ED082881.tif - ERIC · 2014. 1. 2. · OEC-1-6-0624-1574(10) NOTE 294[_ AVATLAHL EPCM. National Tducational Lanoratofy Publisaers, Inc., 113. Airport. Boulevard, Au:Ain, Texas 7870,

ED 082 881

DOCUMENT RESUME

24 RC 007 326

TilLa Mexic.in American Education, A :.elected Bibliography(with, ALI-Aracts). ERIC/CRESS Supplement No.

INSTITUTION New Mexico State Univ., University Park. EPICClearinghouse on .,t1Edi Education and smallSchoots.

SPUN:; AGENCY National Inst. of ,7,ducation (bhEW), dashington,D.C.

BUEFAU NO PR-6-24b9PUB DATE Oct 73CONTBACT OEC-1-6-0624-1574(10)NOTE 294[_AVATLAHL EPCM National Tducational Lanoratofy Publisaers, Inc., 113

Airport. Boulevard, Au:Ain, Texas 7870, (Stock No.FC-003, VJ.00)

EDRS TRICDESChIPTO'iS

AESTriACT

MF -.0. b5 HC-$9.87Academic Achievement; *finnctated biblioaraphies;*Pilingual Education; Disadvantaged Youth; *Ergl1f74(Second Language ); Ethnic Groups; *MexicanAmericans; Preschool Children; Self Concept; *SpanishSpeaking

Access to some of the latest research findings anddevelopments in Mexican American education is provided in thisbibliography. A supplement to 3 vevious ERIC/CRESS publications:"Mexican American Education, A Selected Bibliography" (ED 031 352),"Mexican American Education, A Selected Bibliogra0r-Supplement No.1" (ED 048 961), and "Mexican American Education, A SelectedBibliography (with ERIC Abstracts)--ERIC/CRESS Supplement No. 2" (ED065 217), the present bibliography contains 221 citations andabstracts which appeared in "Research in Education" from March 1972through March 1973. Also included are 8b citations which appeared in"Current Index to Journals in Education" from April 1972 throughMarch 1973. Bilingual education and English as a second language areemphasized. Ordering information and subject indexes are included.(NQ)

CXDt/ S DEPARTMENT OF HEALTH

EDUCATION & WELFARENATIONAL INSTITUTE OF

CXD EDULATION..N . ,, VI NI ryI 1, I ...'. I, , ,. r.rt r I .. 1 f

CCfl 6,7 4 ,' IA'tti ,CD

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Ui

MEXICAN AMERICAN EDUCATION

A :-7.1ECTED BIBLIOGRAPHY

(with ERIC Abstracts)

ERIC/CRESS Supplement No. 3

FILMED FROM BEST AVAILABLE COPY

ERIC/CRESSe "Axe

October 1973

7t Cr t;

t`. For Sale ByNational Educational Laboratory Publishers, Inc.

C:)813 Airport BoulevardAustin, Texas 78702Stock Number EC-003

October 1973

EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)

CLEARINGHOUSE ON RURAL EDUCATION AND SMALL SCHOOLS (CRESS)

New Mexico State Uni'rersity

Las Cruces, New Mexico 88003

The material in this publication was prepared pursuant to a contract with theNational Institute of Education, U.S. Department of Health, Education, andWelfare. Contractors undertaking such projects under government sponsorshipare encouraged to express freely their judgement in professional and technicalmatters. Prior to publication, the manuscript was submitted to the SouthwestEducational Development Laboratory for critical review and determination ofprofessional competence. This publication has met such standards. Pointsof view or opinions, however, do not necessarily represent the official viewor opinions of either the Southwest Educational Development Laboratory or theNational Institute of Education.

The booklet may be duplicated in whole or in part, whenever such duplicationh; in the interest of bettering education.

PREFACE

i ne Educational Resources Inrormation Center (ERIC) is a fedorally

riliLion;:ii information system dedicated to the improvement of

elication through the dissmination of educational. resDurce and rcsearcn-

reiated material. ERIC aids school administrators, teachers, researchers,

informiation siecialists, professional organizations, students, and others

h locaLn:T and using educational resources.

There it.e seventeen ERIC network centerz, ech of which focuses on

:,eprate area (or areas) of education. It is the responsibility of the

ERIC Clearingr.J_ on Rural Education and Small Schools (CRESS) to collect,

materials rated to rural education and small schools, and American Ind-:an,

.Mexican American, migrant, and outdoor education and to input these material

into the national ERIC system.

A main function of the ERIC system it to process document^ other

than cl,rrent journal articles for announcement in Research in Education

(R1E) , a monthly publication containing abstracts of research, research-

related reports, and resource materials in education as input by the

various clearinghouses. In addition, ERIC compiles the Current Index to

Journals in Education (CIJE), a monthly index which provides citations

from more than five hundred major publications: journals, quarterlies,

suhuals, and yearbooks.

AUO.t the bibliography

The present bibliography was compiled to provide access to some of

he latest research findings or developments in Mexican American education.

The bibliography is a supplement to three previous ERIC/CRESS publications:

Mexican American Education, A Selected Bibliography (ED 031 352); Mexican

American Education, A Selected Bibliography. Supplement No. 1 (ED 048 9('1);

and Mexican American Education, A Selected Bibliography (with ERIC Abstracts).

ERIC/CRESS Supplement No. 2 (ED 065 217). The previously published

uibliographies, in conjunction with the present supplement, comprise a

series of bibliographies designed to provide cumulative coverage of Mexican

American education throughout the currently available issues of Ea and

iii

CIJE. (It should be noted that microfiche and hard copy prices in the

previously rablished bibliographies do not reflect current ERIC Document.

Reproduction Service pricing; however, prices given thoreln may be competed

as per the instructions on the order blank appended to thE present

bibliorraphy.)

In conducting the computer search of the ERIC tapes for the purposr.

of compiling this bibliography, the terms used were MEXICAN AMERICAN,

SPANISH AMERICAN, SPANISH SPEAKING, and SPANISH CULTURE. The output was

then screened for relevancy to Mexican American education.

Sources of Material

Research in Education. Part I of the present supplement contains

citations and abstracts which have appeared in RIE from the March 1972

issue through the March 1973 issue. RIE contains subject, author, and

institution indexes, along with document resumes which include the ERIC

accession number, author(s), title source(s), date of publication, ERIC

Document Reproduction Service prices or an alternate availability, and

the abstract.

For the subject index, two types of descriptive terms are available

for RIE, as well as CIJE: descriptors and identifiers. Descripto103 are

technically meaningful terms or short phrases that have been incorporated

into the Thesaurus of ERIC Descriptors. Descriptors are used to characterize

the document and for indexing and retrieval purposes. Only major descriptors

(those preceded by an asterisk) are used for indexing purposes in this

bibliography.

Proper names of persons, geographical locations, trade names, and

so on may be important in describing a document. These terms, called

identifiers, are not found in the Thesaurus. Identifiers are included

with the citations in RIE for descriptive purposes. Major identifiers

(those preceded by an asterisk) are not indexed in this bibliography.

When using the RIE section of this bibliography, the reader is

encouraged (1) to utilize the subject index in identifying relevant

materials, (2) to examine the resumes to determine appropriateness of

materials, and (3) to obtain microfiche or hard copy reproductions of

docaments from ERIC Document Reproduction Service. The reproductions

mus-_ be ordered as described on the order blank appended to the present

bibliographic supplement.

iv

The reader is reminded that there are nnmerous complete microfiche

collect of ERIC materials throughout the nation which may be used

!lle public; u1 ease contact le Information Specialist at ERIC/CRESS

for information on locations of these collections.

(.urrent index to Journals in Education. Part II of this supplement,

SIJI coverage, includes c.itations from GIJE beginning with the April 197.-

;11 flpnt tnrourn the March 1973 issue. E)-itries listed in the

IJE section of Lids hibiiography are processed in a slightly different

manner qiE ci tat ions. Prief annotations take the place of RIE

F.rHermore, annotation. are provided when it is thour,nt

that, the Leing processed cannot he described adequately by a

cbmbinati!:h major and minor descriptors, identifiers, and inbrmatipn

in iThe Each j0urrr,1 citation includes the publication date,

rrt._ie to titie, rersonal a..thor(s), journal. title (sometimes abhrev-i.ated),

arid infonnr,tion the voThme, number, and pages. Please note that there

are t.wo CJJE enti.:es nor

Since CIJE entie!, are not available from ERIC Document Reproduction

Sev reader is encouraged to take advantage of his local 1 ibrar7/

in locatini toe jcylrnala he wishes to use.

The Subject, Index

A combined RIE and CIJE index is provided at the end of the present

bibliography to assist the user in locating citations pertaining t, a given

subject area within the realm of Mexican American rcr. The index

terms, descriptors under which the citations were indexed in RIE or CIJE,

,:re from the Thesaurus of ERIC Descriptors. Only major descriptors (those

precr:ded by an asterisk) are indexed; major identifiers are not indexed

in this bibliography.

Each citation in the bibliography is headed by =n ERIC accessiu ;.

uumber. Ftries from RIE are assigned an ED number; those from CIJE are

assigned on EJ number. In boto the RIE and CJJE sections, the citation!.

appear in numerical order according to the acceosion number. The citations

are referenced in Lhe index. by the accession number.

Ordering information

Publications cited in Pa:.t, I of this bibliography are either available

from ERIC Document Reproduction Service (EDRS) or an alternate availability

is given with the citation. Prices for microfiche (MF) or hard copy (HC)

reproductions from EDRS are provided with each citation.

Before ordering any item, the R1E citations should be double checked.

If the citation ..tarries the statement NOT AVAILABLE FROM EDRS, an alternate

availability is given. If the citation carries the statement HC NOT

AVAILABLE FROM EDRS, the publication is available in microfiche only from

EDRS. If neither of the foregoing statements appears with the RIE citation,

it may be assumed that the publication is available from EDRS in microfiche

and hard copy. Please use the order blank appended to this bibliography

when ordering microfiche or hard copy from EDRS.

Document Contributions

Persons desiring to contribute materials such as those cited in this

bibliography may do so by sending one copy (two if available) to

ERIC/CRESS Acquisitions

New Mexico State University

Box 3AP

Las Cruces, New Mexico 88003.

"Ti

CONTENTS

Preface iii

J. Citations from Research in Education 3

II. Citations from Current Index toJournals in Education 227

III. RIE and CIJE Subject Index 273

Order Form for EDRS 291

vii

PART I: CITATIONS FROM

RESEARCH IN EDUCATION'

ACCESSIIN NUMREP: E0057120

PUBLICATION DATE: 71

st

TiTLF: FACTORS CONTRIBUTING TO ADJUSTMENT AND ACHIEVEMENT INRACIALLY DESEGREGATED PUBLIC SCHOOLS: RENFwAL PROPOSAL(19711: ORIGINAL PROPOSAL, JUNE 1, 1967 MAY 31, 1972;PROGRESS REPORT, 1969: AND, PROGRESS PERoRT, 1969.

PERSONAL AUTHOR: GERARD, HAROLD B.: MILLPR, NORMAN

DESCRIPTOR: *ACADEMIC ACHIEVEMENT: BUS TRANSPORTATION;CAUCASIAN STUDENTS: CHANGING ATTITUDES; ELEMENTARY SCHOOLSTUDENTS: INTEGRATION EFFECTS: *INTEGRATION METHODS: MEXICANAMERICANS: NEGRO STUDENTS; PARENT ATTITUDES: PRESCHOOLCHILDREN: *SCHOOL INTEGRATION: *STUDENT ADJoSTmENT: TEACHERATTITUDES

IDENTIFIER: *CALIFORNIA

FOPS PRICE: EDRS PRICE MF-S0.65 HC 59.87

DESCRIPTIVE NOTE: 297P.

IN 1966, AN INTENSIVE ASSESSMENT OF THE BUSING PROGRAM INPIVERSIDE, CALIFORNIA, WAS IMPLEMENTED TO ACHIEVE THECOMPLETE DESEGREGATION OF THE SCHOOL DISTRICT. THE SAMPLFCONSISTS OF ALL ELEMENTARY SCHOOL STUDENTS WHO WERE BUSEDFROM THE GHETTO SCHOOLS AS WELL AS A SAMPLE OF WHITECHILDREN IN THE RECEIVING SCHOOLS. THE FIRST MEASUREMENTSWERE TAKEN IN 1966, JUST PRIOR To THE IMPLEMENTATION OF THEBUSING PROGRAM. THERE WERE ACTUALLY THREE DIFFERENT RUSIN',OATES. A SOURCE OF BOTH PROBLEMS AND THE OPPORTUNITY FORMAKING, VARIOUS COMPARISONS. THE AVAILABILITY OF SUCHBUILT-IN CONTROLS IS IMPORTANT SINCE A BASIC INGREDIENT FORA TRUE ASSESSMENT C'r DESEGREGATION EFFECTS WAS LACKING:NAMELY, A MATCHED SCHOOL DISTRICT THAT DID NOT DESEGREGATE.POST-MEASUREMENTS WERE TAKEN IN THE SPRING OF 1967, ONE YEARAFTER THE MAJORITY OF THE CHILDREN HAD BEEN DESEGREGATED, INTHE SPRING OF 1964 AND MOST RECENTLY IN THE SPRING OF 1971.THE APPROACH TAKEN EXAMINES THE CAUSAL NEXUS FOR INDIVIDUALVARIABILITY WITHIN THE CLASSROOM AND WITHIN THE SCHOOL. IN 1969, A SAMPLE OF KINDERGARTEN CHILDREN WAS INCLUDED, AND REASSFSSED IN THE MOST RFCENT TESTING. IN 1971, AN ADDITIONALSAMPLF OF KINDERGARTENERS WAS INCLUDED. THE DATA FROM THESENEW SAMPLES MAKE POSSIBLE THE ASSESSMENT OF THE EFFECTS OFTHE RECENT CHANGES IN RACE RELATIONS AND OTHER EVENTSAFFECTING THE COMMUNITY AT LARGE nN THE cHtinis HOMFENVIRONMENT. Um,

A1CF-c(JI1N NIIPAFiPR: fl057123

PUBLICATION OATF: APR 71

TITLE: LEARNING RELFVANCY: PSYCHOLOGICAL ANALYSIS OF ANEXPERIMENTAL PROGRAM FOR POTENTIAL MINORITY YOUTH OROPOUTS.

PFRVINAL AUTHOR: TH0PNBUPG, HE,SHE1 0.; GILLESPIE, MILLFORDG.

DESCRIPTOR: CAUCASIAN STUDENTS; *CHANGING ATTITUDES;DISCIPLINE PROBLEMS: *OROPOUT PREVENTION; *HIGH SCHOOLSTUDENTS; HOSTILITY; *tow ACHIEVERS; MEXICAN AMERICANS;NEGRO STUDENTS; POSITIVE REINFORCEMENT; RELEVANCE(Fo'JCAT!ON); SELF CONCEPT; STUDENT ATTITUDES; STUDENTPPOBLEMS

IDENTIFIER: *ARIZONA

Fops PRICE: FORS PRICE MF-$0.65 HC-$3.29

DESCRIPTIVE NOTE: 15P.; REVISED VERSION OF A PAPERPRESENTED AT THE SOUTH WESTERN PSYCHOLOGICAL ASSOCIATIONANNUAL CONVENTION, SAN ANTONIO, TEXAS, APRIL 1971

INCOMING HIGH SCHOOL FRESHMEN WITH A HISTORY OE LOWACHIEVEMENT, DISCIPLINE PROBLEMS, AND HOSTILITY TOWARDSSCHOOL AND SOCIETY ARE CHARACTERIZED BY POOR SELF-IMAGE,FRUSTRATION FROM ENCOUNTERING THE REGULAR ACADEMIC PROGRAM,AN ALMOST TOTAL INABILITY TO COMMUNICATE, AND NO EXPECTATIONTHAT HIGH SCHOOL WILL BRING EDUCATIONAL SUCCESS. THERESULTING NEED WAS uR A SPECIAL ACADEMIC PROGRAM THAT WOULDMAKE LEARNING MORE RtANINGFUL, CREATE AN EFFECTIVE CLIMATECONDUCIVE TO ALTERING NEGATIVE SELF-IMAGE, PROVIDE FORPOSITIVE RATHER THAN AVERSIVE REINFORCEMENT, AND INCREASEEgISTING INTELLECTUAL SKILLS. SUCH A PROGRAM WAS BEGUN INTHE 1968-69 ACADEMIC YEAR AT THE CASA GRANDE, ARIZONA, UNIONHIGH SCHOOL. STUDENTS WHO WERE INVOLVED IN THE SPECIALPROGRAM DURING THE 1968-69 AND 1969-70 ACADEMIC YEARSDIFFERED FROM THEIR PREDECESSORS. ONLY NINE AND ONE-HALFPERCENT DROPPED OUT OF SCHOOL COMPARED TO 20 PERCENT INPREVIOUS YEARS. ABSENTEEISM AVERAGED ONLY FIVE PERCENT AMONGTHESE YOUTH COMPARED TO AN AVERAGE 12 TO 15 PERCENT AMONGCOMPARABLE YOUTH. MINIMAL INCREASE IN INTELLECTUAL SKILLSWAS ALSO DEMONSTRATED AS MOST STUDENTS SHOWED'A POST-TESTINCREASE nN A TEST DESIGNED TO MEASURE POTENTIALITY IN THEAREAS OF ABSTRACT REASONING, NUMERICAL. ABILITY, VERBALABILITY, AND LANGUAGE USAGE. (AUTHORS/JmI

ACCESSION NUMBER: FD057653

PUBLICATION DATE: OCT 70

lITLE: LEARNING TO READ IN TWO LANGUAGES: STATEMENTS FROMTHF RESEARCH LITERATURE ON READING IN BILINGUAL PROGRAMS.

PERSONAL AUTHOR: HALL, RICHARD

DESCRIPTOR: ACCULTURATION; AFFECTIVE OBJECTIVES: ATTITUDES;BIBLIOGRAPHIES: *BILINGUAL EDUCATION: BILINGUALISM: CULTURAL.EDUCATION; *ENGLISH (SECOND LANGUAGE); *LANGUAGE SKILLS;LITERATURE REVIEWS; PUBLIC SCHOOLS; READING DEVELOPMENT;*READING INSTUCTION: REAPING PROGRAMS; READING READINESS;*SPANISH SPEAKING

IDENTIFIER: *PHILADELPHIA PUBLIC SCHOOLS

FORS PRICE: EDRS PRICE MF-S0.65 HC-43.29


THIS COLLECTION OF STATEMENTS DESCRIBES THE RATION.4LE ANDRESEARCH BEHIND THE BILINGUAL READING EDUCATION PROGRAM INTHE PHILADELPHIA PUBLIC SCHOOLS WHERE STUDENTS ARE LEARNINGTO READ IN TWO LANGUAGES. THE NATIVE SPANISH SPEAKERS LEARNTO READ IN SPANISH AND ARE TAUGHT TO READ IN ENGLISH ONLYAFTER HAVING MASTERED THE AURAL-ORAL SKILLS OF UNDERSTANDINGAND SPEAKING. STATEMENTS INCLUDE COVER LEARNING TO READ INTHE MOTHER TONGUE, DEGREE OF DIFFICULTY IN LEARNING TO READIN SPANISH, TRANSFER OF SKILLS, THE PROBLEM OF INTERFERENCE,AFFECTIVE FACTORS IN LEARNING READINESS, AND RESULTS OF THEPHILADELPHIA PROGRAM. A BIBLIOGRAPHY LISTING 22 RELEVANTBOOKS AND ARTICLES PROVIDES THE SOURCES FOR THE STATEMENTS.(VMI

6

ACCESSION NUMBER: E0057661


TITLE: BILINGUAL EDUCATION IN CALIFORNIA.

PERSONAL AUTHOR: LESLEY, TAY

DESCRIPTOR: *BILINGUAL EDUCATION;,*BILINGUALISM; COMMUNITYINVOLVEMENT; CURRICULUM;.EDUCATIONAL OBJECTIVES; *ENGLISH(SECOND LANGUAGE)); FEDERAL AID; INSTRUCTIONAL MATERIALS;*LANGUAGE PROGRAMS; MASTERS THESES; *MEXICAN AMERICANS;MINORITY GROUPS; PARENT PARTICIPATION; SPANISH SPEAKING;TABLES (DATA); TEACHER EDUCATION; TEACHER QUALIFICATIONS;TEACHERS; TEACHING METHODS


FORS PRICE: ECM' PRICE MF-$0.65 HC-$6.58

OFSCRIpTIvE NOTE: 132P.; MASTER'S THESIS, UNIVERSITY OFCALIFORNIA, lOS ANGELES

THIS STUOY INVESTIGATES THE DEVELOPMENT OF BILINGUALEDUCATION IN CALIFORNIA ALONG WITH THE IMPACT OF FEDERALLEGISLATION AND SEEKS T.0 'EVOLVE A DESCRIPTIVE DEFINITION OFTERM ',BILINGUAL EDUCATION, IN TERMS OF PROGRAMS FOR MEXICANAMERICANS IN THE STATE. MILINGuAL PROGRAMS IN THE UNITEDSTATES AND.TYPOLOGIFS FOR. BILINGUAL PROGRAMS ARE DISCUSSEDFOR BACKGROUND INFORMATION. THE AUTHOR CONSIDERS 23 OF THE26 .BILINGUAL PROGRAMS IN CALIFORNIA ON THE BASIS OFOBJECTIVES,' PARTICIPANTS, CURRICULUM., METHODS AND MATERIALS,TEACHERS AND TEACHER TRAINING, AND COMMUNITY INVOLVEMENT. INLIGHT OF HIS FINDINGS, THE AUTHOR PRESENTS A CLASSIFICATIONOf CURRENT PROGRAMS AND DISCUSSES IMPLICATIONS FOR FURTHERINVESTIGATIONS. A LIST OF REFERENCES IS INCLUDED ALONG WITHTHE QUESTIONNAIRE USED IN-THE SURVEY OF CURRENT PROGRAMS ANDTHE QUESTIONS USED IN INTERVIEWS WITH PROGRAM DIRECTORS. ALIST OF STATE PROGRAMS, THEIR DIRECTORS, AND LOCATIONS ISPROVIDED. (VM)

ACCESSION NUMFIFR: ED057674

PURIACATION DATE: MAY 71

TITLE: A STUDY TO DETERMINE THE RELATIONSHIP BETWEEN SPANISHLISTENING COMPREHENSION PROFICIENCY AND CULTURAL ATTITUDESOF VAR' GROUPS OF NATIVE AND NONNATIVE STUDENTS OF THESPANIc c,UAGF IN THREE HIGH SCHOOLS: CHOLLA, PUEBLO, ANDTUC SON.

PERSONAL AUTHOR: SOCKmAN, JOHN F.; VIDEEN, DARLEEN A.

DESCRIPTOR: "CULTURAL AIARENESS; CULTURAL BACKGROUND;ENROLIMENT TRENDS: ETHNIC GROUPS; LANGUAGE ENROLLMENT;*tEARNING THEORIES; *LISTENING COMPREHENSION; MEXICANAMERICANS; MODERN LANGUAGES: PUBLIC SCHOOLS; QUESTIONNAIRES:SECOND LANGUAGE LFARNING; *SPANISH; STATISTICAL DATA;STATISTICAL STUDIES; *STUDENT ATTITUDES

EDRS PRICE: ERRS PRICE mE-40.65 HC$3.29

DESCRIPTIVE NOTE: 37P,

RESEARCH IN SECOND LANGUAGE LEARNING SUPPORTS THEHYPOTHESIS THAT SUCCESS IN LANGUAGE LEARNING IS RELATED TOSTUDENTS' ATTITUDES ABOUT THE CULTURE REPRESENTED BY THETARGET LANGUAGE. THIS STUDY TESTS THE HYPOTHESIS RYEXAMINING TWO SPANISH PROGRAMS AT THREE HIGH SCHOOLS WHICHHAVE A LARGE MEXICANAMERICAN STUDENT ENROLLMENT. DECLININGENROLLMENT IN BOTH PROGRAMS AND REJECTION OF SPANISH STUDYBY MEXICAN AMERICAN AND OTHERS ARE ENCOURAGING AREEVALUATION OF THE MODEL PROGRAMS, THEIR FORM, ANDEDUCATIONAL OBJECTIVES, DESCRIPTION OF THE EXPERIMENTALSTUDY INCLUDES: (li A STATEMENT OF THE PROBLEM, (21EVALUATION DESIGN, (3) PRESENTATION AND SUMMARY OF DATA, 141RFCDUMENDATIONS AND CONCLUSIONS. AND (51 A CULTURALOPINIONNAIRF. EXTFNSIVE STATISTICAL DATA IN THE FORM OFCOMPUTERPRINTOUT SHEETS ARE INCLUDED. (RL)

ACCESSION NUMBER: ED057676

PUBLICATION OATF: oFC 71

TITLE: SOBRE LA ENSENANZA DE LA LITERATURA HISPANOAMERICANA(THE TEACHING OF HISPANOAMERICAN LITERATUREI.

PERSONA'. AUTHOR: ELLIS, KEITH

Df.SCRIPTOR: *COLLEGE STUDENTS; CULTURAL EDUCATION;INSTRUCTIONt MATERIALS; *LANGUAGE INSTRUCTION: LATINAMERICAN .CULTURE: *LITERATURE APPRECIATION; *JPANISHAmFRICAPv LITERATURE:. SPANISH SPEAKING; *TEACHING METHODS;UNIVERSITIES

EORS PRICE: FORS PRICE MF-S0.65 HC -$3.29

DESCRIPTIVE NOTE: 8P.; SPEECH PRESENTED AT THE AMERICA4ASSOCIATION OF TEACHERS OF SPANISH AND PORTUGUESE ANNUALMEETING, CHICAGO, ILLINOIS, DECEMBER 28-30, 1971

THERE ARE THREE MAIN PROBLEMS IN TEACHING LATIN AMERICANLITERATURE: ILI IT IS DIFFICULT TO MAINTAIN A REGIONALOvERvIEw, WHILE, AT THE SAME TIME. INCLUDING A SENSE OF THELITERARY HISTORY OF LATIN AMERICA; 42) IT IS NECESSARY TOTEACH LITERATURE SO THAT THE MATERIAL SEEMS WORTHWHILE INITS OWN RIGHT AND NOT ONLY AS A COMPLEMENT TO OTHERDISCIPLINFS, ESPECIALLY THE SOCIAL SCIENCES; AND 131 IT ISNECESSARY TO DEMONSTRATE THAT A LITERARY WORK, IN ITSELF,HAS AN ATTRACTIVE VALUE. THE MOST APPROPRIATE SOLUTION TOTHESF PROBLEMS IS INTENSIVE STUDY IN A SMALL CLASS OF WORKSTHAT ARF OUTSTANDING BECAUSE OF THEIR AESTHETIC MERIT.AFTERWARD, STUDENTS CAN DERIVE THE GREATEST BENEFIT FROMOTHER WORKS OUTSIDE OF CLASS. (VMI

ACCFSSION NUMBER: ED057891

PuBliCATION DATE: 67

TITLE: SUBCULTURAL DETERMINANTS OF COOPERATIVE ANDCOMPETITIVE BEHAVIOR.

PFRSnNAL AUTHOR: MADSEN, MILLARD

DESCRIPTOR: *ACHIEVEMENT NEED; CAUCASIANS; *CULTURALDIFFERENCES; *ELEMENTARY SCHOOL STUDENTS; ETHNIC GROUPS;'MEXICAN AMERICANS: MOTIVATION; NEGROES; *PRESCHOOL CHILDREN;SFX DIFFERENCES: *SOCIAL BEHAVIOR; SOCIAL RELATIONS;SnCflrrDNOMIC INFLUENCES

IDFNTIFIcR: ISRAEL; PROJECT HEAD START

FOPS PRICE: FORS PRICE MF S0.65 HC$3.2q

lESCRIPTIVF NOTE: 36P.

THr THREE STUDIES INVOLVED ATTEMPT TO ASSESS THE NATURE OFCOOPERATIVE ANO COMPETITIVE BEHAVIOR OF YOUNG CHILDREN INDIFFEQENT SOCIOECONOMIC CLASSES. IN THE FIRST STUDY, 36PAIRS OF HEAD START CHILDREN, REPRESENTING MEXICANAMERICAN,NEGRO AND CAUCASIAN ETHNIC GROUPS, WERE INVESTIGATEDCONCERNING THEIR COOPERATIVECOMPETITIVE BEHAVIOR INRELATION TO THEIR ETHNIC DIFFERENCES. VARIANCES IN BEHAVIORWERE MARKED FROM GROUP TO GROUP. THE SECOND STUDY INVOLVED240 CHILDREN, HALF OF WHOM WERE ENROLLED IN HEAD START. THEABOVE THREE ETHNIC GROUPS WERE REPRESENTED EQUALLY IN THISpRDJFCT. ETHNIC BACKGROUND WAS FOUND TO AFFECT COMPETITIVEBEHAVIOR IN ONLY A PARTIAL WAY; IT RELATED TO SEX.MEXICAN AMERICAN BOYS WERE LESS COMPETITIVE THAN OTHERGROUPS. THE THIRD STUDY COMPARED COOPERATIVECOMPETITIVEBEHAVIOR IN KIBBUTZ AND URBAN CHILDREN IN ISRAEL, USING 40KIBBUTZ CHILDREN AND THE SAME NUMBER OF CITY CHILDREN, BOTHWITH AN AGE MEAN OF EIGHT YEARS. KIBBUTZ CHILDREN SHOWEDMORE rOOPFRATIVE 9FHAVIOR 1HAN DID THE CITY CHILDREN. ImKI

pi

10


pUILICATION DATE: 28 JUL 71

TITLE: VOLUNTARIAS DE SESAME STREET: MANUAL PARA CONDUCIRLAS SESIONES "SESAME STREET" CON NINOS DE EDAD PRE-ESCOLAR.

PERSONAL. AUTHOR: FILEP, ROBERT T.; AND OTHERS

DESCRIPTOR: ACTIVITIES; *BROADCAST TELEVISION; *GUIDES;MOTHERS; NONPROFESSIONAL PERSONNEL; PARENT PARTICIPATION;*PRESCHOOL CHILDREN: *SPANISH SPEAKING; TELEVISION VIEWING;*VOLUNTEERS

IDENTIFIER: * SESAMF STREET; SPANISH LANGUAGE

FORS PRICE: DOCUMENT NOT AVAILABLE FROM EDRS.

DESCRIPTIVE NOTE: 50P.; SPANISH VERSION OF PS 005 153

THIS GUIDE WAS PREPARED TO AID SPANISH-SPEAKING VOLUNTEERSWORKING WITH PRESCHOOL CHILDREN BEFORE, DURING, AND AFTERVIEWING THE TELEVISION PROGRAM, "SESAME STREET". THE TEXT ISWRITTEN IN SPANISH. SUGGESTIONS IN THIS BOOKLET GREW OUT OFA STUDY CALLED THE SESAME MOTHER PILOT PROJECT CONDUCTED IN1970-71 BY THE INSTITUTE FOR EDUCATIONAL DEVELOPMENT. THISGUIDE IS DIVIDE') INTO NINE MAIN PARTS: WHAT "SESAME STREET"IS ALL(ABDuT, YOU AND THE CHILDREN, WAYS OF ORGANIZINGVIEWING SESSIONS, ARRANGING THE VIEWING AREA, INVOLVINGDARFNTS AND CHILDREN IN THE VIEWING GROUP, SUGGESTIONS FORVOLUNTEERS WHILE WORKING WITH THE CHILDREN, THE GOALS OF"EFSAME STREET", SAMPLE GAMES AND SUGGESTIONS, ANDRECRUITING MATERIAL. AN ENGLISH LANGUAGE VERSION OF THEGuinE !S AVAILABLE AS PS 005 153. (AUTHOR/AJ)

AVAILABILITY: INSTITUTE FOR EDUCATIONAL DEVELOPMENT, 999NORTH SFPULVEDA BLVD., EL SEGUNDO, CALIFORNIA 90245

ACCESSION NUmHER: ED057925

PuRLICAT1ON DATE: SEP TI

TITLE: THE OBSERVATION OF PARENTS AS TEACHERS OF PRESCHOOLCHILDREN AS A FUNCTION flF SOCIAL CLASS, ETHNICITY, ANDCULTURAL f !STANCE BETWEEN PARFNT AND CHILD. FINAL REPORT.

p,RScNAI AUTHOR: STEWARD, MARGARET S.

DFSLPIPTOR: ANGLO AMERICANS: ATTITUDES; BEHAVIOR PATTERNS;f7HINFSF: CHINESE AMERICANS: COGNITIVE PROCESSES: *CROSSCUITIJRAI STUDIES; CULTURAL DIFFERENCES; DATA ANALYSIS:ETHNIC r,ROUPS; GROUP RELATIONS; INTERACTION PROCESSANAiYClc; InWFR !'LASS; mExICAN AMERICANS: minaf CLASS;snTHPR;: PARENT CHILD RELATIONSHIP: *PRESCHOOL CHILDREN;P SW,NSF MODE; *SOCIAL DIFFERENCES; SPANISH SPEAKING:4TvAci4rPT, STYLES

EORS PRICE mF$0.65 HC$3.29

of-SCRIPTIVF NOTE: 43P.

THIS PROJECT WAS DESIGNED TO STUDY THE PROCESS OF PARENTSTFACHINc, PRESCHOOL AGE CHILDREN USING A DIRECT OBSERVATIONALmrTHon. SIX MOTHERS AND THEIR OWN THREE-YEAR-OLD SONS FROMSFvFN ETHNIC GROUPS PARTICIPATED: MIDDLE-CLASS ANGLO,Ir'wER-CLASS ANGLO, ENGLISH-SPEAKING MEXICAN-AMERICAN,LINGuAl MEXICAN-AMERICAN: SPANISH-SPEAKING

MEXICAN- AMERICAN, ENGLISH-SPEAKING CHINESE-AMERICAN,CHINESE-SPEAKING CHINESE-AMERICAN. IN ADDITION, FOUR GROUPSOF THE mOTHERS TApOGHT A SECOND CHILD FROM THEIR ETHNIC ANDSDCIAL CLASS BACKGRCUND, AND A THIRD CHILD CROM AN ETHNIC\NI SOCIAL CLASS DIFFERENT FROM THEIR OWN. EACH MOTHERTAuGHT A mcNITIvr SORTING GAME AND A MOTOR SKILL GAME TOEACH OF THE CHILDREN ASSIGNED TO HER. DATA WERE ORGANIZED INTFRMS OF "OWN CHILD" DATA AND ANALYZED BY MEANS OF A ONE-WAYrtNAlYSic nF VARIANCE, AND PREDICTED TRENDS; THE "SOCIAL)ISTANCr" DATA WERE ANALYZED IN A 3 X 2 X 2 MIXED FACTORIAL)FSIGN. THE DATA WERE COOED USIN G A PARENT INTERACTION CODEWHICH ALLOWED ANALYSIS OF THE TEACHING INTERACTION IN TERMSJ E PR0GRAmmATIC VARIABLES: TOTAL TIME, INPUT AND PACING: ANDTrACHING LOOP VARIABLES: ALERT, FORMAT, CHILD RESPONSE, ANDFFEOBACK. THE SINGLE REST PREDICTOR OF MATERNAL TEACHING. ORrmtIn RI SPUNSE, WAS ETHNICITY WITH SOME REPLICATION OFEARLIER SOCIAL-CLASS DIFFERENCES. THE RESULTS TEND TOSUPPORT STABLE CONSTELLATIONS OF BEHAVIORS WITHIN ETHNICCROUPS cIF A SUBTLE NATURE. FURTHER RESEARCH IS RECOMMENDED.AuTHOR/rK)

12

ACCFSSION NumBER: ED057941

PURI (CATION DATE: FFF 71

TITLE: AN INVENTORY OF NATURAL, HUMAN, AND SOCIAL OVERHEADCAPITAL RESOURCES IN NORTH-CENTRAL NEW MEXICO.

PERSONAL AUTHOR: CARRUTHERS, GARREY; EASTMAN, CLYDE

DESCRIPTOR: AMERICAN INDIANS; ANGLO AMERICANS; *AREASTUDIES; *DEMOGRAPHY; ECONOMIC FACTORS; EDUCATION;ENVIRONMENTAL INFLUENCES; *HUMAN RESOURCES; *LAND USE;MEXICAN AMERICANS; *NATURAL RESOURCES; PROGRAMS; RURAL URBANDIFFERENCES; SERVICES; SURVEYS

IDENTIFIER: NEW MEXICO

'FORS PRICE: EARS PRICE MF-S0.65 HC-S3.29


CONCERNED WITH THE NORTH-CENTRAL AREA OF NEW MEXICO (RIOARRIBA, TAOS, COLFAX, MORAI.SANTA FE, AND SAN MIGUELCOUNTIES), THIS INVENTORY. DESCRIBES THE SITUATION. ANDDELINEATION OF THE REGION, THE NATURAL RESOURCES (PHYICALCHARACTERISTICS, LAND, LAND-OWNERSHIP PATTERNS,, LAND-USEPATTERNS, LAND-TITLE PROBLEMS, WATER RESOURCES, ANDMINERALS); HUMAN.RESOURCES (REGIONAL DEMOGRAPHY, ETHNICGROUpS,'EDUCATION, INCOME DISTRIBUTION AND UNEMPLOYMENT, ANDOCCUPATIONAL PROFILES); AND SOCIAL OVERHEAD CAPITAL(EDUCATIONAL SERVICES, HEALTH SERVICES, OTHER PUBLICSERVICES, COMMUNICATIONS, AND RECREATION). EACH OF THEFOREGOING IS DISCUSSED IN TERMS OF RELEVANCE TO THE STATEAND ITS PEOPLE AND POSSIBLE RAMIFICATIONS IN VIEW OFINFLUENCES FROM WITHIN AND WITHOUT NEW MEXICO. INCLUDED ARE8 FIGURES, 17 TABLES, AND 22 REFERENCES. (MJB)

AcrfssinN NUMRFR: En057965

PIM! ICATION DATE: SFP

TIT! F: PERCEPTION OF SELF AND OTHERS AS A FUNCTION OF ETHNICcoloilP MEMBERSHIP.

PFRcONAL AUTHOR: COOPER, JAMES G.

nESIRIPTOR: *AMERICAN INDIANS; *ANGLO AMERICANS; COMMUNITYINFLUENCE; CULTURAL DIFFERENCES; HIGH SCHOOL STUDENTS;*MEXICAN AMERICANS; *NEGROES; RACIAL FACTORS; RURAL YOUTH;*SELF CONCEPT; SOCIAL FACTORS; SOCIOCULTURAL PATTERNS;TAFU.FS (DATA)

FOPS PRICE: EDRS PRICE MF-$0.65 HC-$3.29

DESCRIPTIVE NOTE: 12p,

THE SELF-IMAGES OF 407 ANGLO AMERICAN, 157 AMERICAN INDIAN,300 MEXICAN AMERICAN, AND 52 NEGRO RURAL HIGH SCHOOLSTUDENTS IN NEW MEXICO AND TEXAS WERE COMPARED IN THISSTUDY. DATA FROM AN 11-ITEM SEMANTIC DIFFERENTIAL TEST WEREGROuPFD IN TERMS OF 3 SUBSETS: PERCEPTIONS OF SELF, FEELINGSABOUT SCHOOL, AND SOCIAL VARIABLES. ALTHOUGH IT HAD BEENEXPECTED THAT THE STUDY WOULD REVEAL STRONG PERCEPTIONS OFSELF AMONG THE ANGLO AMERICANS AND WEAK SELF-CONCEPTS AMONGTHE ETHNIC MINORITIES, THE DATA REVEALED THAT EACH ETHNICGROUP SAW ITSELF TN FAVORABLE LIGHT AND SAW THE OTHER GROUPSLESS FAVORABLY. IN THE DOCUMENT, TABLES OF MEANS (BY ETHNICGROUP) PROVIDE RESULTS OF THE BIPOLAR-ADJECTIVES TEST. ALIST OF PARTICIPATING SCHOOLS IS ALSO INCLUDED. (PS)

14



TITLE: MODIFICATION flF TEACHER BEHAVIOR IN TEACHING THEMEXICAN - AMERICAN.

PERSONAL AuTHOR: GARCIA, ERNESTO F.

nESCPIPTOR: BEHAVIORAL OBJECTIVES: *BEHAVIOR CHANGE;*CULTURAL AWARENESS: *EDUCATIONAL STRATEGIES: INTERACTIONDROCFSS ANALYSIS: *MEXICAN AMERICANS; NEGATIVE ATTITUDES:*TEACHEP BEHAVIOR

FORS PRICE: EDRS PRICE MF-$0.65 HC-$3.29


THE NEED FOR MODIFICATION OF TEACHER BEHAVIOR IN TEACHINGTHE MEXICAN AMERICAN OCCURS PRIMARILY IN 2 AREAS. FIRST, THETEACHER MUST SEEK WAYS TO IMPROVE HER TEACHING BY LEARNINGHOW TO PLAN FOR, PRODUCE, AND EVALUATE BEHAVIORAL CHANGES INHER PUPILS. WRITING INSTRUCTIONAL OBJECTIVES IN BEHAVIORALTERMS, LEARNING WAYS TO ASSESS THE EFFECTIVENESS OF VERBALAND NONVERBAL INTERACTION, AND UNDERSTANDING THE USE OFPOSITIVE REINFORCEMENT CAN ALL CONTRIBUTE GREATLY TO CHANGESIN HOW THE TEACHER APPROACHES THE TEACHING TASK. THE SECONDASPECT OF TEACHER BEHAVIOR IS CONCERNED WITH KNOWLEDGE ABOUTTHE CULTURE THAT THE MEXICAN AMERICAN CHILD BRINGS TOSCHOOL. IT IS UNDERSTOOD THAT THE KNOWLEDGE ITSELF WILL NOTPRODUCE CHANGES IN ATTITUDES AND EXPECTATIONS ABOUT THEPUPILS. HOWEVER, ACCURATE INFORMATION WHICH THF TEACHER CANUSE AS SHE OBSERVES PUPIL BEHAVIOR CAN OFTEN RE THE KEY ASTo WHETHER SHE WILL SHOW SENSITIVITY, APPRECIATION, OR APOSITIVE ATTITUDE. MODIFICATION OF THESE 2 ASPECTS OFTEACHER BEHAVIOR IS A NECESSITY IF MEXICAN AMERICAN PUPILSARC Ti) BENEFIT TO THE FULLEST FROM AN EDUCATIONAL SYSTEMTHAT HAS FAILED THEM IN THF PAST. IT IS NOT UNREASONABLE TOASK THAT CHANGE TAKE PLACE TO MAKE TEACHERS MORE EFFECTIVEIN THE CLASSROOM AND THAT THIS EFFECTIVENESS IN PEDAGOGY BEENHANCED BY KNOWLEDGE OF THE CULTURE OF THE MEXICANAmFRICAN. (JHI


PURLICATION DATE: TO

TITLE: CHICANO COMMUNITY ACTION EFFORTS AT THE LOCAL LEVELAND THEIR EFFECTS ON PROMOTING EDUCATIONAL CHANGE FORMEXICAN- AMERICANS. A RESEARCH PAPER.

PERSONAL AUTHOR: FIERPO, LEONARD

nESCRIPTOR: *COMMUNITY ACTION; DATA COLLECTION;*F1)UCATIONAL CHANGE; FINANCIAL SUPPORT; INFORMATIONDISSEMINATION; *LITERATURE REVIEWS; *MEXICAN AMERICANS;ORGANIZATIONS IGROuPS1; *RESEARCH NEEDS

Enss PRICE: EDRS PRICE MF-$0.65 HC-S3.29

nFsCRIPTIvE NOTE: 16P.

THE PURPOSE nF THIS PAPER IS TO REVIEW THE LITERATURE ANDRESEARCH THAT IDENTIFY EFFORTS ON BEHALF OF THE CHICANOCOMMUNITY TO EFFECT CHANGE. MAJOR EMPHASIS IS ON CHANGE THATDEALS WITH EDUCATION OF CHICANO YOUTH. THE REVIEW OFLITERATURE AND RESEARCH INDICATES 3 DISTINCT DIVISIJNS INORGANIZATIONAL ACTIVITY. PRIOR TO 1940, CHICANOORGANIZATIONS WERE OF A PASSIVE FORM. FROM 1940 TO 1960,ORGANIZATIONS TOOK POSITIVE STEPS, BUT WITH PATIENCE ANDRESTRAINT. DURING THE 1960,S, ORGANIZATIONS TOOK A MOREMILITANT APPROACH TO SOLVING PROBLEMS THROUGH COMMUNITYACTION. THE PAPER POINTS UP A NEED TO GATHER AND COMPILETHAT WHICH IS WRITTEN ON CHICANO COMMUNITY ACTION EFFORTS, ANEP) TO MAKE LITERATURE AND RESEARCH AVAILABLE TO SCHOLARAND LAYMAN ALIKE, A NEED TO SPONSOR AND/OR ENGAGE IN NEEDEDRESEARCH PROJECTS, AND A NEED FOR FUNDS TO IMPLEMENTSUITABLE PROGRAMS. 1,1HI

ACCESSICN NUMBER: E0057973

PUBLICATION DATE: AUG 71

TITLE: BICULTURAL SOCIALIZATION PROJECT: A GROUP PROCESSAPPROACH TO BILINGUAL INSTRUCTION TITLE VII. FINAL REPORT,1970-71.

PERSONAL AUTHOR: BAKER, JEAN M.

DESCRIPTOR: ACTIVITIES; BICULTURALISm; *BILINGUALEDUCATION; CLASSROOM ENVIRONMENT; FORMATIVE EVALUATION;GRADE ?; *GROUP INSTRUCTION; INSERVICF TEACHER EDUCATION;*MEXICAN AMERICANS; PROGRAM DEVELOPMENT; *PROGRAMEVALUATION; SOCIAL INTEGRATION; *SOCIALIZATION; TEACHERAIDES

IDENTIFIEP: ARIZONA

ERRS PRICE: FORS PRICE MF-$0.65 HC-$6.58


THIS FINAL REPORT RELATES TO STUDENT SOCIALIZATION THROUGHA BILINGUAL (SPANISH /.,ENGLISH}, BICULTURAL PROGRAM INVOLVING6 SECOND GRADES IN 3 SCHOOLS OF PHOENIX, ARIZONA, FOR THE.1970-71 scHnot. YEAR. AS REPORTED, THE MAJOR OBJECTIVE OF THEPROGRAM WAS TO DEVELOP AND IMPLEMENT A GROUP PROCESSAPPROACH TO BILINGUAL EDUCATION; IN ADDITION, CLASSROOMINSTRUCTIONAL PERSONNEL WERE TRAINED BY SITE COORDINATORS.PROGRAM SUCCESS WAS REGARDED AS OUTSTANDING IN CLASSROOMSHAVING STRONG ADMINISTRATIVE SUPPORT FOR THE PROGRAM;PARTIAL SUCCESS, WAS ACHIEVED IN OVERALL EFFORTS TO CREATECLASSROOM ENVIROMENTS AND APPROPRIATE ACTIVITIES TOFACILITATE SMALL GROUP INTERACTION. THE RELATIVELYUNSUCCESSFUL ASPECTS OF THE PROGRAM WERE ATTRIBUTED TO LACKOF (1) BILINGUAL TEACHERS, (21 A TRUE HETEROGENEOUS STUDENTPOPULATION, ANO (31 SUPPORTING ADMINISTRATION. THE DOCUMENTCONTAINS DISCUSSIONS OF PROGRAM RATIONALE, THE GROUP PROCESSAPPROACH AND PROCEDURES FOR IMPLEMENTING IT, TRAINING ANDRESEARCH PROCEDURES, AND BILINGUAL AND BICULTURALACTIVITIES; RESULTS, EVALUATION, A SUMMARY, ANDRECOMMENDATIONS ARE ALSO PROVIDED; AND APPENDICES INCLUDETABULAR SUMMARIES OF THE TRAINING EVALUATIONS, A CHECKLISTFOR PROGRAM CLASSROOMS, NOTED REACTIONS TO VARIOUS PROGRAMCOMPONENTS, RESULTS OF ANALYSIS OF VARIANCE FOR THE PEABODYVOCABULARY TEST AND THE ARTOLA-STEWART SPANISH-ENGLISHVOCABULARY TEST, SELECTED LANGUAGE SAMPLES, A COMPOSITE OFTHE PARENT QUESTIONNAIRE; A DESCRIPTION OF THE TEACHER'SMANUAL, AND THE NATURAL METHOD OF LANGUAGE ACQUISITIONCHECKLIST. (MJB)

17


PUBLICATION DATE: 9 AUG 71

TITLE: PROPER NAMES FOR USE IN BEGINNING READINGINSTRUCTION.

PERSriN:-.L AUTHOR: CRONNELL, BRUCE

DESCRIPTOR: *BEGINNING READING; FORM CLASSES (LANGUAGES);JAPANESE AMERICAN CULTURE; MEXICAN AMERICANS; *NOMINALS;PRONUNCIATION; SPELLING; *VOCABULARY; *WORD LISTS

FORS PRICE: EDRS PRICE ME-$0.65 HC-$3.29


A LIST O 500 PROPER NAMES, PRIMARILY FIRST NAMES, IS CODEDFOR SPELLING-TO-SOUND CORRESPONDENCES AND STRESS, ANDINFORMATION IS GIVEN ON THE TYPE OF NAME (FIRS3 OR LAST),SEX OF NAME, STYLE (NICKNAME OR COMPLETE NAME), ALTERNATESPELLINGS, PRONUNCIATIONS, AND USAGES. THE AUTHOR POINTS OUTTHAT PROPER NAMES CCMPRISE ROUGHLY 9 PERCENT OF THE WORDS INREADING MATERIAL AND THAT IT IS, THEREFORE, NECESSARY TOTEACH BEGINNING READERS PROPER NAMES AS A PART OF THEIRACTIVE VOCABULARY. APPENDIXES TO THE MAIN LIST INCLUDEsFLFTTEn BIBLICAL, MYTHICAL, AND LITERARY NAMES, COMMON'JAPANES-AMPRICAN NAMES, AND COMMON MEXICAN-AMERICAN NAMES.REFERENCES ARE INCLUDED. (AL)

A'-CESSION NUMBER: ED058011

PUBLICATION DATE: NOV 71

TITLE: RESEARCH: NEW HOPE FOR KINDERGARTEN CHILDREN.

PERSONA( AUTHOR: STANCHEIHD, JO M.

')EsCRIPTDR: AUDITORY DISCRIMINATION; BEGINNING READING;*ETHNIC STATUS; *KINDERGARTEN CHILDREN; LISTENING SKILLS;MEXICAN AMERICANS: NEGRO STUDENTS; ORAL EXPRESSION;PERCEPTUAL MOTOR COORDINATION: *PREREADING EXPERIENCE**READING READINESS; *READING SKILLS: SEX DIFFERENCES; SKILLnEVFLOPmENT; VISUAL DISCRIMINATION

FORS PRICE: EDRS PRICE mF-30.65 HC-$3.29

DESCRIPTIVE NOTE: 15P.; PAPER PRESENTE) AT THE MEETING GETHE CALIFORNIA READING ASSOCIATION, SAN FRANCISCO, NOV.,1971

THE EFFECTS OF TEACHING PREREADING SKILLS TOKINDERGARTENERS ON THEIR READING READINESS SCORES WEREINVESTIGATED. SEVENTEEN KINDERGARTENS PROVIDING A CROSSSECTION OF SOCIOECONOMIC LEVELS ANn REPRESENTING DIFFERENTETHNIC GROUPS WERE SELECTED. EACH EXPERIMENTAL SCHOOL WASTHEN MATCHED TO A CONTROL SCHOOL. IN THE EXPERIMENTALSCHOOLS, SIX MAJOR PREREADING SKILLS WERE TAUGHT: LISTENINGFOR COMPREHENSION OF CONTENT, LISTENING FOR AUDITORYDISCRIMINATION, VISUAL DISCRIMINATION SKILLS, ORAL LANGUAGESKILLS, MOTOR- PERCEPTUAL SKILLS, AND SOUND-SYMBOLCORRESPONDENCE SKILLS. TEACHERS IN THE EXPERIMENTAL SCHOOLSRECEIVED A TEACHER'S MANUAL AND MET EACH WEEK IN THE FALLsFmpsTER TO RECEIVE ADDITIONAL MATERIALS AND FORDISCUSSIONS. THE MURPHY-DURRELL READING READINESS ANALYSISWAS GIVEN Tn ALL CHILDREN AT THE FNn OF THE SCHOOL YEAR.RESULTS INDICATED THAT IN THE TOTAL TEST AND ALL INDIVIDUALTESTS, THE FXPERIMENTALS OUTPERFORMED THE CONTROLS, GIRLSOUTPERFORMED BOYS, AND THE WHITES OUTPERFORMED OTHER ETHNICGROUPS. THE MEXICAN-AMERICANS OUTPERFORMED THE BLACKS IN THETOTAL TEST AND ALL INDIVIDUAL TESTS EXCEPT ON THE LETTERNAMES TEST. THE ExPFRIMENTAL MEXICAN - AMERICAN AND BLACKCHII.DREN ACHIEVED CONSIWERABLY HIGHER SCORES THAN THECONTROL WHITE CHILDREN. MATERIALS USED AND TEACHINGTECHNIQUES EMPLOYED ARF DESCRIBED, AND TABLES AND REFERENCESARE INCLUDED. (AW)

ACCESSIrN NuMBFR: FD05B213


TITLE: SEARCHING FOP LMERICA.

PERSONAL AUTHOR: KELLY, FRNECE B., ED.

DESCRIPTOR: AFRICAN AMERICAN STUDIES; AMERICAN LITERAT'JRF;*ANTHOLOGIES; ATTITUDES; AUTHORS; BEHAVIOR PATTERNS;BIOGRAPHIES: *ESSAYS; GEOGRAPHIC CONCEPTS; *LITERARYCPATICISM: *LITERATURE; MEXICAN AMERICANS; NON WESTERNCIVILI7ATIDN; POETRY: PROSE; RACISM; RELIGIIKP_ FACTORS;STANPARnS; =TEXTBOOK CONTENT

FIrS PRICE: DOCUMENT NOT AVAILABLE FROM EDRS.


THE 12 CRITIQUES AND FOUR ESSAYS IN THIS VOLUME OFFER THEREADER A RUDIMENTARY FAMILIARITY WITH THE NAMES OF THIRDWORLD WRITERS AND SOME OF THEIR OUTSTANDING WORK. THISPUBLICATION IS INTENDED AS A CATALYST FOR CHANGE IN THESELECTION AND. CRITICISM OF LITERARY TEXTS. AS THE 12 ROOKSREVIEWED HERE ARE TYPICAL, THE CRITIQUES CAN LEAD TO ANuNDERSTANDING OF THE GENERAL CHARACTER OF CURRENT AMERICANLITERATURE ANTHOLOGIES WITH RESPECT TO THEIR SEVERALTRAnITIONAL BIASES. REVEALED ARE THE ETHNLCS RACISM, THEEMPHASIS ON THE ATLANTIC FRONTIER, THE PURITAN SPIRIT, ANDTHE CAvtlIER TRADITION. REVEALED ALSO IS THE PATTERN OFREPRINTING WHAT HAS BEEN PRINTED BEFORE AND SHUNNING THEOTHERWISE MERITORIOUS WRITER BECAUSE HE HAS NOT BEENPREVIOUSLY ANTHOLOGIZED. SOME OF THE BOOKS REVIEWED ARF"AMERICAN LITERATURE," "AMERICAN LITERATURE: TRADITION ANDINNOVATION," "AMERICAN POETRY," "AMERICAN POETRY AND PROSE,""AMERICAN POETS FROM THE PURITANS TO THE PRESENT," AND "THEAMERICAN TRADITION IN LITERATURE." THE ESSAYS ARE ONAFRO-AMERICAN LITERATURE, ASIAN- AMERICAN LITERATURE,CHICANOS AND AMERICAN LITERATURE. AND NATIVE AMERICANLITERATURE. BIOGRAPHICAL SKETCHES OF CONTRIBUTERS AND ASTATEMENT BY THE NCTE ON CRITERIA FOR TEACHING MATERIALS INREADING AND LITERATURE WITH RESPECT TO BIAS ARE INSERTED.(EDITOR/CK)

AvAILARILITY: NATIONAL COUNCIL OF TEACHERS OF ENGLISH, 1111KENYON ROAD, URBANA, ILLINOIS 61801 (STOCK NO. 37935: $1.75PREPAID)

2n


PUBLICATION DATE: JUN 11

TITLE: mILWAUKEF BILINGUAL EDUCATION PROGRAM 1970-1971.EVALUATION REPORT.

PERSONAL AUTHOR: BORTIN, BARBARA H.

DESCRIPTOR: ACADEMIC ACHIEVEMENT; BEHAVIORAL OBJECTIVES;*BILINGUAL EDUCATION; BILTNGUA' STUDENTS: BILINGUALTEACHERS: CULTURAL DIFFERENCES: CURRICULUM DEVELOPMENT;*ELEMENTARY EDUCATION: ENGLISH (SECOND LANGUAGE);INTERCULTURAL PROGRAMS; LANGUAGE SKILLS; MEXICAN AMERICANS;PARENT SCHOOL RELATIONSHIP: *PROGRAM EVALUATION; SCHOOLCOMMUNITY PROGRAMS; *SECONDARY EDUCATION: *SPANISHAMERICANS; STANDARDIZED TESTS

IDENTIFIER: *MILWAUKEE PUBLIC SCHOOLS



SPANISH/ENGLISH BILINGUALISM, GRADE-LEVEL ACADEMICACHIEVEMENT, AND ETHNIC PR!!E REMAINED THE GOALS OF THEBILINGUAL EDUCATION PROGRAM IN ITS SECOND YEAR OF OPERATION.A NUMBER OF POSITIVE OUTCOMES JUSTIFY ITS CONTINUEDOPERATION AND VERTICAL EXPANSION. SPECIFIC RECOMMENDATIONSARE MADE FOR CONTINUATION OF STAFF TRAINING, DEVELOPMENT OFBILINGUAL CURRICULA, IMPROVEMENTS IN THE INSTRUCTIONALPROCESS, AND STRENGTHENING OF THE SCHOOL-HOME RELATIONSHIP.(AG)


PUBLICATION DATE: MAY 71

TITLE: ACTIOJ RESEARCH IN ORAL ENGLISH FOR THELINGuiSTICALLY DIFFERENT SECONDARY STUDENT: ODESSA, TEXAS.

PERSONA( AUTHOR: RIGGS, VIRGINIA FIELDS

DESCRIPTOR: APPLIED LINGUISTICS; CURRICULUM DEVELOPMENT;*ENGLISH (SECOND LANGUAGE); ENGLISH INSTRUCTION; ENGLISHPROGRAMS; HANDICAPPED STUDENTS; *LANGUAGE HANDICAPS;LANGUAGE PROGRAMS; MEXICAN AMERICANS; NEGRO DIALECTS; NEGROEDUCATION; NEGROES; *NONSTANDARD DIALECTS; *SECONDARYscHnnt_s: SOCIAL MOBILITY; SOCIOCULTURAL PATTERNS; *SPANISHSPEAKING

EPRS PRICE: ERRS PRICE MF-40.65 NC-43.29

DESCRIPTIVE NOTE: 99P.; M.A. THESIS, UNIVERSITY OF TEXAS OFAUSTIN

A PROGRAM DESIGNED TO DECREASE THE NUMBER OF LINGUISTICALLYDIFFERENTIATED, NONSTANDARD SPEAKERS OF ENGLISH IN TEXASCLASSROOMS AND TO HELP POTENTIAL DROPOUTS ATTAIN PROFICIENCYIN THE USF OF ENGLISH (THEREBY ALLOWING THEM TO ACHIEVEMOBILITY IN THE DOMINANT ANGLO-AMERICAN CULTURE) ISDESCRIBED IN THIS REPORT. THE PROGRAM PROVIDESLINGUISTICALLY DIFFERENT NEGRO AND MEXICO. -AMERICAN STUDENTS-THE OPPORTUNITY TO ACQUIRE SKILLS IN STANDARD SPOKENENGLISH. THE PROBLEM IS REVIEWED IN GENERAL TERMS WITHEMPHASIS PLACED ON THE SOCIOCULTURAL IMPLICATIONS OFDIALECTAL VARIATIONS. A REVIEW OF THE LITERATURE PRECEDES ADETAILED DESCRIPTION OF THE PROGRAM IMPLEMENTED AT ECTORHIGH SCHOOL. A SUMMARY, LIMITATIONS, CONCLUSIONS, ANDRECOMMENDATIONS CONCERNING THE PROJECT ARE INCLUDED.APPENDIXES CONTAIN RELEVANT PROJECT INFORMATION AND SAMPLEQUESTIONS AND EXERCISES USED. A BIBLIOGRAPHY IS PROVIDED.IRL)

AcrrssniN NUmnER: FDOSATHI

puRtICATION DATE: 20 SEP 70

'IMF: A SECOND YEAR PROGRAM IN ENGLISH AS A SECOND LANGUAGEPREPARED FOR PARA-PROFESSIONAI TEACHERS IN BI- LINGUAL.PRE-. SCHOOL HOME TEACHING PROGRAMS: TEACHER'S MANUAL.

PERSONAL AUTHOR: FLOOD, LILY WONG

DESCRIPTOR: BILINGUAL EDUCATION; CLASSROOM TECHNIQUES;EDUCATIONAL OBJECTIVES; *ENGLISH (SECOND LANGUAGE); GRAMMAR;HOME PROGRAMS; INSTRUCTIONAL MATERIALS; LANGUAGEINSTRUCTION; LANGUAGE PATTERNS; LANGUAGE PROGRAMS; LEARNINGACTIVITIES; *LESSON PLANS; *PARAPROFESSIONAL SCHOOLPFRSONNEL; *PRESCHOOL PROGRAMS; PROGRAM DESIGN; *SECONDLANGuAGF- (EARNING; SPANISH SPEAKING; TEACHING GUIDES;VOCABULARY

rnRs PRICE: EDRS PRICE mF-$0.65 HC-S23.03

nESCRIPTIvE NOTE: 621P.

THIS TFACHER's MANUAL FOR A PRESCHOOL SECOND-YEAR PROGRAMIN ENGlISI AS A SECOND LANGUAGE CONTAINS DAILY LESSONPLANS -- OBJECTIVES, ACTIVITIES. EXERCISES, AND SUBJECTMATERTAL--FOR 22 WEEKS OF CLASS. THE PROGRAM IS DESIGNED FORTWO ENGLISH INSTRUCTIONAL PERIODS PER DAY. ENGLISH SHOULDALSO BE USED AS THE MEDIUM OF INSTRUCTION IN ONE OTHERSUBJECT. THE FIRST FOUR WEEKS ARE SPENT IN REVIEW OF THEFIRST YEAR'S WORK. THE SUBJECTIVES AND SUBJECT MATERIAL FOREACH wFFK'S WORK ARE LISTED AT THE BEGINNING OF THE WEEKLYPLANS. (Vm)

ACCESSIDN NUMBER: E0058803

TITLE: PARENT QUESTIONNAIRE ON BILINGUAL EDUCATION.

IFSCRIPT00: *BILINGUAL EDUCATION; BILINGUAL STUDENTS:*FrwicATIoNAL ATTITUDES; EDUCATIONAL INTEREST; EDUCATIONALr)JFCTIVES; ENGLISH (SECOND LANGUAGE); ENGLISH EDUCATION;FAMILY ENVIRONMENT; FAMILY INFLUENCE; LANGUAGE PROGRAMS;* PARENT ATTITUDES; PARENT PARTICIPATION; PARENT REACTION;PROGRAM ADMINISTRATION; PROGRAM EVALUATION; QUESTION ANSWERINTERVIEWS; *QUESTIONING TECHNIQUES; *QUESTIONNAIRES;SPANISH SPEAKING

EDRS PRICE: FORS PRICE MF-$0.65 HC -33.29


THIS DOCUMENT PROVIDES A QUESTIONNAIRE TO BE USED TODETERMINE THE ATTITUDES ANO INFLUENCE OF PARENTS WHO HAVECHILDREN IN BILINGUAL EDUCATION PROGRAMS. THIRTY SEVENQUESTIONS ARE LISTED, COVERING SUCH FACTORS AS FAMILY3ACKC,ROIJND, LANGUAGF USAGE AT HOME, AND ASPIRATIONS FOR THEFfmCATION OF THE CHILDREN. TECHNIQUES FOR ADMINISTERING THEQUESTIONNAIRE ARE SUGGESTED ALONG WIT"-, POSSIBLE USES OF THERESULTING INFORMATION. (VMI

214

ACCESSInN NUMBER: F0058804

TITLE: PARENT ATTITUDES TOWARD EDUCATION SCALE.

PERSONAL AUTHOR: AEDINNUS GENE R.; AND OTHERS

DESCRIPTOR: *BILINGUAL EDUCATION; BILINGUAL STUDENTS:*EDUCATIONAL ATTITUDES; EDUCATIONAL BACKGROUND; EDUCATIONALINTEREST; EDUCATIONAL OBJECTIVES: ENGLISH (SECOND LANGUAGE);ENGLISH EDUCATION; FAMILY ENVIRONMENT; FAMILY INFLUENCE;LANGUAGE PROGRAMS; *PARENT ATTITUDES: PARENT PARTICIPATION;PARENT REACTION; PROGRAM ADMINISTRATION; PROGRAM EVALUATION;')UESTION ANSWER INTERVIEWS; *QUESTIONING TECHNIQUES;*QUESTIONNAIRES; SPANISH SPEAKING

EPPS PRICE: FORS PRICE mF-40.65 HC -$3.29

DESCRIPTIVE NnTE: 14P.

THIS DOCUMENT PROVIDES A QUESTIONNAIRE TO BE USED TODETERMINE THE ATTITUDES AND INFLUENCE OF PARENTS WHO HAVECHILDREN IN BILINGUAL EDUCATION PROGRAMS. FIFTY THREESTATEMENTS TO BE CLASSIFIED BY VARYING DEGREES OF AGREEMENTAND DISAGREEMENT ARE LISTED CONCERNING PARENTAL ATTITUDESTOWARD SCHOOLS AND TEACHERS, THE VALUE OF EDUCATICN, THEVALUE OF THE PARENT'S OWN EDUCATION, AND LANGUAGE EDUCATIONIN GENERAL. TECHNIQUES FOR ADMINISTERING THE QUESTIONNAIREARE SUGGESTED ALONG WITH POSSIBLE USES OF THE RESULTINGINFORmATION.

ACCESSION NUMBER: F110588011

PUBLICATION DATE: PEC 71

TITLE: LiTERATURA CHICANA: VIDA EN BUSCA DE FORMA (CHICANOLITERATURE: LIFE IN SEARCH OF FORml.

pFRsnNAL AUTHOR: RIVERA, TOMAS

IFSCRIPTOR: BILINGUALISM; *CREATIVE EXPRESSION; CULTURALAWARENESS: *CULTURAL BACKGROUND; *CULTURAL ENRICHMENT;cNG(ISH; ESSAYS; LANGUAGE; *LITERATURE; *MEXICAN AMERICANS;NOVELS; POETRY; SHORT STORIES; SOCIOLOGY; SPANISH;STEREOTYPES: THEATER ARTS

FORS PRICE: EnRS PRICE ME-$0.65 HC-$3.29

DESCRIPTIVE NOTE: 12P.; PAPER PRESENTED AT THE AMERICANASSOCIATION OF TEACHERS OF SPANISH AND PORTUGUESE ANNUALCONVENTION, CHICAGO, ILLINOIS, DECEMBER 28-30, /47!

THE CHICANO CULTURE IS SEARCHING FOR APPROPRIATE EXPRESSIONIN ART FORMS AND LITERATURE. THE CHICANO NOVEL ANO ESSAY,OFTEN WRITTEN IN ENGLISH, SEEM DIRECTED TOWARD THE NORTHAMERICAN PUBLIC. THE SHORT STORY IS THE MOST VARIED INVIEWPOINT AND MOST VERSATILE IN FORM. POETRY CAPTURES THECHICANO SENSITIVITY. IT IS ALMOST IMPOSSIBLE TO NOTE THEVAPIFTY Of FORMS, DIFFERENT LANGUAGES, AND MIXTURES OFLANGUAGE IN POETRY. ORAMA IS EXPERIMENTAL AND SEEKS TO BEDIDACTIC, USING SARCASM AND IRONY. THE ART-FORMS MOSTCAPABLE OF CHANGING THE STEREOTYPE ARE WRITTEN IN ENGLISH.THOSE FORMS MOST CAPABLE OF REACHING CHICANOS ARE WRITTEN INPOPULAR LANGUAGE OR IN SPANISH. (VM)


PUBLICATION DATE: MAR 70

TITLE: THE EFFECTS OF THREE PRESCHOOL INTERVENTION PROGRAMSON THE DEVELOPMENT OF AUTONOMY IN MEXICAN - AMERICAN AND NEGRO:HILDREN.

PERSONAL AUTHOR: KUZMA, KAY

nESCRIPTOR: *BEHAVIORAL SCIENCE RESEARCH; BEHAVIOR CHANGE;rOmPARATIvE ANALYSIS; *COMPENSATORY EDUCATION PROGRAMS;DISADVANTAGED YOUTH; EVALUATION TECHNIQUES: INTELLECTUALDEVELOPMENT; *INTERVENTION; LANGUAGE DEVELOPMENT; MEXICANAMERICANS; NEGROES; *PRESCHOOL EDUCATION: *SELF CONTROL:TEACHER CHARACTERISTICS

IDENTIFIER: *HEAP START PROGRAMS

r^RS PRICE: EDRS PRICE NE-$0.65 HC-$6.58

DESCRIPTIVE NOTE: I970.

THE MAJOR OBJECTIVES OF THIS STUDY WERE: TO DETERMINEIF THERE WERE MEASURABLE DIFFERENCES IN AUTONOMY BETWEENMEXICAN- AMERICAN AND NEGRO CHILDREN, 121 TO DETERMINE THEFFFECTS OF THREE DIFFERENT PRESCHOOL INTERVENTION PROGRAMSUPON THE DEVELOPMENT OF AUTONOMY IN MEXICAN - AMERICAN ANnNEGRO CHILDREN, AND 13) TO DETERMINE THE RELATIONSHIPBETWEEN INTELLIGENCE AND THE DIFFERENT ASPECTS OF AUTONOMY.THIS STUOY EVALUATED *2 MEXICAN - AMERICAN ANO 35 NEGROCHILDREN ENROLLED IN THE SAN BERNARDINO SUMMER HEAD STARTPROGRAM. THE DATA ON THESE CHILDREN WERE OBTAINED BYUTILIZING THE PPVT AND THE CINCINNATI AUTONOMY TEST BATTERY(CAM. RESULTS OF THIS STUDY INDICATE THE FOLLOWING: 111 INGENERAL, MEXICAN-AMERICAN AND NEGRO CHILDREN APPEAR TO BEVERY SIMILAR IN THE VARIOUS ASPECTS OF AUTONOMY; 12)AUTONOMOUS OFAVIOR TENDS TO INCREASE WHEN CHILDREN ARE IN ADPFSCHOOL PROGRAM, IRRESPECTIVE OF DIFFERENT TYPES OFSUPPLIMENTARY CURRICULA; 13) MEXICAN - AMERICAN CHILDREN TENDTO INCREASE MORE IN AUTONOMOUS BEHAVIOR DURING THE PRESCHOOLPROGRAM THAN DO NEGRO Cm1OREN: 14) INTELLIGENCE CAN PEINCREASED SIGNIFICANTLY IN SEVEN WEEKS WHEN CHILDREN ARE INA PRESCHOOL PROGRAM THAT EMPHASIZES EITHER LANGUAGE ORAUTONOMY; 15) INTELLIGENCE CORRELATED POSITIVE0 ONLY TOTHOSE ASPECTS OF AUTONOMY cONSIDERED COGNITIVELY ORIENTATED;AND 161 DIFFERENCES.IN TEACHER EXPECTATIONS AND TEACHINGPF0FORMANCE SHOULD NOT BE IGNORED WHEN STUDYING THE EFFECTSOF DIFFERENT INTERVENTION PROGRAMS. (AUTHOR /DPI

27

ACCrsSIPN NUMBER: FD058943

PURL IrAT1nN DATE: AUG 71

TITLE: RESEARCH NOTE: HOME ENVIRONMENT AND READINGPERFORMANCE AMONG AFRO, ANGLO, AND MEXICAN KINDERGARTENSTUDENTS IN AN INNER CITY SCHOOL.

PERSONAL AUTHOR: BALLENTINF, LARRY; LEVINE, DANIEL U.

DESCRIPTOR: ANGLO AMERICANS; COMPENSATORY EDUCATIONPROGRAMS; *DISADVANTAGED YOUTH; ECONOMICALLY DISADVANTAGED;ENCATIONALLY DISADVANTAGED; ENVIRONMENTAL INFLUENCES:ETHNIC GROUPS; *FAMILY ENVIRONMENT; *KINDERGARTEN CHILDREN;k-ASuRFmENT TECHNIQUES; MEXICAN AMERICANS; NEGROES;*PRrSCHPOL PROGRAMS; *READING ACHIEVEMENT; RESEARCHPROJECTS; URBAN SCHOOLS

IDENTIFIER: HEAD START FOLLOW THROUGH PROGRAM

FOPS PRICE: FORS PRICE MFS0.65 HC$3.29

DESCRIPTIVE NOTE: AP.

THIS EXPLORATORY STUDY EXAMINED THE RELATIONSHIP BETWEENREADING PERFORMANCE SCORES AND THPEE MEASURES OF HOMEENVIRONMENT AMONG KINDERGARTEN STUDENTS OF DIFFERING RACIALAND ETHNIC BACKGROUND. IT ALSO DETERMINED WHETHER THERE WASEVIDENCE THAT PARTICIPATION IN A FOLLOW THROUGH PROGRAM HADREfN EFFECTIVE IN OVERCOMING EDUCATIONAL DISADVANTAGESASSOCIATED WITH NONSUPPORTIVE HOME ENVIRONMENTS. SUBJECTS INTHE STUDY wERr KINDERGARTEN STUDENTS WHO HAD FINISHED THEIRFIRST YEAR IN A FOLLOW THROUGH PROGRAM; 11 WEREMEXICANAMERICAN, 10 WERE ANGLOAMERICAN, AND 9 WEREoUROAMERICAN. FOUR OF THE MEXICAN AMERICAN, SEVEN OF THEAFRO AMERICAN, AND FOUR OF THE ANGLO AMERICAN STUDENTS HAOBEEN IN A PRE KINDERGARTEN HEAD START PROGRAM THE YEARBEFORE. HOME ENVIRONMENT MEASURES USED WERE: 111 A MODIFIED40 ITEM VERSION OF THE DAVE AND WOLF INTERVIEW SCHEDULE FORASSESSING HOME INFLUENCES ON ACHIEVEMENT AND INTELLIGENCE:12) INTERVIEWER'S RATING OF THE ORDERLINESS OF THE LIVINGROOM IN EACH SUBJECT'S HOME; AND 13) THE FREQUENCY WITHWHICH THE SUBJECT'S MOTHER ATTENDED CHURCH. RESULTS SHOW THESTRONGEST CORRELATIONS BETWEEN HOMEENVIRONMENT MEASURES ANDREADING LEVEL WERE AMONG THE ANGLOAMERICAN ANDAFRO AMERICAN STUDENTS. MOST IMPORTANT OF THE FINDINGS WASTHAT MEASURES OF HOME ENVIRONMENT CORRELATED WITH READINGLEVEL AMONG THE SAMPLE OF ECONOMICALLY DISADVANTAGEDSTUDENTS FINISHING KINDERGARTEN. MAI

8



TITLE: THE EFFECTS AND IMPLICATIONS OF CULTURALLYPLURALISTIC EDUCATION ON THE MEXICAN-AMERICAN.

PERSONAL AUTHOR: ULIBARRI, HORACIO

DESCRIPTOR: AMERICAN INDIANS; *BILINGUALISM: *CULTURALPLURALISM; DISADVANTAGED GROUPS; *EDUCATION; LANGUAGEDEVELOPMENT; *LITERATURE REVIEWS; MEASUREMENT; METHODS;*MEXICAN AMERICANS; NEGROES; RESEARCH NEEDS: STUDENTDEVELOPMENT: SYSTEMS APPROACH

EnRs PRicr: FORS PRICE MF-$0.65 HC-$3.29


ESTABLISHING THAT CULTURAL DIVERSITY MAY BE NOTHING MORETHAN ECOLOGICAL ADJUSTMENT AND THEN EXAMINING THE LITERATUREAND RESEARCH RELATED TO CULTURALLY PLURALISTIC EDUCATION,THE AUTHOR DEALS WITH MEXICAN AMERICAN CHILDREN AHD CHILDRENFROM OTHER MINORITY GROUPS IN TERMS OF GROWTH ANDDEVELOPMENT (PHYSICAL, MENTAL, ACADEMIC. ANRSOCIOCULTURAL);LANGUAGE ACQUISITION AND LEARNING (THEORETI L LINGUISTICS,THE NATURE OF LANGUAGE, LANGUAGE ACQUISITION. LANGUAGEDESCRIPTION, SEMANTICS, SYNTAX, PHONOLOGY, CONTRASTIVELINGUISTICS. PSYCHOLINGUISTICS, LANGUAGE AND COGNITION,snCIOLINnuISTICS, MULTILINGUAL SOCIETIES, MULTILINGUALINDIVIOUALSI; BILINGUAL PROGRAMS AND METHODOLOGY; AND TESTSAND MFASUREMENTS. THE AUTHOR RECOMMENDS 3 AREAS FOR BASICQFsFARCH: (I) LIFE-STYLE STUDITS, 12) SOCIOPSYCHOLOGICALST0OirS, AND (31 EDUCATIONAL STUDIES. IN ADDITION, IT ISrAMGISTFD THAT A NEW START FOR THE EDUCATION OFmulTtrULTURAL CHILDREN UTILIZE AN ORGANIZATIONAL SYSTEMSAPpROACH. ONE clGtMr. AND A 74-ITEM BIBLIOGRAPHY ARE!NCLIJr)ED. ImJ41

ACCESSION NUMBER: EO058976


TITLE: I nn AND I UNDERSTAND (GLEN HELEN WORKSHOP: APRIL29-MAY 1, 19711.

pFRSONAL AuTHOR: PINS9N, ROSIE BARAJAS; ANO OTHERS

DESCRIPTOR: CULTURAL PLURALISM; *ENGLISH (SECOND LANGUAGE);INSERVICE TEACHER EDUCATION; LANGUAGE DEVELOPMENT; LEARNINGACTIVITIES; *MEXICAN AMERICANS; *MIGRANT CHILDREN; *OuTnnnpEDUCATION; PATTERN DRILLS (LANGUAGE!: STRUCTURALLINGUISTICS; *TEACHER WORKSHOPS

ENS PRICE: EDRS PPICF ME -$O.65 HC-$3.29

DESCRIPTIVE NOTE: 27P.; PRESENTATIONS ADAPTED FROM GLENHELEN WORKSHOP, YELLOW SPRINGS, OHIO, APRIL 29-MAY 1, 1971

DURING THE TEACHER WORKSHOP CONDUCTED AT THE GLEN HELENOUTDOOR EDUCATION CFNTF AT YELLOW SPRINGS, OHIO, ORALLANGUAGE TECHNIQUES, MEXICAN AMERICAN CULTURE, AND OUTDOOREDUCATION WERE GIVEN HIGH PRIORITY IN TRAINING TEACHERS TnSERVE MIGRANT CHILDREN EFFECTIVELY. FOUR OF THE WORKSHOPPRESENTATIONS HAVE BEEN ADAPTED FOR THIS PUBLICATION. ONE OFTHESE, A PATIONALF FOR ORAL LANGUAGE DEVELOPMENT, CONTAINS12 PATTERN DRILLS WHICH CAN BF USED BY ANY CLASSROOM TEACHERTv HELP CHILDREN MASTER BASIC ENGLISH LANGUAGE PATTERNS;SvmE OF THE TYPES OF DRILLS PRESENTED ARE REPETITION DRILLS.SURSTITUTION DRILLS, TRANSFORMATION DRILLS, CONVERSATIONDRILLS, AND ADDITION DRILLS. ANOTHER PRESENTATION, ENTITLEDHELPING SPANISH-SPEAKING CHILDREN WHO SAY "TEACH ME THEENGLISH," OFFERS SIMILAR AND DISSIMILAR PATTERNS IN WORD¶)PDER AND GRAMMATICAL STRUCTURE. THE OTHER SECTIONS ARE (IITHE FUTURE riF THE MEXICAN AMERICAN--WITH AN OPTIMISTIC EYEANO (2) OUTDOOR EDUCATION RESOURCES ANO ACTIVITIES. EACHSECTION CONTAINS PICTURES AS WELL AS A NARRATIVE PISrliSSION'I THE PRESENTATION. URI

30


PUBIICATION DATE: 71

TITLE: A PHYSICS-ORIrNTED CILLEGF MOTIVATION PROGRAM Frs.MINORITY STUDENTS.

