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Appendix C
Funded Research Activities
This appendix details the funded research activities related to English-language learners and bilingual education. It includes the following activities:
• | Research funded by the Department of Education, 1980-1995 |
• | National educational research and development centers |
• | The Center for Language Education and Research (1987-1988) |
• | Publications of the National Center for Research on Cultural Diversity and Second-Language Learning |
• | Research on English-language learners funded by the Office of Special Education Programs |
• | A project of the National Science Foundation |
• | Fiscal year 1995 grants to the National Institute for Mental Health and the Department of Health and Human Services |
• | Projects of the other National Institutes of Health |
• | Activities funded by foundations |
• | Activities funded by the Spencer Foundation |
Research Funded By The U.S. Department Of Education,
1980-1995
The following table lists the research activities funded by the Department of Education during 1980-1995.
Page 434
Name | Years Funded | PI/Organization (Principal Researcher) | Total Amount (Dollars) | Managing Office |
Bilingual Fellows | 1988, 1991-92 | Mayatech | 434,712 | OBEMLA |
Inservice Training | 1981, 1983-84 | ARAWAK Consulting Group | 768,385 | OBEMLA |
Benchmark Study | 1995 | Institute for Policy Analysis and Research | 448,221 | OBEMLA |
Field-Initiated Studiesa | 1995 | 683,979 | OBEMLA | |
Development of Teacher Training Models | 1993 | 500 | OBEMLA | |
An Analysis of LEP Students Grant Analysis Study | 1991 | Atlantic Resources Corporation | 20,523 | OBEMLA |
An Aggregation and Analysis of the Title VII Local Education Agency Database | 1991 | Amerind | 45,873 | OBEMLA |
Analysis and Reporting of SEA Data LEPS | 1990 | Atlantic Resources | 258,781 | OBEMLA |
Analysis of the Level of Demand for EACS | 1988 | Atlantic Resources | 140,048 | OBEMLA |
Review of ESL Literature | 1984 | InterAmerica Research Associates | 35,000 | OBEMLA |
Outlying Territories | 1984 | Development Associates | 24,000 | OBEMLA |
Recent Immigrant Study (HOPE) | 1984 | Hope Associates (Esperanza Medina) | 164,373 | OBEMLA |
Dean's Grant Program | 1984 | Carolyn W. Ebel (Carolyn W. Ebel) | 10,000 | OBEMLA |
Descrip. Anal. of Title VII SEA Activities | 1983 | SRA Technologies | 195,433 | OBEMLA |
Native Americans (MESA) | 1983 | MESA Corp. | 167,143 | OBEMLA |
Bilingual Education in Pacific Islands | 1983 | U.S. Human Resources | 159,953 | OBEMLA |
Educational Technology | 1983 | COMSIS | 130,170 | OBEMLA |
Head Start Evaluation Strategies | 1981 | Juarez and Associates (Regino Chavez) | 49,750 | OBEMLA |
Capacity Building Study | 1981 | NTS Research Corporation (Liz Reisner) | 80,000 | OBEMLA |
Projections Study (Interamerica) | 1980 | Interamerica Research Associates | 32,640 | OBEMLA |
Pacific Island Language Groups | 1980 | Interamerica Research Associates | 25,000 | OBEMLA |
A Descriptive Study of the ESEA Title VII Education Services for High School Students | 1994-95 | Development Technologies, Inc. | 299,893 | OBEMLA |
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Name | Years Funded | PI/Organization (Principal Researcher) | Total Amount (Dollars) | Managing Office |
Bilingual Fellows Supply and Demand | 1991-92 | 100,720 | OBEMLA | |
Updating a Database on LEA Participation | 1990-91 | Amerind | 180,557 | OBEMLA |
SEA/LEA Capacity Building | 1989-90 | ARC and Ass. (Yungho Kim, Tamara Lucas) | 411,050 | OBEMLA |
