Provides annotations, sources, and bibliographical data for 11 resources which represent a cross section of research from 1966 to the present for elementary classroom science teachers on effective teaching in bilingual/multicultural classrooms. (NEC)

Examines relationships among self-concept, biliteracy, and type of reading and language instruction received by 51 second-grade Athens, Ohio, children in a bilingual setting. Supports position that accepting self-concept as a component in curricular goals and methods, materials, and techniques selection frees students and teachers to pursue…

Describes follow-up survey of 71 graduates from University of Texas San Antonio's Title VII Bilingual Education training project. Findings support emphasis on extra-curricular training activities. Perceived areas of weakness include math and science methods. Overall, ex-trainees maintain strong positive attitudes toward bilingual education despite…

Evaluates metalinguistic awareness and cognitive functioning of 23 bilingual and 23 monolingual mildly retarded students. Results indicate bilingual subjects did not outperform monolingual subjects on neo-Piagetian measure of conservation, although there were differences on metalinguistic tasks. Discusses results in relation to current theories of…

Applies findings from 1978 Children's English and Services Study to the 1980 census. Estimates a minimum of 3,400,000 childen are limited in English language skills needed to succeed in schools designed for English-speaking majority children. Emphasizes necessity to understand differences in estimates to appreciate extent of need for special…

Proposes three basic orientations toward language and its role in society: language-as-problem, language-as-right, and language-as-resource. Considers bilingual education in framework of these orientations. Sees the development and elaboration of a language-resource orientation as important for the integration of bilingual education into a…

Evidence for transfer of prior knowledge across first and second language inputs was shown when 211 kindergarten through sixth grade students, both monolingual English and Spanish/English speakers, were presented Aesop's fables and were tested for retelling the fables, responding to questions about fable character's motives, and extracting lessons…

A bilingual first grade teacher and bilingual teacher educator share how they collaborated in a learning and teaching experience to facilitate, guide, and evaluate bilingual children's literacy and biliteracy development using journal writing. Tables outline directions, questions, solutions, and insights for establishing a daily journal writing…

Addresses the need for inclusion of minority perspectives in public school educational policy and decision making process. Describes a utility based discrepancy analysis model designed to facilitate the inclusion and management of multiple perspectives. Examples from school settings illustrate school administrator response to minority concerns in…

To obtain reliable and valid measures of cognitive development in group settings, the Test of Logical Thinking, a paper-and pencil test of formal reasoning ability, was developed. It was administered to high school stuents, and alternate forms were then devised. Applications are discussed. (MNS)

Attitudes toward science of 654 pupils aged 14-15 were assessed, and relationships between attitude and locality, achievement, and sex studied. Achievement was mildly correlated with attitude, but locality and sex had no influence. Other findings are also discussed. (MNS)

A group test of formal thinking was administered to all grade 11 entrants in National High Schools in Papua New Guinea, and readministered two years later. Only 8 percent operated formally on the initial test; two years later, 18 percent were operating formally and 37 percent were at a transition stage. (MNS)

This study sought to obtain insight into the pattern of relationships between students' achievement in science and study behavior variables. Surveyed were 17-year-olds in the science stream of two secondary schools in Kuala Lumpur. Sex differences were found. (MNS)

Twenty-nine students in grades four, six, and eight were asked to find solutions to fraction equivalence problems and to verify their solutions using discrete material. Discontinuities were observed between strategies students used for producing solutions and supporting knowledge grounded in physical reality. (Author/MNS)

Three different models with continuous materials, discontinuous materials, and number lines were used to study the operation concept in six investigations on multiplication with fractions with pupils aged 11-12 in a Penang International School. All approaches could be understood by pupils, but they preferred the area and fractional models. (MNS)