHOOLS: SECOND 4.ANGUAGE LEARNING; SOCIAL SYSTEMSIT SOCIOCULTURAL' PATTERNS; SPANISH,CULTURE:. STUDENT MOTIVATIONAB A SYSTEMATIC CROSS - CULTURAL STUDY OF FRENCH AND HI$PANIC CULTURES .

IS MADE IN.THREE MAJbR AREAS IN THIS GUIDE DESIGNED TO HELP -

INTEGRATE SOCIOCULTURAL SUBJECT MATTER INTO THE FOREIGN LANGUAGEINSTRUCTIONAL PROGRAM. HUMAN'NATVRE, SOCIAL RELATIONS, MAN AND

.MEXICAN AMERICAN WOMAN CURRICULUM MATERIAL 'tPACE 64

NATURE:TIME. °ANTS SPACE - -AS UNIVERSAL, PROBLEMS OF CULTURALORIENTATIONSERVE AS THE FOUNDATION FOR THE AUTHOR'S STRUCTURINGOF THE INVENTORY OF THE SOCIOCULTURAL SYSTEMS. FIRST.

"HISTORICAL* CULTURE IS PRESENTED INCLUDING VALUE SYSTEMS.

UNDERLYING ASSUMPTIONS OF FACT,. ART FORMS, LANGUAGE, ANDPARALANGUAGE AND KINESICS. THE UNIT ON SOCLAL STRUCTURE INVOLVES

THE FAMILY. LEISURE-TIME ACTIVITIES WIDE VARIETY OFMATERIAL RELATING TO EVERYDAY LIV G. FINALLY. THE SECTION ONECOLOGY RANGES FROM THE PHYSICA AND SOCIAL ENVIRONMENTS TOTECHNOLOGY. -AN ANNOTATED BIBLIO RAPHY OF BOOKS. PERIODICALS.PAMPHLETS, AND REPORTS IS PROVIDED. RL)

(AN - ED034904 '.

CHAN- U0003296TI - *ASSIMILATION. THRU CULTURAL UNDERSTANDING*. HOBOKEN. NEW JERSO.

A REPORT.'iiiu - BONDARIN. ARLEY

06 - CENTER FOR URBAN EDUCATION. NEW YORK. N.Y. PROGRAM REFERENCE

SERVICE.PD - AUG '69NO s- 64P.IS - RIE70APRPR - EDRS PRICE MF-$0.65 HC-$3.29SPO - OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C1:,DIV. OF INFORMATION:

TECHNOLOGY. AND DISSEMINATION.1.1 , *BILINGUAL TEACHER AIDES: *CURRICULUM DEVELOPMENT

IT - *ELEMENTARY SCHOOL STUDENTS: FEDERAL AID; LEARNING DISABItiT/ES

IT - NON ENGLISH SPEAKING: PUERTO RICAN CULTURE; PUERTO RICANS

IT SCHOOL ORIENTATION: "SPANISH SPEAKING; TEACHER EXCHANGE PROGRAMS

ST - *ELEMENTARY SECONDARY EDUCATION A; ESEA TITLE III PROGRAMS

ST HOBOKEN: NEW JERSEYAB - THIS ELEMENTARY AND SECONDARY EDUCATION ACT TITLE III PROJECT .

k AIMED AT ASSIMILATING FOREIGN BORN AND PUERTO-RICAN CHILDREN INTHE HOBOKEN. NEW JERSEY PUBLU SCHOOL SYSTEM. EIGHT PROGRAMS AREDESCRIBED: TWO-WEEK SIAFF VISITS.TO PUERTO-RICAN SCHOOLS, 'TEACHER

EXCHANGES BETWEEN HOBOKEN AND PUERTO RICAN SCHOOL! SYSTEMS.

INSERVICE COURSE FOR TEACHING STUDENTS WITH ENGLISH HANDICAPS,DEVELOPMENT OF SUITABLE INSTRUCTIONAL MATERIALS, HUMAN.RESOURCE"CENTER. DAILY ORIENTATION PROGRAMS. EXPERIMENTAL BILINGUAL 6,

CLASSESVAND- A BI LINGUALSTUDENT- AIDEPROGRAM

AN - EJ026574 ' .

CHAN- S0500157. _. -.

TI TNE;EbUOATIoN OF MEXICAN AMERICANS:'FALLACIES-OF THE MONOCULTURALAPPR, ACH ,

.