PERSONAL AUTHOR: CHAPPELL, WILLARD R.; RAUR. JAMES F.

DESCRIPTOR: *COLLEGE PREPARATION; DISADVANTAGED YOUTH;DISCUSSION GROUPS; EDUCATIONAL OPPORTUNITIES; *MEXICANAMERICANS; *MOTIVATION; PARENT PARTICIPATION; PHYSICSEXPERIMENTS; *PROGRAM DESCRIPTIONS; SECONDARY SCHOOLSTUDENTS; *SUMMER SCIENCE PROGRAMS; TUTORING; URBAN YOUTH:VULUNTFERS

EnRS PRICE: EORS PRICE MF-$0.65 HC-$3.29


THE OBJECTIVE IF THE COLORADO MEXICAN-AMERICAN STUDENTPROGRAM WAS TO MOTIVATE CAPABLE MEXICAN AMERICAN STUDENTS TOCONSIDER THE POSSIBILITY OF ATTENDING COLLEGE. STUDENTS FORTHc PROGRAM WERE SELECTED ACCORDING TO THE FOLLOWINGC41TERIA: 111 MEXICAN AMERICAN ANCESTRY, 121 COMPLETION OFAT LEAST GRADE 10, 131 PROMISING ACADEMIC POTENTIAL, AND (4)SOME DEGREE OF UNDERACHIEVEMENT. THE PROGRAM, A 4-WEEKSUMMER SESSION FOLLOWING COMPLETION OF GRADE 10, WAS HELD ATTHE UNIVERSITY nF CnLORADO (BOULDER) AND CONSISTED OFDISCUSSION GROUPS, LECTURES, AND LABORATORIES. THE STAFFCONSISTED OF A DIRECTOR, 3 INSTRUCTORS, AND VARIOUS UNPAIDVOLUNTEERS. A CONTINUATION OF THE PROGRAM THROUGH 2 YEARSFnunwiNG THE SUMMER SESSION HAD 4 FUNCTIONS: TO MAINTAINCONTACT WITH THE STUDENTS AND THEIR PARENTS; TO HELP THESTUDENTS IMPROVE THEIF GRADES BY PROVIDING TUTORING; TOASSI4T STUDENTS IN APPLYING FOR COLLEGE ADMISSION ANDEINJWIAL AID: ANn TO INFORM SELECTED COLLEGES ABOUT THEPROGRAM AND THE STUDENTS WHO HAVE PARTICIPATED. A FOLLOW-UPSTUDY OF THE 21 STUDENTS WHO ENTERED THE PROGRAM IN 1969SHOWED THAT 12 BEGAN COLLEGE IN THE FALL OF L971 AND 1ENTERED A PEOFESSIONA1 SCHOOL. IT SHOULD BF NOTED THAT,ALTHOUGH THIS PARTICULAR PROGRAM WAS PHYSICS-ORIENTED, THEREIS NO REASON WHY IT SHOULD NOT WORK IN THE FRAMEWORK OF ANYOTHrR DISCIPLINE PR WITH ANY OTHER MINORITY GROUP. A RELATEDDOCUMENT IS RC005905. IPS)

ACCFSSIUN NomArk: fO058978

!cAtioN DATE: 10

TITLE: A SHmmFR PROGRAM FOR HISPANO HIGH SCHOOL STUPFNTS. A

RFPORT FOR THE SECOND YEAR, JUNE 15, - JULY 10, 1970.

pFRsnNA1 AUTHOR: SALAZAR, TONY

PFSCRIPTOR: *COLLEGE PREPARATION; COUNSELING SERVICES:DISAOVANTAGFD YOUTH; DISCUSSION GROUPS; INTEREST TESTS;*mP.XICAN AMERICANS: MOTIVATION; PARENT PARTICIPATION;PHYSICS FXPEPIMENTS; *PROGRAM DESCRIPTIONS; *SECONDARYscHnoL STUDENTS: *SommER SCIENCE PROGRAMS; TUTORING; URRANYritITH: WICATIONAL COUNSFLING: voLuNTEERs

cDRS PRICE: FORS PPICF mF-$0.65 HC-$3.29

nESCRIPTIVF NOTE: 21P.

THE GOAL FOR THE SECOND YEAR OF THE COLORADO4EXICAN-AMERICAN STUDENT PROGRAM WAS TO MOTIVATE AND INSPIREA SELECTED NUMBER OF HIGH SCHOOL STUDENTS TO SEEK A COLLEGEEDUCATION. STUDENTS FOR THE PROGRAM WERE SELECTED ACCORDINGin 5 CRITERIA: (11 MFXICAN AMERICAN ANCESTRY, 12) PROMISINGACADEMIC POTENTIAL, (31 COMPLETION OF GRADE 10. 14) AVERAGEOR ARrVF AVERAGE ACHIEVEMENT IN ACADEMIC OR SOCIALACTIVITIES, AND (5) SOME DECREE OF UNDERACHIEVEMENT. PROGRAMCHANGES FOR THE SECOND YEAR INCLUDED MORE TEACHER ANDCOUNSELOR INVOLVEMENT IN STUDENT SELECTION; AN INCREASE INTHE NUMBER OF STUDENTS PARTICIPATING (FROM 21 TO 261;PAYMENT OF THE PROGRAM DIRECTOR'S SALARY BY THE DENVERPuBLIC SCHOOLS; AND ADMINISTRATION OF VARIOUS VOCATIONALINTEREST TESTS ADMINISTERED TO THE STUDENTS. THE 4-WEEKSUMMER SESSION CONSISTED OF DISCUSSION GROUPS, LECTURES, ANDlABoRATORIES ON SUCH TOPICS AS ASTRONOMY, SOCIAL PROTEST,HISPANO HISTORY, PHYSICS, AND PSYCHOLOGY. THE WINTERFnLtOW-UP PROGRAM CONSISTED OF SOCIAL EVENTS AND A TUTORINGPROGRAM, THE DOComENT CONTAINS A PROGRAM DESCRIPTION ANDRFSDONSES OF 25 SrUnENTS TO AN EVALUATION QUESTIONNAIRE. A11:1_AlE0 DOCUMENT IS RC005904. (PSI

32

ACCESSION NomHER: ED058979

poRtICATLON DATE: 69

THE MEXICANS IN AMERICA; A STUDENTS' GUIDE TOLOCALIZED HISTORY. LOCALIZED HISTORY SERIES.

PERSONAL AUTHOR: MCwIltlAmS, CAREY, ED.

DESCRIPTOR: CULTURAL FACTO,tS: DISADVANTAGED GROUPS;*DISCRIMINATORY ATTITUDES (SOCIAL); EMPLOYMENT; FIELD TRIPS;*HISTORY; *MEXICAN AMERICANS; MIGRATION PATTERNS; MINORITYGROUPS; RACE INFLUENCES: *RESOURCE MATERIALS; SOCIOECONOMICINFLUENCES; *SPANISH SPEAKING

FDcS PRICE: DOCUMENT NOT AVAILABLE FROM EDRS.


THE 4 MAIN SECTIONS OF THIS PUBLICATION ARE (11 A SPECIALmINORTTY, WHICH DEALS WITH SETTLEMENT IN THE SOUTHWEST ANDHISTORICAL BACKGROUND OF THE HISPANOS: (2) THE CREATINVASION, WHICH DISCUSSES MEXICAN IMMIGRATION AND HISPANOSAND INDUSTRIAL EMPLOYMENT; (31 THE MEXICAN PROBLEM, WHICHTREATS THE HISPANO "LANGUAGE PROBLEM° AND SOCIALDISCRIMINATION; AND (41 NEW STIRRINGS IN THE BORDERLANDS,WHICH DEALS WITH HISPANO ACTION AGAINST DISCRIMINATION,POLITICAL ROLF, AND INFLUENCE OF THE SPANISH MEXICAN. A12-ITEM BIRLIOGRAPHY IS APPENDED. (Je1

AVAILABILITY: TEACHERS COLLEGE PRESS, TEACHERS COLLEGE.CntumBrA UNIVERSITY, 1234 AMSTERDAM AVE., NEW YORK, NEW YORK10027 1.501


PUBLICATION DATE: DEC 71

TITLE: MEXICAN- AMERICANS AND THE DESEGREGATION OF SCHOOLS INTHE SOUTHWEST.

PERSONAL AUTHDR: SALINAS, GUADALUPE, ED.

IFSCPIPTOR: RILINGUAI. EDUCATION; CHILD DEVELOPMENT; *COURTLITIGATION; EDUCATIONAL IMPROVEMENT; HISTORY; LAND USF;LAWS; *MEXICAN AMERICANS; *MINORITY GROUPS; *RACIALSEGREGATION; *SCHOOL INTEGRATION; SCHOOLS; SERVICES: TESTING

IDENTIFIER: SOUTHWEST

Pnps PRICE: EDRS PRICE MF-$0.65 HC-53.29

DESCRIPTIVE NOTE: 41P.; ARTICLE ORIGINALLY APPEARED IN"HOUSTON LAW REVIEW," VOLUME 8, P 929, 1971

IT IS NOTED IN THIS ARTICLE THAT MEXICAN AMERICAN CHILDREN,COMPRISING THE LARGEST MINORITY STUDENT GROUP IN THESOUTHWEST 117% OF THE TOTAL ENROLLMENT), HAVE BEEN NEGLECTEDROTH EDUCATIONALLY AND LEGALLY. THUS, "CISNEROS V. CORPUSCHRISTI INDEPENDENT SCHOOL DISTRICT" (1970), WHICHESTABLISHED MEXICAN AMERICANS AS AN IDENTIFIABLE ETHNICMINORITY GROUP FOR PURPOSES OF PUBLIC SCHOOL DESEGREGATION,IS LOOKED UPON AS PROVIDING A BASIS FOR HOPE FOR BETTEREDUCATION OF MEXICAN AMERICAN CHILDREN. FURTHER LEGALLYORIENTED DISCUSSION TOPICS INCLUDE THE HISTORICAL BACKGROUNDOF THE MEXICAN AMERICAN, DISCRIMINATION IN AREAS OTHER THANEDIICATION, NON-JUDICIAL RECOGNITION OF MEXICAN AMERICANS,THE CHICANO SCHOOL; CASES, FACTORS LEADING TO SEGREGATION OFMEXICAN AMERICAN CHILDREN (I.E., RESIDENTIAL SEGREGATION ANDABILITY GROUPING), AND THE FUTURE OF MEXICAN AMERICANDESEGREGATION IN TERMS OF THE SOUTHWEST GENERALLY AND "ROSSV PCKELS--THE HOUSTON SITUATION." INCLUDED ARE REFERENCES TO152 LEGAL CITATIONS. (MJB)

314

ACCESSIDN NUMRER: H1058997

PuBLICATION DATE: 15 OCT 71

TITLE: A REPORT OF THE UNIVERSITY nF NEW MEXICO'S COLLEGEENRICHMENT PROGRAM.

1ESCRIPTOR: COLLEGE PREPARATION; COUNSELING; CULTURALACTIVITIES: *DISADVANTAGED YOUTH; *ENRICHMENT PROGRAMS;*HIGHER EDUCATION: *MEXICAN AMERICANS; MOTIVATION:ORIENTATION; *RETENTION; STUDENT COLLEGE RELATIONSHIP;TuTnRINn

EORS PRICE: FDRS PRICE MF - %O.65 HC-$3.29


THE UNIVERSITY OF NEW MEXICO COLLEGE ENRICHMENT PROGRAM(CEP) RECRUITS DISADVANTAGED STUDENTS TO THE CAMPUS, HELPSTHEM PREPARE FOR COLLEGE LIFE WITH AN INTENSIVE SUMMERnRIENTATION, HELPS THEM OBTAIN FINANCIAL ASSISTANCE, ANDAIDS THEM IN DEALING WITH THE COLLEGE. ENVIRONMENT VIACOUNSELING, TUTORING, AND OTHER SUPPORTIVE SERVICES. THECEP'S IMMEDIATE OBJECTIVE IS TO RETAIN STUDENTS IN COLLEGE.LONG-PANGF GOALS ARE TO INCREASE THE PROPORTION OFoISADVANTAGED STUDENTS AT THE UNIVERSITY, TO HELP THEMCOMP1rTE THEIR EDUCATION, TO INCREASE THEIR RATE OF ENTRYINTO THE PROFESSIONS, TO AIO THE UNIVERSITY IN EXAMINING THEMANNER IN WHICH IT ACTS UPON YOUNG PEOPLE FROM DISADVANTAGED.1ArKGRouNns, AND TO AID IN THE DEVELOPMENT OF HUMAN SKILLS4,10 TO PROMOTE THE APPLICATION CF THOSE SKILLS TO REALNEEDS. RETENTION RATE IS THE KEY MEASURE OSED IN THEEVALUATION OF THE CEP. IN ADDITION, GRADE POINT AVERAGE,DEVELOPMENT OF READING SKILLS, ANT) DEVELOPMENT OF STUDYATTITUDES AND STUDY HABITS ARE EXAMINED. EVALUATIVE RESEARCHFINDINGS INDICATE THAT 'THE CEP HAS HAD SIGNIFICANT INFLUENCEIN THE RETENTION OF DISADVANTAGED STUDENTS AND HAS PROVIDEDMAJOR IMPETUS IN MOTIVATING PARTICIPATING STUDENTS TO ATTAINA COILFriE DEGREE. IJH1

ALCESSI1N NOMRER: 10059002

PoRt ICATTI)N ')ATE: JAN 72

TITLE: THE EFFECTS OF TWO TYPES OF GROUP COUNSELING UPON THEACADEMIC ACHIEVEMENT AND SELF-CONCEPT OF MEXICAN- AMFR!CANDHPILS IN THE ELEMENTARY SCHOOL.

-)FRSONAL AuT4OP: LEO, PAUL F.

DESCRIPTOR: *ACADEMIC ACHIEVEMENT; CULTURAL BACKGROUND;*n0CToRAL THESES; '''ELEMENTARY SCHOOL STUDENTS; *GROUPCOUNSELING; mEASURFNENT INSTRUMENTS; *MEXICAN AMERICANS;SELF CONCEPT; TABLES (DATA)

FnRS oPf(F: EDRS PRICE mF-$0.66 HC-$6.58

,)FSCRIPTIVE NOTE: 143P.; DOCTOR'S DISSERTATION SURMITTFD TO1NIVFRSITY OF THE PACIFIC, STOCKTON, CALIFORNIA

A ?0 -WEEK EXPERIMENTAL STUDY INVESTIGATED EFFECTS OF 2

cyROUR COUNSELING TECHNIQUES AS AIDS IN IMPROVEMENT OFACADEMIC ACHIEVEMENT AND SELF-CONCEPT OF 144 MEXICANAMERICAN PUPILS FROM THE 4TH, 5TH, AND 6TH GRADES OF 2ELEMENTARY SCHOOLS. ALSO USED IN THE STUDY WERE RESULTS OF APILOT PROJECT CONDUCTED WITH MEXICAN AMERICAN PUPILS TOCOmPARE.THE SEMANTIC DIFFERENTIAL TECHNIQUE AND THESELF-ESTEEM INVENTORY IN MEASUREMENT OF SELF-CONCEPT. TwODEPENDENT VARIABLES WERE STUDIED: (1) TOTAL ACADEMICACHIEVEMENT ON THE COMPREHENSIVE TEST OF BASIC SKILLS ANDSUBTFST SCORES IN READING, LANGUAGE, AND ARITHMETIC AND (2)TOTAIf SELF-CONCEPT MEASURED BY THE SEMANTIC DIFFERENTIALTECft QUE AND THE FEELINGS TOWARO NATIONALITY SUBTEST.INDEPENDENT VARIABLES WERE (I) COMPARISON OF THE BICULTURALi;ROUP COUNSELING TREATMENT, DESIGNED TO DEVELOP PUPIL PRIDEIN ETHNIC BACKWOUNn, AND THE TRADITIONAL GROUP COUNSELINGTREATMENT, WHICH PLACED EMPHASIS ON SCHOOL ADJUSTMENT ANDImpRnvEmENT IN ACADEMIC ACHIEVEMENT; (2) TREATMENT EFFECTSIN THE SCHOOL ATTENDEV; (3) MALE AND FEMALE EFFFCTS PRODUCED

Rv TREA'MENTS; AND (4) COMPARISON OF TREATMENT EFFECTS ON-1REIGN-BORN AND NATIVE-BORN PUPILS. THIS LATTER COMPARISON

oAs POSSIBLF IN ONLY 1 SCHOOL BECAUSE OF ITS ALMOST EQUALpRoprlpyloN OF FOREIGN- AND NATIVE -BORN STUDENTS. PRE- ANDPOST-TEST SCORES WERE ANALYZED USING ANALYSIS OF COVARIANCE.FINDINGS INDICATED THAT NnNF OF THE VARIANCES FOR THETREATMENTS VARIABLE PROVED SIGNIFICANT ALTHOUGH SIGNIFICANTINTERACTIONS WERE FOuNO IN SEVERAL CONTROL VARIABLES. THEpltnT STUDY REPORTED A FAIRLY POSITIVE CORRELATION BETWEENTHE SEMANTIC DIFFERENTIAL_ TECHNIQUE AND THE SELF-ESTEEMINVFNTOPY FOR MFASuREMENT OF SELF-CONCEPT. (AUTHOR/NO)

3b



TITLE: THE DEVELOPMENT OF PREREADING SKILLS IN ANEXPERIMENTAL KINDERGARTEN PROGRAM.

PFRSONAL AUTHOR: STANCHFIELD, JO M.

DESCRIPTOR: *KINDERGARTEN; LISTENING SKILLS; MEXICANAMERICANS; NEGRO YOUTH; *PREREADING EXPERIENCE; READINGDEVELOPMENT; *READING READINESS; *READING RESEARCH; READINGSKILLS; SENSORY TRAINING; *SEX DIFFERENCES; VISUALDISCRIMINATION

EDRS PRICE: EDRS PRICE MF$0.65 HC NOT AVAILABLE FROM EDRS.

DESCRIPTIVE NOTE: 15P.; PAPER PRESENTED AT THE NATIONALREADING CONFERENCE, TAMPA, FLORIDA., DEC. 1971

KINDERGARTEN CHILDREN FROM 17 LOS ANGELES, CALIFORNIA.SCHOOLS WERE THE SUBJECTS IN A RESEARCH PROJECT DESIGNED TOMEASURE THE EFFECTS OF A STRUCTURED PREREADING PROGRAM. THEPROGRAM EMPHASIZED SIX TYPES OF READING SKILLS: (1)LISTENING FOR COMPREHENSION, (21 LISTENING FOR AUDITORYDISCRIMINATION, (3) VISUAL DISCRIMINATION, 14) ORAL LANGUAGESKILLS, (5) MOTOR PERCEPTUAL SKILLS, AND (6) SOUNDSYMFMCORRESPONDENCE. THE SKILLS WERE TAUGHT IN SMALL GROUPS ANDWITH INDEPENDENT ACTIVITIES ACCORDING TO SPECIFICINSTRUCTIONS IN TEACHERS' MANUALS. THE CHILDREN WERE DIVIDEDINTO MATCHED EXPERIMENTAL AND CONTROL GROUPS REPRESENTINGVARIED SOCIOECONOMIC BACKGROUNDS. A WIDE VARIETY OFSUPPLEMENTAL MATERIALS.WAS USED. GROUP RECITING, CREATIVESTORY TELLING, MUSIC ACTIVITIES, GAMES, AND FIELD TRIPS WERESOME OF THE ACTIVITIES USED IN TEACHING READING SKILLS.ANALYSIS OF READING READINESS TEST RESULTS SHOWED THAT (11EXPERIMENTAL GROUPS DID SIGNIFICANTLY BETTER THPN CONTROLGROUPS, (2) GIRLS AS A GROUP DID SIGNIFICANTLY BETTER THANBOYS, (3) WHITE CHILDREN DID SIGNIFICANTLY BETTER THANMEXICANAMERICAN CHILDREN WHO IN TURN DID BETTER THAN BLACKCHILDREN, AND 441 EXPERIMENTAL GROUPS OF MEXICANAMERICANCHILDREN AND BLACK CHILDREN DID SIGNIFICANTLY BETTER THANWHITE CONTROL GROUPS. TABLES AND REFERENCES ARE INCLUDED.(AL)

AVAILABILITY: NATIONAL READING CONFERENCE, INC., MARQUETTEUNIVERSITY, 1217 w. WISCONSIN AVE.. MILWAUKEE, WIS. 53233

37

ACCESSIPN NUMBER: E0059120


TITLE: LATIN AMERICA: BOOKS FOR HIGH SCHOOLS. AN ANNOTATEDR!RLIOGRAPHY.

PERSONAL AUTHOR: FARRELL, ROBERT V., COMP.; HOHENSTEIN.JOHN F., COMP.

DESCRIPTOR: *ANNOTATED BIBLIOGRAPHIES; *AREA STUDIES;*CROSS CULTURAL. STUDIES; FOREIGN COUNTRIES; FOREIGN CULTURE;*INTERNATIONAL EDUCATION; *LATIN AMERICAN CULTURE; MEXICANAMERICAP'S: PUERTO RICAN CULTURE; SECONDARY GRADES; SOCIALSTUDIES; SPANISH AMERICANS; SPANISH CULTURE

IDENTIFIER: LATIN AMERICA

FORS PRICE: EDRS PRICE MF$0.65 HC$3.29


THIS BIBLIOGRAPHY, INTENDED FOR USE AS A SELECTION TOOL FORSOCIAL STUDIES PROGRAMS AND LIBRARIES IN ORDER TO SUPPLYSECONDARY STUDENTS AND TEACHERS WITH RECENT-LATIN AMERICANBOOKS, CONTAINS 171 ANNOTATED BIBLIOGRAPHIC CITATIONSPREPARED BY THE CENTER FOR INTERAMERICAN RELATIONS AFTEREXAMINATION OF, MORE THAN 1200 BOOKS FOR COMPREHENSIVENESS,ACCURACY, USEFULNESS, AND READABILITY. TO EMPHASIZE THEUNITY AND THE DIVERSITY OF LATIN AMERICAN THIS BIBLIOGRAPHYIS DIVIDED INTO TWO SECTIONS: ONE DEALING WITH ASPECTS OFLATIN AMERICA AS A WHOLE, AND THE SECOND COVERING INDIVIDUALCOUNTRIES OR GEOGRAPHICAL AREAS. PART 'ONE, ARRANGED BYSUBJECT, DEALS WITH GENERAL wO4KS, GEOGRAPHY, HISTORY.CULTURE, LITERATURE, IDEAS, ECONOMICS, POLITICS, HEMISPHERERELATIONS, SOCIOLOGY, AND THE DYNAMICS nF SOCIAL CHANGE.PART TWO, ARRANGED BY GEOGRAPHIC AREA, COVERS THE COUNTRIESFROM MEXICO AN') THE CARIBBEAN SOUTHWARD TO CHILE ANC,kRGENTINA. COMPLETE BIBLIOGRAPHIC INFORMATION IS PROVIDED,WITH EMPHASIS ON AVAILABILITY AND PRICE. SPECIAL FEATURESINCLUDE AN INDICATION OF THE READING LEVEL FOR YOUNGER,AVERAGE AND BETTER STUDENTS; THE MARKING OF BOOKS THAT AREFsPECIAILY USEFUL WITH ASTERISKS; A SHORT LIST OF REFERENCESOURCES FOR TEACHERS AND LIBRARIES; AND, AUTHOR AND SUBJECTINOICFS. (AUTHOR /SJM)

AVAILABILITY: CENTER FOR INTER AMERICAN RELATIONS, INC.,680 PARK AVENUE, NEW YORK, NEW YORK 10021 (SINGLE COPIES, NOCHARGr)

38


DUBLICATION DATE: OCT 71

TITLE: KINDERGARTEN BILINGUAL RESOURCE HANDBOOK.

DESCRIPTOR: *BILINGUAL EDUCATION; BILINGUAL STUDENTS;CULTURAL BACKGROUND; *CURRICULUM DESIGN; EDUCATIONALOBJECTIVES; EDUCATIONAL PHILOSOPHY; EDUCATIONAL RESOURCES;*EDUCATIONAL STRATEGIES; ENGLISH (SECOND LANGUAGE):INSTRUCTIONAL AIDS; INSTRUCTIONAL MATERIALS; *KINDERGARTEN;LANGUAGE PROGRAMS; *LEARNING ACTIVITIES; PRIMARY GRAPES;SECOND LANGUAGE LEARNING; SPANISH SPEAKING

RICF: FORS PRICE MF-$0.65 HC-S6.58

1i RIPTIVE NOTE: 194P.

THIS CURRICULUM BULLETIN HAS BEEN DEVELOPED TO ASSISTKINDERGARTEN TEACHERS WHO WORK WITH BILINGUALFIVE-YEAR-OLDS. IT CONTAINS ACTIVITIES WHICH ARE APPROPRIATEFOR THIS AGE WHICH RELATE TO HIS CULTURAL BACKGROUND ANDWHICH DEAL WITH CONCEPTS WITHIN HIS IMMEDIAGE RANGE OFEXPERIENCES. THE HANDBOOK INCLUDES DETAILS ON SUCH TOPICS ASEARLY CHILDHOOD EDUCATION AND (HE BILINGUAL APPROACH.CURRICULUM DESIGN, CHARACTERISTICS OF THE FIVE-YEAR-OLDACTIVITIES OF TEACHER AIDES, SUGGESTIONS FOR BULLETIN BOARDSAND Room ARRANGEMENTS, SUGGESTED DAILY SCHEDULES AND PLANS.STRATEGIES ANO SJGGESTIONS, RESOURCE AND ACTIVITY UNITS.RESOURCE MATERIAL IN SPANISH, AND THE CONSTRUCTION OFVARIOUS TEACHING AIDS. A BIBLIOGRAPHY IS INCLUDED.(AUTHOR/vM)

ACCFSSI')N NumBFR: E0059637

PORI Ir AT ION r)AT F : 1 /I

TITLF: MI TERCEP LIRwO OF MAQUINAS SIMPLES: LA RUEDA Y LAPOLEA. PSCUFLA INTFRMFOIA (RAOI)S 7, 8 Y 9 (MY THIRD BnoK OFSIMPLE MACHINES: THE WHFFI AND THE PULLEY. INTERMEDIATESCHOOL !TRADES 7, 9, ANP 91.

PERSONAL AUTHOR: ALVARADO, PATRICIO R.; MONTALVO, LUIS

DESCRIPTOR: *BILINGUAL EDUCATION: BILINGUAL STUDENTS:ENERGY; FORCE: INSTRUCTIONAL MATERIALS: *JUNIOR HIGH SCHOOLSTUDENTS: KINETICS: LEARNING ACTIVITIES: MOTION: *PHYSICALSCIENCES: PHYSICS: PHYSICS CUPRICUIUM: SCIENCE EXPERIMENTS;*SCIENCE INSTRUCTION: *SPANISH SPEAKING: TEXTBOOKS

FDRs PRIrF: EnRs PRICE ME-s0.65 HC -$3.29

1ESCPIPTIVF NOTE: 25P.

THIS IS THE THIRD ROOK IN A FIVE -BOOK PHYSICAL SCIENCESERIES nN SIMPLE MACHINES. THE BOOKS ARE DESIGNED FORSPANISH-SPEAKING JUNIOR HIGH SCHOOL STUDENTS. THIS VOLUME,EXPLAINS PRINCIPLES GOVERNING WHEELS AND PULLEYS BYSUGGESTING EXPERIMENTS AND POSING QUESTIONS CONCERNINGDRAWINGc IN THE BOOK WHICH ILLUSTRATE THE SCIENTIFICPPINCIPLES. FRICTION IS ALSO EXPLAINED IN THIS VOLUME.ANSWERS TO THE QUESTIONS ARE PROVIDED IN THE BOOK; ANEVALUATION EXAM IS ALSO INCLUDED. FOR OTHER BOOKS IN THESERIES, SEE FL 002 898, FL 002 899, FL 002 900, AND FL 002901. (Vm1

140

ACCESSI1N NUMBER: FOO':9638

PuRtICATION DATE: OCT 71

TITLF: mI PRIMER LIBRO OE mAQUINAS SIMPLES: TRABAJO YFUE4/A. FSCUELA INTERmElIA GRADOS 7, 8 Y 9 (MY FIRST BOOK OFSIMPIF "ACHINES: WORK AND FORCE. INTERMEDIATE SCHOOL GRAOES1, 8, Awl 91.

PFRSI)NAL AUTHOR: ALVARADO, PATRICIO R.; MONTALVO, LUIS

IFSCRIpToR: *BILINGUAL EDUCATION; BILINGUAL STUDENTS;ENERroe; FORCE; INSTRUCTIONAL MATERIALS; *JUNIOR HIGH SCHOOLSTUDENTS: KINETICS; LEARNING ACTIVITIES; MOTION; *PHYSICALSCIFNCF <; PHYSICS; PHYSICS CURRICULUM; SCIENCE EXPERIMENTS;loccIFNrr INST:UCTION; * SPANISH SPEAKING; TEXTBOOKS

EDRS PRICF: FORS PRICE MF-50.65 HC$3.29

'DESCRIPTIVE NOTF: I8P.

THIC IS THE FIRST ROOK IN A FIVEBOOK PHYSICAL SCIENCESERIFS ON SIMPLE MACHINES. THE ROOKS ARE rESIGNED FOoSPANISHSPEAKING JUNIOR HIGH SCHOOL STUDENTS. THIS VOLUMEnEFANFS FORCE AND WORK AY SUGGESTING EXPERIMENTS AND POSINGOUFSTIONS CONCERNING DRAWINGS IN THE BOOK WHICH ILLUSTRATESCIFNTIFIC PRINCIPLES. ANSWERS TO THE QUESTIONS AREPROvIOFO; AN EVALUATION EXAM IS ALSO INCLUDED. FOR OTHERBOOKS TN THE SERIFS, SEE FL 002 897, FL 002 899, FL 002 900,AND FL 00? 901. ivm1

ACCESSION NumBER: F0059639

pHRLICATION OATF: OCT 71

TITLE: ml CUARTO LIBRO DE MAQUINAS SIMPLES: OTRASmppIFICACIONES DE LA RUEnA. ESCUELA INTERMEDIA GRADOS 7, 8 Y9 (my FOURTH BOOK OF SIMPLE MACHiNES: OTHER MODIFICATIONS OFTHE WHFCL. INTERMEDIATE SCHOOL GRADES 7, 8, AND 9).

PERSONAL AUTHOR: ALvARADO, PATRICIO R.; MONTALVO, LUIS

DESCRIPTOR: *BILINGUAL EDUCATION: BILINGUAL STUDENTS:ENERGY; PrIRCE: INSTRUCTIONAL MATERIALS; *JUNIOR HIGH SCHOOLSTUDENTS: KINETICS; LEARNING ACTIVITIES; MOTION; *PHYSICALSCIENCES: PHYSICS; PHYSICS CURRICULUM; SCIENCE EXPERIMENTS;* SCIENCE INSTRUCTION; *SPANISH SPEAKING; TEXTBOOKS

EPPS PRICE: FDRS PRICE mF-$0.65 HC-53.29

r*SCRIPTIvE NOTE: 22P.

THIS Is THE FOURTH BOOK IN A FIVE-BOOK PHYSICAL SCIENCESERIES ON SIMPLE MACHTNFS. THE BOOKS ARE DESIGNED FORSPANISH-SPEAKING JUNIOR HIGH SCHOOL STUDENTS. THIS VOLUMEFxRLAINS FUPTHER REFINEMENTS OF THE WHEEL WHICH ISINTRODUCED IN VOLUME THREE. THE FOURTH VOLUME EXPLAINSPRINCIPLES BEHIND GEARS AND THE RELATIONSHIP BETWEENVELOCITY ANn FORCF PY SUGGESTING EXPERIMENTS AND POSINGQUESTIONS CONCERNING DRAWINGS IN THE BOOK WHICH ILLUSTRATETHE SCIENTIFIC PRINCIPLES. PROPELLORS ARE ALSO CONSIDERED.ANSWERS Tfl THE QUESTIONS ARE PROVIDED IN THE BOOK; ANEVALUATION EXAM IS ALSO INCLUDED. FOR OTHER POCKS IN THESERIES, SEE FL 002 897, FL 00? B98, FL 002 900, AND FL 00?901. (Vml

42

ACIFCCICN NUMBER: F0059640

P(01 IfAiluN OAIE: rcr

TITLE: MI sEGuNnn tiRRo DE MAOUINAS SIMPLES: LAS PALANCAS.FSCUFLA INTERmFDIA GRADOS 7, 8 Y 9 (MY SFUIND PUN OF SIMPLEMACHINE: LEVERS. INTERMEDIATE SCHOOL GRADES 7, 8, AND 9).

PERSON 1THOR: ALVARADO, PATRICID R.; MONTALVO, LUIS

DESCRIPTOR: *BILINGUAL EDUCATiON; BILINGUAL STUDENTS:ENERGY; FORCE; INSTRUCTIONAL MATERIALS; *JUNIOR HIGH SCHOOLSTUDENTS; KINETICS; LEARNING ACTIVITIES; MOTION; *PHYSICALSCIENCES; PHYSICS; PHYSICS CURRICULUM; SCIENCE EXPERIMENTS:*SITENCr INSTRUCTION; *SPANISH SPEAKING; TEXTBOOKS

EflkS PRTCF: EDRS PRICE MF -$0.65 HC-$3.29

DI-SCRIPTIvE NOTE: 25P.

THIS IC THE SECOND ROOK IN A FIVE-BOOK PHYSICAL SCIENCESERIES nN SIMPLE MACHINES. THE BOOKS ARE DESIGNED FORSPANISH - SPEAKING JUNIOR HIGH SCHOOL STUDENTS. BY SUGGESTINGEXPERIMENTS AND POSING QUESTIONS CONCERNING DRAWINGS IN THEROOK WHICH ILLUSTRATE THE SCIENTIFIC PRINCIPLES. THIS BOOKFXPLAINS THE WORKINGS OF THREE TYPES OF LEVERS. RESISTANCEIS ALSO EXPLAINED. ANSWERS TO THE OUESTTONC ARE PROVIDED INTHE ROOK, AND AN EVALUATION EXAM IS ALSO IY,AUDED. FOR OTHERROOKS IN THE SERIES, SEE FL 002 897. FL OC? 898, FL 002 899,AND FL 002 901. IVMi

AcCESSION NUMBER: E0059641

PURLICATION DATE: OCT 71

TITLE: MI QUINTO LIBRO DE MAQUINAS SIMPLES: EL PLANOINCLINADO. ESCuELA INTERMEDIA GRAOOS 7, 8 Y 9 (MY FIFTH BOOKOF SIMPlF MACHINES: THE INCLINED PLANE. INTERMEDIATE scHnnt_GRAnFS 7, 8, AND 9).

PFRSONAL AUTHOR: ALVARADO, PATRICIO R.; MONTALVO, LUIS

DESCRIPTOR: *BILINGUAL EDUCATION: BILINGUAL STUDENTS:ENERGY; FORCE; INSTRUCTiONAL MATERIALS.: *JUNIOR. HIGH SCHOOLSTUDENTS; KINETICS; LEARNING ACTIVITIES; MOTION: *PHYSICALSCIENCES; PHYSICS; PHYSICS CURRICULUM; SCIENCE EXPERIMENTS;*SCIENCE INSTRUCTION: *SPANISH SPEAKING: TEXTBOOKS

E)RS PRICE: FORS PRICE MF-$0.65 HC-$3.29


THIS Is THE FIFTH BOOK IN A FIVE-BOOK PHYSICAL SCIENCESERIES CN SIMPLE MACHINES. THE Books ARE DESIGNED FORSPANISH-SPEAKING JUNIOR HIGH SCHOOL STUDENTS. THIS VOLUMEEXPLAINS THE PRINCIPLES AND SOME OF THE USES OF INCLINEDPLANES, AS THEY APPEAR IN SIMPLE MACHINES, RY SUGGESTINGEXPERIMENTS AND POSING QUESTIONS CONCERNING !)RAWINGS IN THEROnK WHICH ILLUSTRATE THE PRINCIPLES. ANSWERS TO THEQUESTIONS ARE PROVIDED IN THE BOOK: AN EVALUATION EXAM ISALSO INCLUDED. FOR OTHER BOOKS IN THE SERIES, SEE FL 002R97, FL 002 898, FL 002 899, AND FL 002 900. (Vm,

4.4

ACCESSInN NU4BER: FD059803

PuBLICATION DATE: Ti

TITLE: LANGUAGE ARTS ACTIVITIES AND RESOURCES RELATED TOLATIN - AMERICAN CULTURE FOR GRADES 3-6.

DESCRIPTOR: ART; *LANGUAGE ARTS EARNING ACTIVITIES;MUSIC: ORAL COMMUNICATION; READIN SOCIAL STUDIES; *SPANISHCULTURE; *SPANISH SPEAKING: *TEACHING GUIDES: WRITING

EDRS PRICE: EDRS PRICE ME-$0.65 HC-$3.29


RESOURCES PROM VARIOUS SUBJECT AREAS ARE ORGANZ:-.0 IN ONEPLIBLICATION FOR USE BY TEACHERS IN ELEMENTARY scronis HAVINGA CONSIDERABLE ENPOLLMENT OF CHILDREN WHO ARE SPANISHSPEAKING AND oF LATIN AMERICAN DESCENT. THE GENERAL PURPOSEOF THE LEARNING EXPERIENCES DESCRIBED IS TO HELP CHILDRENACHIEVE IN THE AREAS OF ORAL COMMUNICATION SKILLS, READING,AND wRIT!NG EXPRESSION. BASIC OBJECTIVES ARE TO HELP LATINAMERICAN CHILDREN APPRECIATE AND DEVELOP PRIDE IN THEIRCULTURAL HERITAGE AND TO INTRODUCE TO ALL CHILDREN THEGRATIFYING AND RICHLY REWARDING EXPERIENCE THAT COMES FROMAN AWARENESS AND UNDERSTANDING OF ANOTHER CULTURE. INADDITION TO LANGUAGE ARTS ACTIVITIES, LEARNING EXPERIENCESIN ART, MUSIC, AND SOCIAL STUDIES RELATING TO THE SPANISHCULTURE ARE ALSO PRESENTED. A LIST OF AUDIOVISUAL MATERIALSAND A BIBLIOGRAPHY OF REFERENCE MATERIALS FOR TEACHERS AREAPPENDED. OH)

ACCESSION NumBFR: F1)059814

PuBLICATTON MATE: 71

TITLE: THE NEW LIFE -LA VIDA NUEVA: THE MEXICAN AMERICANSTODAY.

pPRSONAt AUTHOR: °ORRIN, ARNULO

DESCRIPTOR: AMERICAN CULTURE; AMERICAN INDIANS; BIAS:*HOOKS; *CULTURAL BACKGROUND; EDUCATION; HUMAN GEOGRAPHY;LANn SETTLEMENT; *MEXICAN AMERICAN HISTORY; *MEXICANAMERICANS: POLITICS: SOCIALIZATION; *SPANISH AMERICANS

EDRS PRICE: DOCUMENT NOT AVAILABLE FROM FORS.


FMPHASITING PRESENTDAY CHICANOS, THIS BOOK RELATES THE"NFW LIFFn OF MEXICAN AMERICANS THROUGHOUT THE UNITED STATESgm WITH PARTICULAR REFERENCE TO THE SOUTHWEST. A VIEW OFMEXICAN AMERICAN COMMUNITIES AND THEIR PEOPLES' FEELINGSABOUT PREJUDICE, EDUCATION, AND POLITICS IS PRESENTED. THERoot( CONTAINS NARRATIVE SKETCHES ON INDIVIDUALS INVOLVEDWITH THE MEXICAN AMERICAN COMMUNITY -- INCLUDING A SOCIALWORKER, A PRIEST, AN ARTIST, AND A TEACHER. AMONG THECrATENT HEADINGS ARE WE ARE CHICANOS, MEXICO BEFORE THECONQUEST, IF YOU REALLY WANT TO DO IT, THE FAMILY ISIMPORTANT, DOING SOMETHING THAT COUNTS, AS WE WORK TOGETHER.MEXICANS BECOME AMERICANS, ENGLISH VS. SPANISH, A HELPINr,HAND AT SCHOOL, A PROUD HERITAGE, I AM SURE OF MYSELF,NOSOTROS-WE, A LEADER FOR LA RAZA, THE DOCTRINE OFNONVIOLENCF. LIVING OFF THE SAME VINE, WE WERE ALL_AMERICANS, BARRIERS MUST COME DOWN, A NEW THRUST TO THEFUTURE, AND, EACH ONE IS NEEDED. INCLUDED ARE A 13 -ITEMCUIDF TO FURTHER READING AND A SUBJECT INDEX. (MJP1

AVAIttBILITY: DODO, MEAD & COMPANY, 79 MADISON AVE., NEWYoRK, N. Y. 10016 (13.95)

cCESSION NUMRER: F0059818

puRlICATILIN DATE: TO

TITLE: REPORTS: "BILINGUAL EDUCATION: THE STATUS OF THE ART,1970" (7TH ANNUAL CONFERENCE OF THE SOUTHWEST COUNCIL FORBILINGUAL EOUCATION, EL PASO, TEXAS, NOVEMBER 20-21, 197G1.

PERSONAL AUTHr1R: STORING, C. H.; AND OTHERS

DESCRIPTOR: *BICULTURALISm: *BILINGUAL EDUCATION:*CONFERENCE REPORTS; LINGUISTICS; *MEXICAN AMERICANS;PROGRAM DEVELOPMENT; *TEACHER EDUCATOR EDUCATION; TEACHING;TEACHING SKILLS; THEORIES

ERRS PRICE: DOCUMENT NOT AVAILABLE FROM EDRS.


A REPORT ON THE STATUS OF BILINGUAL EDUCATION DURING 1910,THIS DOCUMENT IS COMPOSED OF PRESENTATIONS FROM THE 7THANNUAL CONFERENCE OF THE SOUTHWEST COUNCIL FOR BILINGUALEDUCATION. PAPERS INCLUDED ARE ENTITLED BILINGUAL/BICULTURALEDUCATION: OUR MISSION IN THE 70'S, BILINGUALFUCATION--THEORY AND PRACTICE, DISCREPANCIES BETWEEN THEORYAND PRACTICE, GETTING A HANDLE ON THE ATTAINABLE, AND, THEMEASUREMENT OF LINGUISTIC AND CULTURAL PHENOMENA. A SECTIONFNITTLEP INCREASING TEACHER PROFICIENCY IN THE EDUCATION OFMEXICAN-AMERICAN YOUTH DESCRIBES A PROPOSED PROGRAM TOINCREASE THE PROFICIENCY OF BILINGUAL TEACHERS; THIS SECTIONPROVIDES A DESCRIPTION OF THE PROGRAM (TO BE IMPLEMENTED ATTHE UNIVERSITY OF TEXAS AT EL PASO) IN TERMS OF RATIONALE,GOALS, PROGRAM OF INSTRUCTION, AND STRATEGIES FORRECRUITMENT. ALSO INCLUDED ARE 6 PARADIGMS RELATING TO THEpRoPosEn PROGRAM. (MAR)

AVAILABILITY: PUBLICATIONS MANAGER, BOX 3 L, DEPAFJMENT OFEOREIGN LANGUAGES, NEW MEXICO STATE UNIVERSITY, LAS CRUCES,NEW MEXICO 88001 ($2.75)


PUBIICATION DATE: 71

TITLE: A DOCUMENTARY HISTORY OF THE MEXICAN AMERICANS.

PERSONAL AUTHOR: MOQUIN, WAYNE, ED.; VAN DOREN, CHARLES,CO.

r!usCRIRTOR: AMERICAN INDIANS; *CULTURAL BACKGROUND;couCATION; EMPLOYMENT; GOVERNMENT ROLE; *IMMIGRANTS; LABORAARKFT; *MEXICAN AMERICAN HISTORY; *MIGRATION; *RACIALINTEGRATION; RACIAL SEGREGATION; SOCIOCULTURAL PATTERNS;SOCIOECONOMIC BACKGROUND

rORS PRICE: DOCUMENT NOT AVAILABLE FROM EDRS.

OFSCIOPTIVE NOTE: 399P.

A DOCUMENTARY HISTORY OF THE MEXICAN AMERICANS FROM 1536 TO1970 IS PRESENTED IN THIS BOOK CONSISTING OF 65 DOCUMENTSARPANGED CdRONOLOGICALLY AND DIVIDED INTO 5 MAIN CHAPTERSTHAT DEAL WITH THE PERIODS OF (11 THE SPANISH RULE, (21MEXICO'S RULE OVER THE SOUTHWEST, (31 THE ANGLO AMERICANTAKE OVER OF THE SOUTHWEST AND ITS INTEGRATION INTO THESOCIETY AND ECOWAY OF THE UNITED STATES, (41 THE MEXICANIMMIGRATION TO THE UNITED STATES DURING 1911-1939, AND (51THE REAWAKENING OF LA RAZA FROM 1940 TO 1970. (NQ1

AVAILABILITY: PRAEGER PUBLISHERS, 111 FOURTH AVENUE, NEWYORK, N.Y. 10003 ($13.50)

ACCESSInN NUMBER: E0059822

PuFt !CAT ION DATE: 71

TITLE: KEYS TO THE ELEMENTARY SCHOOL ENVIRONMENT (WITHSUBGROUP REFERENCE NORMS): HOW CHILDREN PERCEIVE THEIRscHnnL ENVIRONMENT.

PERSONAE AUTHOR: CASKEY, rwFN L.; WEBS, DORIS J.

DESCRIPTOR: ADMINISTRATOR ATTITUDES; *ANGLO AMERICANS;COMPARATIVE ANALYSIS; *ELEMENTARY SCHOOL STUDENTS;EVALUATION; FACTOR ANALYSIS; GROUP NORMS; *MEXICANAMERICANS: *NEGROES; PERCEPTION; *SCHOOL ENVIRONMENT;STUDENT ATTITUDES: STUDENT SCHOOL RELATIONSHIP; TEACHERATTITuDF';

EDRS PRICE: ERRS PRICE ME-10.65 HC %6.58


THE OBJECTIVE OF THE JiUDY WA:, "TO DETERMINE HOW THEELEMENTARY SCHOOL CHILD EVALUATES HIS SCHOOL ENVIRONMENTTHROUGH A COMPARISON OF THE SCHOOL AS HE SEES IT WITH HOWPROFESSIONAL EDUCATION INTENDS IT TO SE." THE "KEYS TOELEMENTARY SCHOOL ENVIRONMENT," AN INSTRUMENT DESIGNED TOmEASURF THE ENVIRONMENTAL PRESS AS PERCEIVED BY ELEMENTARYSCHOOL. PUPILS, WAS AOMINISTERED TO OVER 5,000 FIFTH- ANDSIXTH-GRADE PUPILS IN 43 TEXAS SCHOOLS. TEN SERIES OFSTATEMENTS WERE UTILIZED TO REPRESENT ASPECTS OF SCHOOLENVIRONMENT WHICH WOULD CONTRIBUTE TO THE FOLLOWING 10 AREASOF PRESS: INTELLECTUAL IMPROVEMENT, HEALTH AND PHYSICALFITNESS, SOCIAL RELATIONSHIPS, MORAL AND SPIRITUAL VALUES,HOME - SCHOOL RELATIONSHIPS, VOCATIONAL ASPIRATIONS, CIVICRESPONSIBILITY, AESTHETIC APPRECIATION, ACCEPTANCE ANOEMOTIONAL SECURITY, AND INDEPENDENCE. SCORES OF THE SUBJECTSON THE 120 QUESTIONS WERE SUBJECTED TO FACTOR ANALYSIS WHICHYIELDED 10 ROTATED FACTORS THAT ACCOUNTED FOR APPROXIMATELYONE-HALF OF THE VARIANCE. COMPARISONS WERE MADE BETWEENPUPIL RESPONSES BY GRADE, ETHNIC GROUP, SEX, PARTICIPATIONOR NONPARTICIPATION IN TITLE I PROGRAMS, AND ABILITY GROUP.THE DOCUMENT CONTAINS FORM E. OF THE INSTROMENC USED ANDDIRECTIONS FOR ITS ADMINISTRATION; TABULATIONS OF PUPILRESPONSES AND PRESS DIFFERENCES; A TABLE ON PERCENTAGES OFTEACHERS, ADMINISTRATORS, AND TOTAL PUPILS REFLECTING PRESS;AND SURGROUP REFERENCE NORMS AND INSTRUCTIONS FOR PLOTTINGPROFILES TO ENABLE COMPARISON OF RESPONSES WITH PREVIOUSLYCoLLECTED DATA. (JH)

AcCESSIFIN NUMRFR: F00598?7


TITLE: VARIABLES AFFECTING ACHIEVEMENT OF MIDDLE SCHOOLMEXICAN AMERICAN STUDENTS.

pPRSONAL AUTHOR: HERNANDEZ, NORMA G.

DESCRIPTOR: *ACADEMIC ACHIEVEMENT; ACCULTURATION;ATTITUDES; COMMUNITY INVOLVEMENT; CULTURAL FACTORS;PCuRRICuLUm DESIGN; GUIDANCE; INTELLIGENCE QUOTIENT;LANGUAGE HANDICAPS; *LITERATURE REVIEWS; *MEXICAN AMERICANS;PHYSICAL HEALTH; PSYCHOLOGICAL CHARACTERISTICS;SOCIOECONOMIC INFLUENCES; *STUDENT NEEDS; TEACHER EDUCATION

FORS PRICE: EORS PRICE MF-S0.65 HC-$3.29


LITERATURE PERTAINING TO RESEARCH DONE ON ACADEMICACHIEVEMENT OF MEXICAN AMERICAN STUDENTS IS'REVIEWED IN THISPAPER. THE LITERATURE DEALS WITH SUCH VARIABLES ASSOCIOECONOMIC, PHYSICAL, PSYCHOLOGICAL, AND CULTURALASPECTS; LANGUAGE FACTORS; ATTITUDES; LANGUAGE DEVELOPMENT;AND ENVIRONMENT. A 15-PAGE DISCUSSION OF RECOMMENDATIONS FORIMPROVING CURRICULUM, INSTRUCTION, AND TEACHER EDUCATION FOREDUCATING THE MEXICAN AMERICAN IS INCLUDED. ALSO INCLUDED ISA BIBLIOGRAPHY CONTAINING OVER 200 RELEVANT CITATIONS. INQI



TITLE: TEACHERS OF MIDDLE SCHOOL MEXICAN AMERICAN CHILDREN:INOICAToRS OF EFFECTIVENESS AND IMPLICATIONS FOR TEACHEREDUCATION.

PFRSDNAI AUTHOR: KLINGSTEDT, JOE LARS

DESCRIPTOR: BIBLIOGRAPHIC CITATIONS; *EFFECTIVE TEACHING;*rVALUATION TECHNIQUES; INDIVIDUAL CHARACTERISTICS:*LITERATURE REVIEWS; *MEXICAN AMERICAN; MICROTFACHING;TEACHER ATTITUDES; *TEACHER EDUCATION: TEACHING PROCFnURES

FrRS PPI(E: FDRS PRICE mF-$0.65 HC-$3.29

DESCPIPTIVF NOTE: 47P.

A SummPPY OF RESEARCH AND RELATED LITERATURE ON THE PROBLEMOf IDENTIFYING INDICATORS OF TEACHER EFFECTIVENESS, THISPUBLICATION IS DIVIDED INTO 3 SECTIONS: (1) TRADITIONAtINDICATORS OF TEACHER EFFECTIVENESS IN TERMS OF GOODTEACHING PROCEDURES (E.G., POSITIVE REINFORCEMENT) ANDDESIRABLE PERSONALITY CHARACTERISTICS (E.G., ABILITY TO SETA FAVORABLE CLIMATE FOR TEACHING); (2) NEW (RENDS INIDENTIFYING INDICATORS OF TEACHER EFFECTIVENESS (E.G.,DEVELOPMENT OF SYSTEMS MODELS AND MICROTEACHING); ANO (31IMPLICATIONS FOR TEACHER EDUCATION IN THE FOPm OF A TEACHEREDUCATION MODEL- -WITH SUGGESTIONS FOR FURTHER STUDY. AI(31.IOGRA0HY OF 83 CITATIONS IS INCLUDED. (NO)

AcrESSIoN NUM'ER: F0059829

211.1 IcartnN DATE: 68

TITLE: VALuF CONFLICTS EXPERIENCED BY MFKICAN-AmERICANSTuoFNTS.

IrpsoNAt AUTHOR: RAmIREZ, MANUAL, III

r)EscRIPTDR: *CULTURE CONFLICT; DISCUSSION GROUPS; DROPOUTRESEARCH; EDUCATIONAL ATTITUDES; *MEXICAN AMERICANS; PARENT8TTITUDFS; RACIAL INTEGRATION; SECONDARY SCHOOL STUDENTS;snctnEcnNomtc BACKGROUND; *STUDENT ATTITUDES; TEACHEREDuCATION; *vALUES

crRs PRICE: FORS PRICE mF-S0.65 HC-$3.29

iFSCVIPTIVF NOTE: 11P.

THE OBJECT 9E THIS STUDY, CONDUCTED IN A NORTHERNCALIFORNIA CITY SCHOOL DISTRICT, WAS TO FIND EVIDENCE OFCULTURAL VALUE CONFLICTS EXPERIENCED BY MEXICAN AMERICANSECONDARY SCHOOL STUDENTS OF (OW SOCIOECONOMIC BACKGROUND.THJSF STIMENTS EXPERIENCING THE MOST DIFICULTY IN ADJUSTINGrn THE SCHOOL SETTING AND THUS MOST LIKELY TO BE DROPOUTSWERE INTERVIEWED, OBSERVED IN CLASS, AND ASKED TO TELLSTORIES ABOUT PICTURES DEPICTING STUDENTS, TEACHERS, ANDPARENTS INTERACTING IN A SCHOOL SETTING. STC,RIES TOLD ABOUTTHESE PICTURES REVEALED MEXICAN AMERICAN VALUE CONFLICTS INTFRms nF SUCH FACTORS AS LOYALTY TO FAMILY AND ETHNIC GROUP,FEMALE MODESTY, MACHISMO, THE ROLE OF EDUCATION, ANDSFRARATION OF SEX ROLES. THIS PAPER CONTAINS otscusstoNs OFB MEXICAN AMERICAN VALUES FOUND TO CONFLICT MOST OFTEN WITHTHE VALUE SYSTEM OF SCHOOLS, ALONG WITH AN ACCOMPANYINGSTIRY FOR EACH AS TOLD BY MEXICAN AMERICAN STUDENTS; ALSOrONTAINED APE I-PARAGRAPH ntscussIoNs OF 4 MEASURES THATCOULD BE INSTITUTED rn HELP ALLEVIATE VALUE CONFLICTS. (NO)

AirScloN NUmRER: FO05,1930

PuRi IcATION DATE: JUN 71

TITLE: LISTING OF RESIIURCE MATERIAL CONCERNED WITH THESPANISH-SPEAKING.

PERSON41 AUTHI'R: GUP-RRA, MANUEL H.; AND OTHERS

DESCRIPTOR: AuDIUVISUAL AIDS; *BIBLIOGRAPHIES; ROOKS;EDUCATIONAL OPPORTUNITIES; EDUCATIONAL RESOURCES; GOVERNMENTROLE; HIGHEP EDUCATION; INTERGROUP RELATIONS; *LANGUAGEINSTRUCTION; *MEXICAN AMERICANS; MIGRANT CHILD EDUCATION;REFFRENCF MATERIALS: *RESOURCE MATERIALS; *SPANISH SPEAKING;SPEECHES

EDRS PRICE: EORS PRICE MF$0.65 HC-$3.29


AN ENOmFRATION OF TEACHINGLEARNING RESOURCES PERTAINING TOSPANISHSPEAKING GROUPS IN AMERICA, THIS PUBLICATIONCONTANS A 40ITEM SELECTED BIBLIOGRAPHY ON MEXICANAMERICANS, A LIST OF ISO SOURCES OF GENERAL INFORMATION,OVER 60 CITATIONS OF SELECTED MATERIALS, AND A 28ITEM LISTOF MIGRANT EDUCATION MATERIALS. THE RESOURCES CITEDENCOMPASS CHILDREN'S AND ADULTS' BOOKS, MEETINGS,PERIODICALS, AUDIOVISUAL AIDS, EDUCATIONAL OPPORTUNITIES,ORGANIZATIONS AND FEOFPAL PROGRAMS CONCERNED WITH THESPANISHSPEAKING, BIBLIOGRAPHIES, ARTICLES, SPEECHES, ANDTEXTBOOKS. SOME OF THE BIBLIOGRAPHICCITATIONS AREANNOTATED. ALSO INCLUDED IS AN ARTICLE ON THELANGUAGFINSTRUCTION PROGRAMS FOR SPANISHSPEAKING LEARNERSIN CALIFORNIA, AS RELATED TO INTERGROUP RELATIONS. INO)


ouRtirATION DATE: NOV 71

TITLE: COGNITIVE TEST PERFORMANCE OF SPANISH - AMERICANpkImAPY-SCHOOL CHILDREN: A LONGITUDINAL STUDY. FINAL REPORT.

PERSONA( AUTHOR: KILLIAN, L. R.

IFSCRIPTOR: BILINGUALISM; *COGNITIVE DEVELOPMENT;COMPREHENSION DEVELOPMENT; EDUCATIONAL DIAGNOSIS;*FLEmENTARY SCHOOL STUDENTS; ETHNIC GROUPS: LEARNINGD IEFICuLTIES; *LEARNING DISABILITIES; LONGITUDINAL STUOIES;*SOCIOECONOMIC STATUS; SPANISH AMERICANS: *SPANISH SPEAKING

IDENTIFIER: BENDER VISUAL-MOTOR GESTALT TEST; ILLINOIS TESTOF PSYCHOLINGUISTIC ABILITIES; !TPA; wECHSLER INTELLIGENCESCALE FOR CHILDREN; WI SC

FORS PRICE: ERRS PRICE ME-$0.65 HC-$3.29

nEsrRIPTIV NOTE: 13P.

A TWENTY- SIX -MONTH FOLLOW-UP STUDY WAS MADE OF 75 ANGLO-AND SPANISH-AMERICAN PRIMARY SCHOOL CHILDREN WHO WEREEXAMINFO ON THE WECHSLER INTELLIGENCE SCALE FOR CHILDREN,THE ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES, AND THEBENDER VISUAL-MOTOR GESTALT TEST IN ORDER TO DETERMINE THESPECIFIC COGNITIVE DEFICITS WHICH MIGHT ACCOUNT FOR THE POORSCHOOL PERECRMANCE OF SPANISH-AMERICAN SCHOOL CHILDREN.AFTER THREE YEARS OF SCHOOLING THE CHILDREN WERE FOUND TO BEDEFICIENT IN VERBAL COMPREHENSION BUT HAVE NO DEFICITS INSHORT-TERM MEMORY, ARITHMETIC, OR PERCEPTUAL ORGANIZATION.B ILINGUALISM DOES NOT APPEAR TO BE AS IMPORTANT AS ETHNICSTATUS. THERE IS SOME SUPPORT FOR TREATING SPANISH-AMERICANCHILDREN AS A SINGLE GROUP. IF THEY ARE TO BE SUBDIVIDED, ITIS PROBABLY MORE IMPORTANT TO CONSIDER THE WHOLE COMPLEX OFVARIABLES MAKING UP THE ETHNIC CLASS RATHER THAN JUSTB ILINGUALISM. REMEDIAL EFFORTS IN THE LOGNITIVE AREA WITHTHIRD AND FOURTH GRADE SPANISH-AMERICAN CHILDREN SHOULDCONCENTRATE UPON VOCABULARY, GENERAL INFORMATION, VERBALANALOGIES, EXPERIENCE WITH A WIDE RANGE OF SOCIAL SITUATIONSAND THEIR rORRESPONDIW, RULES, VERBAL CLASSIFYINGpRoCE^URES, AND GRAMMATICAL FORM. (AUTHOR/LM)

ACCI-SlciN NUMBER: FD060397

PUFIWATION DATE: 72

TITLE: EARLY CHILDHOOD PROGRAMS FOR NONENGLISHSPEAKINGCHILDREN. PREP-31.

PERSONAL AUTHOR: BERNBAUM, MARCIA

1ESCRIPT0R: ANNOTATED BIBLIOGRAPHIES; BIBLIOGRAPHIES:Bp INGuALISm: *BILINGUAL STUDENTS; COMMUNITY INFLUENCE;*EARLY CHILDHOOD EDUCATION; *ENGLISH (SECOND LANGUAGE);r,u1DELINES; INSTRUCTIONAL AIDS; LANGUAGE RESEARCH;ITTFRATIIRF REVIEWS; NAVAHO: *NON ENGLISH SPEAKING;,PRESCHrOL CHILDREN; PSYCHOLINGUISTICS; RESOURCE MATERIALS;SOCIAL PSYCHOLOGY; SOCIOLINGUISTICS: SPANISH SPEAKING;TEArHING GUIDES; TESTING

IDENTIFIER: HEAD START PRnJECTS; PREP; *PUTTING RESEARCHINTO FnuCATIONAL PRACTICE

FORs PkiCE: EDRS PRICE MF-$0.65 HC-$3.29


RESEARCH FINDINGS ON BILINGUAL PRESCHOOL CHILDREN (2-1/2 TO6 YEARS OF AGE) AND PROGRAMS ARE PRESENTED. WORKINGDEFINITIONS ARE GIVEN FOR SOME OF THE TERMS USED IN THEREPORT. RESEARCH FINDINGS ARE DIVIDED INTO FOUR CATEGORIES:111 "THE COMMUNITY" FOCUSES ON THE FINDINGS FROM THE FIELDSOF SOCIAL PSYLHOLOGY AND SOCIOLINGUISTICS; 121 "THEBILINGUAL CHILD" CONSIDERS THOSE FINDINGS FROM LINGUISTICSAND PSYCHOLINGUISTICS; (3) "OF SPECIAL INTEREST TOED0CATORS" ANSWERS SOME SPECIFIC QUESTIONS; AND (41 "TESTTNC,THE BILINGUAL PRESCHOOLER" SUMMARIZES SEVERAL ISSUESASSOCIATED WITH ASSESSING TO WHAT EXTENT A CHILD ISBILINGUAL, AND DRAWS ATTENTION TO POSSIBLE APPROACHES plikiMAY RE USED TO ASSESS THE INTELLIGENCE OF A .BILINGUAL CHILD.PRACTICAL GUIDELINES FOR THE TEACHER AN!) ADMINISTRATOR AREGIVEN. FOLLOWED BY SPECIFIC GUIDELINES THAT RELATE TO THECOMMUNITY, THE PARTS, THE CHILDREN, THE TEACHER AND HERAIDE. AND GOALS. EXAMPLES OF EXISTING BILINGUAL PRESCHOOLPROGRAMS THAT FIT INTO ONE OF THE FOUR FOLLOWING CATEGORIESARE GIVEN: II) ONE WAY: DOMINANT LANGUAGE; 12) ONE WAY:BILINGUAL: (31 MIXED: DOMINANT LANGUAGE; AND 14) MIXED:BILINGUAL. ADDITIONAL SOURCES OF INFORMATION ON BILINGUALPROGRAMS AND TEACHING AIDS ARE PRESENTED IN TWO CATEGORIES:HANDBOOKS AND TEACHING AIDS, WHICH ARE FOR USE INSPANISH - !;PEAKING OR INDIAN-SPEAKING CLASSES. A BIBLIOGRAPHYCONCLUDE: THE REPORT. (DB,

AVAILABILITY: SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENTPRINTING OFFICE, WASHINGTON, 0.C. 20402 (S6 A YEAR; FOREIGN,$1.50 ADDITIONAL. SINGLE COPY: $0.551

55



TITLE: A TOTAL SYSTEM APPROACH ATTACKING THE.. EDUCATIONALPROBLEMS. OF THE ILLITERATE SPANISH-SURNAMED ADULTS. FINALREPORT.

DESCRIPTOR: *ADULT/EDUCATION; EDUCATIONAL PROGRAMS;EDUCATIONAL TELEVIION; *ENG. ISH (SECOND LANGUAGE); *ENGLISHINSTRUCTION; FUNCT4ONAL ILLITERACY; INSTRUCTIONAL MATERIALS;LANGUAGE DEVELOPMENT; ORAL COMMUNICATION; PROBLEM SOLVING:*SPANISH SPEAKING; *SYSTEMS APPROACH

EDRS PRICE: EDRS PRICE MF-$0.65 HC-$3..7e


A PROGRAM FOR THE DEVELOPMENT AND PRODUCTION OF BASIC ORAL.ENGLISH LESSONS FOR THE NON-ENGLISH-SPEAKING,SPANISH-SPEAKING ADULTS IS DISCUSSED. THIS PROGRAM IS ,

CONCEPTUALIZED INCORPORATED ANIMATION, CHOREOGRAPHY, ANDOTHER ENTERTAINING ELEMENTS COUPLED WITH THE INSTRUCTIONALFEATURES OF THE LESSONS. STEPS WERE TAKEN TO DEVELOP, A, TOTALEDUCATIONAL. TV PACKAGE. (AUTHOR/CK)

bc

ACCESSIoN NUMBER: ED060406

PUBLICATION DATE: 1 APR 70

TITLE: ABF PHASE III: PROGRESS AND PROBLEMS. SEPTEMBER 1,1969-AORIL 19 1970.

)ESCR(PTDR: *ADULT BASIC EDUCATION; *ENGLISH (SECONDLANGUAGE); FINANCIAL NEEDS; HOME STUDY; HUMAN RESOURCES;INSTRUCTIONAL MATERIALS; *INSTRUCTIONAL SYSTEMS; LITERACYEDUCATION; MASS MEDIA;-*MEXICAN AMERICANS; MICROTEACHING;m0BILE CLASSROOMS; RURAL POPULATION; SECOND LANGUAGELEARNING; *SPANISH SPEAKING; TELEVISED INSTRUCTION; URBANPOPULATION; VIDEO TAPE RECORDINGS

IDENTIFIER: *EmPLi-FN IN6IFS SERIES; PROTEUS ADULT EDUCATIONCENTER; UNIvEl:SITY OF ARIZONA; UNIVERSITY OF SOUTHERNCALIFORNIA

PORS PRICE: EORS PRICE MF-$0.t5 HC-$6.58

riFSrRIVIIVF NOTE: 166P.; INTERIM REPORT

INTERIM INFORMATION CONCERNING THE ARE III GRANTS ISPROVIDED IN THE THREE PARTS OF THIS REPORT. PART 1 (OUTLINE)nESCRIRES THE GOALS AND OBJECTIVES OF EACH COMPONENT; PAST 2DESCRIBES ACCOMPLISHMENTS AND PROBLEMS TO DATE; AND PART 31FALS wITH COORDINATION ANP SUPERVISION ACTIVITIESUNDERTAKEN BY THE LAB. THE COMPONENTS OF THE PROGRAM ARE:(11 EmPLEEN INGLFS" TELEVISION VIDEO TAPES; (21 SCHOOL OFFDoCATInN--UNIVERSITY OF CALIFORNIA: (31 PROTEUS (ADULTEDUCATION CENTER, VISALIA, CALIFORNIA); (41 MAPAR,MCMINNVILLE, OREGON; 451 CHANDLER CAREER CENTER; (61MICRO-TEACHING PROTOCOLS; (7) MODEL CITIES; (81 COLLEGE ['JPEDUCATION, UNIVERSITY OF ARIZONA--RESOURCE PERSON; 191MOBILE UNIT; (101 MATERIALS LIBRARY; (III DISSEMINATION;(121 SWCEL CLEARINGHOUSE; (13) STEERING COMMITTEE; (14)HUMAN RESOURCE CENTER; (151 VIDEO TAPE REPRODUCTION; AND(16) COORDINATION AND SUPERVISION. THE REPORT CONTAINS 20APPENDIXES. (np)

AcCESSIoN NUMBER: E0060705

TTTLE: PILINGUAL BICULTURAL EDUCATION IN THE COMPTON UNIFIEDSCHOOL oISTR1CT AND ITS RELEVANCE TO A MULTI ETHNICCOMMUNITY.

PERSONAL AUTHOR: GOODMAN, FRANK M.

DESCRIPTOR: *BICULTURAL[SM; BILINGUAL EDUCATION;*BILINGUALISM; COMMUNITY INVOLVEMENT; CULTURAL EDUCATION;CULTURALLY DISADVANTAGED; ECONOMICALLY DISADVANTAGED;EDUCATIONAL INNOVATION; EDUCATIONAL OBJECTIVES; *EDUCATIONALSTRATEGIES; ENGLISH (SECOND LANGUAGE); ETHNIC GROUPS;LANGUAGE INSTRUCTION; *LANGUAGE PROGRAMS; *MEXICAN4mERICANS; MINORITY GROUPS; SECOND IANGUAGF LEARNING; SELFr:ANCEPT

IDENTIFIER: CALIFORNIA; *COMPTON


DFscRIPTIVE NOTE: 5P.

THE COMPTON BILINGUAL PLAN IS A MULTI-CULTURAL PROGRAMDESIGNED TO FOSTER LANGUAGE PRESERVATION AS A NATIONALRESOURCE Tn PROMOTE A WELL-EDUCATED, WELL-ADJUSTED CITIZENRYARLE TO FUNCTION EFFECTIVELY IN TWO LANGUAGES AND IN TWO ORmoRF CULTURES. THc CHILDREN ARE TAUGHT IN TWO LANGUAGES.SPANISH AND ENGLISH, AND ARE OPENLY PARTICIPATING INTRANS-RACIAL COMMUNICATION IN A MULTI- CULTURAL CLASSROOM ANDCOMMUNITY. ALL THE CHILDREN, WITHIN AN INTEGRATED CLASSROOMFNVIRONmENT, ARE OFFERED THE OPPORTUNITY TO BECOMEFUNCTIONAL BILINGUALS AND PARTICIPATE IN ONE ANOTHER'SCuLTURF. (AuTHOR/VM)

ACCFSSION NUMBER: ED060735

ouRtICATMN DATE: 28 FEB 72

TITLE: SOCIAL STUDIES AS SOZIAL ANTHROPOLOGY: A MODEL FORESL CURRICULA.

prRS(INAL AUTHOR: ABRE'e, KARIN L.

riFscRIPTOR: ANTHROPOLOGY; BEHAvICR PATTERNS; BICULTURALISM:RILINGUAL EDUCATION: *BILINGUALISM; CHILDREN: CULTURAL_BACKGROUND; CULTURAL DIFFERENCES; *CULTURAL EDUCATION;*CURRICULUM DESIGN; *ELFMFNTARY GRADES; ENGLISH (SECONDLW;OAI,FI; MEXICAN AMERICANS; NON ENGLISH SPEAKING; *SOCIALSTUDIES

cflRS PRICE: EORS PRICE Mc$0.65 HC$3.29

r),SCRIPTIVE NOTE: 15P.;PAPER PRESENTED AT THE SIXTH ANNUALTrS0L CONVENTION, WASHINGTON. 0. C., FEBRUARY 28, 1.97?

THIS PAPER DESCRIBES A PROGRAM OF CULTURAL EDUCATIONDESIGNED FOR FLEMFNTARY SCHOOL CHILDREN IN A BILINGUALSETTING. THE AUTHOR ARGUES THAT ONLY THROUGH THE STUDY OFOTHER CULTURES CAN THE CHILD WHO ENTERS THE ANGLOAMERICANSCHOOL SYSTEM FROM A NONANGLO BACKGROUND APPRECIATE FULLYTHE RELATIONSHIP BETWEEN HIS CULTURE AND THE DOMINANTCuLTuRE, AND UNDERSTAND HIS PLACE WITHIN THE TWO CULTURES.THE PROGRAM SUGGESTED PRESENTS NINE UNITS, EACH ONE ON THESTUDY OF A PARTICULAR CULTURE. THE CULTURES TO BE STUDIEDREPRESENT A WIDE VARIETY OF TYPES SELECTED FOR DIVERSITY INPOPuLATION SIZE, LANGUAGE, SUBSISTENCE, RACE. CLIMATE, ANDGOGRAPHY. THE LIFE OF THE CHILD IS CONSIDERED IN EACHrift TURF. EACH CULTURE IS STUDIED OBJECTIvFLY AS AN ENTITY,WITHOUT REFERENCE TO OR MEASUREMENT AGAINST A MASTERruiTuRF. UNIT 10 PROVIDES A CHANCE FOR THE CHILD TO SFEr)IFFERENCES AND SIMILARITIES AMONG THE CULTURES BYCLASSIFYING THE CHILDREN FROM THE NINE CULTURES IN TERMS OFTHE WAY THEY LIVE. DIFFERENT CLASSIFICATION CRITERIA PRODUCEVAR IOUs GROUPINGS. UNOERLINING A VARIETY OF DIFFERENCES ANDSIMILARITIES. (VM)


PUIILICATION DATE: AUG 71

TITLE: SOME SECONDARY LEVEL CURRICULUM CONSIDERATIONS FORTEACHING SPANISH TO THE MEXICAN AMERICAN IN AUSTIN, TEXAS.

PERSONAL AUTHOR: CHILDERS, JEAN

DESCRIPTOR: *CROSS CULTURAL STUDIES; CROSS CULTURALTRAINING; CULTURAL ENVIRONMENT; *MEXICAN AMERICANS;RELEVANCE (FitiCATIONI; SECONDARY GRADES; *SECONOriRY SCHI)OLS;SoCIOLOGY; *SPANISH; STUDENT ATTITUDES; STUDENT :.NTEPFSTS;STUDENT maTIVATION; STUDENT NEEDS; TEACHER INFLU.7NCE:*TEACHING METHODS

FDPc PRICE: FURS PRICE ME-$0.65 HC-$6.58

DESCRIPTIVE NOTE: 149P.; MASTER'S THESIS, UNIVERSITY OFTEXAS AT AUSTIN

THE PURPOSE OF THIS STUDY IS TO PRESENT CURRICULUMCONSIDERATIONS FOR THE NON-NATIVE WHO IS INTERESTED INTEACHING SPANISH TO THE MEXICAN-AMERICAN AT THE SECONDARYLEVEL OF INSYRUCTION. APPROACHES AND DIRECTIONS ARESUGGESTED TO HELP BRING ABOUT AN EFFECTIVE TYPE OFCROSS-rULTURAL TEACHING, PARTICULARL: FOR CERTIFIED ANGLOTEACHERS WHOSE TEACHING EXPERIENCE HAS BEEN EXCLUSIVELY WITHANGLO CLASSES. THE STUDY INCLUDES: (II INTRODUCTORY REMARKS,(2) REVIEW OF RELATED LITERATURE, (3) BACKGROUND, (4)CLASSROOM APPROACHES AND PROCEDURES, (51 TEXTBOOKS AND OTHERMATERIALS, AND (6) SUMMARY AND CONCLUSIONS. APPENDIXESCONTAIN SAMPLE QUESTIONNAIRES CONCERNING SOCIOLOGICAL ANDEDUCATIONAL INFORMATION ABOUT MEXICAN-AMERICAN STUDENTS ANDSAMPLE COMMUNICATIONS TO PARENTS. (RLI

ACCFSION NUMBER: E0060745

PHRtiCATION DATE: NOV 71

TITLF: nIFFERENTIAL RESPONSE TO LANGUAGE STIMULI BEFORE AGE3: A CASE STUDY.

PERSONA( AuTH0R: CHRISTIAN, CHESTER C., JR.

,IFSCRIPTOR: ATTITUDES; BILINGUAL EDUCATION; *BILINGUALISM;CASE STUDIES; EARLY CHILDHOOD; ENGLISH (SECOND LANGUAGE);LANGUAGE ABILITY; *LANGUAGE DEVELOPMENT; LANGUAGE RESEARCH;* LANGUAGE ROLE; *PRESCHOOL CHILDREN; PSYCHOLINGUISTICS:igsEcnNo LANGUAGE LEARNING; SECOND LANGUAGES; SPANISHsPEAxING; VoCABULARY DEVELOPMENT

coRs PRICE: EDRS PRICE ME-$0.65 HC-$3.29

1FSCRIPTIVE NOTE: 14P.; IN "CONFERENCE ON CHILD LANGUAA,"PRFPRINTS OF PAPERS PRESENTED AT THE CONFERENCE, CHICAGO,IILTNOTS, NOVEMBER 22-24, 1971, P1-14

THIS CASE STUDY DESCRIBES THE LANGUAGE DEVELOPMENT OF APRESCHOOL CHILD EXPOSED TO SPANISH IN HER HOME ENVIRONMENTAND TO ENGLISH OUTSIDE THE FAMILY. IT IS THE PARENTS' HOPETHAT THE CHILD WILL DARN TO SPEAK, READ, AND WRITE SPANISHrIRST, WHILE LEARNING TO SPEAK ENGLISH BEFORE ENTERINGSCHOOL. HER PROGRESS IS DESCRIBED IN THIS REPORT, AS AREoTsfrE FACTORS ACCOUNTING FOR SPECIFIC DEVELOPMENT.oRFSTIGE IS REGARDED AS A KEY FACTOR IN THE LEARNING OF Awcnrin LANGUAGE, WITH THE DEGREE OF SUCCESS OR FAILURE OFBILINGUAL EDUCATION IN THE HOME OR SCHOOL PROPORTIONATE TOTHE DEGREE TO WHICH PRESTIGE IS ASSOCIATED WITH EACHLANr,uAGE lEING LEARNED. (VM)

ACCFSSIHN NUMBER: ED06074c

pwiticaTinN DATE: NOV 71

T(rtF: BII1NGuAL LEARNING FOR THE SPANISH SPEAKING PRESCHOOL.

rRS,-)NAL AUTHOR: NEDLER, SHARI; LINDFORS, JUDITH

DESCRIPTOR: *BILINGUAL EDUCATION; BILINGUALISM; COMPARATIVEANALYSIS; CONCEPT FORMATION; CONTRASTIVE LINGUISTICS:CULTURAL DIFFERENCES; CULTURAL EDUCATION; *EARLY CHI1DHOOD;ECONOMICALLY 01SADVANTAGED; *EDUCATIONAL STRATEGIES; ENGLISH(SECOND LANGUAGE); *LANGUAGE DEVELOPMENT; *LANGUAGEPR0GRAmS; LINGUISTIC COMPETENCE; MEXICAN AMERICANS; SEC9NDLANGuAGF LEARNING; SPANISH SPEAKING; TEACHING METHODSaEnRS PRICE: FORS PRICE mF-$0.65 HC - %3.29

nFSrRIPTIVE NOTE: 21 ?.; IN "CONFERENCE ON CHILD LANGUAGE,"pkFPRINTS OF PAPERS PRESENTED AT THE CONFERENCE, CHICAG9,ILL INOIS, NOVEMBER 22-24, 1971, P149-169

IT IS EASIER FOR NON-ENGLISH-SPEAKING PRESCHOOL CHILDREN TOLCARN NFw CONCEPTS IF THEY ARE INTRODUCED IN THEIR OwNtANGUAGF. ONCE THE CHILD HAS MASTERED THE CONCEPT, IT CAN BEINTRODUCED IN THE SECOND LANGUAGE. THE PROGRAM DESCRIBED INTHIS REPORT IS nESIGNED FOR MEXICAN-AMERICAN PRESCHOOLCHILDREN. CONTENT OF THE PROGRAM IS SELECTED TO RELATEMEANINGFULLY TO THE CHILD'S EXPERIENCE, BACKGROUND,KNOWLEDGE, AND SKILL BUILDING. THE ENGLISH COMPONENT OF THEPROGRAM VIEWS LANGUAGE AS AN INTERNALIZED, SELF-CONTAINEDSYSTEM OF RULES ACCORDING TO WHICH SENTENCES ARE. CREATED,SPOKEN, nP UNDERSTOOD. THE CHILD IS NOT EXPLICITLY TOLD APULE: HE IS SHOWN Hnw A RULE WORKS THROUGH CAREFULLYSELECTED AND SEQUENCED REPRESENTATIVE EXAMPLES OE ENGLISHr,ENTFNCES. THE ENGLISH PROGRAM IS tHARACTERIZEO BY REALISTICSITUATIONS, MEANINGFUL RESPONSES, INDIVIDUAI RESPONSE,WrEPTANCE OF ALL APPROPRIATE RESPONSES, EMPHASIS ONQuESTIONING, USE OF COMPLETE FORMS, ANO INITIAL EMPHASIS ONSYNTAX, NOT VOCABULARY. (VM)


PtIcit !CATION DATE: 71

TITLE: THE DEVELOPMENT OF SEMANTIC CATEGORIES INc,PANISH-ENGLISH AND NAVAJO-ENGLISH BILINGUAL CHILDREN.

