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ARC Research ReportsTsang, S.L., Katz, A., & Stack, J. (2008). Achievement testing for English Language Learners, ready or not?. Education Policy Analysis Archives, 16(1). http://epaa.asu.edu/epaa/v16n1/This study, conducted by ARC Associates in conjunction with the San Francisco Unity School District, examined when assessments of academic achievement are appropriate for English language learners. Leading for Diversity, Fianl Research Report. 1999. (Download)This report provides the findings of the Leading For Diversity Research Project conducted by ARC Associates from 1996-1999. Special Focus: Leading for Diversity. (1999). The Journal of Negro Educaton, 68(4).The five articles in this special issue describe how school leaders in various roles can work to imporve racail/ethnic relations in their schools, particularly when the shcools serve several diverse populations and have histories of conflict or tension related to race and ethnicity. Leading for Diversity: How School Leaders Promote Positive Interethnic Relations. By Rosemary Henze; Anne Katz; Edmundo Norte; Susan Sather; and Ernest Walker. Thousand Oaks, CA: Corwin Press. 2002.This book, based on ARC's Leading for Diversity Research Project, provides models showing how school leadership can promote positive interethnic relations. This book is available at amazon.com. Lucas, T., Henze, R., & Donato, R. (1990). Promoting the Success of Latino Language-Minority Students: An Exoploratory Study of Six High Schools. Harvard Educational Review, 60(3).This research examined six California and Arizona high schools where latino students are achieving academic success and described the key features they found to be integral to the schools's success. Other ReportsRevisiting the Lau Decision: 20 Years After. 1994 (Download)The proceedings of a commemorative symposium examine the legacy of the landmark 1974 Supreme Court ruling in Lau v. Nichols, which defined the right of language minority students to equal education. The event brought together experts from across the country who assessed the impact of the decision on current educational policy. Areas of discussion include social impact, legal/legislative policy, teacher education, the National Standards movement, state frameworks, and instructional practices. Curriculum MaterialsARC publishes a small collection of classroom materials which were developed by our staff or collaborating agencies. Our Stories, Our Lives—Nuestras Historias, Nuestras VidasThese volumes contain a heartwarming collection of stories written by immigrant parents who describe their native countries, cultures, memories of growing up, falling in love, building a family, coming to this country, starting a new life, and struggling to make their dreams for their children come true. The stories grew out of a Title VII project in Oakland in which parents came together every week to explore and record the stories of their lives. The stories are published in both English and Spanish and are accompanied by personal photographs. The writings are dramatic, sad, ironic, humorous and poignant. Above all, they represent the authentic voices of immigrants and celebrate the humanity and wisdom they have to offer to us all. Volume I, 82pp (download) Through Our EyesIn these four volumes of youth writings, urban teens write about the events and people in their lives. Their stories are powerful reading for classrooms, libraries and teacher education classes. Through Our Eyes, Issue One, Young Immigrant Life (download) Chinese Language Arts MaterialsThe Chinese Language Arts curriculum is the result of six years of research, development, and testing and is specifically designed for beginning Chinese language learners in the U.S. This elementary level instructional series is organized in four levels: Introductory Level, Level I, Level II, and Level III. The Introductory Level curriculum contains materials for kindergarten students. Each of the other three levels contains instructional materials for two school years. The curriculum focuses on developing reading and writing skills at the beginning levels. New characters, words, phrases, idioms, and patterns are gradually introduced as the students advance through the series. Language skills are reinforced through exercises in the student workbook. Upon completing the entire series, students will have learned approximately one thousand characters and most of the basic sentence structures in Chinese. With proper adaptations, this curriculum program can serve the needs of students taking Chinese as a second language or as a primary language program while studying English. The materials are written in Chinese unless otherwise noted. Introductory LevelTeacher's HandbookLists objectives, materials, and activities for 30 lessons, each introduces 40 characters for students to reproduce and another 25 characters for recognition. 135pp. (download) Student Workbook(Cross-referenced to the Teacher's Handbook.) This book contains worksheets, games, puzzles and other exercises designed to increase students' ability to recognize and reproduce characters. 153pp, B/W illus. (download) Picture BookContains teaching pictures that accompany the Teacher's Handbook. May be used as a coloring book. 92pp, B/W illus. (download) Level ITeacher's Handbook (B/W illus.)Each volume discusses the philosophy, rationale, and design of notes, and a sequence of oral drills for both Mandarin and Cantonese speakers. Included are sample lesson plans, activities, and step-by-step instructions. Identity (Lessons 1-10), 81 pp (download) Student Workbook (B/W illus.)These three workbooks contain writing practice sheets and comprehension activities. The books are cross-referenced to the readers. Identity (Lessons 1-10), 104pp (download) Student Reader (B/W Illus)The volumes contain 30 lessons corresponding to those in the Teacher's Handbook and introduce basic vocabulary words and sentence structures. New words are introduced with Cantonese and Mandarin Romanization and Mandarin phonetic symbols. Identity (Lessons 1-10), 47pp (download) Level IITeacher's Handbook (B/W illus.)Each volume contains ten lessons. Each lesson has a list of Mandarin and Cantonese speakers, and sample teaching activities. Identity (Lessons 1-10), 82 pp (download) Student Workbook (B/W illus.)Each volume contains character-writing practice sheets and other exercises designed to increase reading and writing skills. Identity (Lessons 1-10), 100pp (download) Student Reader (B/W illus.)Each volume contains ten lessons to evaluate to which students have become familiar with the linguistic aspects of Chinese taught at this level. There is a test for each of the three student readers, to be used following completion of the corresponding lesson. Identity (Lessons 1-10), 41pp (download) Level IIITeacher's Handbook (B/W Illus.)Each volume contains ten lessons. Each lesson has a list of vocabulary, grammatical notes, cultural notes and a sequence of oral drills for both Mandarin and Cantonese speakers. The emphasis at this level is on developing reading and writing skills. Identity (Lessons 1-10) (download) Student Workbook (B/W illus.)Each volume contains character-writing practice sheets and other exercises designed to increase reading and writing skills. Identity (Lessons 1-10), 119pp (download) Student Reader (B/W illus.)Basic vocabulary and sentence structures are introduced. New characters are learned at a pace of thirteen characters per reading selection. The selections range in length from 200 to 300 characters. Selections include incidents in American and Asian American history, Chinese folktales, and contemporary stories. Identity (Lessons 1-10), 61 pp (download) |