4U FEL . DELI, a ,SO - OC EDUC: 34; 6: A39-642PO -0 OCT '70

' IS ' CIJE70 . ,

IT *BICULTURALISM: CULTURAL DIFFERWES: CULTURAL INTERRcLATIONSHfOS

'IT *CURRICULUM DEVELOPMENT: 'MEXICAN AMERICANS; SOCW. STUDJES

73

/01 )AEXICAN AMERICAN WOMAN CURRICULUM MATERIALPAGE 65

VIF

Vft

IT - SPANISH SPEAKING: *TEACHER'ATTITUDE: *VALUESAB - DEEP SEATED VALUE DIFFERENCES BETWEEN ANGLO AND MEXICANAMERICAN

CHILDREN ARE ILLUSTRATED, AND SUGGESTIONS ARE GIVEN FOR CHANGES

IN TEACHER ATTITUDE AND CURRICULUM REFORM. (VW)

AN -'ED033165,CHAN- UD00923.5 "

TI - ASSIMILATION THTU CULJURAL UNDERSTANDING, ESEA TITLE III - PHASE

-° PART NARRATIVE REPORT: APPLICATION FOR CONTINUATIONGRANT. PART III: PROJECTED ACTIVITIES. ATTACHMENTS.

OS - HOBOKEN BOARD OF EDUCATION. N.J.PD - 89 .

NO 56P. 4

IS RIE7OFEBPR - EDRS PRICE MF-16.65 HC NOT AVAILABLE FROM EDRS.SPO - OFFICE OF EDUCATION (DREW). WASHINGTON.,D.C.

CG - OEG-3-7=704112-4344IT - *ACCULTURATION: 'BILINGUAL EDUCATION: BILINGUAL STUDENTS

- COMMUNITY INVOLVEMENT; COOPERATIVE PROGRAMS

IT - CURRICULUM DEVELOPMENT; ,DEMONSTRATIONTROGRAMS:'HUMAN RESOURCES

LT - PUERTO RICANS: 'SPANISH SPEAUING: TEACHER EDUCATION

ST - *ELEMENTARY SECONDARY EDUCATION AAB - THIS APPLICATION FOR CONTINUATION GRANT SEEKS $178.827 UNDER

TITLE III..E.S.E.A. TO CONTINUE THg IMPLEMENTATION OF SUCH PHASE

II GOALS AS THE IDENTI-FICATION ASSESSMENT, AND FURTHER

DEVELOPMENT OF THE POTENTIAL OF CULTURALLY HANDICAPPED CHILDREN.

SHE DEVELOPMENT OF h PRODUCTIVE COMMUNITY AND CLASSROOM RAPPORT,THE DEVELOPMENT OF AN EFFECTIVEBILINQUAL CURRICULUM, THEPREPARATION AND TRAINING OF PRESENT STAFF AND PROSPECTIVETEACHERS TO ADEQUATELY MEET THE NEEDS OF CLASSES COMPOSED OF HIGH

7 PERCENTAGES OF LINGUISTICALLY AND CULTURALLY HANDICAPPEDft CHILDREN: THE UTILIZATION OF ALL RESOURCES AVAILA LE TO THE

COMMUNITY: AND THE SERVING AS A DEMONSTRATION AREN FOR THE

DEVELOPMENT OF NEW PRACTICES AND PROCEDURES IN T S AREA, OFPARTICULAR NOTE AS AN'AREA OF INNOVATION IS THE PROPOSED"WORK- STUDY" BILINGUAL JR. AND SR. HIGH SCHOOL "StUDENT-TEACHERAIDES'! PROJECT.. THE PROPOSAL INCLUDES COMPREHENSIVE SUMMARIES AND

EVALUATION OF SUCH PHASE 'II ACTIVITIES AS BILINGUAL E4CATION ATHOBOKEN. N.J., THE TEACHER ATTIkUDINAL SURVEY. THE ,STUDENTTEACHER AIDE PROGRAM, AND THE HUMAN RESOURCE CENTER. SEE ALSO ED .

024 712 AND.ED 024 713 FOR EARLIER DOCUMENTS IN THISSERIES. NOT

AVAILABLE IN HARD COPY DUE TO MARGINAL REPRODUCIBILITY OF

ORIGINAL DOCUMENT . (EM)4-

fA

74

MEXICAN AMERICAN WOMAWCURRICOLUM MATERIALPAGE .66

*

AN ED032142CHAN- RC002549TI - "THESE TOO ARE OUR CHILDREN." REPORT OF THE 1967 SUMMER SCHOOL

PROGRAM FOR CHILDREN OF MIGRATORY FARM WORKERS.