PERSrINAL AUTHOR: YOUNG. RODNEY, W.

nFscRIPT0R: *BILINGUALISM; CHILDREN; COMPARATIVE ANALYSIS;rNGL1SH (SECOND LANGUAGE); INTERFERENCE (LANGUAGE LEARNING);*LANGUAGE RESEARCH; LINGUISTIC PATTERNS; *LINGUISTIC THEORY;NAVAHO; *SErnND LANGUAGE LEARNING; *SEMANTICS; SPANISH;SPANISH SPEAKING; STATISTICAL ANALYSIS; SYNTAX; TABLES(nATA1

Fpp,- PRICF: EDRS PRICE MF-S0.65 HC-$3.29

nEsCRIPTIVE NOTE: 761).; IN "CONFERENCE O CHILD LANGUAGE."PREPRINTS nF PAPERS PRESENTED AT THE CONFERENCE. CHICAGO.ILLINOIS, NOvEMBFR,22-24. 1971. P193-208

THE FXPFRIMENT DESCRIBED IN THIS REPORT CONSIDERS WHETHERCH1LORFN WHO LEARN A SECOND LANGUAGE WILL DEVELOP THE SAMESEMANTIC SYSTEM AS MONOLINGUAL CHILDREN OR WHETHER THEIRSEMANTIC SYSTEM WILL BE DIFFERENT BECAUSE OF LINGUISTIC ORCULTURAL INTERFERENCE. AND ALSO WHETHER THE BILINGUAL CHILDDEVELOPS SEPARATE MEANING SYSTEMS FOR HIS TWO LANGUAGES ORWHETHER HF OPERATES BY MEANS OF A SINCLF SYSTEM. THEEXPERIMENT COMPARES THE RELATIVE DIFFIC.ULTY OF CERTAINSEMANTIC CONSTRUCTIONS IN COMPREHENSION TESTS FOR TWO GROUPSnF YOUNG BILINGUAL. CHILDREN: SPANISH-ENGLISH BILINGUALS ANDNAVAHO-ENGLISH BILINGUALS. DETAILS AND PESULTS ARE PROVIDED.FINDINGS INDICATE THAT BILINGUAL CHILDREN DO NOT PARALLELMONOLINGUAL CHILDREN IN PATTERNS OF DIFFICULTY OF SEMANTICCATEGORIES. CATEGORIES NOT PRESENT IN THEIR FIRST LANGUAGEARE APPRECIAFP.Y MORE DIFFICULT IN RELATION Tfl THE OTHERCATEGORIES THAN FnR MONOLINGUAL CHILDREN. (AUTHOR/Vm)

ACCESSION NUMRFR: FD060997


TITLE: wEtCOME FIRSTROOKS LATER: THE SERVICE CENTERBRANCH, RICHMOND PUBLIC LIBRAPY, DFCEmBER 1967 JUNE 1971.

PERSONAL AUTHOR: EmmCNc KARcN

DESCRIPTOR: BIBLICIGRAPHIES: *PkANCH LIBRARIE57*DISADVANTAGED ENVIRONMENT; *DISADVANTAGED YOUTH; LIBRARYCIRCULATION; LIBRARY MATERIALS: LIBRARY MATERIAL SELECTION;*LIBRARY SFRVICES: *PUBLIC tIRPARIES: SPANISH AMERICANS: USESTUDIES

IDENTIFIER: *RICHMOND

FORS PRICE: FURS PRICE ME-10.65 HC$9.87

DESCRIPTIVE NOTE: 286P.:(3,B76 REFERENCES)

THE EXPERIMENTAL BRANCH LIBRARY nEscRIBEn IN THIS REPORTWAS LOCATED IN THE MULTICULTURAL, ECONOMICALLY DEPRESSEDDOWNTOWN AREA OF RICHMOND, CALIFORNIA. THE LrBARYIS THREEAND A HALF YEARS OF OPERATION ARE DESCRIBED INCLUDING: (1)THE CRITERIA FOR THE SELECTION OF MATERIAL, (2) PROGRAMSAIMED AT ATTRACTING TEENAGERS aNr YOUNGER CHILDREN TO THELIBRARY, (3) SPECIAL SERVICES TO BLACK PEOPLE AND THESPANISH SPEAKING AND (4) UNORTHODOX METHODS OF PROVIDINGSERVICES GEARED TOWARD THEIR SPECIAL CLIENTELE. FOLLOWINGTHE REPORT IS A RIBLICGRAPHe OF THE SERVICE CENTER BRANCHCOLLECTION. (NH)

ACCFCSILN NUMBER: En060974

PuBlICATIUN DATF: mAP 7?

Tirtr: AN EXAMINATION OF THE RECEPTIVITY OF MEXICAN- AMERICANAND ANGLO RURAL DISADVANTAGED TI) EDUCATIONAL PROGRAMS.

PERSONA' AUTHOR: TINDALL, LLOYD w.; AND OTHERS

nESCPIPToR: *ANGLO AMERICANS; COMPARATIVE ANALYSIS:ECONOmICAILY OISAnvANTAGEO; *EDUCATIONAL ATTITUDES;EDUCATIONAL INTEREST; HEADS OF HOUSEHOLDS; *IMPROVEMENTPROGRAMS; JOR TRAINING; MALES; *MEXICAN AMERICANS:PARTICIPATION; *PuRAL POPULATION; SOCIOECONOMIC INFLUENCES;WH FAPF

InFNTIf=IFP: MICHIGAN

r)kS PRICE: FnRS PRICE mF-$0.65 HC-$3."9

')fe,(7PIPTIVE NOTE: 34P.

IN nPnER TO DETERMINE THE WILLINGNESS OF RURALntsADvANTAGED TO PARTICIPATE IN EDUCATIONAL PROGRAMS, 125kopAL MALE ANGLO AND MEXICAN AMERICAN HOUSEHOLD HEADS, BOTHON ANP OFF WELF4RF, WERE INTERVIEWED. THE STRATIFIED SAMPLEWAS D;!AWN FROM 4 MICHIGAN COUNTIES. BASED ON FINDINGS FRlmTHE 81 QUESTIONS, THESE CONCLUSIONS WERE MADE: MEXICANAMERICANS WERE MORE WILLING TO PARTICIPATE IN EDUCATIONALctAssFs THAN ANGLOS, AND BOTH GROUPS DESIRED TO PARTICIPATEIN SUCH CLASSES TO GET A JOB OR A BETTER JOB:-THERF WAS NODIFFERENCE IN WILLINGNESS OF THESE GROUPS TO PARTICIPATE INFDUCATInNAL OROGRAmS ON THE BASIS OF WELFARE GR NONWELFARFSTATUS; DECISIONS Tn PARTICIPATE WOULD TEND TO BE DETERMINEDBY THE CHARACTER OF A PROSPECTIVE JOB; RESPONDENTS WEREWILLING TO PARTICIPATE IN CLASSES PERTAINING TO THEIRPFRSONAL, EDUCATIONAL, AND SOCIAL WELFARE (E.G., CLASSES ONBUYING FOOD OR OBTAINING CREDIT); RESPONDENTS TENDED TO SEE

_THEMSELVES FAVORABLY IN TERMS OF ABILITY TO RE HIRED FOR AJOB, RUN THEIR OWN BUSINESS, OR BE LEADERS: RESPONDENTSINDICATED'THAT CLASSES SHOULD LAST NO LONGER THAN 6 MONTHS;TRANSPORTATION TO CLASS WAS VIEWED AS A PROBLEM; RESPONDENTSWOULD NOT SPEND 1-1EIR OWN MONEY FOR TUITION PR SUPPLIES;AGE, RESIDENCE, (ARCS TO HIGH SCHOOL, EDUCATIONALACHIEvFMENT, NUMBER OF CHILDREN, INCOME, SIZE OF TOWNSHOPPED IN, AND TIME LIVED IN MICHIGAN DID NOT AFFECTWILLINGNESS nF THE RESPONDENTS TO PARTICIPATE IN CLASSES;AND PROXIMITY TO A COMMUNITY COLLEGE OR UNIVERSITY DIDAFFECT WILLINGNESS TO PARTICIPATE. INCLUDED IN THE DOCUMENTARE THE STUDY DESCRIPTION, STUDY IMPLICATIONS, THEQUESTIONNAIRE, AND A GUIOE FOR IDENTIFYING DISADVAPTAGEDHcosiHntn HEADS. (MJR)

ACCESSIoN NUMBER: E0060987


TITLF: MATHEMATICS FOR THE BICULTURAL STUDENT.

0FdSONAL AUTHOR: HFRNANDFZ, NOPMA G.

nF- RIPTOR: ANGLO AMERICANS; *BICULTORALISM; *CULTURALFALrIRS; DEDUCTIVE METHODS; EDUCATIONAL NEEDS; INDUCTIVEmETH;DS; LITERATURE REVIEWS; * MATHEMATICS EDUCATION;smEXICAN AMERICANS; *PROGRAM DEVEL9PMENT; SEX DIFFERENCES;TEACHING METHODS

FDRC °RICF: FOPS PRICE mF-S0.65 HC-$3.29

DESCRIPTIVE NOTE: 17P.; PAPER PRESENTED AT THE MATHEMATICSCOLLOQUIUM, NEW MEXICO STATE UNIVERSITY, LAS CRUCES, APRIL5, 1972

FXPLORING IDEAS RELATED TO IDENTIFYING WHAT DIFFERENCES INmcoH,FmATICS INSTRUCTION, IF ANY, SHOULD BE NECESSARY FORBICULTURAL (MEXICAN AMERICAN) STUDENTS, THIS PAPER EXAMINESTHE NATURE OF CULTURE AND THE NATURE OF MATHEMATICS ANDHYPOTHESIZES THAT A CULTURE WILL PREDISPOSE A PERSON ToLEARN MATHEMATICS IN A DARTICAR WAY. IT IS NOTED THAT THECHICANO, IF HF DESIRES TO COMPETE IN A TECHNOLOGICALLYFIRIENTFD SOCIETY, NEEDS TO BE APPROPRIATELY PREPARED INmATHEmATICS. TEACHING STRATEGIES, FIELD-DEPENDENT (FOCUS ONSTUDENT NEEDS) AND FIELD-INDEPENDENT (FOCUS ON SUBJECTCONTENT), ARE PRESENTED WITH A VIEW TO ADAPTING THEMACCORDING TO INDIVIDUAL LEARNER CHARACTERISTICS. FOLLOWINGTHE IMPLICATIONS OF RESEARCH inwApn INCLUSION OF BOTH THEDEPENDENT AND INDEPENDENT STRATEGIES WITHIN MATHEMATICSINSTRUCTION, IT IS RECOMMENDED THAT TIME AND EFFORT BE SPENTIN THE REORGANIZATION OF CONTENT SO AS TO PROVIDE A VARIETYOF CURRICULAR EXPERIENCES FOR ALL STUDENTS IN ORDER TOBECOME ACCOUNTABLE TO EACH STUDENT. A LIST OF 13 RESOURCESIS INCLUDED. (MJP)

ACCESSION NomRER: F0060989

PUPLIcAlION DATE: A0G 70

TITLE: DEVIANT REHAvIOR IN THE MEXICAN AMERICAN STUDENT ANDITS RELATION TO EPUCATION. A POSITION PAPER.

PERSnNAt AUTHOR: CASAVANTES, EDWARD J.

9FSCRIPToR: *ACAnEm(C ACHIEVEMENT; BIBLIOGRAPHIC CITATIONS;COGNITIVE OFVFLOPmENT; LITERATURE REVIEWS; *MENTAL HEALTH;*MEXICAN AMFRICANS; PERSONALITY; RESEARCH DESIGN; *RESEARCHNEEDS; *SOrIOECONOmIC INFLUENCES

FrRS FORS PRICE mF-S0.65 HC-$3.29

1ESCRIPTIVE NOTE: IhP.

SEVERAL STUDIES HAVE BEEN DONE ABOUT MEXICAN AMERICANS RUT,IN THE AREA OF THEIR MENTAL HEALTH, NA SCANT DOZEN ARTICLESAPP WORTH REVIEWING." SINCE THE: LITERATURE HAS BEENCrINSISTENT TN REFLECTING THAT A LOW SOCIOECONOMIC LEVELCemBINEo WITH EXTENSIVE USE OF SPANISH LOWERS IQ TEST SCORESiF MEXICAN AMERICANS. THESE FACTORS SHOULD RE STUDIED INCONNECTION WITH THE EDUCATIONAL ACHIEVEMENT OF MEXICANAMERICANS AND THEIR MENTAL HEALTH IN TERMS OF SUCHPERSONALITY TYPES AS OBSESSIVE-COMPULSIVE, IMPULSIVE,SrHIZOPHRENIC, PASSIVE-DEPENDENT, AND DEPRESSIVE). THISCOULD RF DONE BECAUSE MEXICAN AMERICANS ARE HIGHLYiISTINGuISHABLE FROM OTHER ETHNIC GROUPS AND ARE SET APARTiY SUCH FACTORS AS LOW MEDIAN FAMILY INCOME, SPEAKINGSPANISH AS A FIRST LANGUAGE, A BEHAVIOR AND VALUE SYSTEMREFLECTING ANOTHER CULTURE, AND A TENDENCY TO LIVE IN:AARRIOS. IN SUCH A STUDY, 8 HYPOTHESES ARE PROPOSZD FORTESTrNG nN A RANDOM SAMPLE OF LARGE NUMBERS OF MEXICANAMERICANS FROM ALL SOCIOECONOMIC LEVELS AND -AGES, FROM EVERYSTATE IN THE SOUTHWEST, FROM RURAL AN!) URBAN SETTINGS, FROMTHE cHICANn MILITANT ELEMENT, FROM COLLEGES, AND FROM THEHISPANO COMPONENT. THE ACTUAL SURVEY SHOULD BE DONE BYSPECIAL QUESTIONNAIRE AND A SHORT ADAPTED FORM OF STANDARDPERSONALITY TESTS WITH SOME IN SPANISH. EXAMINERS SHOULD SEMEXICAN AMERICANS HIGHLY TRAINED IN PSYCHIATRIC INTERVIEWINGprmunuRES. IN SUMMARY, THIS INVESTIGATION SHOULD BE A9ROAD-RASED STUDY ON THE MENTAL HEALTH AND EDUCATIONALACHIEVEmEN1 IF MEXICAN AMERICANS. (NO)



TITLE: VARIABLES WHICH TEND TO AFFECT (IMPEDE OP RETARD)LEARNING OF THE MEXICAN AMERICAN STUDENT IN AMERICANEDUCATION. A POSITION PAPER.

PFRSONAL AUTHOR: CASAVANTES, EDWARD J.

DESCRIPTOR: ACADEMIC ACHIEVEMENT; BIBLIOGRAPHIC CITATIONS;COGNITIVE DEVELOPMENT; CULTURAL FACTORS; DROPOUTS:*EDUCATION; INTELLECTUAL DEVELOPMENT; INTELLIGENCEQUOTIENT; !EARNING PROCESSES; *LITERATURE REVIEWS; MENTALHEALTH; *MEXICAN AMERICANS; PERSONALITY; RESEARCH DESIGN;*RFSFAR(H NEEDS; SOCIOECONOMIC INFLUENCES; TESTING

E,DRS PRICE: FORS PRICE MF-$0.65 HC -$3.29


AN INTERDISCIPLINARY RESEARCH STUDY IS SUGGESTED FOLLOWINGA REVIEW OF THE MORE SIGNIFICANT STUDIES THAT HAVE BEENATTEMPTED TO EXPLAIN THE DEGREE OF EDUCATIONAL RETARDATIONOF THE MEXICAN AMERICAN AS RELATED TO SUCH FACTORS AS LIFESTRESSES (E.G., ECONOMIC DEPRIVATION) AND LEARNING STYLES.THIS STUDY WOULD RE A COMBINATION OF SURVEY RESEARCH(TESTING SCORES, PERCENTAGES. ETC. OF STUDENTS AT GIVENGRADES) AND RESEARCH FOR HYPOTHESIS TESTING WHEREIN A RANDOMSAMPLE OF THE TOTAL MEXICAN AMERICAN POPULATION WOULD riEUSED. IT IS NOTED THAT SUCH A STUDY WOULD PROVIDE LARGEQUANTITIES OF DATA ON SOCIOLOGIC, FAMILY, EDUCATION.COGNITIVE, AND PERSONALITY FUNCTIONING AND WOULD ASSESS THECO- VARIATION AND INFLUENCE OF EACH OF THESE VARIABLES ONEACH OF THE OTHER VARIABLES. (NO)

AUIPSsinN NuMBER: FOO6099/

PuRi IrATION 14TF: 71

TITIF: THE MEXICAN-AmFRICAN POPULATION OF HOUSTON: A SURVEYIN THE FIFLO, 1965-1970. MONOGRAPH TN CULTURAL ANTHROPOLOGY.

PERSONAL AUTHOR: GnonmAN, MARY ELLEN; AND OTHERS

1FsCRIPTnR: ATTITUDES; CENSUS FIGURES; COMMUNITYORGANIZATIONS; *COMMUNITY SURVEYS; *CULTURAL ENVIRONMENT;*DEMOGRAPHY; EDUCATION; EMPLOYMENT; FAMILY ENVIRONMENT;*FAMILY LIFE; FIELD INTERVIEWS; *MEXICAN AMERICANS;SoCIOECONOMIC BACKGROUND; STUDENT ORGANIZATIONS: TABLESIf:WA)

1nr-NTIE1EP: HOUSTON; TEXAS

Pn4s PRICE: EDPS PRICE ME-60.65 HC-$6.58

1FScPIPIVE NOTE: 130P.

AN ETHNOGRAPHIC STUDY OF MEXICAN AMERICANS LIVING INHOUSTON IS PRESENTED IN THIS MONOGRAPH. THE MEXICAN AMERICANPOPULATION IS STUDIED IN REGARD To SUCH FACTORS ASPOPULATION DISTRIBUTION, CULTURE, SOCIOECONOMIC BACKGROUND,EDUCATION, EMPLOYMENT, SOCIAL ACTIVITIES, AND ENVIRONMENT.THE BARRIO ENVIRONMENT IS DISCUSSED IN TERMS OF ITS SETTING,PEOPLE, AND THE LIFE-STYLE THEREIN. LIFE IN AN URBAN BARRIOIS ALSO DESCRIBED FROM A CHILD'S VIEWPOINT. ADDITIONALLY,(HE ATTITUOFS AND ORGANIZATIONS OF THE MEXICAN AMERICANTRADITIONALISTS, MIDDLE CLASS, AND STUDENTS OF mtnH SCHOOLANn COLLEGE Ac,E ARE DISCUSSED. SKETCHES RESULTING FROM FIELDINTERVIEWS ARE USED TWOUGHOuT THE MONOGRAPH, TEN TABLES AN';5 GRAPHS CONTAINING DEMOGRAPHIC DATA ARE APP NOED, AS IS A41 -ITEM RMLIOGRAPHY. 1NQ)

AVAILABILITY: RICE CAMPUS STORE, P.n. BOX 1892 HOUSTON,TEXAS 77001 163.25 PLUS POSTAGE AND HANDLING)

JOURNAL CITATION: RICE UNIVERSITY STUDIES: V57 N3 SUMMER1971


PUBLICATION DATE: TO

TITLE: ASSESSMENT AND RELATIVE EFFECTS OF READING PROGRAMSFOR MEXICAN AMERICANS. A POSITION PAPER.

PERSONA' AUTHOR: ROSElk, CARL i.

DESCRIPTOR: BIBLIOGRAPHIC Cr!TATTONS; RIIINGUAL EDUCATION;*ENGLISH (SECOND LANGUAGE); LANGUAGE SKILLS; LINGUISTICS;*LITERATURE REVIEWS; *MEXICAH AMERICANS; *NEEDS; READINGPROGRAMS; *READING RESEARCH; RESEARCH NEEDS

EoRs PRICE: ERRS PRICE mF-S0.65 HC-$3.29


THE PROBLEM OF TEACH:NG READING IN ENGLISH TO MEXICANAMERICAN CHILDREN WITH SPANISH AS THEIR PRIMARY LANGUAGE ISCONSIDERED IN THIS PAPER. LITERATURE REVIEWS ARE DONE ONRESEARCH DEALING WITH (1) LINGUISTICS, 12)LANr,UAGF-MODIFICATION APPROACHES, 13) LINGUISTIC APPROACHES,141 LANGUAGE-EXPERIENCE APPROACHES, 15) BILINGUAL EDUCATION.AND (6) TEACHER-SCHOOL FACTORS. CONCLUSIONS ON THE BASIS OFRFSEARCH IN THESE 6 AREAS ARE GIVEN. ALSO GIVEN ARE:MPLICATIONS AND SPECIFIC DIRECTIONS FOR It) BASIC RESEARCHIN LANGUAGE AND READING PROCESSES, (2) NORMATIVE DESCRIPTIVESTUDIES OF PROCESSES INVOLVED IN READING, 13) PRE-SCHOOLEDUCATIONAL RESEARCH AND LEADERSHIP, 141 RESEARCH IN THETEACHING OF ENGLISH AS A SECOND LANGUAGE AND BILINGUALEDUCATION SYSTEMS, AND (5) BASIC AND APPLIED RESEARCH INTOCURRENT SCHOOL PRACTICES, CONDITIONS, AND POSSIBLE PROMISINGINNOVATIONS. AN 88-ITEM BIBLIOGRAPHY IS APPENDED. (NW

ACCESSION NUMBER: EG061004

puRLICATION GATE: 70

TITLE: POSITIVE AND NEGATIVE EFFECTS OF CHICANO MILITANCY ONTHE EDUCATION OF THE ME)(ICAN AMERICAN.

PFRsONAL AUTHOR: GONZALEZ, NANCIE L.

OECORIPTOR: *ACTIVISM; BIBLIOGRAPHIC CITATIONS; CIVILRIGHTS; DIFFUSION; *EDUCATIONAL CHANGE; *MEXICAN AMERICANS;*NEEDS; *ORGANIZATIONS (GROUPS); POWER STRUCTURE

FORS PRICE: FORS PRICE MF$0.65 HC$3.29

)1sCRIPTIVE NOTE: 37P.

TYPES OF ORGANIZATIONS (E.G., CONSERVATIVE, MILITANT, THOSEFURTHERING A SPECIFIC CAUSE, YOUTH ORGANIZATIONS, OR SOCIALCLUB ORGANIZATIONS) INVOLVED IN CHICANO MOVEMENTS OPERATINGiN THE 5 SOUTHWESTERN STATES AND OTHER AREAS WITH LARGENUMBFRS OF MEXICAN AMERICANS ARE DESCRIBED IN THIS PAPER.SUCH ORGANIZATIONS AS THE LEAGUE OF UNITED LATIN AMERICANCITIZENS, THE ALIANZA HISPANOAMERICANA, THE SOUTHWESTCOUNCIL OF LA RAZA, THE LEAGUE OF UNITED CITIZENS TO HELPADDICTS, AND THE CHICANO WELFARE RIGHTS ORGANIZATION AREEXAMINED IN TERMS OF THE POSSIBILITIES OF THEIR PHILOSOPHIESIR ACTIVISM AFFECTING EDUCATION EITHER ON A I. .MORTTERM ORLONGTERM BASIS. ADDITIONALLY, THE RELATIONSHIP BETWEEN THEKINDS OF DEMANDS MADE BY THE OLDER SPANISH SPEAKINGACTIVISTS ANO THOSE OF TODAY'S CHICANOS IS CONSIDERED. IT ISRF.COMMENDFO THAT FURTHER RESEARCH BE DONE ON TOPICS SUCH ASTHE VARIOUS CHICANO ORGANIZATIONS, THE INTERRELATIONSHIPRETWEEN CHICANO MILITANCY ANC OTHER PROTEST MOVEMENTS OF THE'AST AND PFESENT, THE IMPLICATIONS OF IMPROVED EDUCATIONALONG THE LINES OFMANDED BY TODAY'S CHICANO ACTIVIST, ANDHPW THE ANGLO POWER STRUCTURE IS LIKELY TO RESPOND TO THEEFFORTS OF ACTIVIST MINORITY ORGANIZATIONS. AN APPENDIXCONSISTING OF MEMBERS OF THE CHICANO PRESS ASSOCIATION, ALle'T )F 41 CHICANO ORGANIZATIONS, AND A BIBLIOGRAPHY APFINcLu'lFn. (NJ)


PUBLICATION DATE: 4 APR 7?

TITLE: THE EFFECT OF INCENTIVES ON ACHIEVEMENT C BEHAVIOR OFDISADVANTAGED STUDENTS.

PERSONAL AUTHOR: BARNARD, DOUGLAS P.

DESCRIPTOR: ACADEMIC ACHIEVEMENT; AFFECTIVE BEHAVIOR;AMERICAN INDIANS: ANGLO AMERICANS; COGNITIVE OBJECTIVES;*DISADVANTAGED YOUTH; *EDUCATIONAL PROBLEMS; EDUCATIONALRESEARCH; FAMILY INCOME: JUNIOR HIGH SCHOOL STUDENTS;MEXICAN AMERICANS; *MINORITY GROUP CHILDREN; *MOTIVATION;PERFORMANCE CONTRACTS; PRIMARY GRADES: *PROGRAMDESCRIPTIONS; PROGRAM EVALUATION; OUESTIoNNAIRFS:SOCIOECoN0mIC STATUS

ERRS PRICE: EnRS PRICE mF-$0.65 HC-S3.29

DESCRIPTIVE NOTE: 22P.; PAPER PRESENTED AT THE AMERICANEDUCATIONAL RESEARCH ASSOCIATION ANNUAL MEETING, APRIL 4,1972, CHICAGO, ILLINOIS

THE MESA SCHOOL DISTRICT (ARIZONA) "INCENTIVES ONLY"PROJECT--CARRIED OUT VIA A PERFORMANCE CONTRACT WITH THEU.S. OFFICE OF ECONOMIC OPPORTUNITY IN 1970-71 THROUGH THEMESA EDUCATION ASSOCIATION IMEA1--IS DESCRIBED IN TERMS OFRATIONALE FOR THE USE OF INCENTIVES, BACKGROUND, PROGRAMPROCEDURES, THE INCENTIVES MODEL, THE DELIVERY SYSTEM,EVALUATION (INCLUDING STUDENT AND TEACHER REACTIONS TO THEPROJECT), AND GENERAL COAKLUSIONS. SPECIFIC PROJECT GOALS,AS DEVELOPED BY THE MEA, WERE II) TO PARTICIPATE IN RESEARCHTO DETERMINE IF THE USE OF STUDENT ANn TEACHER INCENTIVESCAN ACCELERATE ACHIEVEMENT IN READING AND MATHEMATICS FORDISADVANTAGED STUDENTS, 12) TO ENGENDER IN THE STUDENT THEDFSIRE TO LEARN FOR THE SAKE OF LEARNING (KNOWLEDGE BECOMESTHE INCENTIVE), AND TO FUNCTIONALIZE THE MEAINVOLVEMENT IN -PROCESS AND DECISION-MAKING WHICH AFFECTS THEEDUCATION OF CHILDREN. EXPERIMENTAL- AND CONTROL-GROUPSTUDENTS IN GRADES 1-3 AND 7-9 AT PROJECT SCHOOLS WERESELECTED TO PARTICIPATE ON THE BASIS OF 2 CRITERIA: LOWACHIFVEmENT AND LOW FAMILY INCOME. IT WAS CONCLUDED THAT THENOT ON oF ATTACKING EDUCATIONAL PROBLEMS THROUGH NATIONALREW4RCH IS VALID AND DESIRABLE; FUNDING SOURCES MUST ALLOWPrSFARC.HERS TO BE MORE REALISTIC IN THEIR GOALS; AND THE USEOF INCENTIVES DID NOT ACCELERATE ACHIEVEMENT FORoTSADVANTAGED STUDENTS AS PER THE GUARANr:EE0 ACHIEVEMENTGAINS OF .B MONTHS !N THE BASIC SKILLS. IPS)


PUBLICATION DATE: JAN 72

TITLE: READING STRATEGIES FOR NEW MEXICO IN THE 70'S.

PERSONAL AUTHOR: PASCUAL, HENRY W., FO.

nEscpIPTnR: *AMERICAN 'INDIANS; DIAGNOSTIC TEACHING;rnRmATIvE EVALUATION; INDIVIDUAL DIFFERENCES; INFCRMAL°FADING INVENTORY: MINORITY GROUPS; *READING INSTRUCTION;READING MATERIALS; *READING MATERIAL SELECTION; *SPANISHSPEAKING; STANDARDIZED TESTS; lcACHING METHODS; *TESTSELECTION

FORS PRICE: EDRS PRICE ME-$0.65 HC-$3.29

DESCRIPTIVE NOTE: 29P.; RESOURCE GUIDE NUMBER 2 ;

THE THREE PAPERS IN THIS RESOURCE GUIDE ARE ORIENTED TO THENEEDS OF SPANISH-SURNAMED AND INDIAN CHILDREN. THE FIRSTPAPER POINTS OUT THREE CONCERNS TO BE EXAMINED BEFORESELECTING READING MATERIALS: (LI THE POPULATION FOR WHOMSELECTION IS PLANNED, (2) CRITERIA EMPHASIZING CHILDREN'SNEEDS, AND (3) APPARENT TRENDS IN READING INSTRUCTIONALMATERIALS APPROPRIATE FOR THE POPULATION. CRITICAL POINTSFOR SELECTION AND EVALUATION OF READING INSTRUCTIONALMATERIALS FOR INDIAN AND SPANISH-SPEAKING CHILDREN AREDISCUSSED. THE SECOND PAPER STRESSES TEACHER-STUDENTINTERACTION, DIAGNOSTIC TEACHING, AND CLASSROOM MANAGEMENTIN THE ELEMENTARY SCHOOL. THE AUTHOR FEELS THAT STANDARDIZEDTESTS, ESPECIALLY THEIR NORMS, SHOULD NOT BE USED WITHMINORITY GROUPS, BUT THAT THE INFORMAL READING INVENTORY ISlEST FOR THESE CHILDREN. HE ALSO REFERS TO FOUR APPROACHES

_MED TO TEACH NON-ENGLISH-SPEAKING CHILDREN AND TO FOURLANGUAGE MEASURES. THE THIRD PAPER OBSERVES THAT SCHOOLS ARESERVING THE !NTFRFSTS OF THE DOMINANT SOCIAL FORCES. ANDTHAT WHILE UNABLE TO REFORM SCHOOLS, TEACHERS CAN HUMANIZETHEIR CLASSROOMS 1Y EXAMINING AND REVISING CERTAIN BELIEFSWHICH t FNn Tn ANTI - HUMANISTIC SCHOOL PRACTICES. RECOGNITIONHF INDIvIOUA1 DIff7EPENCLS AND USE nE 1vAtuATI1N AS FORMATIVEIN A AAGNOSTIC ;f NSF ARE. STRONGLY RFCOmMFNM-0. FIFFREN(f.S

TWAIInCD. (A'.0


PUBLICATION DATE: APP 71

TITLE: A SELcCTIVE ANNOTATED GUIDE TO MATERIALS ON LATINAMERICA SUITABLE FOR USE AT THE SECONDARY SCHOOL. LEVEL.LATIN AMERICAN STUDIES PROJECT.

PERSONAL AUTHOR: JAMIESON, ALFRED

DESCRIPTOR: *ANNOTATED BIBLIOGRAPHIES: *AREA STUDIES;*CROSS CULTURAL STUDIES; ETHNIC STUDIES; FOREIGN COUNTRIES;FOREIGN CULTURE; *INTERNATIONAL EDUCATION: *LATIN AMERICANCULTURE; SECONDARY GRADES; SOCIAL STUDIES; SPANISH CULTURE

IDENTIFIER: *LATIN AMERICA

EDRS PRICE: EDRS PRICE ME-S0.65 HC-$3.29


THIS SELECTIVE ANNOTATED BIBLIOGRAPHY IS DESIGNED TOPROVIDE REFERENCE MATERIALS ON LATIN AMERICA THAT ARE USEFUL4T THE SECONDARY LEVEL. THE GUIDE INCLUDES MATERIALS ONTRANTIONALLY IGNORED AREAS OF STUDY, AND REFLECTS, AS MUCHAS POSSIBLE, AN AWARENESS OF THE PROBLEM OF RELEVANCE ANDREALITY IN LATIN AMERICA, IN SOCIAL STUDIES EDUCATION, ANDIN STUDENT INTERESTS. THE BIBLIOGRAPHY OF MATERIALS, THEMAJORITY OF WHICH DATE FROM 1960 THROUGH 1970, IS DIVIDEDINTO FIGHT PARTS: 1) TEXTS; 21 SUPPLEMENTARY READINGS OFANTHOLOGIES, LITERATURE, AND SPECIALIZED SUBJECTS: 3)INQUIRY STUDIES, INCLUDING SIMULATION; 41 LANGUAGEMATERIALS; 5) CITATIONS ON MINORITY STUDIES; 61 MATERIALSFOR THE EDUCATIONALLY DISADVANTAGED STUDENT; 7) AUDIO- VISUALAND MIXED-MEDIA MATERIALS; AND, 81 BIBLIOGRAPHIES,HANDBOOKS, AND OTHER RESOURCES. COMPLETE BIBLIOGRAPHICINFORAATION IS PROVIDED, ALONG WITH AVAILABILITY, PRICE, ANDREADING LEVEL FOR THE AVERAGE, ABOVE AVERAGE AND SUPERIORSTUDENTS. (AUTHOR/SJM)


puRLICATION DATE: 26 NOV 70

TITLE: CRITERIA Fnp TEACHING MATERIALS IN READING ANDI ITERATuRE.

DESCRIPTOR: AMERICAN INDIANS; ANTHOLOGIES; ATTITUDES;FnuCATIONAL CHANGE; *ENGLISH INSTRUCTION; *INSTRUCTIONALMATERIALS; LANGUAGE ARTS; LEARNING EXPERIENCE; LITERARYCRITICISM; *LITERATURE; *MINORITY GRnUPS; NEGROES; RACIALDISCRIMINATION; READING; SPANISH SPEAKING; *STANDARDS;STOOFNT NEEDS

FOPS PRICE: EDRS PRICE MF-$0.65 HC-S3.29


A STATEMENT OFFICIALLY ADOPTED BY THE BOARD OF DIRECTORS OFTHE NATInNAL COUNCIL OF TEACHERS nF ENGLISH (NCTE) ISPuFy:NTED. THE POSITION IS TAKEN THAT THE AMOUNT AND EFFECTS9F RACISM AND BIAS IN ENGLISH AND LANGUAGE ARTS EDUCATIONALmATFR1ALS CANNOT RE IGNORED. SPECIFICALLY, EDUCATIONALMATERIALS NOW SUFFER FROM THE FOLLOWING CRUCIALnFFICIENCIES: (1) INADEQUATE REPRESENTATION OF LITERARYWnRKS AY MEMBERS OF NnN-WHITE MINORITIES IN GENERALANTHOLOGIES, (21 REPRESENTATION OF MINORITY GROUPS WHICH IS1EMFANING, INSENSITIVE, OR UNFLATTERING TO THE CULTURE, (3)INCLUSION OF ONLY POPULAR AND PROVEN WORKS BY A LIMITEDNUM8FR OE "ACCEPTABLE" WRITERS, (4) BIASED COMMENTARIESWHICH GLOSS OVER OR FLATLY IGNORE THE OPPRESSION SUFFERED BYNON-WHITE MINORITY PEPSINS, AND (5) OTHER COMMENTARIES INANTHOLOGIES WHICH DEPICT INACCJRATELY THE INFLUENCE OFNON-WHITE MINORITY PERSONS ON LITERARY, CULTURAL, ANDHISTORICAL DEVELOPMENTS IN AMERICA. IT IS RECOMMENDED THAT:(11 LITERATURE ANTHOLOGIES COMMIT THEMSELVES TO FAIR ANDBALANCED INCLUSION OF THE WORK nr- NON-WHITE MINORITY GROUPMEMBERS; (2) ILLUSTRATIONS AND PHOTOGRAPHS PRESENT ASACCURATE AND BALANCED A PICTURE OF NON-WHITE-MINORITIES ANDTHEIR ENVIRONMENTS IS POSSIBLE IN THE TOTAL CONTEXT OFTHE EDUCATIONAL MATERIALS; (3) DIALECT BE APPROPRIATE TO THESETTING AND CHARACTERS; AND (4) LITERARY CRITICISM rilAw ASHEAVILY AS POSSIBLE RCM THE CRITICAL WRITERS OF NON .WHITEMINORITIES. (CK)

AVAILABILITY: NATIUNAk COUNCIL OF TEACHERS OF ENGLISH,ATTN.: TASK FORCE ON RACISM AND BIAS IN THE TEACHING OFENGLISH, 1111 KENYON ROAC. URBANA, ILLINOIS 61801 (UP TO 25COPIES, FREE)

AccE;;InN NUMBER: ED061357

,,(SLICATION DATE: 72

TITLF: A MOSAIC OF AMERICA'S ETHNIC MINORITIES.

DFRSONAt AuTHoR: FELLOWS, DONALD KEITH

nFSCPIPTOR: *ACCULTURATION; AMERICAN INDIANS; CHINESEAMERICANS: CHINESE CULTURE: *CULTURAL BACKGROUND: *ETHNICruSTRIBuTION: *ETHNIC STUDIES: IMMIGRANTS: JAPANESE AMERICANCULTURF; JAPANESE AMERICANS: MEXICAN AMERICANS; MINORITYGROUPS: *MINORITY POLE; NEGROES; PUERTO RTCAN CULTURE

FORS PRICE: DOCUMENT NOT AVAILABLE FROM FORS.

OFSCRIPTIvF NOTE: 227P.

IN THIS APPROACH TO AN UNDERSTANDING OF AMERICA'S ETHNICMINORITIES, THE MOST IMPORTANT CONCERN TS WITH THEINTERACTTON BETWEEN THESE VARIOUS CULTURE GROUPS AND THEInmINANT, WHITE SOCIETY. SIX OF AMERICA'S PRINCIPAL ETHNICMINORITIES HAVE BEEN CONSIDERED: BLACKS, MEXICANS, INDIANS,CHINESE, JAPANESE, AND PUERTO RICANS. IN EACH CASE THE SAMEPROCFnURF WAS FOLLOWED TO DETERMINE THE ROLES THEY HAVEPLAYEn IN THE DEVELOPMENT OF TODAY'S AMERICAN CULTURE. THEmaTFPIAL PRESENTED IS TO BE CONSIDERED AS A "STARTING POINT"FnR nNF WHO IS INTERESTED IN FURTHER RESEARCH. THE LINE OFINQUIRY WAS SET UP IN THIS MANNER: FIRSTLY, THE HISTORICALAND CULTURAL BACKGROUND OF THE MINORITY WAS COVERED BRIEFLY;SECONDLY, WHAT WERE THE CIRCUMSTANCES UNDER WHICH THE ETHNICr,ROUP FIRST CAME TO AmFRICA. AND THEN SPREAD OUT?: THIRDLY,WHAT IS THEIR RELIGIOUS BACKGROUND ?; FOURTHLY, WHAT ARE THESIGNS rF THE VISIRLE IMPRINT OF THIS ETHNIC MINORITY AND ITSruLT(IRF ELEMENTS UPON THE CULTURE AND CULTURAL LANDSCAPE OFTHF UNITED STATES?; AND, FINALLY, WHAT ROLE WILL THIS ETHNICMINORTTY PLAY IN THE FUTURE ECONOMIC, POLITICAL, SOCIAL, 4N()REt !GIOIA t IFE OF THE UNITED STATES? (AUTHOR /JM)

AvAILAPILITY: JOHN WILEY E SONS, INC.. 605 THIRD AVENUE,Nt-w Yd 4k, N.V. 10016 ($7.501


POBI iCAT:DN DAVE: NOV 69

TITLF: MEXICAN-AMFRICAN AND PUBLIC ton RECIPIENTS PROJECT(MAPAR). FINAL REPORT.

DESCRIPTOR: ADULT EDUCATION; *ANGLO AMERICANS; CURRICULUMDESIGN; EDUCATIONALLY DISADVANTAGED; EDUCATIONAL PROGRAMS;*ENGLISH (SECOND LANGUAGE); INDEPENDENT STUDY; INFORMATIONDISSEMINATION; INSTRUCTIONAL MATERIALS; *LANGUAGEDEVELOPMENT; *MEXICAN AMERICANS: MIGRANTS; PARAPROFESSIONAtSCHOOL PERSONNEL; PROGRAM EVALUATION; PROJECTS; SPANISHSPEAKING; TEACHING METHODS; *WELFARE RECIPIENTS

FORS PRICE: EDRS PRICE mF-40.65 HC-43.29


A PROJECT (MAPAR), DESIGNED SPECIFICALLY TO EXPLORE ANDDEVELOP AN EDUCATIONAL PROGRAM WHICH WILL DEMONSTRATEEFFECTIVE METHODS FOR TEACHjNG THF EDUCATIONALLYDISADVANTAGED ADULT, IS otscuSsEn. THE APPROACH UTILIZED BYTHIS PROJECT IS THAT OF AN INDIVIDUALIZED LEARNING CENTERWHICH INCORPORATES PARAPROFESSIONAL TEACHER,SELF-INSTRUCTIONAL LEARNING MATERIALS AND COMMUNITYRESOURCES TO BUILD A CURRICULUM SUITED TO INDIVIDUAL NEEDS.!MAJOR CONCERNS OF MAPAR INCLUDE: (I) IDENTIFICATION OF THEEDUCATIONAL NEEDS OF THE MEXICAN- AMERICAN AND OTHEREDUCATIONALLY DISADVANTAGED, (2) ADVANCEMENT OF THE FAMILYAS A UNIT EDUCATIONALLY AND CULTURALLY, (3) VOCATIONALEXPLORATION AND ENCULTURATION, (41 DEVELOPMENT OF SOCIALSKILLS FOR COMMUNITY ACCEPTANCE, (5) SELF-IDENTIFICATION OFTHE MEXICAN-AMERICAN HISTORICALLY AND CULTURALLY, AND (3)

KNOWLFor.F OF CUSTOMS AND LAWS OF ANGLO SOCIETY. INITIALAREAS OF CONCENTRATION Itltiu0ED ORGANIZATIONAL DEVELOPMENT,ESTABLISHMENT OF FACILITIES, PERSONNEL REQUIREMENTS ANDRESPONSIBILITIES, DEVELOPMENT OF COMMUNITY COOPERATION ANDSUPPORT, MATERIALS SELECT ?ON AND DEVELOPMENT, AND EVALUATIONAND DISSEMINATION ACTIVITIES. FINDINGS INCLUDE: (11 THEORIGINAL DESIGN OF THE PROJECT PROVED TO BE FUNDAMENTALLYSOUND FOR THE UNDER-EDUCATED ANGLO-AMERICAN AND THFANGtO-SIZED MEXICAN- AMERICAP WHO HAS ADOPTED MIDDLE CLASSVALUES TOWARDS EDUCATION; AND (2) THE DESIGN WAS INEFFICIENTIN mFETING THE NFrOS OF THE MEXICAN-AMERICAN MIGRANT ORFx-mIGRANT WITH LITTLE OP NO LANGUAGE SKILLS IN ENGLISH.(AuTHGP/CK)

ACCEsSIoN NUMBER: FD061477

PuBLTCATIoN DATE: 6/

TITLE: A REGIONAL EDUCATIONAL TELEVISION PROJECT FORWIN-ENGLISH SPEAKING SPANISH-SURNAME ADULTS. FINAL REPORT.

DESCRIPTOR: ADULT BASIC EDUCATION; BILINGOALISm;CONFERENCES; *EDuCATIONAL TELEVISION; ENGLISH (SECONDLANGuAGF); FUNCTIONAL ILLITERAU; HOME INSTRUCTION;INSTRUCTIONAL MATERIALS; *LITERACY EDUCATION; *MIGRANTEDUCATION; REGIONAL_ PROGRAMS; *SECOND LANGUAGE LEARNING;*cPANISH S71::&KING: VIDEO TAPE RECORDINGS; WORKSHOPS

FURS pplcF: FORS PRI(F MF-10.65 HC-$6.5B

lESCRIPTIVF NUTF: 112P.

FDUCATIONA1 TELFvisloN (ETV), AS A DEMONSTRATION PROJECT,AS A POSSIBLE MEANS OF REACHING A TARGET POPULATION OFMIGRANT SPANISH-SPEAKING MEXICAN AMERICANS IN THE SOUTHWESTREGION WITH LOW LITERACY BACKGROUNDS WAS STUDIED. TWO STATEDEPARTMENTS (ARIZONA AND CALIFORNIA) AND THE UNIVERSITY OFCOLORADO WERE ENLISTED TO PARTICIPATE IN THE PROJECT. THESOUTHWESTERN COOPERATIVE EDUCATIONAL LABORATORY ACTED ASSYSTEMS MANAGER To DEVELOP AND PQ1DUCE COMPONENTS FOP ApooTeTyPE INSTRUCTIONAL PACKAGE FOR UNOEREDOCATED ANDILLL'ERATF SPANISH-SPEAKING ADULTS. A TWO-DAY ADULT BASICEDUCATION CONFERENCE WAS HELD TO IDENTIFY PRIORITY AREAS OFNEED IN ABE. INSTRUCTIONAL EIEMENTS THAT EVOLVED FROM THECONFERENCE 4ERE THE DEVELOPMENT OF PAPER AND PENCILMATERIALS, A DELIVERY SYSTEM FOR THE VIDEO TAPE-PLAYER ANDPENCIL INSTRUCTIONAL PACKAGE, AND AN ACTIVE ARECLEARINGHOUSE. THE CONFERENCE ALSO PROPOSED THE INTRODUCTION

-EACHER-TRAINING, PROGRAMS FOP TEACHERS AND AIDES OFSPANISH-SPEAKING ADULTS IN BASIC EDUCCTION PROGRAMS. THREEAPPENDIxES PRESENT MATERIAL FLATED TO WORK CONDUCTED INRELATION TO T'- +F PROJECT. (DB)

Arr.ESSION NUMBER: E0061726

PuBLICATION DATE: 31 DFC 71

rirtc: EVALUATING THi POTENTIAL OF FILMS FOR IMPROVINGSELF-IMAGE IN MINORITY GROUP CHILDREN. FINAL REPORT.

0FRSONAL AUTHOR: NFISGERBER, ROBERT A.; COLES, GARY J.

DESCRIPTOR: AUDIOVISUAL AIDS; *CHANGING ATTITUDES; ETHNICSTERFOTy0FS; EVALUATION TECHNIQUES; *FILMS; IDENTIFICATIONIRSYCHOLOGICALI; MEXICAN AMERICANS; *MINORITY GROUPS; NEGROyouTH; *SELF CONCEPT; SELF ESTEEM

Enks PPICF: EDRS PRICE MF-t0.65 HC-$6.58

DESCRIPTIVE NOTE! 117P.

AN EXPLORATORY STUDY ATTEMPTED 1) TO IDENTIFY ELEMENTS oFAN EXISTING FILM, "FREDERICK DOUGLASS," WHICH MIGHT AFFECTSELF-IMAGE; 2) TO INCORPORATE SUCH ELEMENTS DURING THEPRODUCTION OF TWO NEW FILMS, "JOHN MERCER LANGSTON,"DIRECTED TOWARDS CHILDREN, AND "WHEN CHILDREN SEARCH FOR.THEMSELVES," DIRECTED TOWARDS TEACHERS, AND 31 TO EVALUATETHE FrFFCTIVENESS OF THESE NEW FILMS, COMBINED WITH CLASSDISCUSSION, FOR WHITE. BLACK, AND MEXICAN-AMERICAN ETHNICGROUPS. AFTER THE FIRST TWO PURPOSES WERE ACHIEVED, THE"LANGSTON" FILM WAS SHOWN TO A SAMPLE OF SIXTH GRADERS ANDTHE "WHEN CHILDREN" FILM TO THEIR TEACHERS. ANALYSIS OF THEEFFECTS OF THESE FILMS SHOWED THAT SELF-IMAGES OF THEVARIOUS ETHNIC GROUPS WERE MODIFIED, BUT NOT IN ANYCONSISTENT WAY ACROSS INSTRUMENTS. THE CONCLUSION WAS THATTHE NEW FILMS MAY BRING ABOUT REALISTIC SELF-APPRAISAL, BUTADDITIONAL EDUCATIONAL MATERIALS TO DEVELOP SELF-ENHANCINGBEHAVIORS ARE ALSO REQUIRED. IAUTHOR/JK1

ACCESSION NUMBER: EP061178

PUBtICATION DATE: nFl /0

TITLE: HACIA UNA VISION TOTAL DEL HABLANTF ESPANUL (TOwARn ATnTAL vIFw OF THE SPANISH SPEAKER).

PERSONA[ AUTHOR: PrIYATOS, FEkNANO0

DESCRIPTOR: BEHAVIOR PATTERNS; COMMUNICATION (THOUGHTTRANSFER,: *CULTURAL AwARENESS: *CULTURAL CONTEXT;rXRRESSIVE LANGUAGE: LANGUAGE PATTERNS; LANGUAGE RHYTHM;*LINGUISTICS: *PARALINGUISTICS; SOCIAL ATTITUDES; SOCIAL

snclAt RFIATIONS: SPANISH; SPANISH CUL TURE:*soANISH SPrAKING: SPEECH HABITS

FOPS PPICF: POPS PPIIF MF-$0.65 HC-$3.29

DESCRIPTIVE NOTE: RP.; PAPER PRESENTED AT THE ANNUALNIFFTING Or THE AMERICAN ASSOCIATION OF TEACHERS OF SPANISHAND PoRTuGUESF, SAN FRANCISCO, CALIFORNIA, DECEMBIR 1470

TO UNPERSTAND THE SPANISH SPEAKER ONE MUST RE AWARE OF THEMANY FACETS OF HISPANIC CULTURE AND THE VARIOUS ME4NS nFrnMmuNICATING THAT LANGUAGE ANn THAT CULTURE. THE TWO MAINFORMS OF COMMUNICATION, LINGUISTICS AND PARALINGUISTICS,cnNyFy THE SPEAKER'S BEHAVIOR AND IDENTIFY HIM AS A MEMBFRnF THr HISPANIC CULTURE. LINGUISTIC PATTERNS IN SPANISHFOLLOW TRADITIONAL LINES AND DESCRIBE THE CONTENTS OFLANGUAG,. PARALINGUISTICS ANAlYZFS HOW A LANGUAGE IS SPOKENAN!) INVOLVES POSTURE, KINESICS, GESTURES, FACIALEXPRESSIONS, EXCLAMATORY REMARKS, ANO EMOTIONAL UTTERANCES.THE PARALINGUISTICS UTILIZED BY THE SPANISH SPEAKER, ALONGWITH HIS SENSORY PERCEPTION, HIS SOCIAL ATTITUDES, AND HISRELATIONSHIP WITH MEMBERS OF HIS FAMILY AND SOCIAL PEERS,BEST CONVEYS THE TOTAL CONTEXT OF HIS COMMUNICATIVEACTIVITIES. (DS)


PURI !CATION DATE: NOV 71

TITLE: QUESTION GENERATION BY FIRST GRADERS: A HEURISTICmonFi.

PERS'INAL AUTHOR: STREIFF, VIRGINIA

DESCRIPTOR: AMERICAN INDIANS; BILINGUAL EDUCATION;CHILDREN; *COGNITIVE DEVELOPMENT; COGNITIVE PROCESSES;COMMUNICATION (THOUGHT TRANSFER); COMPREHENSION;*COMPREHENSION DEVELOPMENT; EDUCATIONAL OBJECTIVES; *ENGLISH(SECOND LANGUAGE): GRADE 1; INQUIRY TRAiN1NG; LANGUAGEPROGRAMS; LANGUAGE SKILLS: *LISTENING COMPREHENSION; MEXICANAMERICANS; SECOND LANGUAGE LEARNING

EDRS PRICE: EDRS PRICE MF-S0.65 HC-S1.29

DESCRIPTIVE NOTE: 20P.; IN "CONFERENCE ON CHILD LANGUAGE,"PREPRINTS OF PAPERS PRESENTED AT THE CONFERENCE, CHICAGO,ILLINOIS, NOVEMBER 22-24, 1971, P119-138

THIS PAPER DESCRIBES THE DESIGN AND PRACTICAL APPLICATIONOF A PROGRAM CALLED "LISTENING" WHICH HAS BEEN DEVELOPED TOHELP YOUNG LEARNERS OF ENGLISH AS A SECOND LANGU'"E GA;NSOMA STRATEGIES FOR COMPREHENSION IN THEIR 'JEW LANGUAGE. THELONG-RANGE GOAL OF THE PROGRAM IS TO DEVELOP THE LEARNER'SACTIVE INVOLVEMENT IN THINKING AiiOuT THE FACTS HE LISTENSTO, TN APPLYING LANGUAGE AND THINKING PROCESSES WHICH HELPHIM COMPREHEND AND RETAIN THE SALIENT FEATURES OF A MESSAGEWHICH OFTEN EXCEED THE EXPLICIT FACTS, AND MEN IN THINKINGMORE ABOUT THEM. INQUIRY IS THE PRINCIPAL CEVICE OF THEPROGRAM. THE CHILDREN LEARN TO ASK RELEVANT, APPROPRIATE,AND SUBSTANTIAL QUESTIONS, AND TO VALUE SUCH INQUIRY BY..CTUALLY 7NGAGING IN THE ACTIVITY. QUESTION- ASKING ACTS ASTHE PIVOT F,ZOM SECOND LANGUAGE LEARNING TO LEARNING IN THESECOND LANGUAGE. A DESCRIPTION OF THE PROGRAM IS PROVIDED,WITH REMARKS ON THE OBJECTIVES AND CHARACTERISTICS OF THEVARIOUS STATES OF THE PROGRAM. (AUTHOR /V'4)


PUBLICATION DATE: NCV 11

TITLE: AFTER CHILDHOCO, THEN WHAT? AN OVERVIEW OF ETHNICLANGUAGE RETENTION (ELRET) PROGRAMS IN THE UNITED STATES.

PERSONAL AUTHOR: MUCKLEY, ROBERT L.

DESCR'PTOR: BICULTURALISM; *BILINGUAL EDUCATION;BILINGUALISM; CURkICULUm DESIGN; ETHNIC GROUPS;*INSTRUCTIONAL MATERIALS; INTERFERENCE (LANGUAGE LEARNING,:*LANGUAGE DEVELOPMENT; LANGUAGE PROGRAMS; MEXICAN AMERICANS;*MINORITY GROUPS; *NATIVE SPEAKERS; SECONDARY GRADES; SECONDLANGUAGE LEARNING; STANDARD SPOKEN USAGE; TEACHER ATTITUDES;TEACHER EDUCATION

ERRS PR,CE: FORS JRICE mF-$0.65 HC-$4.29

DESCRIPTIVE NOTE: 23P.; IN "CONFERENCE ON CHILD LANGUAGE,"PREPRINTS OF PAPERS PRESENTED AT THE CONFERENCE, CHICAGO,ILL INOIS, NOVEMBER 22-24, £971, P318-340

THE MFANS FOR ETHNTL. LANGUAGE RETENTION (ELRETI SHOULD BERUTLT INTO BILINGUAL EDUCATION PROGRAMS IN THE UNITEDSTATES. CURRENTLY THERE ARE VERY FEW PROGRAMS DESIGNED TOHELP A FOREIGN SPEAKER MAINTAIN HIS MOTHER-TONGUE ABILITY ASHE LEARNS A NEW 'LANGUAGE. MATERIALS DESIGNED IN THIS clanS$40ULP TAKE ADVANTAGE OF THE CONCEPT OF "DOMAIN STABILITY,"I.E., THE THEORY THAT AN ETHNIC LANGUAGE WILL BE RETAINED ASLONG AS TT CONTINUES TO BE THE PREFERRED LAN' JAGE WITHiNDEFINITE AREAS OF ACTIVITY. INSTRUCTIONAL V.TERIALS SHOULDINDUCE SPEAKERS TO STABILIZE CERTAIN DOMAIS IN WHICH THEETHNIC LANGUAGE WOULD BE USED IN THEIR DAILY LIVES. THISREPORT DISCUSSES RESEARCH CONDUCTED I14 THIS FIELD ANDPROGRAMS AND MATERIALS THAT ARE AVAILA8L. (VM)

ACCISST1IN NUMBER: F0061811

piml If ATHIN DATE: SFP 71

TITLE: OFVELOPING CURRICULUM FOR BILINGUAL EDUCATION.

pERcfINA1 AUTHOR: ROBINFTT, RALPH

71ESCRIPTOP: BICULTURAL ISM; *BILINGUAL EDUCATION;8fLINC,UALISm; *CURRICULUM DEVELOPMENT; EDUCATIONALSTRATEGIES; *ELEMENTARY GRADES; riFMENTARY SCHOOLMATHEMATICS; ELEMENTARY sr.Hoot SCIENCE; FINE ARTS;*INSTRUCTIONAL MATERIALS; INSTRUCTIONAL MATERIALS CENTERS;LANGUAGE ARTS: *LANGUAGE PROGRAMS; PROGRAM EVALUATION:QESOURCF MATERIALS; SECOND LANGUAGE LEARNING; SOCIALSCIENCE; SPANISH; SPANISH SPEAKING

FORS Pplu: EDRS ?RICE MESO.65 HC -53.29

DESCRIPTIVE NOTE: 30P.; TN "CONFERENCE ON CHILD LANGUAGE,"PREPRINTS OF PAPERS PRESENTED AT THE CONFERENCE, CHICAGO,IILINO:s, NOVEMBER 22-24, 1972

THIS DOCUMENT DESCRIRES THE WORK OF THE SPANISH CURRICULADEVELOPMENT CENTER, A PROJECT FUNDED BY THE BILINGUALED9CATI11N PROGRAM BRANCH OF THE UNITED STATES OFFICE CFEDUCATION. IT IS THE FUNCTION OF THE CENTER TO DEVELOPMULTIDISCIPLINARY RESOURCE KITS :0 HELP SUPPORT THE MAJORAREAS OF INSTRUCTION IN SPANISH AT THE PRIMARY LEVEL.FORTY -EIGHT KITS ARE Fo.ANNED: KITS 1-8 HAVE BEEN COMPLETEDAND KITS 9-24 ARE IN PROGRESS, COVERING FIRST GRADE AND THEFIRST HALF OF SECOND 6 ADE. EACH KIT PROVIDES TWO WEEKS CIFWORK AND COVERS FIVE AREAS OF INSTRUCTION: LANGUAGEApTS--VERNACUI.AR, SOCIAL SCIENCE, SCIENCE /MATHEMATICS, FINEARTS, AND SPANISH--3ECOND LANGUAGE. THE MEANS FOR EVALUATIONOF PUPILS' PROGRESS ARE PROVIDED IN EACH KIT ALONG WITHSUPPLEMENTARY AUDIOVISUAL AND MANIPULATIVE MATERIALS. APRODUCT DESIGN OR OVERV'EW IS INCLUDED. FURTHER DETAILS ONTHE DESIGN AND USE OF )HE KITS AND ON THE EDUCATIONALSTRANDS AND ASSESSMENT ACTIVITIES ARE PROVIDED HERE. (VMI



TITLE: INITIAL READING IN SPANISH FOR BILINGUALS.

PERSONAL AUTHOR: HERBERT, CHARLES H., JR.

DFSCRIPTOR: *BEGINNING READING; *BILINGUAL EDUCATION;BILINGUALISM; DIALECTS; EARLY CHILDHOOD EDUCATION;FOUCATIONAL EXPERIMENTS; INSTRUCTIONAL MATERIALS; MEXICANAMERICANS; PROGRAM EVALUATION; PRONUNCIATION; * READINGPQOGR4MS; READING SKILLS; SPANISH; *SPANISH SPEAKING;*TEACHING MFTHODS; WRITING

ErPs EDRS PRICE MF-30.65 HC-$3.29

DESCRIPTIVE NOTE: 19P.; IN "CONFERENCE ON CHILD LANGUAGE,"PREPRINTS OF PAPERS PRESENTED AT THE CONFERENCE, CHICAGO,ILLINOIS, NOVEMBth 22-24, 1'T1, 0501-519

"INITIAL READING IN SPANISH" IS A, PROJECT LESIGNED TOPRnDUCE A DETAILED, DESCRIPTIVE ANALYSIS OF PROCEDURES USEDTO TEACH SPANISH-SPEAKING CHILDREN IN THE UNITED STATES TOREAD IN THEIR NATIVE LANGUAGE. THIS DOCUMENT DESCRIBES THEPROCEDURES IN DEVELOPING AND EVALUATING SUCH A READINGPROGRAM. THE INITIAL STEP IN THE PROGRAM WAS TO OBSERVESPANISH READING INSTRUCTION IN SEVERAL MEXICAN SCHOOLS.OBSERVATIONS OF PROCEDURES AND METHODS USED IN MEXICO WEREUSED TO DEVISE A PROGRAM TESTED IN FOUR LOCATIONS IN THEUNITED STATES. SEVERAL FORMS WERE DEVELOPED TO STANDARDIZETHE PROCEDURES FOR EVALUATING THE PROGRAM, EXTENSIVEVIDEOTAPING WAS DONE IN THE FOUR EXPERIENTAL CLASSRGJMS.THE FINAL REPORT ON THE PROJECT SHOWS THE RESULTS OF THEOBSERVATIONS AND EVALUATIONS MADE DURING THE PROJECT ANDDESCRIBES THE TEACHING METHODOLOGIES THAT WERE USED. THI!:,

REPORT SUMMAftFS THE TEACHING METHODOLOGIES AND THE 7,FNFRALRESIT TS OF THE PROJECT. tvm)

ACCESS! IN NUMBER: F11062026

PuBLICATION HATE: DEC 71

TITLE: SESAME STREET: DEVELTIPFD BY CHILnREN'S. WORKSHOP.

prksnNAl AUTHOR: KRATnCHvIL, DANIEL W.

(SCPIPTOR: AGE; BEHAVIOR PATTERNS; COGNITIVE DEVELOPMENT;rONCEPT TEACHING; CULTURAL EDUCATION; *ECONOMICALLYDISADVANTAGED; *EDUCATIONAL TELEVISION; ENVIRONMENTALINFLUENCES: INSTRUCTIONAL MATERIALS; *INTELLECTUALDEVELnPmENT; KINDERGARTEN CHILDREN; OBJECTIVES; *PRESCHOOLCHILDREN; PROBLEM SnLVING; PROGRAM EVALUATION; SOCIALnFvFLOPmENT; SPANISH SPEAKING; TEST RESULTS; VISUALn ISCRImINATION; *WORKSHOPS

iDvNTIFIFR: *SESAME STREET

EnRS PRIcF: FORS PRICE MF-S0.65 HC-$3.29


A CHILDREN'S TELEVISION PROGRAM "SESAME STREET," ISD isCusSFD. THE OBJECTIVES OF THIS PROGRAM IS TO PROMOTE THEINTELLErTUAL AND SOCIAL AND CULTURAL GROWTH OF PRESCHOOL ANDK INDERGARTEN CHILDREN. SPECIFIC GOALS INCLUDE: SYMBOLICREPRESENTATION, PROBLEM SOLVING AND REASONING, ANDFAMILIARITY WITH THE PHYSICAL AND SOCIAL ENVIRONMENT. THETARGET POPULATION CONSISTS OF ALL CHILDREN, THREE TO FIVEYEARS MD, WITH THE DISADVANTAGED CHILD GIVEN PRIMARYONCFRN, MATERIALS USED IN THE PROGRAM INCLUDED: (1)IFTTERS, NUMBERS, AND GEOMETRIC FORMS, (2) PROBLEM SOLVINGAND REASONING INCLUDING RECOGNITION OF PARTS OF THE.RODY.VISUAL :)ISCRIMINATION AMONG OBJECTS OR PICTURES, ANDUNDERSTANDING OF RELATIONiL CONCEPTS SUCH AS SIZE, SHARE.PrSITION AND CISTANCE; AND (3) NATURAL FNVIRONMENT,iNCLunING CITY AND COUNTRY, OBJECTS AND PEOPLE, FAMILY Ayr)HOME, RULES OF BEHAVIOR AND FAIR PLAY. THE PROGRAM WASrvALUATFn AND THE RESULTS INCLUDE THE FOLLOWING: (I) THEIMPACT IN MOST GOAL AREAS WAS BOTH EDUCATIONALLY ANDSTATISTICALLY SIGNIFICANT; (2) GENERALLY, YOUNGER CHILDRENr,AINFO mrDE THAN nLDFR CHILDREN; (3) H:GH VIEWERS BENEFITTEDmnr/E THAN IOW VIEWERS; AND (4) HIGH-VIEWING SPANISH-SPEAKINGrHILDPFN P.nm A niSADVANTAGED COMMUNITY AND WITH LOW PRETESTsroRF %INFO mORF THAN ANY OTHER GROUP. (AUTHORfCK)

ACCFSSI'N NUMBER: F1)0E0043

PuBiICATION DATE: MAP 70

TITLE: COMPARISON OF BILINtAiL( VS., SINGLE LANGUAGEINSTRUCTION 1' CONCEPT i_FA\ING IN MEXICAN-AmFRICAN fnuRYEAR ntns.

PERcONAI AuTHIR- BRYSON, JUANITA

DESCRIPTOR: BIBLIOGRAPHIC CITATIONS; *BIL;NGUAL EDUCATION;*CONCEPT FORMATION; CRITERION REFERENCED TESTS; EDUCATIONALRE' ',CH; *INSTRUCTION; l,ANGUA(E FOIE; LITERATURE REVIEW);*ME ,CAN AmEPICANS; -.=,RREscHrnt, CHI! DREW; TABLES u,c,TA)

EORS PRICE: FORS PRICE HC-$3.29

DESCPIPTIVF NOTE: 67P.

.uswBILINGUAL VS, UNILINCUAL INSTRUCTION WAS siuntEn IN THE

TEACHING OF 5 POSITIONAL-PREPOSITION CONCEPTS (E.G., UNDER)TO MEXICAN AMERICAN HEADSTART 4-YEAR-OLDS. TREATMENTSciTisIsTEn OF INSTRUCTION IN SPANISH ONLY, ENGLISH ONLY, ORBILINGUALLY TO THE 48 SUBJECTS EXPOSED TO THE PREPOSITIONALCONCEPTS VIA TADF-RECORDED PROGRAMMED INSTRUCTION GIVENDAILY FOR 10 MINUTES. ASSIGNMENT TO CONTROL AND UEA ENTGROUPS WAS RANDOMLY STRATIFIED BY SEX, AND SUBJECTS wERFPRETESTED THE FIRST DAY OF INSTRUCTION AND POSTTESTED ON THEFINAL (3RD) DAY. THESE TESTS, ADMINISTERED IN ENGIISH ANDSPANISH, INCLUDED A TRANSFER TEST CONSISTING OF A

.7-.)ImENSIONAL PRESENTATION OF THE SAME PREPOSITIONS AND ALEARNING TASK IN THE LANGUAGE PPOSITE FROM INSTRUCTION. ALLCR'TFRION TESTS REQUIRED VERB4L LABELING AND DEMONSTRATION.ANALYSIS OF COVARIANCE AND NEwmAN-KFULS COMPARISONSINDICATED THAT POSTTEST SCORES OF THE TREATMENT GROUPS WEREHIGHER THAN THOSE OF THE CONTROL GROUP, REFLECTING THEEFFECT OF INSTRUCTION VS. NO INSTRUCTION. SIGNIFICANTDIFFERENCES WERE FOUND AS A FUNCION OF LANGUAGE EXPOSURE INTHE HOME, BUT NO SIGNIFICANT DIFFERENCES WERE FOUND BETWEENTREATMENT GROUPS. THE STUDY IS LIMITED BY SAMPLING PRACTICESAND RESTRICTED TREATMENT TIME. AN APPENDIX CONTAINS THEINSTRUCTIONAL TREATMENTS USED. (AUTHOR/N01


PuBLIcATION DATE: 70

TITLE: mExICANAMERICANS IN HE UNITED STATES, A READER.

PFRSONAL AuTHOR: BURMA, JOHN H., ED.

DECRIPTOR: *ACCULTURATION; BIAS; *CIVIL RIGHTS; CRGSSCULTURAL STUDIES; ECONOMICS; *F3UCATION; ETHNIC GROUPS;HEALTH; *MEXICAN AMERICANS; NEGROES; PUERTO RICANS;RFLIGTOUS CULTURAL GROUPS; SOCIAL DISCRIMINATION;*slcInFCONOMIC BACKco.C!IND; STATUS

FnRS PRICE: 01JCUMENT NOT AVAILABLE FROM FORS.

')ESCRIPTIVF NOTE: 487P.

IN THIS COLLECTION OF 40 ARTICLES CONCERNING MEXICANAMERICANS IN THE UNITED STATES, THE STUDY REPORTS AND ESSAYS(BY BOTH ANGLOS AND MEXICAN AMERICAN AUTHORS FROM MANYOrsCIPLINES) PROVIDE AN APRA', OF VIEWPOINTS ABOUT MEXICANAMERICAN EDUCATION, PREJUDICE AND DISCRIMINATION, ECOOMICS,FAMILY, RELIGION, SOCIAL AND POLITICAL BEHAVIOR, HEALTH,CLASS AND STATuS,'"AND ACCULTURATION ANn ASSIMILATION. IN ONrSFLFCTIDN, PUERTO RICANS ARE ALSO nts,Aissso. (NQ)

AvAILABILITY: FL DORADO DISTRIBUTORS, 2489 MISSION STREET,SUITE 17, SAN FRANCISCO, CALIF. 94110 1 55.95 PLUS HANDLINGAND SHIPPING)


PURI !CATION DATE: 70

TITLE: HEALTH IN THE MEXIC/NAW:RiCAN CULTURE, A commuN[n(STUDY.

PERSONAL AUTHOR: CLARK, MARGARET

DESCRIPTOR: ATTITUDES; BIBLEOGRAPHIC CITATIONS; *COHMUIvrvVSTUDY; *CULTURE; EDUCATION; EilePLOYmENT; FAMILY STRUCTURE;*HFAI_TH; INCOME; LANGUAGE; LITERACY; *MEXICAN AMERICANS;RELIGIOUS CULTURAL GROUPS *SOCIOECONOMIC BACKGROUND

FORS PRICE: DOCUMENT NO AVAILABLE FROM FORS.

DESCRIPTIVE NOTE: 253P.; SECOND EDITION

THE SPANISHSPEAKING PEOPLE OF SAN JOSE,DEALT WITH TN THIS BOOK, WHICH RESULTED FROM A FIELOSTUDYCONDUCTED IN 1954-55. THE BOOK DESCRIBES THE LIVES OF THESEPEOPLE IN TERMS OF SUCH-FACTORS AS THEIR FAMILIES ANDFRIENDS, JOBS, HOUSES? RELIGION? AND COMMUNITY LIFE. SOMECONFLICTS IN ;HE RELATIONSHIPS BETWEEN MEXICAN AMERICANS INA CALIFORNIA COMMUNITY, SAL SI PUEDES, AND THEENGLISH SPEAKING MEDICAL PERSONNEL WITH WHOM THEY HAVE HADCONTACT ARE ALSO DESCRIBED. FOLLOWING A DISCUSSION OF THESOCIAL, ECONOMIC, RELIGIOJS, AND FOLKLORIC CHARACTERISTICSTHAT AFFECT PROBLEMS OF HEALTH AND ILLNESS IN A Low-mcnmEMEXICAN AMERICAN COMMUNITY? RECOMMENDATIONS ON CHANGINGMEDICAL BELIEFS AND PRACTICES ARE INCLUDED. ALSO INCLUDED ISA 99ITEM GLOSSARY OF SPANISH WORDS USED IN THE TEXT OF THEROOK. (NO)

AVAILABILITY: EL DORADO DISTRIBUTORS, 2489 MISSION STR7FT,SUITE IT, SAN FRANCISCO? CALIFORNIA 94110 (52.45 PLUSSHIPPING AND HANDLING)

88



TITLE: EVALUATING THE EFFECTIVENESS OF PROGRAMS DESIGNED TOIMPROVE THE EDUCATION OF MEXICAN-AMERICAN PUPILS.

PERSONAL AUTHOR: THONIS, ELEANOR WALL

DESCRIPTOR: *EDUCATIONAL PROGRAMS; EVALUATION METHODS;MEASUREMENT INSTRUMENTS; *MEXIC('N AMERICANS; *P*OGRAMEFFECTIVENESS; *PROGRAM EVALUATION; RESEARCH DESIGN;NRESEARCH METHODOLOGY

ERRS PRICE: EDRS PRICE MF-$0.65 HC-$3.29

DESCRIPTIVE NOTE: 13P.; SECOND EDITION

AN OVERVIEW OF FACTORS ThAT SHOULD BE INCLUDED IN WRITINGAN EVALUATION OF PROGRAMS DESIGNED TO IMPROVE THE-EDUCATIONAL OPPORTUNITIES OF MEXICAN AMERICAN CHILDREN ISPRESENTED IN THIS PAPER.THE FACTORS INCLUDED ARE THESTATEMENT OF THE PROBLEM WITH WHICH THE SPECIAL PROGRAMDEALS, PRESENTATION OF THE BACKGROUND INFORMATION, ANO THESTEPS NEEDED FOR ACTUAL INVESTIGATION. INVESTIGATION OF THEPROGRAM IS DISCUSSED IN TERMS OF SUCH FACTORS AS THESUBJECTS, THE EDUCATIONAL PLAN, LENGTH OF TIME, COMPARISONGROUPS, METHODS AND INSTRUMENTS BY WHICH TO GATHER DATA,MEANS FOR ANALYZING DATA, PROCE11JRES FOR CONTROLLINGSIGNIFICANT VARIABLES, 1NO PREDICTIONS OR OUTCOMES EXPECTEDAS STATED IN THE HYPOTHESES. THIS PAPER.DOES NOT PRESENT "ARIGOROUS NOR A HIGHLY SOPHISTICATED APPROACH TO A RESEARCHCESIGN;fl HOWEVER, ',TT DOES DRAW ATTENTION TO THE MANYVARIABLES THAT EXIST WITHIN ANY EDUCATIONAL PLAN, AND ITDOES PROVIDE A SIMPLIFIED FRAMEWORK FOR EXAMINING SUCHVARIABLES." (NQ)

ACCESSION NUMBER- ED06205;,!

PIJBLICATION D4TF7 71

TITLE: RURtL POVERTY AND IKE LAW IN SOUTHERN coLoaAoo.AMERICAN BAR FIUNDAT,ON DN LEGAL SERVICES FOR THEPOOR.

DESCRIPTOR: *CuLluRAL Fe C,ORS; DEMOGRAPHY; *ECONOMICALLNDISADVANTAGED LAWYcRS; LE1f -L CLIS"%!, I:A:GAL PROBLEMS; *RURAIPOPULATION; SOC At 11ACKGROUNG. *SPANiSH AMERICANS; SPANISHSPEAKING

IDENTIF:ER: COLOR90

FORS PRICE' EDRS PRICF ME-4,0S5

DFcERIPTIvE NOrE: 98P.' R" R:NEri FROM THE DENVER LAYJOURNAL, VOL< 47 1'971'

LEGAL VTBLEMS OF THE RURAL POOR IN 2 COUNTIES OF SOUThEnNCOLORADO (CONEJOS AND COSTILLA) ARE EXAMINED IN THIS 1910REPORT. THE EMPIRICAL RESEARCH FOR THIS PROJECT CONSISTED OF3 PHASES: (11 DETERMINATION (BY QUESTIONNAIRE) OF ATTITUDESOF RURAL COLORADO ATTORNEYS TOWARD THE LEGAL PROBLEMS OF THEINDIGENOUS POOR; (2) THE USE OF UNSTRUCTURED INTERVIEWS WITHLOCAL COMMUNITY LEADERS IN THE 2 COUNTIES TO COLLECT GENERALINFORMATION REGARDING THE LEGAL PROBLEMS OF LOCAL INDIGENTS.THE EXTENT TO WHICH THEY SEEK THE ASSISTANCE OF NONATTORNEYCOMMUNITY LEADERS, AND THE EFFECTIVENESS OF THESE LEADERS INPERFORMING THEIR SELFDESIGN A,ED )ASt1S AS "CONFIDANTS" TOTHE POOR; AND (V THE USE OF INFORMAL INTERVIEWS WITH THERURAL POOR TO DETERMINE THEIR EXPERIENCES IN RECO:AILING ANDCONFRONTING PROBLEMS HAVING LEGAL IMPLICATIONS ANO THEIRACTUAL CONTACT WITH AN ATTORNEY. THE REPORT OF THIS PROJECTCONTAINS A DESCRIPTION OF THE DEMOGRAPHY AND SOCIALBACKGROUND OF THE CONFLICT THAT RESULTS WHEN THESE SYSTEMSFAIL. MAJOR CONCLUSIONS REPORTED ARE THAT THE FORMAL LEGALSTRUCTURE IS LARGELY ALIEN TO HE POVERTY CLASS OF THE 2COUNTIES; THAT THERE IS A NEED FOR FREE LEGAL SERVICES FORTHE RURAL POOR; AND THAT THE INFORMAL SYSTEM CAN RE A VIABLEADJUNCT TO EFFECTIVE LEGAL AED IN THE AREA. (PSI

AVAIIARILITy: :mERICAN RAR FOUNDACION) 1155 LAST 60THSTPEFT, CHICAGO, Ili. 60637 (;!.50)

90



TITLE: LOS CHICANOS: AN WAKENING PEOPLE. SOUTHWESTERNSTUDIES, MONOGRAPH NO. 28.

PERSONAL AUTHOR: HADOOX, JOHN

DESCRIPTOR: *ACCULTURATION; *ACTIVISM; BIBLIOGRAPHICCITATIONS; BILINGUAL EDUCATION; *CULTURAL BACKGROUND;*EDUCATION; LITERATURE REVIEWS; *MEXICAN AMERICANS; SELFCONCEPT; VALUES

FORS PRICE: DOCUMENT NOT AVAPABLE FROM EDRSO


IN THIS MONOGRAPH ON THE CHICANOS, A HISTORY OF THEINJUSTICE AND HUMILIATION THAT MANY SPANISH-SPEAKING PERSONSHAVE ENDURED IS GIVEN. ALSO DISCUSSED ARE SUCH SUBJECTS ASEDUCATION, ACCULTURATION, IDENTITY9 AND VALUES. THEMONOGRAPH, WHICH TAKES THE FORM OF A LITERATURE REVIEW, ALSOPROVIDES A DISCUSSION ABOUT OPPORTUNITIES AND ACTIONS NEEDEDTO FURTHER THE CHICANO CAUSE. (NQ)

AVAILABILITY: TEXAS WESTERN PRESS, THE UNIVERSITY OF TEXASAT EL PASO, El PASO, TEXAS 79999 ($2.00).

91



TITLE: POLITICAL PARTICIPATION OF MEXICAN AMERICANS INCALIFORNIA. A REPORT OF .THE CALIFORNIA STATE ADVISORY-COMMITTEE TO THE UNITED STATES COMMISSION ON CIVIL RIGHTS.

DESCRIPTOR: *CITIZEN PARTICIPATION; GOVERNMENT ROLE;*LEGISLATORS; *MEXICAN AMERICANS; *POLITICAL INFLUENCES;PUBLIC GrFICIALS; RACISM; RURAL AREAS; URBAN AREAS; *VOTINGRIGHTS

IDENTIFIER: CALIFORNIA

FORS PRICE: FORS PRICE MF-).65 HC-13.29


THE CALIFORNIA STATE ADVISORY COMMITTEE TO THE U.S.COMMISSION ON CIVIL RIGHTS MET ON JANUARY 21-22, 1971, TODISCUSS THE POLITICAL PARTICIPATION OF MEXICAN AMERICANS.THIS PAPER PRESENTS THE COMMITTEE'S DISCUSSION ANDRECOMMENDATIONS. MATTERS THAT ARE PERTINENT TO THEPARTICIPATION OF MEXICAN AMERICANS IN THE POLITICAL LIFE OFCALIFORNIA ARE DISCUSSED. THESE MATTERS INCLUDE THE ISSUE OFREAPPORTIONMENT AND ITS EFFECT ON THE MEXICAN AMERICANCOMMUNITY, VOTER RIGHTS, INFLUENCE IN MAJOR POLITICALPARTIES, POLITICAL USE OF POLICE AND THE COURTS, POLITICALAPPOINTMENTS, AND MEXICAN AMERICAN POLITICAL PROBLEMS INBOTH RURAL AND URBAN AREAS. POLITICAL RACISM IN CALIFORNIAIS ALSO EXAMINED. THE APPENDIX INCLUDES LETTERS TO THE STATEASSEMBLY AND STATE SENATE AND CORRESPONDING REPLIES, A TABLECARRYING NUMBERS OF SPANISH-SURNAME VOTES (IN 1 DISTRICT) INTHE 1970 DEMOCRATIC CONGRESSIONAL PRIMARY ELECTION, AND ADISCUSSION OF MEXICAN AMERICAN PARTICIPATION IN CALIFORNIAGOVERNMENT. (NO)

92



TITLE: MEXICAN- AMERICAN AUTHORS.

