Testing and the Puerto Rican Child: A Practical Guidebook for Psychologists and Teachers September 1981 Carmen M. Rodriguez-Fernandez, B.A., University of Massachusetts; M.Ed. , University of Massachusetts Ed.D., University of Massachusetts Directed by: Professor Gloria Figueroa de Guevara This dissertation consists of two major parts. The first part set down the theoretical foundation for the creation of a guidebook for psychologists and teachers. An extensive and comprehensive review of the literature was completed. It covered the history of testing practices in the United States as it pertains to Hispanic as well as other minority children, an overview of the important legal and legislative responses to the problems of testing, placing and educating Puerto Rican children, and a discussion of the cultural factors which often interfere with the accurate measurement and diagnosis of the learning difficulties of the children. The second part consists of a guidebook with specific guidelines that will enable teachers, psychologists and test administrators in general to become more aware of the particular problems encountered when testing Puerto Rican children and to interpret test results within the context of the cultural diversities of Hispanic children. The guidebook is unique in that it provides readily accessible informa-

Testing and the Puerto Rican child : a practical guidebook for psychologists and teachers.

Preparing school administrators to support effective instruction of English language learners (ELLs) is an important dimension of today’s school leadership programs, yet often difficult to enact. This paper reports a comprehensive needs analysis of a school leadership advanced certificate program carried out by Teaching English to Speakers of Other Languages (TESOL) and school administration faculty. This contributed to a comprehensive understanding of the needs of faculty and candidates in their beliefs and experiences with ELL pedagogy. Implications for collaboration with TESOL faculty to strengthen more effective instruction for ELLs are discussed.

Addressing English Language Learners in the School Leadership Curriculum: Mapping the Terrain.

Alignment Between Secondary Biology Textbooks and Standards for Teaching English Learners: A Content Analysis Joseph Hyrum Hanks Department of Teacher Education Master of Arts The goal of the most recent science education reform movement in the U.S. is science literacy for all Americans. Science literacy among U.S. students remains low, however, as compared with students in other industrialized countries, and is lowest among English Language Learner (ELL) students. Although there are barriers to developing science literacy for all adolescent students, ELL students often experience additional barriers that make developing science literacy even more challenging without support. Because textbooks are often heavily relied upon by secondary science teachers, the opportunity for many ELLs to develop science literacy may depend upon the support for these students included in science textbooks. Many textbook publishers have included textual tools for teaching ELLs in the teacher's editions of science textbooks they claim will help teachers support the learning of ELLs in the ways that are recommended by national standards, which describe appropriate science content, pedagogy, and language supports. These standards, referred to in this study as ELL standards, include the Benchmarks for Science Literacy, the CREDE standards, the WIDA standards, and the TIMSS standards. The purpose of this descriptive qualitative content analysis was to determine how the textual tools for teaching ELLs found in three widely used secondary biology textbooks in the U.S. are aligned with the ELL standards. All textual tools were read, reread, and coded using the ELL standards as a priori coding categories. The results indicate that some of the textual tools in the biology textbooks align with the ELL standards. However, the frequency of alignment between the textual tools and the ELL standards is not high. Further, many of the instances of alignment between the textual tools and the ELL standards are implicit, rather than explicit, indicating that the alignment between them is weak. Finally, many of the textual tools that are aligned with the ELL standards are only aligned with one of the categories within a given standard and ignore other, important, categories. It is recommended that textbook publishers update the textual tools for teaching ELLs in future editions of their textbooks to make them more aligned with the ELL standards. It is further recommended that secondary science teachers be better prepared so they will not have to rely on the textual tools for teaching ELLs in their instruction.

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Alignment Between Secondary Biology Textbooks and Standards for Teaching English Learners: A Content Analysis

A large literature exists on educational technology (instructional methods, materials, and facilities) and language minorities. Language policies--which guide the objectives and use of this technology--are explicit in some areas, like bilinguage policy. There are educational juris-dictions with responsibilities over teaching and learning. Foreign language policies are advocated more than officially recognized, yet the issue is very visible. The role of billingual education in generating language issues for discussion, debate, and policy making can be seen in its impact on other language related areas , such as foreign language instruction, desegregation policies, civil right, promotion of new innovative educational technologies (e.g., language proficiency assessment), TESOL, special education, inter-governmental relations (with Indian peoples, Puerto Rico, and the territories), and, indirectly, as it relates to instruction of Black vernacular English speakers, and instruction of the deaf. It is the (re-)opening of these language issues as they affect a cross section of the U.S. citizenry that is little recognized and, yet, profoundly important. Language permeates social relations, and so is the object of informal, if not formal, policies and norms most notably where there are groups in language contact, but also when language variation is a basis for social differentiation. That many of the works identified here do not deal with these relationships and differentions as they reflect the distribution of power on our society only idicates the youth of a slowly maturing educational language policy, planning, and politics literature.

U.S. Language-in-Education Policy: Issues in Schooling of Language Minorities

Today, most of the researchers have agreed on the importance of classroom environment where students responsible of their own learning. It is important to use modern learning methods with technology to reach this aim in courses. The main purpose of this study is to investigate the effect of using Technology in science courses to investigate 7th grade students’ opinions about Authentic Learning and using technology in science courses. In order to achieve that, a qualitative study was administered with a total of 32 students been in 7th grade. The study was conducted at a public secondary school during the spring term of the 2014-2015 education years in Turkey. At the beginning of the study we implemented Authentic Learning Activities that supported by technology (ALAST) in 7th grade science course for 9 weeks. These activities were \"Publishing a Newspaper\", \"Filming a Short Movie\" and \"Preparing a Mini-Symposium\" After implementation, semi-structured interviews were performed with small group of participants. The obtained data was evaluated by considering the context analysis of interview forms. Results of the study showed that, with ALASTs, students' opinions about authentic learning and technology usage in science class change through to a positive perspective. Students wanted to attend lesson more actively, they realized what authentic learning is and stated out that they can use technology for learning science. Also their opinions developed through using technology in school and out of school life for learning science.

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The Effect of Technology on Students Opinions about Authentic Learning Activities in Science Courses

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Equal Protection for Non-English-Speaking School Children: Lau v. Nichols

[On January 21, 1974, while this Commentary was in page proofs, the United States Supreme Court unanimously reversed the Ninth Circuit's decision and remanded the case to the district court for appropriate relief. The Court did not reach the equal protection issue emphasized in this Commentary, but rather based its holding on the Civil Rights Act of 1964 which is discussed at pages 16869 infra. Surprisingly, the Court did not deal with the difficult issues of statutory interpretation raised by the Civil Rights Act claim. The Court's statutory approach does, in many respects, parallel the equal protection analysis set out below.]

Ellen G. Widess

Papers

Equal Protection for Non-English-Speaking School Children: Lau v. Nichols

Equal protection for Non-English Speaking School Children