OS - STATE UNIV. OF NEW YORK. ALBANY.

PD DEC 67NO - 19P.IS - RIE70JANPR..- EDRS PRICE MF-$0.65 HC-$3.29IT *ACHIEVEMENT GAINS: BILINGUAL TEACHERS: CULTURAL BACKGROUND

IT - CURRICULUM DEVELOPMENT: 'DISADVANTAGED YOUTH

IT - *INDIVIDUALIZED PROGRAMS: INSTRUCTIONAL INhOVATION

IT LEARNING ACTIVITIES,: MIGRANT CHILD.EDUCATION: PROGRAM EVALUATION

IT - SELF CONCEPT: SPANISH SPEAKING: STATE PROGRAMS; SUMMER SCHOOLS

AB - THE SUMMER SCHOOL PROGRAM UNDERTAKEN IN 26 CENTERS-IN NEW YORK

- STATE IN 1967 SERVED 1.537 MIGRANT CHILDREN RANGING IN AGE FROM 4

'TO 13 YEARS. THE PROGRAM HAD AS ITS MAJOR OBJECTIVES IMPROVEMENT

OF THE STUDENT'S SELF CONCEPT, DEVELOPMENT OF HIS SOCIALSCHOLASTIC ABILITY, ESTABLISHME T OF GOOD HEALTH HABITS.

EXPANSION OF CULTURAL EXPERIENC S. AND IMPROVEMENT OF LANGU E

AND VOCABULARY SKILLS. OBJECTI ENV ''ION USING THE WIDE RANGE

ACHIEVEMENT TEST. LEVEL I. INOICAT SIGNLFICANT IMPROVEMENT IN

READING AND ARITHMETIC. EMPHASIS T OUGHOUT.THE PROGRAM WAS ON

INDIVIDUAL ATTENTION AND SMALL GR P ACTIV(TIES. INSTRUCTION,CENTERED AROUND SITUATIONS CLOSELY RELATED TO THE LIVES OF THE

CHILDREN. EACH OF THE CENTERS WORKING WITH SPANISH-SPEAKINGCHILDREN WAS ABLE TO EMPLOY 1 OR MORE BILINGUAL STAFF MEMBERS.

PROGRAM RECOMMENDATIONS INCLUDE ESTABLISHMENT-OF PROGRAMS 3N MORE

SCHOOLS, ESTABLISHMENT OF AN ADEQUATE RECORDS.TRANSFERAL SYSTEM.

INCREASEp TEACHER INSERVICE EDUCAtION, AND GREATER CONTINUITY IN

MIGRANT EDUCATION PROGRAMS NATIONALLY, (DA)

4

AN EUM2139CHAN- RC00013 -

TI - LEARNING ON THE MOVE: A GUIDE FOR MIGRANT. EDUCATION,

AU - POTTS, ALFRED M., II. ED.

OS -.COLORADO.STATE DEPT. OF. EDUCATION, DENVER,

PD - 60NO 230P.: GUIDE PRODUCED BY MEMBERS OF THE ADAMS STATE-COLLEGE

WORKSHOP ON CURRICULUM FOR MIGRATORY CHILDREN

IS R4E70JANPR -'...atigRs PRICE MF-$0.651-1C-$9.87AV COLORADO STATE DEPARTMENT MEDOCATION. STATE OFFICE BUILDING.

DENVER..COLORAD0.80203 ($1,50)141' ADMINISTRATIVE PROBLEMS:ART ACTIVITIES: ATTENDANCE.

IT -.t.CURRICULUA DEVELOPMENT: EDUCATIONAL METHODS: *EDUCATIONAL NEEDS

IT .1.-HEALTH PROGRAMS: LANGUAGE ARTS:LLEARNING READINESS

IT LUNCH PROGRAMS: MATHEMATICAL CONCEPTS: MEXICAWAMERICANS

IT *MIGRANT CHILD EDUCATION: PHYSICAL EDUCATION; PLACEMENT .