PFRSONAL AUTHOR: PAREDES, AMERICO: PAREDES, RAYMUND

DESCRIPTOR: *AUTHORS; CULTURAL AWARENESS; *FOLKLORE BOOKS;*INSTRUCTIONAL MATERIALS; LEGENDS; *MEXICAN AMERICANS;PROVERBS; *SPANISH AMERICAN LITERATURE; SUPPLEMENTARYREADING MATERIALS



NINETEEN SELECTIONS BY 12 MEXICAN AMERICAN AUTHORS AREGIVEN IN THIS BOOK CONTAINING SELECTED PIECES OF MEXICANAMERICAN LITERATURE WRITTEN (IN ENGLISH OVER THE PAST HALFCENTURY. THE SELECTIONS INCLUDE LEGENDS, SONGS, ADVENTURESTORIES, POEMS, AND A PLAY (WITH ACCOMPANYING TOPICS FORDISCUSSION PROVIDED WITH EACH SELECTION). VARIOUS VIEWPOINTSAND ATTITUDES ARE EXPRESSED, WITH A NUMBER OF THE AUTHORSTELLING THEIR OWN VERSIONS OF THE CHICANO EXPERIENCE. ASHORT BIOGRAPHY OF EACH AUTHOR IS GIVEN BEFORE HISSELECTIONS. ALSO INCLUDED IS A 64-ITEM LIST OF SPANISH WORDSAND PHRASES WITH DEFINITIONS. (NQ)

AVAILABILITY: HOUGHTON MIFFLIN COMPANY, 6626 OAKBROOKBOULEVARD, DALLAS, TEXAS 75235 ($2.001

93


PUBLICATION DATE:- MAY 72

TITLE: THE EXCLUDED SIUDENI; EDUCATIONAL PRACTICES AFFECTINGMEXICAN AMERICANS IN THE SOUTHWEST. MEXICAN AMERICANEDUCATION STUDY.

DESCRIPTOR: BILINGUAL EDUCATION; COMMUNITY INVOLVEMENT;COMMUNITY ROLE; *CULTURAL AWARENESS; CURRICULUM; EDUCATIONALNEEDS; EDUCATIONAL POLICY; ENGLISH (SECOND LANGUAGE); *EQUALEDUCATION; *MEXICAN AMERICANS, *PUBLIC SCHOOLS;QUESTIONNAIRES; RESEARCH; SCHOOL COMMUNITY RELATIONSHIP;*SURVEYS

IDENTIFIER: SOUTHWEST

EDRS PRICE: EDRS PRICE MF-$0.65 HC-$3.29


IN THIS U.S. COMMISSION ON CIVIL RIGHTS REPORT, DENIAL OFEQUAL OPPORTUNITY TO MEXICAN AMERICANS BY EXCLUSIONARYPRACTICES IN PUBLIC SCHOOLS IS EXAMINED THROUGH INFORMATIONGATHERED AT A COMMISSION ON CIVIL RIGHTS HEARING AND ASUBSEQUENT 1969 SURVEY OF SCHOOL DISTRICTS IN ARIZONA,CALIFORNIA, COLORADO, NEW MEXICO, AND TEXAS HAVINGENROLLMENTS OF MORE THAN 10% SPANISH-SURNAMED STUDENTS.ALTHOUGH SOME INNOVATIONS ORIENTED TO CLOSING THEEDUCATIONAL GAP BETWEEN ANGLOS AND MEXICAN AMERICANS WEREFOUND, SCHOOL SYSTEMS GENERALLY HAD NOT RECOGNIZED THECULTURE AND TRADITION OF THE MEXICAN AMERICAN ANO HAD NOTADOPTED POLICIES AND PROGRAMS ENABLING MEXICAN AMERICANSTUDENTS TO PARTICIPATE FULLY IN THE BENEFITS OF THEEDUCATIONAL PROCESS. OF 3 TYPES OF PROGRAMS THAT SCHOOLS MAYUSE TO MEET THE ENGLISH LANGUAGE DIFFICULTY OFSPANISH-SPEAKING STUDENTS (BILINGUAL EDUCATION, ENGLISH AS ASECOND LANGUAGE-, AND REMEDIAL READING), BILINGUAL EDUCATIONWAS OBSERVED TO BE POTENTIALLY THE MOST ADVANTAGEOUS TO BOTHANGLO AND NON-ENGLISH-SPEAKING STUDENTS; HOWEVER, BILINGUALPROGRAMS WERE FOUND IN ONLY 6.5% OF THE SCHOOLS--POSSIBLYBECAUSE OF THE GREAT CURRICULAR CHANGE REQUIRED. SUPPRESSIONOF THE SPANISH LANGUAGE WAS FOUND TO BE THE MOST OVERT AREAOF CULTURAL EXCLUSION, FOLLOWED BY EXCLUSION OF RELEVANTCOURSE CONTENT IN TERMS OF INDO-HISPANIC HISTORY, HERITAGE,AND FOLKLORE. EXCLUSION OF MEXICAN AMERICAN COMMUNITYINVOLVEMENT WAS ALSO NOTED: FEW SCHOOL DISTRICTS AVAILEDTHEMSELVES OF COMMUNITY ADVISORY BOARDS. CONTACTS WITH THECOMMUNITY, COMMUNITY RELATIONS SPECIALISTS, AND/OR MEXICANAMERICAN EDUCATIONAL CONSULTANTS. RELATED nOCUMENTS ARE ED052 849 AND ED 056 821. (MJB)

AVAILABILITY: SUPERINTENDENT OF DOCUMENTS, U.S. GOVERM0,41,PRINTING OFFICE, WASHINGTON, D.C. 20402 (STOCK NO.0500 -0074, $0.75)

94



TITLE: RIF'S GIIIDE TO BOOK SELECTION. SUPPLEMENT 2.

DESCRIPTOR: AMERICAN INDIANS; *BOOKLISTS; *ELEMENTARYGRADES; *ETHNIC GROUPS; NEGRO YOUTH; PROGRAM GUIDES;*READING INTERESTS; *READING PROGRAMS; SPANISH AMERICANLITERATURE; SPANISH SPEAKING

IDENTIFIER: *READING IS FUNDAMENTAL PROGRAM

EDRS PRICE: EDRS PRICE ME-1E0.65 HC -$3.29


THE READING IS FUNDAMENTAL PROGRAM IS FUNDED BY THE FORDFOUNDATION AND SPONSORED BY THE SMITHSONIAN INSTITUTION. ITIS DESIGNED TO MOTIVATE CHILDREN TO READ THROUGHEXPERIENCING THE JOY AND PRIDE OF OWNING BOOKS OF THEIR OWNCHOICE. ITS PURPOSE IS TO HELP DEVELOP AND GIVE TECHNICALASSISTANCE TO A VARIETY OF MODEL PROJECTS THROUGHOUT THECOUNTRY. THIS SUPPLEMENT TO THE RIF GUIDE TO BOOK SELECTIONIS PREPARED TO ASSIST RIF PROJECTS AND OTHER SIMILARPROGRAMS TO SELECT AND PURCHASE INEXPENSIVE BOOKS, MAINLYPAPER BACKS, AT THE ELEMENTARY LEVEL. APPROXIMATELY 1.350TITLES ARE INCLUDED IN THIS LISTING UNDER A GENERAL LIST ANDSECTIONS FOR BLACK, INDIAN, AND SPANISH-SPEAKING ELEMENTARYSTUDENTS. BOOKS ARE LISTED ALPHABETICALLY UNDER THEPUBLISHER. EACH ENTRY ALSO INCLUDES INFORMATION ON SUGGESTEOREADING AND INTEREST LEVELS. PRICE. AND A BRIEF DESCRIPTIvPANNOTATION. (AU)

95

ACCESS ION NumBER: EI062367

PUBt 'CATION DATE: APR 72

TITLE: EVALUATING, CARRASCOLENDAS: A TELEVISION SERIES FORMEXICAN - AMERICAN CHILDREN.

PERSONAL AUTHOR: WILLIAMS, FREDERICK; NATALICIO, DIANA S.

OFSCRIPTOR: ANALYSIS OF COVARIANCE; BEHAVIORAL OBJECTIVES;BICULTURALISM; *BILINGUAL EDUCATION; COGNITIVE DEVELOPMENT;*EDUCATIONAL TELEVISION; GRADE 1; GRADE 2; LANGUAGE USAGE;LETTERS (ALPHABET); *MEXICAN AMERICANS; NUMBERS; PHYSICALENVIRONMENT; POST TESTING; PRETESTS; *PROGRAM DEVELOPMENT;*PROGRAM EVALUATION; QUESTION ANSWER INTERVIEWS; SPANISHSPEAKING; STATISTICAL ANALYSIS

IDENTIFIER: BILINGUAL EDUCATION ACT; *CARRASCOLENDAS; TITLEVII

FORS PRICE: EDRS PRICE MF-$0.65 HC-53.29

DESCRIPTIVE NOTE: 19P.; PAPER PRESENTED AT THE ANNUAL.MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION(CHICAGO, ILLINOIS, APRIL 19721

THE DEVELOPMENT OF "CARRASCOLENDAS," A TELEVISION SERIESDEVISED FOR MEXICAN- AMERICAN CHILDREN, IS SUMMARIZED.EMPHASIS IS PLACED UPON STRATEGIES FOR EVALUATION.EVALUATION EVIDENCE INDICATES THAT "CARRASCOLENDAS" MAY BEAN ALTERNATIVE OR AN ADDITION TO THE SESAME STREET APPROACHTO DEALING WITH THE EDUCATION OF THE DISADVANTAGED. tmS)

96


PUBLICATION DATE: FEB 72

TITLE: SOCIOCULTURAL FACTORS IN THE EDUCATIONAL EVALUATIONOF BLACK AND CHICANO CHILDREN.

PrRSONAL AUTHOR: MERCER, JANE R.

DESCRIPTOR: *EDUCATIONAL DIAGNOSIS; INDIVIDUALIZEDINSTRUCTION; *INTELLIGENCE TESTS; *MENTAL RETARDATION;MEXICAN AMERICANS; *MINORITY GROUPS; NEGRO STUDENTS;PSYCHOLOGICAL TESTING: PUBLIC SCHOOLS; SCHOOL PSYCHOLOGISTS;SOCIOCULTURAL PATTERNS; *SPECIAL EDUCATION; TEST BIAS: TEST'INTERPRETATION


FORS PRICE: EDRS PRICE mF-$0.65 HC-$3.29

DESCRIPTIVE NOTE: 16P.; PAPER PRESENTED AT THE TENTH ANNUALCONFERENCE ON CIVIL RIGHTS EDUCATORS AND STUDENTS, NEA,WASHINGTON, D. C., FEBRUARY 18-20, 1972

IN A RECENT STUDY, THE MOTHERS OF 268 CHILDREN WHO WERE INCLASSES FOR EDUCABLE MENTALLY RETARDED IN Tun PUBLIC SCHOOLDISTRICTS IN SOUTHERN CALIFORNIA WERE INTERVIEWED. THERESPONSES OF SOME OF THESE MOTHERS DRAMATIZE THREE ISSUES:(I) STASES IN THE ASSESSMENT PROCEDURES USED TO LABELCHILDREN AS MENTALLY RETARDED; 12,1 THE STIGMATIZATIONASSOCIATED WITH SPECIAL CLASS PLACEMENT; AND. I3I INADEOUAPROGRAMMING. DISPROPORTIONATELY LARGE NumPFIS Of OLAC4 ANDCHICANO CHILDREN ARE LABELED AS MENTALLY RETARDED BY THEPutALIC SCHOOLS. PUBLIC SCHOOLS RELY MOO! fl ICI TEST SCColfcTHAN ANY OTHER COmMUNITY AGENCY. THE SCHOOLS LABEL 0DitTPERSONS AS MENTALLY aFTAA010, SHARE THEIR LAPELS wiTK woofOTHER ORGA417ATIONA. AND LABEL .oaf PfAUINS *ITm 44oviTO AND WITH No PHYSICAL DISABILITIES THAN &NY OTHER POtmAtImGANIZATION IN THE COPMINITI, PACIPOOTIONATti, MOAT trl*STATUS PERSONS two PfacmNs fan* mINIOSITY ETHNIC. Wiouy% .totw.ftNen A% t'Omio*fHtfts1,1t* RIFTILIIDE1 AS tat CJID40 itv#1 I TO

SUANIOANAWY *AS AISUO. STIG0ATI/ATIcN wAs A osoom (-Nom%Ot PAPENTS libefavtriorn. Of A GOOUP 1CHI c4i4naf* feA#1401go* YEARS AND riaSSIfIe0 At *EtAANfl, OftAy (140Alla IVER afrIritOr In 1mf fGutAk CLASS. 10hftio mAky !AAE,.tsleer JukTIIIED IN MING Imo paincoia* a% A ifielewrE nfATHd lAutHleijal

97

ACCESSION NUMBER: EO062467

0U4LICATION DATE: 71

TITLE: PARENT AND COMMUNITY PARTICIPATION IN COMPENSATORYEDUCATION THROUGH DISTRICT ADVISORY COMMITTEES INCALIFORNIA. A PROGRESS REPORT.

PcRS0NAL AUTHOR: REYES, RAMIRO D.; GM, KAL

DESCRIPTOR: *ADVISORY COMMITTEES; *COMMUNITY INVOLVEMENT;*COMPENSATORY EDUCATION PROGRAMS; *PARENT PARTICIPATION;PARENT SCHOOL RELATIONSHIP; PARTICIPANT CHARACTERISTICS;PROGRAM ADMINISTRATION; PROGRAM EVALUATION; SCHOOL COMMUNITYRELATIONSHIP; SCHOOL DISTRICTS; SPANISH SPEAKING; STATESURVEYS

IDENTIFIER: *CALIFORNIA; ELEMENTARY SECONDARY EDUCATION ACTTITLE I; ESEA TITLE I

EDRS PRICE: EDRS PRICE MF$0.65 HC-13.29


THIS PUBLICATION IS THE REPORT OF AN ATTEMPT BY THEDIVISION OF COMPENSATORY EDUCATION TO EVALUATE THEEFFECTIVENESS OF PARENT ADVISORY COMMITTEES AS THEY OPERATEIN RELATION TO THE ELEMENTARY AND SECONDARY EDUCATION ACTTITLE I PROGRAMS IN CALIFORNIA SCHOOLS. THE SAMPLE FOR THISSTUDY WAS RANDOMLY SELECTED. TT CONSISTED OF 186 ADVISORYCOMMITTEES THAT REPRESENTED ESEA TITLE I PROJECTS IN 234SCHOOL DISTRICTS. THESE DISTRICTS WERE LOCATED IN 43 OF THE58 COUNTIES IN CALIFORNIA. ON THE BASIS OF TWO MAILINGS OFREQUESTS OF THE DISTRICTS FOR THE NAMES AND ADDRESSES OF THEMEMBERS OF THEIR DISTRICT ADVISORY COMMITTEES. 3,690QUESTIONNAIRES HERE MAILED WITH A COVER LETTER TO THEADVISORY COMMITTEE MEMBERS, INCLUDING 305 ESEA TITLE I -

PROJECT COORDINATORS AND SCHOOL DISTRICT SUPERINTENDENTS. ATOTAL OF 1,620 QUESTIONNAIRES WERE RETURNED. ANOTHER SAMPLEUSED IN THE STUDY CONSISTED OF ALL OF THE 50 CONSULTANTS INTHE DIVISION OF COMPENSATORY EDUCATION. EACH WAS ASKED TORESPOND TO A MODIFIED VERSION OF THE QUESTIONNAIRE, AND 25CONSULTANTS RESPONDED BY COMPLETING AND RETURNING THEQUESTIONNAIRE. (AuTHnR/JM)

98



TITLE: AMERICA'S OTHER YOUTH: GROWING UP POOR.

PERSONAL AUTHOR: GOTTLIEB, DAVID, ED.; HEINSOHN, ANNIE L.,ED.

DESCRIPTOR: AMERICAN INDIANS; *DEPRESSED AREAS(GEOGRAPHIC); *DISADVANTAGED YOUTH; *ECONOMICALLYDISADVANTAGED; EDUCATIONAL DISADVANTAGEMENT; HUNGER; MEXICANAMERICANS; *MIGRANT YOUTH; *MINORITY GROUP CHILDREN; NEGROYOUTH; PUERTO RICANS; RURAL YOUTH; SOCIALLY DISADVANTAGED;URBAN YOUTH; YOUTH PROBLEMS

EDRS PRICE: DOCUMENT NOT AVAILABLE FROM EDRS.


CONTENTS OF PART ONE, PUERTO RICAN YOUTH, OF THIS BOOK,INCLUDES: EXCERPTS FROM "TWO BLOCKS APART: JAN GONZALES ANDPETER OUINN," C. MAYERSON; EXCERPTS FROM "UP FROM PUERTORICO," E. PADILLA; EXCERPT FROM "SPANISH HARLEM," P. SEXTON;AND "POVERTY ON THE LOWER EAST SIDE .011 P. MONTGOMERY.CONTENTS OF PART TWO, MIGRANT WORKERS YOUTH, INCLUDES:EXCERPTS FROM "THEY HARVEST DESPAIR" D. WRIGHT: AND EXCERPTSFROM "PEONAGE IN FLORIDA," R. COLES AND H. HUGE. CONTENTS OFPART THREE, MEXICAN-AMERICAN YOUTH," INCLUDE: EXCERPTS FROM"MEXICAN AMERICAN YOUTH...," C. HELLER; AND EXCERPTS FROM"SPANISH-SPEAKING CHILDREN OF THE SOUTHWEST," H. MANUAL.CONTENTS OF PART FOUR, "AMERICAN INDIAN YOUTH," INCLUDE:EXCERPTS FROM "CUSTER DIED FOR YOUR SINS," V. DELORIA, JR.;EXCERPTS FROM "THE NEW INDIANS," S. STEINER; AND "LO THEPOOR INDIAN," R. NADER. CONTENTS OF PART FIVE, APPALACHIANYOUTH, INCLUDE: "THE SCHOOLS OF APPALACHIA," P. SHRAG:"APPALACHIA: HUNGER IN THE HOLLOWS," R. COLES; AND EXCERPTSFROM "YESTERDAY'S PEOPLE," J. WELLER. CONTENTS OF PART SIX,SLACK YOUTH, INCLUDE: EXCERPTS FROM "MANCHILD IN THEPROMISED LAND," C. BROWN; EXCERPTS FROM "THE AUTOBIOGRAPHYOF MALCOLM X;" EXCERPTS FROM "COMING UP BLACK: PATTERNS OFGHETTO SOCIALIZATION," E. SCHULTZ; AND, EXCERPTS FROM "DEATHAT AN EARLY AGE," J. KOZOL. (JM)

AVAILABILITY: PRENTICE-HALL, INC., ENGLEWOOD CLIFFS. NEWJERSEY ($3.95)

99



TITLE: THE EFFECTS OF COMPUTERASSISTED INSTRUCTION ONSTUDENT SELFCONCEPT, LOCUS OF CONTROL, AND LEVEL OFASPIRATION.

oERSONAL AUTHOR: SMITH, IAN D.; HESS, ROBERT D.

DESCRIPTOR: COMPARATIVE ANALYSIS; *COMPUTER ASSISTEDINSTRUCTION; *JUNIOR HIGH SCHOOL STUDENTS; *MATHEMATICSINSTRUCTION; MEXICAN AMERICANS; *REMEDIAL MATHEMATICS; *SELFCONCEPT

IDENTIFIER: STANFORD DRILL AND PRACTICE PROGRAM

FORS PRICE: ERRS PRICE ME$0.65 HC$3.29


THE BASIC QUESTION INVESTIGATED IN THIS STUDY WAS THEEFFECT OF THE STANFORD COMPUTERASSISTED INSTRUCTION (CAI)DRILL -ANC) PRACTICE PROGRAM IN ELEMENTARY ARITHMETIC WHENUSED AS REMEDIAL INSTRUCTION, ON THE SELFCONCEPT AND MATHATTITUDES OF JUNIOR HIGH SCHOOL STUDENTS. ABOUT 75 PERCENTOF THE SAMPLE OF 320 STUDENTS CAME FROM MEXICAN AMERICANBACKGROUNDS. A TWOGROUP PRETESTPOSTTEST DESIGN WAS USED.THE SUBJECTS COULD NOT BE RANDOMLY ASSIGNED TO TREATMENT ANDCONTROL GROUPS BECAUSE THE CAI PROGRAM HAD BEEN OPERATINGFOR SEVERAL YEARS IN THE SCHOOL. THE CONCLUSIONS OF THISSTUDY ARE: THE CAI PROGRAM PROMOTED REALISTIC ATTITUDESTOWARD MATH; CAI MAY BE AN.,EFFICIENT, EFFECTIVE FORM OF.REMEDIAL INSTRUCTION; CAI DID NOT. PROVE DEHUMANIZING, AND NOACROSSTHEBOARD NEGATIVE ATTITUDES RESULTED FROM THEPROGRAM; THERE IS NO BEST WAY OF PRESENTING EDUCATIONALMATERIAL. TO ALL STUDENTS. (AUTHOR)

:100



TITLE: THE BILINGUAL CHILD'S RIGHT TO READ.

PERSONAL AUTHOR: HERBERT, CHARLES H., JR.

DESCRIPTOR: *BEGINNING READPJ; *BILINGUAL EDUCATION;BILINGUALISM; *CHILDREN; CONCEPT FORMATION; DIALECTS;*ENGLISH (SECOND LANGUAGE); LANGUAGE DEVELOPMENT; LANGUAGEPROGRAMS; LANGUAGE SKILLS; MINORITY GROUPS; *NON ENGLISHSPEAKING; ORAL COMMUNICATION; READING INSTRUCTION; READINGRESEARCH; SECOND LANGUAGE LEARNING; SPANISH SPEAKING;TEACHING METHODS

EDRS PRICE: EDRS PRICE MF-$0.65 HC-t3.29

DESCRIPTIVE NOTE: 12P.; PAPER PRESENTED AT THE CLAREMCNT(CALIFORNIA) READING CONFERENCE, FEBRUARY 4-5, 1972

THIS DOCUMENT PRESENTS SOME IDEAS ABOUT INITIAL READINGINSTRUCTION IN BILINGUAL EDUCATION. THE BILINGUAL PROGRAMSCREATED IN 1969 SEEK THE CREATION OF EQUAL EDUCATIONALOPPORTUNITIES THROUGH THE USE OF INSTRUCTION IN A NATIVELANGUAGE TO CHILDREN WHO SPEAK A LANGUAGE OTHER THANENGLISH. SUCH PROGRAMS ATTEMPT 10 TEACH TWO LANGUAGESCONCURRFNTLY AND TO DEAL WITH SUBJECT MATTER INSTRUCTION INBOTH LANGUAGES. THE PROBLEM OF TEACHING READING SKILLS TOACCOMPANY THE ORAL LANGUAGE SKILLS IS A CURRENT TOPIC OFRESEARCH. ONE READING THEORY STATES THAT THE ABILITY TOUNDERSTAND WHAT IS READ DEPENDS UPON THE CHILD'S EXPERIENCEWITH LIKE SUBJECT MATTER AS WELL AS HIS COMPREHENSION OF THELANGUAGE IN WHICH IT IS WRITTEN. THE "INITIAL READING INSPANISH" PROJECT PRODUCED A DETAILED, DESCRIPTIVE ANALYSISOF PROCEDURES USED TO TEACH SPANISH-SPEAKING CHILDREN INMEXICO TO READ IN THEIR NATIVE LANGUAGE. EVALUATION OFSTUDENT ACHIEVEMENT IN THE EXPERIMENTAL USE OF THE MEXICANREADING INSTRUCTION METHODS IN THE UNITED STATES INDICATESSUCCESS IN LEARNING TO READ IN BOTH SPANISH AND ENGLISH.(AUTHOR/W.')

101


PUBLICATION DATE: SEP 71

TITLE: PARENT QUESTIONNAIRE.

DESCRIPTOR: *BILINGUAL EDUCATION; BILINGUALISM; BILINGUALTEACHER AIDES; *CHILDREN; COMMUNITY INVOLVEMENT;KINDERGARTEN; LANGUAGE INSTRUCTION; *LANGUAGE PROGRAMS;*PARENT ATTITUDES; PARENT PARTICIPATION; PROGRAM EVALUATION;*QUESTIONNAIRES; SPANISH SPEAKING



THIS INSTRUMENT PROVIDES QUESTIONS FOR DETERMINING PARENTALATTITUDES TOWARD ASPECTS OF THE BILINGUAL EDUCATION PROGRAMSIN WHICH THEIR CHILDREN PARTICIPATE. THE QUESTIONS APPEAR INBOTH ENGLISH AND SPANISH. TECHNIQUES FOR ADMINISTERING THEDUESTIONNAIRE ARE SUGGESTED ALONG WITH POSSIBLE USES OF THEINFORMATION. (VM)

102


PURLICATION DATE: SEP 71

TITLE: EDUCATIONAL ATTITUDE SURVEY.

DESCRIPTOR: *BILINGUAL EDUCATION; BILINGUALISM; CHILDREN;ENGLISH: LANGUAGE INSTRUCTION; LANGUAGE PLANNING; *LANGUAGEPROGRAMS; *LANGUAGE ROLE; *PARENT ATTITUDES; PROGRAMEVALUATION; PUBLIC SCHOOLS; 4QUESTIONNAIRES; SPANISH;SPANISH SPEAKING

E ')RS PRICE: EDRS PRICE ME-$0.65 HC-S3.29


THIS INSTRUMENT WAS DEVELOPED FOR USE WITH PARENTS OFCHILDREN PARTICIPATING IN BILINGUAL EDUCATION PROGRAMS. ITSEEKS TO DETERMINE PARENTAL ATTITUDES TOWARD EDUCATION INGENERAL AND TOWARD USING BOTH SPANISH AND ENGLISH TO TEACHCOURSES IN PUBLIC SCHOOLS. STATEMENTS REQUIRING PARENTALAGREEMENT OR DISAGREEMENT APPEAR IN BOTH SPANISH ANDENGLISH. TCCHNIQUES FOR ADMINISTERING THE QUESTIONNAIRE ARESUGGESTED ALONG WITH POSSIBLE USES OF THE INFORMATION. (Vml

103


TITLE: PRIMARY SELF-CONCEPT SCALE: GIRLS.

PERSONAL AUTHOR: MULLER, DOUGLAS G.; LEONETTI, ROBERT

DESCRIPTOR: ATTITUDES; BEHAVIOR; BILINGUAL EDUCATION;*FEMALES; *IDENTIFICATION (PSYCHOLOGICAL); *ILLUSTRATIONS;INDIVIDUAL DEVELOPMENT; PEER RELATIONSHIP; PERSONALITYTESTS; SELF CONCEPT; *SELF CONCEPT TESTS; SELF ESTEEM; SELFEVALUATION; *SPANISH SPEAKING

FORS [CE: FORS PRICE MF-$0.65 HC-$3.29


THIS BOOKLET OF ILLUSTRATIONS ACCOMPANIES THE PRIMARYSELF-CONCEPT SCALE: TEST MANUAL AND DEPICTS THE BEHAVIORALTFRNATIVES TO BE CHOSEN BY THE CHILDREN AS THEY RELATE TOPARTICULAR SITUATIONS DESCRIBFO BY THE EXAMINERS AS PART OFTHE TEST. THIS BOOKLET IS DESIGNED FOR GIRLS TAKING THETEST. FOR THE VERSION FOR BOYS, SEE FL 003 115; FOR THE TESTMANUAL, SFE FL 003 116. (VM)

104

ACCESSInN NUMBER: En062846

rITLE: PRIMARY SELF-CONCEPT SCALE: BOYS.


DESCRIPTOR: ATTITUDES; BEHAVIOR; BILINGUAL EDUCATION;*IDENTIFICATION (PSYCHOLOGICAL!: *ILLUSTRATIONS; INDIVIDUALDEVELOPMENT; *MALES; PEER RELATIONSHIP; PERSONALITY TESTS;SELF CONCEPT; *SELF CONCEPT TESTS; SELF ESTEEM; SELFEVALUATION; *SPANISH SPEAKING

EnRS PRICE: EDRS PRICE mF-$0.65 HC-$3.29


THIS BOOKLET OF ILLUSTRATIONS ACCOMPANIES THE PRIMARYSELF-CONCEPT SCALE: TEST MANUAL AND DEPICTS THE BEHAVIORALTERNATIVES TO BF CHOSEN BY THE CHILDREN AS THEY RELATE TOPARTICULAR SITUATIONS DFSCRIBED BY THE EXAMINERS AS PART nFTHE TEST. THIS BOOKLET IS DESIGNED FOR BOYS TAKING THE TEST.FOR THE VERSION FOR GIRLS, SEE FL 003 114; FOR THE TESTMANUAL, SEE FL 003 116. (VMI

305


TITLE: PRIMARY SELF-CONCEPT SCALE: TEST MANUAL.


DESCRIPTOR: BEHAVIOR; BILINGUAL EDUCATION; BILINGUALISM;IDENTIFICATION (PSYCHOLOGICAL); INDIVIDUAL DEVELOPMENT;KINDERGARTEN; MEXICAN AMERICANS; PEER RELATIONSHIP;PERSDNALITY TESTS; *PRIMARY GRADES; SCORING; *SELF CONCEPT;*SELF CONCEPT TESTS; SELF ESTEEM; SELF EVALUATION; *SPANISHSPEAKING; *TEST CONSTRUCTION; TEST INT0RPRETATION; TESTRELIABILITY; TEST VALIDITY

EORS PRICE: EDRS PRICE MF-$0.65 HC-$3.29


IT IS THE PURPOSE OF THE TEST DESCRIBED IN THIS DOCUMENT TOPROVIDE A PROCEDURE FOR ECONOMICALLY EVALUATING SEVERALASPECTS OF SELF CONCEPT RELEVANT TO SCHOOL SUCCESS. THE TESTWAS CONSTRUCTED SPECIFICALLY FOR USE WITH THE CHILD OFSPANISH OR MEXICAN DESCENT IN THE SOUTHWEST, BUT IT IS ALSOAPPROPRIATE FOR USE WITH CHILDREN FROM THE ANGLO CULTURE.THE TEST CONSISTS OF 24 ITEMS; IN EACH ITEM, THE EKAMINFE ISTOLD A DESCRIPTIVE STORY ABOUT AN ILLUSTRATION ANO ISINSTRUCTED TO DRAW A CIRCLE AROUND THE PERSON IN THEILLUSTRATION THAT IS MOST LIKE HIMSELF. THIS DOCUMENTINCLUDES DIkECTIONS FOR ADMINISTERING THE TEST. THEDESCRIPTIVE STORIES ACCOMPANYING EACH T!ST ITEM, AND OTTAItSON SCORING, INTERPRETATION, TEST CONSTRUCTION. RittAssfelv.AND VALIDITY. STATISTICAL DATA ANO RESULTS 1111# ALSOINCLUDED. F'R THE ILLUSTRATIONS MO IN Tsif TEST, SEE PL 003IIS FOR THE BOYS VE,SIAN &NO it 00$ II CDR THE GIRLSVFRSION. IVMI

106

ACCESS/ON NUMBER: ED062859

PulitICATION DATE: 71

TITLE: IT TAKES ALL KINDS OF PEOPLE.

PFRSONAl AUTHOR: DIAZ, LUISA V.

DESCRIPTOR: BASIC SKILLS; *CONVERSATIONAL LANGUAGE COURSES;*CULTURAL EDUCATION; *ENGLISH (SECOND LANGUAGE); GRAMMAR;*INSTRUCTIONAL MATERIALS; LANGUAGE INSTRUCTION; LANGUAGESKILLS; PERFORMANCE CRITERIA; *SPANISH SPEAKING; TEACHINGGUIDES

FORS PRICE: EDRS PRICE MF-S0.65 HC-$3.29

DESCRIPTIVE NOTE: I3P.

THIS IS A COURSE IN ENGLISH-AS-A-SECOND-LANGUAGE DESIGNEDTO MAKE STUDENTS FURTHER UNDERSTAND CULTURAL DIFFERENCES ANDTO ACCEPT AND ADJUST TO ENVIRONMENTAL CHANGES IN CONFLICTWITH THEIR OWN CULTURE WITHOUT DAMAGE TO THEIR SELF-IMAGE ORTHAT OF THEIR CULTURALLY DIFFERENT PARENTS IN A PLURALISTICSOCIEY. STUDENTS ARE TO DISCUSS, ACCORDING TO SPECIFIEDPERFORMANCE OBJECTIVES, READ, AND WRITE ABOUT CULTURALDIFFE1ENCES AND DIFFERENT CULTURE GROUPS IN THE COMMUNITYUSING CONTROLLED LANGUAGE PATTERNS. LINGUISTIC DIFFICULTIESCAUSED BY "GOING TO," "WILL," "BE," AND "00" ARE TREATED INSEVERAL EXERCISES. A LIST OF RESOURCE MATERIALS IS PROVIDED.(AUTHOR/RL)

1107

trrtiace NuNtlfes E0062946

00441CATION 00E: JUN T2

TITLE: THE ADMINISTRATIVE ASPECTS OF THE DEVELOPMENT OF ARILINnuAL SECRETARIAL /CLERICAL PROGRAM AT SANTA ANA COLLEGE.

PFRSONAL AUTHOR: RUSSO, JOHN V.

DESCRIPTOR: *BILINGUAL EDUCATION; *BUSINESS EDUCATION;'JUNIOR COLLEGES; *MEXICAN AMERICANS; *OFFICE OCCUPATIONS;STUDENT NEEDS

EOPS PRICE: ECRS PRICE MF-S0.65 HC-$3.29

DESCRIPTIVE NOTE: 21P.; SEMINAR PAPER

AT SANTA ANA COLLEGE (CALIFORNIA), A BILINGUALSECRETARIAL/CLERICAL PROGRAM WAS PROPOSED TO MEET THE NEEDSOF THEIR PREDOMINATELY MEXICAN AND BILINGUAL COMMUNITY, ANDTO HELPMEET THE DEMAND FOR BILINGUAL EMPLOYEES. THE GOAL OFTHE PROGRAM WAS TO RAISE THE PROFICIENCY OF THESE STUDENTSTO THAT OF THE ANGLO GRADUATES SO THAT THEY COULD PERFORMALL FUNCTIONS WITH SKILL AT THE ENTRY LEVEL BUT ALSO USETHEIR BILINGUAL BACKGROUND ADVANTAGEOUSLY. THE REPORTINCLUDES AN OUTLINE OF THE CURRICULUM, A DESCRIPTION OF THEFACILITIES AND.EQUIPMENT, AND A DISCUSSION OF VARIOUSLEARNING AIDS USED INCLUDING INDIVIDUALIZED INSTRUCTION,LEARNING LABORATORIES, AN INSTRUCTOR OF SPANISH-SPEAKINGBACKGROUND, AND AN INSTRUCTIONAL AIDE. A BUDGET ANALYSISCONTAINING THE NECESSARY FACILITIES, EQUIPMENT, ANDPERSONNEL IS INCLUDED. (RN)

108



TITLE: A STUDY OF THE RELATIONSHIP OF GLOBAL SELF-CONCEPT,ACADEMIC SELF-CONCEPT, AND ACADEMIC ACHIEVEMENT AMONG ANGLOAND MEXICAN- AMERICAN SIXTH GRADE STUDENTS.

PERSONAL AUTHOR: LINTON, THOMAS H.

DESCRIPTOR: *ACADEMIC ACHIEVEMENT; * ANGLO AMERICANS;COMPARATIVE ANALYSIS; CROSS CULTURAL STUDIES; *ELEMENTARYSCHOOL STUDENTS; GRADE 6; MEXICAN AMERICANS; *SELF CONCEPT;SEX DIFFERENCES; SOCIOECONOMIC STATUS; TABLES (DATA)

ERRS PRICE: EORS PRICE MF-$0.65 HC-$3.29

DESCRIPTIVE NOTE: 13P.; PAPER PRESENTED AT THE ANNUALMEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION,CHICAGO, ILLINOIS, APRIL 3-7, 1972

THE STUDY WAS CONDUCTED TO DETERMINE (1) IF ANGLO ANDMEXICAN AMERICAN 6TH-GRADE STUDENTS DIFFERED SIGNIFICANTLYON MEASURES OF GLOBAL AND ACADEMIC SELF-CONCEPTS AND (2) THERELATIONSHIP OF ACADEMIC ACHIEVEMENT TO THESE SELF-CONCEPTS.A SAMPLE OF 172 ANGLO AND 160 MEXICAN AMERICAN STUDENTS FROM16 ELEMENTARY SCHOOLS IN A SOUTHERN NEW MEXICO CITY WASSTRATIFIED BY 3 SOCIOECONOMIC LEVELS. THE PIERS - HARRISCHILDREN'S SELF CONCEPT SCALE AND A 5-ITEM FACTOR-ANALYZEDSCALE DFVELOPEO FROM EXISTING RESEARCH WERE USED TO MEASURESELF-CONCEPT. STUDENT ACHIEVEMENT WAS MEASURED BYTEACHER-ASSIGNED GRADES IN READING, ARITHMETIC, AND SOCIALSTUDIES AND BY THE IOWA TEST OF BASIC SKILLS. A 3-WAYANALYSIS OF VARIANCE MODEL (WITH STUDENTS CLASSIFIEDACCORDING TO ETHNICITY, SEX, AND SOCIOECONOMIC LEVEL! tiASUSED TO TEST DIFFERENCES BETWEEN STUDENTS. RESULTS INDICATEDNO SIGNIFICANT DIFFERENCES BETWEEN ETHNIC GROUPS IN TERMS OFACADEMIC AND GLOBAL SELF-CONCEPTS, AND NO SEX DIFFERENCESWERE FOUND. SIGNIFICANT DIFFERENCES WERE FOUND IN BOTHSELF-CONCEPT MEASURES BETWEEN SOCIOECONOMIC LEVELS. HIGHSOCIOECONOMIC LEVEL WAS ASSOCIATED WITH HIGH SELF-CONCEPTAND LOW SOCIOECONOMIC LEVEL WAS ASSOCIATED WITH LOWSELF-CONCEPT. HOWEVER, MiDOLE-SOCIOECONOMIC -LEVEL MEXICANAMERICAN STUDENTS' ACADEMIC SELF-CONCEPT SCORES WERE ALMOSTTHE SAME AS THOSE OF LOW-SOCIOECONOMIC-LEVEL ANGLO ANDMEXICAN AMERICAN STUDENTS. RESULTS OF ACTUAL ACHIEVEMENTWERE CONSISTENT WITH FINDINGS OF PREVIOUS STUDIES, ANDCORRELATION ANALYSIS OF THE RELATIONSHIPS BETWEENSELF-CONCEPT AND ACHIEVEMENT DID NOT VIELD A CONSISTENTPATTERN ACROSS SOCIOECONOMIC LEVELS. (NQ)

109



TITLE: ETHNIC GROUPS--THEIR CULTURES AND CONTRIBUTIONS.

PERSONAL AUTHOR: JACKSON, ANNE, ED.

DESCRIPTOR: *AMERICAN INDIANS; *ANNOTATED BIBLIOGRAPHIES;CHINESE AMERICANS; CULTURE; ETHNIC. GROUPS; ETHNIC RELATIONS;FILIPINO AMERICANS: HISTORY; JAPANESE AMERICANS; KOREANAMERICANS; *MEXICAN AMERICANS; *NEGROES; *NON WESTERNCIVILIZATION

IDENTIFIER: *ORIENTAL AMERICANS

EDRS PRICE: EORS PRICE MF-$0.65 HC-$6.58

DESCRIPTIVE NOTE: I62P.

SEEKING TO PROMOTE APPRECIATION OF THE CULTURE OF AMERICANINDIANS, BLACK AMERICANS, MEXICAN AMERICANS, AND ORIENTALAMERICANS, THIS 701-ITEM ANNOTATED BIBLIOGRAPHY WITHREFERENCES FROM 1929 TO 1970 GIVES CITATIONS RELATED TO THEHISTORY, CULTURE, AND MORES OF THESE ETHNIC GROUPS. THEBIBLIOGRAPHY INCLUDES CLASSIFIED (BY SUBJECT AND USAGELEVEL) CITATIONS OF 666 BOOKS AS WELL AS CITATIONS OF 27FILMS AND 8 RECORDINGS RECOMMENDED FOR USE IN THE ELEMENTARYAND SECONDARY SCHOOLS. AN AUTHOR-TITLE INDEX IS ALSOINCLUDED. (ma)

AVAILABILITY: DEPARTMENT OF EDUCATION, STATE CAPITOLBUILDING, LITTLE ROCK, ARKANSAS 72201 1$1.00)

110



TITLE: SOUTH BY SOUTHWEST: THE MEXICAN-AMERICAN AND HISHERITAGE.

PERSONAL AUTHOR: TEBBEL, JOHN; RUIZ, RAMON EDUARDO

DESCRIPTOR: *AMERICAN HISTORY; *CHILDRENS BOOKS; CULTURALAWARENESS; *DEVELOPING NATIONS; EMPLOYMENT; FOREIGNRELATIONS; INDUSTRY; INSTRUCTIONAL MATERIALS; *MEXICANAMERICANS; SOCIOECONOMIC INFLUENCES; *SUPPLEMENTARY READINGMATERIALS

IDENTIFIER: MEXICO; SOUTHWEST

EMS PRICE: DOCUMENT NOT AVAILABLE FROM EDRS.


THE HERITAGE OF THE MEXICAN AMERICAN PEOPLE WHO SETTLED INTHE SOUTHWEST IS DISCUSSED IN THIS BOOK WITH REGARD TOMEXICO'S HISTORY, ITS REVOLUTION WITH SPAIN, MEXICO TODAY,AND ITS RELATIONS WITH THE UNITED STATES. THE ILLUSTRATEDBOOK IS DESIGNED FOR USE BY OR WITH YOUNG PEOPLE. (NQ)

AVAILABILITY: DOUBLEDAY E COMPANY, INC., GARDEN CITY, N.Y.11530 ($1.45 PLUS HANDLING)

111



TITLE: ASSESSING CULTURAL CHANGE IN NORTH-CENTRAL NEWMEXICO.

PERSONAL AUTHOR: EASTMAN, CLYDE

DESCRIPTOR: *ACCULTURATION; *CROSS CULTURAL STUDIES;*CATURAL BACKGROUND; ECONOMIC FACTORS; EDUCATION; HEALTH;IN:OME; MASS MEDIA; *RESEARCH; *SPANISH AMERICANS

IDENTIFIER: *NEW MEXICO


DESCRIPTIVE NOTE: 65P.; AGRICULTURAL EXPERIMENT STATIONBULLETIN 592

A STUDY CONDUCTED DURING THE SUMMER OF 1969 RESEARCHED THECONCEPT OF CULTURE WITH REGARD TO THE ACCULTURATION PROCESSOF SPANISH AMERICANS. THE SPANISH AMERICANS OF NORTH-CENTRALNEW MEXICO WERE COMPARED WITH THE ANGLO AMERICANS LIVINGWITHIN THAT REGION. DATA WERE COLLECTED ON 799 ADULTS FROMTHE 2 GROUPS BY MEANS OF PERSONAL INTERVIEWS. FACTORANALYSIS IDENTIFIED A FACTOR LABELED THE MODERN-TRADITIONALDIMENSION WHICH CONSISTED OF 6 VALUE ORIENTATIONS:ACTIVISM-FATALISM, FISK-TAKING, TIME, INTEGRATION WITHFAMILY, PREFERENCE FOR SECONDARY SOCIAL RELATIONS, ANDSUPERSTITION. ANALYSIS OF VARIANCE WAS USED TO EXPLORE THERELATIONSHIP OF THE MODERNISM SCORE TO VARIOUS REFERENCEGROUP CHARACTERISTICS. THIS ANALYSIS ELABORATED THE NATUREOF MODERNISM AND ALLOWED ASSESSMENT OF CHANGES TAKING PLACEAMONG VARIOUS SUBGROUPS. FINDINGS SHOWED THAT ACCULTURATIONIS TAKING PLACE, BUT SPANISH AMERICANS ARE NOT BLENDINGCOMPLETELY. REGRESSION ANALYSIS INDICATED THAT, WHEN OTHERRELEVANT FACTORS ARE HELD CONSTANT, THERE ARE SIGNIFICANTINCOME DIFFERENCES BETWEEN SPANISH AND ANGLO HOUSEHOLDHEADS. (NQ)

112


PUBLICATION DATE: APR 72

TITLE: ELABORATION AND LEARNING EFFICIENCY IN FOUR ETHNICGROUPS.

PERSONAL AUTHOR: KEE, DANIEL W.; ROHWER, WILLIAM D., JR.

DESCRIPTOR: AURAL STIMULI; CAUCASIAN RACE; CHINESEAMERICANS; *ETHNIC GROUPS; *LEARNING CHARACTERISTICS; LOWERCLASS STUDENTS; *MEASUREMENT TECHNIQUES; NEGRO STUDENTS;*PAIRED ASSOCIATE LEARNING; RECOGNITION; *RESPONSE MODE;RETENTION; SPANISH AMERICANS; VISUAL STIMULI


DESCRIPTIVE NOTE: 23P.; A PAPER PRESENTED AT THE ANNUALMEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION(CHICAGO, ILL., APRIL 3-7, 1972)

PAIRED-ASSOCIATE LEARNING EFFICIENCY WAS ASSESSED WITHINFOUR LOW-SES ETHNIC POPULATIONS (BLACK, CHINESE-AMERICAN,LATINO-AMERICAN, AND WHITE) AS A FUNCTION OF PRESENTATIONCONDITIONS AND METHOD OF MEASUREMENT (VERBAL RECALL VS.PICTORIAL RECOGNITION). A MIXED-LIST PAIRED-ASSOCIATE TASKWAS ADMINISTERED INDIVIDUALLY TO 40 SECOND GRADE CHILDRENFROM EACH GROUP. THE RESULTS REVEALED SUBSTANTIAL EFFECTSFOR PRESENTATION CONDITIONS, BUT NOT FOR POPULATIONS.NEVERTHELESS, THE PATTERN OF CONDITIONS EFFECTS DIFFERED ASA FUNCTION OF BOTH POPULATIONS AND MEASUREMENT METHOn. ANEXPLANATION OF THE RESULTS WAS DISCUSSED IN TERMS OF THECONCEPT OF DIFFERENTIAL MEMORY CODING AS A FUNCTION OFSPECIFIC SUBJECT CHARACTERISTICS. (REFERENCES, TABLES, ANDFIGURES ARE APPENDED.) (AUTHOR)

113


PUBLICATION DATE: 27 MAR 72

TITLE: COUNSELING RACIAL AND ETHNIC MINORITIES IN THE UNITEDSTATES.

PERSONAL AUTHOR: VONTRESS, CLEMMONT

DESCRIPTOR: AMERICAN INDIANS; *COUNSELING; *COUNSELORTRAINING; *CULTURAL FACTORS; CULTURE CONFLICT; DEPRESSEDAREAS (GEOGRAPHIC); EDUCATIONAL NEEDS; *ETHNIC GROUPS;*HELPING RELATIONSHIP; JAPANESE AMERICANS; JEWS; MINORITYGROUPS; NEGROES; SPANISH SPEAKING

IDENTIFIER: APPALACHIA

EDRS PRICE: FORS PRICE MF-$0.65 HC-$3.29

DESCRIPTIVE NOTE: 16P.; PAPER PRESENTED AT THE AMERICANPERSONNEL AND GUIDANCE ASSOCIATION CONVENTION, CHICAGO,ILL., MARCH 27, 1972

THE PURPOSE OF THIS PAPER IS TO DISCUSS IN BRIEF SIX RACIALAND ETHNIC MINORITY GROUPS IN THE UNITED STATES, IN ORDER TODEMONSTRATE HOW SELECTED CULTURAL VARIABLES MAY-INTRUDE-IN-----THE COUNSELING RELATIONSHIP. AMERICAN INDIANS PRESENT SUCHPROBLEMS AS LANGUAGE DIFFICULTIES, TACITURNITY, ANDSUSPICIOUSNESS. IN WORKING WITH AMERICANS OF AFRICANDESCENT, THE COUNSELOR IS APT TO ENCOUNTER TWO KINDS OFPROBLEMS, THE FIRST RELATED TO THE COUNSELING PROCESS ANDTHE SECOND RELATED TO THE PRODUCT, GOAL, OR OUTCOME. BECAUSEOF LONG GEOGRAPHICAL ISOLATION AND STRONG RESISTANCE TOCHANGE, RESIDENTS OF APPALACHIA MAY BE CONSIDERED AN ETHNICMINORITY. THEY, IN THE COUNSELING RELATIONSHIP, PRESENTCULTURAL BARRIERS RELATED TO LISTENING, PERSONALISM, ANDLANGUAGE. SPANISH HERITAGE GROUPS INTRODUCE A LANGUAGEBARRIER, DEMAND FOR RESPECT, MACHISMO, AND SUSPICION ASSOURCES OF DIFFICULTY IN COUNSELING. SINCE AMERICAN JEWSCONSTITUTE A CULTURAL COMMUNITY, THE COUNSELOR UNFAMILIARWITH THE ETHOS OF THE GROUP MAY BE INEFFECTUAL HELPING THEM.TO BE EFFECTIVE, THE NON-JAPANESE COUNSELOR NEEDS TOUNDERSTAND SEVERAL ASPECTS OF THE JAPANESE AMERICANPERSONALITY: ENVY AND SHAME, MODESTY AND RESERVE, ANDGENERATION DIFFERENCES. (AUTHOR/JM)

114.



TITLE: SUCCESS IN FIRST-GRADE READING.

PERSONAL AUTHOR: STANCHFIELO, JO M.

DESCRIPTOR: CAUCASIAN STUDENTS; *EXPERIMENTAL CURRICULUM;*KINDERGARTEN; LISTENING SKILLS; MEXICAN AMERICANS; NEGROSTUDENTS; *PREREADING EXPERIENCE; PSYCHOMOTOR SKILLS;READING MATERIALS; *READING READINESS; *READING SKILLS


DESCRIPTIVE NOTE: 7P.; PAPER PRESENTED AT ANNUAL CONVENTIONOF INTERNATIONAL READING ASSN. (17TH, DETROIT, MAY 10-13?1972)

A STUDY CONDUCTED WITH 17 EXPERIMENTAL AND 17 CONTROLKINDERGARTEN CLASSES OF MEXICAN-AMERICAN, BLACK, AND OTHERWHITE CHILDREN OF VARIED ACADEMIC ACHIEVEMENT SOCIO-ECONOMICBACKGROUND ATTEMPTED TO DETERMINE WHETHER TRAINING INPRE-READING SKILLS WOULD IMPROVE TEST SCORES IN BEGINNINGREADING. WHILE CHILDREN IN THE CONTROL GROUPS EXPERIENCEDTHE REGULAR KINDERGARTEN CURRICULUM, EXPERIMENTAL GROUPSFOLLOWED A COURSE OF STUDY DESIGNED IN A SEQUENTIAL,DEVELOPMENTAL ORDER TO TEACH THE FOLLOWING SKILLS: (1)LISTENING FOR COMPREHENSION OF CONTENT; 121 LISTENING FORAUDITORY DISCRIMINATION; (31 VISUAL DISCRIMINATION SKILLS;(4) ORAL LANGUAGE SKILLS; (51 MOTOR-PERCEPTUAL SKILLS; AND(6) SOUND-SYMBOL CORRESPONDENCE SKILLS. MATERIALS USED INTHE EXPERIMENTAL COURSE INCLUDED DETAILED TEACHER READINGREADINESS MANUALS, PICTURE CARDS, FLANNELBOARDS, HANDPUPPETS, AND SPECIALLY SELECTED CHILDREN'S BOOKS. TESTSADMINISTERED AT THE END OF THE KINDERGARTEN SCHOOL YEAR, ANDAGAIN AFTER A YEAR OF A REGULAR FIRST GRADE CURRICULUM,DISCOVERFD A SIGNIFICANT IMPROVEMENT FOR ALL EXPERIMENTALGROUPS OVER ALL CONTROL GROUPS IN READING ABILITY, WITHDIFFERENTIATED SCORES FOR DIFFERENT ETHNIC GROUPS, BUTUNDIFFERENTIATED SCORES FOR BOYS AND GIRLS IN THEEXPERIMENTAL GROUPS. (STATISTICAL TABLES OF TEST SCORES AREINCLUDED.) IMF)

115



TITLE: RESOURCE MATERIAL FOR BILINGUAL EDUCATION.

DESCRIPTOR: BICULTURALISM; *BILINGUAL EDUCATION; BILINGUALTFACHER AIDES; CLASSROOM TECHNIQUES; CULTURAL EDUCATION;CULTURAL PLURALISM; ENGLISH (SECOND LANGUAGE);*INSTRUCTIONAL MATERIALS; *LANGUAGE ENRICHMENT; LANGUAGEINSTRUCTION; *LEARNING ACTIVITIES; MEXICAN AMERICANS;*PRIMARY EDUCATION; RESOURCE MATERIALS; SECOND LANGUAGELEARNING; SPANISH SPEAKING; VOCABULARY DEVELOPMENT

EORS PRICE: ERRS PRICE MF-$0.65 HC-$9.87


THIS HANDBOOK CONSISTS OF MATERIAtS WRITTEN IN SPANISH ANDENGLISH AND SERVES AS A REFERENCE BOOK TO AID THE BILINGUALCLASSROOM TEACHER AND INSTRUCTIONAL AIDE AT THE PRIMARYLEVEL BY PROVIDING MATERIAL FOR LANGUAGE ENRICHMENT ANDSUPPLEMENTARY LEARNING ACTIVITIES. THERE IS MATERIAL TOSUPPLEMENT EACH AREA OF THE CURRICULUM; THE HANDBOOK ISDIVIDED INTO SECTIONS ON PATRIOTISM, DAYS -- MONTHS -- SEASONS,COLORS -- LETTERS -- NUMBERS, PLANTS-ANIMALS,SELF -- FAMILY -- COMMUNITY, FOOD -- CLOTHING, HOLIDAYS -- SPECIALEVENTS, CLASSROOM TERMS AND EXPRESSIONS, AND BIOGRAPHIES.POEMS, FINGER PLAYS, S7uRIES, AND SONGS ARE PROVIDED FOR USEIN AURAL-ORAL ACTIVITIES TO SUPPLEMENT THE AREAS OFLANGUAGE, ART, AND MUSIC. NO GRADE-LEVEL LIMITATIONS AREPLACED ON THE USE OF THE MATERIAL; IT IS SUGGESTED THAT.TEACHERS ADAPT THE DIFFERENT IDEAS AND ACTIVITIES WHICH ARESUITABLE FOR THEIR GRADE LEVEL. 1AUTHOR/VM)

116



TITLE: PROYECTO LEER BULLETIN, NUMBER B.

PERSONAL AUTHOR: BENSON, SUSAN SHATTUCK

DESCRIPTOR: *ADULT EDUCATION; *ANNOTATED BIBLIOGRAPHIES;BIBLIOGRAPHIES; BULLETINS; *CHILDRENS BOOKS; *INSTRUCTIONALMATERIALS; INSTRUCTIONAL PROGRAM DIVISIONS; LANGUAGEINSTRUCTION: MODERN LANGUAGES; NON ENGLISH SPEAKING;*SPANISH SPEAKING

EDRS PRICE: EDRS PRICE MF-40.65 HC-$3.29


THIS BULLETIN LISTS EDUCATIONAL MATERIALS FOR THE SPANISHSPEAKING. SEVERAL HUNDRED DOCUMENTS ARE LISTED IN THREE RAINSECTIONS: (11 ORGANIZATIONS, PROGRAMS, LAWS, AND NEWSRELATED TO THE SPANISH SPEAKING; 121 A LIST OF BOOKSSELECTED; AND 131 A LIST OF PUBLISHERS ANO DISTRIBUTORS WITHTHEIR ADDRESSES. SEVERAL BIBLIOGRAPHIES ARE INCLUDED.ENTRIES ARE ANNOTATED ANO INCLUDE COMMENTS PERTAINING TOGRADE LEVEL. MIA

ACCESSION NUMBER: 10063822


TITLE: PROVECTO LEER BULLETIN. NUMBER 9.

PERSONAL AUTHOR: RINSON. SUSAN SHATTUCK

OFSCRIPT0A: AOuLT EDUCATION: ANNOTATED BIBLIOGRAPHIES;Aunlf,v1SuAL AIDS: AUDIOVISUAL INSTRUCTION: BIBLIOGRAPHIES;RIRLF INS: CHILORENS BOOKS; FEDERAL PROGRAMS: FOLKLORE*onKS: INSTRUCTIONAL MATERIALS; INSTRUCTIONAL MEDIA;INSTRUCTIONAL PROGRAM DIVISIONS; LANGUAGE INSTRUCTION;m(10FRN LANGUAGES; *RESOURCE MATERIALS; *SPANISH; *SPANISHSPEAKING

EDRS PRICE: EDRS PRICE MF-$0.65 HC-S3.29

')ESCRIPTIVE NOTE: 16P.

THIS BULLETIN LISTS ADDRESSES OF PUBLISHERS ANDDISTRIRUTORS OF AUDIOVISUAL INSTRUCTIONAL MATERIALS INSPANISH IN THE UNITED STATES AND LATIN AMERICA. SOURCES ARELISTED IN FOUR CATEGORIES: (1) FEDERAL SOURCES OF MATERIALS,INFORMATION ON MATERIALS, NAMES OF RESOURCE PEOPLE,PROGRAMS, AND PROPOSAL GUIDELINES CONCERNING THE SPANISHSPEAKING; (2) CONSUMER EDUCATION MATERIALS IN SPANISH OR FORTHE SPANISH SPEAKING; (31 FOLK MUSIC OF THE AMERICAS; AND(4) BOOKS, BIBLIOGRAPHIES, AND PERIODICALS. TWO SECTIONSLISTING CHILDREN'S AND ADULTS' BOOKS IN SPANISH ARE INCLUDEDWITH ANNOTATIONS. (RL)

118


PUBLICATION DATE: 4 FEB 72

TITLE: THE PREPARATION OF THE TEACHER FOR BILINGUALEDUCATION.

PERSONAL AUTHOR: MICHEL, JOSEPH

DESCRIPTOR: *BACHELORS DEGREES; *BILINGUAL EDUCATION;BILINGUALISM; CURRICULUM DESIGN; *CURRICULUM DEVELOPMENT;EDUCATIONAL OBJECTIVES; *ELEMENTARY EDUCATION; GUIDELINES;LANGUAGE ARTS; LANGUAGE PROGRAMS; QUESTIONNAIRES; SPANISHSPEAKING; STUDENT TEACHING; *TEACHER EDUCATION

EDRS PRICE: EDRS PRICE ME-40.65 HC-53.29

DESCRIPTIVE NOTE: 21P.; SPEECH PRESENTED AT EDINBORO STATECOLLEGE, EDINBORO, PENNSYLVANIA, FEBRUARY 4, 1972

THIS DOCUMENT CONTAINS A PROPOSED CURRICULUM FOR A BACHELOROF SCIENCES PROGRAM IN ELEMENTARY EDUCATION WITH AN ACADEMICCONCENTRATION IN BILINGUAL EDUCATION FOR SPANISH-ENGLISHBILINGUALS. A QUESTIONNAIRE SENT TO SELECTED INDIVIDUALSPROVIDED IDEAS ON SOME OF THE ISSUES AND PROBLEMS DISCUSSEDIN THIS PAPER. THE QUESTIONNAIRE, INCLUDED HERE ALONG WITHRESULTS, COVERS GENERAL CONSIDERATIONS, TRAINING INLINGUISTICS, TRAINING IN ENGLISH AND SPANISH, COMPETENCE INSPANISH, TRAINING IN CULTURE, TRAINING IN METHODOLOGY,PRACTICE TEACHING, TRAINING IN EDUCATIONAL FOUNDATIONS, ANDTRAINING IN TESTING. SUGGESTIONS FOR THE TEACHER EDUCATIONCURRICULUM ARE PRESENTED ALONG WITH EXPLANATION. THE PROGRAMDEVELOPED HERE IS WEIGHTED TOWARD THE LANGUAGE ARTS. SEVERALBASIC IDEAS FOR THE PREPARATION OF THE TEACHER FOR BILINGUALEDUCATION ARE LISTED. IVM)

119



TITLE: ORAL LANGUAGE ASSESSMENT.

PERSONAL AUTHOR: NATALICIO, DIANA S.; WILLIAMS, FREDERICK

DESCRIPTOR: CHILD LANGUAGE; *CHILDREN; DIALECT STUDIES;EARLY CHILDHOOD; LANGUAGE; LANGUAGE RESEARCH; LINGUISTICCOMPETENCE; *LINGUISTIC PERFORMANCE; MEXICAN AMERICANS;*MINORITY GROUPS; NEGROES; PRESCHOOL CHILDREN; SPEECH;STANDARD SPOKEN USAGE; TABLES (DATAl; *TEACHER EDUCATION;*TEST RELIABILITY


DESCRIPTIVE NOTE: 14P.; PAPER PRESENTED AT THE ANNUALMEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION,APRIL 6, 1972, CHICAGO, ILLINOIS

THIS PAPER REPORTS THE ATTEMPT TO SEE WHICH CHARACTERISTICSOF THE SPEECH OF BLACK AND MEXICAN AMERICAN CHILDREN WOULDBE RELIABLY EVALUATED BY EXPERTS SPECIALIZING IN DIALECTSTUDY. PRESUMABLY, IF SELECTED CHARACTERISTICS WEREEVALUATED WITH CONSISTENCY AND BASES FOR THESE EVALUATIONSWERE GIVEN, SUCH RESULTS COULD SERVE IN TRAINING TEACHERS TORECOGNIZE AND DEAL WITH LANGUAGE DIFFERENCE IN MINORITYGROUP CHILDREN. EVALUATIONS FOR BOTH LANGUAGE GROUPS WERE INTERMS OF JUDGMENTS CONCERNING LANGUAGE DOMINANCE ANDSTANDARD AMERICAN ENGLISH COMPREHENSION, PRODUCTION,PHONOLOGY, INTONATION, INFLECTION, SYNTAX, POSSIBLE LANGUAGEPATHOLOGIES, AND PREDICTIONS OF READING ACHIEVEMENT. INADDITION, THE MEXICAN AMERICAN CHILDREN WERE EVALUATED ONSPANISH COMPREHENSION, PRODUCTION, PHONOLOGY, INTONATION,AND SYNTAX. RELIABILITY ESTIMATES ARE PROVIDED FOR EACH OFTHE ASPECTS OF THE INVESTIGATION. (AUTHOR/VM)

120



TITLE: MEXICAN AMERICANS AND EDUCATIONAL CHANGE. SYMPOSIUM.(UNIVERSITY OF CALIFORNIA, RIVERSIDE, MAY 21-22, 1971).

PERSONAL AUTHOR: CASTANEDA, ALFREDO, ED.; AND OTHERS

DESCRIPTOR: ATTITUDES; *BICULTURALISM; *BILINGUALEDUCATION; CULTURAL PLURALISM; *EDUCATIONAL CHANGE;*EDUCATIONAL NEEDS; *MEXICAN AMERICANS; POLITICS; SYMPOSIA

EDRS PRICE: EDRS PRICE MF -$O.65 HC-$16.45


SEVENTEEN PAPERS PRESENTED AT A SYMPOSIUM ON "MEXICANAMERICANS AND EDUCATIONAL CHANGE" FUNDED BY PROJECT FOLLOWTHROUGH, U.S. OFFICE OF EDUCATION, ARE CONTAINED IN .THISDOCUMENT. THE PAPERS DEAL WITH SUCH TOPICS AS EDUCATIONALCHANGE IN HISTORICAL PERSPECTIVE, POLITICS OF EDUCATIONALCHANGE, CULTURAL DEMOCRACY, BICULTURAL EDUCATION, BILINGUALEDUCATION, AND PARENTAL INVOLVEMENT IN EDUCATION. THECONTRIBUTORS OF THE PAPERS REPRESENT A BROAD SPECTRUM OFSCHOLARSHIP AND EXPERTISE AND ARE ASSOCIATED WITH A VARIETYOF UNIVERSITIES THROUGHOUT THE SOUTHWEST AND WITH THEFFDERAL GOVERNMENT. THE DOCUMENT ALSO CONTAINS A KEY NOTEADDRESS BY ARMANDO RODRIGUEZ. (NO)

121



TITLE: CONFLICT AND CHANGE IN A BIFURCATED COMMUNITY: ANGLO- MEXICAN-AMERICAN POLITICAL RELATIONS IN A SOUTH TEXASTOWN.

PERSONAL AUTHOR: MILLER, MICHAEL VICTOR

DESCRIPTOR: ANGLO AMERICANS; COMMUNITY COOPERATION;DEMOGRAPHY; *ECONOMIC DEVELOPMENT; EDUCATIONAL PROBLEMS;*FLECTIONS; *INTERGROUP RELATIONS; *MEXICAN AMERICANS;*POLITICAL INFLUENCES; RACIAL DISCRIMINATION; SOCIOLOGY


DESCRIPTIVE NOTE: 292P.; MASTER'S THESIS SUBMITTED TO TEXASA & M UNIVERSITY, COLLEGE STATION, TEXAS

FACTORS TENDING TO INHIBIT THE DEVELOPMENT AND EFFICACY OFMEXICAN AMERICAN INTEREST-ORIENTED POLITICAL ACTIVITY,ANGLO-MEXICAN AMERICAN POLITICAL RELATIONS, AND OTHERRELATED FACTORS ARE EXAMINED IN THIS MASTER'S THESIS. THESTATED OBJECTIVE OF THE STUDY IS TO PROVIDE INSIGHTS AS TOHOW THESE FACTORS INFLUENCED THE POLITICAL SITUATION ON 2SEPARATE OCCASIONS. TWO GENERAL PERIODS OF POLITICALACTIVITY TRANSPIRING BETWEEN 1963 AND 1970 ARE DELINEATEDAND DESCRIBED: THE WORKING-CLASS MEXICAN AMERICAN POLITICALACTION AND ANGLO AND MIDDLE-CLASS MEXICAN AMERICAN REACTION(1963-691 AND THE CHICANO POLITICAL ACTION (1969-701. AMONGTHE CONCLUSIONS BASED ON HISTORICAL ANALYSIS ARE: (11 ANORGANIZER OF AN INTEREST GROUP WILL PROBABLY BE ANEXTRA-COMMUNITY RESIDENT; (2) THE EXISTENCE OF OVERTDISSATISFACTION WILL FACILITATE THE INTRUSION OF THESEORGANIZERS; (31 THE INTEREST GROUP MUST UTILIZE ACOMMUNITY-RELEVANT ISSUE; AND (41 AMONG OTHER FACTORS,STRUCTURED RECRUITMENT WILL BE FACILITATED BY THE STATUS,EXPERTISE, AND CHARISMATIC APPEAL OF LEADERS. A MODEL OFPOLITIC '',HANGE WHICH MAY BE APPLICABLE TO MEXICAN AMERICANINTERES tIENTED POLITICAL BEHAVIOR IN SOUTH TEXASCOMMUNITitS IS DESCRIBED. (PSI

AVAILABILITY: INTER-LIBRARY LOAN FROM TEXAS A & MUNIVERSITY, COLLEGE STATION, TEXAS

122



TITLE: MEXICAN AMERICANS. ETHNIC GROUPS IN AMERICAN LIFESER IFS.

PERSONAL AUTHOR: MOORE, JOAN w.; CUELLAR, ALFREDO

DESCRIPTOR: ACCULTURATION; COMMUNITY RELATIONS; CULTURE;*DEMOGRAPHY; *EDUCATIONAL DISADVANTAGEMENT; ETHNIC ORIGINS;FAMILY (SOCIOLOGICAL UNIT; IMMIGRANTS; INSTITUTIONS;LANGUAGE; *MEXICAN AMERICAN HISTORY; *MEXICAN AMERICANS;POLITICAL ATTITUDES; RELIGION; RESEARCH; *SOCIOECONOMICINFLUENCES

EORS PRICE: DOCUMENT NOT AVAILABLE FROM ERRS.


PART OF A SERIES ON ETHNIC GROUPS IN AMERICAN LIFE, THISBOOK TREATS THE MEXICAN AMERICAN EXPERIENCE IN THE U.S.PERSPECTIVES PRESENTED IN THE BOOK RESULT FROM INTERACTIONWITH MEXICAN AMERICAN AND ANGLO STUDENTS AND WITH MEXICANAMERICAN COMMUNITY MEMBERS, FROM RESPONSES TO SURVEYS IN 3SOUTHWESTERN CITIES, AND FROM RECENT RESEARCH FINDINGS.AVAILABLE DEMOGRAPHIC INFORMATION IS SUMMARIZED, AS IS THEHISTORY OF THE CATHOLIC CHURCH AND ITS MEXICAN PARISHIONERS,MEXICAN IMMIGRATION, AND MEXICAN AMERICAN EDUCATION. MAJORDIVISIONS OF THE BOOK ARE: MEXICAN AMERICANS IN AMERICANLIFE; HISTORY: A MINORITY APPEARS; THE ORIGINS OF DIVERSITY;PROFILE OF THE MEXICAN AMERICAN; AMERICAN If.STITUTIONS INTHE MEXICAN EXPERIENCE; FAMILY AND COMMUNITY: STABILITY ANDCHANGE; IANGUAGE AND CULTURE; AND PERSPECTIVE ON POLITICS.IMJB

AVAILABILITY: PRENTICE-HALL, INC., ENGLEWOOD CLIFFS, NEWJERSEY 17632 (53.50 PAPERBACK; 55.95 HARD BACK)

123



TITLE: PROMISING SCHOOL PRACTICES FOR MEXICAN AMERICANS.

PERSONAL AUTHOR: SMITH, GEORGE W., ED.; CASKEY, OWEN 1.9ED.

DESCRIPTOR: BILINGUAL EDUCATION; COMPENSATORY EDUCATION;CULTURAL EDUCATION; EARLY CHILDHOOD EDUCATION; *EDUCATIONALPROGRAMS; *EDUCATIONAL RESEARCH; *LANGUAGE PROGRAMS;*MEXICAN AMERICANS; *MIGRANT EDUCATION; MINORITY GROUPS:PARENT PARTICIPATION; PROJECT APPLICATIONS; READINGPROGRAMS: SELF CONCEPT



THE DESIGNERS OF 66 PROJECTS INTENDED TO CREATE MEANINGFULAND PRODUCTIVE EDUCATIONAL EXPERIENCES FOR MEXICAN AMERICANCHILDREN WITH IMPOVERISHED BACKGROUNDS DESCRIBE AND EVALUATETHEIR PROGRAMS. IN THE VARIOUS ARTICLES, PROGRAMS IN THEAREAS OF READINESS AND ORIENTATION, LANGUAGE DEVELOPMENT,BILINGUAL INSTRUCTION, ENGLISH-AS-A-SECOND LANGUAGE AND ORALLANGUAGE, READING, PARENT INVOLVEMENT, AND SELF-CONCEPTENHANCEMENT ARE DESCRIBED. THE COMPILATION ALSO INCLUDESDISCUSSIONS OF MIGRANT PROGRAMS, SPECIAL PROGRAMS FORMEXICAN AMERICAN STUDENT, AND RESEARCH REPORTS ON MEXICANAMERICAN PROJECTS IN EDUCATION. MB)

124



TITLE: THE CHICANO ADDICT: AN ANALYSIS OF FACTORSINFLUENCING REHABILITATION IN A TREATMENT AND PREVENTIONPROGRAM.

PERSONAL AUTHOR: AUMANN, JON; AND OTHERS

DESCRIPTOR: *DRUG ADDICTION; *DRUG THERAPY; HISTORY;LITERATURE REVIEWS; *MEXICAN AMERICANS; *REHABILITATIONPROGRAMS; RESEARCH; *SOCIOECONOMIC BACKGROUND; TABLES (DATA)



EXPLORING A PHOENIX, ARIZONA, DRUG REHABILITATION PROGRAMORIENTED TOWARD THE CHICANO ADDICT WAS THE PURPOSE OF THISSTUDY. THE STUDY RELATED TO 3 MAJOR VARIABLES INFLUENCINGTHE REHABILITATION PROCESS: (1) CHARACTERISTICS OF THECHICANO ADDICT, (2) CHARACTERISTIC LIFE STYLE PATTERNSCONSIDERED IN THE REHABILITATION PROCESS, AND (3) THE EXTENTTO WHICH THE REHABILITATION PROCESS IS GEARED TO MEET THECHICANO ADDICT'S NEEDS. CASE RECORDS OF 232 ADDICTS COMPOSEDTHE STUDY POPULATION. IN-DEPTH INTERVIEWS USINGPREDETERMINED QUESTIONNAIRES AND NON-DIRECTIVE INTERVIEWTECHNIQUES WERE CONDUCTED WITH 22 OF THE ADDICTS.INFORMATION WAS ALSO OBTAINED FROM PROGRAM AEAINISTRATORSAND STAFF TO DETERMINE (1) PROGRAM POLICY AND SERVICES, (2)INTERPRETATION OF FINDINGS, AND (3) ASSESSMENT OF THECOMMUNITY SERVICE NETWORK. FINDINGS INDICATED THAT (1) ALARGE PROPORTION OF ADDICTS WERE MALES. (2) THE LARGESTNUMBER WERE BETWEEN 23 AND 27 YEARS OF AGE UPON ENTERING THEPROGRAM, (3) THEY WERE IN THEIR FIRST MARRIAGE AND HADDEPENDENT CHILDREN, (4) MOST WERE CATHOLIC AND MEXICANAMERICAN, (5) MOST WERE FROM BARRIOS AND HAD RECEIVED 8 TO11 YEARS OF EDUCATION, (6) MOST HAD RELIED TYPICALLY ONILLEGAL ACTIVITIES FOR INCOME (THOSE WITH LEGITIMATE JOBSHAD UNSKILLED LABOR OCCUPATIONS), (7) HEROIN WAS THE MOSTCOMMON DRUG PROBLEM, AND (8) MOST HAD BEEN ARRESTED 3 ORMORE TIMES AND WERE CONVICTED 1 TO 2 TIMES. RECOMMENDATIONSWERE TO DESIGN AN OUTREACH PROGRAM TO ATTRACT FEMALESTUDENTS AND TO CONTINUE TO LOCATE REHABILITATION PROGRAMSFOR CHICANO ADDICTS IN BARRIOS. (NQ)

AVAILABILITY: VALLE DEL SOL, INC., 1209 SOUTH 1ST AVE.,PHOENIX, ARIZONA 85003 ($3.00 PLUS HANDING)

125


PUBLICATION DATE: 30 JUN 70

TITLE: PESO BILINGUAL LANGUAGE DEVELOPMENT PROJECT. PROJECTEVALUATION, JUNE 30, 1970.

DESCRIPTOR: *ANGLO AMERICANS; *BILINGUAL EDUCATION; CONCEPTFORMATION; CULTURAL AWARENESS; LANGUAGE INSTRUCTION;LANGUAGE SKILLS; *MEXICAN AMERICANS; PARENT SCHOOLRELATIONSHIP; *PILOT PROJECTS; PRIMARY GRADES; *PROGRAMEVALUATION; SCHOOL COMMUNITY PROGRAMS; SELF CONCEPT; STAFFROLE

IDENTIFIER: WEST TEXAS



THE "PESO" BILINGUAL LANGUAGE DEVELOPMENT PROJECT WAS A1-YEAR PILOT STUDY iN 4 WEST TEXAS COUNTY SCHOOL DISTRICTSINVOLVING 451 ANGLO AND MEXICAN AMERICAN 1ST- AND 2ND-GRADESTUDENTS. THE PROJECT CONTAINED 3 COMPONENTS: (1) THEDEVELOPMENT OF BILINGUAL ORAL AND WRITTEN LANGUAGESKILLS--INSTRUCTION IN THE SPANISH LANGUAGE, AND THECONCOMITANT DEVELOPMENT OF CONCEPT FORMATION ABILITY,SELF-IMAGE, AND CULTURAL AWARENESS; AND INSTRUCTION INENGLISH, WITHIN THE REGULAR SCHOOL PROGRAM, (2) THEDEVELOPMENT OF A WELL-TRAINED STAFF OF BILINGUAL TEACHERS,AND (3) THROUGH PARENT INVOLVEMENT, THE DEVELOPMENT OF APOSITIVE RELATIONSHIP BETWEEN THE SCHOOL AND COMMUNITYCONCERNING THE BILINGUAL PROGRAM. THE OBJECTIVES OF THEINSTRUCTIONAL COMPONENT WERE ACHIEVED TO A SIGNIFICANTLEVEL; HOWEVER, 'THE ATTEMPT TO DEVELOP SPANISH WRITTENLANGUAGE SKILLS FAILED. TESTING INDICATED THE NEED FOR ANENTIRE YEAR TO DEVELOP SPANISH ORAL LANGUAGE SKILLS. STAFFDEVELOPMENT AND PARENT INVOLVEMENT OBJECTIVES WERE MET.PROCEDURES FOR THE ATTAINMENT OF THESE OBJECTIVES WEREDEEMED PRACTICAL, BUT THE EVALUATION DESIGN WAS THOUGHT TONEED FURTHER DEVELOPMENT OWING TO THE LACK OF ADEQUATEMEASUREMENT DEVICES IN SPANISH LANGUAGE DEVELOPMENT. EIGHTEXHIBITS, INCLUDING A PARENT ATTITUDE SURVEY AND EVALUATIONREPORTS, AND 12 TABLES OF TEST RESUL1S ARE APPENDED. (MJB)

126


PUBLICATION DATE: JUL 71

TITLE: ROWLAND BILINGUAL/BICULTURAL EDUCATION PROJECT.EVALUATION REPORT.

DESCRIPTOR: ACADEMIC ACHIEVEMENT; *BICULTURALISM;*BILINGUAL STUDENTS: COMMUNITY INVOLVEMENT; ENGLISH (SECONDLANGUAGE); FIELD TRIPS; *INSTRUCTIONAL MATERIALS;*KINDERGARTEN CHILDREN; *MEXICAN AMERICANS; SPANISHSPEAKING; STUDENT ATTITUDES; TEACHER EDUCATION

EDRS PRICE: EDRS PRiCE MF-$0.65 HC-$6.58


A BILINGUAL/BICULTURAL PROJECT FOR KINDERGARTEN CHILDREN INROWLAND HEIGHTS, CALIFORNIA, IS DESCRIBED IN THIS EVALUATIONREPORT. THE PROJECT INCLUDED 2 KINDERGARTEN CLASSES WITHAPPROXIMATELY 30 CHILDREN IN EACH CLASS AND A BILINGUALSTAFF. PARENTS AND OTHER COMMUNITY MEMBERS SERVED ASEDUCATIONAL VOLUNTEERS AND RESOURCE PERSONS. PRE-SERVICE ANDINSERVICE PROGRAMS WERE PROVIDED FOR TEACHERS AND TEACHERAIDES. PUPIL PERFORMANCE IN THE BICULTURAL ATMOSPHERE WASEVALUATED BY MEANS OF A KINDERGARTEN ACHIEVEMENT PROFILE ANDAN ATTITUDINAL/ADJUSTMENT RATING SCALE. THE PROJECTEVALUATION WAS ALSO BASED ON INFORMATION COLLECTED BY MEANSOF QUESTIONNAIRES DISTRIBUTED TO TEACHERS, TEACHER AIDES,PARENTS, AND ADVISORY COMMITTEE MEMBERS. RECOMMENDATIONS FORIMPROVING THE PROJECT CALL FOR CLOSER MONITORING OF STUDENTATTENDANCE, REVISION OF STUDENT SELECTION CRITERIA, BETTERLIAISON WITH TARGET AREA RESIDENTS, REVIEW OF PARENTS WHOSHOW LITTLE INTEREST IN PROGRAM PARTICIPATION, CLOSERMATCHING OF TEACHERS AND TEACHER-AIDES WITHIN EACHCLASSROOM, CLOSER MONITORING OF ADVISORY COMMITTEE MEMBERATTENDANCE, AND FULL RESPONSIBILITY ON THE PART OF THEPROJECT DIRECTOR FOR STAFF SELECTION AND STAFF SELECTIONCRITERIA. (PS)

127



TITLE: HACER VIDA. FIRST YEAR EVALUATION REPORT, 1970-71.