Family English Literacy Program Evaluation | 1989-90 | Atlantic Resources | 490,773 | OBEMLA |
Educational Personnel Training Evaluation | 1989-90 | Research Triangle Institute | 735,466 | OBEMLA |
Exemplary Alternative Programs | 1988-89 | Southwest Educ. Development Lab (Tikunoff) | 794,395 | OBEMLA |
Definization of Letter Contract | 1985-86 | Novcom Systems, Inc. | 205,989 | OBEMLA |
Teacher Language Skills Survey | 1980-82 | InterAmerica Research Associates (Michael O'Malley) | 601,962 | OBEMLA |
Special Issues Analysis Center (SIAC) | 1992-95 | Development Associates | 2,359,013 | OBEMLA |
Descriptive Study of Content-ESL | 1991-94 | Center for Applied Linguistics (CAL) | 929,338 | OBEMLA |
Innovative Approaches Special Issues Analysis Center (SIAC) | 1987-90 1985-89 | Development Ass. COMSIS | 2,596,378 927,482 | OBEMLA OBEMLA |
NAS | 1994-95 | 200,000 | OBEMLA/OERI | |
Small Business Innovation Research (SBIR) | 1991-95 | 1,505,979 | OBEMLA/OERI | |
Recent College Graduates | 1985, 1987, 1990 | Research Triangle Institute | 128,850 | OERI |
Schools and Staffing | 1987 | SRI International | 98,606 | OERI |
Causal Relationships | 1983 | Dept. of Psychology, Yale | 45,000 | OER |
LM&AI Instrument Validation (NCBR) | 1983 | National Center for Bilingual Research (Daniel Ulibarri) | 59,974 | OERI |
English Tense Marking in Vietnamese | 1983 | Center for Applied Linguistics | 50,891 | OERI |
Literacy in Inglewood | 1981 | Department of Education, UCLA (Kathleen Rockhill) | 4,716 | OERI |
Improving the Functional Writing | 1981 | Center for Ethnographic Research (Trueba and Moll) | 125,000 | OERI |
Improving the Functional Writing/Urban | 1981 | University City Science Center, Philadelphia (Morris and Louis) | 136,000 | OERI |
Hispanic and Anglo School Post Office Sy. | 1981 | Jennifer Greene (Jennifer Greene) | 31,420 | OERI |
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Name | Years Funded | PI/Organization (Principal Researcher) | Total Amount (Dollars) | Managing Office |
Comparison Cognitive Monitoring Skills | 1981 | Department of Psychology, Stanford (John Flavell) | 14,776 | OERI |
Acquisition of Literacy Skill in L1-L2 | 1981 | Department of Education, UC Santa Barbara (Susan Goldman) | 32,966 | OERI |
Organization of Chicano Narrative Behavior | 1981 | Educational Testing Service (Richard Duran) | 40,955 | OERI |
Cross Language Research | 1981 | Department of Psychology, UC Riverside (Ovid J. Tzeng) | 50,000 | OERI |
Cognitive Flexibility and Social Skill | 1981 | Department of Psychology, Yale (Kenji Hakuta) | 65,165 | OERI |
Mathematics Learning Style Chinese | 1981 | ARC and Associates (Sau-Lim Tsang) | 31,645 | OERI |
Algebra Clinical Interview Tech. | 1981 | Physics and Astronomy Department, University of Mass., Amherst (Gerace and Mestre) | 31,680 | OERI |
Language Function 3rd Grade Reading Lessons | 1981 | ARC Associates (Larry Guthrie) | 61,001 | OERI |
Development of Writing | 1981 | Department of Education, Arizona State University, Tempe (Carole Edelsky) | 52,318 | OERI |
English Language Use Adolescent Vietnamese Refugees | 1981 | Center for Applied Linguistics (Wolfram and Christian) | 64,891 | OERI |
Lang. Behavior of Puerto Ricans in the U.S. | 1981 | Centro de Estudios Puerto Riquenos (Pedraza Pousada and Bennet) | 62,180 | OERI |
Development of Writing Native American | 1981 | Program in Lang and Lit, College of Education, Univ. of Arizona/Tuscon (Yetta Goodman) | 70,000 | OERI |
Nonverbal Factors in the 1981 Educ. of Chinese | Asian American Studies, SF State University (Malcolm Collier) | 14,478 | OERI | |