' IT SKILL,DEVELOPMENT; SPANISH AMERICANS; SPANISH SPEAKING

IT STUDENT RECORDS; *TEACHING GUIDES; WORKSHEETA4trRKSHOPS

ST SOUTHWEST ( i)


AB - IDEAS. METHODS. TECHNIQUES, AND MATERIALS TO AID TEACHERS IN THEEDUCATION OF MIGRANT CHILDREN ARE PRESENTED. THIS GUIDE IS THERESULT OF 4 WEEKS OF 1NTENSIVE'WORKSHDP PLANNING ANDINVESTIGATION INTO MIGRANT EDUCATION BY A GROUP OF TEACHERS.,PRINCIPALS, AND AGENCY WORKERS FROM COLORADO. NEW MEXICO.ARIZONA. OREGON. TEXAS, AND CALIFORNIA. BACKGROUND INFORMATIONLENDS INSIGHT INTO ADMINISTRATIVE PROBLEMS. PROBLEMS DISCUSSEDARE ATTENbANCE. TRANSPORTATION, PLACEMENT, STUDENT RECORDS. ANDHEALTH AND LUNCH PROGRAMS. THE CURRICULUM DEVELOPMENT PRESENTEDENCOMPASIES EDUCATIONAL NEEDS, LEARNING READINESS. LANGUAGE ARTS,MATHEMATICAL CONCEPTS. SKILL DEVELOPMENT AND ENRICHMENT. READING.ARTS AND CRAFTS. SCIENCE. PHYSICAL EDUCATION. AND GEOGRAPHY WHICHUTILIZES TRAVEL EXPERIENCES. WORKSHEETS AND EXERCISES AREOUTLINED WHICH 'AID IN WRITING AND SKILL DEVELOPMENT. SAMPLE6 OF _..

FORMS AND TESTS ARE INCLUDED WHICH ARE USED IN EVALUATINGPLACEMENT. READING ABILITY, WRITING AND'LANGUAGE SKILLS. ANDMATHEMATICAL SKILL. A BIBLIOGRAPHY IS INCLUDED. (SW)

AN - ED0261761

CHAN- RC003086TI - CLASSROOM PROJECTS AND LINGUISTIC LABORATORY FOR NaNENGEISH

SPEAKING CHILDREN OF OKLAHOMA.OS - OKLAHOMA STATE DEPT. OF EDUCATION. OKLAHOMA CITY.PD - 68 ,

NO - 48P.IS RIE69JUN.PR EDRS PRICE MF-$0.65 HC-$3.29SPO - OFFICE OF EDUCATION (DHEW). WASHINGTON. D.C.IT - BL4INGUAL TEACHERS: 'CURRICULUM DEVELOPMENTIT - *ENGLISH (SECOND LANGUAGE); FEDERAL PROGRAMS; HEALTH EDUCATIONIT - LANCUAGE"INSTRUCTION; 'LANGUAGE LABORATORIES; LUNCH PROGRAMS ,

IT - *MEXICAN *AMERICANS: 'MIGRANT CHILD EDUCATION; MIGRANTS'IT - MIGRANT SCHOOLS: SECOND LANGUAGE LEARNINGIT SOCIAL,DISADVANTAGEMENT: SPANISH SPEAKING'IT r STATE DEP11,RTMENIS OF EDUCATIONAiT - *ELEMENTARY AND SECONDARY EDU9ATI: ESEA TITLE I;'014.AHOMA_AB THE 5 MOST PRESSING EDUCATIONAL NEEDS OF CHILDREN OF MEXICAN

AMERICAN MIGRATORY WORKERS IN OKLAHOMA ARE SEEN TO BE IN, (1)INADEQUATE COMMAND or THE ENGLISH LANGUAGE, (2) NUTRITIONALDEFICIENCIES. (3) SOCIAL ADJUSTMENT PROBLEMS, (4) PROPER PHYSICALHYGIENE. AND (5),CORRLCULAN PLANNING AND BILINGUAL PERSONNEL. INAN EFFORT TO MEET THESE WEEDS. THE OKLAHOMJ STATE DEPARTMENTOF

'EDUCATION. WITH THE AIDOF ELEMENTARY.. ECONDARY .EDUCATION ACT(ESEA),TITLE I FUN6S, HAS INITIATED SEVERAL INNOVATIVE PROGRAMSINCLUDING A MIGRANT LINGUISTIC LABOBATORY WITH MODERN ELECTRONICEQUIPMENT-TO AID IN THE IMPROVEMENT OF ORAL COMMUNICATION AND

. READING SKILLS, AND A'TEACHER WORKSHOP TO TEACH CONVERSATIONALSPANISH TO TgACHERS OF MIGRANT CHILDREN. (DA)


'AN - ED020844CHAN- RC002537TI -.NUEVAS VISTAS (NEW VIEWS). A REPORT OF THE ANNUAL CONFERENCE OF

THE CALIFORNIA STATE DEPARTMENT OF EDUCATION (1ST. LOS ANGELES.APRIL 13-t4, 1967).