DESCRIPTOR: *BILINGUAL EDUCATION; *COMMUNITY INVOLVEMENT;LANGUAGE INSTRUCTION; MATERIAL DEVELOPMENT; *MEXICANAMERICANS; *PROGRAM EVALUATION; SECOND LANGUAGE LEARNING;*STAFF ROLE; TABLES (DATA)

EDRS PRICE: EDRS PRICE MF$0.65 HC-456.58

nEsCRIPTIVE NOTE: 194P.

PROJECT "HACER VIDA" IS A BILINGUAL EDUCATIONAL PROGRAMDEVELOPED JOINTLY BY 7 COOPERATING SCHOOL DISTRICTS INRIVERSIDE COUNTY, CALIFORNIA, WITH A COMBINED ENROLLMENT OFOVER 18,000 STUDENTS, OF WHICH 50T HAVE A DIRECT NEED FORBILINGUAL EDUCATIONS THE PROJECT'S MAIN GOAL IS THEDEVELOPMENT OF BILINGUALLY COMPETENT INDIVIDUALS WITHSUFFICIENT BICULTURAL APPRECIATION TO FUNCTION AS CLOSELY TOTHEIR TRUE INTRINSIC POTENTIAL AS POSSIBLE. THE GOALREQUIRES DEVELOPMENT OF SKILLS WITHIN INDIVIDUALS ANDDEVELOPMENT OF ATTITUDES AMONG BOTH INDIVIDUALS AND THECOMMUNITY. THE PROJECT WILL SERVE OVER 3,600 STUDENTS IN A5YEAR PERIOD DURING WHICH A FULL PRIMARY AND SECONDARYBILINGUAL CURRICULUM WILL BE DEVELOPED. THE DATA PRESENTEDIN THIS EVALUATION REPORT ARE ORGANIZED ACCORDING TO PROGRAMCOMPONENTS WHICH ARE: MATERIALS ACQUISITION, STAFFDEVELOPMENT, PARENT/COMMUNITY INVOLVEMENT, AND INSTRUCTION.THE INSTRUCTIONAL COMPONENT EVALUATION IS FURTHER ORGANIZEDBY GRADE LEVEL AND BY SUBJECT AREA WITH EACH OBJECTIVEEVALUATED, FIRST, AS MEASURED BY CRITERION REFERENCEDMEASUREMENTS AND, SECONDLY, AS MEASURED BY STANDARDIZEDINSTRUMENTS. THE PROGRAM MANAGEMENT AND SUMMARY ANDCONCLUSION SECTIONS ARE PRESENTED IN NARRATIVE FORM.EVALUATION INSTRUMENTS, TEST RESULTS, AND COST INFORMATIONON INSTRUCTIONAL MATERIALS ARE INCLUDED IN APPENDICES.(AUTHOR /NQ)

128



TITLE: FINAL EVALUATION REPORT FOR COLORADO CITY BILINGUALEDUCATION PROGRAM, COLORADO CITY INDEPENDENT SCHOOLDISTRICT, COLORADO CITY, TEXAS.

PERSONAL AUTHOR: SIMMONS, RAYMOND S.

DESCRIPTOR: *BILINGUAL EDUCATION; ENGLISH (SECONDLANGUAGE); *LANGUAGE INSTRUCTION; *MEXICAN AMERICANS:*PRESCHDOL CHILDREN; PRETESTING; *PROGRAM EVALUATION; TABLES(DATA)



THE FINAL EVALUATION REPORT FOR THE COLORADO CITY BILINGUALEDUCATION PROGRAM IS PRESENTED IN THIS PAPER. THE PROJECTWAS DIRECTED TO KINDERGARTEN CHILDREN FROM LOW-INCOMEDISADVANTAGED HOMES; OF 63 PARTICIPANTS, 53 WERESPANISH-SPEAKING CHILDREN AND 10 WERE MONOLINGUALENGLISH-SPEAKING CHILDREN. PROJECT STAFF CONSISTED OF ABILINGUAL TEACHER, A NATIVE ENGLISH-SPEAKING TEACHER, 3BILINGUAL TEACHER AIDES, AND A BILINGUAL DIRECTOR. THEPROJECT, LOCATED AT KELLEY ELEMENTARY SCHOOL, WAS EVALUATEDIN TERMS OF ITS ADMINISTRATIVE COMPONENT, INSTRUCTIONALPROGRAM, AND COMMUNITY SUPPORT. PRE- AND POST-TEST DATA WEREOBTAINED USING THE FOLLOWING INSTRUMENTS: II) SHORT TEST OFEDUCATIONAL ABILITIES, (2) PEABODY PICTURE VOCABULARY TEST,(3) TESTS OF BASIC EXPERIENCES, AND (4) CHECK-LIST OFENGLISH WORDS. THE GREATEST WEAKNESS OF THE PROJECT WAS THEEVALUATION DESIGN USED, WHICH WAS NOT AN INTEGRAL PART OFTHE INSTRUCTIONAL PROGRAM. THE GREATEST STRENGTH WAS THEPROJECT'S UNIQUENESS OF SIZE, WHICH PERMITTED INDIVIDUALCONTAC' WITH ALL PERSONNEL. INCLUDED IN THE REPORT ARETABLES OF TEST RESULTS. (NQ)

129



TITLE: FDGEWOOD INDEPENDENT SCHOOL DISTRICT, TITLE VIIBILINGUAL EDUCATION PROGRAM. FINAL EVALUATION REPORT,1970-71.

DESCRIPTOR: *ANNUAL REPORTS; *BILINGUAL EDUCATION;COMMUNITY INVOLVEMENT; CURRICULUM DEVELOPMENT; DIAGNOSTICTESTS; EXPENDITURES; *LANGUAGE INSTRUCTION; *LINGUISTICS;PATTERN DRILLS (LANGUAGE); *PROGRAM EVALUATION; SPANISHSPEAKING; TABLES (DATA); WORD RECOGNITION



THE 1970-71 EVALUATION OF THE TITLE VII BILINGUAL EDUCATIONPROGRAM IN THE EDGEWOOD INDEPENDENT SCHOOL DISTRICT IN SANANTONIO, TEXAS, IS PRESENTED IN THIS REPORT. THE REPORTDISCUSSES THE PROGRAM WITH REGARD TO (1) CURRICULUMDEVELOPMENT, (2) STAFF DEVELOPMENT, (3) COMMUNITYINVOLVEMENT, AND (4) THE PRE- AND POST-TESTS GIVEN TO THESTUDENTS. THE TESTING INSTRUMENTS USED WERE (1) THELINGUISTIC CAPACITY INDEX GIVEN TO ALL FIRST GRADES IN THEPROGRAM, (2) PRUEBAS DE LECTURA, INTERAMERICAN SERIES, (3)THE STANFORD ACHIEVEMENT TEST, PRIMARY I BATTERY, AND (4)THE SLOSSON INTELLIGENCE TEST. THE FINAL AUDIT REPORT ANDTHE FINAL EXPENDITURE REPORT FOR 1970-71 ARE INCLUDED. (NQ)

130



TITLE: METHODOLOGICAL APPENDIX OF RESEARCH METHODS EMPLOYEDIN THE MEXICAN AMERICAN EDUCATION STUDY.

DESCRIPTOR: CIVIL RIGHTS; *EDUCATIONAL RESEARCH;EDUCATIONAL RESEARCHERS; ELEMENTARY EDUCATION; *EQUALEDUCATION; *MEXICAN AMERICANS: *PUBLIC EDUCATION; *RESEARCHMETHODOLOGY; RESEARCH PROJECTS; RURAL EDUCATION; TABLES(DATA); URBAN EDUCATION

ERRS PRICE: EDRS PRICE ME-S0.65 HC-$6.58


THE U.S. COMMISSION ON CIVIL RIGHTS RELEASED MEXICANAMERICAN EDUCATION STUDY FINDINGS IN A SERIES OF DOCUMENTS:(1) "THE ETHNIC ISOLATION OF MEXICAN AMERICANS IN THE PUBLICSCHOOLS OF THE SOUTHWEST" (ED 052 849), "THE UNFINISHEDEDUCATION" (ED 056 8211, AND "THE EXCLUDED STUDENT" (ED 062069). THE RESEARCH METHODS EMPLOYED IN THE STUDY AREDESCRIBED HERE. PHASE 1 UTILIZED A STRATIFIED RANDOMSAMPLING OF SCHOOL DISTRICTS (300 OR MORE PUPILS OR 1,204DISTRICTS) IN ARIZONA, CALIFORNIA, COLORADO, NEW MEXICO, ANDTEXAS. RESULTS FROM 3 QUESTIONNAIRES WERE TABULATED BYSTATE, SCHOOL GRADE LEVEL, ETHNIC COMPOSITION OF SCHOOL, ANDSIZE OF DISTRICT ENROLLMENT. PHASE 2 USED SCHOOLS 1575/WHICH ENROLLED OVER 101 MEXICAN AMERICANS. ONE QUESTIONNAIREWAS SENT TO DISTRICT SUPERINTENDENTS, AND 1 TO A RANDOMSTRATIFIED SAMPLE OF SCHOOL PRINCIPALS. THE DATA FROMSUPERINTENDENTS WERE TABULATED BY STATE, ENROLLMENT SIZE,PROPORTION OF MEXICAN AMERICAN ENROLLMENT, AND GRADE LEVELSSERVED. THE TABULATED DATA FROM PRINCIPALS INCLUDED THEABOVE DATA, AS WELL AS INFORMATION ON THE NON-MEXICANAMERICAN COMPOSITION AND THE SOCIOECONOMIC STATUS OF THESCHOOL. IN PHASE 3, LIMITED TO CALIFORNIA, NEW MEXICO, ANDTEXAS, AREAS HAVING SUBSTANTIAL MEXICAN AMERICAN ENROLLMENTAND ENCOMPASSING RURAL, URBAN, AND SUBURBAN SCHOOLS WERERANDOMLY CHOSEN. GRADES 4, 8, 109 AND 12 WERE THEN VISITEDIN THESE SCHOOLS, USING 6 INSTRUMENTS TO INTERVIEW, OBSERVE,AND RECORD FACTUAL DATA TABULATIONS WERE BY STATE, GRADE,AND MEXICAN AMERICAN ENROLLMENT. INCLUDED ARE 6 TABLES, AND11 APPENDIXES. IMJB1

131



TITLE: PREDICTION OF JOB PERFORMANCE FOR BLACK,MEXICAN-AMERICAN, AND CAUCASIAN CARTOGRAPHIC TECHNICIANS:INSTRUMENTATION DEVELOPMENT AND DESCRIPTION OF THE SAMPLE.

PERSONAL AUTHOR: PARRY, MARY ELLEN

DESCRIPTOR: *APTITUDE TESTS; CAUCASIANS; *CRITERIONREFERENCED TESTS; GOVERNMENT EMPLOYEES; MAPS; MEASUREMENTINSTRUMENTS; MEXICAN AMERICANS; NEGROES; *QUESTIONNAIRES;*RATING SCALES; *TASK PERFORMANCE; TECHNICAL OCCUPATIONS;TEST CONSTRUCTION; TESTS

IDENTIFIER: *CARTOGRAPHIC TECHNICIAN

ERRS PRICE: ERRS PRICE MF-$0.65 HC-$6.58


THE SECOND PHASE OF A PROJECT CONCERNED WITH HOW BACKGROUNDAND ABILITY MEASURES RELATE TO JOB PERFORMANCE, THIS REPORTDISCUSSES THE OCCUPATION OF CARTOGRAPHIC TECHNICIAN(GS-1371). A DESCRIPTION OF THE SAMPLE STUDIED, THESELECTION OF MEASURING INSTRUMENTS, THE PREDICTOR BATTERY,CRITERION MEASURES, AND PERSONAL HISTORY QUESTIONNAIRES AREPROVIDED. THREE APPENDIXES PRESENT PERFORMANCE RATING SCALES(TM 001 463), WORK SAMPLES (TM 001 464), PERSONAL HISTORYQUESTIONNAIRES (TM 001 465 AND 466). (08)

132


PURLICATION DATE: 72

TITLE: EFFECTS OF KNOWLEDGE OF CRITERION GROUPS ON THE TESTPERFORMANCE OF NEGRO AND MEXICAN-AMERICAN STUDENTS.,

PERSONAL AUTHOR: OAKLAND, THOMAS; EMMER, EDMUND

DESCRIPTOR: COMPARATIVE ANALYSIS; DATA ANALYSIS; GRADE 8;INTERACTION PROCESS ANALYSIS; *KNOWLEDGE LEVEL; MEXICANAMERICANS; *MINORITY GROUPS; NEGROES; NEGRO YOUTH;*STANDARDS; *TASK PERFORMANCE; *TEST RESULTS


DESCRIPTIVE NOTE: 14P.; PAPER PRESENTED AT THE ANNUALCONVENTION OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION(CHICAGO, ILL., APRIL 1972)

PREVIOUS RESEARCH HAS INDICATED THAT KNOWLEDGE OF THECRITERION GROUP DIFFERENTIALLY AFFECTS TEST PERFORMANCE OFMINORITY GROUP MEMBERS. THE EFFECTS WHICH KNOWLEDGE OF THECRITERION GROUP HAS ON THE TEST PERFORMANCE OF EIGHTH GRADENEGRO AND MEXICAN-AMERICAN SS WERE EXAMINED. THERE WAS NOEVIDENCE THAT COMPARISON WITH ONE OF FOUR NORM GROUPSAFFECTED PERFORMANCE THROUGH EITHER AN APTITUDE-TREATMENTINTERACTION OR THROUGH AN OVERALL TREATMENT EFFECT. DATA ONEXPECTED PERFORMANCE INDICATED A SIGNIFICANTAPTITUDE-TREATMENT EFFECT WITH NEGRO STUDENTS ONLY. THESERESULTS SUGGEST THAT KNOWLEDGE OF A CRITERION GROUP MAY NOTCONSISTENTLY ALTER THE TEST PERFORMANCE OF PERSONS FROMMINORITY GROUPS. !AUTHOR)

133



TITLE: ANALYSIS OF A SPANISH BILINGUAL PRESCHOOL PROGRAM.

PERSONAL AUTHOR: OWENS, THOMAS P.

DESCRIPTOR: *BILINGUAL EDUCATION; *COMPARATIVE ANALYSIS;CONTROL GROUPS; CORRELATION; ENGLISH; EXPERIMENTAL GROUPS;KINDERGARTEN CHILDREN; MEASUREMENT INSTRUMENTS; *PRESCHOOLCHILDREN; PROGRAM EVALUATION; *SPANISH SPEAKING; *TESTING;TFST RESULTS

IDENTIFIER: *SPANISH DAME SCHOOL PROJECT

ERRS PRICE: FORS PRICE MF-$0.65 HC-33.29

DESCRIPTIVE NOTE: 22P.; PAPER PRESENTED AT AERA (CHICAGO,ILL., APRIL 1972)

A REPORT IS GIVEN OF STUDENT LEARNING OUTCOMES INVESTIGATEDOVER 6 ONE AND ONE HALF YEAR PERIOD ON THE SPANISH GAMESCHOOL PROJECT. THIS PROJECT PROVIDED INSTRUCTION IN SPANISHAND ENGLISH FOR APPROXIMATELY 100 CHILDREN BETWEEN THE AGESIF THREE AND SIX. A PRETEST-POSTTEST CONTROL GROUP DESIGNWAS USED INVOLVING EIGHT GROUPS. FOUR TESTS WERE usEn ON APRE-POST BASIS IN THE EVALUATION OF THE PROJECT AND CONTROLGROUP CHILDREN. LANGUAGE ACQUISITION WAS MEASURED BY THREEINSTRUMENTS: THE COMPREHENSION OF DIRECTIONS, TESTS OF BASICCOMPETENCE IN ENGLISH AND SPANISH, AND THE TEST OF ENGLISHGRAMMAR AND VOCABULARY. SCHOOL READINESS WAS MEASUREDTHROUGH FIVE CATEGORIES OF THE INVENTORY OF DEVELOPMENTALTASKS (IDT). AN ANALYSIS OF THE CORRELATIONS AMONG THEPROJECT DEVELOPED INSTRUMENTS REVEPIED LOW INTERCORRELATIONSAMONG THE TESTS, THUS INDICATING THAT THEY ARE MEASURINGSEPARATE SKILLS. CHILDREN'S FAMILY AND BACKGROUND DATA WERECOLLECTED FROM A PARENT INTERVIEW. FINDINGS INCLUDE: (II INTHE AREA OF ORAL DEVELOPMENT IN SPANISH, BOTH THE THREE ANDFOUR YEAR OLD BILINGUAL PROJECT PRESCHOOL STUDENTSDEMONSTRATED GREATER GROWTH THAN THREE CONTROL GROUPS; (2)ON A PERFORMANCE TASK FOR FOUR AND FIVE-YEAR OLDS INVOLVINGTHE CORRECT USE OF THE PAST TENSE IN SPANISH, TEN OUT OF 26SECOND YEAR BILINGUAL PRESCHOOL CHILDREN WERE ABLE TOPERFORM SUCCESSFULLY AS WERE FIVE OUT OF 14 BILINGUALKINDERGARTEN CLASS CHILDREN. IN CONTRAST TO THIS, NOCHILDREN IN ANY OF THE CONTROL GROUPS WERE ABLE TOSUCCESSFULLY PERFORM THIS TASK. IN THE AREA OF ORAL ENGLISHDEVELOPMENT, THE PRESCHOOL GROUPS SHOWED GREATER GAINS THANTHE COMPARISON GROUPS. (CK)

134



TITLE: THE EFFECT OF DESEGREGATION ON THE MINORITY CHILD.

PERSONAL AUTHOR: SIGGERS, KATHLEEN

DESCRIPTOR: ACHIEVEMENT GAINS; CHANGING ATTITUDES;*CLASSROOM INTEGRATION; COMPENSATORY EDUCATION; *INTEGRATIONEFFECTS; MEXICAN AMERICANS; *MINORITY GROUP CHILDREN; NEGROSTUDENTS; RACIAL INTEGRATION; RACIAL RECOGNITION; *SCHOOLINTEGRATION; SELF CONCEPT; *SELF ESTEEM; SOCIAL INTEGRATION;STUDENT ATTITUDES

EDRS PRICE: EDRS PRICE ME-SO.65 HC-S3.29

CRIPTIVE NOTE: 13P.

.ASUREMENTS OF SELF WORTH SHOW THAT CHILDREN IN SEGREGATEDSCHOOLS, BOTH WHITE AND BLACK, HAVE UNREALISTICALLY HIGHASPIRATIONS. MEXICAN-AMERICANS MEASURE LOWER THAN OTHERMAJOR ETHNIC GROUPS IN FEELINGS OF SELF WORTH. THERE ISEVIDENCE FROM SOCIAL INVESTIGATIONS, HOWEVER, THATSEGREGATION PRODUCES FEELINGS OF "IMPOSED INFERIORITY" AMONGMINORITY GROUP CHILDREN. IF INTEGRATION IS SEEN AS ANOPPORTUNITY TO BUILD A PLURALISTIC SOCIETY REPRESENTATIVE OFALL CULTURAL GROUPS THAT COME TOGETHER, THERE IS NO QUESTIONTHAT ETHNIC IDENTITY AND SELF WORTH WILL BE BETTER SERVEDAFTER DESEGREGATION OCCURS. THE EXPERIENCES OF SCHOOLDISTRICTS THAT HAVE ACHIEVED RACIAL BALANCE SHOW THAT THEFIRST STEP TOWARD EQUAL EDUCATIONAL OPPORTUNITY IS TOTALDESEGREGATION, NOT ONLY RACIAL AND ETHNIC BUT ALSOSOCIOECONOMIC. MINORITY CHILDREN MUST BE TAUGHT THE BASICSKILLS NEEDED TO BECOME EDUCATED: INTEGRATION MUST BEGIN ATTHE BEGINNING. THERE IS NO QUESTION THAT MINORITY CHILDRENCAN BENEFIT WHEN RACIAL ISOLATION IS ELIMINATED. THE CONCERNIS HOW TO MAKE IT OCCUR. (AUTHOR/JM)

135



TITLE: SENSITIZING TEACHERS TO ETHNIC aRnUPS.

PERSONAL AUTHOR: NOAR, GERTRUDE

DESCRIPTOR: AMERICAN INDIANS; CAUCASIANS; CHINESEAMERICANS; DISADVANTAGED GROUPS; ENVIRONMENTAL INFLUENCES;*ETHNIC GROUPS; HISTORY; *HUMAN RELATIONS; JAPANESEAMERICANS; JEWS; MEXICAN AMERICANS; NEGROES; PUERTO RICANS;RACE RELATIONS; RACIAL DIFFERENCES; *SENSITIVITY TRAINING;SOCIAL DIFFERENCES; SOCIOECONOMIC INFLUENCES; *TEACHERGUIDANCE

IDENTIFIER: ASIAN AMERICANS

FORS PRICE: EDRS PRICE ME-SO.65 HC-S3.29


THIS BOOKLET ON HUMAN RELATIONS ATTEMPTS TO CONVEY TOTEACHERS THE MEANING AND INTENT OF "LEARNING TO LIVETOGETHER." SEPARATE SECTIONS DEAL WITH WHAT TEACHERS NEED TOKNOW ABOUT BLACKS, AMERICAN INDIANS, MEXICAN-AMERICANS,PUERTO RICANS, THE DISADVANTAGED, ASIAN - AMERICANS, JEWS, ANDTHE MANY CAUCASIAN ETHNIC GROUPS. THE FOCUS IN EACH RACE ISON THEIR HISTORY, SOCIAL PROBLEMS, DIFFERENCES WITHIN THERACE, AND SOCIAL DIFFERENCES DUE TO PAST AND PRESENTEXPERIENCES, AND IN THE CASE OF THE DISADVANTAGED, ONNUTRITION, ENVIRONMENTAL INFLUENCES, AND SOCIOECONOMICBACKGROUND. (AUTHOR/RJ)

136

ACCESSiON NUMBER: E0064603


TITLE: BICULTURALISM THROUGH EXPERIENTIAL LANGUAGE LEARNING.

PERSONAL AUTHOR: BRENNAN, PAMELA; DONOGHUE, ANNA ACITELLI

DESCRIPTOR: *BICULTURALISM; BILINGUALISM; CONTRASTIVELINGUISTICS; *CULTURAL DIFFERENCES; DECISION MAKING;EDUCATIONALLY OISADVANTAGED; *EDUCATIONAL METHODS; *ENGLISH(SECOND LANGUAGE); INDIVIDUALIZED INSTRUCTION; LANGUAGEINSTRUCTION; LEARNING ACTIVITIES; MEXICAN AMERICANS; PROBLEMSOLVING; *SECOND LANGUAGE LEARNING; SPANISH SPEAKING

IDENTIFIER: PROJECT STEP UP; SAN DIEGO


DESCRIPTIVE NOTE: 12P.; PAPER PRESENTED AT THEINTER- AMERICAN SEMINAR ON LITERACY IN SOCIAL AND ECONOMICDEVELOPMENT, KEY BISCAYNE, FLA., APR. 1972

THIS PAPER DESCRIBES THE ENGLISH AS A SECOND LANGUAGEPROGRAM DEVELOPED FOR EDUCATIONALLY DISADVANTAGEDMEXICAN-AMERICAN ADULTS AS PART OE THE EDUCATIONAL OFFERINGSOF PROJECT STEP-UP, AN 0E0-FUNDED DEMONSTRATION PROGRAM INSAN DIEGO. PROJECT STEP-UP FEATURES A MULTIFOLDMETHODOLOGICAL APPROACH INCORPORATING TECHNIQUES FROM (1)LIFE SKILLS PROBLEM-SOLVING; (2) PROGRAMMED INSTRUCTION; AND(3) LEARNING LABORATORIES. THIS RATIONALE LED TO THEEXTENSION OF THE LANGUAGE LABORATORY INTO THE COMMUNITY. THESTUDENTS ARE EXPERIENTIALLY PREPARED TO ASSUME PRODUCTIVEROLES IN THE ALIEN ANGLO CULTURE THROUGH INDIVIDUALIZEDPROGRAMS OF JOB AND COMMUNITY RELATED MATERIALS, TECHNIQUES,AND TASKS AIMED AT MAKING THEM AS BICULTURAL AS POSSIBLE.BECAUSE IT IS BELIEVED THAT DECISION MAKING IN THE LANGUAGECONTEXT IS FACILITATED BY CONTRASTING THE TWO CULTURES, THESTUDENTS ARE PLACED IN CONTEXTS THAT ALLOW THEM TO COLLECTCULTURAL INFORMATION, ANALYZE IT AND ACT ON IT. CONTRAST ISTHE CATALYST FOR ELICITING INFORMATION ABOUT THEMSELVES INRELATION TO BOTH CULTURES. CONTRAST SETS, A BASIC TECHNIQUEOF LINGUISTICS, IS THUS EXTENDED TO THE NOTION OF TEACHINGBICULTURALISM. (CL)

137



TITLE: AN ANALYSIS OF THE VARIATIONS FROM STANDARD ENGLISHPRONUNCIATION IN THE PHONETIC PERFORMANCE OF TWO GROUPS OFNONSTANDARD-ENGLISH-SPEAKING CHILDREN. FINAL REPORT.

PERSONAL AUTHOR: WILLIAMS, FREDERICK, ED.; AND OTHERS

DESCRIPTOR: *AMERICAN ENGLISH; *ARTICULATION (SPEECH);*DIALECT STUDIES; *MINORITY GROUP CHILDREN; NEGRO DIALECTS;*NONSTANDARD DIALECTS; PHONOLOGY; SOCIOLINGUISTICS; SPANISHSPEAKING; SPEECH HABITS



IN THIS SECOND OF TWO STUDIES CONDUCTED WITH PORTIONS OFTHE NATIONAL SPEECH AND HEARING SURVEY DATA, THEINVESTIGATORS ANALYZED THE PHONETIC VARIANTS FROM STANDARDAMERICAN ENGLISH IN THE SPEECH OF TWO GROUPS OF NONSTANDARDENGLISH SPEAKING CHILDREN. THE STUDY USED SAMPLES OF FREESPEECH AND PERFORMANCE ON THE GOLD-FRISTOE TEST OFARTICULATION FROM A GROUP OF 192 BLACK CHILDREN (GRADES 1-6FRDM NIAGARA FALLS, NEW YORK, AND A GROUP OF 192MEXICAN-AMERICAN CHILDREN (GRADES 1-6) FROM SAN ANTONIO,TEXAS. THE STUDY REPORTS THE FREQUENCIES OF OMISSION,SUBSTITUTION, AND DISTORTION. THE PRESENT DATA IS COMPAREDWITH THE PREVIOUSLY REPORTED RESULTS OBTAINED FROM STANDARDAMERICAN ENGLISH SPEAKERS FROM MARSHALL, IOWA. THE MAJORCONCLUSION IS THAT ALL PHONETIC VARIATIONS FROM STANDARDAMERICAN ENGLISH CAN BE ATTRIBUTED TO ONE OF THE FOLLOWINGSOURCES OF VARIATION: (II REDUCTION IN THE COMPLEXITY OFSEGMENTS, WHICH USUALLY DECREASES WITH AGE; (2) DIFFERINGPHONOLOGICAL RULES BETWEEN STANDARD ENGLISH AND A DIALECT OFENGLISH; AND (3) PHONETIC INTERFERENCE BETWEEN A FOREIGNPRIMARY LANGUAGE AND ENGLISH. (SEE ALSO ED 042 756, ED 042757, ED 042 758, ED 046 938, ED 052 213) (CF)

138


PUBLICATION DATE: 12 JUL 71

TITLE: FL BARRIO: FIRST REVISED VERSION.

DESCRIPTOR: *CROSS CULTURAL TRAINING; CULTURAL AWARENESS;*MEXICAN AMERICANS; *ROLE PLAYING: SIMULATED ENVIRONMENT:*s/MULATION: *URBAN AREAS

IDENTIFIER: *EL BARRIO

EDRS PRICE: EDRS PRICE mF-S0.65 HC-$3.29


FL BARRIO IS A SIMULATION GAME REPRESENTING THE EXPERIENCEOF CHICANOS NEWLY ARRIVED IN THE URBAN BARRIO FROM RURALAREAS. PLAYERS TR\' TO MAKE FRIENDSHIP TIES, AVOID TROUBLEWITH THE POLICE, IMPROVE THEIR ENGLISH, GET CITIZENSHIPPAPERS, ROY A CAR, AND PARTICIPATE IN THE PAYOFFS OF THESYSTEM. THE GAME IS PLAYED THROUGH A PHYSICAL REPRESENTATIONOF BARRIO SOCIETY INVOLVING SHOOTING MARBLES TO OBTAINPAYOFFS OR GET INTO TROUBLE. EL BARRIO IS BASED ON RESEARCHAND OBSERVATION OF BARRIO LIFE FOR NEW ARRIVALS AND IS !N !

INTENDED FOR CHICANOS THEMSELVES, WHO ALREADY KNOW How )

SURVIVE, BUT RATHER AS AN EDUCATIONAL TOOL FOR THOSE WHUWISH TO HELP, SUCH AS TEACHERS, VOLUNTEERS, POLICE, ETC.(THE RULES OF THE GAME, A CHECKLIST FOR THE DIRECTOR,OuESTIONS'FOR DISCUSSION AFTERWARDS, AND A LIST OF MATERIALSAND HOW TO MAKE THEM ARE ALL INCLUDED IN THIS DOCUMENT.)(RH)

139



TITLE: MATEMATICA ACTUAL: LIBRO DEL PROFESSOR (MODERNMATHEMATICS: TEACHER'S MANUAL).

PERSONAL AUTHOR: PAROT, JEAN JACQUES

DESCRIPTOR: CONCEPT FORMATION; EARLY CHILDHOOD EDUCATION;*EDUCATIONAL GAMES; INSTRUCTIONAL MATERIALS; INTERNATIONALEDUCATION; KINDERGARTEN; *LEARNING ACTIVITIES; *LOGIC;MATUEMATICAL CONCEPTS; *NUMBER CONCEPTS; *PRESCHOOLEDUCATION; SPANISH SPEAKING; TEACHING GUIDES; TEACHINGMETHODS

EDRS PRICE: EDRS PRICE MF-S0.65 HC-43.29


THIS DOCUMENT SUGGESTS LEARNING ACTIVITIES FOR KINDERGARTENCHILDREN TO DEVELOP SKILLS OF BASIC REASONING AND NUMERICALCALCULATION THAT THE CHILDREN WILL BE USING THROUGHOUT LIFE.THIS TEACHER'S GUIDE PROVIDES A LIST OF GAMES AND ACTIVITIESAND DISCUSSES THE RELATIONSHIP BETWEEN THE GAMES AND THEIRTHEMES AND THEIR INTENDED EDUCATIONAL OBJECTIVES. THE GAMESBEGIN WITH BASIC IDENTIFICATION PROBLEMS AND GROW INCOMPLEXITY THROUGH WORKING WITH NUMBERS WITH DIFFERENT BASESAND LEARNING AND WRITING DIGITS TO DEVELOPING THE TOOLSNECESSARY FOR INTRODUCING ADDITION. (VM)

140



TITLE: ETHNIC AND SEX DIFFERENCES AS RELATED TO STUDENTPERCEPTIONS OF A UNIVERSITY ENVIRONMENT.

PFRSONAL AUTHOR: MURRAY, WAYNE ROBERT

DESCRIPTOR: ANALYSTS OF VARIANCE; *ANGLO AMERICANS;BICULTURALISM; *BILINGUAL STUL 4TS; *COLLEGE ENVIRONMENT;FACTOR ANALYSIS; *MEXICAN AMERICANS; *PERSONALITY THEORIES;RESEARCH: STATE UNIVERSITIES

EDRS PRICE: ERRS PRICE MF-$0.65 HC-$6.58

DESCRIPTIVE NOTE: 119P.; DOCTOR'S DISSERTATION SUBMITTED TONEW MEXICO STATE UNIVERSITY, LAS CRUCES, NEW MEXICO

THROUGH USE OF A RANDOM SAMPLE OF 148 ANGLO AND 154 MEXICANAMERICAN SUBJECTS, THIS STUDY SOUGHT TO EXAMINE THE FACTOR.STRUCTURE OF THE COLLEGE AND UNIVERSITY ENVIRONMENT SCALES(CUES) FOR THE BILINGUAL/BICULTURAL FULL-TIME UNMARRIEDUNDERGRADUATE STUDENT POPULATION AT THE UNIVERSITY OF TEXASAT FL PASO, TO COMPARE THE MEXICAN AMERICAN STUDENTS'PERCEPTIONS OF THE UNIVERSITY ENVIRONMENT WITH THEPERCEPTIONS OF ANGLO AMERICAN STUDENTS, AND TO TEST THETHEORY OF COGNITIVE DISSONANCE IN THE FIELD OF STUDENTAFFAIRS. STATISTICAL PROCEDURES UTILIZED WERE FACTORANALYSIS, HOTELLING'S T2 STATISTIC, COCHRAN'S TEST v":9RHOMOGENEITY OF VARIANCE, BARTLETT'S TEST FOR HOMOGENEITY OFVARIANCE, STUDENT'S T TEST, KENDALL RANK CORRELATIONCOEFFICIENT, ANALYSIS OF VARIANCE, AND PEARSONPRODUCT-MOMENT CORRELATION. ALTHOUGH IT WAS NOT POSSIBLE TOREJECT THE NULL HYPOTHESES OF EITHER EQUAL MEANS ORVARIANCES, IT WAS NOTED THAT THE FACTOR STRUCTURE ON THECUES WAS LOWER THAN THOSE FOR THE NATIONAL SAMPLE, THATANGLO AMERICANS PERCEIVED THE UNIVERSITY ENVIRONMENT AS MORESCHOLARLY THAN pin THE MEXICAN AMERICAN STUDENTS, THAT MENSCORED HIGHER-ON THE AWARENESS SCALE THAN DID WOMEN, ANDTHAT MEXICAN AMERICAN STUDENTS WHO REPORT CONFLICT BETWEENMEXICAN AND AMERICAN WAYS AND WHO REPORT NO CONFLICT BETWEENMEXICAN AND AMERICAN WAYS DID NOT DIFFER ON THE 4 DIMENSIONSOF THE CUES. DATA RESULTS ARE SHOWN IN 21 TABLES, AND 2FIGURES; THE 3 APPENDIXES INCLUDE THE DATA-GATHERINGINSTRUMENTS, THE FACTOR STRUCTURE FOR THE 100-ITEM CUES, ANDA QUESTIONNAIRE. (AUTHOR/MJB)

141



TITLE: HELPING ADVANCE BILINGUAL LEARNING IN ABERNATHY(HABLA). EVALUATION REPORT, 1970-1971.

DESCRIPTOR: *BILINGUAL EDUCATION; BILINGUAL STUDENTS;COMMUNITY INVOLVEMENT; ELEMENTARY EDUCATION; INSERVICETEACHER EDUCATION; *MEXICAN AMERICANS; *PRESCHOOL EDUCATION;PRESCHOOL TESTS; PROGRAM EVALUATION; *SECOND LANGUAGELEARNING; *TEST RESULTS



THE LONG RANGE OBJECTIVE OF THIS BILINGUAL PROGRAM WAS TOREDUCE THE HIGH DROPOUT RATE OF MEXICAN AMERICAN STUDENTS.KINDERGARTEN AND 1ST-GRADE STUDENTS WERE TO BE INSTRUCTED INBOTH ENGLISH AND SPANISH, AND THE PROGRAM WAS TO BE EXPANDEDONE GRADE LEVEL EACH YEAR. THE PROGRAM WAS SET UP TO BE AVOLUNTARY EXPERIMENT FOR MEXICAN AMERICANS, ANGLO AMERICANS,AND NEGROES. THE METHOD USED IN TEACHING THE BILINGUALPROGRAM TO THE KINDERGARTEN CLASS WERE AS FOLLOWS: II)NAMING AND CLASSIFYING OBJECTS IN EITHER ENGLISH OR SPANISH,(2) IDENTIFYING FAMILY MEMBERS IN EITHER LANGUAGE, AND (3)IDENTIFYING AND NAMING COLORS IN EITHER LANGUAGE.FIRST-GRADE STUDENTS WERE EXPECTED TO RESPOND TOINSTRUCTIONS GIVEN BY TEACHERS IN BOTH LANGUAGES AND TOLEARN TO WRITE SIMPLE WORDS IN ENGLISH AND SPANISH. THEKINDERGARTEN ANT) 1ST-GRADE BILINGUAL PROGRAM WAS EVALUATEDUSING THE FOLLOWING TESTS: (1) THE PEABODY PICTUREVOCABULARY TEST, (21 THE INTER-AMERICAN SERIES, TEST OFGENERAL ABILITY, AND (3) THE STANFORD EARLY SCHOOLACHIEVEMENT TEST. VIDEOTAPE INTERVIEWS AND SPOT EVALUATIONSOF STUDENTS WERE ALSO MADE. BECAUSE FINDINGS PROVEDPROMISING, THE rou_OwING RECOMMENDATIONS WERE MADE: (1) THEPROGRAM SHOULD BE CONTINUED AND ALLOWED TO MOVE INTO THE 3RDYEAR OF THE 5 YEAR PROGRAM, (21 THE IN-SERVICE SPANISHCOURSE FOR SCHOOL PERSONNEL SHOULD BE CONTINUED, (3) MOREBILINGUAL MATERIALS SHOULD BE ACQUIRED, AND 141 COMMUNITYINVOLVEMENT SHOULD BE EXPANDED. TEST RESULTS ARE INCLUDED.IFE)

142


PuBLICATIO" DATE: SEP 71

TITLE: FINAL EVALUATION REPORT FOR ABRAZO - TITLE VIIBILINGUAL PROJECT, 1970-71.

PERSONAL AUTHOR: OWENS, THOMAS R.; AND OTHERS

DESCRIPTOR: ACADEMIC ACHIEVEMENT; *AFFECTIVE BEHAVIOR;BILINGUAL EDUCATION; *COGNITIVE DEVELOPMENT; ELEMENTARYGRADES; LINGUISTICS; *MEXICAN AMERICANS; *PROGRAMEVALUATION; *SELF CONCEPT; TABLES (DATA)

FORS PRICE: EDRS PRICE mF-$0.65 HC-$3.29


PROJECT ABRAZO, 1 OF 5 SPECIALITY PROJECTS FUNDED BY THEU.S. OFFICE OF EDUCATION UNDER TITLE VII OF THE ELEMENTARYAND SFCnNnARY EDUCATION ACT OF 1965, WAS DESIGNED TO CONDUCTRFSEARCH IN AREAS OF COGNITIVE AND AFFECTIVE LEARNINGGENERALIZABLE TO THE 130 OPERATIONAL BILINGUAL PROGRAMSACROSS THE COUNTRY. ABRAZOS GOALS WERE (1) TO STUDY THESELF-CONCEPT OF MEXICAN AMERICAN CHILDREN IN GRADES KTHROUGH 6 AND (21 TO IMPLEMENT AND TO EVALUATE SEVERALSTRATEGIES HYPOTHESIZED TO CONTRIBUTE TO THE DEVELOPMENT OFA POSITIVE SELF-IMAGE IN MEXICAN AMERICAN CHILDREN, GRADES KTHROUGH 6. OPERATIONAL COMPONENTS WERE ESTABLISHED IN 4ELEMENTARY SCHOOLS OF THE SAN JOSE UNIFIED SCHOOL DISTRICTIN SAN JOSE, CALIFORNIA. THESE SCHOOLS SERVICE APPROXIMATELY1,500 STUDENTS IN NEIGHBORHOODS WITH A 501 OR MORE MEXICANAMERICAN POPULATION. THE STUDY SAMPLE WAS 901 MEXICANAMERICAN AND ANGLO (12 BLACKS, 16 ORIENTALS, 11 OTHER WEREfNCLUOEDI. THIS 3-SECTION FINAL EVALUATION REPORT INCLUDES(11 A SUMMARY AND DISCUSSION OF THE EXTENSIVE DATA BASEESTABLISHED BY COLLECTING DATA FROM TEACHERS, PARENTS, ANDSTUDENTS IN AREAS OF ORGANIZATIONAL CLIMATE ATTITUDES,SELF-CONCEPT, AND STUDENT ACHIEVEMENT; (2) AN EVALUATION OFEACH OF THE 11 ABRAZO COMPONENTS; AND (31 A DISCUSSION OFFINDINGS AND RECOMMENDATIONS OF THE EVALUATION WITH A VIEWTOWARD "ROVIDING A CONSTRUCTIVE CRITIQUE OF THE PROJECT.FOUR APPENDIXES CONTAINING DATA ON TEACHER IN-SERVICE, THE"FRIEND" COMPONENT, AND A SEPARATE CLASSROOM OBSERVATIONSTUDY RELATED TO STUDENT SELF-CONCEPT ARE INCLUDED.(AUTHOR/NO)

143



TITLE: LUBBOCK BILINGUAL ELEMENTARY EDUCATION PROGRAM, TITLEVII, ELEMENTARY AND SECONDARY EDUCATION ACT OF 1965.EVALUATION REPORT, 1970.

PERSONAL AUTHOR: AINSWORTH, C. L.; CHRISTIAN, CHESTER C.,JR.

DESCRIPTOR: *AUDITORY EVALUATION; *BILINGUAL EDUCATION;CURRICULUM DEVELOPMENT; *MEXICAN AMERICANS; *PRESCHOOLEDUCATION; *PROGRAM EVALUATION; TESTING

ERRS PRICE: EDRS PRICE MF-S9.65 HC-33.29


THE OBJECTIVE OF THE LUBBOCK BILINGUAL ELEMENTARY EDUCATIONPROGRAM EVALUATION WAS TO DETERMINE THE EFFECTIVENESS OF ABILINGUAL (ENGLISH AND SPANISH) PROGRAM. CONTAINED IN THISREPORT IS A GENERAL REVIEW DISCUSSING (1) THE AWARENESS OFTHE NEED FOR A BILINGUAL PROGRAM, (2) THE OPERATIONALSMOOTHNESS, (3) THE STAFFING WITH BILINGUAL TEACHERS ANDAIDES, (4) THE PROGRAM APPROACH, WHEREBY All FORMALINSTRUCTION WAS INITIALLY TAUGHT IN SPANISH, AND (51 THECURRICULUM DEVELOPMENT ACCOMPLISHED BY THE STAFF. STUDENTPROGRESS WAS EVALUATED THROUGH USE OF THE PEABODY PICTUREVOCABULARY TEST, THE INTERPRETATION OF TAPE-RECORDEDINTERVIEWS, A DIAGNOSTIC TEST FOR SOUND PROBLEMS, ANO THEGOODENOUGH "DRAW-A-MAN" TEST. THE REPORT CONCLUDES THATBILINGUAL EDUCATION DOES SHOW A SUBSTANTIAL AND SIGNIFICANTADVANTAGE OVER ORDINARY EDUCATION FOR BILINGUAL PUPILS.CAREFUL TESTING OF THE BILINGUAL PUPILS IN THE FUTURE SHOULDSHOW THE RATE AT WHICH TRANSFER OF KNOWLEDGE TO THE SECONDLANGUAGE. OCCURS. ANOTHER SUGGESTION IS THAT SINCE NORMALMONOLINGUAL CHILDREN WOULD BE, IN COMPARISON TO THEBILINGUAL STUDENTS, AT A DISADVANTAGE, IT MIGHT BEAPPROPRIATE TO INITIATE PROGRAMS TO MAKE THE ENTIREEDUCATIONAL SYSTEM AT LEAST BILINGUAL. (FF1

144



TITLE: LUBBOCK BILINGUAL ELEMENTARY EDUCATION PROGRAM.EVALUATION REPORT, 1971.

DESCRTPTOR: *BILINGUAL EDUCATION; COMMUNITY INVOLVEMENT;CURRICULUM DEVELOPMENT; ELEMENTARY GRADES; *LANGUAGEINSTRUCTION; *LANGUAGE PROGRAMS; *MEXICAN AMERICANS;*PROGRAM EVALUATION

FDRS PRICE: EDRS PRICE MF-$0.65 HC-$3.29


THE EVALUATION OF THE 1970-71 BILINGUAL EDUCATION PROGRAMIN NORTHERN LUBBOCK, TEXAS, IS PROVIDED IN THIS PAPER. THEMAIN PURPOSE OF THE PROGRAM WAS TO PLAN, DEVELOP, OPERATE,EVALUATE, AND, IF NECESSARY, MODIFY A BILINGUAL PROGRAMWHICH COULD BE OPERATED IN SELF-CONTAINED CLASSROOMS. THE 4MAJOR-COMPONENTS OF THE PROGRAM, WHICH INCLUDED 5KINDERGARTEN AND 5 1ST-GRADE SECTIONS LOCATED AT 5ELEMENTARY SCHOOLS, WERE INSTRUCTION, STAFF DEVELOPMENT,MATERIALS DEVELOPMENT, AND COMMUNITY INVOLVEMENT. INEVALUATING THE PROGRAM, A RANDOM SAMPLE SELECTED FROMSTUDENTS FROM THE TOTAL PROGRAM WAS USED. ENGLISH LANGUAGEACTIVITIES, THE LANGUAGE USED BY THE CHILDREN INUNSUPERVISED SITUATIONS, AND THE TEST OF BASIC EXPERIENCESADMINTSTERFD IN BOTH ENGLISH AND SPANISH WERE USED TOMEASURE LANGUAGE GROWTH. THE MEASURES EMPLOYED INDICATEDTHAT 1HE PROGRAM'S OBJECTIVES, BASED UPON ACHIEVEMENT OFEDUCATIONAL OBJECTIVES RATHER THAN UPON COMPARISON OF RATEOF GAIN, WERE BEING APPROACHED. INQI

145



TITLE: MEXICAN AMERICAN EDUCATION. A SELECTED BIBLIOGRAPHY(WITH ERIC ABSTRACTS). ERIC/CRESS SUPPLEMENT NO 2.

PERSONAL AUTHOR: LINK, ALBERT D., COMP.

DESCRIPTOR: ACADEMIC ACHIEVEMENT; *ANNOT'BIBLIOGRAPHIES; *BILINGUAL EDUCATION; *ED ION; *MEXICANAMERICANS; SPANISH AMERICANS; *SPANISH SPi ING

EDRS PRICE: EDRS PRICE. MF-40.65 HC NOT AVAILABLE FROM EDRS.

D.:SCRIPTIVE NOTE: 345P.

ACCESS TO SOME OF THE LATEST RESEARCH FINDINGS ANDDEVELOPMENTS IN MEXICAN AMERICAN EDUCATION IS PROVIDED INTHIS BIBLIOGRAPHY. A SUPPLEMENT TO 2 PREVIOUS ERIC/CRESSPUBLICATIONS: "MEXICAN AMERICAN EDUCATION, A SELECTEDBIBLIOGRAPHY" (ED 031 352) AND "MEXICAN AMERICAN EDUCATION,4 SELECTED BIBLIOGRAPHY--SUPPLEMENT NO. 1" (ED 048 961), THEPRESENT BIBLIOGRAPHY CONTAINS 213 CITATIONS AND ABSTRACTSWHICH HAVE APPEARED IN "RESEARCH IN EDUCATION" FROM JANUARY1971 THROUGH MARCH 1972. ALSO INCLUDED ARE 197 CITATIONSWHICH HAVE APPEARED IN "CURRENT INDEX TO JOURNALS INEDUCATION" FROM JUNE 1970 THROUGH MARCH 1972. BILINGUALEDUCATION A,ND THE TEACHING OF ENGLISH AS A SECOND LANGUAGEARE EMPHASIZED. ORDERING INFORMATION AND SUBJECT INDEXES AREINCLUDED. N01 AVAILABLE IN HARD COPY DUE TO MARGINALLEGIBILITY OF ORIGINAL DOCUMENT. (NQ)

AVAILABILITY: SUPERINTENDENT OF DOCUMENTS. U.S. GOVERNMENTPRINTING OFFICE, WASHINGTON. D. C. 20402 ($2.50 STOCKNUMBER 1780 -1063)

146



TITLE: A COMPARATIVE STUDY OF DIFFERENCES IN PERCEPTION OFMEXICAN AMERICAN STUDENTS BETWEEN ANGLO ANO MEXICAN AMERICANSECONDARY SCHOOL TEACHERS IN DONA ANA COUNTY INEW MEXICO).

PERSONAL AUTHOR: BACA, JOSEPH DONALD

DESCRIPTOR: ACADEMIC ACHIEVEMENT; *CULTURAL AWARENESS;CULTURAL FACTORS; ECONOMIC STATUS; *ETHNIC STEREOTYPES;MENTAL HEALTH; *MEXICAN AMERICANS; PERCEPTION; RESEARCHMETHODOLOGY; *SECONDARY SCHOOL TEACHERS; SELF CONCEPT;STUDENT ATTITUDES; *TEACHER ATTITUDES


OESCRIPTIVE NOTE: 131P.; SPECIALIST IN EDUCATION THESISSUBMITTED TO NEW MEXICO STATE UNIVERSITY, LAS CRUCES, NEWMEXICO

THE PURPOSE OF THIS STUDY WAS TO DETERMINE WHETHERATTITUDES TOWARD MEXICAN AMERICAN STUDENTS WERE ASSOCIATEDWITH THE ETHNICITY, AGE, AND TEACHING EXPERIENCE OFSECONDARY SCHOOL TEACHERS IN DONA ANA COUNTY, NEW MEXICO. A50 ITEM CULTURAL AWARENESS QUESTIONNAIRE WAS USED WITH ASAMPLE OF 112 PARTICIPANTS. THE 6-SIGNIFICANT FACTORSSTUDIED WERE ACHIEVEMENT, TIME ORIENTATION, ACCULTURATION,RELIGIOSITY, FAMILY IDENTIFICATION, AND ECONOMIC INFLUENCES.THE RESULTS OF THE STUDY INDICATE A POSSIBLE NEED TOSENSITIZE TEACHERS OF "CULTURALLY DIFFERENT', CHILDREN. THESTUDY WAS CONCLUDED BY A DISCUSSION OF IMPLICATIONS FOR THESTATE LEGISLATURE, THE STATE DEPARTMENT OF EDUCATION, LOCALSCHOOL BOARDS, TEACHERS, ADMINISTRATORS, ANDTEACHER-TRAINING INSTITUTIONS. ALSO INCLUDED WERERECOMMENDATIONS FOR THE VARIOUS EDUCATIONAL AGENCIES. IPS)

147



TITLE: FOURTEEN BEAUTIFUL PEOPLE.

PERSONAL AUTHOR: DOVIAK, JOAN

DESCRIPTOR: *ACHIEVEMENT; ATHLETES; *BACKGROUND;*BIOGRAPHICAL INVENTORIES; *LEADERSHIP; *MEXICAN AMERICANS:SPANISH SPEAKING



BRIEF BIOGRAPHIES ARE GIVEN OF 14 MEXICAN AMERICANS WHO AREREPRESENTATIVE OF THE ACCOMPLISHMENTS OF THE MEXICANAMERICAN COMMUNITY IN THE UNITED STATES IN SUCH AREAS ASSPORTS, POLITICS, LABOR, AND ENTERTAINMENT. THESE PARTICULARMEXICAN AMERICANS WERE SELECTED BECAUSE THEY ARE EITHERINTERNATIONALLY FAMOUS OR BECAUSE OF WHAT THEY REPRESENT INPURSUING THEIR IDEALS. A SKETCH OF EACH PERSON IS INCLUDEDWITH HIS BIOGRAPHY. (NQ)

AVAILABILITY: EDUCATIONAL SYSTEMS CORPORATION, 1211CONNECTICUT AVE., N.W., SUITE 301, WASHINGTON, D.C. 20036I$2.80)

148



TITLE: REGION XIII BILINGUAL EDUCATION PROGRAM. EVALUATIONREPORT.

DESCRIPTOR: AFFECTIVE TESTS; ANGLO AMERICANS; *BILINGUALEDUCATION; COGNITIVE DEVELOPMENT; *CULTURAL FACTORS;*ELEMENTARY SCHOOL_ STUDENTS; ENGLISH; EVALUATION;*INSTRUCTIONAL MATERIALS; MATHEMATICS; MEXICAN AMERICANS;READING; SELF CONCEPT; SPANISH; *SPEECH SKILLS

EORS PRICE: EORS PRICE MF-S0.65 HC-$6.58


THE REGIONAL SERVICE CENTER IN AUSTIN HAS IMPLEMENTED ABILINGUAL PROGRAM SERVING ELEMENTARY-AGE CHILDREN IN 3LOCALES. DURING ITS 2ND YEAR OF OPERATION, THE PROGRAMSERVED 5 PILOT 1ST-GRADE CLASSES AND 5 PILOT 2ND-GRADECLASSES, PROVIDING INNOVATIVE MATERIALS, CONSULTANTS, ANDIN-SERVICE ACTIVITIES TO GUIDE TEACHERS IN DEVELOPING ACOHESIVE RILINGUAL CURRICULUM IN EACH GRADE. THE PROGRAMINCLUDED THE USE OF IN-SERVICE ACTIVITIES, PARENTALINVOLVEMENT ACTIVITIES, EDUCATIONAL MATERIALS, EVALUATIONDESIGN, AND TEACHER-CHILD BEHAVIOR MEASURES. ALL COMPONENTSOF THE PROGRAM WERE EVALUATED, WITH STUDENTS' COGNITIVEDEVELOPMENT TESTED IN THE AREAS OF ENGLISH READING, MATH,AND LANGUAGE AND IN SPANISH READING AND LANGUAGE. STUDENTS'AFFECTIVE DEVELOPMENT WAS TESTED IN THE AREAS OF ATTITUDETOWARDS THE MEXICAN AND ANGLO CULTURES, TOWARDS SCHOOL, ANDFOR SELF CONCEPT. TEST RESULTS SHOWED THAT BILINGUAL CLASSESSIGNIFICANTLY EXCELLED COMPARISON CLASSES IN THE AREA OFORAL LANGUAGE COMPREHENSION IN BOTH ENGLISH AND SPANISH.RECOMMENDATIONS INCLUDED A CHANGE TOWARD MORECRITERION-REFERENCED TESTING. (AUTHDR/PS1

149



TITLE: SELECTED CHARACTERISTICS OF PERSONS AND FAMILIES OFMEXICAN, PUERTO RICAN, AND OTHER SPANISH ORIGIN: MARCH 1971.POPULATION CHARACTERISTICS: CURRENT POPULATION REPORTS.

PERSONAL AUTHOR: *SUTER, LARRY E.

DESCRIPTOR: CAUCASIANS; *CENSUS FIGURES; *DATA COLLECTION;*ETHNIC. GROUPS; *MEXICAN AMERICANS; *NEGROES; PUERTO RICANS;0FPORTS; SPANISH AMERICANS; STATISTICAL DATA; *TABLES (DATA)

FORS PRICE: EORS PRICE MF-$0.65 HC-$3.29


DATA ON A VARIETY OF SOCIAL AND ECONOMIC CHARACTERISTICSFOR PERSONS AND FAMILIES OF MEXICAN, PUERTO RICAN, AND OTHERSPANISH ORIGINS AND COMPARATIVE DATA FOR THE TOTAL WHITE ANDNEGRO POPULATION ARE PRESENTED IN THIS REPORT. TABLESCONTAIN INFORMATION CONCERNING POPULATION SIZE, INCOME,EMPLOYMENT, EDUCATION, AND THE FAMILY. IT WAS DETERMINEDTHAT ABOUT 9 MILLION PERSONS IDENTIFIED THEMSELVES AS BEINGOF SPANISH ORIGIN IN MARCH 1971, INCLUDING 5 MILLION WHOWERE OF MEXICAN ORIGIN AND ABOUT 1 1/2 MILLION WHOIDENTIFIED THEMSELVES AS OF PUERTO RICAN ORIGIN. THE MEDIANFAMILY INCOME IN 1970 FOR ALL FAMILIES OF SPANISH ORIGIN WASLOWER THAN THE MEDIAN INCOME FOR ALL WHITE FAMILIES BUTHIGHER THAN THAT FOR BLACK FAMILIES. UNEMPLOYMENT RATES WEREHIGHER FOR PERSONS OF SPANISH ORIGIN THAN THE NATIONALAVERAGE AND ABOUT THE SAME AS THE RATE FOR MEN OF NEGRO ANDOTHER RACES. tMONG PERSONS 25 TO 29 YEARS OLD, 48T OFPERSONS OF SPANISH ORIGIN HAD GRADUATED FROM HIGH SCHOOLCOMPARED TO 58% OF NEGROES AND 80% OF ALL WHITES. ONE-THIRDnF THE NEGRO AND PUERTO RICAN FAMILIES HAD A FEMALE HEAD.(WIC,

AVAILABILITY: SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENTPRINTING OFFICE, WASHINGTON, D.C. 20402 ($0.201

150



TITLE: THE CHICANOS: A HISTORY OF MEXICAN AMERICANS.AMERICAN CENTURY SERIES.

PERSONAL AUTHOR: MEIER, MATT S.; RIVERA, FELICIANO

DESCRIPTOR: ACTIVISM; AGRICULTURE; *AREA STUDIES; *CULTURALBACKGROUND; *HISTORY; LEADERSHIP; *MEXICAN AMERICANS;POLITICAL SCIENCE; RELIGIOUS FACTORS; SOCIAL VALUES;SOCIOECONOMIC INFLUENCES; *SPANISH SPEAKING



TO IDENTIFY THE MEXICAN AMERICAN AS A MEMBER OF A UNIQUECULTURAL GROUP IS THE PURPOSE OF THIS HISTORY OF THECHICANOS. THE HISTORY OF THE MEXICAN AMERICAN IS DIVIDEDINTO 5 BROAD TIME PERIODS: THE INDO-HISPANIC PERIOD, DURINGWHICH THERE WAS A BLENDING OF THE INDIAN AND SPANISHCULTURES; THE MEXICAN PERIOD, A TIME OF POLITICAL ACTIVITYWHICH CULMINATED IN WAR WITH THE UNITED STATES; A PERIOD OFCULTURAL CONFLICT DURING THE LAST HALF OF THE 19TH CENTURY;A PERIOD OF RESURGENCE IN THE FIRST 4 DECADES OF THE 20THCENTURY; AND 4 PERIOD OF REGENERATION, FROM WORLD WAR II TOTHE PRESENT. THE 3 MAJOR SUBCULTURES OF MEXICAN AMERICANSWITHIN THE BORDERS OF THE UNITED STATES TODAY--THECALIFORNIO, THE TEJANO, AND THE NUEVO MEXICANO--AREDESCRIBED IN TERMS OF THE HISTORICAL PAST. (PS)

AVAILABILITY: HILL AND WANG, 19 UNION SQUARE WEST, NEWYnRK, N.Y. 10303 ($2.45)

151



TITLE: LA RAZA IN FILMS: A LIST OF FILMS AND FILMSTRIPS.

PERSONAL AUTHOR: BAIRD, CYNTHIA, COMP.

DESCRIPTOR:*FILMSTRIPS;SOUND FILMS;

EDRS PRICE:

*AUDIOVISUAL AIDS; *BIBLIOGRAPHIES; *FILMS;INSTRUCTIONAL FILMS; LATIN AMERICAN CULTURE;*SPANISH SPEAKING

EORS PRICE MFS0.65 HC$3.29


A LISTING OF OVER 200 FILMS AND FILMSTRIPS CONCERNING THESPANISHSPEAKING eEOPLE IN THE UNITED STATES IS GIVEN INTHIS PUBLICATION. THIS LIST INCLUDES FILMS AND FILMSTRIPS ONTHE PRECOLUMBIAN CIVILIZATIONS OF THE AMERICAN CONTINENTS,THE SPANISH CONQUEST AND DOMINATION, MODERN LATIN AMERICA(EXCLUDING BRAZIL), SPANISHSPEAKING MINORITIES IN THEUNITED STATES, AND THE RELATIVELY NEW THIRD WORLD CONCEPT OFLATIN AMERICA. THE FILMS ARE DESCRIBED AS BEING OF VARYINGQUALITY AND VARYING AVAILABILITY. THIS LIST GIVES SUCHINFORMATION AS ANNOTATIONS IN CASE OF UNPREVIEWED FILMS,DATA NECESSARY FOR FILM PURCHASE BY INSTITUTIONS OR PRIVATEGROUPS, AND RENTAL PRICES WHEN THE PURCHASE PRICE IS NOTAVAILABLE. ALSO INCLUDED IS A DIRECTORY OF 77 FILM PRODUCERSAND DISTRIBUTORS. (NQ)

152


PORLICATION DATE: 25 AUG 72

TITLE: THEORETICAL PERSPECTIVES ON INTEGRATION IN CHICANOCOMMUNITIES.

PERSONAL AUTHOR: RIVERA, GEORGE, JR.

DESCRIPTOR: *ACCULTURATION; CIVIL RIGHTS; *CULTURALAWARENESS; CULTURALLY DISADVANTAGED; ETHNIC GROUPS; *MEXICANAMERICANS; MINORITY GROUPS; *NATIONALISM; *RACIALINTEGRATION


DESCRIPTIVE NOTE: 14P.; PAPER PRESENTED AT THE ANNUALMEETING OF THE RURAL SOCIOLOGICAL SOCIETY IN BATON ROUGE,LOUISIANA, AUGUST 25, 1972

THE PAPER FIRST PROPOSES A GENERAL MODEL FOR THE STUDY OFACCULTURATION IN THE CHICANO COMMUNITY AND THEN PRESENTSDEVELOPING TRENDS WHICH ARE VIEWOD AS IMPORTANT TOUNDERSTANDING LA RAZA. IN GENERATING A THEORY OFACCULTURATION A 1+1 OR (-) VALUE WAS ASSIGNED TO EACH LINK(FOR. EXAMPLE, LOWER, MIDDLE, OR UPPER CLASS FAMILYBACKGROUND) OF THE MODEL. FROM THE MODEL, 5 POSSIBLE TYPESOF ACCULTURATING INDIVIDUALS CAN BE CONCEPTUALIZED-- THEACCULTURATED INDIVIDUAL WITH NO DISADVANTAGED BACKGROUND,FROM THE MIDDLE OR UPPER CLASS; THE PRINCIPAL STRUCTURALACCULTURATOR, WHO OVERCAME A DISADVANTAGED BACKGROUND MOSTLYTHROUGH EDUCATION OR THROUGH HIGH MOTIVATION AND HARD WORK;THE INTERVENING ACCULTURATOR, WHO IS A MEMBER OF THESUBORDINATE COMMUNITY AND WHO HAS BEEN ACCULTURATED THROUGHTNTERVENING MEDIA SOURCES AND IS AWARE OF A BETTER TOMORROW;THE DEVIANT ACCULTURATOR, WHO IS ACCULTURATED BUT SHOWS NOSIGNS OF POSITIVE INFLUENCES; AND THE UNACCULTURATEDINDIVIDUAL, WHO IS UNACQUAINTED WITH THE SUPERORDINATECULTURE - -A PERSON WHO IS EITHER A RECENT IMMIGRANT OR WHOHAS LED AN ISOLATED RURAL EXPERIENCE. TRENDS INUNDERSTANDING LA RAZA INCLUDE A CULTURAL EXPLANATION OF WHATMANY ANGLOS BELIEVE OF CHICANOS, A CRITICISM OF THE FOCUSUPON ACCULTURATION WHICH ATTACKS THE "MELTING POT" THEORYBECAUSE MANY GROUPS CANNOT ASSIMILATE, AND CHICANONATTONALISM - -A DEVELOPING TREND IN WHICH THERE IS ACONSCIOUS ATTEMPT TO RESTORE THE SELF IMAGE OF CHICANOS INTHE SOUTHWEST. WHILE DEGREES OF ACCULTURATION HAVE OCCURRED,ASSIMILATION HAS BEEN A RARE THING. IF THERE IS TRULY TO BEA DEFENSE OF INTEGRATION, THERE MUST FIRST BE A CHANGE INTI-+t INEQUITIES OF THE SYSTEM. (FF)

153



TITLE: A DESCRIPTION OF SIMULATION TECHNIQUE TO DEVELOPTEACHER AND COUNSELOR EMPATHY WITH THE SPANISH SPEAKINGSTUDENT.

PERSONAL AUTHOR: MAGEE, BETTIE; AND OTHERS

DESCRIPTOR: *ANGLO AMERICANS; *CLASSROOM TECHNIQUES;COLLEGE STUDENTS; COUNSELOR TRAINING; CULTURAL AWARENESS;CULTURAL DIFFERENCES; *MEXICAN AMEPICANS; *SIMULATION;*SPANISH SPEAKING; TEACHER EDUCATION

IDENTIFIER: *MICHIGAN

FORS PRICE: EMS PRICE MF-$0.65 HC-$3.29


THE PURPOSE OF THE SIMULATION TECHNIQUE DESCRIBED IN THIS'SPORT IS TO DEVELOP TEACHER AND COUNSELOR EMPATHY WITH THESPANISH- SPEAKING STUDENT. THE TECHNIQUE, DEVELOPED TO BEUSED WITH ENGLISH-SPEAKING COLLEGE STUDENTS, INCLUDES THEUSE OF A CLASS CONDUCTED IN SPANISH, A SIMPLE FORM WRITTENIN SPANISH TO BE COMPLETED BY THE STUDENTS, PUNISHMENT FORTHE USE OF ENGLISH IN THE CLASSROOM, AND CLASS DISCUSSION INENGLISH AFTER THE SIMULATION. FINDINGS INCLUDE THE FACT THATMANY STUDENTS ARE NOT AWARE OF THE PROBLEM FACED RYSPANISH-SPEAKING CHILDREN, THAT FEW STUDENTS REALIZE THENUMBER nF CHICANO STUDENTS IN MICHIGAN, AND THAT FEWSTUDENTS ARE ACQUAINTED WITH THE MIGRANT EDUCATION PROGRAMIN MICHIGAN. IPSI

154



TITLE: CHICANO SPECIAL READING SELECTIONS.

PFRSONAI. AUTHOR: FEENEY, JOAN V., COMP.

DESCRIPTOR: *ANNOTATED BIBLIOGRAPHIES; *BILINGUAL STUDENTS;*CULTURAL AwARENESS; CULTURAL DIFFERENCES; HIGH SCHOOLSTUDENTS; INTERMEDIATE GRADES; *MEXICAN AMERICANS; PRESCHOOLLEARNING; PRIMARY GRADES; *READING MATERIALS

EDRS PRICE: ERRS PRICE MF-$0.65 HC-$3.29


THE PURPOSE OF THIS SELECTIVE BIBLIOGRAPHY OF APPROXIMATELY350 WORKS IS TO DRAW THE VARIOUS MATERIALS ON MEXICANAMERICAN CULTURE TOGETHER FOR USE BY STUDENTS AT DIFFERENTAGF LEVELS. THE MATERIALS ARE SEPARATED INTO LISTS FORPRESCHOOL AND PRIMARY, INTERMEDIATE, AND ADVANCED STUDENTS.THE READING SELECTIONS PROVIDE INFORMATION IN THE FOLLOWINGAREAS: MEXICAN ARTS. CRAFTS, COOKING, DANCES, AND CUSTOMS;SPANISH ADVENTURE AND EXPLORATION STORIES; TRAVEL IN MEXICO;LIFE IN EARLY CALIFORNIA; MEXICAN FOLKLORE AND POETRY; DAILYLIFE IN CHICANO HOUSEHOLDS; STORIES OF THE BRACEROS ANDMIGRANT WORKERS' FAMILIES; AND INFORMATION ABOUT PROMINENTHISTORICAL AND CONTEMPORARY LEADERS. THE INFORMATION FOREACH BOOK IS REPORTED TO BE ACCURATE THROUGH JUNE 1, 1972.(PS)

155



TITLE: OUTLINE OF CONTENT: MEXICAN AMERICAN STUDIES. GRADES10-12.

DESCRIPTOR: AMERICAN HISTORY; *CULTURAL AWARENESS; CULTURALBACKGROUND; CURRICULUM GUIDES; ETHNIC GROUPS; ETHNICSTUDIES; *MEXICAN AMERICAN HISTORY; *MEXICAN AMERICANS;MINORITY GROUPS; SECONDARY GRADES; *SOCIAL STUDIES UNITS;SPANISH AMERICANS; *UNITED STATES HISTORY

EDRS PRICE: EORS PRICE MF-$0.65 HC-53.29


AN HISTORICAL SURVEY OF MEXICAN AMERICANS OF THE SOUTHWESTIS OUTLINED IN THIS CURRICULUM GUIDE FOR HIGH SCHOOLSTUDENTS. THE PURPOSE OF THIS COURSE IS TO HAVE STUDENTSDEVELOP AN APPRECIATION FOR AND AN UNDERSTANDING OF THE ROLEOF THE MEXICAN AMERICAN IN THE DEVELOPMENT OF THE UNITEDSTATES. ALTHOUGH THE FIRST HALF OF THE GUIDE FOCUSES UPONTHE HISTORICAL CULTURAL BACKGROUND OF MEXICAN AMERICANS, THELATTER HALF EMPHASES THE CULTURE CONFLICT WITHIN THE ETHNICGROUP AND, MOREOVER, THEIR STRUGGLE TOWARD OBTAINING CIVILRIGHTS ALONG WITH IMPROVEMENT OF SOCIAL AND ECONOMICCONDITIONS. FIVE UNITS ARE: 1) SPAIN IN THE NEW WORLD; 2)THE COLLISION OF TWO CULTURES; 31 THE MEXICAN AMERICANHERITAGE IN THE AMERICAN SOUTHWEST; 4) A SOCIOLOGICAL ANDPSYCHOLOGICAL VIEW OF THE MEXICAN AMERICAN; AND 5) THEMEXICAN AMERICAN TODAY. AN APPENDIX INCLUDES MEXICANAMERICAN WINNERS OF THE CONGRESSIONAL MEDAL OF HONOR. ALSOINCLUDED IS A BOOK AND PERIODICAL BIBLIOGRAPHY. ISO)

156



TITLE: PREDICTION OF JOB PERFORMANCE FOR BLACK,MEXICANAMERICAN, AND CAUCASIAN INVENTORY MANAGEMENTSPECIALISTS.

PERSONAL AUTHOR: CROOKS, LOIS Ao; MAHONEY, MARGARET H.

DESCRIPTOR: APTITUDE TESTS; *CAUCASIANS; DATA ANALYSIS;DATA COLLECTION; DECISION MAKING; JOB ANALYSIS; MANAGEMENT;*MEXICAN AMERICANS; *NEGROES; PROJECTS; QUESTIONNAIRES;STANDARDS; *TASK PERFORMANCE; *TESTING; TEST RESULTS; TIME

EDRS PRICE: EDRS PRICE MF $0.65 HC$6.58


THIS REPORT IS A DESCRIPTION OF THE INSTRUMENTATION,METHODOLOGY, AND SAMPLE OBTAINED FOR THE FINAL PHASE OF IESTUDY CONCERNED WITH THE OCCUPATIONAL INVENTORY MANAGEMENTSPECIALIST. INVENTORY MANAGERS WERE ASKED TO KEEP A DAILYACTIVITY LOG FOR FIVE DAYS AND TO RECORD THE RANGE OFACTIVITIES AND INTERACTION WITH OTHERS IN THE PROCESS OFACCOMPLISHING THEIR WORK. PRELIMINARY INFORMATION GATHEREDWAS SUMMARIZED AS A BASIS FOR DECISIONS AS TO THE SELECTIONOF THE APTITUDE TESTS, THE CONSTRUCTION OF THE BIOGRAPHICALDATA QUESTIONNAIRE AND TASK LIST, AND THE DEVELOPMENT OF THECRITERION MEASURES. APPROXIMATELY 200 BLACKS, 100MEXICANAMERICANS, AND 300 CAUCASIANS WERE TESTED, PRIMARILYAT GRADE LEVELS 9 AND 11, THE JOURNEYMAN LEVELS IN INVENTORYMANAGEMENT AFTER PROGRESS THROUGH THE GS-5 AND 7 TRAININGPERIODS. THE TOTAL TESTING TIME INVOLVED IN THE VARIOUSMEASURES TO INVENTORY MANAGEMENT SPECIALISTS WASAPPROXIMATELY ONE AND ONEHALF DAYS. THE APTITUDE TESTS ANDPERSONAL HISTORY QUESTIONNAIRE TOOK UP THE FIRST DAY, ANDTHE WORK SAMPLE WAS ADMINISTERED ON A HALFDAY FOLLOWING.THE RESULTS OF THE ANALYSES OF THE DATA OBTAINED FORINVENTORY MANAGEMENT SPECIALISTS WILL BE CONTAINED IN ACOMPREHENSIVE REPORT OF THE PROJECT. CAUTHOR/CK)

157



TITIF: A SUPPLEMENT TO PORTRAITS: THE LITERATURE OFMINORITIES.

DESCRIPTOR: AMERICAN INDIANS; *AMERICAN LITERATURE;*ANNOTATED BIBLIOGRAPHIES; ANTHOLOGIES; CULTURAL ENRICHMENT;ELEMENTARY GRADES; *ETHNIC STUDIES; *LITERATURE REVIEWS;MEXICAN AMERICANS; *MINORITY GROUPS; NEGROES; NOVELS;POETRY; PROSE; *READING MATERIAL SELECTION; SECONDARYGRADES; TEACHER INFLUENCE

IDENTIFIER: ASIAN AMERICANS

EDRS PRICE: EDRS PRICE mF-$0.65 HC-S3.29

DESCRIPTIVE NOTE: TIP.

THIS SUPPLEMENT TO *PORTRAITS: THE LITERATURE OFMINORITIES* PUBLISHED 'N JUNE 1970, PROVIDES AN ANNOTATEDBIBLIOGRAPHY OF LITERATURE BY AND ABOUT BLACK AMERICANS,MEXICAN AMERICANS, NORTH AMERICAN INDIANS, AND ASIANAMERICANS. THE BIBLIOGRAPHY IS DESIGNED TO AID TEACHERS ANDLIBRARIANS IN RECOMMENDING BOOKS TO STUDENTS IN GRADES 7-12.THE TITLES ARE GROUPED UNDER THE HEADINGS OF. FICTION,POETRY, PROSE NONFICTION, ANTHOLOGIES, AND BACKGROUNDMATERIALS FOR TEACHERS. THE ETHNIC EXPERIENCE IS CENTRAL TOALL TITLES. THE BIBLIOGRAPHY ALSO PROVIDES INFORMATION AS TOPUBLISHER, COPYRIGHT DATE, AVAILABILITY OF PAPERBACKEDITIONS, AND PRICE. SUGGESTIONS OF THE SELECTION COMMITTEEARE GIVEN FOR THE USE OF EACH TITLE. AN INDEX OF TITLES ANDAUTHORS IS PROVIDED, AS IS A FORM FOR EVALUATING THESUPPLEMENT. (FOR RELATED DOCUMENT, SEE ED 042 771.1 (DB)

158



TITLE: RELATIONS BEP:IEEN TEACHER BILINGUALISM IN SPANISH ANDENGLISH AND ATTITUDES TOWARD A BILINGUAL TELEVISION PROGRAM.

PERSONAL AUTHOR: MCRAE, SUSAN

DESCRIPTOR: *BILINGUAL EDUCATION; BILINGUAL STUDENTS;*BILINGUAL TEACHERS; EDUCATIONAL TELEVISION; ENGLISH (SECONDLANGUAGE); *INSTRUCTIONAL TELEVISION; LANGUAGE PROGRAMS;SECOND LANGUAGE LEARNING; SPANISH SPEAKING; *SURVEYS;*TEACHER ATTITUDES

IDENTIFIER: *CARRASCOLENDAS

EDRS PRICE: FORS PRICE MF-$0.65 HC-$3.29

DESCRIPTIVE NOTE: 64P.; SEE ALSO EM 010 153; THESISSUBMITTED TO THE UNIVERSITY OF TEXAS

"CARRASCOLENDAS" IS A BILINGUAL INSTRUCTIONAL TELEVISIONPROGRAM, PATTERNED AFTER "SESAME STREET", WHICH IS DESIGNEDTO INTRODUCE MEXICAN-AMERICAN CHILDREN TO THE DOMINANTAMERICAN CULTURE AND YET ENCOURAGE THEM TO RETAIN PART OFTHEIR OWN CULTURAL IDENTITY. THE PROGRAM ALSO SEEKS TOMAXImiZE THE CHILD'S CHANCES OF SUCCESS IN SCHOOL BYDEFINING AS SEPARATE TASK AREAS THE ACQUISITION OF READING.AND MATH SKILLS AND THE ACQUISITION OF A SECOND LANGUAGE.TEACHER ATTITUDES AND ACTIVITIES RELATIVE TO" CARRASCOLENDAS" WERE MEASURED BY MEANS OF A SURVEYCONDUCTED BY MAIL DURING THE 10-WEEK PERIOD IN WHICH THESERIES WAS BROADCAST IN TEXAS. THE DATA FROM THE SURVEY WERESTATISTICALLY ANALYZED TO DETERMINE WHAT EFFECT THETEACHER'S DEGREE OF FAMILIARITY WITH THE SPANISH LANGUAGEWOULD HAVE ON HIS ATTITUDE TOWARD THE PROGRAM. IT WAS FOUNDTHAT ATTITUDES ARE MORE POSITIVE AMONG LEACHERS WITH AHIGHER DEGREE OF BILINGUALISM IN SPANISH AND ENGLISH, THATTHE SERIES ISMORE LIKELY TO BE VIEWED BY SPANISH-SPEAKINGMEXICAN AMERICAN PUPILS, AND THAT INCREASE IN THE USE OFSPANISH LANGUAGE BY BOTH MEXICAN-AMERICAN AND NON-AMERICANPUPILS IS MORE LIKELY TO OCCUR IN CLASSROOMS WHERE TEACHERSARE BILINGUAL. (iv)

159



TITLE: CARRASCOLENDAS: EFFECTS OF A SPANISH/ENGLISHTELEVISION SERIES FOR PRIMARY SCHOOL CHILDREN. FINAL REPORT.EVALUATION COMPONENT.

PERSONAL AUTHOR: WILLIAMS, FREDERICK; AND OTHERS

DESCRIPTOR: *BILINGUAL EDUCATION; BILINGUAL STUDENTS;*INSTRUCTIONAL TELEVISION; LANGUAGE PROGRAMS; *MEXICANAMERICANS; PARENT ATTITUDES; PRIMARY EDUCATION; *PROGRAMEVALUATION; SPANISH SPEAKING; STUDENT ATTITUDES; SURVEYS;TEACHER ATTITUDES; TELEVISED INSTRUCTION


EDRS PRICE: EDRS PRICE MF-40.65 HC-49.87

DESCRIPTIVE NOTE: 226P.; SEE ALSO EM 010 119

THE SECOND YEAR EVALUATION OF THE EFFECTS AND USAGE OF"CARRASCOLENDAS," A CHILDREN'S TELEVISION SERIES IN SPANISHAND ENGLISH, WAS CONDUCTED IN THREE PHASES. A FIELDEXPERIMENT USED CRITERION REFERENCED TESTS AMONGMEXICAN-AMERICAN CHILDREN COMPRISING THE TARGET AUDIENCE TOMEASURE LEARNING EFFECTS. TWO EXPERIMENTAL GROUPS VIEWED THESERIES--ONE OF THESE GROUPS WATCHED THE THIRTY PROGRAMS ONLYAND THE OTHER WATCHED THE PROGRAMS AND ENGAGED IN ACTIVITIESIN BOTH SPANISH AND ENGLISH WHICH RELATED TO THE CONTENT OFTHE DAY'S PROGRAM. A THIRD GROUP SERVED AS A CONTROL.PRE-AND POSTTESTS WITH SEPARATE SPANISH AND ENGLISHINSTRUMENTS YIELDED STATISTICALLY SIGNIFICANT GAINS FOR THEVIEWERS WITH GREATER GAINS FOR THOSE WHO HAD SUPPLEMENTARYACTIVITIES, IN A VARIETY OF AREAS. SURVEYS OF PRINCIPALSTEACHERS, PARENTS, AND PUPILS ON THEIR ATTITUDES TOWARD"CARRASCOLENDAS" AND ITS EFFECTS IN THE CLASSROOM INDICATEDA POSITIVE RESPONSE TO THE SERIES. A PROCESS EVALUATIONEXAMINED THE INTERACTION OF VARIOUS PROJECT COMPONENTS ANDPROVIDED SUGGESTIONS FOR FURTHER IMPROVEMENTS, INCLUDINGGREATER CONSULTATION IN ALL AREAS AND IMPROVED DELINEATIONOF THE ROLE OF ADVISORY COMMITTEE MEMBERS. IJYI

160



TITLE: ON THE RELATIONSHIP OF LANGUAGE DOMINANCE AND THEEFFECTS OF VIEWING CARRASCOLENDAS.

