(1975). Mexican Migration and the U.S. Labor Market: A Mounting Issue for the Seventies. Studies in Human Resource Development No. 3. From 1939 to 1973, nine million persons immigrated to the United States from "all of the countries of the world". During that same period more than seven million illegal Mexican aliens were apprehended and deported to Mexico. Most of these illegal aliens enter the U.S. economy as workers, whereas almost half of the legal Mexican immigrants are dependents. The movement of Mexicans to the U.S. has been the combined result of both "pull" and "push" forces. The "pull" forces are the obvious difference between the economies of the U.S. and Mexico, the cultural affinity existing between many Mexicans and Mexican Americans, the migration policy of the U.S. toward Mexico, the anomaly of the current state of the law in the U.S. with respect to the employment of illegal aliens, and the lure of what is perceived to be a "promised land". "Push" forces include the incidence of poverty throughout Mexico, the strong trend throughout…
(1973). Me and My Environment Formative Evaluation Report 1. Arranging Field Tests: Characteristics of Sites and Students. The first in a series of evaluation reports gives characteristics of sites and approximately 500 students in field tests of Me and My Environment, a 3-year life science curriculum for 13- to 16-year-old educable mentally handicapped (EMH) adolescents. Described are the field test design, which involves 14 data gathering approaches, and the timetable (1971 through 1975) for development, revision, and commercial publication of the six units. The purposes of the initial field trials are given to be (1) testing to ascertain student success on each activity, (2) observing implementation problems and/or teacher approaches that enhance program effectiveness, (3) obtaining data on students' abilities and progress, and (4) serving as a laboratory for later curriculum development. Major questions examined are whether students can perform the cognitive tasks, how the activities work, how materials are used by teachers and students, and what student changes occur in areas such as task… [PDF]
(1972). Staffing Patterns in California Community Colleges. A 1972 Overview. The Sixth Annual Report on the characteristics of newly appointed full-time faculty in California Community Colleges for the academic year 1972-73 provides relevant data from 94 public and 10 private community colleges. The size of the faculties in these institutions vary from 3 to 557 full-time faculty, both new and continuing, for a total of 14,343. Adding the part-time faculties, the total is around 20,000 faculty members for 876,000 students. During the academic year, 827 new full-time faculty were hired, 440 of these being replacements. Comparisons with figures of the previous three years shows a steady drop in full-time faculty. Reasons for this drop are given: (1) a high retention rate of old faculty, (2) the larger number of part-time faculty and staff, (3) an increase in class size from 25-28 to 33-35, and (4) an increase in teaching, counseling, and housekeeping activities for full-time instructors. The characteristics of the newly hired full-time faculty are reported as… [PDF]
(1975). Helping Children Develop Healthy Self-Concepts (Preschool – Third Grade). This unit of the Flexible Learning System (FLS) is designed to help teachers analyzing the effects of classroom situations on the self-concepts of children in preschool through third grade. Among the questions addressed are: What is a healthy self-concept; How do teaching practices affect children's self-concepts; and When are situations demeaning, restricting, overrating, or enhancing to the self-concept? It is proposed that self-concepts develop as children take credit for what they do and what they are, and as they integrate the results of new experiences. The first 60 pages contain guidelines for conducting an 8-session class or workshop. Workshop sessions involve a variety of activities including assigning positive/negative ratings to a set of standard situations, using an analysis instrument for more detailed ratings of classroom situations, rating personally observed situations, and producing and discussing ways to improve situations. It is suggested that individual ratings… [PDF]
(2008). 57th Yearbook of the National Reading Conference (Austin, Texas, November 28-December 1, 2007). National Reading Conference This publication offers the 57th Yearbook of the National Reading Conference (NRC). This Yearbook begins with a preface and presents profiles of two awardees, John E. McEneaney and Scott G. Paris. Included in this Yearbook are the following papers: (1) The Education of African-American Students: Voicing the Debates, Controversies, and Solutions (Patricia A. Edwards); (2) How to Get Recreational Reading to Increase Reading Ability (Michael L. Kamil); (3) Edmund Burke Huey: The Formative Years of a Scholar and Field (Douglas K. Hartman and David H. Davis); (4) Teachers, Literacy, and Technology: Tensions, Complexities, Conceptualizations, and Practice (Elizabeth Petroelje Stolle); (5) Using Popular Culture to Promote Critical Literacy Practices (Peggy Albers, Jerome C. Harste, Sarah Vander Zanden, and Carol Felderman); (6) "And the Worth of Our Work Shall be Judged": Literacy and Literacy Research Definitions of NRC Members (Gwynne Ellen Ash and Lori Czop Assaf); (7) Reading… [Direct]