AU - CALVO. ROBERT C.OS - CALIFORNIA STATE DEPT. OF EDUCATION.'SACRAMENTO.PD - APR68NO - 41P.IS - CUMREPTPR - EDRS PRICE MF-$0.65 HC-$3.29

". IT - ADULT EDUCATION PROGRAMS: CONFERENCE REPORTSIT - COUNSELING PROGRAMS; CULTURAL BA ROUND: CURRICULUM DEVELOPMENTIt - DISCUSSION GROUPS; EDUCATIONA ROBLEMSIT - ENGLISH (SECOND LANGUAGE); H ALTH SERVICES: LEGISLATIONIT - *MEXICAN. AMERICANS: 10IGRANT ftlicATIQNLPARENT PARTICIPATIONIT - RESEARCH PROJECTS: *SPANISH PEAKING: T ACHER EDUCATIONAB - THE PROBLEMS TO. BE FACED EN MEETING THE DUCATIONAL NEEDS OF

CALIFORNIA'S MEXICAN AMERICAN POPULATION WERE DISCUSSED AT THISFIRST ANNUAL NUEVAS-VISTAS CONFERENCE. THE FIRST PORTION OF THISREPORT4cONTAINS EXCERPTS FROM THE MAJOR ADDRESSES DELIVERED ATTHE CONFERENCE.' THE SECOND PORTION REPORTS THE PANEL DISCUSSIONSANCIIWORKSHOPS CONDUCTED AT THE MEETING. PERSONS INVOLVED INPLANNING THE CONFERENCE ARE LISTED AS WELL AS THE SPONSORS.LISTINGS OF PERSONS PARTICIPATING IN THE PANELS AND WORKSHOPS AREALSO INCLUDED. (SW)

AN - ED020254CHAN; UD005735TI 1 THE DISADVANTAGED MIGRANT AND URBAN PUBLIC EDUCATION.40 - FOWLER, WILLIAM L.PD 25JAN66 x

N6 7P.IS -- CUMREPTPR EDRS PRICE MF-$0.65 HC-$3.29IT - BILINGUAL SCHOOLS: COMMUNITY SCHOOLS:, 'CULTURAL - AWARENESSIT CURRICULUM DEVELOPMENT; DISADVANTAGED YOUTH: 'EDUCATIONAL POLICYIT ': *ETHNIC GROUPS: 'MEXICAN AMERICANS; MIGRANTS: NEGRO STUDENTSIT SCHOOL ROLE; SPANISH CULTURE: SPANISH SPEAKINGIT _*URBAN IMMIGRATIONST --CALIFORNIAAB - MUCH OF THIS'ADDRESS LS DEVOTED TO AN OUTLINE OF TH SCHOOL'S

ROLE IN EDUCATING THE MEXICAN-AMERICAN STUDENT. EFF TS SHOULD BEMADE TO ACCULTURATE THE STUDENT AND TRAIN HIM TO ADEQUATELYHANDLE HISS OWN CULTURE. HIS CAN BE ACCOMPLISHED THROUGHCOMMUNITYSCHOOLS, MULTILEVEL SPANISH LANGUAGE COURSES, THE STUDYOF SPANISH-SPEAKING REGIONS AND THEIR CULTURAL CONTRIBUTION. ANDBILINGUAL SCHOOL PERSONNEL. OTHER EDUCATIONAL PRACTICESAPAOPRIATE FOR THE MEXICAN-AMERICAN STUDENT INUUDE FLEXIBLEGUIDANCE AND TEST.ING PRAMS AND A-VOCATIONAL PROGRAM ADAPTED-TOA TECHNOLOGICALLY CHAOTNG COMMUNITY. IN GENERAL, PERSONNEL INALL OF TODAY'S SCHOOLS SHOULD BE RESPONSIVE TO SOCIAL CHANGE AND

77


\\\

wsMINORITY-GROUP NEEDS. THIS PAPER WAS PRESENTED TO THE ANNUAL

CONFERENCE OF THE CALIFORNIA ASSOCIATION QF SCHOOL PSYCHOLOGISTS

AND PSYCHOMETRISTS (SAN FRANCISCO. MARCH'19. 1965). (LB)