PERSONAL AUTHOR: WILLIAMS, FREDERICK; VAN WART, GERALDINE

DESCRIPTOR: BILINGUAL EDUCATION; *BILINGUAL STUDENTS;ELEMENTARY SCHOOL STUDENTS; *INSTRUCTIONAL TELEVISION;*MEXICAN AMERICANS; SPANISH EPEAKING




A STUDY WAS MADE OF THE RELATIONSHIP BETWEEN THE LANGUAGEDOMINANCE OF A CHILD AND THE EFFECTS OF VIEWING A BILINGUALTELEVISION PROGRAM CALLED CARRASCOLENDAS. A PREVIOUS STUDYSHOWED THAT THE PROGRAM DID HAVE AN EFFECT ON AVERAGEKNOWLEDGE GAINS AMONG VIEWERS. IN ORDER TO ASCERTAIN WHETHERTHESE GAINS WERE IN SOME WAY RELATED TO THE LANGUAGEDOMINANCE OF THE CHILD, AN INDEX WAS CONSTRUCTED TODETERMINE THE CHILD'S LANGUAGE DOMINANCE-SPANISH, ENGLISH,OR BILINGUAL. WHEN THIS INDEX WAS CORRELATED WITH GAINS MADEAS A RESULT OF VIEWING THE PROGRAM, NO SIGNIFICANT EVIDENCEWAS FOUND THAT THE EFFECTS OF VIEWING CARRASCOLENDAS WERERELATED TO, OR DEPENDENT UPON, THE CHILDS LANGUAGEDOMINANCE. (JY)

161



TITLE: QUESTIONNAIRE: PARENT ATTITUDE TOWARD BILINGUALEDUCATION.

DESCRIPTOR: *BILINGUAL EDUCATION; CHILDREN; ENGLISH (SECONDLANGUAGE); INTERVIEWS; LANGUAGE INSTRUCTION; *PARENTATTITUDES; *QUESTIONING TECHNIQUES; *QUESTIONNAIRES; SECONDLANGUAGE LEARNING; SPANISH; *SPANISH SPEAKING

EORS PRICE: EORS PRICE MF-$0.65 HC-$3.29


THIS INSTRUMENT WAS DEVELOPED FOR USE WITH PARENTS OFCHILDREN PARTICIPATING IN BILINGUAL EDUCATION PROGRAMS. THEQUESTIONS (IN BOTH SPANISH AND ENGLISH) SOLICIT INFORMATIONCONCERNING PARENTAL ATTITUDES TOWARD THEIR CHILDREN'SSCHOOLING. THE QUESTIONS ARE PROVIDED ALONG WITH SUGGESTIONSFOR ADMINISTERING THE QUESTIONNAIRE AND FOR USING THERESULTING INFORMATION. (VN)

362

ACCESSION NUMBER: E0066 082


TITLE': DE TODO UN POCO (A LITTLE OF EVERYTHING).

DESCRIPTOR: *BILINGUAL EDUCATION; BILINGUALISM; *CULTURALAWARENESS; CULTURAL DIFFERENCES; *CULTURAL EDUCATION;CULTURAL PLURALISM; EDUCATIONAL GAMES; EDUCATIONAL NEEDS;ENGLISH (SECOND LANGUAGE); ETHNIC GROUPS; *FOREIGN STUDENTS;INSTRUCTIONAL MATERIALS; LANGUAGE PROGRAMS; *LEARNINGACTIVITIES; NON ENGLISH SPEAKING; SELF CONCEPT; SPANISHSPEAKING; TEACHING TECHNIQUES



THIS DOCUMENT SEEKS TO UNDERLINE THE IMPORTANCE OF CULTURALAWARENESS BY PROVIDING EXAMPLES OF THE FOLKWAYS, CUSTOMS,ART, TRADITIONS, AND LIFE STYLES OF DIFFERENT ETHNIC GROUPS.INCLUDED HERE ARE TEACHING TECHNIQUES DESIGNED TO MOTIVATEUNDERSTANDING OF THE UNIVERSALITY OF MAN AND TO SHOW HOWCULTURAL DIFFERENCES ENRICH EVERYONE'S LIFE. SUGGESTIONS AREOFFERED TO TEACHERS, AND EXAMPLES OF ACTIVITIES FOR AND BYSTUDENTS ARE PROVIDED. THE DOCUMENT CONCERNS SUCH DIVERSETOPICS AS FREE PAMPHLETS AVAILABLE ON BILINGUAL ANDBICULTURAL EDUCATION, STATISTICS ON FOREIGN SPEAKERS INCHICAGO, COMMUNICATION PROBLEMS, INTERNATIONAL GEOGRAPHICALFACTS, AND CULTURAL INSIGHTS INTO MANY DIFFERENT COUNTRIES,ESPECIALLY THROUGH THE EYES OF CHILDREN FROM THOSECOUNTRIES. (VM)

163



TITLE: PATTERNS OF DIFFICULTY IN ENGLISH IN BILINGUALMEXICAN- AMERICAN CHILDREN.

PERSONAL AUTHOR: SPECTOR, SIMA

DESCRIPTOR: *BILINGUAL EDUCATION; BILINGUALISM; CHILDREN;COMPARATIVE ANALYSIS; CONTRASTIVE LINGUISTICS; EDUCATIONALEXPERIMENTS; EDUCATIONAL PROBLEMS; EDUCATIONAL RESEARCH;*ENGLISH (SECOND LANGUAGE); ENVIRONMENTAL INFLUENCES; *ERRORPATTERNS; *LANGUAGE DEVELOPMENT; LANGUAGE PROFICIENCY;LEARNING DIFFICULTIES; LITERATURE REVIEWS; MASTERS THESES;*MEXICAN AMERICANS; SPANISH; STANDARD SPOKEN USAGE; SYNTAX

EDRS PRICE: EORS PRICE MF-$0.65 HC -13.29

DESCRIPTIVE NOTE: 34P.; MASTERS THESIS

THE PURPOSE OF THIS STUDY IS TO EXAMINE THEENGLISH-LANGUAGE PERFORMANCE OF BILINGUAL CHILDREN SO THATPATTERNS OF DIFFICULTY MAY BE ASCERTAINED AND INTELLIGENTDECISIONS CAN BE MADE IN DESIGNING LANGUAGE TRAINING FORTHESE STUDENTS. THE DOCUMENT FIRST PROVIDES A REVIEW OFRELEVANT LITERATURE DEFINING BILINGUALISM, INHERENTCHARACTERISTICS OF BILINGUALISM, ACADEMIC AND PSYCHOLOGICALPROBLEMS CREATED BY BILINGUALISM, AND ESSENTIALS OF LANGUAGEPROFICIENCY. AND DISCUSSES SPECIFIC PATTERNS OF DIFFICULTYTO BE EXPECTED IN ENGLISH-LANGUAGE PERFORMANCE. THE AUTHORTHEN DESCRIBES AN EXPERIMENT CONDUCTED AMONG 15 BILINGUALAND 15 MONOLINGUAL CHILDREN TO DETERMINE PATTERNS OFDIFFICULTY. THE DETAILS AND RESULTS ARE REPORTED ALONG WITHA DISCUSSION OF IMPLICATIONS. FINDINGS CONFIRM THEINVESTIGATIONS ANn STATEMENTS OF LINGUISTS AS TO AREAS OFDIFFICULTY FOR BILINGUAL SPEAKERS; HOWEVER, THE SIMILARITYOF PERFORMANCE BY THEIR MONOLINGUAL ENGLISH-SPEAKING PEERS INOICATES THAT OTHER DYNAMICS INFLUENCE THE LANGUAGE DEVELOPMENT OF CHILDREN IN BOTH GROUPS. THESE FACTORS MUST ALSO BE I

NVESTIGATED. (AUTHOR/VM)

164



TITLE: A SYSTEMS ANALYSIS OF SOUTHWESTERN SPANISH SPEAKINGUSERS AND NONUSERS O LIBRARY AND INFORMATION SERVICFSDEVELOPING CRITERIA TO DESIGN AN OPTIMAL MODEL CONCEPT.cINAL RFPORT.

DESCRIPTOR: EVALUATION; *INFORMATION SERVICES; *LIBRARYSERVICES; MEXICAN AMERICANS; *PUBLIC LIBRARIES; *SPANISHSPEAKING; SURVEYS; *USE STUDIES

EnRS PRICE: EnRS PRICE MF$0.65 HC$16.45

DESCRIPTIVE NOTE: 463P.;(113 REFERENCES;

THIS PROJECT WAS CONCEIVED TO SCIENTIFICALLY FACTOR THEELEMENTS OF IMPORTANCE AND THEN TO FORMULATE LIBRARY SYSTEMSCONCFPTS THAT WOULD HAVE SHORT AND LONG RANGE MEANING TO THEMEXICAN AMERICAN COMMUNITY. A THREE PHASE PROGRAM WASINITIATED TO ACHIEVE THESE OBJECTIVES. THE FIRST PHASE WAS ASEVEN GROUP SURVEY TO DETERMINE (11 HOW MANY MEXICANAMERICANS USE LIBRARY FACILITIES, (2) WHAT ELEMENT OF THEPOPULATION THEY REPRESENT, (3) WHAT BENEFITS THEY DERIVEFROM THE SYSTEM AND (4) WHAT SOCIOECONOMIC FACTORS AFFECTLIBRARY USAGE IN THE MEXICAN AMERICAN COMMUNITY. THE SEVENSURVEYS INCLUDED: (11 USERS OF LIBRARIES, (21 NON USERS OFLIBRARIES, (31 TOP LEVEL ADMINISTRATORS OF PUBLIC LIBRARIES,(41 WORKING LIBRARIANS OF PUBLIC LIBRARIES, (5) TOP LEVELADMINISTRATORS OF PUBLIC AND PAROCHIAL SCHOOLS, (6) WORKING-LIBRARIANS OF PUBLIC AND PAROCHIAL SCHOOLS AND (7)ADMINISTRATORS OF COMMUNITY/JUNIOR COLLEGES. THE SECONDPHASE CONSISTED OF ANALYZING THE DATA OF THE SURVEYS TODFTERMINE THE CITY DEMOGRAPHIC DIFFERENCES OR THE PERSONALMEXICAN AMERICAN ATTRIBUTES THAT WERE CAUSAL EFFECTS INLIBRARY USAGE AND NONUSAGE. THE THIRD PHASE EXTENDED THEKNOWLEDGE DERIVED FROM THE SURVEYS TO ANTICIPATE NEAR TERMAND LONG TERM COMMUNITY RFQUIREMENTS AND THE LIBRARIES'POSSIBLE RESPONSE AND PARTICIPATION IN THESE NEEDS.(AUTHOR /NH)

165



TITLE: SELF-DESIGNATION PATTERNS OF A TRADITIONAL ETHNICMINORITY TN A MODERN SOCIETY -- CONFLICT, CONSENSUS, ANDCONFUSION IN THE IDENTITY CRISIS.

PERSONAL AUTHOR: SALAZAR, JOHN H.

DESCRIPTOR: *CLASSIFICATION; CONFLICT; CULTURAL PLURALISM;*ETHNIC GROUPS; *MEXICAN AMERICANS; *SELF CONCEPT; *SPANISHSPEAKING; STATISTICAL SURVEYS; TABLES (DATA)


DESCRIPTIVE NOTE: 26P.; PAPER PREPARED FOR THE THIRD WORLDCONGRESS FOR RURAL SOCIOLOGY, BATON ROUGE, LOUISIANA, AUGUST22-27, 1972

THE PROCESS OF SELF-IDENTIFICATION BY PERSONS OF MEXICANAND OTHER SPANISH ANCESTRY AND ITS RELATIONSHIP TO REFERENCEGROUP THEORY IS DISCUSSED. THE STUDY EXAMINES THERELATIONSHIP PATTERNS BETWEEN SUCH INDEPEDENT VARIABLES ASAGE, SEX, YEARS OF FORM41 EDUCATION, BIRTHPLACE, BIRTHPLACEOF PARENTS, AND LANGUAGE SPOKEN IN THE HOME WITH VARIOUSFORMS OF SELF-IDENTITY CONCEPTS. THREE TYPES OF REFERENCEGROUPS WERE USED: (1) POSITIVE REFERENCE GROUPS (THEINDIVIDUAL'S CULTURAL GROUP GUIDES HIS BEHAVIOR), (2)NEGATIVE REFERENCE GROUP (THE INDIVIDUAL OPPOSES OR REJECTSHIS CULTURAL GROUP), AND (3) ASPIRATIONAL REFERENCE GROUP(THE GROUP INTO WHICH THE INDIVIDUAL DESIRES TO BEACCEPTED). THE SAMPLE CONSISTED OF 228 FAMILIES FROMPREDESIGNATED RESIDENTIAL DWELLINGS, BLOCKS, AND CENSUSTRACTS HAVING MODERATELY LARGE CONCENTRATIONS OF FAMILIES OFMEXICAN OR OTHER SPANISH EXTRACTION (ONLY 150 INTERVIEWSWERE COMPLETED). THE SAMPLE CONSISTED OF 48% MALES AND 52%FEMALES. THE FINDINGS INDICATED THAT 54% PREFERRED "MEXICANAMERICAN" FOR PURPOSES OF DESIGNATION IN OFFICIAL CENSUSBUREAU FORMS; 43% OF FEMALES PREFERRED MEXICAN AMERICAN FORSELF- DESIGNATION PURPOSES; MEXICAN/MEXICANO WAS PREFERRED BYTHE LESS EDUCATED, WHILE THE MORE EDUCATED PREFERRED MEXICANAMERICAN; AND FOREIGN BORN PERSONS PREFERREDMEXICAN/MEXICANO OR MEXICAN AMERICAN WHILE NATIVE AMERICANSCHOSE MEXICAN AMERICAN OR CHICANO. THE STUDY CONCENTRATED ON.WEST TEXAS; IT WAS DECIDED THAT A MAJOR WEAKNESS OF THISSTUDY WAS THE RATHER SMALL SAMPLE SIZE WHICH DID NOTCONSIDER THE SELF-DESIGNATION PATTERNS OF OTHER REGIONS ANDLOCALITIES. (NQ)

166



TITLE: THE IMPACT OF SKIN COLOR BY SEX ON SELF CONCEPT OFLOW SOCIOECONOMIC LEVEL MEXICAN- AMERICAN HIGH SCHOOLSTUOENTS.

PERSONAL AUTHOR: MALDONADO, BONNIE BUCKLEY

DESCRIPTOR: ANALYSIS OF VARIANCE; *DOCTORAL THESES; *HIGHSCHOOL STUDENTS; INDIVIDUAL CHARACTERISTICS; LITERATUREREVIEWS; *MEXICAN AMERICANS; *SELF CONCEPT; SEX(CHARACTERISTICS); *SOCIOECONOMIC STATUS

EoRS PRICE: EDRS PRICE MF-$0.65 HC-$6.58

DESCRIPTIVE NOTE: 126P.; DOCTOR'S THESIS SUBMITTED TO NEWMEXICO STATE UNIVERSITY, LAS CRUCES, NEW MEXICO

THE PURPOSES OF THIS DISSERTATION WERE TO DETERMINE (1) IFSELF-CONCEPT IS AFFECTED BY THE INDEPENDENT CONDITIONS OFSKIN COLOR AND SEX AND (2) IF SELF-CONCEPT IS AFFECTED BYTHE 1NTFRACTIONS RESULTING FROM THE VARIABLES OF SKIN COLORANfl SEX. TWO HYPOTHESES WERE TESTED: (1) THAT THERE WOULD BENO SIGNIFICANT MAIN EFFECTS BETWEEN THE VARIABLES OF SEX ANDSTUOENTS' PERCEPTIONS OF SKIN COLOR ON .THE SELF-CONCEPT OFMEXICAN AMERICANS FROM A LOW SOCIOECONOMIC LEVEL AND (2)THAT THERE WOULD BE NO SIGNIFICANT INTERACTION EFFECTSBETWEEN SEX AND SKIN COLOR ON THE SELF-CONCEPT. THIS STUDYWAS CONDUCTED IN 2 NEW MEXICO PUBLIC HIGH SCHOOLS DURING1971-72 AND CONSISTED OF 174 MEXICAN AMERICAN 10TH, 11TH,AND 12TH GRADE STUDENTS FOR WHOM 4 DATA INDICES WEREAVAILABLE (SCORES ON THE TENNESSEE SELF CONCEPT SCALE,SCORES ON HOLLINGSHEAD"S TWO-FACTOR INDEX OF SOCIALPOSITION, CLASSIFICATION AS TO SKIN COLOR, AND SEX).INTERVIEWS WITH THE SUBJECTS BY THE INVESTIGATOR PROVIDEDINFORmATIO4 PERTAINING TO SELF-PERCEPTION OF SKIN COLOR INADOITION TO THE INVESTIGATOR'S RATING. COLOR TRANSPARENCIESWERE MADE OF THE HAND AND ARM OF EACH SUBJECT FOR EVALUATIONBY I ANun AND 2 MEXICAN AMERICAN JUDGES. ANALYSIS OFVARIANCE WAS DONE TO DETERMINE ANY SIGNIFICANT MAIN EFFECTSAND INTERACTIONS FOLLOWED BY AN AFTER F TEST. WHERESIGNIFICANT F RATIOS WERE OBTAINED, THE NEUMAN KEUL'SMULTIPLE COmPAKISON TEST WAS APPLIED TO DETERMINESIGNTEICANT DIFFERENCES. PEARSON'S COEFFICIENT OFCONCORDANCE WAS USED TO DETERMINE SIGNIFICANT CORRELATIONSBETWEEN THE STUDENTS', JUDGES', AND INVESTIGATOR'S RATINGSOF SKIN COLOR. FINDINGS PARTIALLY SUPPORTED HYPOTHESIS 1 ANDFOUND No SIGNIFICANT INTERACTION EFFECTS IN SUPPORT (lcHYPOTHESIS ?. (No)

167



TITLE: AMBITIONS AND OPPORTUNITIES FOR SOCIAL MOBILITY 4NDTHEIR CONSEQUENCES FOR MEXICAN AMERICANS AS COMPARED WITHOTHER YOUTH.

PERSONA( AUTHOR: WRIGHT, DAVID E.; AND OTHERS

DESCRIPTOR: *ACADEMIC ACHIEVEMENT; ANGLO AMERICANS; CULTURECONFLICT; DISADVANTAGED YOUTH: *ETHNIC GROUPS; GOALORIENTATION; *MEXICAN AMERICANS; NEGRO YOUTH; *OCCUPATIONALASPIRATION; *SOCIAL MOBILITY; STATUS; YOUTH PROBLEMS

EDRS PRICE: FIRS PRICE ME-$0.65 HC-$3.29

DESCRIPTIVE. NOTE: 41P.

THE FINDINGS FROM A RECENT STUDY OF THE OCCUPATIONAL ANDEDUCATIONAL STATUS PROJECTIONS OF MEXICAN AMERICAN, NEGRO,AND ANGLO YOUTH APE REVIEWED. THE FINDINGS WERE THAT (I) THESTATUS PROJECTIONS OF THESE YOUTH ARE SIGNIFICANTLY SIMILARALTHOUGH CERTAIN SLIGHT DIFFERENCES ARE NOTED, AND (2) GOALSESTABLISHED BY THESE YOUTH ARE PREDOMINANTLY HIGH LEVELGOALS. THESE FINDINGS SERVE AS BASES FOR INVESTIGATIONCONCERNING THF DIFFERENTIALS IN OPPORTUNITIES AND IN SOCIALSUPPORT IN FACILITATING THESE YOUTH IN ACHIEVING THEIRGOALS, SPECIAL EMPHASIS BEING GIVEN THE MEXICAN AMERICANRELATIVE TO NEGRO AND ANGLO YOUTH. TENTATIVE CONCLUSIONS ATTHIS POINT ARE THAT MEXICAN AMERICAN YOUTH RELATIVE TONEGROES AND ANGLOS ARE MORE SEVERELY HANDICAPPED IN PURSUINGTHEIR GOALS DUE TO SUCH FEATURES AS A COMPARATIVELY LOWERLEVEL OF POLITICAL ACTIVISM, FEWER SUPPORTING FORMALORGANIZATIONS. LACK OF KNOWLEDGE AND ACCESS TO KNOWLEDGEABOUT EDUCATIONAL SYSTEMS AND OPPORTUNITIES, LANGUAGEDIFFICULTIES, AND HAVING CERTAIN SUBCULTURAL. VALUES WHICHCAN COMPLICATE ACHIEVEMENT IN THE MAINSTREAM, ANGLO-ORIENTEDUNITED STATES SOCIETY. UTILIZING A THEORETICAL SCHEMEDEVELOPED BY MERTON, A SPECULATIVE INQUIRY IS MADE INTO THEPRr3BABLE CONSEQUENCES ?E.G., HEIGHTENED POLITICAL AND OTHERSOCIAL ACTIVISM, POSSIBLE "REBELLIOUS" ACTIVITIES,COUNTER-CULTURAL MOVEMENTS, AND POSSIBLE COALESCENCE WITHOTHER ETHNIC MINORITY ORGANIZATIONS) OF MEXICAN AMERICANYOUTH EXPERIENCING GOAL BLOCKAGE. SPECULATIVE IMPLICATIONSFOR THE MEXICAN AMERICAN INDIVIDUAL AND ETHNIC GROUP AND THELARGER SOCIETY ARE DRAWN. (AUTHOR /NQ)

168



TITLE: COMPLETING THE REVOLUTION.

PERSONAL AUTHOR: MARLAND, S. P., JR.

DESCRIPTOR: AMERICAN CULTURE; *AMERICAN HISTORY; AMERICANINDIANS; ANCIENT HISTORY; BILINGUAL EDUCATION; CULTURALAWARENESS; DROPOUT RATE; *EDUCATIONAL NEEDS; *EDUCATIONALPROBLEMS; ENRICHMENT PROGRAMS; ETHNIC GROUPS; *MEXICANAMERICANS; *SPEECHES

EDRS PRICE: ERRS PRICE MF -SG.65 HC-$3.29

DESCRIPTIVE NOTE: 14P.; SPEECH PRESENTED AT INAUGURATION OFDR. FRANK ANGEL AS PRESIDENT OF NEW MEXICO HIGHLANDSUNIVERSITY, LAS VEGAS, N. MEX., JUNE 5, 1972

IN THIS SPEECH, GIVEN AT THE INAUGURATION OF DR. FRANKANGEL AS PRESIDENT OF NEW MEXICO HIGHLANDS UNIVERSITY, MR.S. P. MARLAND, JR., U.S. COMMISSIONER OF EDUCATION,DISCUSSES BOTH THE SHORTCOMINGS AND ACCOMPLISHMENTS OF THEAMERICAN EDUCATION SYSTEM WHEN IT COMES TO EDUCATING MEXICANAMERICAN STUDENTS. IT IS NOTED THAT EVEN THOUGH THE FEDERALGOVERNMENT HAS FUNDED COMPENSATORY EDUCATION PROGRAMS ANDPROJECTS DESIGNED FOR SPANISH-SPEAKING CHILDREN, THE MEXICANAMERICAN STUDENTS HAVE A HIGHER OQOPOUT RATE THAN ANY OTHERIDENTIFIABLE MINORITY EXCEPT AMERICAN INDIANS. ALSO NOTED ISTHE FACT THAT SOME SOUTHWESTERN SCHOOLS HAVE BEGUN BILINGUALPROGRAMS WHERE SUBJECTS ARE TAUGHT IN ROTH SPANISH ANDENGLISH TO ALL STUDENTS. A MAJOR PROBLEM OF THE EDUCATIONSYSTEM, WHICH IS DISCUSSED, IS THE PAST FAILURE TO TEACHMEXICAN AMERICAN AND OTHER MINORITY STUDENTS TO TAKE PRIDEIN THEIR CULTURAL BACKGROUND AND THEIR NATIONAL HISTORY. MR.MARLAND DISCUSSED THE FACT THAT IN SCHOOL MEXICAN AMERICANCHILDREN LEARN "VIRTUALLY NOTHING" OF THEIR ANCESTORS ANCTHAT WHAT THEY 00 LEARN IS UNCOMPLIMENTARY. IT IS ALSOPOINTED OUT THAT VERY FEW SCHOOL STAFF MEMBERS IN THE 5SOUTHWESTERN STATES ARE MEXICAN AMERICANS AND THAT SPANISHIS EXCLUDED FROM THE CLASSROOM, PLAYGROUND, AND IN SCHOOLCOMMUNICATIONS TO PARENTS. INQ)

169



TITLE: CVAE COORDINATED VOCATIONAL-ACADEMIC EDUCATIONACADEMIC CURRICULUM PROJECT. EVALUATION REPORT, 1971-72.

DESCRIPTOR: ACADEMIC ACHIEVEMENT; *ACADEMIC EDUCATION;AUDIOVISUAL AIDS; *CURRICULUM DEVELOPMENT; EVALUATION;INDIVIDUALIZED INSTRUCTION; *JUNIOR HIGH SCHOOL STUDENTS;LANGUAGE ARTS; MATHEMATICS CURRICULUM; *MEXICAN AMERICANS;PROGRAM DESCRIPTIONS; SCIENCE CURRICULUM; SOCIAL STUDIES;*VOCATIONAL EDUCATION

IDENTIFIER: *TEXAS



THE SECOND YEAR OF THE COORDINATED VOCATIONAL-ACADEMICEDUCATION (CVAEI ACADEMIC CURRICULUM PROJECT, REGION ONEEDUCATION SERVICE CENTER, WAS DEVOTED TO THE PRODUCTION OFINSTRUCTIONAL MATERIALS AND TO THE FIELD TESTING OF THEINSTRUCTIONAL SYSTEM. HAVING AS ITS TARGET POPULATION JUNIORHIGH SCHOOL CVAE STUDENTS, THE PROJECT'S FIELD TEST INVOLVEDMORE THAN 120 STUDENTS AND 6 ACADEMIC TEACHERS IN THE AUSTINJUNIOR HIGH SCHOOL, PHARR-SAN JUAN-ALAMO INDEPENDENT SCHOOLDISTRICT, EIGHTH GRADE STUDENTS PARTICIPATED IN THEMATHEMATICS, SOCIAL STUDIES, AND LANGUAGE ARTS CURRICULA,AND 9TH GRADE STUDENTS PARTICIPATED IN THE MATHEMATICS ANDSCIENCE CURRICULA. DEVELOPED AROUND STUDENT PERFORMANCEOBJECTIVES, T'E SYSTEM PROVIDES FOR INDIVIDUAL LEARNINGRATES. STUDENTS RECEIVE INSTRUCTION VIA FILMSTRIPS, CASSETTETAPES, AND REALIA, AS WELL AS BY PAPER-AND-PENCILACTIVITIES. THEY PROCEED FROM SIMPLER TO MORE COMPLEX TASKSAS THEY MOVE INDIVIDUALLY FROM ONE OBJECTIVE TO THE NEXT.FIELD TEST STUDENTS, TYPICALLY DISENCHANTED WITH FORMALSCHOOLING, WERE INVOLVED IN THE PLANNED LEARNING ACTIVITIESUP TO f1T OF THE TIME AND IN INDIVIDUAL WORK UP TO 57% OFTHE TIME. ABSENTEEISM ANO DISCIPLINARY REFERRALS DROPPED.NINTH GRADE STUDENTS' MORE POSITIVE ATTITUDE TOWARD SCIENCEWAS DOCUMENTED. MASTERY OVER SPECIFIC PERFORMANCEOBJECTIVES, FROM 88.7% TO 99.8% IN THE DIFFERENT CURRICULUMAREAS, WAS ACCOMPLISHED. IT WAS CONCLUDED THAT THEINSTRUCTIONAL SYSTEM IS VIABLE, AND IT WAS RECOMMENDED THATTHE PROJECT BE CONTINUED AND EXPANDED. (AUTHOR/NO)

170



TITLE: AN ANALYSIS OF THE POLITICAL ORIENTATIONS OFMEXICAN-AMERICAN AND ANGLO-AMERICAN CHILDREN. FINAL REPORT.

PERSONAL AUTHOR: SICA, MORRIS G.

DESCRIPTOR: *ANGLO AMERICANS; *CITIZENSHIP; EDUCATIONALRESEARCH; ELEMENTARY SCHOOL STUDENTS; ETHNIC GROUPS; JUNIORHIGH SCHOOL STUDENTS; *MEXICAN AMERICANS; MINORITY GROUPCHILDREN: *POLITICAL ATTITUDES; *POLITICAL SOCIALIZATION;STUDENT ATTITUDES

IDENTIFIER: SOUTH,:" CALIFORNIA

EDRS PRICE: EDRS PRICE MF-$0.65 HC-S9.87


THE POLITICAL LEARNING OF 2,584 CHILDREN ENROLLED INELEMENTARY AND JUNIOR HIGH SCHOOLS OF SOUTHERN CALIFORNIA ISEXPLORE() IN THIS REPORT. GROWTH PATTERNS OF MEXICAN-AMERICANAND ANGLO-AMERICAN CHILDREN ARE STUDIED AND COMPARISONS AREMADE IN THEIR POLITICAL ORIENTATIONS. DATA WERE OBTAINED BYQUESTIONNAIRES ADMINISTERED IN GRADES 4-8 AFTER THE GENERALELECTIONS OF 1970 AND IN JANUARY AND FEBRUARY OF 1971. THEANALYSIS OF CHILDREN'S RESPONSES FOCUSED ON: 11 KNOWLEDGE OFPOLITICAL INFORMATION; 2) ATTITUDE TOWARD POLITICALAUTHORITY; AND, 3) ORIENTATIONS TOWARD CITIZENSHIP ROLE.PRINCIPAL FINDINGS INDICATE THAT AS A GROUP,MEXICAN-AMERICAN CHILDREN ACQUIRE LESS POLITICAL INFORMATIONTHAN THEIR ANGLO-AMERICAN COUNTERPARTS WHETHER RESPONSES AREANAtY7En BY ETHNIC BACKGROUND ALONE, OR BY ETHNIC BACKGROUNDAND SEX, SOCIAL STATUS, AND LEVEL OF A7ILITY. THE GAPBETWEEN THE TWO ETHNIC GROUPS TENDS TO WIDEN AS CHILDRENPROGRESS THROUGH THE GRADES. MEXICAN-AMERICAN CHILDREN OFLOWER SOCIOECONOMIC STATUS ARE HIGHLY CYNICAL ABOUTRESPONSIVENESS OF GOVERNMENT TO THEIR NEEDS AND ANTICIPATEUNFAIR TREATMENT FROM POLICEMEN AND JUDGES. FEWERMEXICAN-AMERICAN CHILDREN HAVE INTERNALIZED NORMS ASSOCIATEDWITH POLITICAL INVOLVEMENT. AT CERTAIN POINTS IN THE REPORTSUGGESTIONS ARE MADE TO EDUCATORS CONCERNING CHILDREN'SCURRICULAR NEEDS IN POLITICAL AFFAIRS AND THE UNIQUE . EEOSOF THE MEXICAN -AMEICAN CHILD. (AUTNOR/JLB)

171


POLTrATION DATE: FEB 72

TITLE: INVESTIGATING TEST BIAS.

PERSONAL AUTHOR: HOEPFNER, RALPH; STRICKLAND, GUY P.

DESCRIPTOR: ACHIEVEMENT TESTS; CAUCASIANS; *ELEMENTARYGRADES; ETHNIC GROUPS; EVALUATION CRITERIA; GRADE 3; MEXICANAMERICANS; NEGROES; *PREDICTOR VARIABLES; READING TESTS;*Sori0EcnNOmIC INFLUENCES; STANDARDIZED TESTS; *STUDENTEVALUATION; *TEST BIAS; TEST INTERPRETATION; TEST REVIEWS

IDENTIFIER: CALIFORNIA; ORIENTALS

ERRS PRICE: FORS PRICE MF-$0.65 HC-$3.29


THIS STUDY INVESTIGATES THE QUESTION OF TEST BIAS TODEVELOP AN INDEX OF THE APPROPRIATENESS OF A TEST TO APARTICULAR SOCIOECONOMIC OR RACIAL-ETHNIC GROUP. BIAS ISDEFINED AS AN ITEM BY RACE INTERACTION IN ANANALYSIS -OF- VARIANCE DESIGN. THE SAMPLE OF 172 THIRD GRADERSAT TWO INTEGRATED SCHOOLS IN A LARGE CALIFORNIA SCHOOLDISTRICT, INCLUDED 26 WHITE STUDENTS, 20 BLACKS, 64MEXICAN-AMERICANS, AND 37 ORIENTALS. IN ORDER TO OBTAIN THEINITIAL INFORMATION ABOUT ITEM BY RACE INTERACTION, Tf'ESTANFORD ACHIEVEMENT TEST, PARAGRAPH MEANING SUBTEST WASUSED. ITEM REGRESSION DATA FOR SIX RACIAL PAIRINGS WEREINSPECTED: WHITES/BLACKS; WHITES /MEXICAN AMERICANS;WHITES/ORIENTALS; BLACKS/MEXICAN-AMERICANS; BLACK/ORIENTALS;AND MEXICAN-AMERICANS/ORIENTALS. VARIOUS METHODS OFESTABLISHING THE EXISTENCE AND NATURE OF TEST BIAS AREDISCUSSED, WITH THE CONCLUSION THAT TEST BIAS CANNOT BECONCLusivELy DEMONSTRATED IN A WHOLLY SATISFACTORY MANNER.ONE METHOD WAS NoNTHELESS SELECTED AND APPLIED TO TEST ITEMSADMINISTRATED TO TWO FIELD-TEST SCHOOLS FOR THE PURPOSE OFINVESTIGATING BIAS. 4E RESULTS OF THAT SMALL-SCALE STUDYARE DISCUSSED, BUT DO NOT OFFER COMPELLING REASONS FOR THEOBSERVED RACIAL ETHNIC DIFFERENCES. (AUTHOR/LS)

172


ouBLICATION DATE: 72

TITLE: REEDUCATING TEACHERS FUR CULTURAL AWARENESS:PREPARATION FOR EDUCATING MEXICAN- AMERICAN CHILDREN INNORTHERN CALIFORNIA. PRAEGER SPECIAL STUDIES IN U. S.ECONOMIC FtNn SOCIAL DEVELOPMENT SEPIES.

PERSONAL AUTHOR: BATY, ROGER M.

DESCRIPTOR: CHANGING ATTITUDES; *CULTURAL AWARENESS;CULTURAL BACKGROUND; CULTURAL EDUCATION; CULTURALLYDISADVANTAGED; DISADVANTAGED YOUTH; *INSERVICE TEACHEREDUCATION; *MEXICAN AMERICANS; PROGRAM EVALUATION; SELFPSTFEM: SOCIALLY DISADVANTAGED; STUDENT TEACHERRELATIONSHIP; *TEACHER ATTITUDES; TEACHER BACKGROUND



DESCRIPTIVE NOTE: 14TP.

THIS IS A REPORT OF AN ACTION-RESEARCH STUDY, DESIGNED TODETERMINE THE EFFECT OF EXPOSURE TO CULTURAL, SOCIAL, ANDECONOMIC DIVERSITY ON SELECTED ATTITUDES OF ELEMENTARYSCHOOL TEACHERS. THE RESEARCH DEVELOPED TWO THRUSTS. ONE WASTO INVESTIGATE THE EFFECTS OF EXPOSURE TO THE USUALCLASSROOM SITUATION nN TEACHER TOLERANCE AND TEACHEROPTIMISM. THE OTHER WAS TO INVESTIGATE THE EFFECTS OFEXPOSURE TO AN IN-SERVICE TRAINING PROGRAM, TN ADDITION TOTHE USUAL CLASSROOM SITUATION. THE DEPENDENTVARIABLESOPTIMISM ABOUT PUPIL, POTENT[AL TO ACHIEVE, ANDTOLERANCE OF MINORITY SELF-ASSERTIVENESSWERE SELECTED FORTHEIR RELEVANCE TO CURRENT INQUIRY IN THE BROAD AREA OFPREPARING TEACHERS TO WORK MORE EFFECTIVELY WITH URBAN ANDSUBURBAN CHILDREN. THE GOALS OF THE IN-SERVICE TRAININGPROGRAM WERE TO INCREASE THE TEACHER'S UNDERSTANDING OF THECULTURAL BACKGROUND OF THE MEXICAN-AMERICAN CHILD, AND TOHELP THE TEACHER FIND WAYS TO INCREASE THE. CHILD'SSELF-ESTEEM. 1HE GOALS WOULD BE ACCOMPLISHED, IT WASASSUMED, IF TEACHERS WHO PARTICIPATED BECAME AWARE OF THEIRCULTURAL BLINDERS--THEIR OWN ASSUMPTIONS--AND BECAME MORECONCERNED TO LEARN ABOUT THE CULTURAL BACKGROUNDS OF ALLTHEIR YOUNGSTERS, NOT JUST MEXICAN-AMERICANS. THE COURSE-CONSISTED OF TEN-,THREE-HOUR EVENING SESSIONS HELD IN A LOCALSCHOOL. EACH SESSION HAD THREE PARTS: (1) LECTURE; (2)QUESTION-AND-ANSWER PERIOD, FOLLOWED BY A COFFEE BREAK; AND,(31 DISCUSSION GROUPS. (AUTHOR/JMI

AVAILABILITY: PRAEGER PUBLISHERS, Ili FOURTH AVFNUE, NEWYORK, N. Y. 10003 ($12.501

173



TITLE: IN THEIR PLACE: WHITE AMERICA DEFINES HER MINORITIES.1850-1950.

PERSONAL AUTHOR: CARLSON, LEWIS H., ED.; COLBURN, GEORGE4., ED.

DESCRIPTOR: AFRICAN AMERICAN STUDIES; AMERICAN HISTORY;*AMERICAN INDIANS; *ANGLO AMERICANS; CAUCASIANS; CHINESEAMERICANS; *ETHNIC GROUPS; *ETHNIC STEREOTYPES; IMMIGRANTS;JAPANESE AMERICANS; JEWS; MEXICAN AMERICANS; MINORITYGROUP -S; *NEGUES; RACISM



Tmis SOURCEBOOK INCLUDES ADDRESSES BY AMERICAN PRESIDENTS,SPFECHES BY CONGRESSMEN AND SENATORS, DECISIONS BY THE U. S.

SUPREME COURT, AND ARTICLES tN PRESTIGIOUS SCHOLARLYJOURNALS, POPULAR FICTION, AND MASSCIRCULATION MAGAZINES,WHICH WERE SAMPLED OVER A 100YEAR PERIOD FROM 1850 TO 1950.EACH OF SEVEN PARTS DISCUSSES SUCH TOPICS AS THE IMAGE OFTHE PARTICULAR GROUP IN LITERATURE. SCIENTIST!, AND THEGROUP, THE LEGAL STATUS OF SUCH GROUPS, AND THE SEGREGATIONOF THE GROUPS FROM "MAINSTREAM" AMERICAN LIFE. PART I

DISCUSSES THE AMERICAN INDIANS; PART II THE AFROAMERICANS;PART III THE CHICANOS; PART IV, THE CHINESE AMERICANS; PARTV, JAPANESEAMERICANS; PART VI, JEWISHAMERICANS; AND, PARTVIII THE ANGLOSAXON AND THE NEW IMMIGRANT. A LIST OFSELE,.TED READINGS IS INCLUDED. (JM)

AVAILABILITY: JOHN WILEY C SONS, INC., 605 THIRD AVENUE,NEW YORK, N. Y. 10016 (54.95)

174



TITLE: BLACK STEREOTYPES OF NON-BLACK COMMUNICATORS: ADESCRIPTIVE STUDY.

PERSONAL AUTHOR: RICH, ANDREA L.; CGAWA, DENNIS M.

DESCRIPTOR: ATTITUDES; CAUCASIANS; COMMUNICATION (THOUGHTTRANSFER); CULTURAL IMAGES; ETHNIC GROUPS; ETHNIC RELATIONS;*ETHNIC STEREOTYPES; MEXICAN AMERICANS; *MINORITY GROUPS:NEGRO STEREOTYPES; *RACE RELATIONS; *RACIAL ATTITUDES;STEREOTYPES


DESCRIPTIVE NOTE: I7P.; PAPER PRESENTED AT THEINTERNATIONAL COMMUNICATION ASSOCIATION ANNUAL CONVENTION(ATLANTA, GEORGIA, APRIL 19,22, 1972)

A GROUP OF 100 RACK GHETTO RESIDENTS WAS SURVEYED TO LEARNWHAT STEREOTYPES THEY HELD OF WHITES, MEXICAN-AMERICANS, ANDJAPANESE-AMERICANS. THE SUBJECTS WERE ASKED TO CHECKADJECTIVES IN A LIST WHICH THEY THOUGHT CHARACTERISTIC OFMEMBERS OF EACH ETHNIC GROUP. THE RESULTS SHOWED THAT BLACKSHAVE STRONGLY NEGATIVE VIEWS OF WHITES, WHOM THEY SEE ASEVASIVE, CRITICAL, AGGRESSIVE, IGNORANT, BOASTFUL, AND OFMEXICAN-AMERICANS, WHO ARE CONSIDERED EMOTIONAL, RADICAL,TALKATIVE, ARGUMENTATIVE, AND LOUD. BLACKS PERCEIVEJAPANESE-AMERICANS MORE FAVORABLY: THEY ARE INTELLIGENT,INDUSTRIOUS, SOFT-SPOKEN, RESERVED, AND NON-MILITANT.(ALTHOUGH SOME OF THESE TRAITS MAY RE SEEN AS UNFAVORABLE,T1-4E OVERALL IMPRESSION IS FAVORABLE.) COMPARISONS WITHPREVIOUS RESEARCH SHOW THAT BLACKS AND WHITES STEREOTYPEEACH OTHER IN THE SAME WAY TO SOME EXTENT, AND ALSO THATBLACKS ANn WHITES SHARE SIMILAR STEREOTYPES OF CHICANOS ANDJAPANESE-AMERICANS. THE CONSEQUENCES OF THESE IMAGES RENDERINTFRRACIAL COMMUNICATION DIFFICULT, IF NOT IMPOSSIBLE,BECAUSE OF THE LACK OF EMPATHY AND TRUST BETWEEN BLACKS ANDWHITES. (JK)

175


PUBLICATION DATE: 4 MAR 71

TITLE: BILINGUALISM, THE MEXICAN AMERICAN COLLEGE STUDENT,AND HIS COMMUNITY.

PERSONAL AUTHOR: LEZAMA, JU'N A.

DESCRIPTOR: ANGLO AMERICANS; BICULTURALISM; *BILINGUALEDUCATION; BILINGUALISM; COLLEGE STUDENTS; *COMMUNITYINVOLVEMENT; CULTURAL EDUCATION; CURRICULUM DEVELOPMENT;*EDUCATIONAL ACCOUNTABILITY; *EDUCATIONAL IMPROVEMENT;EDUCATIONAL INNOVATION; EDUCATIONAL NEEDS; EDUCATIONALOBJECTIVES; MEXICAN AMERiCANS; PARENT SCHOOL RELATIONSHIP;*SELF CONCEPT; SPANISH SPEAKING; TEACHER EDUCATION

IDENTIFIER: *MEXICAN AMERICAN EDUCATION PROJECT

EDRS PRICE: EDRS PRICE mF-$0.65 HC-$3.29

DESCRIPTIVE NOTE: 6P.; PAPER PRESENTED AT THE FIFTH ANNUALTESOL CONVENTION, MARCH 4, 1971, NEW ORLEANS, LA.

THE PRIMARY OBJECTIMES OF THE MEXICAN AMERICAN 1ROJECT ATSACRAMENTO STATE COLLEGE ARE TO PREPARE "AGENTS OF CHANGE"THROUGH THE APPLIED SOCIAL SCIENCES. TO WORK WITHIN THECULTURE OF THE SCHOOLS, TO INCREASE THE OPPORTUNITIES FORTHE MEXICAN AMERICAN LEARNER, TO FURTHER THE CONCEPT (iFINVOLVEMENT OF THE SPANISH-SPEAKING COMMUNITY IN THEEDUCATION OF THE MEXICAN AMERICAN LEARNER, TO HELP ASSESSNEEDS OF THE MEXICAN AMERICAN CHILD, AND TO DEVELOP RELEVANTCURRICULUMS BASED ON THE LANGUAGE AND CULTURE OF THE CHILD.THIS P'PEP DISCUSSES SOME OF THE SPECIFIC ACCOMPLISHMENTSAND OBJECTIVES OF THE PROJECT IN TERMS OF GENERAL BILINGUALEDUCATION NEEDS AND PROBLEMS. (AUTHOR/VM)

176



TITLE: ACTUALIZACION mATEmATICA, AM-2 (MODERNIZINGMATHEMATICS, AM -2).

PERSONAL AUTHOR: PAROT, JEAN JACQUES

DESCRIPTOR: CLASSROOM TECHNIQUES; EDUCATIONAL GAMES;*ELEMENTARY SCHOOL MATHEMATICS; *INSTRUCTIONAL MATERIALS;INTERNATIONAL EDUCATION; *LOGIC; NUMBER CONCEPTS; NUMBERS;*PRIMARY GRADES; SPANISH SPEAKING; TEACHER EDUCATION;*TEACHING METHODS; WHOLE NUMBERS



THIS DOCUMENT PRESENTS A SERIES OF EXERCISES DESIGNED TOHELP ELEMENTARY SCHOOL CHILDREN DEVELOP SKILLS INMATHEMATICS AND LOGIC. BY MEANS OF STORIES, GAMES.QUESTIONS, AND ILLUSTRATIONS, THE FIRST SET OF EXERCISESPRESENTS THE IDEA OF NUMBER SYSTEMS WITH BASES OTHER THAN10. SIMILAR MEANS ARE USED TO EXPLAIN THE CONCEPT OFEXPONENTS AND TO TEACH THE CHILDREN CERTAIN LOGICALRELATIONSHIPS. FOR REPORT AM-I. SEE FL 003 289. (VMI

177

ACCESSION FD066972

PUBLICAMP, DA'E: PAY 72

TITLE: DE TODO UN P0CC (A LITTLE OF EVERYTHING).

DESCRIPTOR: BICULTURALISM; *BILINGUAL EDUCATION;BILINGUALISM; *CULTURAL ACTIVITIES; *EDUCATIONALACCOUNTABILITY; EDUCATIONAL GAMES:, *EDUCATIONAL INNOVATION;ENGLISH (SECOND LANGUAGE); FOREIGN COUNTRIES; *LEARNINGACTIVITIES; NON1ENGLISH SPEAKING; POETRY; SPANISH SPEAKING;TEACHER EDUCATION



THIS DOCUMENT CONTAINS ARTICLES AND REPORTS RELEVANT TO THEBILINGUAL EDUCATION' PROGRAMS IN THE CHICAGO PUBLIC SCHOOLS.THE BOOKLET INCLUDES ANNOUNCEMENTS OF CULTURAL AND LEARNINGACTIVITIES; PROJECTS AND OPPORTUNITIES FOR TEACHERS;ARTICLES ON BILINGUAL EDUCATION IN AMERICA, ACCOUNTABILITY,AND THE NATIONAL CONFERENCE ON BILINGUAL EDUCATION; POETRYBY FAMOUS AUTHORS AS i4E'LL AS BY STUDENTS, REPORTS OF STUDENTASSEMBLIES AND FIELD TRIPS; AND EDUCATIONAL GAMES. ITEMSAPPEAR IN EITHER ENGLISH OR SPANISH. (VM)

178


PulitICATION DATE: 20 JUL 71

TITLE: CULTURE SHOCK: WHAT PROBLEMS IN ACCULTURATION CANOCCUR IN A NEW SOCIETY?

PERSONAL AUTHOR: KATCHER, ROBERTA

DESCRIPTOR: *ACCULTURATION; BICULTURALISM; BILINGUALSTUDENTS; *CULTURALLY DISADVANTAGED; CULTURAL PLURALISM;*CULTURE CONFLICT; *LANGUAGE INSTRUCTION; MINORITY GROUPCHILDREN; MODERN LANGUAGES; SOCIALLY DISADVANTAGED; SPANISHSPEAKING; *TEACHING METHODS

EDRS PRICE: ETAS PRICE MF-$0.65 HC-$3.29


PERSONAL EXPERIENCES ILLUSTRATING THE PSYCHOLOGICALPHENOMENON OF ',CULTURE SHOCK', ARE INTEGRATED WITH ADISCUSSION OF THE PEDAGOGIC SIGNIFICANCE OF THE PROCESS OFACCULTURATION. PROBLEMS ENCOUNTERED IN ACCULTURATIONPROCESSES APPEAR TO BE PARTICULARLY SIGNIFICANT FOR TEACHERSOF ENGLISH-AS-A-SECOND-LANGUAGE, AND PRACTICAL SUGGESTIONSFnR IMPROVING THE CLASSROOM SITUATION FOR SPANISH-SPEAKINGSTUDENTS ARP SUGGESTED. IRL1

179



TITLE: ENGLISH PROFICIENCY ANt) BEHAVIORAL CHANGE INSPANISH-SPEAKING CHILDREN.

PERSONAL AUTHOR: CORDOVA, JOE E.

DESCRIPTOR: *CHILDREN; EDUCATIONAL EXPERIMENTS; EDUCATIONALRESEARCH; ELEMENTARY GRADES; *ENGLISH (SECOND LANGUAGE);FAMILY BACKGROUND; LANGUAGE PROFICIENCY; LANGUAGE ROLE;LANGUAGE USAGE; LINGUISTIC COMPETENCE; LITERATURE REVIEWS;*MEXICAN AMERICANS; RESEARCH METHODOLOGY; *SELF CONCEPT;SPANISH SPEAKING; STATISTICAL ANALYSIS; STUDENT BEHAVIOR;TABLES (DATA); *TEACHING TECHNIQUES; TESTS

EDRS PRICE: EDRS PRICE MF-$0.65 HC-13.29

DESCRIPTIVE NOTE: 50P.; FINAL REPORT

THE PURPOSE OF THIS STUDY WAS TO IMPROVE THE ENGLISHCOMPETENCE OF SPANISH-PEAKING STUDZNTS, TO INCREASE THEIRSUCCESS IN SCHOOL, AND TO HELP THEM DEVELOP STRnNGERSELF-CONCEPTS. CONTROL AND EXPERIMENTAL GROUPS OF STUDENTSWERE SELECTED PROM KINDERGARTEN, SECOND, AND FOURTH GRADESOF ELEMENTARY SCHOOLS WITH A PREDOMINANTLY CHICANOPOPULATION. EXPERIMENTAL STUDENTS WERE EXPOSED TO VARIOUSTECHNIQUES DESIGNED TO STRENGTHEN ENGLISH AS A SECONDLANGUAGE (ESL). TO ACCOMPLISH THIS GOAL, TEACHERS OF THESTUDENTS IN THE EXPERIMENTAL GROUP WERE TRAINED BY THEEXPERIMENTERS IN TECHNIQUES TO FACILITATE THE ACQUISITION OFESL SKILLS. THE CONTROL GROUP RECEIVED NO SPECIALINSTRUCTION. STUDENTS IN BOTH GROUPS WERE MEASJRED ONGENERAL SCHOOL PROGRESS, ENGLISH USAGE, 6ENFRAL SCHOOLBEHAVIOR, AND APTITUDE PRIOR TO AND IMMEDIATELY FOLLOWINGTHE ADMINISTRATION OF THE EXPERIMENTAL TECHNIQUES. DETAILS,STATISTICAL DATA, AND RESULTS OF THE EXPERIMENT AREPRESENTED HERE ALONG WITH DiSCUSSION AND RECOMMENDATIONS.(AUTHOR/VM)

180

ACCESSION NUWIER: FD067015

PUMI [CATION OATF: JUL 72

TITLE: ACCESS TO COLLEGE FUR MEXICAN AMERICANS IN THESOUTHWEST.

PERSONAL AUTHOR: FFRRIN, RICnARD I.; AND OTHERS

DESCRIPTOR: *EDUCATIONAL OPPORTUNITIES; *ETHNIC GROUPS;*HIGHER EDUCATION; MEXICAN AMERICAN HISTORY; *MEXICANAMERICANS; *MINORITY GROUPS

EDRS PRICE: EDRS PRICE MF-$0.65 HC NOT AVAILABLE FROM EDRS.

nEscRIPTIVE NOTE: 48P.; HIGHER EDUCATION SURVEYS, REPORT 6

THIS SURVEY WAS CONCERNED WITH VARIOUS INDICES OF ACCESS TOCOLLEGE FOR MEXICAN- AMERICANS IN THE SOUTHWESTERN U.S.RESULTS tml: BASED ON THE RESPONSES OF COLLEGE ADMINISTRATORSAT A SAMPLE OF 153 INSTITUTIONS. PRINCIPAL FINDINGS OF T"F.SURVEY INCLUDE: (11 AN ESTIMATED 144,000 MEXICAN- AMERICAFWERE ENROLLED AS UNDERGRADUATES IN SOUTHWESTERN COLLEGES INFALL 1971. (2) IN 1970-71 MEXICAN-AMERICAN STUDENTSATTENDING PUBLIC 4-YEAR COLLEGES RECEIVED FINANCIAL AIDCOVERING 25% OF THEIR EXPENDITURES, AND STUDENTS ENROLLED INPUBLIC 2-YEAR COLLEGES RECEIVED FINANCIAL AID COVERING 10 TO15% flF THEIR EXPENDITURES. (3) RECRUITMENT OFMEXICAN- AMERICAN STUDENTS WAS MOST FREQUENTLY DONE BYMEXICAN-AMERICAN FACULTY AND STUDENTS, OR BY SPECIAL VISITSTO HIGH SCHOOLS ENROLLING LARGE NUMBERS OF MEXICAN-AMERICANSTUDENTS. 14) CHICANO STUDIES COURSES ARE OFFERED BY ABOUT85% OF ALL PUBLIC COLLEGES IN COUNTIES WITH LARGE NUMBERS OFMEXICAN-AMERICANS. (5) SOUTHWESTERN COLLEGES REPORTED ANFSTIMATEIJ 1,500 MEXICAN - AMERICAN FULL-TIME FACULTY MEMBERS;THIS YIELDS A vqin OF ONE MCAICAN-AMERICAN FACULTY MEMBERFOP EVERY 100 MEXICAN-AMERICAN STUDENTS. (HSI

AVAILABILITY: WESTERN REGIONAL OFFICE, COLLEGE ENTRANCEEXAMINATION ROAM), 800 WELCH ROAD, PALO ALTO, CALIFORNIA94304; SOUTHWESTERN REGIONAL OFFICE, COLLEGE ENTRANCEEXAMINATION BOARD? SUITE 119, 3810 MEDICAL PARKWAY, AUSTIN,TEXAS 78756

181



TITLE: OUR HISPANO HERITAGE UNIT WITH SUGGESTEDACTIVITIES,

PERSONAL AUTHOR: WILSON, JEANETTE

DESCRIPTOR: ACTIVITY UNITS; ELEMENTARY GRADES; *HISTORYINSTRUCTION; *INSTRUCTIONAL MATERIALS; *MEXICAN AMERICANHISTORY; RESOURCE MATERIALS; *SOCIAL STUDIES UNITS; *SPANISHCULTURE; UNITS OF STUDY (SUBJECT FIELDS)

IDENTIFIER: *HISPANOS

FPI...) PRICE: EDRS PRICE ME-$0.65 HC-$3.29


THIS CURRICULUM UNIT FOR ELEMENTARY STUDENTS, DEVELOPED BYTHE MONTELORES STUDIES CENTER, CORTEZ, COLORADO, AND FUNDEDBY THE ELEMENTARY AND SECONDARY EDUCATION ACT, TITLE III,PRESENTS A HISTORY OF THE SPANISH AMERICANS AND MEXICANAMERICANS AND SUGGESTS STUDENT ACTIVITIES. THE HISTORYSECTION OUTLINES THE HISTORICAL DEVELOPMENT OF THESr'ANISH- SPEAKING PEOPLES OF THE SOUTHWESTERN UNITED STATESppom THE TIME Cr THE EARLY SPANISH EXPLORERS TO THE PRESENT.THE ACTIVITIES SECTION CONTAINS SUGGESTED ACTIVITIES.REFERENCE MATERIALS, AVAILABLE FROM THE MONTELORES STUDIESCENTER, ANO AN ANNOTATED BIBLIOGRAPHY. (TLI

182


cPUBLICATION DATE: SEP 72

TITLE: A STUDY OF STUDENT RIGHTS AND SCHOOL AUTHORITY WITHREGARD TO LONGTERM SUSPENSIONS.

pFRSONAL AUTHCR: FLOYD, HARO!n WILLIAM

DESCRIPTOR:: AUTHORITARIANISM; CHANGING ATTITUDES; *CIVILRIGHTS; COMMUNITY ATTITUDES; *HIGH SCHOOL STUDENTS; LEGALPROBLEMS; *MEXICAN AMERICANS; SCHOOL ROLE; SOCIAL VALUES;*STUDENT SCHOOL RELATIONSHIP; *SUSPENSION

IDENTIFIER: LAS CRUCES; NEW MEXICO

EDRS PRICE: EDRS PRICE MF$0,05 HC-46.58

DESCRIPTIVE NOTE: 117P.; SPECIALIST IN EDUCATION THESISSUBMITTED TO NEW MEXICO STATE UNIVERSITY, LAS CRUCES, N.MEX., SEPTEMBER 1972

THE SPECIFIC OBJECTIVES OF THIS STUDY WERE TO SURVEY THEIMPLEMENTATION AT LAS CRUCES HIGH SCHOOL, NEW MEXICO. OE ANAPPEAL ROARD THROUCH WHICH STUDENTS MAY APPEAL SUSPENSIONRECOMMENDATIONS OF OVER 5 DAYS; TO REVIEW THE ISSUES BEHINDTHE STUDENT RIGHTS MOVEMENT; TO DEFINE AND EVALUATE THEINVARIANT STRUCTURE OF AUTHORITY IN THfi SCHOOL; TO EVALUATETHE ATTITUDES OF STUDENTS, PARENTS, AND TEACHERS REGARDINGTHE "NEW DUE PROCESS"; AND TO ESTABLISH OR DISESTABLISHVALIDITY FOR THE HEARING BOARD. QUESTIONNAIRES WEREDISTRIBUTED TO TEACHERS, STUDENTS, AND PARENTS OF STUDENTS

LAS CRUCES HIGH SCHOOL. THE ANSWERS FOR THE VARIOUSSUBGROUPS WERE CALCULATED INTO PERCENTAGES AND CATEGORIZED,ACCORDING TO THE 8 QUESTIONNAIRE ITEMS, INTO 3 OR 4 poSSIBLEANSWERS. MAJOR FINDINGS WERE THAT ANALYSIS OF STUDENTRIGHTS, DUE PROCESS, AND ADMINISTRATIVE PROCEDURES CANNOT BEMADE APART FROM ANALYSIS OF INSTITUTIONAL GOALS WITH FEGARDTO STUDENT OFFENDERS AND THAT THE MAJORITY OF RESPONDENTSVALUE RESPONSIBILITY To THE SCHOOL. (PS)

183



TITLE: BILINGUAL EDUCATION PROJECT, SANTA CLARA COUNTY,CALIFORNIA. FINAL REPORT, 1972.

DESCRIPTOR: *BILINGUAL EDUCATION; COMMUNITY INVOLVEMENT;CURRICULUM EVALUATION; *EARLY CHILDHOOD EDUCATION;INTERNSHIP PROGRAMS; LOW INCOME GROUPS; *MEXICAN AMERICANS;*PRESCHOOL PROGRAMS; REPORTS; *SPANISH SPEAKING; TUTORING

EDRS PRICE: EDRS PRICE ME-SO.65 HC-$3.29


THE SPANISH DAME BILINGUAL EDUCATION PROJECT, LOCATED INSANTA CLARA COJNTY, CALIFORNIA, SERVED 190 CHILDREN WHO CAMEFROM HOMES WHE1E THE PRIMARY LANGUAGE WAS SPANISH AND WHORESIDED WITH!;4 THE TARGET AREA SCHOOLS OF THE ALUM ROCKSCHOOL DISTRICT. THE OBJECTIVES OF THE PRrSCHOOL PROJECTWERE (1) TO DEMONSTRATE A HOME-TEACHING PROCEDURE DESIGNEDTO IMPROVE THE CONCEPT FORMATION AND LANGUAGE DEVELOPMENTENVIRONMENT OF 80 CHILDREN, AGES 3-4; (2) TO TRAIN 16 WOMENFROM THE COMMUNITY AS HOME TUTORS; AND (3) TO GIVE TRAININGTO THE MOTHERS OF THE PROJECT CHILDREN FOR IMPROVEMENT OFTHEIR TEACHING TECHNIQUES WITH THEIR OWN CHILDREN. THEIN-SCHOOL PROJECT, FOR CHIL'IEN IN GRADES K-2, ATTEMPTED TOIMPOVE THEIR LANGUAGE SKILL. IN SPANISH AND TO PROVIDE ABASIC LEVEL OF Ft:JENCy IN ENGLISH. SOME TOPICS DISCUSSED ARETHE TRAINING OF PARAPROFESSIONALS A3 HOME TUTORS; THEDEVELOPMENT OF A 1ST AND 2ND YEAR CURRICULUM IN ENGLISH ANDSPANISH WITH THE ACTIVITIES TAUGHT IN SPANISH; THEINSTRUCTIO4AL EQUIPMENT AND MATRIALS USED; THEPARENT - COMMUNITY INVOLVEMENT; THE RESPONSIBILITIES OF THEPROJECT MANAGER, PRESCHOOL COORD1NATOP, IN-SCHOOLCOORDINATOR, AND COMMUNITY RESOURCE A, (STANT; AND THEIMPLEtIENTATION OF A HOME INTERVENTION PROGRAM, TO INCLUDEFuNDIN:, PERSONNEL, TRAINING CENTER, FRINGE BENEFITS,SUBSTITUTES, AND EVALUATION INSTRUMENTS. (HBC)

184



TITLE: PROGRAM OF IN-SERVICE EDUCATION FOR TEACHERS.HISPANIC URBAN CENTER EVALLATION REPORT.

PERSONAL AUTHOR: PIPER, RICHARD, COMP.

DESCRIPTOR: *ATTITUDE TESTS; *CULTURAL AWARENESS;CURRICULUM EVALUATION; EDUCATIONAL PROBLEMS; *INSER/ICETEACHER EDUCATION; *MEASUREMENT INSTRUMENTS; *MEXICANAmFRICANS; REPORTS; STATISTICAL ANALYSIS; TABLES (DATA);WnRKSHOPS

IDENTIFIER: *EAST LOS ANGELES

EnRs PRICE EORS PRICE MF-$0.65 HC-$3.29

DESCRIPTIVE NOTE: 403.

CONDUCTED UNDER THE AUSPICES OF THE CITY OF LOS ANELES,EAST/NORTHEAST MODEL CITIES PROGRAM, AND THE COOPERATION OFTHE LOS ANGELES UNIFIED SCHOOL DISTRICT AND OCCIDENTALCOLLEGE, THIS REPORT COVERS VHE TESTING OF 158 PARTICIPANTS(PRINCIPALS, COORDINATORS, AND TEACHER5 FROM EAST LCSANGELES ELEMENTARY SCHOOLS) IN A PROGRAM OF IN-SERVICEEDUCATION TITLED "THF MEXICAN AMERICAN IN THE SCHOOLS." THEOBJECTIVE OF THE RESEARCH WAS TO CHANGE TEACHER PERCEPTIONSAND BEHAVIOR WITH RESPECT TO MEXICAN AMERICAN STUDENTS. THEMcr:;CDOLOGY UTILIZED INCLUDED A MULTIMEDIA APPROACH,INSTRUCTOR LECTURES, A SIMULATION GAME, AND HOME ANDCOMMUNITY visirs. A SPECIAL INVENTORY OF BELIEFS WAS DEVISEDTO DISCOVER THE PERCEPTIONS THAT EDUCATIONAL PERSONNEL INEAST LOS ANGELES HAVE ABOUT THE NATURE AND INCIDENCE OFPROBLEMS ENCOUNTERED BY .MEXICAN AMERICANS ON THE FAST SIDE.AS MEASURED BY THE PRETEST AND POSTTEST INVENTORIES, IT WASCONCLUDED THAT CHANGES TN PERCEPTION WERE SMALL BUT DID MOVECONSISTENTLY IN A POSITIVE DIRECTION. SOME RECOMMENDATIONSFOR COURSE IMPROVEMENT WERE THAT THE SPECIFICS OF THECONFLICT BETWEEN MIDDLE CLASS AMERICAN VALU7S AND MEXICANVALUES SHOULD BE IDENTiFIF70 AND TAUGHT, AND THAT SPECIFICVALUES IN THE MEXICAN EDUCATIONAL TRADITION AND THE WAYS INWHICH AMERICAN SCHOOLS CAN RELATE TO THOSE VALUES SHOULD BETAUGHT. THE INVENTORY OF BELIEFS IS INCLUDED IN THEAPPENDIX. (ABC)

185


PUBLICATION GATE: AUG 70

TITLE: MOTOR DEVELOPMENT OF THE KINDERGARTENSPANISH- SPEAKING DISADVANTAGED CHILD.

PERSONAL AUTHOR: SASSER, CONNIE

DESCRIPTOR: *DISADVANTAGED YOUTH; *KINDERGARTEN CHILDREN;*MEXICAN AMERICANS; *MOTOR DEVELOPMENT; PSYCHOMOTOR SKILLS;*SPANISH SPEAKING: TABLES (DATA)


DESCRIPTIVE NOTE: 46P.; MASTER'S THESIS SUBMITTED TO TEXASWOMAN'S UNIVERSITY, DENTON, TEXAS

THE PURPOSE OF THIS STUDY WAS TO DETERMINE WHETHER ANEw0ERIMENTAL GROUP OF KINDERGARTEN AGE, SPANISH-SPEAKING,DISADVANTtGED CHILDREN COULD MAKE SIGNIFICANT GAINS IN MOTORSKILLS WHEN GIVEN A CONCENTRATED MOTOR DEVELOPMENT PROGRAM.THE SAMPLE CONSISTED OF 32 TUOENTS, 17 STUDENTS IN THEEXPERIMENTAL GROUP AND 15 STUDENTS IN THE CONTROL GROUP,ATTENDING KINDERGARTEN CLASSES IN SAN ANTONIO, TEXAS. ACONCENTRATED MOTOR DEVELOPMENT PROGRAM WAS GIVEN TO THEEXPERIMENTAL GROUP FOR A PERIOD OF 7 WEEKS. THE CONTROLGROUP WAS GIVEN NO EXTRA MOTOR ACTIVITIES OTHER THAN FREEOUTSIDE PLAY. PRE-TEST AND POST-TEST SCORES, AYRES'PERCEPTUAL MOTOR TEST WAS USED, INDICATED THAT GAINS IN THEBILATERAL RHYTHMS, BODY BALANCE WITH VISION, BODY BALANCEWITHOUT VISION, AND SKIN DES'GN TESTS WERE SIGNIFICANT FORTHE EXPERIMENTAL GROUP. GAINS ON THE GROSS MOTOR PLANNINGTEST AND THE DRAW-A-MAN TEST WERE FOUND NOT TO BESIGNIFICANT. IPS)

AVAILABILITY: INTER-LIBRARY LOAN FROM TEXAS WOMAN'SUNIVERSITY, DENTON, TEXAS

186


PUBLLCATION DATE: 27 JUN 72

TITLE: FOOD BUYING PRACTICES OF MEXICAN AMERICANS IN FASTLEIS ANGELES.

PERSONAL AUTHOR: LEWIS, JANE S.; AND OTHERS

DESCRIPTOR: BUDGETING; EATING HABITS; EMPLOYMENT; *FOOD;INCOME; *MEXICAN AMERICANS; *NUTRITION; PRESCHOOL CHILDREN;*PURCHASING; *URBAN AREAS

IDENTIFIER: *EASY LOS ANGELES

EMS PRICE: ERRS- PRICE MF-$0.65 HC-$3.29

DESCRIPTIVE NGTE1 6P.; PAPER PRESENTED AT AMERICAN HOMEECONOMICS ASSOCIATION MEETING, DETROIT. MICHIGAN, JUNE 27,1972

AS PART OF A PILOT STUDY OF THE NUTRITIONAL STATUS OFMEXICAN AMERICAN PRESCHOOL CHILDREN ATTENDING HEAD START INEAST LOS ANGELES IN THE SPRING OF 1969, QUESTIONS WERE ASKEDCONCERNING THEIR FAMILIES' BUYING AND FOOD PRACTICES. THISPAPER REPORTS ON THE INFORMATION OBTAINED FROM THE 21QUESTIONNAIRES WHICH WERE RETURNED. ANSWERS TO THE FOLLOWINGQUESILONS ARE DISCUSSED: (1) PARENTS' PLACE OF BIRTH; (2)SIZE OF THE FAMILIES AND AGE OF THE FAMILY MEMBERS; (3)PARENTS' EMPLOYMENT AND INCOME; (4) RANGE OF FOOD COSTS PER°ERSON; (5) FAMILIES USING FOOD STAMPS; (6) HOW OFTEN,WHERE, AND BY WHOM THE SHOPPING WAS DONE; (7) WHATINFLUENCED THEIR FOOD PURCHASES; (8) TYPES AND QUANTITIES OFFOOD BOUGHT; AND (9) THE TYPE OF MILK USED AND WHERE IT WASBOUGHT. THE PILOT STUDY INDICATED THAT THESE FAMILIES ON AVERY LIMITED BUDGET PROVIDE DIETS FOR THEIR PRESCHOOLCHILDREN WHICH ARE ADEQUATE IN MOST NUTRIENTS. (NQ)

187

ACCFSSION NLY4BER: ED067193


TITLF: A PILOT SURVEY OF FOOC FREQUENCIES, MEAL FREQUENCIESAND MEAL PATTERNS OF PRESCHOOL CHILDREN IN EAST LOS ANGELES.

PERSONAL AUTHOR: LEWIS, JANE c.; AND OTHERS

DESCRIPTOR: 40IETETICS; EATING HABITS; *MEXICAN AMERICANS;*NUTRITION; *PRESCHOOL CHILDREN; QUESTIONNAIRES; *SCHOOLSURVEYS; TABLES (DATA)

IDENTIFIER: *EAST LOS ANGELES

EPRS FDRS PRICE MF$0.65 HC$3.29

DESCRIPTIVE NOTE: 16P.; PAPER PRESENTED AT AMERICAN HOMEECONOMICS ASSOCIATION MEETING, DETROIT, MICHIGAN, JUNE 27,1972

THE FOOD FREQUENCY, MEAL FREQUENCY, AND MEAL PATTERNS OF AGROUP OF MEXICAN AMERICAN CHILDREN ATTENDING HEAL START INEAST LOS ANGELES AND THEIR SIBLINGS WERE STUDIED. FIFTYDIETARY QUESTIONNAIRES IN ENGLISH AND IN SPANISH WITHWRITTEN INSTRUCTIONS WERE DISTRIBUTE() TO PARENTS. PARENTSWERE ASKED TO RECORD FOR A 3 DAY PERIOD THE EATING TIME,TYPE AND AMOUNT OF FOOD EATEN, HOW FOOD HAD BEEN PREPARED,AND HOW THE CHILD ACCEPTED THE FOOD, AS WELL AS THE USUALFREQUENCY THAT HE ATE VARIOUS FOODS. FOR THIS STUDY, 25 OFTHE DIET RECORDS AND 23 OF THE QUESTIONNAIRES WERE USEABLE.THE 25 DIET RECORDS WERE EXAMINED USING THE 4 BASIC FOODGROUPS. THIS PAPER DISCUSSES (1) THE NUMBER OF SERVINGS FORALL FOOD GROUPS CONSUMED BY THE CHILDREN, (2) THE NUMBER OFSERVINGS PER DAY OF THE 4 FOOD GROUPS, (3) HOW OFTEN VARIOUSFOODS WERE EATEN DURING THE 3 1:rYS, (4) THE MEAN FREQUENCYWHICH MOTHERS REPORTED THEIR CHILDREN GENERALLY ATE VARIOUSFOODS, (5) MOTHERS' ESTIMATES OF SNACKS EATEN BY THEIRCHILDREN, (6) THE TYPES OF SNACKS, (7) HOW OFTEN THECHILDREN ATE VARIOUS SNACKS, (8) THE NUMBER OF TIMES VARIOUSMEALS CONTAINED THE 4 FOOD GROUPS, (9) THE MEAL PATTERNS BYFOOD GROUPS, AND (10) THE COOKING METHOD MOST FREQUENTLYUSED. THE DIET RECORDS AND QUESTIONNAIRES INDICATE THAT THECHILDRENS° INTAKE OF MILK AND MEAT ARE GENERALLY ADEQUATERUT THAT THE NUMBER OF SERVINGS OF FRUITS AND VEGETABLES AREFREQUENTLY INADEQUATE. THE FINDINGS ARE PRESENTED IN 10TABLES OF DATA. (NQ)

188

AcrFssInN NumRER: ED067194

RuRLICATION DATE: 17 APR 71

TITLE: NEW MEXICO AND CULTURAL PLURALISM.

PERSONAL AUTHOR: LO.,EZ, THOMAS R., JR.

')ESCRIPTOR: AMERICAN INDIANS; ANGLO AMERICANS;BIBLIOGRAPHIC CITATIONS; *BILINGUALISM; CULTURALDIFFERENCES: *CULTURAL PLURALISM; CULTURE LAG; *LANGUAGE;*MEXICAN AMERICANS; *RELIGION; SOCIAL MOBILITY; URBANIZATION

InFNTIFIER: *NEW MEXICO

EDRS PRICE: ERRS PRICE MF-$0.-05 HC-53.29

DESCRIPTIVE NOTE: 17P.; PAPER PREPARED FOR THE MIDWESTREGIONAL MEETING, COMPARATIVE AND INTERNATIONAL EDUCATIONSOCIETY, EAST LANSING, MICHIGAN, APRIL 16-17, 1971

IN THIS PAPER, THE CULTURAL PLURALISM WHICH EXISTS IN NEWMEXICO IS DISCUSSED. MOST CITIZENS OF NEW MEXICO HAVE BEENPLACED IN 1 OF 3 CATEGORIES: INDIANS, ANGLO-AMERICANS, ANDSPANISH AMERICANS. SINCE SPANISH AND ENGLISH ARE THEOFFICIAL LANGUAGES OF NEW MEXICO, MAKING IT THE ONLYOFFICIALLY BILINGUAL ST''.TE, THE SPANISH AMERICAN CULTURE ISDISCUSSED IN GREATER DETAIL THAN THE OTHER CULTURES.CULTURAL PLURALISM IS DISCUSSED IN TERMS OF SUCH FACTORS ASLANGUAGE, HISTORY OF THE PEOPLE, TERMINOLOGY IN CONNECTIONWITH THE SPANISH POPULATION, CULTURAL DIFFERENCES WITHREGARD TO THE REST OF THE UNITED STATES, RELIGION, SOCIALMOBILITY, AND ASSIMILATION. SPANISH AMERICAN CULTURE LSCOMPARED TO THE MEXICAN AMERICAN CULTURE KNOWN ELSEWHERE INTHE UNITED STATES. BIBLIOGRAPHICAL NOTES ON SOME GENERALHISTORICAL WORKS ABOUT MEXICAN AMERICANS OF THE SOUTHWEST ORnF NEW MEXICO ARE APPENDED. (NQ)

189


PUBLICATION DATE: 18 OCT 72

TITLE: CHILDREN WHO ARE SHORT-CHANGED: RURAL BLACKS ANDCHICANOS.

PERSONAL AUTHOR: KUVLESKY, WILLIAM P.

DESCRIPTOR: LANGUAGE HANDICAPS; *MEXICAN AMERICANS;*NEGROES; *OCCUPATIONAL ASPIRATION; RURAL URBAN DIFFERENCFS;*RURAL YOUTH; *SOCIAL MOBILITY; STATISTICAL ANALYSIS; TABLES(DATA)

EDRS PRICE: EDRS PRICE MF-S0.65 HC-$3.29

DESCRIPTIVE NOTE: 24P.; PAPER PREPARED FOR JOINT MEETINGS9r RURAL EDUCATION ASSOCIATION AND AMERICAN ASSOCIATION OFscHnOL ADMINISTRATORS, PHILADELPHIA, PENNSYLVANIA. OCTOBER15-18, 1972

RELEVANT PROBLEMS FACING RURAL SLACKS AND CHICANOS AREDISCUSSED IN THIS PAPER. IT IS ARGUED THAT THE ',AMERICANDREAM,' CREATES UNREALISTICALLY HIGH ASPIRATIONS ANDEXPECTATIONS FOR RURAL YOUTH AND THE DISADVANTAGEDMINORITIES. IF RURAL YOUTH DO NOT CHOOSE TO MIGRATE TO THEURBAN CENTERS, THEIR ONLY ALTERNATIVE IS TO TAKE WHATEVEREMPLOYMENT IS AVAILABLE IN THEIR LOCAL COMMUNITY, THEREBYLIMITING PATHS FOR BROADER OCCUPATIONAL AND SOCIAL MOBILITY.IF THEY MIGRATE TO THE METROPOLIS, GREATER LIMITATIONS FORSOCIAL MOBILITY ARE SUFFERED OWING TO SOCIALLY STRUCTUREDIMPEDIMENTS IN THEIR BACKGROUND ENVIRONMENTS, THEIRPERCEPTIONS AND SELF-CONCEPTIONS. AND THE NEGATIVE ATTITUDESnTHER MEMBERS OF THE SOCIETY HOLD TOWARD THEM. RURAL VERSUSURBAN YOUTH, RURAL BLACKS AND CHICANOS, RURAL BLACK YOUTH INTHE SOUTH, AND CHICANO YOUTH IN THE SOUTHWEST ARE ADDITIONALTOPICS OF CONCERN. IT IS SUGGESTED THAT STRONG ANDWIDESPREAD SOCIAL SUPPORT FOR A HIGH PRIORITY NATIONALDoLICy COUPLED WITH MASSIVE FUNDING AIMED AT SERVING RURALYOUTH'S EDUCATIONAL AND EMPLOYMENT NEEDS BE DEVELOPED. ALSD,THE CONCEPTS OF FORMAL EDUCATION AND EDUCATIONAL. PROGRAMS,THE USE OF ADVANCED TECHNOLOGY, AND THE USE OF NONSCHooLMECHANISMS HAVING EDUCATIONAL POTENTIAL NEED TO BETHOROUGHLY REVIEWED. IHEACI

190

ACC EssIoN NUMBER: E0067513


TITIP: HEARINGS BEFORE THE CIVIL RIGHTS OVERSIGHTSUBCOMMITTEE (SUBCOMMITTEi NIC: 4) OF THE COMMITTEE ON THEJUDICIARY HOUSE OF REPRESENTATIVES. NINETY-SECOND CONGRESS:sFcnNn SESSION ON REPORTS OF THE U. S. COMMISSION ON CIVILRIGHTS ON THE EDUCATION OF TH' SPANISH SPEAKING.

DESCRIPTOR: *CIVIL RIGHTS; *CULTURAL ISOLATION; *ETHNICSTUDIES; *MEXICAN AMERICANS; PROFESSIONAL RECOGNITION;*SPANISH SPEAKING

FnRz. PRICE: EDRS PRICE MF-$0.65 HC-$13.16

DESCRIPTIVE NOTE: 382P.; SERIAL NO. 35

TESTIMONY PRESENTED AT HEARINGS ON THE EDUCATION OF THESPANISH SPEAKING IS PRESENTED. SPECIFIC SUBJECTS COVEREDINCLUDE ACHIEVEMENT LANGUAGE AND CULTURAL EXCLUSION, ETHNICISOLATION, AND REPRESENTATION OF MEXICAN AMERICANS IN THEEDUCATION PROFESSION. (CK)

191


PUBLTCATION DATE: 72

TITLE: MODEL PROGRAMS, COMPENSATORY EDUCATION. REMEDIALREADING LABORATORIES, EL PASO, TEXAS.

DESCRIPTOR: *COMPENSATORY EDUCATION; DISADVANTAGED YOUTH;MEXICAN AMERICANS; READING; READING ABILITY; *READINGACHIEVEMENT; *READING PROGRAMS; *REMEDIAL READING; *STUDENTATTITUDES; URBAN EDUCATION


DESCRIP1IVE .DOTE: 22P.