(1968). The Chicano Is Coming Out of Tortilla Flats…One Way or the Other. Proceedings of the Conference on Adult Basic Education Sponsored by the Southwestern Cooperative Educational Laboratory, Inc. (Albuquerque, July 29-30, 1968). The purposes of the Conference on Adult Basic Education were to determine the most pressing problems facing American Spanish-speaking adults, and to establish collaborative and coordinated efforts to attack these problems. Problems discussed included acculturation processes, unemployment, political implications for Mexican Americans, establishment of equal educational opportunities for Mexican Americans, and availability of diverse media for the teaching of English as a second language. Extensive information exchange among the participants led to the recommendation that an adult basic education clearinghouse be established at the Southwestern Cooperative Educational Laboratory to further and continue this exchange. (DK)… [PDF]
(2006). Latino Students in Our Public Schools: A Closer Look. Center for Rural Policy and Development This report was designed to examine the influence of a growing Latino enrollment in Minnesota's public schools. Using data from the Minnesota Department of Education, the authors observed that while overall enrollment numbers in Minnesota have declined approximately 3% since 2001, Latino enrollment actually grew by more than 38% during this same time period. Accordingly, Latino students, who comprised 3.7% of Minnesota students 5 years ago, now comprise 5.3% of all public students. Unfortunately, the data also suggests that this cohort of Latino students that is growing so rapidly is the same cohort finding the least amount of academic success. The achievement gap in standardized test scores is easily discernable in grade 3 and does not appear to narrow as one examines test scores in grades 5, 8, 10, or graduation rates. In fact, the Minnesota Minority Education Partnership reports that Hispanic students are least likely to enroll in a post-secondary institution in Minnesota… [PDF]
(1991). Inside English: Journal of the English Council of the California Two Year Colleges. Volume 19, Numbers 1-4, September 1991, December 1991, March 1992, May 1992. Inside English, v19 n1-4 Sep-May 1991-1992. With each issue focusing on a different theme, volume 19 of \Inside English\ looks at the cultural diversity in the community college curriculum, teaching literature at all levels, teaching writing at all levels, and the challenge of teaching English in the 1990's. In addition to regular columns on the English Council of California Two-Year Colleges (ECCTYC) and legislative concerns, the issues include the following feature articles: (1) \Cultural Diversity: A Feminist Perspective. Whose Politics? Whose Canon?\ by Nancy Gray; (2) \A Primer on Chicano Literature,\ by Jesus J. Gonzales; (3) \'La Bamba': Film as Text,\ by Janet Madden and Sara Blake; (4) \Redefining the American Novel: Isabel Allende and Other Latin American Writers,\ by Jack Jackson; (5) \Multicultural Freshman Comp: Strategies for Infusing Cultural Diversity,\ by Millie M. Kidd; (6) \Rethinking the Canon: The Commonplace Book of Our Shared Culture,\ by Mark Nicoll-Johnson; (7) \Reader-Response Theory as a First Step…
(1989). A Longitudinal Look at the 1988 Cohort of Transfer Summer Program Participants' Academic Progress and Social and Cultural Adjustment to the University of California, Los Angeles. The University of California at Los Angeles's (UCLA's) Transfer Summer Program (TSP) is designed to increase the academic achievement, retention, and graduation rates of underrepresented and low-income students and to ease their transition from community college to UCLA. In 1989, a study was conducted to assess the extent to which TSP students felt that the program had fulfilled its goals and objectives. All 75 students who attended TSP in summer 1988 were surveyed regarding the effectiveness of the program in light of their experiences at UCLA, the quality and availability of campus services, and their use of these services. In addition, the study examined the students' academic progress through winter 1988-89. Study findings, based on a 36% response rate, included the following: (1) the TSP students were 52% female and 48% male, with an ethnic breakdown of 36% Chicano, 36% Black, 20% Latino, and 8% Filipino; (2) in fall 1988, 56% of the students worked part time on campus, 41%…
(1994). Schools and Students At Risk. Context and Framework for Positive Change. This book presents essays from educational reformers who examine efforts aimed at students at risk for failure in U.S. schools. It is divided into four parts. Part 1 considers the factors that place children at risk for educational failure. Part 2 describes the dangers for students of a system that fails to recognize and appreciate their distinctive abilities to learn. Part 3 provides a review of the latest reform efforts at the school, district, and state levels. Part 4 offers new models and analyzes the most current information about the role of schools and how they may best serve students who are at risk. Essays and their authors are as follows: "Becoming at Risk of Failure in America's Schools" (Alesia F. Montgomery and Robert J. Rossi); "Rising to the Challenge: Emerging Strategies for Educating Youth at Risk" (Nettie Legters and Edward L. McDill); "Cultural Dissonance as a Risk Factor in the Development of Students" (Edmund W. Gordon and Constance…