AN ED001693TI -'THE MIAMI BILINGUAL PROGRAM.PD JUN65NO 5P.IS -,DH667 I

PR - EDRS PRICE MF-$0.65 HC-$3.29

IT - AUDIOVISUAL AIDS: BILINGUALISM; BILINGUAL SCHOOLS

IT - CURRICULUM\DEVELOPMENT:ELEMENTARY EDUCATION; LANGUAGE ARTS

IT - LINGUISTICS; NON ENGLISH SPEAKING: READING; SPANISH AMERICANS

IT - SPANISH SPEAKING; TEACHER WORKSHOPS

ST - FLORIDA; FORD.FOUNDOION PROJECT; MIAMT:4'MIAMI BILINGUAL PROGRAM

AB - IN THE BILINGUAL!SCHOOL, ONE OF LQUR PARTS OF THE BILINGUAL

PROGRAM, NONENG 1SH SPEAKING PUPftS AT ALL LEVELS ARE CLASSIFIED

ON THE BASIS OF THEIR PROFICIENCY IN ENGLISH AND GROUPED.HOMOGENEOUSLY' CCORDING TO THEIR'LANGUAGE'ABILITY. ENGLISH IS

PRESENTED AS A SECOND LANGAGE. AWDIOLIyGUAL TECHNIQUES ARE

EMPHASIZED. BUT READING AND ALSO RECEIVE ATTENTION. A

STUDENT- -IST6DEN ADVANCES ACCORDING A HIS ABILITY. THE SCHOOL BEGAN IN

1963 WITH SUMMER WORKSHOPS FO TEACHER TRAINING AND MATERIALSDEVELOPMENT, SIXTEEN GROUPS OF FIRST.,SECOND. THIRD AND FOURTH

GRADE PUPILS.. HALF OF WHOA( ARE NATIVE SPEAKERS OF SPANISH AND

HALF, NATIVE SPEAKERS OF ENGLISH, ARE INVOLVED IN THE SCHOOL

PROGRAM, TEACHERS AND PUPILS WORK "IN THEIR OWN LANGUAGE TOR' ',

', APPROXIMATELY HALF THE DAY AND IN THE SECOND LANGUAGE' FOR THE

OTHER HALF, EXCEPT FOR THE USE OF BOTH ENGLISH AND SPANISHASINSTRUCTIONAL MEDIA, THE INSTRUCTIONAL PROGRAM IS COMPARABLE TO

THAT OF OTHER MIAMI ELEMENTARY SCHOOLS:, OTHER PARTS OF THE FORD

FOUNDATION PROJECT (TO.EXPIRE ON DECEMBER 31. 1965) ARE-.- ..(10 THEPBEPARATION.OFLANGUAGE AND READING MAtERIALS FOR INTENSIVEUSE

WITH CHILDREN ENTERING SCHOOL ABLETO SPEAK ENGLISH OR TO READ OR

WRITE IN EITHER' THEIR VERNACULAR Oft ENGLISH. (2) AN ADAPTATION OF

THE LANGUAGE TEXTBOOKS (FRIES AMERICAN ENGLISH SERIES) ORIGINALLY

DEVELOPED FOR PUERTO RICAN CHILDREN, AND (3') THE PREPARATION OF

GUIDE'AND AUDIOVISUAL MATERIALS FOR TEACHERS OF NONENGLIS

SPEAKING PUPILS.

****** *0* END OF 0E4-LINE PRINT * * *.* * *

8

A

'9.

E C- LEA RING H QU SE S: (wad Other Network Components)

The ERIC Clearinghouses have responsibility with network for at.quiring the significant educational literaturewithin their particular areas, selecting the highest quail and ost relevant material, processing (i.e., cataloging, indexing,abstracting) the selected items for input to the data ba and also for_providing information analysis products and varioususer. services based on the data base. -

The exact number of Clearinghouses has fluctuated over time in response to the shifting needs .of the educationalcommunity. There are currently 16 Clearinghouses. These are listed below, together with full addresses, telephone numbers,and brief scope notes describing the areas-they cover.-

ERIC Clearinghouse on Career EducationOhio State UniversityCenter for Vocational Education1960 Kenny RoadColumbus, Ohio 43210Telephone: (614) 486-3655Career eduFation, formal and informal at all levels, en.umpassinyattitudes, self-knowledge, decision-making skins, general and occu-pational knowledge, and specific vocationai and occupational skills,adult and continuing education, .formal and informal, reiating woccupational, family, leisure, citizen, organizational, and retirementroles, vocaticknal and technical education, including new sub-profes-sional fields, industrial arts, and vocational rehabilitation for -thehandicapped.