THE REMEDIAL READING LABORATORIES PROGRAM WAS DESIGNED TOIMPROVF THE READING ACHIEVEMENT OF DISADVANTAGED STUDENTS INGRADES FOUR THROUGH 12 AND THEREBY ENABLE THEM TO PROFITFROM REGULAR CLASSROOM INSTRUCTION. THE PROGRAM ALSO AIMEDAT IMPROVING THE STUDENTS' SELF-ESTEEM AND SELF-CONFIDENCE.IN 1969-70 CLASSES WERE OFFERED TO OVER 1,000 DISADVANTAGEDSTUDENTS. SELECTION OF STUDENTS WAS BASED ON OBJECTIVECRITERIA, DEFINED BY SPECIALLY DERIVED FORMULAS. IN GENERAL,STUDENTS SELECTED WERE OF AVERAGE INTEELIGENCE BUT WEREREADING FROM 1 TO 1.5 YEARS BELOW THEN K GRADE LEVEL. THEMAJORITY OF THE TARGET POPULATION SERVED ISMEXICAN- AMERICAN. LANGUAGE DIFFICULTIES OFTEN ASSOCIATEDWITH THEIR BACKGROUND COMPLICATED THE STUDENTS' READINGPROBLEMS. REMEDIAL LABS LOCATED IN EACH OF THE TARGET AREASCHOOLS ARE STAFFED BY SPECIAL READING TEACHERS. STUDENTSAPE TAUGHT IN SMALL GROUPS OF ABOUT EIGHT PUPILS FOR 50 TI)

60 MINUTES EACH DAY. CLASSROOM PROCEDURES ARE BASED ON THEUSE OF INDIVIDUALLY PRESCRIBED INSTRUCTION. RESULTS OFTEACHER EVALUATIONS AND FOLLOW UP STUDIES OF STUDENTS SHOWEDAN IMPROVEMENT IN ATTITUDES TOWARD SELF AND SCHOOL, AND ANINCREASED ABILITY TO HANDLE GRADE-LEVEL SUBJECT MATTER.(AUTHOR)

AVAILABILITY: SUPT. OF DOCUMENTS, U. S. GOVERNMENT PRINTINGOFFICE, WASHINGTON, D. C. 20402 (CATALOG NO. HE 5.237:37079,$0.20)

192


PuRLICATION DATE: AUG 72

TITLE: MEXICAN AMERICAN EDUCATION IN TEXAS: A FUNCTION OFWEALTH. MEXICAN AMERICAN EDUCATION STUDY IV.

PFRSONAL AUTHOR: KNACK, SALLY S.; AND OTHERS

DESCRIPTOR: ASSESSED VALUATION; CIVIL RIGHTS; COMPENSATORYEDUCATION; DISADVANTAGED YOUTH; *EDUCATIONAL FINANCE; EQUALEDUCATION; *EQU4LIZATION AID; EQUAL PROTECTION; *EXPENDITUREPER STUDENT; MEXICAN AMERICANS; *PROPERTY TAXES; SCHOOLTAXES; STATF AID; TAX RATES

EPPS PRICE: EDRS PRICE MF-$0.65 HC-$3.29


IN THIS REPORT, THE AUTHOR INDICATES HOW THE TEXAS SCHOOLFINANCE SYSTEM WORKS TO THE CI:TRIMENT OF THOSE DISTRICTS INWHICH MEXICAN AMERICAN STUDEN1S ARE CONCENTRATED. DATA FORTHE REPORT WERE TAKEN FROM 1ht CIVIL RIGHTS COMMISSION'S1969 SURVEY OF EDUCATION FOR MEXICAN AMERICANS IN THESOUTHWEST AND THE DEPARTMENT OF HEALTH EDUCATION ANDWELFARE'S 1968 SURVEY OF THE ETHNIC COMPOSITION OF SCHOOLSTAFF AND ENROLLMENT. ACCORDING TO THE DATA, MEXICANAMERICAN SCHOOL DISTRICTS IN TEXAS ARE HANDICAPPED BY (1)LOWER PROPERTY ALUATION IN MEXICAN AMERICAN DISTRICTS,wHICH RESULTS IN LESS REVENUES ALTHOUGH HIGHER TAXES ARELEVIED; (2) OVERBURDENED LOWER-INCOME MEXICAN AMERICANS,EVEN AT AN EQUAL TAX RATE, BECAUSE NO TAX RELIEF ISPROVIDED; AND (3) THE FAILURE OF STATE AID UNDER THEFOUNDATION PROGRAM TO EQUALIZE THE TAX BURDEN AND TO OFFSETOISPARITIES IN LOCALLY RAISED REVENUE. ON THE CONTRARY,ACCORDING TO THE AUTHOR, THE FOUNDATION PROGRAM CONTRIBUTESTO THE INEQUITIES IN LOCAL EFFORTS BY REQUIRING MEXICANAMERICAN DISTRICTS TO PAY MORE THAN THEIR RIGHTFUL SHARE OFFOUNDATION COSTS. A RELATED DOCUMENT IS EA 004 602.(AUTHOR/JF)

AVAILABILITY: SUPERINTENDENT OF DOCUMENTS, U. S. GOVERNMENTPRINTING OFFICE, WASHINGTON, D. C. 20402 (STOCK NO.0500-0079, $.55)

19J



TITLE: SCHOOL FINANCE REFORM IN TEXAS. A REPORT TO THE U. S.COMMISSION ON CIVIL RIGHTS PREPARED BY THE TEXAS STATECOMMITTEE (AN OFFICIAL ADVISORY COMMITTEE TO THECOMmISSIONI.

PERSONAL AUTHOR: FLORES, PATRICK F.; AND OTHERS

DESCRIPTOR: *ASSESSED VALUATION; COMPENSATORY EDUCATION;DISADVANTAGED YOUTH; *EDUCATIONAL FINANCE; EQUAL EDUCATION;*EQUALIZATION AID; *EXPENDITURE PER STUDENT; MEXICANAMERICANS; *PROPERTY TAXES; SCHOOL TAXES; STATE AID; TAXRATES

IDENTIFIER: *TEXAS

F.DRS PRICE: EDRS PRICE MF$0.65 HC$3.29


THIS DOCUMENT CONTAINS RECOMMENDATIONS FOR CHANGES IN THETEXAS SYSTEM OF EDUCATIONAL FINANCE TO IMPROVE EDUCATIONALOPPORTUNITY FOR MEXICAN AMERICANS AND BLACKS. THE REPORTEXAMINES ALTERNATIVE METHODS OF FINANCE, FOCUSING ON METHODSFOR IMPPOVING THE EXISTING PROPERTY TAX SYSTEM. THE AUTHORSPECOMMEND THAT THE STATE 11) SUPERVISE AND CONTROLASSESSMENT OF PROPERTY; (2) ASSUME THE REVENUERAISINGFUNCTION FOR PUBLIC ELEMENTARY AND SECONDARY EDUCATION; (3)cNACT PERSONAL INCOME AND CORPORATE PROFiTS TAXES; (4) RAISEITS LEVEL OF PER PUPIL EXPENDITURE; AND (5) GRANT AID ON THEBASIS OF A CHILD'S NEED. A RELATED DOCUMENT IS EA 004 601.JF

194



TITLE: MODEL PROGRAMS: COMPENSATORY EDUCATION. THE JUANMOREL CAMPOS BILINGUAL CENTER, CHICAGO, ILLINOIS.

DESCRIPTO1: * BILINGUAL EDUCATION; BILINGUALISM; COMMUNITYINVOLVEMENT; *COMPENSATORY EDUCATION: COSTS; CURRICULUMDESIGN; ECONOMICALLY DISADVANTAGED; EDUCATIONALLYDISADVANTAGED; EDUCATIONAL OBJECTIVES; ENGLISH (SECONDLANGUAGE); *INTERMEDIATE GRADES; LANGUAGE SKILLS;METHODOLOGY; PARENT PARTICIPATION; *PROGRAM DESCRIPTIONS;PROGRAM EVALUATION; SCHOOL PERSONNEL; *SPANISH SPEAKING;STUDENT NEEDS; TEXTBOOKS

IDENTIFIER: *JUAN MOREL CAMPOS BILINGUAL CENTER



THE BILINGUAL PROGRAM DESCRIBED IN THIS BOOKLET OFFERSINTERMEDIATE-GRADE ENGLISH AND SPANISH INSTRUCTION TOSPANISH-SPEAKING CHILDREN FROM AN ECONOMICALLY DISADVANTAGEDNEIGHBORHOOD IN ONE OF CHICAGO'S LARGEST SCHOOL DISTRICTS.THE DESCRIPTIVE INFORMATION PRESENTED HERE CONCERNS CONTEXTAND OBJECTIVES, NECESSARY PERSONNEL, EDUCATIONALMETHODOLOGY, PARENT-COMMUNITY INVOLVEMENT, SUBJECT-AREAOBJECTIVES, TEXTBOOKS, COSTS, AND DETAILS ON PROGRAMFVALUATION. (VM?

AVAILABILITY: SUPERINTENDENT OF DOCUMENTS., U.S. GOVERNMENTPRINTING OFFICE, WASHINGTON, D.C. 20402 (GPO HE5.237:37083,1.25)

195

ACCESSInN NUMBER: ED068218


TITLE: ACCESS TG COLLEGE FOR MEXICAN AMERICANS IN THESOUTHWEST. REPORT OF ACTION CONFERENCES, JULY 31-AUGUST 4,1972. SnUTHWESTERN COMMITTEE FOR HIGHER EDUCATION, SURVEYNO. 6.

DESCRIPTOR: ADmISS1, (SCHOOL); AGENCY ROLE; *CONFERENCES;EDUCATIONAL DEVELOPMF-NT; *EDUCATIONAL OBJECTIVES;*EDUCATIONAL OPPORTUNITIES; FINANCIAL SUPPORT; GOVERNMENTROLE; *HIGHER EDUCATION; *MEXICAN AMERICANS


DESCcaPTIvE NJTE: 28P.

THE COLLEGE BOARD SPONSORED A SERIES OF 5 CONFERENCES IN 5SOUTHWESTERN CITIES FOR EDUCATORS IN ARIZONA, CALIFORNIA,COLORADO, NEW MEXICO, AND TEXAS FROM 31 JULY THROUGH 4AUGUST, 1972. THE CONFERENCES WERE HELD IN PHOENIX, SANDIEGO, DENVER, ALBUQUERQUE, AND AUSTIN. THE PURPOSE OF THECONFERENCES WAS TO EXPLORE WAYS TO BRING A3OUT IMPROVEMENTSIN ACCESS TO HIGHER EDUCATION FOR MEXICAN AMERICANS. AS ARESULT OF THESE CONFERENCES THERE WERE 147 RECOMMENDATIONS,FROM WHICH 30 WERE SELECTED AS BEING RELEVANT TO THE ENTIREREGION. THE 30 RECOMMENDATIONS OF MORE THAN 200 EDUCATIONALLEADERS THROUGHOUT THE SOUTHWEST ARE INCLUDED IN THISREPORT. THESE RECOMMENDATIONS HAVE BEEN GROUPED INTO 4CATEGORIES: (1) RECOMMENDATIONS TO CONFEREES, (2)RECOMMENDATIONS TO INSTITUTIONS, (3) RECOMMENDATIONS TOGOVERNMENTAL AGENCIES, AND (4) RECOMMENDATIONS TO PRIVATEAGENCIES. THE INDIVIDUAL STATE RECOMMENDATIONS ARE ALSOINCLUDED. (NQ)

196

4CCFSSION NUMBER: E0068219

pUBIICATION DATE: JUN 72

TITLE: RESPONSIVE. ENVIRONMENT PROGRAM FOR SPANISH AMERICANCHILDREN. EVALUATION REt'ORT, 1971-72.

PFRSONAL AUTHOR: AIVS'IOPTH, LEN:' ALFORD, GAY

DESCRIPTOR:. AFFECTIVE BEHAVIOR; ANALYSIS OF COVARIANCE;BILINGUAL STUDENTS; *COGNITIVE DEVELOPMENT; COMMUNITYINVOLVEMENT; *EARLY CHILDHOOD EDUCATION; *HANDICAPPEDSTUDENTS; LANGUAGE DEVELOPMENT; PARENT PARTICIPATION;PROGRAM cVALUATION; *SELF CONCEPT; *SPANISH SPEAKING;STATISTICAL DATA

EDRS PRICE: EDRS PRICE MF$0.65 HC$3.29


THE RESPONSIVE ENVIRONMENT PROGRAM FOR SPANISH AMERICANCHILDREN (REPSAC) IS AN EDUCATIONAL INTERVENTION FOR 30*HIGH RISK* BILINGUAL CHILDREN OF AGES 3, 4, AND 5 INCLOVIS, NFW MEXICO, AND A SIMILAR GROUP OF CHILDREN FROMPORTALES. SUBJECTS WERE SELECTED ON THE BASIS OF VARIOUSLANGUAGE HANDICAPS, PERCEPTUAL AND MOTOR PROBLEMS, ANDEDUCATIONAL DEPRIVATION. THE PROGRAM'S OBJECTIVES WERE TOPROVIDE SUCCESSFUL EXPERIENCES FOR SPANISH AMERICAN CHILDRENIN THE AREAS OF LANGUAGE LEARNING IN BOTH ENGLISH ANDSPANISH AND IN IMPROVING COGNITIVE AND AFFECTIVEDEVELOPMENT. THE EVALUATION DESIGN USED TO ASSESS THEEFFECTIVENESS OF REPSAC WAS A 2GROUP (EXPERIMENTAL ANDCONTROL GROUP( PRE AND POSTTEST COVARIANCE DESIGN. THECONTROL GROUP WAS USED TO COMPARE CHANGES MADE IN THEEXPERIMENTAL GROUP. AMONG SOME Or THE MEASURES EMPLOYED WEREDEVELOPMENTAL PROFILES, THE ILLINOIS TEST OFRWCHOLINGuISTIC ABILITIES, PARENT INTERVIEWS, THETFMPLINDARLEY ARTICULATION TEST, AND THE TENNESSEESELFCONCEPT SCALE. THE PROJECT EVALUATION WAS PROVIDED BYAN INDEPENDENT TEAM CONSISTING OF BILINGUALS; A CLINICALPSYCHOLOGIST; A SPEECH THERAPIST; AND EARLY CHILDHOOD,TEACHER EDUCATION, AND EDUCATIONAL RESEARCH SPECIALISTS.BASIC DATA, SUCH AS FAMILY HISTORY AND ATTENDANCE, WERERECORDED BY THE PROJECT STAFF. THE FINDINGS OF THEEVALUATION REPORT INDICATE THAT THE REPSAC PROJECT HAS MADEPOSITIVE AND SIGNIFICANT IMPACT UPON THE MAJOR PROJECTOBJECTIVES FOR A GROUP OF HIGHRISK CHILDREN. CONTINUEDnISFRVATIONS NOTE INCREASES IN THE SUBJECT'S SELFCONCEPT.PARENTS REFLECT POSITIVE ATTITUDES. (NO)

197

ACCESSION Ntl4RER: F0068221

°UBLICATION DATE: NOV 12

TITLE: READING ACHIEVEMENT OF LOWER SOCIOECONOMIC LEVELMEXICAN AMERICAN STUDENTS.

PERSONAL AUTHOR: EASTERLING, ROSS F.; STEVENS, FRANCIS A.

DESCRI-TOR: ACADEAIC ACHIEVEMENT; BILINGUAL STUDENTS; GRADE3; LITERATURE REVIEWS; *MEXICAN AMERICANS; MULTIPLEREGRESSION ANALYSIS; PREDICTION; *PREDICTOR VARIABLES;*READING ACHIEVEMENT; *SOCIOECONOMIC STATUS; *TESTS

EDRS PRICE: EDRS PRICE AF-$0.65 HC-$3.29

DESCRIPTIVE -NOTE: 19P.

THE PURPOSE OF THE STUDY WAS TO DETERMINE IF MEASURES OFFIRST GRADE READINESS, SCHOLASTIC APTITUDE, AND READINGACHIEVEMENT WERE SIGNIFICANT PREDICTORS OF READINGACHIEVEMENT AT THE END OF THIRD GRADE FOR MEXICAN AMERICANSTUDENTS FROM 2 LOWER SOCIOECONOMIC LEVELS. STUDENTS 147BOYS ANC 47 GIRLS) WHO HAD COMPLETED THEIR THIRD YEAR IN THESUSTAINED PRIMARY PROGRAM FOR BILINGUAL STUDENTS IN LASCRUCES, NEW MEXICO, WERE PLACED IN 9 SUBGROUPS. THEPREDICTOR VARIABLES WERE THE 13 TESTS FROM WHICH THEPREDICTION CF THIRD GRADE READING ACHIEVEMENT WAS MADE. THEDATA WERE ANALYZED BY 2 PROCEDURES: (1) A MULTIPLEREGRESSION ANALYSIS TO DETERMINE THE RELATIONSHIP BETWEEN ACOMBINATION OF THE 13 TESTS UTILIZED FOR PREDICTION ANDTHIRD GRADE READING ACHIEVEMENT AND (2) A STEPWISE MULTIPLEREGRESSION ANALYSIS WHICH IDENTIFIED THE INDIVIDUALCONTRIBUTION OF EACH OF THE 13 TESTS TO THE PREDICTION OFTHIRD ,GRADE READING ACHIEVEMENT. FINDINGS INDICATED THAT ASIGNIFICANT MULTIPLE CORRELATION EXISTED BETWEEN THE 13FIRST GRADE TESTS USED AND THIRD GRACE READING ACHIEVEMENTAT THE .05 LEVEL OF CONFIDENCE FOR (1) TOTAL SAMPLE OF BOYS,(2) TOTAL SAMPLE OF SOCIAL CLASS IV, AND (3) TOTAL SAMPLE OFSOCIAL CLASS IV GIRLS. TH:= REPORT REVIEWED LITERATUREDEALING WITH 1HE EFFECTS OF SOCIAL CLASS AND/OR MINORITYGROUP MEMBERSHIP UPON TEST PERFORMANCE AND THE EFFECT OF SEXDIFFERENCES ON SCHOOL ACHIEVEMENT TEST SCORES. (NO)

198

AcrrsioN NUm1FR: E0068222

puHlICATIoN DATE: DEC 71

TITLE: SAN FRANCISCO BILI4GUAI-BICULTURAL EL1UCATION PROJECTFOR SPANISH/ENGLISH SPEAKING CHILDREN. FINAL EVALUATIONRFpopT: 1970-71.

PERSONAL AUTHOR: DILLON, PAUL L., JR., COMP.

DESCRIPTOR: *BICULTURALISM; *BILINGUAL STUDENTS; COMMUNITYINVOLVEMENT; CULTURAL BACKGROUND; CURRICULUM DEVELOPMENT;*ENGLISH; ETHNIC GROUPS; LANGUAGE ARTS; MATHEMATICS;*MEXICAN ANFRICANS; SCIENCES; SOCIAL SCIENCES; *SPANISHSPEAKING; STAFF IMPROVEMENT



SrRVICES OFFERED THROUGH THIS PROJECT WERE CONCENTRATED ONTHE MISSION DISTRICT OF SAN FRANCISCO, CALIFORNIA, WHERE THEHIGHEST PERCENTAGE OF MONOLINGUAL AND BILINGUALSPANISH-SPEAKING POPULATION IS CONCENTRATED. THE STUDENTLINGUISTIC TARGET FOR PROJECT CLASSES WAS HALF- AND -HALFmCNOLINGUAL SPANISH SPEAKERS AND MONOLINGUAL ENGLISHSPEAKERS. ANALYSIS OF THE DATA WAS CARRIED OUT AT EACH GRADELEVEL ON THE TOTAL DOMINANT LANGUAGE INTER-AMERICAN TEST OFGENERAL ABILITIES PRE-POST DIFFERENCE SCORES. ENGLISH ANDSPANISH MATERIALS WERE USED FOR INSTRUCTION IN LANGUAGEARTS, CULTURE AND HERITAGE, SCIENCE, MATHEMATICS, AND SOCIALSCIENCE. THE STAFF WAS OFFERED PRESERVICE AND INSERVICETRAINING. SUCCESSFUL ATTEMPTS WERE MADE TO INVOLVE PARENTSAND THE COMMUNITY IN THE PROJECT. THE MAJOR RECOMMENDATIONFOR 7MPROVEmENT OF THE PROJECT WAS TO PROVIDE FOR FORMALPARENT INVOLVEMENT IN THE PROJECT. (PSI

199



TITLE: A PRELIMINARY ANALYSIS ECONOMIC UNDERSTANDINGAMONG TWO ETHNIC GROUPS IN TH. jTHWEST. CENTER FORBUSINESS SERVICES OCCASIONAL PiAttR NO. 209.

PERSONAL AUTHOR: GOHO, TOM; AND OTHERS

DESCRIPTOR: *ECONOMIC EDUCATION; EDUCATIONAL QUALITY;*ETHNIC STUDIES; LEARNING DIFFICULTIES; LITERACY; *MEXICANAMERICANS; PRETESTING; *SOCIOCULTURAL P'ATTERNS; STATISTICALANALYSIS

IDENTIFIER: *SOUTHWEST


DESCRIPTIVE NOTE: 23P.; PAPER PRESENTED AT SOUTHWESTERN ANDROCKY MOUNTAIN DIVISION, AMERICAN ASSOCIATION FOR THEADVANCEMENT OF SCIENCE, FT. COLLINS, C010.1 APRIL 27, 1972

A PRELIMINARY STUDY WAS CONDUCTED AT WHICH THE "TEST FORECONOMIC UNDERSTANDING" WAS GIVEN TO 98 ANGLO AND 35 MEXICANAMERICAN FRESHMEN AND SOPHOMORE STUDENTS AT NEW MEXICO STATEUNIVERSITY AT THE BEGINNING AND END OF THE 1971 FALLSEMESTER. THE FOLLOWING QUESTIONS GUIDED THE INVESTIGATION:(1) IS THERE A SIGNIFICANT DIFFERENCE BETWEEN MEXICANAMERICAN STUDENTS AND ANGLO STUDENTS IN TERMS OF THEIRUNDERSTANDING OF BASIC ECONGMICS AT THE ONSET OF APRINCIPLES COURSE IN ECONOMICS? (21 IS THERE A SIGNIFICANTDIFFERENCE BETWEEN MEXICAN AMERICAN STUDENTS AND ANGLOSTUDENTS IN TERMS OF THEIR JNDERSTANOING OF BASIC ECONOMICSAT THE END OF THE SAME COURSE? (31 IS THERE A SIGNIFICANTDIFFERENCE IN THE RELATIVE GAIN IN ECONOMIC UNDERSTANDINGBETWEEN THE TWO GROUPS? THE FINDINGS INDICATED THAT THESIGNIFICANT DIFFERENCE IN ECONOMIC LITERACY WHICH EXISTEDBETWEEN ANGLO AND MEXICAN AMERICAN STUDENTS AT THE BEGINNINGOF AN INTRODUCTORY COURSE IN ECONOMICS APPEARED TO BEELIMINATED UPON COMPLETION OF THE COURSE. IN THE EXPANDEDSTUDY CURRENTLY UNDER INVESTIGATION, THE SAMPLE SIZE HASBEEN INCREASED FROM 133 TO 216 ANGLO AND MEXICAN AMERICANSTUDENTS. THE PRIMARY INTEREST OF THE CURRENT INVESTIGATIONIS TO DETERMINE WHAT, IF ANY, FACTORS OTHER THAN ETHNICITY,ARE RELATED TO CHANGES IN ECONOMIC UNDERSTANDING. THEANALYTICAL TOOL TO BE UTILIZED IN TREATING THE DATA INVOLVESCOMPUTING IN SEQUENCE MULTIPLE LINEAR REGRESSIONS EQUATIONS.(HBC)

200



TITLE: FROM INDIAN VILLAGE TO CHICANO SUBURB: PROBLEMS OFIDENTITY AND SUBURBANIZATION.

PERSONAL AUTHOR: HALTOM, JOHN F.; SINGLETON, JAMES F.

LESCRIPTOR: *ACCULTURATION; COMMUNITY; HISTORY; LANDSETTLEMENT; *MEXICAN AMERICANS; *NONRESERVATION AMERICANINDIANS; *SOCIAL CHANGE; *SUBURBS

IDENTIFIER: NEW MEXICO; *TORTUGAS

FDRS PRICE: EDRS PRICE MF-$0.65 HC-$3.29


A CASE STUDY OF SOCIAL CHANGE, THIS PAPER DESCRIBES THECOMMUNITY OF TORTUGAS, AN AMERICAN INDIAN-MEXICAN VILLAGE ATTHE SOUTHERN EDGE OF LAS CRUCES, NEW MEXICO. THE INDIANINHABITANTS OF THE COMMUNITY HAVE BEEN ASSIMILATED INTO THERURAL MEXICAN AMERICAN SUBCULTURE, WHICH HAS BECOMEINCREASINGLY SUBURBAN THROUGH A PROCESS LITTLE EXPLORED INTHE LITERATURE ON SUBURBANIZATION. THE STUDY ATTEMPTS TODOCUMENT THE SUBURBANIZATION OF ONE COMMUNITY, TO DESCRIBETHE PROBLEMS SUBURBANIZATION CREATED, AND, HOPEFULLY, TOCONTRIBUTE TOwARD THE DEVELOPMENT OF AN ADEQUATE TYPOLOGY OFSUBURBANIZATION. DATA IS BASED ON A COMBINATION OFHISTORICAL SOURCES AND 2 SURVEYS: IN THE APRIL 1972 SURVEY,145 INTERVIEWS WERE COMPLETED; THE SECOND SURVEY, COMPLETEDIN OCTOBER 1972, WAS COMPOSED OF 21 INTERVIEWS WITH ELECTEDOFFICIALS AND INFLUENTIALS OF LAS CRUCES AND OFFICERS OF AUNIQUE CORPORATION--LOS INDIGENES. THE CONCLUSION INOICATESTHAT THE TORTUGAS COMMUNITY AND OTHER COMMUNITIES FACINGABSORPTION INTO AN URBAN COMPLEX DO NOT WISH TO RELINQUISHEITHER THEIR GOVERNMENTAL AUTONOMY OR THEIR LIFE STYLE.HOWEVER, TORTUGAS APPEARS TO BE DRAWN INTO THE LAS CRUCESURBAN AREA BY FORCES THAT APPEAR IRREVERSIBLE. THE PEOPLE OFTORTUGAS APPEAR POWERLESS TO RESIST WHATEVER FATE LEADERS OFTHE ADJACENT CITY MAY PLAN FOR THEM, BE IT ANNEXATION ORRE-CREATION OF AN INDIAN PUEBLO THAT NEVER EXISTED. (FE)

201



TITLE: SITUATIONS AND LANGUAGE: A SOCIOLINGUISTICINVESTIGATION. FINAL REPORT.

PERSONAL AUTHOR: DONOFRIO, ROSALIE MAGGIJ

DESCRIPTOR: ARTICULATION (SPEECH); DAY CARE SERVICES;DIALECT STUDIES; DISADVANTAGED YOUTH; *ECONOMIC STATUS;*LINGUISTIC COMPETENCE; *MEXICAN AMERICANS; *PRESCHOOLCHILDREN; REPORTS; SITUATIONAL TESTS; *SOCIOLINGUISTICS;STATISTICAL ANALYSIS; VERBAL ABILITY



THE PURPOSE OF THIS RESEARCH WAS TO BEGIN TO REFUTE THEDEFICIT APPROACH TO THE VERBAL ABILITIES OF POOR CHILDREN.THE CONTENTION WAS THAT DATA COLLECTED ON POOR CHILDREN'SVERBAL ABILITIES HAD BEEN DONE IN INCORRECT SOCIALSITUATIONS. PRIOR RESEARCH HAD INDICATED THAT LANGUAGEDEVELOPMENT IS INNATE AND THAT DISADVANTAGED CHILDREN WILLBE NONVERBAL AND/OR NONSENSICAL IN SITUATIONS THEY SEE ASTHREATENING, WHILE IN NONTHREATENING SITUATIONS THEY WILLDISPLAY AN ADEQUATE VERBAL ABILITY. THE OBJECT OF THISRESEARCH WAS TO VARY SOCIOLINGUISTIC VARIABLES AND TO CREATESYMMETRICAL AND ASYMMETRICAL SITUATIONS IN ORDER TO TEST THEPROPOSITIONS THAT SUCH VARIATIONS WILL (I.) ELICIT BETTEPSPEECH SAMPLES FROM POOR CHILDREN AND (2) DEPRESS THEQUALTY AND QUANTITY OF SPEECH FROM MIDDLE CLASS CHILDREN.ONLY SOCIOECONOMIC COMPARISONS WERE MADE, THOUGH ALL THECHILDREN WERE OF MEXICAN AMERICAN DESCENT, AS ADJUDGED BYSPANISH SURNAME. THE SAMPLE OF 40 PRESCHOOL CHILDREN, AGED 4AND 5, WAS EVENLY DIVIDED BETWEEN MIDDLE CLASS AND POORCHILDREN ACCORDING TO WHICH OF 3 DAY CARE CENTERS THEYATTENDED -- -1 FREE, AND LOCATED IN THE CORE AREA; THE OTHERSHAVING SUBSTANTIAL TUITIONAL COSTS. IT WAS CONCLUDED THAT,WHEN POOR CHILDREN ARE MADE COMFORTABLE VIA A SYMMETRICALSITUATION, THEY SPEAK WITH GREATER VOLUBILITY ANDGRAMMATICAL MATURITY, BUT THAT MIDDLE CLASS CHILDRENFUNCTION WELL IN ALL SOCIAL SITUATIONS. IT IS SUGGESTED THATA MOPE ACCURATE DEFINITION OF SOCIOECONOMIC STATUS BEINVESTIGATED. (HBC)

202



TITLE: PREDICTING THIRD GRADE READING ACHIEVEMENT FORMEXICAN-AMERICAN STUDENTS FROM LOWER SOCIOECONOMIC LEVELS.

.PERSONAL AUTHOR: STEVENS, FRANCES ANN BENNETT

DESCRIPTOR..., *DISADVANTAGED YOUTH; DOCTORAL THESES; *GRADE3; *MEXICAN AMERICANS; *READING ACHIEVEMENT; READING TESTS;*SnCIOECONomiC STATUS; STATISTICAL. ANALYSIS; TABLES (DATA)

IDENTIFIER: *LAS CRUCES; NEW MEXICO

EnPS PRICE: EDRS PRICE MF-$0.65 HC-$6.58

DESCRIPTIVE NOTE: 172P.; DOCTOR'S DISSERTATION SUBMITTED TONFW MEXICO STATE UNIVERSITY, LAS CRUCES

THE PURPOSE OF THIS STUDY WAS TO DETERMINE IF MEASURES OFFIRST GRADE READINESS, SCHOLASTIC APTITUDE, AND READINGACHIEVEMENT WERE SIGNIFICANT PREDICTORS OF THIRD GRADEREADING ACHIEVEMENT FOR MEXICAN - AMERICAN STUDENTS FROM TWOLOWER SOCIOECONOMIC LEVELS. THE SAMPLE INCLUDED 94 THIRDGRADE STUDENTS FOR WHOM THE FOLLOWING MEASUREMENTS HAD BEENOBTAINED: (1) METROPOLITAN READINESS TEST (MRTI ADMINISTEREDAT BEGINNING OF FIRST GRADE; (2) METROPOLITAN ACHIEVEMENTTEST PRIMARY BATTERY (MAT) ADMINISTERED AT COMPLETION OFFIRST GRADE; 01 CALIFORNIA TEST OF MENTAL MATURITY (CTMM)ADMINISTERED AT COMPLETION OF FIRST GRADE; (4) METROPOLITANACHIEVEMENT TEST ELEMENTARY BATTERY ADMINISTERED ATCOMPLETION OF THIRD GRADE; AND (5) SOCIOECONOMICCLASSIFICATION OBTAINED FROM THE ',IWO FACTOR INDEX OF SOCIALPOSITION." THE CONCLUSIONS DERIVED FROM THE STUDY WERE THAT(1) CTMM NON LANGUAGE, CTMM TOTAL DATA, AND MRT NUMBERSCOULD BE CONSIDERED AS MEANINGFUL PREDICTORS OF THE END OFTHIRD GRADE READING ACHIEVEMENT FOR MEXICAN - AMERICAN BOYSFROM LOWER SOCIOECONOMIC LEVELS; (2) CTMM AND MRT TOTAL DATACOULD BE CONSIDERED AS MEANINGFUL PREDICTORS OF THE END OFTHIRD GRADE READING ACHIEVEMENT POR MEXICAN AMERICANSTUDENTS FROM SOCIAL CLASS IV; AND (31 CTMM TOTAL DATA, CTMMNON LANGUAGE, CTMM LANGUAGE, MAT WORD DISCIIMINATION, MATWORD KNOWLEDGE, MRT TOTAL DATA, MRT SENTENCES, MRT COPYING,AND MAT READING COULD BE CONSIDERED AS MEANINGFUL PREDICTORSOF THE END OF THIRD GRADE READING ACHIEVEMENT FORMEXICAN-AMERICAN GIRLS FROM SOCIAL CLASS IV. CABC)

203



TITLE: REGION ONE BILINGUAL EDUCATION PROJECT. 1971-1972FINAL EVALUATION REPORT.

DESCRIPTOR: *BILINGUAL EDUCATION; ENGLISH (SECONDLANGUAGE); *KINDERGARTEN; *MEXICAN AMERICANS; *PRIMARYGRADES; PROGRAM EVALUATION; *READING PROGRAMS; RESEARCHPROJECTS; SOCIALIZATION; SPANISH SPEAKING; STATISTICALANALYSIS; TABLES (DATA)

ERRS PRICE: EORS PRICE MF-$0.65 HC-$6.58


A 4-YEAR PROGRAM FOR MEXICAN AMERICAN CHILDREN WHO HAVELITTLE OR NO KNOWLEDGE OF ENGLISH HAS BEEN ESTABLISHED BYTHE REGION ONE EDUCATION SERVICE CENTER IN TEXAS. DESIGNEDTO ENROLL STUDENTS AT THE KINDERGARTEN LEVEL AND CARRY THEMTHROUGH 3RD GRADE, THE PROGRAM'S COMPONENTS WERE SPANISHREADING, ENGLISH AS A SECOND LANGUAGE (ESL), TRANSITIONALENGLISH READING, AND SOCIAL EDUCATION. THE FIELD TESTING OFTHESE PROGRAMS COMPRISED THE OBJECTIVES FOR 1971-72. OF THE124 OBJECTIVES LISTED. ONLY THE PRODUCT OBJECTIVES WHICHPERTAINED DIRECTLY TO STUDENT ACHIEVEMENT WERE EVALUATED INTHIS REPORT. RESULTS OF THE SPANISH READING AND SOCIALEDUCATION END-OF-PROGRAM TESTS INDICATED THAT 80% OF THESTUDENTS ATTAINED THE DESIRED OBJECTIVE, A SCORE OF 80% ONTHE TESTS. LEVEL I ANO LEVEL II ESL PROGRAM RESULTSINDICATED THAT IF THE STUDENTS IN THE EXPERIMENTAL GROUP ANDCONTROL GROUP HAD ALL HAD COMPARABLE PRE-TEST SCORES, THEPOST-TEST SCORES OF THE EXPERIMENTAL GROUP WOULD HAVE BEENSIGNIFICANTLY HIGHER THAN THOSE OF THE CONTROL GROUP. THEANALYSIS OF THE FINAL ACHIEVEMENT TEST INDICATED THAT THERESULTS WERE WITHIN ACCEPTABLE LIMITS OF THE OBJECTIVE FORTHE TRANSITIONAL ENGLISH READING PROGRAM. APPENDIXES INCLUDETHE BILINGUAL PROJECT STAFF, MATERIALS AND EQUIPMENT CDRPROJECT COMPONENTS, AND STATUS OF OBJECTIVES FOR 1971-72. ARELATED DOCUMENT IS ED 051 955. (SEVERAL PAGES MAY BELIGHT.) (HOC)

204

ACCESSION NUMBER; ED068256

PUBLICATION DATE: 21 NOV 72

TITLE; RATIONALE FOR BILINGUAL EDUCATION IN SOUTH TEXAS.

PERSONAL AUTHOR: LINTON, THOMAS H.

DESCRIPTOR: *ACADEMIC ACHIEVEMENT; *BILINGUAL EDUCATION;4FDuCATIONAL RETARDATION; LEGISLATION; *RELEVANCE(EDOCATIONI; *SPANISH SPEAKING; STUDENT ATTITUDES

IDENTIFIER: *SOUTH TEXAS

EDPS PRICE: EDRS PRICE MF-$0.65 HC-$3.29


THE POTENTIAL ADVANTAGES OF BILINGUAL EDUCA)IONAL PROGRAMSFOR SPANISH-SPEAKING STUDENTS IN SOUTH TEXAS ARE DISCUSSEDIN THIS PAPER, WHICH GIVES DATA ON THE ACADEMIC ACHIEVEMENTAMONG SPANISH-SURNAMED CHILDREN IN TEXAS. THE PAPER COVERSROTH THE TRADITIONAL SOLUTIONS TO THE ACADEMIC DIFFICULTIESOP THESE STUDENTS AND BILINGUAL EDUCATION AS AN ALTERNATIVEAPPROACH. ALSO, THE RATIONALE FOR BILINGUAL EDUCATION ISGIVEN WITH REGARD TO ITS EFFECT ON EDUCATIONAL RETARDATIONAND THE CHILD'S ATTITUDES, THE HOME, AND THE ECONOMICBENEFITS. THE NATIONAL AND STATE POLICIES ON BILINGUALEDUCATION AND PRELIMINARY DATA ON THE REGION ONE BILINGUALPROJECT ARE INCLUDED.

205


puBLICATION DATE: 72

TITLE: PROJECT STAY.

PERSONAL AUTHOR: SMITH, BERT KRUGER

DESCRIPTOR: AGENCY ROLE; *DISADVANTAGED YOUTH; ECONOMICr)ISAOVANTAGEMENT; *EDUCATIONAL OPPORTUNITIES; FINANCIALSUPPORT; *HIGHER EDUCATION; INFORMATION SERVICES; LOW INCOMEGROUPS; *MEXICAN AMERICANS; MINORITY GROUPS; *RESOURCECENTERS

InENTIFIER: *PROJECT STAY



PROJECT STAY (SCHOLARSHIPS TO ABLE YOUTH), LOCATED IN THEBARRIO OF SAN ANTONIO, TEXAS, HELPS YOUNG PEOPLE STAY INSCHOOL BEYOND THE SECONDARY GRADES. THE PROJECT PROVIDESOUTREACH SERVICES TO MEET THE NEEDS OF THE STUDENTS. ITSPRIMARY SERVICE IS TO ACT AS AN ADVOCATE FOR THESE YOUNGPEOPLE. THE PROJECT RECRUITS ALL TYPES OF YOUTH FROMFAMILIES IN POVERTY AREAS WHO SUFFER ECONOMIC DEPRIVATION,WHETHER THEY HAVE EXCELLENT GRADES OR ARE LOW ACHIEVERS.PRnJFCT STAY PERSUADES INSTITUTIONS TO REEVALUATE THEIRSERVICES FOR LOW-INCOME AND MINORITY STUDENTS. AMONG SOME OFTHE PROJECT'S OUTREACH SERVICES ARE 11) INSTIGATING NEW WAYSOF LOOKING AT COLLEGE ENTRANCE EXAMINATIONS; (2) SEEKINGPOSSIBILITIES FOR SCHOLARSHIPS AND GRANTS; (3) ENCOURAGINGCOLLEGES TO UTILIZE FINANCIAL AID PROGRAMS AVAILABLE THROUGHTHE FEDERAL AND STATE GOVERNMENTS AND TO REEVALUATE THEIRADMISSIONS POLICIES IN RELATION TO THESE STUDENTS; (4)ENCOURAGING THE COLLEGE ENTRANCE EXAMINATION BOARD TOESTABLISH TEST CENTERS CLOSE TO THE NEIGHBORHOODS; (5)HELPING TO DEVELOP ADDITIONAL SOURCES OF AID FOR STUDENTSTHROUGH ORGANIZATIONS, INDIVIDUALS. AND FOUNDATIONS; (6)WORKING WITH PRIVATE COLLEGES TO ALLOW FOR APPLICATION FEEWAIVERS, (7) ENCOURAGING DOCTORS TO PROVIDE EXAMINATIONS FORCOLLEGE HEALTH CARE, AND (8) PROVIDING EXTENSIVE INFORMATIONON EDUCATION OPPORTUNITIES. PROJECT STAY INVOLVES THEPARENTS IN THE PROCESS OF AIDING IN THEIR CHILDREN'SEDUCATION. STAFF MEMBERS, WHO ARE ALL BILINGUAL, SERVE ASPERSONAL MODELS FOR THE YOUNG PEOPLE. (NC))

AVAILABILITY: PUBLICATIONS DIVISION, THE HOGG FOUNDATIONFOR MENTAL HEALTH, P.O. BOX 7998, UNIVERSITY STATION, THEJNIVERSITY OF TEXAS, AUSTIN, TEXAS 78712 (SINGLE COPIESFREE; MORE THAN 5 COPIES, $0.30 EACH)

206

ACCrSSION NUMBER: ED068268


TITLE: CHICANISMO.

DESCRIPTOR: *BIBLIOGRAPHIES; *BOOKS; *FILMS; *MEXICANAMER/CANS; PERIODICALS; *RESOURCE MATERIALS




THE COMMITTEE TO RECRUIT MEXICAN AMERICAN LIBRARIANSCOmPILED THIS BIBLIOGRAPHY CONTAINING 91 ADULT ANDCHILDREN'S BOOKS, PERIODICALS, ANO FILMS. A LIST OF 14SOURCES FOR SPANISH LANGUAGE MATERIALS IN CALIFORNIA ISINCLUDED. THE MATERIALS ARE IN ENGLISH AND ARE ABOUT THECHICANO, EXCLUDING MEXICO AND THE MEXICAN. THESE MATERIALSWERE SELECTED BY THE COMMITTEE IN ORDER TO FILL THE NEED FORA REPRESENTATIVE COLLECTION IN LIBRARIES EVERYWHERE. (NO/

207



TITLE: INFLUENCE OF RACE, SEX, AND CITY ON INDUCTIVEREASONING ITEMS. PROJECT ACCESS RESEARCH REPORT NO. 4.

PERSONAL AUTHOR: GITLITZ, ALFRED H.; KAUFMAN, NADEEN L.

DESCRIPTOR: APTITUDE TESTS; CAUCASIANS; *COGNITIVE ABILITY;COMPARATIVE ANALYSIS; *ETHNIC GROUPS; *GROUP INTELLIGENCETESTS; *INDUCTIVE METHODS; JUNIOR HIGH SCHOOL STUDENTS;MEXICAN AMERICANS; MINORITY GROUPS; NEGROES; RESEARCHREVIEWS (PUBLICATIONS): SEX DIFFERENCES; *SOCIOECONOMICINFLUENCES; TESTS

IDENTIFIER: *PROJECT ACCESS



RESULTS OF A SUBTEST OF THE PROJECT ACCESS BATTERY,COMPARING THE INFLUENCE OF RACE, SEX AND CITY ON INDUCTIVEREASONING ITEMS, ARE PRESENTED. THE PARTICIPATING JUNIORHIGH STUDENTS REPRESENTED THREE RACIAL GROUPS, BLACK, WHITE,AND MEXICAN AMERICANS, FROM THREE CITIES, LOS ANGELES,MEMPHIS, AND WASHINGTON, D. C. THE TEST, ENTITLED LETTERGROUPS, CONTAINED 25 VOWEL/CONSONANT ITEMS INSTRUCTINC, THESTUDENT TO FIND THE RULE WHICH RELATED FOUR OF A SFT OF FIVETO EACH OTHER. THE CORRECT ANSWER WAS A SINGLE UNRELATEDSET. RESULTS INDICATED THAT THE MAJORITY GROUP (WHITES)FARED BETTER THAN DID THE MINORITY GROUPS (MEXICAN AMERICANSOR BLACKS); COMPARISONS BY CITY, WHETHER BETWEEN RACE ORWITHIN RACE, INDICATED THE BEST PERFORMING GROUP WAS THEMEMPHIS WHITES, AND THE SECOND BEST THE O. C. BLACKS; ANDCOMPARISONS BY SEX INDICATED CLOSE PERFORMANCE PATTERNSBETWEEN MALES AND FEMALES, BUT WHEREVER SIGNIFICANTDIFFERENCES DID OCCUR, IT WAS THE FEMALE WHO WAS FAVORED.(AUTHOR/LS)

208



TITLE: SUBTEST ESTIMATES OF THE WISC FULL SCALE IQ'S FORCHILDREN.

PERSONAL AUTHOR: MERCER, JANE R.; SMITH, JOYCE M.

DESCRIPTOR: AGE; CAUCASIAN STUDENTS; CHILDREN; ELEMENTARYGRADES; ETHNIC STUDIES; *FACTOR ANALYSIS; *INTELLIGENCETESTS; MEXICAN AMERICANS; NEGROES; *PERFORMANCE TESTS;PREDICTIVE ABILITY (TESTING); RACIAL COMPOSITION; RACIALDISTRIBUTION; SOCIOECONOMIC STATJS; TESTING; *TESTRELIABILITY; TEST VALIDITY; *VERBAL TESTS

FDRS PRICE: EDRS PRICE ME-$0.65 HC-f3.29

DESCRIPTIVE NOTE: 55P.; VITAL AND HEALTH STATISTICS-SERIES2-NO. 47

AN INTENSIVE ANALYSIS OF THE RELATIVE VALUE OF USING THEVOCABULARY AND BLOCK DESIGN SUBTESTS OF THE WECHSLERINTELLIGENCE SCALE FOR CHILDREN (WISC) TO PREDICT FULL SCALEIQ BASED ON SIX VERBAL AND FIVE PERFORMANCE WISC SUBTESTSWAS CONDUCTED. THE TESTS WERE ADMINISTERED TO 1,310 6 TO IIYEAR OLD ANGLO, NEGRO, AND MEXICAN-AMERICAN SCHOOL CHILDREN.SEPARATE ANALYSES WERE PERFORMED BY SEX, AGE, ANDSOCIOECONOMIC LEVEL FOR EACH OF THE ETHNIC GROUPS. THEFINDINGS SUPPORT THE RESULTS FROM OTHER STUDIES, THAT ISTHAT MEXICAN- AMERICAN CHILDREN DO RELATIVELY BETTER ON THEPERFORMANCE THAN ON THE VERBAL TESTS. IT IS NOTED THAT THEsirF nc THE STANDARD ERROR OF ESTIMATED FULL SCALE IQ FORTHE VOCABULARY AND BLOCK DESIGN SUBTESTS COULD LEAD TOMISCLASSIFICATIONS OF INDIVIDUALS IN PREDICTING IQ SCORES OFLESS THAN 85, 80, AND 70 FOR DIAGNOSTIC PURPOSES. HOWEVER,IT IS SUGGESTED THAT BOTH SCORES COULD 8E USED TO PROVIDEESTIMATED IQ SCORES FOR GROUPS OF INDIVIDUALS. IT ISCONCLUDED THAT NO OTHER COMBINATION OF TWO WISC SUBTESTSWOULD HAVE PRODUCED BETTER OVERALL PREDICTIONS FOR ALL THREEETHNIC GROUPS. THE SUM OF THE SCALED SCORES FOR THEVOCABULARY AND BLOCK DESIGN SUBTESTS CORRELATED .880 WITHFULL SCALE 10. (AUTHOR)

AVAILABILITY: SUPERINTENDENT OF DOCUMENTS, U.S. GOVERNMENTPRINTING OFFICE, WASHINGTON, D.C. 20402 ($0.50)

20')



TITLE: PATTERNS OF ABILITY FACTORS AMONG FOUR ETHNIC GROUPS.PROJECT ACCESS RESEARCH REPORT NO. 5.

PERSONAL AUTHOR: FLAUGHER, RONALD L.; ROCK, DONALD A.

DESCRIPTOR: *ABILITY; ACADEMIC ACHIEVEMENT; 301,PTITUDETESTS; *CORRELATION; *ETHNIC STUDIES; *FACTOR ANALYSIS; ITEMSAMPLING; JAPANESE AMERICANS; MALES; MEXICAN AMERICANS;NEGROES; *RACIAL FACTORS; SECONDARY GRADES; STATISTICALDATA; TEST RESULTS

IDENTIFIER: *PROJECT ACCESS


DESCRIPTIVE NOTE: L3P.; PAPER PREPARED FOR PRESENTATION ATTHE CONVENTION OF THE AMERICAN PSYCHOLOGICAL ASSOC. 180TH,HONOLULU, SEPTEMBER, 19721

DIFFERING PATTERNS OF ABILITIES AMONG HIGH SCHOOL MALES OFFOUR ETHNIC GROUPS WERE INVESTIGATED, AS REFLECTED IN THEINTERRELATIONSHIPS OF SCORES ON A MULTI-TEST APTITUDEBATTERY. IF SUCH DIFFERENCES IN PATTERNS OF ABILITY EXISTAMONG THESE GROUPS, THEIR EXISTENCE AND NATURE SHOULD BEREVEALED IN THE INTERRELATIONSHIPS OF THE VARIOUS TESTSCORES FOR EACH GROUP. A 9-TEST PROJECT ACCESS BATTERY WASADMINISTERED, ALONG WITH A BIOGRAPHICAL INVENTORY, TO 18,000JUNIOR-YEAR STUDENTS IN LOS ANGELES, MEMPHIS, ANDWASHINGTON, D.C. THE ETHNIC GROUPS STUDIED WERE BLACK,WHITE, MEXICAN- AMERICAN, AND ORIENTAL, AND SUBJECTS FROM ALLFOUR GROUPS WERE FROM LOW SOCIOECONOMIC BACKGROUNDS. THETESTS MEASURED WORD MEANING, INDUCTIVE REASONING, COMPARINGMATHEMATICAL QUANTITIES, SPATIAL SCANNING, READINGCOMPREHENSION, GRAMMAR, FOLLOWING COMPLEX DIRECTIONS,GEOMETRIC ANALOGIES., AND ASSOCIATIVE MEMORY. PRINCIPLE AXESPROCEDURES WERE APPLIED TO THE CORRELATION MATRICES WITHINEACH ETHNIC GROUP. THE FIRST FIVE COMPONENTS WITHIN EACHGROUP WERE THEN ROTATED, USING VARIMAX PROCEDURES. THEORIGINAL CORRELATION MATRICES ARE PRESENTED IN THE APPENDIX.THE RESULTS OF SIMILARITY AMONG THE FACTOR LOADING PATTERNSINDICATE THAT ESSENTIALLY THE SAME PATTERNS OF ABILITIES AREDEMONSTRATED REGARDLESS OF THE ETHNIC IDENTITY OF THEEXAMINEE. (LH)

210



TITLE: BLACK/MEXICAN-AMERICAN PROJECT REPORT.

OESCRNTOR: CAUCASIAN STUDENTS; ETHNIC RELATIONS;INTEGRATION EFFECTS; *MEXICAN AMERICANS; NEGRO STUDENTS;*PARENT ATTITUDES: POLITICAL ISSUES; POVERTY PROGRAMS;RACIAL ATTITUDES; RACIAL INTEGRATION; *SCHOOL INTEGRATION;scHna SURVFYS; SOCIAL ATTITUDES; *STUDENT ATTITUDES

IDENTIFIER: *TEXAS

ERRS PRICE: FORS PRICE mF-$0.65 HC-S3.29


THE BLACK /MEXICAN- AMERICAN PROJECT HAS TWO GENERAL GOALSCONGRUENT WITH THE PURPOSE OF THE EMERGENCY SCHOOLASSISTANCE PROGRAM. UNDf. WHICH IT WAS FUNDED: (1) TOIDENTIFY POINTS OF TeNSION AND COOPERATION BETWEEN MINORITYSTUDENTS IN THE HOUST9N INDEPENDENT SCHOOL DISTRICT; AND (21TO SUGGEST WAYS OF IMPROVING RELATIONS BETWEEN THEMINORITIES. SO TKAT DECISION-MAKERS MIGHT KNOW MORE ABOUTTHE EFFECTS OF DESEGREGATION IN HOUSTON, THE HOUSTON COUNCILON HUMAN RELATIONS HAS CONDUCTED A SURVEY OF 142 PARENTS AND1105 STUDENTS OF SCHOOLS WITH THE SIZABLE NUMBER OFMEXICAN-AMERICANS AND BLACKS ENROLLED. THE RESULTS OF THESESURVEYS MUST RE VIEWED IN THE CONTEXT OF TWO OVERRIDINGCIRCUMSTANCES THAT BEAR ON STUDENT AND PARENT ATTITUDESTOWARD DESEGREGATION: (1) THE DESEGREGATION PLAN, ORDERED BYTHE FIFTH CIRCUIT COURT, AND (21 DISCIPLINE IN THE SCHOOLS.THE RESULTS OF THESE SURVEYS IMPLY THAT, FOR ALL ELSEDESEGREGATION MAY HAVE A:COMPLISHED, IT HAS NUT RESULTED INA MEANINGFUL CONTC:T BETWEEN RACIAL GROUPS. MOST STUDENTSWILL PREFER TO ATTEND A SCHOOL WHERE THEIR OWN RACEPREDOMINATES, AND MOST PARENTS DO NOT BELIEVE DESEGREGATIONHAS IMPROVED ATTITUDES. THE MOST UNFORTUNATE COROLLARY ISTHAT MERE NUMERICAL DESEGREGATION H43 NOT PRODUCEDATTITUDINAL DESEGREGATION. GROUPS IN A DESEGREGATED SCHOOLSTILL KEEP TO THEMSELVES. (AUTHOR /JM)

AVAILABILITY: HOUSTON COUNCIL ON HUMAN RELATIONS, 629 W.ALABAMA, HOUSTON, TEXAS 77006 (S1.001

211



TITLE: THE FERNALD SCHOOL REmEDIATION OF LEARNING DISORDERSPROGRAM, LOS ANGELES, CALIFORNIA. MODEL PROGRAMS,COMPENSATORY EDUCATION SERIES.

DESCRIPTOR: CAUCASIAN STUDENTS; COMPENSATORY EDUCATIONPROGRAMS; DEMONSTRATION PROGRAMS; *DISADVANTAGED YOUTH;ECONOMICALLY DISADVANTAGED; INDIVIDUALIZED INSTRUCTION;*INNER CITY; LEARNING DIFFICULTIES; *LEARNING DISABILITIES;MEXICAN AMERICANS; NEGRO STUDENTS; PROGRAM EVALUATION;*REMEDIAL INSTRUCTION; STUDENT TEACHER RATIO

IDENTIFIER: *LOS ANGELES

EDRS PRICE: EDRS PRICE MF-$0,65 HC-$3.29


THE FERNALD SCHOOL'S PROGRAM OF REMEDIAL INSTRUCTION FORDISADVANTAGED CHILDREN BEGAN IN 1966. AS A FACILITY OF THEPSYCHOLOGY DEPARTMENT AT THE UNIVERSITY OF CALIFORNIA AT LOSANGELES, THE SCHOOL HAS BEEN CONCERNED SINCE ITS FOUNDING IN1921 WITH THE DIAGNOSIS AND TREATMENT OF LEARNING DISORDERS,PARTICULARLY THOSE NOT DUE TO MENTAL RETARDATION OR SEVERENEUROLOGICAL OR EMOTIONAL PATHOLOGY. THEIR PROGRAM FORDISADVANTAGED CHILDREN DESCRIBED IN THIS BOOKLET, HOWEVERvREPRESENTS A DEPARTURE FROM THE SCHOOL'S PREVIOUSRESTRICTION TO CLIENTS FROM FAMILIES THAT COULD AFFORDTUITION. CHILDREN FROM GRADES TWO THROUGH 11 ARE SERVED BYTHE PROGRAM. STUDENTS SELECTED ARE MALE, OF AVERAGEINTELLIGENCE, AND AT LEAST ONE AND ONE-HALF YEARS RETARDEDIN BASIC SCHOOL SKILLS. THE DISADVANTAGED STUDENTS IN THEPROGRAM ARE DRAWN FROM THE MID-CITY AREA OF LOS ANGELES.TWO-THIRDS OF THE DISADVANTAGED STUDENTS ARE BLACK, AND THEREMAINING ONE-THIRD ARE MEXICAN-AMERICAN OR WHITE. DURINGTHE FIRST ACADEMIC YEAR, 60 CHILDREN WERE IN THE PROGRAM;DURING EACH OF THE FOLLOWING TWO YEARS, THERE WERE 80STUDENTS. THE THREE FACTORS THAT FERNALD STAFF MEMBERS SEEAS DIFFERENTIATING THE EXPERIENCE OF STUDENTS AT FERNALDFROM THAT AT OTHER SCHOOLS ARE: (1) THE DEGREE TO WHICH THEPROGRAM IS INDIVIDUALIZED; (2) THE LOW STUDENT-TEACHERRATIO; AND, (3) THE TOTAL-SCHOOL ENVIRONMENT, WHICH RESULTSFROM THESE AND OTHER SPECIAL CHARACTERISTICS. (AUTHOR/JM)

AVAILABILITY: SUPERINTENDENT OF DOCUMENTS, GOVERNMENTPRINTING OFFICE, WASHINGTON, D.C. 20402 1$0.20)

212

ACCESSION NUMBER: 068621


TITLE: PROJECT R-3, SAN JOSE, CALIFORNIA. MODEL PROGRAMS,COMPENSATORY EDUCATION SERIES.

DESCRIPTOR: *COMPENSATORY EDUCATION PROGRAMS; DISADVANTAGEDYOUTH; MATHEMATICS INSTRUCTION: MEXICAN AMERICANS; NEGROSTUDENTS; .PROGRAM EVALUATION; READINESS; REAnINCINSTRUCTION; *RELEVANCE (EDUCATION); *REMEDIAL INSTRUCTION;*SECONDARY EDUCATION: SECONDARY SCHOOL STUDENTS; STATEPROGRAMS; UNDERACHIEVERS


EnRs PRICE: EDRS PRICE MF-$0.65 HC-$3.29


IN 1967 -68, THE SAN JOSE UNIFIED DISTRICT, IN COOPERATIONWITH THE EDUCATION DIVISION OF THE LOCKHEED MISSILES ANDSPACE CO., IMPLEMENTED A SPECIAL PROGRAM FOR DISADVANTAGED,UNDERACHIEVING, EIGHTH-GRADE STUDENTS. THE PRIMARY OBJECTIVEOF THE PROGRAM WAS TO IMPROVE THE MOTIVATION AN: ACHIEVEMENTOF DISADVANTAGED STUDENTS BY PROVIDING SPECIAL AATHEMATICSAND READING INSTRUCTION IN COMBINATION WITH FIELD TRIPS ANDOTHER ACTIVITIES DESIGNED TO DEMONSTRATE THE RELEVANCE OFCLASSROOM LEARNING TO THE SOLUTION OF REAL-WORLD PROBLEMS. ASECOND WAVE OF EIGHTH GRADERS ENTERED THE PROGRAM IN 1968,AND THE FIRST-YEAR STUDENTS WENT ON TO A NEWLY DEVELOPEDNINTH-GRADE R-3 CURRICULUM, THE THREE R'S SIGNIFYING STUDENTREADINESS, SUBJECT RELEVANCE, AND LEARNING REINFORCEMENT. IN1969, NEW STATE REGULATIONS REQUIRED THE PROJECT TO INCLUDETHE ENTIRE SEVENTH-GRADE POPULATION OF THE SCHOOL IN THEPROGRAM. THE PROCRM WAS FORCED TO DROP THE EIGHTH- ANDNINTH-GRADE PROGRAM TEMPORARILY IN ORDER TO HANDLE THE NEWAND LARGER SEVENTH-GRADE SERVICE GROUP. PLANS WERE MADE TOREFXPAND THE R-3 PROGRAM TO THE EIGHTH AND NINTH GRADES ASTHE SEVENTH GRADERS PROGRESSED THROUGH THOSE GRADES INSUCCEEDING YEARS. THE 1970-71 PROGRAM INCLUDED ALL 240EIGHTH-GRADE STUDENTS, AND THE 1971-72 PROGRAM CONTINUES THEPROGRAM FOR THESE STUDENTS IN THE NINTH GRADE. (AUTHOR/JM)

AVAILABILITY: SUPERINTENDENT OF DOCUMENTS, GOVERNMENTPRINTING OFFICE, WASHINGTON, D.C. 20402 ($0.20)

213



TITLE: READING FOR FUN: A STUDY OF MATERIALS FOR MEXICAN ANDSPANISH-AMERICAN, PUERTO RICAN, CUBAN AND OTHER LATIN)\MERICAN CHILDREN.

DESCRIPTOR: INDEPENDENT READING; MEXICAN AMERICANS; PUERTORICANS; READING; READING IMPROVEMENT; *READING INTERESTS;*READING MATERIALS; READING RESEARCH; *RECREATIONAL READING;SPANISH AMERICANS; *SPANISH SPEAKING; *URBAN AREAS; URBANENVIRONMENT

IDENTIFIER: *NATIONAL READING IS FUNDAMENTAL PROGRAM



A SURVEY OF SELECTED NEIGHBORHOODS IN EIGHT CITIES WASCONDUCTED TO DETERMINE THE RELEVANCE, AVAILABILITY ANDUTILIZATION OF LEISURE-TIME READING MATERIALS IN BOTHENGLISH AND SPANISH FOR HISPANIC - AMERICAN CHILDREN.SPAF"ISH-SPEAKING CHILDREN, PARENTS, TEACHERS, LIBRARIANS,EDUCATORS AND COMMUNITY WORKERS WERE INTERVIEWED IN EACH OFTHE EIGHT CITIES. IN ADDITION, QUESTIONNAIRES WERE MAILED TOPUBLISHERS AND OTHER PROFESSIONALS THROUGHOUT THE COUNTRY.THE TRENDS THAT EMERGED FROM THE SURVEY INDICATED THAT: (IISPANISH-SPEAKING CHILDREN ARE AS EAGER TO READ FOR FUN ASARE THEIR ANGLO COUNTERPARTS; (21 READING MATERIALS FORENJOYMENT WHICH PRESENT STORIES AND PEOPLE WITH WHOMSPANISH-SPEAKING AMERICAN YOUNGSTERS CAN IDENTIFY AREVIRTUAlLY NONEXISTENT; (3) LIBRARIES, SCHOOLS ANDPUBLISHERS, IN GENERAL, HAVE NOT YET FELT THE NFED TODEVELOP AND MARKET MORE PLEASURE READING MATERIAL IN ENGLISHAND SPANISH. PARTICULARLY AIMED AT THE SPANISH-SPEAKINGCHILD. SUGGESTED READING MATERIALS ARE INCLUDED IN THEAPPENDIX. (AUTHOR/wR)

214

ACCESSION NUMBER: ED06:1909

puBlICATION DATE: 72

TITLE: A FACTOR ANALYSIS OF SEVERAL READING READINESSMEASURES FOR DIFFERENT SOCIOECONOMIC AND ETHNIC GROUPS.

PERSONAL AUTHOR: MATUSZEK, PAULA A.; OAKLAND, THOMAS D.

oESCRIPTOR: ANGLO AMERICANS; FACTOR ANALYSIS; GRADE 1;mEASUREMENT INSTRUMENTS; MEXICAN AMERICANS; *MINORITY GROUPCHILDREN; NEGROES; *PREDICTIVE VALIDITY; PSYCHOMETRICS;READING READINESS; *READING TESTS; *SOCIOECONOMIC STATUS;*TEST BIAS; VERBAL ABILITY

InENTIFIER: SES (SOCIOECONOMIC STATUS)

EDRS PRICE: EDRS PRICE MF$0.65 HC$3.29

DESCRIPTIVE NOTE: 9P.: PAPER PRESENTED AT THE ANNUALMEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSN. (CHICAGO,ILL., APRIL, 1972)

FIRST GRADE STUDENTS STRATIFIED ON THE BASIS OF THEIRRACIALETHNIC AND SOCIOECONOMIC STATUS (SES) WERE STUDIED TODETERMINE FACTORS MEASURED BY SEVERAL READINESS (APTITUDE)TESTS AND TO LEARN WHETHER THESE FACTORS DIFFERED FOR THECHILDREN FROM THE VARIOUS GROUPS. SES WAS DETERMINED BYFATHER'S OCCUPATION, OR IF ABSENT, MOTHER'S OCCUPATION; THEIDENTIFICATION OF RACIALETHNIC BACKGROUNDS WAS LEFT TO THETEACHER. SIX GROUPS OF CHILDREN WERE FINALLY CHOSEN: MIDDLEAND LOWER CLASS BLACKS, MEXICANAMERICANS, ANDANGLO AMERICANS. THE MAJOR OBSERVATION DRAWN FROM THE DATAWAS THAT FACTORS DERIVED FROM THE TESTS DIFFERED MARKEDLYACROSS GROUPS. IT WAS FURTHER CONCLUDED THAT PRESENT TESTSWERE INEFFICIENT IN THAT SEVERAL SUBTESTS SEEMED TO MEASURETHE SAME FACTORS. DATA ALSO INDICATED THAT TESTS COULD NOTBE USED INTERCHANGEABLY WITH CHILDREN FROM DIFFERENT SES ANDRACIALETHNIC BACKGROUNDS. (TWO TABLES OF FACTOR LOADINGSAND A REFERENCE LIST ARE APPENDED.) (HS)

215


PUBLICATION DATE: AUG 7E

TITLE: THE COMPUTER AS AN AUTHORITY FIGURE: SOME EFFECTS OFCAI ON STUDENT PERCEPTION OF TEACHER AUTHORITY. TECHNICALREPORT NUMBER 29.

PERSONAL AUTHOR: BROD, RODNEY L.

r)ESCRIPTOR: *COMPUTER ASSISTED INSTRUCTION; JUNIOR HIGHSCHOOL STUDENTS; MEXICAN AMERICANS; *POWER STRUCTURE;*STUDENT ATTITUDES; STUDENT REACTION; STUDENT SCHOOLRELATIONSHIP; *STUDENT TEACHER RELATIONSHIP; TEACHERINrLuENIE

EnRS PRICE: EDRS PRICE MF-$0.65 HC-$6.58

'DESCRIPTIVE NOTE: 138P.

A SOCIOLOGICAL THEORY OF AUTHORITY WAS USED TO INVESTIGATESOME NONINTELLECTIVE, PERHAPS UNINTENDED, CONSEQUENCES OFCOMPUTER-ASSISTED INSTRUCTION (CAI) UPON STUDENT'S ATTITUDEAND ORIENTATIONS TOWARD THE ORGANIZATION OF THE SCHOOL. ANATTITUDINAL QUESTIONNAIRE WAS USED TO SURVEY ATTITUDESTOWARD THE TEACHER AND THE COMPUTER IN A JUNIOR HIGH SCHOOLWHICH SERVES PREDOMINANTLY MEXICAN-AMERICAN FAMILIES OF LOWSOCIOECONOMIC STATUS. THE QUESTIONNAIRE WAS ADMINISTEREDBEFORE AND AFTER THE EXPERIMENTAL PERIOD. RESULTS OFREGRESSION ANALYSES INDICATED THAT IF CAI GETS NORMATIVESUPPORT FROM SCHOOL OFFICIALS WHO AUTHORIZE ITS EXERCISE OFPOWER AS A MONITOR OF STUDENTS' TASK-SPECIFIC BEHAVIOR, ANDIF TEACHERS DO NOT HAVE CONTROL OVER THAT TECHNOLOGICALRESOURCE, STUDENTS ARE LIKELY TO FORM AUTHORITYPFLATIONSHIPS FOR GOAL ATTAINMENT WITH THE COMPUTER THAT ARECOMPARABLE TO THOSE USUALLY FORMED WITH THEIR TEACHERS. THISREDUCTION IN THE STUDENTS' DEPENDENCE ON THE TEACHER'STASK-SPECIFIC RESOURCES UNDERMINES THE STUDENTS'RELATIONSHIP WITH THE TEACHER, ESPECIALLY WITH FIRSTYEARCA[ STUDENTS. THE LONGER RANGE (SECOND AND THIRD YEAR)EFFECTS OF THE CAI PROGRAM MORE FAVORABLY REFLECT SOME OFTHE PROC,RAM'S ANTICIPATED FUNCTIONS. (AUTHOR/JY)

216



TITLE: SPANISH AMERICAN CUSTOMS, CULTURE AND PERSONALITY.

PERSONAL AUTHOR: REINDORP, REGINALD C.

DESCRIPTOR: AMERICAN CULTURE; *AREA STUDIES; COMPARATIVEANALYSIS; *CROSS CULTURAL STUDIES; CULTURAL BACKGROUND;CULTURAL DIFFERENCES; CULTURAL INTERRELATIONSHIPS;INTERNATIONAL EDUCATION; *LATIN AMERICAN CULTURE;*SOCIOCULTURAL PATTERNS; SPANISH CULTURE; *SPANISH SPEAKING

EMS PRICE: EDRS PRICE MF-$0.65 HC-813.16


THIS TEXTBOOK DEVELOPS A CROSS-CULTURAL PORTRAIT OF LATINAMERICA. FOUR MAJOR SECTIONS ARE CONCERNED WITH THE CULTURALBLUEPRINT, HISTORICAL AND SOCIAL FOUNDATIONS, THE SOCIALSTRUCTURE, AND INTELLECTUAL AND ECONOMIC LIFE. SUBCHAPTERSINCLUDE: (1) THE RISE OF THE SPANISH PEOPLE, i2)ADMINISTRATION AND JURISPRUDENCE, (3) THE CHURCH, (4) THEPERSONALITY HERITAGE, (5) EARLY NEW WORLD CIVILIZATIONS, (6)SPANISH AMERICA TO INDEPENDENCE, (7) INDEPENDENCE AND ITSPROBLEMS, (8) SOCIAL BACKGROUND, (9) ATTITUDES AND BELIEfS,(10) CUSTOMS AND PRACTICES. (11) EDUCATION ANDINTELLECTUALISM, (12) ART AND TRADITION, (131 ETHICS ANDLINGUISTIC USAGE, AND (14) ECONOMICS AND BUSINESSADMINISTRATION. A BIBLIOGRAPHY IS PROVIDED. (RI)

217



TITLE: ETHNIC STUDIES IN HIGHER EDUCATION. STATE OF THE ARTAND BIBLIOGRAPHY.

PERSONAL AUTHOR: BENGELSDORF, WINNIE

DESCRIPTOR: *AFRICAN AMERICAN STUDIES; AMERICAN INDIANCULTURE: *BIBLIOGRAPHIES; ETHNIC GROUPS; *ETHNIC STUDIES;*HIGHER EDUCATION; MEXICAN AMERICAN HISTORY: *MINORITYGROUPS; POLISH AMERICANS; PUERTO RICAN CULTURE



THIS BIBLIOGRAPHIC PROJECT SOUGHT TO IDENTIFY AND SUMMARIZERECENT MATERIAL ON ETHNIC STUDIES IN HIGHER EDUCATION AND TODETERMINE THE STATE OF THE ART OR TREND OF THESE STUDIES.ETHNIC STUDIES REFERS TO ASIAN-AMERICAN, BLACK, CHICANO,INDIAN AND PUERTO RICAN STUDIES, AS WELL AS TO WHITE ETHNICSTUDIES SUCH AS POLISH-AMERICAN AND JEWISH STUDIES. MUSTMATERIAL LISTED IS ARRANGED BY ETHNIC GROUP, ANDALPHABETICALLY BY AUTHOR WITHIN SUBJECT CATEGORIES.CUMULATIVE ALPHABETIC AND TITLE INDICES ARE INCLUDED FOREASE OF REFERENCE. (AUTHOR /HS)

AVAILABILITY: AMERICAN ASSOCIATION OF STATE COLLEGES ANDUNIVERSITIES, ONE DUPONT CIRCLE, SUITE 700, WASHINGTON, J.C.20036 ($3.50)

218



TITLE: A SELECTED ANNOTATED BIBLIOGRAPHY OF MATERIALRELATING TO RACISM, BLACKS, CHICANOS, NATIVE AMERICANS, ANDMULTI ETHNICITY. VOLUME I.

DESCRIPTOR: *AMERICAN INDIANS; *ANNOTATED BIBLIOGRAPHIES;AUDIOVISUAL AIDS; BOOKS; CURRICULUM DEVELOPMENT; ETHNICDISTRIBUTION; *MEXICAN AMERICANS; *NEGROES; *RACISM

ERRS PRICE: EDRS PRICE MF-$0.65 HC-$3.29


THE PRIMARY FOCUS OF THIS ANNOTATED BIBLIOGRAPHY IS ONMATERIAL WHICH THE MICHIGAN EDUCATION ASSOCIATION BELIEVESTO BE MOST REPRESENTATIVE OF THE REALITIES THAT RELATE TOTHE INVOLVEMENT AND CONTRIBUTIONS OF BLACKS, CHICANOS, ANDNATIVE AMERICANS AND THE CLIMATE OF THE TIMES DURING WHICHSUCH INVOLVEMENT AND CONTRIBUTIONS OCCURRED. ITS PURPOSE,THEN, IS TO PROVIDE CLASSROOM TEACHERS AND EDUCATORS WITH APRACTICAL INSTRUMENT BY WHICH THEY CAN BECOME AWARE OFMEANINGFUL RESOURCES THAT WILL HELP FOSTER IN TEACHERS ANDSTUDENTS AN AWARENESS OF AND APPRECIATION FOR THE PLURALETHNICITY OF OUR SOCIETY, WHICH HERETOFORE HAS BEENNONEXISTENT IN MOST SCHOOL ENVIRONMENTS IN AMERICA.ADDITIONALLY, THE BIBLIOGRAPHY IS INTENDED TO SERVE AS ONEFACTOR IN MOTIVATING AND FACILITATING SCHOOL DISTRICTS TOMODIFY THEIR PRESENT CURRICULUM IN ORDER TO INCLUDE ETHNICAND CULTURAL DIVERSITY IN EACH CURRICULUM COMPONENT.DOCUMENTS DATE FROM 1945 TO 1972, BUT THE MAJORITY OF THEPUBLICATIONS DATE FROM THE MIDDLE AND LATE 60S. NOVELS,BIOGRAPHIES, PERIODICALS, RECORDS, FILMS, AND FILMSTRIPSCOMPRISE THE 294 ENTRIES IN THIS MATERIAL. CHBC)

219



TITLE: MICHIGAN EDUCATION ASSOCIATION, DIVISION OF MINORITYA-FAIRS, ANNUAL REPORT, AUGUST 1972.

PERSONAL AUTHOR: COLEMAN, HERMAN W.

DESCRIPTOR: AMERICAN INDIANS; BILINGUAL EDUCATION; CULTURAL.AWARENESS; *CURRICULUM DEVELOPMENT; *ETHNIC STUDIES;*EVALUATION; *INSTRUCTIONAL MATERIALS; MEXICAN AMERICANS;*MINORITY r,ROUPS; NEGROES

IDENTIFIER: *MICHIGAN

FDRS PRICE: EDRS PRICE ME-$0.65 HC-$3.29


EVALUATIVE DATADATA RELATIVE TO THE EFFECTIVENESS OF THEDIVISION OF MINORITY AFFAIRS IN ARRIVING AT DEFINED GOALSAND OBJECTIVES ARE PRESENTED IN THIS ANNUAL REPORT. PROGRAMDESCRIPTIONS AND SPECIFIC OBJECTIVES ARE GIVEN FOR 9PROJECTS. THE PROJECTS INCLUDE DEVELOPING A CURRICULUMCHANGE MODEL; PLANNING A MINORITY GROUP CONFERENCE;DEVELOPING A READING IN-SERVICE PROGRAM MODEL; ENLISTING THEINFLUENCE OF ACCREDITING AGENCIES IN CHANGING CURRICULUMPRACTICES; PROVIDING A CLEARINGHOUSE OF INFORMATIONREGARDING FELLOWSHIPS AND SCHOLARSHIPS; CREATING ANDMAINTAINING A CURRICULUM CENTER; SPONSORING A CURRICULUMDEVELOPMENT CONFERENCE, INCLUDING ETHNIC CURRICULUMDEVELOPMENT, INDIAN EDUCATION, AND CHICANO CURRICULUMDEVELOPMENT; PUBLISHING A MANIFESTO TO PROVIDE INFORMATIONTO MEMBERS; DEVELOPING A LIAISON WITH OTHER AGENCIES ANDINSTITUTIONS; AND PROVIDING GENERAL SERVICES. PSI

220


PUBLICATION DATE: 7 JAN 69

TITLE: RECOMMENDATION FOR ENHANCING THE EDUCATIONAL PROCESSFOR HISPANO STUDENTS IN THE DENVER PUBLIC SCHOOLS.

PERSONAL AUTHOR: ARGUELLO, JOHN; GARCIA, JOHN F.

DESCRIPTOR: *ACTIVITIES; *CURRICULUM DEVELOPMENT;EDUCATIONAL FINANCE; *EDUCATIONAL PROGRAMS; *OBJECTIVES;PARENT PARTICIPATION; PERSONNEL POLICY; RACIAL INTEGRATION;REAnING DEVELOPMENT; *SPANISH SPEAKING

IDENTIFIER: *COLORADO



THE HISPANO COMPRISES THE LARGEST ETHNIC GROUP IN COLORADO;YET A LARGE SEGMENT OF THE COMMUNITY REMAINS IN A STATE OFGROSS POVERTY AND LOW EDUCATIONAL ATTAINMENT. THE MOSTPROMINENT CONTRIBUTING FACTOR IS THE LACK OF SALABLE SKILLSAND ACADEMIC PREPARATION NEEDED IN TODAY'S HIGHLYTECHNOLOGICAL SOCIETY. THIS DOCUMENT ADDRESSES ITSELF TO THEEDUCATIONAL PROBLEMS. THE GENERAL OBJECTIVES WHICH AREREALISTIC IN TERMS OF ASSISTING THE HISPANO CHILD TO COMPETEIN HIS PRESENT SCHOOL SITUATION AND IN PREPARING HIM FORFUTURE OCCUPATIONAL AND SOCIAL ENDEAVORS ARE TO (1) INSTILLTHE DESIRE TO BECOME A USEFUL, CONTRIBUTING MEMBER OFSOCIETY; (2) DEVELOP AN APPRECIATION OF THE HISPANO CULTUREAND HERITAGE AND FOR THE AMERICAN WAY OF LIFE; (3) DEVELOPACCEPTABLE STANDARDS OF ASPIRATION, SELF-RESPECT, GOODMENTAL HEALTH, AND THE POWERS OF SELF-EXPRESSION; (4)INCREASE HIS ABILITY AND PROFICIENCY IN THE USF OF THEENGLISH LANGUAGE; (5) DEVELOP HIS ABILITY TO WORK IN THETYPICAL CLASSROOM AND COMPETE WITH HIS PEERS; AND (6)CORRELATE ENGLISH AND SPANISH IN ALL AREAS OF THE CURRICULUMWHERE IT IS FEASIBLE. SPECIFIC RECOMMENDATIONS ARE MADE INTHE AREAS OF INTEGRATION, USE OF TITLE I FUNDS, CURRICULUM,ORAL LANGUAGE, READING AND OTHER ACADEMIC AREAS, PERSONNEL,AND PARENTAL INVOLVEMENT. (AUTHOR /NQ)

221


PlIBLICATION DATE: 69

TITLE: PROPOSAL EnR QUALITY EDUCATION.

DESCRIPTOR: *CURRICULUM DEVELOPMENT; *EDUCATIONAL QUALITY;LANGUAGF INSTRUCTION; *OBJECTIVES; *PROGRAM PROPOSALS;RELEVANCE (EDUCATION); *SPANISH SPEAKING

IDENTIFIER: *COLORADO


DESCRIPTIVE NOTF: 28P.

THE CONGRESS OF HISPANIC EDUCATORS SUBMITTED THIS 1969PROPOSAL FOR QUALITY EDUCATION TO THE DENVER PUBLIC SCHOOLBOARD. ACCORDING TO THE CONGRESS, BEFORE THEY coun OUTLINEAN EDUCATIONAL PROGRAM WHICH WOULD BE EFFECTIVE ANDMEANINGFUL FOR THE HISPANO, IT WAS IMPERATIVE THAT A CLEARUNDERSTANDING OF THE BASIC OBJECTIVES NECESSARY FOR HIM TOCOMPETE IN THE DOMINANT SOCIETY BE OBTAINED. THIS PROPOSALDISCUSSES 3 OF THE GENERAL OBJECTIVES THOUGHT TO BFREALISTIC IN TERMS OF ASSISTING THE HISPANO CHILD TO COMPETEIN HIS PRESENT SCHOOL SITUATION AND IN PREPARING HIM FORFUTURE OCCUPATIONAL AND SOCIAL ENDEAVORS. THESE GENERAL9BJECTIVES CONSIST OF INTEGRATION, WHICH IS A VITAL ANDFUNDAMENTAL STEP TOWARDS ATTAININL, QUALITY EDUCATION; ARELEVANT CURRICULUM FOR ALL ELEMENTARY PUPILS; ANO THEFOSTERING OF PRIDE AND IDENTITY IN HIS OWN CULTURE ANDHERITAGE. THE CONGRESS PROPOSED THE FORMATION BY THE DENVERPUBLIC SCHOOLS OF A TASK FORCE IN EACH AREA OF STUDY: (1)SOCIAL STUDIES, (2) LANGUAGE ARTS AND HUMANITIES, AND (3)MATH AND SCIENCE. DESCRIPTIONS OF THE TASK FORCES, THEIROBJECTIVES, AND A TIME SCHEDULE, AND EXAMPLES OF SPECIFICMODES OF OPERATION, ARE OUTLINED. A BRIEF HISTORY OFNATIONAL AND LOCAL REALITIES OF THE FOREIGN LANGUAGE PROGRAMIS INCLUDED, ALONG WITH THE OBJECTIVES AND SPECIFIC NEEDSFOR SUCH A PROGRAM. (NQ)

222


PUBLICATION DATE: 15 SEP 71

TITLE: AREA III VALLEY INTERCULTURAL REPORT; 1970-71 FINALEVALUATION REPORT.