(1999). Teaching for a Tolerant World, Grades 9-12. Essays and Resources. The essays and resources in this book are designed to help high school English teachers adapt their own classroom lessons for teaching about genocide and intolerance. Beginning with guidelines developed by the National Council of teachers of English's Committee on Teaching about Genocide and Intolerance, the 16 essays present approaches to teaching various works as literature. Essays include: (1) "Struggling with the Meaning of Tolerance" (Caroline E. Heller and Joseph A. Hawkins Jr.); (2) "After Freedom: Jim Crow in Life and Literature" (Milton Kleg and Celia Bard); (3) "Noticing 'The Color Purple': Personalizing the Invisible" (Mari M. McLean and Christine M. Gibson); (4) "The Foreigner at Home: Faces of Asian Diaspora in Tan and Nunez" (Toming Jun Liu); (5) "Teaching Chinua Achebe's 'Things Fall Apart'" (Carol Danks); (6) "The Salem Witch Trials: History Repeats Itself" (Bonnie R. Albertson); (7) "Teaching… [PDF]
(2005). Rethinking Mathematics: Teaching Social Justice by the Numbers. Rethinking Schools, Ltd This unique collection of more than 30 articles shows teachers how to weave social-justice principles throughout the math curriculum, and how to integrate social-justice math into other curricular areas as well. \Rethinking Mathematics\ presents teaching ideas, lesson plans and reflections by practicing classroom teachers and distinguished mathematics educators. This is real-world math–math that helps students analyze problems as they gain essential academic skills. \Rethinking Mathematics\ will help teachers develop students' understanding of society and prepare them to be critical, active participants in a democracy. This book is divided into four parts. Part I, Viewing Math Broadly, contains the following: (1) Teaching Math Across the Curriculum (Bob Peterson); (2) Reading the World with Math (Marilyn Frankenstein); (3) Race, Retrenchment, and the Reform of School Mathematics (William F. Tate); and (4) Historical, Cultural, and Social Implications of Mathematics (S. E. Anderson)…. [Direct]
(1997). The Hispanic Outlook in Higher Education, 1996-97. Hispanic Outlook in Higher Education, v7 Aug 30 1996-Aug 22. This document consists of all of Volume 7 (26 issues) of the journal, "The Hispanic Outlook in Higher Education," a biweekly journal that addresses issues in higher education for Hispanic Americans. Each issue presents several feature articles, a policy update called "Outlook on Washington," and a sample student success story. Major articles address the following topics: public relations, the Mexican American cultural mosaic, summer internships at the J. Paul Getty Trust, the high school drop-out rate for Hispanics, diversity as a key to college growth, research and Latinos, how culture affects behavior, student recruitment, internships and scholarships offered by Hispanic business organizations, Hispanics in the military academies, Latino voting power, Hispanics in science, the Mexican folk healing of curanderismo, Latino underrepresentation in government, community colleges, Latina women and American culture, summer institutes, recruiting Latinos into the field… [PDF]
(1999). Race Is…Race Isn't: Critical Race Theory and Qualitative Studies in Education. Critical race theory offers a way to understand how ostensibly race-neutral structures in education–knowledge, merit, objectivity, and "good education"–in fact help form and police the boundaries of white supremacy and racism. Critical race theory can be used to deconstruct the meaning of "educational achievement," to recognize that the classroom is a central site for the construction of social and racial power. It can also be used to provide the theoretical justification for oppositional "counterstories" that challenge educational assumptions from an outsider's perspective. The educational studies in this book integrate counter-storytelling with qualitative research to open new areas of inquiry. Following "Introduction to Critical Race Theory in Educational Research and Praxis" (Daria Roithmayr), the chapters are: (1) "Just What Is Critical Race Theory and What's It Doing in a 'Nice' Field Like Education?" (Gloria…
(1989). An Analysis of Two UCLA Transfer and Retention Programs: the Transfer Alliance Program and the Supergraduate Program. This report provides an analysis of the Transfer Alliance Program (TAP) and the Supergraduate Program, two transfer/ retention efforts operating between the University of California at Los Angeles (UCLA) and local community colleges. The first and longer section of the report concerns TAP, a program in 1985 to promote the community college as a viable option for students seeking a baccalaureate degree, and to encourage stronger student academic preparation and curriculum planning in community colleges. In this section, a demographic and performance profile is provided of students who transferred to UCLA as juniors from California community colleges, indicating the following: (1) in fall 1988, 84 TAP students and 395 non-TAP students transferred from Southern California community colleges; (2) 67% of the TAP participants were female; (3) over 98% of TAP students and 87% of the non-TAP students had an entering grade point average (GPA) of 2.8 or above; (4) 69% of those TAP students…