ERIC Cleiringhouse on Counseling and Personnel ServicesUniversity 'of Michigan

'School of Education Building, Room 2108Ann Arbor, Michigan 48109Telephone: (313) 764-9492

Preparation, practite, and supervision of couvelors at all educational levels and in all settings, theoretical development of counWing and guidance, use and results of personnel procedures such astesting, interviewing', disseTninating, and analyzing such information,group work and case work, ature of pupil, student, and adultcharacteristics; personnel workers and their relation to careerplanning, family consultations, and student orientation activities

ERIC Clearinghouse on Egrly Childhood EducationUniversity of IllinoisCollege of Education8Q5 W. Pennsylvania AvenueUrbana, Illinois 61.801Telephone: (217) 333-1386

Prenatal factors, parental behavior, the physical, psychological,social, educational, and cultural development of children frc birththrough the primary grades, educational theory, research, andpractice related to the development of young children.

ERIC Clearinghouse on Educational ManagementUniversity of OrEugene, Oregon 03 -

Telephone: (50 -5043 .

Leadership, mane , and structure of public and privateeducational orginiza s; practice and theory of administration;preservice and inservice preparation of administrators, tasks, andprocesses of administration; methods and varieties of organization,.organizational change, and sotsl context of the organization.

Sites, buildings, and equipment for education, planning, financing,constructing, renova ing, equipping, maintaining, operating, insuring,utilizing, and evalua g educational facilities.

ERIC Clearinghouse on Handicapped and Gifted ChildrenCouncil for Exceptional Children1920 Association DriveReston, Virginia 22091Telephone: (703) 620-3660

Aurally handicapped, visually handicapped, mentally handicapped,physically handicapped, emotionally disturbed, speech handicapped,learning disabilities, and the gifted, behavioral, psychomotor, andcommunication disorders, administration of special education seryices, preparation and continuing education of professional and par()

- professional personnel, presch ol learning and development of theexceptional, general studies or creativity.

ERIC Clearinghouse on Higher EducationGeorge Washington UniversityOne Dupont Circle, Suite 630Washingfen, D. C. 20036Telephonei (202) 296-2597

Various subjects relating to college and university students, collegeand university conditions and problems, college and university pro-grams Curricular and instructional problems and programs, faculty,institutionai research. Federal programs, professional education(medical, law, etc.), graduate education, university extension pro-grams, teaching-learning, planning, governance, finance, evaluation,interinstitutional arrangements, and rnanagement of higher educe-.norml institutions.

V

ERIC Clearinghouse on Information ResourcesSyracuse UniversitySchool of EducationArea of Instructional TechnologySyracuse, New York 13210Telephone: (315) 423-3640

Management, operation, and use of ,libraries, the technology toimprove their operation and the edtkation, training, arfd profes-sional activities of librarians and information specialists. Educationaltechniques involved in .microteaching, systems analysis, and pro-grammed instruction employing audictsual teaching aids andtechnology, such as television, radio, comp tqrs, and cable television,communication satellites, microforms; and public television.

ERIC Clearinghouse for Junior CollegesUniversity of CaliforniaPowell Library, Room 96405 Hilgard AvenueLos Angeles, California 90024Telephone: (213) 825-3931

Deyelopmel,t, administration, and evaluauun of public and privatecommunity junto' colleges Junius oliege students, statf, curricula,programs, libraries, and community services.

79

ERIC Clearinghouse on languages and LinguisticsCenter fdrApplied Linguistics1611 North Kent StreetArlington, Virginia 22209 ..i'Telephone: (703) 5284312

Languages and linguistics Instructional methodology, psychology oflanguage learning, cultural and intercultural content, application ciflinguistics, curricular problems and developments, teacher tialnifiland qualifications, language sciences, psycho linguistics, theuietical

d applied linguistics, language pedagogy, bilingualism, and comandmy taught languages including English for speakers of other

es. ..