PERSONAL AUTHOR: AYALA, ARMANDO; VATSULA, JOHN

DESCRIPTOR: *BILINGUAL EDUCATION; BILINGUAL STUDENTS;BILINGUAL TEACHERS; EVALUATION CRITERIA; EVALUATIONTECHNIQUES; GRADE 1; KINDERGARTEN; *MEASUREMENT TECHNIQUES;mFXICAN AMERICANS; PROGRAM EFFECTIVENESS; *PROGRAMEVALUATION; *SPANISH SPEAKING; TEST CONSTRUCTION; TESTING;*TESTS

IDENTIFIER: AREA III VALLEY INTERCULTURAL PROGRAM; nayBILINGUAL TEST; ELEMENTARY SECONDARY EDUCATION ACT TITLEVII; ESEA TITLE VII



EVALUATION OF A BILINGUAL-BICULTURAL EDUCATION PROGRAMINDICATES THAT SIGNIFICANT PROGRESS WAS MADE IN ENABLING ALLSTUDENTS TO FUNCTION EQUALLY WELL IN BOTH SPANISH ANDENGLISH, IN PROVIDING BASIC COPING SKILLS, AND IN DEVELOPINGTHE BASIS FOR A PLURALISTIC SOCIETY. THE PROGRAM INCLUDED210 KINDERGARTEN AND FIRST-GRADE CHILDREN CONSISTING OFEQUAL NUMBERS OF ANGLO AND MEXICAN-AMERICAN CHILDREN. ABILINGUAL TESTING INSTRUMENT WAS DEVELOPED IN ENGLISH AND INSPANISH TO ASSESS PROGRESS. FIVE INSTRUCTIONAL OBJECTIVESMEASURED INDICATED THAT GROWTH WAS GREATER FORSPANISH-SURNAMED IN ALL CATEGORIES. RECOMMENDATIONSSUGGESTED INSERVICE TRAINING FOR TEACHERS IN TEACHINGSPANISH CONCEPTS IN SPANISH, HIRING A SPANISH MODEL RESOURCETEACHER, REVIEW OF ART WORK FOR THE PORTION OF THE TESTMATCHING MEN AND ANIMALS TO ENVIRONMENTS AND REVIEW OFPERFORMANCE OBJECTIVES. A COPY OF THE TEST IS INCLUDED INTHE APPENDIX. (DJ1

223



TITLE: BILINGUAL EDUCATION: A STATEMENT OF POLICY ANDPROPOSED ACTION OF THE REGENTS OF THE UNIVERSITY OF THESTATE OF NEW YORK. POSITION PAPER SERIES, NUMBER 16.

DESCRIPTOR: *BILINGUAL EDUCATION; DISADVANTAGED YOUTH;EDUCATIONAL CHANGE; EDUCATIONAL NEEDS; EDUCATIONALOBJFCTIVES; EDUCATIONAL OPPORTUNITIES; *EDUCATIONAL POLICY;FOUCATIONAL RESOURCES; ENGLISH (SECOND LANGUAGE); POLICYFORMATION; *SPANISH SPEAKING; *STATE DEPARTMENTS OFFOUCATION; URBAN EDUCATION

IDENTIFIER: NEW YORK

EDRS PRICE: EORS PRICE MF-$0.65 HC-$3.29


THE PRIMARY GOAL OF THE REGENTS IN THEIR BILINGUALE PUCATION PROGRAM IS TO PROVIDE EQUAL EDUCATIONALopPoRTuNITY FOR NON-ENGLISH-SPEAKING CHILDREN THROUGHACTIVITIES CAPITALIZING ON THEIR PROFICIENCY IN THEIR NATIVELANGUAGE AND DEVELOPING COMPETENCY IN ENGLISH. TWOCOMPLEMENTARY GOALS ARE INHERENT: (1) A VITALLY NEEDEDNATIONAL RESOURCE, THE BILINGUAL ADULT, WILL BE DEVELOPEDAND (2) THE TOTAL LEARNING COMMUNITY--PUPILS, LAY PERSONS,TEACHERS, ADMINISTRATORS--WILL PROFIT FROM THE CONTRIBUTIONOF BILINGUAL EDUCATION TO PROMOTION OF BETTER UNDERSTANDINGAMONG PEOPLE. THE REGENTS DIRECT THAT SUCH PRIORITIES AS THEFOLLOWING BE ESTABLISHED: (i) DEVELOP INDIVIDUALIZEDTEACHING STRATEGIES AND SUPPORTIVE CURRICULUMS THAT REFLECTTHE PARTICULAR NEEDS OF THE BILINGUAL-BICULTURAL CHILD; (2)REALLOCATE PRESENT FUNDS FOR PROGRAMS FORNON-ENGLISH-SPEAKING PUPILS IN THE AREAS OF CCCUPATIONALEDUCATION, GENERAL EDUCATION, HIGHER EDUCATION, EARLYCHILDHOOD EDUCATION, ADULT EDUCATION, DRUG EDUCATION, ANDEDUCATION OF THE HANDICAPPED; AND, (3) REQUIRE INCREASED USEOF E.S.E.A TITLE I AND URBAN EDUCATION FUNDS FOR BILINGUALAND ENGLISH AS A SECOND LANGUAGE PROGRAMS. SPANISHTRANSLATION OF THIS DOCUMENT IS AVAILABLE FROM THE NEW YORKSTATE EDUCATION DEPARTMENT, ALBANY. (AUTHOR/JM)

PART II: CITATIONS FROM

CURRENT INDEX TO JOURNALS IN EDUCATION

;),%/672 LS

AcCFSSION NUMBER: FJ050010

RUBIICATION DATE: SUM 71

TITLE: THE RELATIONSHIP OF ACCULTURATION TO EDUCATIONALACHIEVEMENT AND PSYCHOLOGICAL ADJUSTMENT IN CHICANO CHILDRENAND ADOLESCENTS: A REVIEW OF THE LITERATuRF

PERSONAL AUTHOR: RAmIREZ MANUEL III

DESCRIPTOR: *ACADEMIC ACHIEVEMENT; *ACCULTURATION;&LTTERATURF REVIEWS; *MEXICAN AMERICANS; *PSYCHOLOGICALNFU'S

JOURNAL CITATION: EL GRIT(); 4; 4; 21-8

ACCESSION NUMBER: EJ050012

PU3LICATION DATE: JUL/OCT '1

TITLE: ADAPTIVE MECHANISMS EMPLOYED BY BICULTURAL STUDENTSIN URBAN SECONDARY SCHOOLS

PERSONAL AUTHOR: ARCINIEGA, THOMAS A.

)FSCRIPTOR: *BICULTURALISM; *BILINGUALISM; *MEXICANAMERICANS; *STUDENT BEHAVIOR; *URBAN EDUCATION

JOURNAL CITATION: URBAN EDUCATION; 6; 2/3; 233-242

228



TITLE: SOCIOECONOMIC DIFFERENCES BETWEEN MIGRANTS ANDNONmIGRANTS

PERSONA( AUTHOR: BLEVINS, AUDIE L., JR.

DESCRIPTOR: *ANGLO AMERICANS; *MEXICAN AMERICANS;*MIGRATION PATTERNS; *NEGROES; SOCIAL MOBILITY;*SOCIOECONOMIC STATUS; TABLES (DATA); URBAN IMMIGRATION

JOURNAL CITATION: RURAL SOCIOLOGY; 36; 4; 509-20


PUBLICATION DATE: SUM 71

TITLE: THE "3-4-5 CLUB"

0FRSONAL AUTHOR: COOK, EUGENIA

DESCRIPTOR: ANGLO AMERICANS; BICULTURALISM; *BILINGUALEDUCATION; BILINGUALISM; CULTURAL PLURALISM; *EDUCATIONALPROGRAMS; *MEXICAN AMERICANS

IDENTIFIER: *THREE FOUR FIVE CLUB

JOURNAL CITATION: CIVIL RIGHTS DIGEST; 4; 3; 22-26

229



TITLE: THE DEFINERS AND THE DEF'NED: A MENTAL HEALTH ISSUE

PERSONAL AUTHOR: SANCHEZ, ARMAND

DESCRIPTOR. CULTURAL FACTORS; *CULTURAL PLURALISM;*INDIVIDUAL PSYCHOLOGY; *MENTAL HEALTH PROGRAMS; *MEXICANAMERICANS; *SERVICES; SOCIAL FACTORS

DISCUSSES THE CHICANO WAY OF BARRIO LIFE IN RELATION TOMENTAL HEALTH SERVICES. (MB)

JOURNAL CITATION: EL GRITO; 4; 4; 4-11



TITLE: SPECIAL EDUCATION PLACEMENT AND MEXICAN AMERICANS

PERSONAL AUTHOR: ORTEGA, FRANK

DESCRIPTOR: *CLASSES IGROIRS OF STUDENTS); *MEXICANAMERICANS; *PLACEMENT; RESEARCH; *SPECIAL EDUCATION; TABLES(DATA); *TEST BIAS


JOURNAL CITATION: EL GRITO; 4; 4; 29-35

230


puBtICATION DATE: DEC 71

TITLE: WHY NOT A BILINGUAL PROGRAM?

PERSONAL AUTHOR: JASSEY, WILLIAM

DESCRIPTOR: AUDIOVISUAL AIDS; BICULTURALISM; *BILINGUALISM;ELEMENTARY SCHOOL STUDENTS; ENGLISH (SECOND LANGUAGE);INSTRUCTIONAL MATERIALS; SECONDARY SCHOOL STUOENTS; *SPANISHSPEAKING; TEACHING TECHNIQUES

JOURNAL CITATION: AMERICAN FOREIGN LANGUAGE TEACHER; 2; 2;15-19



TITLE: EDUCATING CHICANO CHILDREN AND YOUTHS

PERSONAL AUTHOR: GUERRA, MANUEL H.

DESCRIPTOR: *ETHNIC STUD:ES; *HUMANISM; *MEXICAN AMERICANS;*MINORITY GROUPS; SOCIAL PROBLEMS

CHICANO CHILDREN SHOULD LEARN THAT THEIR BILINGUAL ANDBICULTURAL TRADITIONS ARE ADVANTAGES. THIS MEANS THAT THEIRTEACHERS MUST BE CURED OF THE 'SMELTING POT SYNDROME."(AUTHOR)

JOURNAL CITATION: PHI DELTA KAPPAN; 53; 5; 313-314

231



TITLE: MEXICAN- AMERICANS AND THE DESEGREGATION OF SCHOOLS INTHE SOUTHWEST (WITH A SPECIAL SUPPLEMENT!

PERSONAL AUTHOR: SALINAS, GUADALUPE

DESCRIPTOR: *CIVIL RIGHTS; COURT LITIGATION; *EDUCATION;EQUAL PROTECTION; *HISTORY; *MEXICAN AMERICANS; *RACIALINTEGRATION; RACIAL SEGREGATION

JOUPN4L CITATION: EL GRITO; 4: 4; 36-69



TITLE: A MEXICAN-AMERICAN MECCA

PERSONAL AUTHOR: LOPEZ, FRANK; PEREZ, JACK

DESCRIPTOR: *CULTURAL CENTERS; *MEXICAN AMERICANS; PARKS;*PROGRAM. DESCRIPTIONS

IDENTIFIER: LOS ANGELES

JOURNAL CITATION: PARKS AND RECREATION; 7; 1; 89, 108

232



TITLE: CIVIL RIGHTS AND EDUCATION FOR THE SPANISH SPEAKING

nFSCRIPTOR: BICULTURALISm; *BILINGUAL EDUCATION; *BILINGUALSTUDENTS; *CIVIL RIGHTS; CIVIL RIGHTS; *EQUAL EDUCATION;LEGISLATION; MIGRANT EDUCATION; SCHOOL INTEGRATION; *SPANISHSPEAKING

jruRmAL CITATION: RIGHTS DIGEST; 4; 4; IL-16


PUBLICATION DATE: SEP-DEC 71

TITLE: BILINGUAL EDUCATION A SECOND LOOK

PERSONAL AUTHOR: BELL, PAUL W.

')ESCRIPTOR: AMERICAN INDIANS; *BILINGUAL EDUCATION;BILINGUALISM; CURRICULUM DESIGN; *ENGLISH (SECOND LANGUAGE);*LANGUAGE PROGRAMS; SECOND LANGUAGE LEARNING; SPANISHSPEAKING; TEACHER EDUCATION

PAPER PRESENTED AT THE TESOL CONVENTION, NEW ORLEANS,LOUISIANA, MARCH 1971. (VMI

JOURNAL CITATION: TESOL NEWSLETTER; 5; 3-4; 7, 2Y-30

233



TITLE: THE POLITICS AND REALITIES OF BILINGUAL EDUCATION

PERSONAL AUTHOR: 8ADILLO, HERMAN

DESCRIPTOR: BICULTURALTSM; *BILINGUAL EDUCATION;,BILINGUALISM; ENGLISH (SECOND LANGUAGE); FEDERALLEGISLATION; FINANCIAL SUPPORT; MEXICAN AMERICANS;*POLITICAL ATTITUDES; SPANISH SPEAKING

InENTIFIER: *BILINGUAL EDUCATION ACT

ADDRESS GIVEN AT THE FEFTH ANNUAL MEETING OF THE AMERICANCOUNCIL ON THE TEACHING OF FOREIGN LANGUAGES (ACTFL), INCHICAGO, ILLINOIS, NOVEMBER 26, 1971. (DS)

JOURNAL CTTATION: FOREIGN LANGUAGE ANNALS; 5; 3; 297-301



TITLE: VALUES OF MEXICAN-AMERICAN, NEGRO, AND ANGLOBLUE-COLLAR AND WHITE-COLLAR CHILDREN

PERSONAL AUTHOR: WASSERMAN, SUSAN A.

DESCRIPTOR: *ANGLO AMERICANS; DATA ANALYSIS; ETHNIC STATUS;*HUMANISM; *MEXICAN AMERICANS; *NEGROES; SEX DIFFERENCES;*SOCIAL VALUES; *SOCIALIZATION; SOCIOECONOMIC STATUS

STUDY INVESTIGATED RELATIONSHIPS BETWEEN 4-YEAR OLDS'EXPRESSED HUMANITARIAN AND SUCCESS VALUE PREFERENCES ANDTHEIR ETHNICITY, SOCIOECONOMIC STATUS, AND SEX. (AUTHOR)

JOURNAL CITATION: CHILD DEVELOPMENT; 42; 5; 1624-8

234



TITLE: TEACHING THE SPANISH-AMERICAN

PERSONAL AUTHOR: GARCIA, NELDA C.

nEScRIPTOP: *BUSINESS EDUCATION; *LANGUAGE SKILLS; REMEDIALppoGpAmS; *SPANISH AMERICANS; SPEECH IMPROVEMENT; VOCABULARYnEVELOPMFNT

loURNAL CTTTION: BUSINESS EDUCATION FORUM; 26; 5; 19-20



TITLE: A GUIDE TO JOURNALS IN THE HISPANIC FIELD. REVISEDEDITION

PERSONAL AUTHOR: BLEZNICK, DONALD W.

DESCRIPTOR: FOREIGN LANGUAGE PERIODICALS; GRAMMAR; LANGUAGEINSTRUCTION; LINGUISTICS; PERIODICALS; SCHOLARLY JOURNALS;*SPANISH; *SPANISH AMERICAN LITERATURE

SELECTED AND ANNOTATED LIST OF JOURNALS CENTRAL TO THEsTuDy OF SPANISH AND SPANISH AMERICAN LANGUAGE ANDLITERATURE. THE FIRST EDITION OF THE GUIDE APPEARED IN 1966.(DS)

JOURNAL CITATION: HISPANIA; 55; 1; 207-221

235



TITLE: LITERATURE OF THE HUMAN RACE

PERSONAL AUTHOR: STANFORD, BARBARA DODDS

DESCRIPTOR: AFRICAN LITERATURE; *ENGLISH CURRICULUM;*LITERARY DISCRIMINATION; *LITERATURE; *LITERATURE PROGRAMS;*MINORITY GROUPS; *SPANISH AMERICAN LITERATURE; WORLDLITERATURE

ARTICLE DEALS WITH THE AUTHOR'S PROPOSALS FOR OVER-COMINGRACISM AND PREJUDICE BY ADEQUATELY REPRESENTING MINORITYGROUPS WHEN TEACHING LITERATURE. THE AUTHOR ASSERTS THAT ITIS ESSENTIAL TO WORLD PEACE AND UNDERSTANDING TO BEGINTEACHING THE LITERATURE OF THE HUMAN RACE, AND STOP TEACHINGTHE LITERATURE-0F OUR OWN MINORITY. (AUTHOR/LE)

JOURNAL CITATION: ENGLISH JOURNAL: 61; 2; 205-9



TITLE: SOME THOUGHTS. FOR IMPROVING THE EFFECTIVENESS OFBILINGUAL PROGRAMS

PFRSONAL AUTHOR: MAGANA, CONCEPTION L.

DESCRIPTOR: *BILINGUAL EDUCATION; *BILINGUALISM; ENGLISH(SECOND LANGUAGE); INSTRUCTIONAL MATERIALS; LANGUAGEPROFICIENCY; MINORITY GROUPS; SPANISH SPEAKING


236


puBLICATION DATE: NOV 71

TITLE: FAMILY FACTORS RELATEr, Ti) COMPETENCE IN YOUNGDISADVANTAGED MEXICAN-AMER! CHILDREN

PFRSONAL AUTHOR: STEDMAN, M.; MCKENZIE, RICHARD E.

DESCRIPTOR: *ADJUSTMENT (TO ENVIRONMENT); BEHAVIOR RATINGSCALES; nATA ANALYSIS; *DISADVANTAGED YOUTH; *FAMILY ROLE;*LINGUISTIC COMPETENCE; MEASUREMENT INSTRUMENTS; *MEXICANAmFRICANS: *RESEARCH; SELF CONCEPT

lnURN4L CITATION: CHILD DEVELOPMENT; 42; 5; 1602-7


puBLICATION DATE: JAN 72

TITLE: PERSONALITY VARIABLES OF ACHIEVING AND NON-ACHIEVINGMEXICAN-AMERICAN AND OTHER COMMUNITY COLLEGE FRESHMEN

PERSONAL AUTHOR: HALL, LINCOLN H.

DESCRIPTOR: *ACADEMIC ACHIEVEMENT; COLLEGE FRESHMEN;COMMUNITY COLLEGES; MEXICAN AMERICANS; *PERSONALITY STUDIES;SELL CONCEPT; *SOCIOECONOMIC BACKGROUND; *SOCIOECONOMICINrLUENrES

JrIRNAL CITATION: JOURNAL OF EDUCATIONAL RESEARCH; 65; 5;224-8

237



TITLE: TEACHING ENGLISH TO MEXICAN AMERICAN PUPILS

PERSONA! AUTHOR: SCHMELTER, HUBERTA

DESCRIPTOR: *CARTOONS; *COMPOSITION (LITERARY); CROSS AGETEACHING; GRADE 6; *MEXICAN AMERICANS; MOTIVATION; *STUDENTPROJECTS; *TEACHING TECHNIQUES

THE AUTHOR, A SIXTH GRADE TEACHER, EXPLAINS HOW SHE WASABLE TO USE CARTOONS AS AN INCENTIVE FOR STORY WRITING. (AS)

JOURNAL CITATION: TODAY'S EDUCATION; 61; 3; 41



TITLE: RUN TO FREEDOM: CHICANOS AND HIGHER EDUCATION

PERSONAL AUTHOR: COTTLE, THOMAS J.

IESCRIPTOR: *DISADVANTAGED YOUTH; *HIGHER EDUCATION;*MEXICAN AMERICANS; *MINORITY GROUPS

IDENTIFIER: *ADAMS STATE COLLEGE (COLORADO)

JOURNAL CITATION: CHANGE: 4; 1; 34-41

238


PUBLICATION DATE: SPR 72

TITLE: ITTHNO-SEMATTCSu: EVOKING °SHY, SPANISH-AMERICANPUPILS BY CROSS-CULTURAL MEDIATION

PERSONAL AUTHOR: BURGER, HENRY G.

DESCRIPTOR: ANGL0 AMERICANS; *CROSS CULTURAL STUDIES;*CULTURAL DIFFERENCES; CULTURE CONFLICT; *LANGUAGE ROLE;PSYCHOLOGICAL PATTERNS; SOCIOCULTURAL PATTERNS; *SPANISHAMERICANS

IDENTIFIER: *SHYNESS

CLASH nF CULTURES PRODUCES THE DEFEATISM ERRONEOUSLY CALLEDSHYNESS IN THE SPANISH-SPEAKING CHILD. (AUTHOR/MU

JoURNAL cITATION: ADOLESCENCE; 6; 25; 61-76



TITLE: PERCEPTUAL, LANGUAGE, AND ACADEMIC ACHIEVEMENT OFENGLISH, SPANISH, AND NAVAJO SPEAKING CHILDREN REFERRED FORSPECIAL CLASSES

PERSONAL AUTHOR: SABATINO, OAVID A.; AND OTHERS

DESCRIPTOR: ACADEMIC ACHIEVEMENT; *LANGUAGE HANDICAPS;LANGUAGE LEARNING LEVELS; *LEARNING DIFFICULTIES; NAVAHO;*NON ENGLISH SPEAKING; PERCEPTUAL DEVELOPMENT; *SECONDLANGUAGE LEARNING; SPANISH SPEAKING; *SPECIAL EDUCATION

TEST VARIABLES WHICH DISCRIMINATED AMONG THE NATIVE ENGLISHSPEAKING CHILDREN AND THE CHILDREN WHO SPOKE SPANISH ORNAVAJO NATIVELY WERE THOSE TASKS WHICH INVOLVED KNOWLEDGE OFTHE LINGUISTIC RULES OF ENGLISH. SCHOOL LEARNING PROBLEMSWERE THE RESULT OF LIMITED LINGUISTIC COMPETENCE IN ENGLISH.(AUTHOR)

JOURNAL CITATION: JOURNAL OF SCHOOL PSYCHOLOGY; 10; 1;39-46

239

ACCESSION NUMBER: FJ056080


TITLE: DISSERTATIONS IN THE HISPANIC LANGUAGES ANDLITFRATURES - 1971

PFR -SONAI AUTHOR: HuLFT, CLAUDE 1., COMP.

DESCRIPTOR: ANALYTICAL CRITICISM; DEGREES (TITLES);DOCTORAL THESES; GRADUATE STUDY; PORTUGUESE; *SPANISH:*SPANISH AMFRICAN LITERATURE; *SPANISH LITERATUPE




TITLE: AN INTERNATIONAL GUIDE OF COMPLETED THESES ANDDISSERTATIONS IN THE HISPANIC LANGUAGES AND LITERATURES

PERSONAL AUTHOR: ZUBATSKY, DAVID S., COMP.

DESCRIPTOR: DOCTORAL THESES; INTERNATIONAL EDUCATION;LITERATURE GUIDES; *PORTUGUESE; PUBLICATIONS; *SPANISH;*SPANISH AMERICAN LITERATURE; *SPANISH LITERATURE


240

ACCESSInN NUMBER: EJ056293

PURLICATION DATE: FER 72

TITLE: LINGUISTIC ASSIMILATION IN THE CHILDREN CF IMMIGRANTS

PERSONAL AUTHOR: WOLFRAM, WALT

DESCRIPTOR: *CHILDREN; ENGLISH (SECOND LANGUAGE);ENVIRONMENTAL INFLUENCES; *IMMIGRANTS; INTERFERENCE(LANGUAGE LEARNING); *LANGUAGE DEVELOPMENT; LANGUAGE USAGE;NEGRO DIALECTS; SOCIOLINGUISTICS; SPANISH SPEAKING

JOURNAL CITATION: LINGUISTIC REPORTER; 14; 1; 1-3



TITLE: THE LANGUAGE EXPERIENCE APPROACH FOR TEACHINGBEGINNING READING IN BILINGUAL EDUCATION PROGRAMS

PERSONAL AUTHOR: LEVENSON, STANLEY

r)ESCRIPTOR: AMERICAN CULTURE; *BILINGUAL EDUCATION;*BILINGUALISM; CULTURE CONFLICT; ENGLISH (SECOND LANGUAGE);*READING INSTRUCTION; SECOND l'AGUAGE LEARNING; SPANISH;SPANISH SPEAKING; TEACHING EXPERIENCE


241


PUBLICATION DATE: APR 72

TITLE: THE SPANISH-SPEAKING FIVE-YEAR-0LO

PERSONAL AUTHOR: RROMAN, BETTY L.

DESCRIPTOR: *BILINGUAL STUDENTS; *KINDERGARTEN CHILDREN;LANGUAGE DEVELOPMENT; LEARNING ACTIVITIES; *SPANISHSPEAKING; TEACHER INFLUENCE; *VERBAL LEARNING

AUTHOR OBSERVED FOUR KINDERGARTEN CLASSES WHERE TEACHERSWERE ABLE TO SPEAK SPANISH; SPANISH-SPEAKING CHILDREN, BY' /ARIOUS METHODS, LEARNED SKILLS AND CONTENT AT THE SAME RATEAS ENGLISH-SPEAKING CHILDREN DID. (SP)

JOURNAL CITATION: CHILDHOOD EDUCATION; 48, 7; 362-4



TITLE: STUDENT STRIKES IN EAST LOS ANGELES HIGH SCHOOLS

PERSONAL AUTHOR: HEUSSENSTAMM, F. K.

DESCRIPTOR: *ACTIVISM; BICULTURALISM; *BILINGUAL EDUCATION;HIGH SCHOOL STUDENTS; *MEXICAN AMERICAN HISTORY; *MEXICANAMERICANS; SOCIAL ATTITUDES; STRIKES; STUDENT ATTITUDES;*STUDENT SCHOOL RELATIONSHIP

THERE IS MUCH UNREST AMONG MEXICAN - AMERICAN STUDENTS IN LOSANGELES RECAUSE THE STATE HAS NOT ADHERED TO THE 1849 TREATYnF GuADALOPE-HIDALGO.WHICH SAYS BILINGUAL AND BICULTURALEDUCATION WILL BE COMPULSORY FOR MEXICAN-AMERICANS.(AUTHOR/AF)

JOURNAL CITATION: SCHOOL AND SOCIETY; 100; 2340; 182-5

242



TITLE: EQUAL OPPORTUNITY - FOR THE SPANISH SPEWNG AMERICAN

PERSONAL AUTHOR: SANCHEZ, DAVID J., JR.

DESCRIPTOR: CURRICULUM DEVELOPMENT; EDUCATIONALDEVELOPMENT; EDUCATIONAL OBJECTIVES; ELEMENTARY SCHOOLCOUNSELING; *EQUAL EDUCATION; *INTEGRATED CURRICULUM;*MINORITY GROUPS; *SPANISH SPEAKING

IDENTIFIER: DIFFFRENTIAL STAFFING

PROPCSFS AN INTEGRATED PROGRAM OF CHANGES IN THEEDUCATInNAL SYSTEM TO IMPLEMENT A TRUE EQUALITY OFOPPORTUNITY FOR SPANISH-SPEAKING AMERICANS. (AN)

JOURNAL CITATION: EDUCATIONAL FORUM;. 36; 3; 383-7


PUBIICATION DATE: APR 72

TITLE: ENVIRONMENTAL PREDICTORS OF ACADEMIC. PERFORMANCE OFDISADVANTAGED MEXICAN-AMERICAN CHILDREN

PERSONAL AUTHOR: HFNDERSON, RONALD W.

DESCRIPTOR: *ACADEMIC PERFORMANCE; CHILD DEVELOPMENT;*nISADVANTAGEO YOUTH; *ENVIRONMENTAL INFLUENCES; *MEXICANAMERICANS: *PREDICTOR VARIABLES

JOURNAL CITATION: JOURNAL OF CONSULTING AND CLINICALPSYCHOLOGY: 38; 2; 297

243



TITLE: CHICANO SPANISH DIALECTS AND EDUCATION

PERSONAL AUTHOR: GARCIA, ERNEt,T

IESCRIPT0R: BIBLIOGRAPHIC CITATIONS; *DIALECTS; *EDUCATION;*LANGUAGE USAGE; *MEXICAN AMERICANS; *SPANISH SPEAKING

JOURNAL CITATION: AZTLAN-CHICANO JOURNAL OF THE SOCIALSCIENCES AND THE ARTS; 2; 1; 67-77



TITLE: SOME PHYSIOLOGICAL AND EDUCATIONAL ASPECTS OFBILINGUALISM

PERSONAL AUTHOR: RODRIGUEZ DARIO E.

nESCRIPTOR: BIBLIOGRAPHIC CITATIONS; *BILINGUALISM;CURRICULUM DEVELOPMENT; *EDUCATIONAL NEEDS; IITERATL1EREVIEWS; *PHYSIOLOGY; *SECOND LANGUAGES; SPANISH SPEAKING;*TEACHING,

JOURNAL CITATION: A7TLAN-CHICANO JOURNAL OF THE SOCIALSCIENCES AND THE ARTS; 2; 1; 79-104

244



TITLE: MULTI- ETHNIC MEDIA: SELECTED BIBLIOGRAPHIES(SUPPLEMENT III)

DESCRIPTOR: AMERICAN INDIANS; *ANNOTATED BIBLIOGRAPHIES;BIBLIOGRARHIES; CHINESE AMERICANS; *ETHNIC GROUPS; *ETHNICSTUDIES; JAPANESE AMERICANS; MEXICAN AMERICANS; NEGROES

THIS ARTICLE IS AN ANNOTATED LIST OF BIBLIOGRAPHIC ESSAYSAND BIBLIOGRAPHIES ON ETHNIC LITERATURE. (36 REFERENCES)(SJ)

JOURNAL CITATION: SCHOOL LIBRARIES; 21; 4; 47-54



NOSOTROS VENCEREMOS: CHICANO CONSCIOUSNESS AND CHANGESTRATEGIES

PERSONAL AUTHOR: RIVERA, GEORGE, JR.

DESCRIPTOR: *CHANGE AGENTS; MEXICAN AMERICAN HISTORY;*MEXICAN AMERICANS; *POWER STRUCTURE; *SOCIAL CHANGE

THE ARTICLE INTRODUCES READERS TO PERSPECTIVES AND ISSUESOF THE CHICANO MOVEMENT FOR THE PURPOSES OF RAISING CHANGEAGENT AWARENESS AND INCREASING CHANGE AGENT SUSCEPTIBILITYTO INVOLVEMENT IN THE f4OVEMENT.IAUTHORI

JOURNAL CITATION: JOURNAL OF APPLIED BEHAVIORAL SCIENCE; 8;1; 56-71

245



TITLE: TOWARD THE STUDY OF CHICANO COLONIALISM

PERSONAL AUTHOR: ALMAGUER, TOMAS

1ESCRIPTOP: BIBLIOGRAPHIC CITATIONS; *COLONIALISM; ECONOMICDEVFLOPmENT; AEMPLOYMENT; *HISTORY; *MEXICAN AMERICANS;kSOCIOFCONOmIC BACKGROUND

JrJURN4L CITATION: AZTLANCHICANO JOURNAL OF THE SOCIALSCIFNCFS AND THE ARTS; 2; 1; 7-21



TITLE: SKIN COLOR AS A FACTOR OF RACIAL IDENTIFICATION ANDPREFERENCE OF YOUNG CHICANO CHILDREN

PERSONAL. AUTHOR: COTA-ROBLES DE SUAREZ, CECILIA

DESCRIPTOR: BIAS; IDENTIFICATION (PSYCHOLOGICAL); *MEXICANAMERICANS; PERCEPTION; *PRESCHOOL CHILDREN; *RACIALATTITUDES; *RACIAL CHARACTERISTICS; *RESEARCH; SELF CONCEPT:SOCIAL DISCRIMINATION

JOURNAL CITATION: AZTLAN-CHICANO JOURNAL OF THE SOCIALSCIENCES AND THE ARTS: 2; 1; 107-150

246



TITLE: TOWARD THE STUDY OF CHICANO URBAN ADAPTATION: THEmULTIVAPIATE ENVIRONMENTAL TAXONOMY

PERSONAL AUTHOR: CUELLAR, JOSE B.

)ESCRIPToR: *ACCULTURATION; BIBLIOGRAPHIC CITATIONS;)FMOGRAPHY; *MEXICAN AMERICANS; *MIGRATION; SOCIOECONOMICBACKGROUND; TABLES (DATA); *TAXONOMY; *URBANIZATION

JOURNAL CITATION: AZTLAN-CHICANO JOURNAL OF THE SOCIALSCIENCES AND THE 4RTS: 2; 1; 37-65



TITLE: THE DEVELOPMENT OF DEMOCRATIC VALUES AND BEHAVIORAMONG MEXICAN-AMERICAN CHILDREN

PERSONAL AUTHOR: SOLOMON, DANIEL; AND OTHERS

DESCRIPTOR: AGE DIFFERENCES; *DEMOCRATIC VALUES;*EL'EMENTAPY SCHOOL STUDENTS; *GROUP BEHAVIOR; *MEXICANAMERICANS; *POLITICAL SOCIALIZATION; RESPONSE MODE; TABLES(DATA)

IT IS THE THESIS OF THIS STUDY THAT VALUES WHICH GOVERNPOLITICAL BEHAVIOR DEVELOP OUT OF MORE GENERAL VALUES WHICHCAN APPLY TO VIRTUALLY AND KIND OF GROUP INTERACTION.(AUTHORS)


247


PUBLICATION DATF: JUN 72

TITLE: THE EFFECT OF EXAMINER ETHNICITY AND LANGUAGE ON THEPERFORMANCE OF BILINGUAL 1,,EXICAN-AMERICAN FIRST GRADERS

PERSONAL AUTHOR: GARCIA, ANGELA R.; ZImME"MAN, BARRY J.

DESCRIPTOR: *BILINGUAL STunrNTS; *BILINGUAL TEACHERS;9ILINGUALISM; CULTURAL INTERRELATIONSHIPS; *EDUCATIONALRESEARCH; ETHNIC GROUPS; GRADE 1; *LANGUAGE SKILLS; *MEXICANAMERICANS; PERFORMANCE

JOURNAL CITATION: JOURNAL OF SOCIAL PSYCHOLOGY; 87; 1; 3-11


PUBLICATION DATE: MAY-JUN 72

TITLE: El "AMERICAN WAY OF LIFE" ES LA VIOLENCIA (THEAMERICAN NAY OF LIFE IS VIOLENT)

PERSONAL AUTHOR: CORDOVA, LUIS

0ESCRIPTOR: ACTIVISM; AUTHORS; *LATIN AMERICAN CULTURE;POLITICAL ATTITUDES; SOCIAL CHANGE; *SPANISH AMERICANLITERATURE; *TWENTIETH CENTURY LITERATURE

InENTIFIER: MEXICO; *UNITED STATES

JOURNAL CITATION: CUADERNOS AMERICANOS; 182; 3; 56-60

248



TITLE: OBSERVATION, REPETITION, AND ETHNIC BACKGROUND INCnNCEPT ATTAINMENT AND GENERALIZATION

PERSONAL AUTHOR: ZIMMERMAN, BARRY J.; ROSENTHAL, TED L.

DESCRIPTOR: ANGLO AMERICANS; *CONCEPT FORMATION; *CROSSCULTURAL STUDIES; *GENERALIZATION; GRADE 5; MEXICANAMERICANS; *MODELS; *SOCIOECONOMIC STATUS; TABLES (DATA);TASK PERFORMANCE

ATTAINING AND GENERALIZING A NEW CONCEPT WERE STUDIED INMEXICAN- AND ANGLO- AMERICAN FIFTH GRADERS. BOTH MODELING ANOREPETITION IMPROVED PERFORMANCE. (AUTHORS/MB)



PUBLICATION DATE: W 71-72

TITLE: APUNTES PARA LA DOCUMENTACION DE LA CULTURA CHICANA(NOTES FnR THE DOCUMENTATION OF THE CHICANO CULTURE)

PERSONAL AUTHOR: PADILLA, RAY

DESCRIPTOR: *BIBLIOGRAPHIES; *DOCUMENTATION; *HISTORY;*LITERATURE REVIEWS; *MEXICAN AMERICANS; SUPPLEMENTARYREADING MATFRIALS

ALTHOUGH THE TITLE IS IN SPANISH, THIS ARTICLE IS WRITTENIN ENGLISH TO PROVIDE A TENTATIVE EVALUATION OF CHICANOBIBLIOGRAPHIES. (NQ)

JOURNAL CITATION: EL GRITO: A JOURNAL OF CONTEMPORARYMEXICAN AMERICAN THOUGHT; 5; 2; 3-46

249



TITLE: SOCIAL MODELING AND VOCATIONAL BEHAVIORS OF,AFXICAN-AMERICAN AND NON-MEXICAN-AMERICAN ADOLESCENTS

DFRSONAL AUTHOR: STILWELL WILLIAM E.; THORESEN CARL E.

DESCRIPTOR: *ADOLESCENTS; *BEHAVIOR PATTERNS; ETHNICGROUPS; GRADE 10; MEXICAN AMERICANS; MODELS; *SOCIALINFLUENCES; *VOCATIONAL DEVELOPMENT

EFFECTS OF SOCIAL MODELING ON 247 10TH GRADF MEXICANAMERICAN 4ND NON-MEXICAN AMERICAN BOYS WERE INVESTIGATED.(AUTHOR)

JOURNAL CITATION: VOCATIONAL GUIDANCE QUARTERLY; 20; 4;279-286


PUBLICATION GATE: JUN/JUL 72

TITLE: CHICANOS IN THE COMMUNITY COLLEGE

oFRSONAl AUTHOR: BARRON' JOSE

DESCRIPTOR: *CULTURAL AWARENESS; *ETHNIC GROUPS; *JUNIORCOLLEGES; *MEXICAN AMERICANS; MINORITY GROUP TEACHERS;*STUDENT NEEDS; TEACHING METHODS

UNDERSTANDING THE CULTURAL DISTINCTIONS AND SPECIALLEARNING NEEDS OF THE MEXICAN-AMERICAN STUDENT CONTRIBUTESTn EFFECTIVE TEACHING AND COUNSELING METHODS. (RN)

JOURNAL CITATION: JUNIOR COLLEGE JOURNAL; 42; 9; 23-26

250


PUBLICATION DATE: W 71-7?

TITLE: A BIBLIOGRAPHY OF BIBLIOGRAPHIES PFLATING TO STUDIES3F MEXICAN AMERICANS

P-FRSMAL AUTHOR: MORENO, JOSEPH A. CLARK

DESCRIPTOR: ADULT EDUCATION; *BIBLIOGRAPHIES; *BILINGUALEDUCATION; EDUCATION; ' *MEXICAN AMERICANS; MIGRANT EDUCATION;*READING MATERIALS; RESOURCE MATERIALS

CONTAINS 457 CITATIONS. (NO)

JOURNAL CITATION: EL GRITO: A JOURNAL OF CONTEMPORARYMEXICAN AMERICAN THOUGHT; 5; 2; 47-79


PUBLICATION DATE: WIN 71

TITLE: SWAP SHOP

DESCRIPTOR: *AMERICAN INDIANS; *COMMUNITY SERVICE PROGRAMS;COMMUNITY SERVICES; EDUCATIONALLY DISADVANTAGED; *JUNIORCCLLEGES; *MEXICAN AMERICANS; *MOBILE EDUCATIONAL SERVICES;RURAL EDUCATION


PALOMAP,COMMUNITY COLLEGE (CALIFORNIA) HAS USED A MOBILEVAN WITH CLASSROOM AND TUTORIAL FACILITIES, COUNSELING ANDINFORMATION SERVICES TO REACH INDIAN AND MEXICAN-AMERICANSTUDENTS IN THE AREA. (RN)

JOURNAL CITATION: COMMUNITY SERVICES CATALYST; 1; 1; 3-6

251


PUBLICATION DATE: W 72

TITLE: OREGON'S CHICANOS' FIGHT FOR EQUALITY

PERSONAL AUTHOR: MARTINEZ, FRANK

DESCRIPTOR: AGRICULTURAL LABORERS; EQUAL OPPORTUNITIES(JOBS); *t.ABOR UNIONS; *MEXICAN AMERICANS; *MIGRANTEMPLOYMENT; MIGRANT PROBLEMS; *MIGRANT WORKERS; *MINORITYGROUPS; SEASONAL LABORERS

IDENTIFIER: OREGON



PUBLICATION DATE: W 72

TITLE: VENGO DEL VALLE: PART II

PERSONAL AUTHOR: CASAVANTES, EDWARD

!DESCRIPTOR: *BLUE COLLAR OCCUPATIONS; CULTURAL DIFFERENCES;CULTURE CONFLICT; ECONOMIC FACTORS; *EMPLOYMENTOPPORTUNITIES; INCOME; *JOB TRAINING; *MEXICAN AMERICANS;MIGRANT WORKERS

IDENTIFIER: TEXAS

THE SECOND OF TWO ARTICLES CONCERNING A PROGRAM dESIGNED TOTRAIN MIGRANT, SEMI-SKILLED, AND UNSKILLED MEXICAN AMERICANWORKERS FOR STABLE, WELL-PAYING JOBS. THE FIRST ARTICLEAPPEARED IN THE SUMMER 1971 ISSUE OF "CIVIL RIGHTS DIGEST,"VOLUME 4, NUMBER 3. (RJ)


252



TITLE: WHAT CHARACTERISTICS CAN "EXPERTS" RELIABLY EVALUATEIN THE SPEECH OF BLACK AND MEXICAN-AMERICAN CHILDREN?

PERSONAL AUTHOR: NATALICIO, DIANA S.; WILLIAMS, FREDERICK

')ESCRIPTOR: *CHILDREN; *DIALECT STUDIES; GRAMMAR; *LANGUAGEINSTRUCTION; *LANGUAGE RESEARCH; MEXICAN AMERICANS;*MINORITY GROUPS; NEGROES; PHONOLOGY; TEACHER EDUCATION

PROJECT WAS A PART OF A TEACHER CORPS ASSISTANCE PROGRAMCARRIED OUT BY THE CENTER FOR COMMUNICATION RESEARCH AT THEUNIVERSITY OF TEXAS, AUSTIN. (VM)

JOURNAL CITATION: TESOL QUARTERLY; 6; 2; 121-127



TITLE: DEVELOPING INSTRUCTIONAL MATERIALS FOR A BILINGUALPROGRAM

PFRSONAL AUTHOR: ROSCOE, CAROLE

DESCRIPTOR: *BILINGUAL EDUCATION; CULTURAL EDUCATION;*CURRICULUM DEVELOPMENT; ELEMENTARY SCHOOLS; *ENGLISH(SECOND LANGUAGE); *INSTRUCTIONAL MATERIALS ; LANGUAGEFLUENCY; *LANGUAGE PROGRAMS; PROGRAM EVALUATION; SPANISH.SPEAKING

PAPER PRESENTED IN MARCH 1971, AT THE TESOL CONVENTION INNEW ORLEANS, LA. (VM)

JOURNAL CITATION: TESOL QUARTERLY; 6; 2; 163-166

253


RUBLICATION DATE: JUN 72

TITLE: A SECOND CHANCE FOR HISPANIC RESIDENTS

PFRSONAL AUTHOR: LOUGHERY, JOSEPH

DESCRIPTOR: ACCULTURATION; *ADULT EDUCATION; *LANGUAGEanLE; SECOND LANGUAGE LEARNING; *SPANISH SPEAKING

ARTICLE DISCUSSES NATIVE LANGUAGE INSTRUCTION FnR SPANISH,SPEAKING ADULTS IN THIS COUNTRY. (MM)

JOURNAL CITATION: ADULT LEADERSHIP; 21; 2; 49-50



TITLE: INITIAL CONTACTS WITH MEXICAN-AMEIICAN FAMILIES

PERSONAL AUTHOR: AGUILAR, IGNACIO

DESCRIPTOR: BEHAVIOR PATTERNS; *COUNSELING EFFECTIVENESS;*CULTURAL FACTORS; *ETHNIC GROUPS; FAMILY (SOCIOLOGICALUNIT): HELPING RELATIONSHIP; *MEXICAN AMERICANS; SOCIALVALUES; *SOCIAL WORK

THE AUTHOR POINTS OUT CULTURAL VALUES AND PATTERNS OFBEHAVIOR AMONG MEXICAN - AMERICANS AND BARRIERS TOASSIMILATION IN AN ALIEN SOCIETY THAT DEMAND ADAPTATION OFTHE INITIAL CONTACT PHASES OF SOCIAL WORK. HOW THE TECHNIQUEWAS ADAPTED TO PROVIDE EFFECTIVE COUNSELING AND ACHIEVEAGENCY-CLIENT PARTNERSHIP IS ILLUSTRATED. (AUTHOR)

JOURNAL CITATION: SOCIAL WORK; 17; 3; 66-70

254


PUBLIcAT/rN DATE: JUN 72

TITLE: SPANISH-SPEAKING STUDENTS AND STANDARDIZED TESTS

PERSONAL AUTHOR: ZIRKEL, PERRY ALAN

DESCRIPTOR: ACADEMIC ACHIEVEMENT; *BILINGUAL STUDENTS;CULTURE FREE TESTS; *INTELLIGENCE TESTS; MINORITY GROUPCHILDREN; PERFORMANCE TESTS: *SPANISH AMERICANS; *SPANISHSPEAKING; *STANDARDIZED TESTS

A REVIEW OF RESEARCH REVEALS LINGUISTIC, CULTURAL, ANDDSYCHOLOGICAL DIFFICULTIES FOR SPANISH-SPEAKING CHILDREN ONSTANDARDIZED TESTS OF ACADEMIC ACHIEVEMENT AND APTITUDE.(RJ)

JOURNAL CITATION: URBAN REVIEW; 5; 6; 32-40



TITLE: A COMPARISON OF MEXICAN AND MEXICAN-AMERICAN FAMILIES

PERSONAL AUTHOR: STATON, 'OSS D.

DESCRIPTOR: *ETHNIC GROUPS; * FAMItY (SOCIOLOGICAL UNIT);cAMILY RELATIONSHIP; *FAMILY STPUCTURF; *MEXICAN AMERICANS

AN ATTEMPT WAS MADE TO ASCERTAIN SOME OF THE MAJOR FEATURESOF THE MEXICAN FAMILY WHICH HAVE BEEN RETAINED BY THEmFxICAN-AMERICAN FAMILY WITHIN THE UNITED STATES. AVAILABLELITERATURE WHICH COMMENTED ON THE FAMILY SYSTEMS WASSURVEYED. (AUTHOR)

JoURNAL CITATION: FAMILY COORDINATOR; 21; 3; 325-330

255



TITLE: ON BILINGUAL EDUCATION

DERSONAL AUTHOR: REICH, JERCME R.; REICH, MICHAEL S.

nESCRIPIOR: *BILINGUAL EDUCATION; *CULTURAL DIFFERENCES;CULTURAltY DISADVANTAGED; *ENGLISH (SECOND LANGUAGE);LANGUAGE PROGRAMS; MIDDLE CLASS VALUES; SELF CONCEPT;SPANISH AMERICANS; TEACHER ROLE; *TEACHING MODELS

JOURNAL CITATION: ILLINOIS SCHOOLS JOURNAL; 52; 2; 26-34


PUBLICATION SATE: JUN 72

TITLE: AUniTORY COMPREHENSION OF ENGLISH AY MONOLINGUAL ANDRILINGUAL PRESCHOOL CHILDREN

PERSONAL AUTHOR: CARROW, ELIZABETH

DESCRIPTOR: *AUDITORY PERCEPTION; *BILINGUAL STUDENTS;DISADVANTAGED YOUTH; ENGLISH; EXCEPTIONAL CHILD RESEARCH;LINGUISTICS: *LISTENING COMPREHENSION; *LOW INCOME GROUPS;MEXICAN AMERICANS; *PRESCHOOL CHILDREN

JOURNAL CITATION: JOURNAL OF SPEECH AND HEARING RESEARCH;15; 2; 407-12

256


DUBLICATION DATE: AUG 31 72

TITLE: THE CHICANOS

PERSONAL. AUTHOR: WOMACK JOHN, JR.

DESCRIPTOR: ACCULTURATION; AMERICAN HISTORY; CULTURALPLURALISM; *ETHNIC GROUPS; *MEXICAN AMERICAN HISTORY;*MEXICAN AMERICANS; *SPANISH AMERICANS; SPANISH SPEAKING;STEREOTYPES

IDENTIFIER: *CHICANOS

JOURNAL CITATION: NEW YORK REVIEW OF BOOKS; 19; 3; 12-18

ACCESSION. NUMBER: EJ062921

DUB! (CAT ION DATE: SEP 72

TITLE: EFFECTS OF MODELING AND REINFORCEMENT ON THEACQUISITION AND GENERALIZATION OF QUESTION-ASKING BEHAVIOR

PERSONAL AUTHOR: ZIMMERMAN, BARRY J.; PIKE, EARL O.

DESCRIPTOR: *BEHAVIOR CHANGE; *DISADVANTAGED YOUTH;GENERALIZATION; GRADE 2; MEXICAN AMERICANS; MODELS:*OBSERVATIONAL LEARNING; *QUESTIONING TECHNIQUES; *SOCIALREINFORCEMENT; TABLES (DATA)

THE 0UFSTION-ASKING.BEHAVIOR OF DISADVANTAGEDMEXICAN - AMERICAN SECOND-GRADE CHILDREN WAS FOUND READILYr4ODIFIABLE USING AN ADULT MODEL OFFERING CONTINGENT PRAISE.(AUTHORS)


257


PuBLICATION DATE: SEP 72

TITLE: THE COLLEGE DREAM FOR INNER-CITY YOUNGSTERS

PERSONAL AUTHOR: HARRINGTON, JOHNS

DESCRIPTOR: COLLEGE CHOICE; *COLLEGE HIGH SCHOOLCOOPERATION; *COUNSELING CENTERS; COUNSELING PROGRAMS;*EDUCATIONAL COUNSELING; MEXICAN AMERICANS; *MINORITYGROUPS; NEGRO STUDENTS; POST HIGH SCHOOL GUIDANCE; RELEVANCE(EDUCATION)

IDENTIFIER: mDCAC

r)ESCRIPFS SUCCESSFUL CREATIVE COUNSELING PROGRAMS FORBLACKS AND CHICANOS IN LOS ANGELES. (AUTHOR)

JOURNAL CITATION: PHI DELTA KAPPAN: 54; 1; 53-55



TITLE: MEXICAN- AMERICAN ACHIEVEMENT HINDERED BY CULTURECONFLICT

PERSONAL AUTHOR: JUSTON, NEAL

DESCRIPTOR: *ACADEMIC ACHIEVEMENT; ACCULTURATION; *CULTURECONFLICT; GOAL ORIENTATION; HIGH SCHOOL STUCENTS; MIVIDUALPOWER; *MALES; *MEXICAN AMERICANS; SOCIOCULTURAL PATTERNS;:URBAN AREAS

JOURNAL CITATION: SOCIOLOGY AND SOCIAL RESEARCH r 56; 4;471-9

258

ACCESsInN NUMBER: EJ062985


TITLE: MESTIZAJE IN 19TH CENTURY TEXAS

PERSONAL AUTHOR: DICKENS, E. LARRY

DESCRIPTOR: ACCULTURATION; *AMERICAN INDIANS; *ETHNOLOGY;( ;OVERNMENT ROLE; INTERGROUP RELATIONS; INTERMARRIAGE;-MEXICAN AMERICAN HISTORY; *MIGRATION; SLAVERY

IDENTIFIER: *TEXAS

JOURNAL CITATION: JOURNAL OF MEXICAN AMERICAN HISTORY; 2:2; 57-70



TITLI11: BILINGUALISM AND THE MEASUREMENT OF INTELLIGENCE ANDVERBAL LEARNING ABILITY

PERSONAL AUTHOR: HICKEY. TOM

DESCRIPTOR: *BILINGUAL STUDENTS; DISADVANTAGED YOUTH;*EXCEPTIONAL CHILD RESEARCH; *INTELLIGENCE LEVEL;*MEASUREMENT; MEXICAN AMERICANS; PRESCHOOL CHILDREN;SENTENCE STRUCTURE; VERBAL ABILITY; *VERBAL LEARNING

THE STUDY ANALYZED SOME OF THE PROBLEMS OF MEASURINGINTELLIGENCE AND VERBAL LEARNING ABILITY AMONG'AEXICANAmERICAN PRESCHOOLERS. (AUTHOR'

JOURNAL CITATION: EXCEPTIONAL. CHILDREN; 39; 1: 24-8

259


PUBLICATION DATE: OUT 72

TITLE: SPANISH AmFRICPN LITERARY BIBLIOGRAPHY 1970 AND1971

PERSONAL AUTHOR: JOHNSON, HARVEY L.

DESCRIPTOR: ANALYTICAL CRITICISM; *BIBLIOGRAPHIES; BOOKS;DOCTORAL THESES; *LITERATURE REVIEWS; MICROFILM; NOVELS;PERIODICALS; PROSE; *SPANISH AMERICAN LITERATURE

PART OF A REPORT PRESENTED AT 1HE ANNUAL MEETING OF THEMODERN LANGUAGE ASSOCIATION OF AMERICA IN NEW YORK, NEWYORK, OFCEMPER 1970. (DS)

JOURNAL CITATION: MODERN LANGUAGE JOURNAL; 56; 6; 365-373


DuRLIcATION DATE: JUN-JUL 72

TITLE: DECLARACIONES DE ROBERT LADO SOBRE EL IDIOMA ESPANOLEN U.S.A. (ROBERT LADO TALKS ABOUT THE SPANISH LANGUAGE INTHE UNITED STATES)

PERSONAL AUTHOR: SAEZ- ANGULO, J.

DESCRIPTOR: BILINGUALISM; COLLEGE LANGUAGE PROGRAMS;* LANGUAGE INSTRUCTION; LANGUAGE ROLE; LANGUAGE TEACHERS;*SPANISH; *SPANISH SPEAKING

IDENTIFIER: *LADO (ROBERT)

CONVERSAT:ON BETWEEN SPANISH JOURNALIST J. SAEZ-ANGULO AND2OBERT LAno, OeAN OF THE SCHOOL OF LANGUAGES AND LINGUISTICS1T GEORGETOWN UNIVERSITY, WASHINGTON, D.C. (DS)

JOURNAL CITATION: YELMO; 6; 29-30

260


PUBLICATION DATE: SEP-OCT 72

TITLE: CHRONICLE OF RACE AND SCHOOLS, JUNE-JULY, 1972

PERSONAL AUTHOR: WEINBERG, MEYER

')ESCRIPTOR: BUS TRANSPORTATION; *EDUCATIONAL DIAGNOSIS;POOCATIONAL LEGISLATION; FEDERAL LEGISLATION; *INTEGRATIONLITIGATION; *MEXICAN AMERICANS; *PUBLIC OPINION; *SCHOOLINTEGRATION; STUDENT TRANSPORTATION

JOURNAL CITATION: INTEGRATED EDUCATION; 10; 5; 12 -23

4



TITLE: A COMMENT ON NEDLER AND SEBERAIS "INTERVENTIONSTRATEGIES FOR SPANISH-SPEAKING PRESCHOOL CHILDREN"

DFRSONAL AUTHOR: GILLMORE, GERALD M.; STALLINGS, WILLIAM M.

DESCRIPTOR: *EVALUATION; *INTERVENTION; *PRESCHOOLCHliDREN; *RESEARCH DESIGN; *SPANISH SPEAKING; STATISTICAL4NALYSIS

NEDLER AND SEBERA'S ARTICLE APPEARED IN CHILD DEVELOPMENT,VOL 42, 1971, P 259-267. A FURTHER COMMENT APPEARS IN PS 502100. (MB1


261


wupitICATION DATE: SEP 72

TITLE: A RESPONSE TO GILMORE AND STALLINGS REGARDING A PAPERRY NEDLER AND SABERA (1971)

PERSONAL AUTHOR: RANDALL, ROBERT S.

1)ESCRT.PTOR: *INTERVENTION; *PRESCHOOL CHILDREN; *RESEARCH9csIGN; *SPANISH SPEAKING; *STATISTICAL ANALYSIS

RESPONSE TO ARTICLE PS 502 099. (MB)



PUBLICATION CATE: F 71

TITLE: THE RELATIONS AMOND ANOMIE, DOGMATISM, AND SELECTEDPERSONALSOCIAL FACTORS IN ASOCIAL ADOLESCENT BOYS

PERSONAL AUTHOR: EWING, DORLESA B.

lESCRIPTOR: *ADOLESCENTS; *ANTI SOCIAL BEHAVIOR;F,AUCASIANS; MALES; MEXICAN AMERICANS; NEGROES; *PERSONALITYPROBLEMS: SECONDARY SCHOOL STUDENTS; *SELF CONCEPT; *SOCIALATTITUDES

JOURNAL CITATION: JOURNAL OF SOCIAL ISSUES; 27; 4; 159-169

262

ACCESSIoN NUMBER: EJ064859

PlIBLICATInN DATE: OCT 72

TITLE: ,7THNIC DIFFERENCES IN PSYCHOLINGUISTIC APILITIES

PERSONAL AUTHOR: KIRK, SAMUEL A.

nESCRIPTOR: AMERICAN INDIANS; *DISADVANTAGED YOUTH; *ETHNICGROUPS; *EXCEPTIONAL CHILD RESEARCH; MEMORY; MEXICANAMERICANS; NEGRO YOUTH; *PSYCHOLINGUISTICS; *RESEARCHPEVIEWS (PUBLICATIONS); STATISTICAL DATA

JOURNAL CITATION: EXCEPTIONAL CHILDREN; 39; 2; 112-8



TITLE: SAFETY'S THE SAME - IN ANY LANGUAGE

PERSONAL AUTHOR: CALVERT, LEONARD J.

DESCRIPTOR: *DRIVER EDUCATION; *EXTENSION EDUCATION; *NONENGLISH SPEAKING; SPANISH SPEAKING; TEACHER DEVELOPEDMATERIALS; *TRAFFIC SAFETV; *VOLUNTEERS

IDENTIFIER: OREGON

WOMEN EXTENSION VOLUNTEERS IN OREGON TEACHING DEFENSIVEDRIVING CLASSES DEVELOPED SPANISH AND RUSSIAN MATERIALS FORNON-ENGLISH SPEAKING RESIDENTS. (SP)

JOURNAL CITATION: EXTENSION SERVICE REVIEW; 43; 10; 8-9

263

ACCESSION NUMBER: FInA612A

PuPLICATION DATE: SEP-OCT 72

TITLE: THE EFFECT OF INTERNAL ACCOUNTABILITY ON THE" EVELOPMENT OF A BILINGUAL PROGRAM

PERSONAL AUTHOR: CFFENBERG, ROBERT M.

fASCRIPTOR: BEHAVIORAL OBJECTIVES; *BILINGUAL EDUCATION;CURRICULUM DEVELOPMENT; *EDUCATIONAL ACCOUNTABILITY;*F9UCATIONAL OBJECTIVES; *PERFORMANCE CRITERIA; *PROGRAMDEVELOPMENT; PROGRAM EVALUATION; SPANISH SPEAKING

IDENTIFAFR: PHILADELPHIA

AUTHOR ATTEMDTS TO SHOW THE PHILADELPHIA BILINGUAL PROGRAM,LET'S BE AMIGOS, FUNDED UNDER TITLE VII, WAS INDEED CHANGEDAS THE PROGRAM STAFF CAME TO GRIPS WITH THE PROBLEM OF"0JILDING-IN ACCOUNTABILITY. (AUTHOR/CB)

JOURNAL CITATION: EDUCATION; 93; 1; 73-9



TITLE: NO HABLO INGLES

DERSONAL AUTHOR: WASIERMAN9 PAUL; WASSERMAN, SUSAN

r)ESCRIPTOR: *BILINGUAL EDUCATION; *ENGLISH (SECONDIANGOAGE); LANGUAGE PROGRAMS; *MEXICAN AMERICANS

GIVES PROGRAM GUIDELINES, SAMPLE LESSON, AND LANGUAGEACTIVITIES FOR TEACHERS OF ENGLISH AS A SECOND LANGUAGE.(GB)

JOURNAL CITATION: ELEMENTARY ENGLISH; 49; 6; 832-5

264


PUBLICATION DATE: SEP-OCT 72

TITLE: SOCIO-CULTURAL FACTORS IN EDUCATING DISADVANTAGEDCHILDREN

PERSONAL AUTHOR: ADKINS, PATRICIA G.

-,ESCRIPT0R: *BILINGUAL STUDENTS; *CULTURAL DIFFERENCES;CULTURAL EXCHANGE; *DISADVANTAGED YOUTH; EDUCATIONAL CHANGE;/-EDUCATIONAL PROBLEMS; LANGUAGE SKILLS; SOCIOECONOMICINrLUENCES; *SPANISH SPEAKING

THE EDUCATIONAL PROBLEM OF THE "CULTURALLY DIVERGENT"YToDENT CAN BE SOLVED BY TEACHERS, PRINCIPALS, SUPERVISORS,AND ADMINISTRATORS WORKING TOGETHER AS A TEAM. (AUTI-OR)

JOURNAL CITATION: EDUCATION; 93; 1; 32-5


PuPLIcATION DATE: NOV 72

'ITLE: WHERE ARE THE MEXICAN AIERICANS? A TEXTBOOK OMISSIONnVERDUE FOP REVISION

PERSONAL AUTHOR: HOFFMAN, ABRAHAM

^ESCRIPTOP: COMPARATIVE ANALYSIS; *HISTORY; *MEXICANAMERICAN HISTORY; *MEXICAN AMERICANS; MINORITY GROUPS;cPANIq-1 AMERICANS; *TEXTBOOK BIAS; *TEXTBOOK CONTENT

IOURNAL CITATION: HISTORY TEACHER; 6; 1; 143-150

265

ACCESS) N' NUMBER: EJ065947

D(JRLICATIUN DATE: SUM 72

TITLE: EVALUATING CARRASCOLENDAS: A TELEVISION SERIES FORMEXICAN- AMERICAN CHILDREN

PFRSONAL AUTHOR: WILLIAMS, FREDERICK; NATALICID, DIANA S.

DESCRIPTOR: *EDUCATIONAL TELEVISION; *LANGUAGE SKILLS;*MEXICAN AMERICANS; PRIMARY EDUCATION; PROGRAM EVALUATION

JOURNAL CITATION: JOURNAL OF BROADCASTING; 16; 3; 299-309



TITLE: ACHIEVEMENT AS A FUNCTION OF LANGUAGE COMPETENCE?BEHAVIOR ADJUSTMENT, AND SEX IN YOUNG, DISADVANTAGED'MEXICAN- AMERICAN CHILDREN

PERSONAL AUTHOR: STEDMAN, JAMES M.; MUMS, RUSSELL L.

OESCRIPTOR: *ACHIEVEMENT; INDIVIDUAL CHARACTERISTICS;*LANGUAGE ABILITY; *MEXICAN AMERICANS; *PREDICTIVEMEASUREMENT; PREDICTOR VARIABLES; SEX (CHARACTERISTICS);*STUDENT ADJUSTMENT; TABLES (DATA)

IDENTIFIER: HEAD START

MEASURES OF STUDENT ADJUSTMENT CONSTITUTED THE STRONGESTPREDICTOR Of LANGUAGE ACHIEVEMENT. (AUTHORS)

JOURNAL CITATION: JOURNAL OF EDUCATIONAL PSYCHOLOGY; 63; 5;411-7

266


oUBLICATION DATE: NOV-DEC 72

TITLE: EQUALITY FOR SPANISH-SURNAMED STUDENTS

PERSONA! AUTHOR: POTTINGER, J. STANLEY

DESCRIPTOR: ABILITY GROUPING; *CIVIL RIGHTS; *EDUCATIONALOPPfiRTuNITTES; EQUAL EDUCATION; *LAW ENFORCEMENT; *MINORITYfIROUP CHILDREN; _*SPANISH SPEAKING; STUDENT GROUPING

IDENTIFIER: DEPARTMENT OF HEALTH EDUCATION AND WELFARE;nFciCE OF CIVIL RIGHTS

THE TEXT OF A STATEMENT BY THE DIRECTOR, OFFICE OF CIVILRIGHTS, H.E.W., SUBMITTED TO THE CIVIL RIGHTS OVERSIGHTSUBCOMMITTEE OF THE HOUSE COMMITTEE ON THE JUDICIARY, JUNE14, 1972. (AUTHOR/JM)

JOURNAL CITATION: INTEGRATED EDUCATION; tO; 6; 48-53


PUBLICATION DATE: OCT-NOV 72

TITLE: LA ENSENANZA BILINGUE Y BICULTURAL ES UNA OBLIGACIONMORAL Y UN DEBER DE CULTURA (TEACHING BILINGUALISM ANDBICULTURALISM IS A CULTURE'S OBLIGATION)

DESCRIPTOR: *BICULTURALISM; BILINGUAL STUDENTS;*BILINGUALISM; ENGLISH (SECOND. LANGUAGE); *LANGUAGEINSTRUCTION; MINORITY GROUPS; *SPANISH SPEAKING

IDENTIFIER: BILINGUAL PROGRAMS

SUPPORTS BILINGUAL PROGRAMS IN THE U.S. FORSPANISH-SPEAKING STUDENTS (DS)


267


PUBLICATION DATE: OCT-NOV 72

TITLE: POLITICAS Y REALIDES DE LA EDUCACION BILINGUE ENNORTEAMERICA (POLITICS AND REALITIES OF BILINGUAL EDUCATIONIN THE UNITED STATES)

PERSONAL AUTHOR: BADILLO, HERMAN

DESCRIPTOR: ANGLO AMERICANS; *BILINGUAL STUDENTS;*BILINGUALISM; MINORITY GROUPS; POLITICAL ATTITUDES; PUERTORICANS; *SPANISH SPEAKING

IDENTIFIER: *BILINGUAL PROGRAMS



PUBLICATION DATE: NOV-DEC 72

TITLE: LEARNING CHARACTERISTICS IN FOUR ETHNIC GROUPS

PERSONAL AUTHOR: KEE, DANIEL W.

DESCRIPTOR: CAUCASIAN STUDENTS; CHINESE AMERICANS;*DISADVANTAGED YOUTH; *ELEMENTARY SCHOOL STUDENTS; *ETHNICGROUPS; *LEARNING CHARACTERISTICS; NEGRO STUDENTS; PAIREDASSOCIATE LEARNING; SPANISH SPEAKING


REPORTS A STUDY COMPARING THE EFFICIENCY IN PAIREDASSOCIATE LEARNING OF SECOND GRADE CHILDREN FROM FOUR ETHNICGROUPS: BLACK, WHITE, CHINESE-AMERICAN, ANDSPANISH-AMERICAN. (JM)

JOURNAL CITATION: INTEGRATED EDUCATION; 10; 6; 29-32

268



TITLE: TEACHING ABOUT LIFE IN THE CITY. III. REFLECTIONS ONURBAN L1Fp

PEqSONA1 AUTHOR: SALAS, JESUS

DESCRIPTOR: ADJUSTMENT (TO ENVIRONMENT); CULTURALISOLATION; *ETHNIC GROUPS; *IDENTIFICATION (PSYCHOLOGICAL);miNoRyTy C.Rr)UPS; SOCIAL ISOLATION; SOCIAL PROBLEMS; *SOCIALSTUDIES; *SPANISH AMERICANS; *URBAN ENVIRONMENT

JOURNAL CITATION: NATIONAL COUNCIL FOR THE SOCIAL STUDIESYEARBOOK; 42; 61-73


PuBLICATION DATE: DEC 72

TITLE: TEACHING THE HISTORY AND CULTURE OF THE MEXICANAMERICAN IN SOCIAL STUDIES

PERSONAL AUTHOR: PSENCIK, LEROY F.

)ESCRIPTOR: ANNOTATED BIBLIOGRAPHIES; CURRICULUM')EVELOPMENT; *HISTORY INSTRUCTION; INTERMEDIATE GRADES;IfTERATURF REVIEWS; *MEXICAN AMERICAN HISTORY; RESOURCEGUIDES; SECONDARY GRADES; *SOCIAL STUDIES; *SPANISH CULTURE;*TEACHING

GENERAL REFERENCES, CURRICULAR REFERENCES, TEXTBOOK ANDSUPPLEMENTARY REFERENCES PROVIDE .THE SOCIAL STUDIES TEACHERSUGGESTIONS FOR MATERIALS TO BE USED IN AN INTEGRATEDAPPROACH TO TEACHING THE HISTORY AND CULTURE OF THE MEXICANAMERICAN. (SHM)

IIIUPNAL CITATION:- SOCIAL STUDIES; 63; 7; 307-311

269

'Acrr_SSION NUMI3FR: EJ067351

PuBI.ICATION DATF: OCT 72

TITLE: toFXICAN-AMERICAN GROUP COHESIVENESS AND ACADEMICilcHIEVFmENT

DFcksoNAL AUTHOR: mANASTER, GUY J.; KING, MARC

r)ESCRTPTOR:. *ACADEMIC ACHIEVEMENT; GRADE POINT AVERAGE;fT,ROuP STATUS; *GROUP UNITY; *JUNIOR HIGH SCHOOL STUDENTS;-.MEXICAN AMERICANS; MINORITY GROUPS; RESEARCH METHODOLOGY;SCHOOL SURVEYS; *STATISTICAL ANALYSIS

REPORTS A STUDY ATTEMPTING TO TEST THE HYPOTHESIS THATMEXICAN-AMERICAN STUDENTS' CLIQUISHNESS IS RELATED TO THEIRMINORITY STATUS, AND THAT'THIS MAY BE TESTEL IN SCHOOLS BYCOMPARING VARIANCE IN ACHIEVEMENT. (AUTHOR/JM)

JOURNAL CITATION: URRAN EDUCATION; 7; 3; 215-234


RUBLICATTON DATE: NOV 72

TITLE: BARRIO TEST OF VERBAL ABILITIES (FORM A)

PERSONAL AUTHOR: OLIVEIRA, ARNULFO L.

DESCRIPTOR: *INTELLIGENCE TESTS; LANGUAGE TESTS; *MEXICANAMERICANS; *VERBAL TESTS

ARTICLE'CONTAINS A NEW. INTELLIGENCE TEST DEVELOPED-FOR USE'BY TEACHERS AND ADMINISTRATORS WHO ARE OR WILL BE WORKINGWITH SPANISH-SPEAKING PUPILS IN THE TEXAS RIO GRANDE VALLEY.(EDITOR/GR)

JOURNAL CITATION: EDUCATIONAL LEADERSHIP; 30; 2; 169 -70

PART III: RIE AND CIJE SUBJECT INDEX

,Veld 9/

ABILITYFr-1068526

ACADPmIC ACHIEVEMENTED057120Fon-9002ED059827ED060989En063053FD066285F0068256FJ050010FJ053846EJ062984EJ067351

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ACADEMIC PERFORMANCEFJ057396

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ACHIEVEMENTED065220FJ066434

ACHIEVFMFNT NEEDF0057891

ACTIVISMEo061004ED062054FJ056501

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ADPLESCENTSEJ059432EJ064308

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ADULT EDUCATIONEP060405E0061821FJ060914

Anvisnay cnmmiTTPFsF0062467

AFFFCT1vF RFHAvIDRE0065212

,7.2-/ 273

AFRICAN AMERICAN STUDIESE0069204

AMERICAN ENGLISHEo064751

AMERICAN HISTORYFD063065ED066288

AmFRICAN INDIANSED057965E0061022E0063062ED066548ED 06'4.45EJ060103

AMERICAN LITERATUREED065887

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ANNUAL REPORTSE0064024

ANTHOLOGIESED058213

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APTITUDE TESTSED064292E0068526

AR FA sTunlfsF0057941F00591.20E0061112

274

ED06523IE0069196

APTiCUIATInN (SPEECH)F0064751

ASS('SS, VALUATInNEP067750

1TTI1UPF TESTSF0067184

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AL;DITnRY EVALUATIONE0065213

AU°ITnRY PERCEPTIONEJ062321

tJTH0PSF0062062

RACEIJIPS DEGREESF0063830

8ACKr,P1ONDF0065220

PEGINING READIGFr05995F0061813FD062841

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8EHAvIOI; PATTERNSEJ059432

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En060987F0063988E0064015ED064603En068222EJ050012EJ066867

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EDjW66IF005771E0058299F0058803ED058804F0059636F0059637ED059638ED059639ED059640ED059641E0059818ED061808En061811ED061813ED062043ED062 367ED062841EP062843En062844FD062936En063808FD063830En063988ED064010ED064018ED064022ED064024ED064397ED065209E0065213ED065216ED065217ED065221FP066033En066066ED066082En066083ED066935ED066972En067182ED067959ED068243E0068256ED069708E0069840EJ050235F 1051835EJ052164FJ052207FJ053424

EJ056358UJ056501FJ059448FJ060718J062?8()FJ065128FJ065507

BI1INGuAL STUDENTSFo003970064015ED065208Fo065255006605810068222EJ051835EJ056391FJ058795EJ060936FJ062321EJ063193FJ065659EJ066875

BILINGUAL TEACHERSFD066033FJ058795

BILIN6o411SmED057661E0058971EP060705ED060735ED060745E0060749ED067194FJ050012EJ050741EJ052207EJ053424EJ056358EJ057820EJ066867EJ066875

B:0GRAPHICAL INVENTORIESED065220

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BoOKLIST')ED062095

ROOKSE0059814ED068268

BRANCH LIBRARIESED060897

275

BROADCAST TELEVISIONED057897

BUSINESS EDUCATIONF0062986FJ052913

CARTOONSFJ054 702

CAUCASIANS0065544

CENSUS IGURESED065224

CHANGE AGENTSEJ058043

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CHILDRENED062841ED062843ED063845ED066996FJ056293EJ060715

CHILDRENS BOOKSE0063065ED063821

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CITIZENSHIP0066418

CIVIL RIGHTS0062045ED067179ED067513EJ051063EJ051835EJ066512

CLASSES (GROUPS OF STUDENTS!EJ050658

CLASSIFICATIONED066256

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CLASSROOM TECHNIQUESED065254

COGNITIVE ABILITYED068470

COGNITIVE DEVELOPMENT0060156ED061807ED065212E0068219

276

COLLEGE ENVIRONMENTEn065208

Cr1LLEGF HIGH SCHOOL COOPFRATIONEJ062974

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CONCEPT FORMATIONEn062043EJ059316

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CONFERENCESF"^-8218

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rOUNSFIINGFr06342q

COUNc,PI IN1; CENTFPS,-.1062974

rnNNSFI EFrlr.TIVENESSJ1u(Y)19

r1UNSFLOR Tk!NINGj/4?.?

1 1 TI(;AT TUN

rPFATIVF rY,P14.,-IONFrootor!,..F.1:PcNCED TESTS

FJ,J64/92L?rISS C11L1NI411 c,TUDIES

t--(2,Yit9?*)

'").)1/06,i T S

EPJ(51112EC0630/0EDU691,;6FJ055587EJ059316

CROSS CULTURAL TRAININGED064874

CULTURAL ACTIVITIESED066972

CULTURAL AWARENESSED057674E0057971E0061778E0062069ED065218F0065248ED065255ED065384ED066082ED066545ED067184EJ059444

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Pn064603FJ055587FJ062286FJ065659

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CULTURAL FACTORSED060987ED062052ED063429E0065221EJ060919

CULTURAL ISOLATIONED067513

CULTURAL PLURALISMED058971ED067194FJ050500

CULTURALLY DISADVANTAGEDED066987

CULTUREED062046

CULTURE CONFLICTED05829ED066987EJ062984

CURRICULUM DESIGNED059636ED059827ED060735

CURRICULUM DEVELOPMENTED061811ED063830ED066289F0069446EJ060718

DATA COLLECTIONF1)065224

DEMOCRATIC VALUESEJ058509

DEMOGRAPHYED057941ED063994

nEpRFSSED AREAS IGEDGRAPHICIED0624/8

DEVELOPING NATIONSED063065

277

DIALECT STuDIFSEn064751FJ060715

DIALECTSFJ05/819

DIETETICSEDC67193

DISADVANTAGED ENVIRmImENTED060897

nlADVANTAGED YOUTHED058943ED058997ED060897ED061007Fn062478EJ067186E0068240FD068261ED068619EA53753EJ054964FJ057396EJ062921EJ064859EJ065659EJ066922

DISCRIMINATORY ATTfTUDES (SOCI40.1ED058979

DOCTORAL THESESED059002ED066284

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ECONOMIC DEVELOPMENTE0063993

ECONOMIC EDUCATIONE0068223

278

EcoNnmic STATUSED068236

ECONOMICALLY DISADVANTAGEDFD062026ED062052ED062478

EDuCAIIONED05897iED060990EDD62045E0062054ED065217EJ051063EJJ57819

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EDUCATIONAL CHANGEF0057972F0061004E0063988

EDUCATIONAL COUNSELINGEJ062974

EDUCATIONAL DIAGNOSISED062462EJ063968

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EDUCATIONAL IMPROVEMENTED066935

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EDUCATIONAL OPPORTUNITIESE0067015ED068218ED068261EJ066512

EDUCATIONAL POLICYED069840

EDUCATIONAL PROBLEMSE0061007ED066288EJ065659

EDUCATIONAL PROGRAMSED062047ED064003EJ050235

EDUCATIONAL RESEARCHED064003i70064025EJ058795

EDUCATIONAL RETARDATIONED068256

EDUCATIONAL STRATEGIESE0057971ED059636ED06070!

EDUCATIONAL TELEVISIONED061477ED062026ED062367EJ065947

EFFECTIVE TEACHINGED 059828

ELECTIONS7.0063993

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ELEMENTARY GRADESED060735ED061811ED062095ED066443

ELEMENTARY SCHOOL MATHEMATICSED066970

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ENGLISHE0068222

ENGLISH (SECOND LANGUAGE)E0057653ED057661ED058763ED058781ED058976ED060397E0060405E'060406ED061000E0061476E0061807ED062841E0062859ED064603ED066083E0066996EJ052164FJ060718EJ062286EJ065507

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ENGLISH INSTRUCTIONEn060405ED061222

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E0067750ERROR PATTERNS

ED066063ESSAYS

ED058213ETHNIC DISTRIBUTION

EDOT31357FTHNIC GROUPS

ED062095

279

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ETHNIC STATUSED058011

ETHNIC STEREOTYPESED065218E0066548ED066907

ETHNIC STUDIESED061357ED065887ED067513ED068223ED068526ED069204ED069446EJ050911EJ057939

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EXCEPTIONAL CHILD RESEARCHEJ063193EJ064859

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FAMILY (SOCIOLOGICAL UNIT)EJ061225

2P,o

FAMILY FNvIRONMENTEn058943

GAMILY k;--)LE

EJ053753sTR'JCTuRFFI061225

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En061726En065245En068268

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FOODE0067192

EORFIGN STUDENTSEn066082

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Fn061807GRADE 3

FD068240GROuP BEHAVIOR

EJ058509GROUP COUNSELING

ED059002GROUP INSTRUCTION

FD057973r,RguP INTELLIGENCE TESTS

EP068470GPnuP UNITY

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ED057897HANDICPPED STUDENTS.

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ED06?429HIGH SCHnOL STUDENTS

FD0571?3EnO66284FD067179

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En068218F0068261ED069204EJ054964

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HUMANISMEJ050911EJ052653

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INTEGRATION LITATIONEJ063968

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F0059637

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281

282

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MATHEMATICS EDUCATIONE0060987

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283

E0062478ED064419ED064751ED068909EJ066512

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NEEDSE0061000E0061.004

NEGROESE0057965ED063062E0065224

284

E0065544ED0665481:00672030069445-J050057J052653

NflmINALSED057995

NON ENGLISH SPEAKINGF00603(77ED062841FJ055992EJ064891

NONPESrRVATION AMERICAN INDIANSF0068224

NONSTANDARD DIALECTSE0058763FD064751

NoN WESTERN CIVILIZATIONE0033062

NUmBFR r,DNCEPTSF0064986

NUTRITIONF0067192F0067193

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OCCuPATIfiNAL ASPIRATiONE0066285E00,37203

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nuTDflOR EDUCATIONED058976

PAIRED ASSOCIATE LEARNINGE0063084

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