This annotated bibliography and index presents nearly 2,000 references that are substantially unique to African or African American teaching and learning. Designed to support teacher education, the bibliography features references that were chosen if they were culturally relevant, recognized the African or African American experience, and drew from the cultural experience of African and African American people. References also had to contribute to the enhancement of teaching and learning, had to be based on empirical research, and had to employ rigorous scholarly analysis, synthesis, and/or theory. Topics included in the index are: African culture; anthropology; bi-racial, inter-racial issues; criminal justice, violence, gangs; curriculum; economics; gender issues; general and miscellaneous; health; history; learning styles and teaching styles; linguistics, language, ebonics; literature and literary criticism; media and popular culture; methodology and pedagogy; philosophy; political science; power teaching/power schools; psychology; racism, bias, and oppression; rites of passage and traditional education; schools, administration, general education issues; science; sex and sexuality; sociology; special education; and spirituality and religion. (SM) Reproductions supplied by EDRS are the best that can be made from the original document.

Annotated Selected Bibliography & Index for Teaching African-American Learners: Culturally Responsive Pedagogy Project.

This study investigated the persistence of non-standard dialect production among 114 African American and White children in grades 3,5, and 7. A dialect shift premise suggests that a large and unif...

Persistence of Non-Standard Dialect in School-Age Children

The objective of this study was to compare and contrast language development in normal and language handicapped school-aged children who speak Spanish as a first language and who have been classified as being of limited English speaking ability The focus of this report will be on the differences and similarities found in the children's first language, Spanish. This investigation was conducted in three phases. First a battery of instruments, including measures of syntax and articulation, was administered to a group of 50 monolingual Spanish speakers aged 3 to 8 in Oaxaca, Mexico, to establish base-line data for the handicapped study In the second phase, a group of 22 language-delayed Spanish speakers was identified in the United States and administered the same instruments and procedures. In the third phase, comparisons were made to a control group of normal children in the United States, comparable in terms of age, sex, ethnicity, socioeconomic status, exposure to English, and language history All instrum...

Language Development in Normal and Language Handicapped Spanish-Speaking Children

.......................................................... ü ACKNOWLEDGEMENTS.............. ..................................iv LIST OF TABLES...................................................vil INTRODUCTION .................................................... 1 M E T H O D S .......................................................... 11 R E S U L T S .......................................................... 13 DISCUSSION........................................................20 REFERENCES........................................................30 APPENDICES........................................................35 Appendix I: Hearing Screening Criteria ..................... 35 Appendix II: Raw D a t a ........................................ 37 Appendix Ila: Subjects included ..................... 43 Appendix Ilb: Students excluded . . . ............... 61 Appendix III: Test Administration and Scoring ............ 77

/pdf/performance-of-blackfeet-indian-children-on-the-fluharty-tlv53bxt33.pdf

Performance of Blackfeet Indian children on the Fluharty Preschool Speech and Language Screening Test

A population of 300 Kindergarteners and fourth graders were asked to perform a series of rote sequencing language tasks which included naming the days of the week, the months of the year, saying the alphabet and counting. The subjects were also asked to name as many colors as they could. Provisional norms for the performance on these tasks were proposed from the data. The data suggest no difference in performance between the sexes in either grade population. Marked improvement in rote sequencing abilities appeared for all tasks between the two grade levels except for naming colors.

/pdf/oral-rote-sequencing-abilities-of-kindergarten-and-fourth-2sn3c2avoz.pdf

Oral Rote Sequencing Abilities of Kindergarten and Fourth-Grade Students

Fifty-four native American children from two reservations (one in North Dakota and one in Arizona), 62 Spanish-speaking children from central-city residency areas (Phoenix and Los Angeles), and 36 ...

Merlin J. Mecham

Papers

Performance of Certain Minority Children on the Utah Test of Language Development.

Enhancing Environments for Children With Cultural-Linguistic Differences