ERIC Clearinghouse on Reading and Communication SkillsNational Council of teachers, of English1111 Kenyon Road /Urbana, Illinois 61801 4

Telephone: (217) 328-3870

Reading, English, and communication6skills; preschool throughcollege. Educational research and development in reading, writing;speaking, and listening. Identification, diagnosis, aid remediati6nof reading problems. Speech communication forensics,,mass com-munication, interpersonal and small group interaction, interpreta-tion, rhetorical.and communication theory, instruction development,speech sciences, and theater PreparaAon of instructional staff andrelated personnel in these areas .

All aspects of reading behavior with emphasis on physiology,psychology, Sociology, and .oteaching. Instructional materiels,curricula, tests and measurement, pi epaiation of leading teachersand specialists, and methodology at al levels. Rule of libraries andother agencies in fosteiing and guiding leading. Diagnostic andremedial services in school and clinical settings.

ERIC Clearinghouse on Rural Education and Small SchoolsNew Mexico State UniversityBox 3APLas Cruces,. New Mexico 88003Telephone: (505) 646-2623

EduoiAmereducaeducaof rur

tion of Indian Americans, Mexican Americans, Spanishcans, and migratory farm workers and their chi dren, outdooron; economic, cultural, social, or other fact rs related toonal programs in rural areas and small schools disadvantagedI and small school populations.

ERIC Clearinghouse for Science, Mat ematics, andEnvironmental Education

Ohio State University1200 Chambers Road, Third FloorColunibus, Ohio 43212Telephone: (614) 422 -6717

All levels of science, mathematics, and environmental education;development of curriculum and instructional materials; mediaapplications; impact of interest, intelligence, values, and conceptdevelopment upon learning, preservice and inservice teacher education and supervision

ERIC Clearinghouse for Social StudiesISQciaScienceEducation

855 BroadwayBoulder, Colorado 80302-Telephope:,(303) 492-8434

All levels of social studies and social science; all activities relating toteachers; cdnIent of disciplines; applications of learning theory,curriculum theory, child development theory, and instructionaltheory; research.and development programs; special needs of studentgroups; education as a social science, social studies /social scienceand the community.

ERIC Clearinghouse on Tedch>r EducatiorflAmerican Asso4atton of Colleges for Teacher EducationOne Dupont Circle,'N.W., Suite 616Washington, D. C. 20036Telephone. (202) 293-7280

ziht..,1 personnel at all levels, all issues from selection throughpreservice and inservii.e preparation and training to retirement,

p (.011..Ulp, educational theory anyi philosuphy, general educationnut specifically covered by Educational Management Clearing-house, Title XI NDEA Institutes not covered by subject specialtyin oche' ERIC Clearinghouses, 01 aspects of physical education.

ERIC Clearinghouse on Tests, Measurement, and EvaluationEducational Testing ServicePrinceton, New Jersey 08540Telephone: (609) 921-9000 ex t. 2176

Tests and other measurement devices; evaluation procedures andtechniques, application of' teats, Measurement, or evaluation ineducational projects or progranii.

ERIC Clearinghouse on UrbariEdueutionBox 40Teachers College, Columbia University525 W. 120th StreetNew York, New York 1 opr,Telephone (212)678-343iThe relationship between obeli life and schooling, the effect ofurban expel iences and environments from birth onward, the aca-demc, and social performance of urban children andyouth from grade three throufft college entrance (including theeffect of self concept, motivation, and other affective influences);education of urban, Puerto Rican a(td Asian American populations,and rural and urban black populations; programs and practiceswhich provide learning experiences designed to meet the specialneeds of diverse populations served ...by urban schools and whichbuild upon their unique as well as thin! common characteristics;structural changes in the classrooM, school, school system, andcommunity and innovative instructional practices which directly

'affect urban children and youth; programs, practices, and materialsrelated to economic and ethnic discrimination, segregation, desegre-gation, and integration in education; issues, programs, practices,and materials related to redressing the curriculum imbalance in thetreatment of ethniemindrity groups.

rr

Educational Resources Inforthation Center(Central ERIC)National Institute of EducationWashington, D. C. 20208Telephone: (202) 254-5555

ERIC Processing & Reference Facility4833 Rugby Avenue, Suite 303Bethesda, Maryland 20014 a'

Telephone: (301) 656-9723

ERIC Document Reproduction ServiceP.O. Box 190Arlington, Virginia 22210Telephone (703) 841 -/212

Macmillan Information866 Third AvenueNew York, New York 10022Telephone: (212) 9354300

$ 0

. ^ September 1977,GPO 021-170