Interdependence and Management in Bil C1 | 1981 | School of Education, Stanford (Elizabeth Cohen) | 51,999 | OERI |
Nonverbal Comm. Amerind Children and Teach | 1981 | Native American Research Institute (Paul Greenbaum) | 64,767 | OERI |
Report Series on Local Bil. Ed. Programs | 1981 | E.H. White and Company (Regina Kyle) | 82,893 | OERI |
Assessment of 2nd Language Skills in Puerto Rico | 1980 | Southwest Educational Development Laboratory (Silvia Viera) | 49,433 | OERI |
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Years Funded | PI/Organization (Principal Researcher) | Total Amount (Dollars) | Managing Office | |
Inservice Training Needs Puerto Rico | 1980 | InterAmerican University (Eduardo Rivera Medina) | 242,718 | OERI |
Bilingual Inst. Pract. Non-Public Schools | 1980 | Educational Testing Service (Elford and Woodford) | 133,000 | OERI |
Synthesis of Results of SBIF Study | 1980 | E.H. White and Company (Regina Kyle) | 31,000 | OERI |
Adult Working Class Speakers | 1980 | The Huron Institute (Cancino and Hakuta) | 15,000 | OERI |
School Communicative Competence | 1980 | Graduate School of Education, Fordham (Brause and Bruno) | 60,145 | OERI |
Bilingual Education Strategies | 1983-84 | Ventriglia (Ventriglia) | 152,180 | OERI |
Learning English Through Bilingual Instruction | 1980-81 | School of Education, UC Berkeley (Lily Wong Fillmore) | 436,000 | OERI |
Language and Literacy in Bilingual Instruction | 1980-81 | Southwest Educational Development Laboratory (Domingo Dominguez) | 538,794 | OERI |
Social Context of Learning in Bil. Class | 1980-81 | Graduate School of Education, U.C. Berkeley (Donald Hansen) | 402,000 | OERI |
Language Diversity and Classroom Discourse | 1980-81 | Center for Applied Linguistics (Shuy and Kovac) | 104,830 | OERI |
Bil. Comm. Skills in Classroom Context Pro | 1980-81 | Center for Human Information (Luis Moll) | 103,720 | OERI |
Significant Instructional Features Study | 1980-82 | Far West Laboratory (William J. Tikunoff) | 2,829,609 | OERI |
National Assessment Educ. Progress (NAEP) | 1983-87 | WESTAT | 818,005 | OERI |
Small Business Innovat. Research (SBIR) | 1987-93 | Various | 379,344 | OERI |
National Educational Longitudinal (NELS) | 1984-92 | National Opinion Research | 2,500,000 | OERI |
(NELS) High School and Beyond | 1981-82, 1984 | National Opinion Research (S. Peng, R. Valdivieso) | 890,000 | OERI |
Secondary Students Study | 1983, 1985 | Naomi Gray | 645,790 | PES |
Chapter 1 LEP Students | 1983, 1985-86, 1990-93 | WESTAT/ABT | 798,618 | PES |
English Language Proficiency Study (ELSP) | 1980, 1982-85 | Decision Resources/Bureau of Census (Chester Bowie) | 2,671,150 | PES |
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Name | Years Funded | PI/Organization (Principal Researcher) | Total Amount (Dollars) | Managing Office |
Multifunctional Centers Study | 1986 | Policy Studies Assoc. | 38,881 | PES |
Indian Add On | 1985 | Development Assoc. | 438,591 | PES |
Evaluation of EDACS | 1984 | Pelavin Associates | 104,324 | PES |
DISTAR | 1984 | Pelavin Associates | 83,716 | PES |
Synthesis of Ed Research I | 1984 | Pelavin Associates | 97,229 | PES |
Longitudinal Analysis of the IMPA | 1984 | University of Oregon | 82,157 | PES |
National Long. Descriptive Phase | 1983 | Develop Ass./Research Triangle Institute (Mal Young) | 789,000 | PES |
Clearinghouse Evaluation | 1983 | Pelavin Associates | 92,328 | PES |
NonTitle VII Districts | 1983 | Advanced Technology | 57,681 | PES |
Bilingual Education Formula | 1981 | Applied Urbanetics | 75,000 | PES |
Parental Involvement in 4 Federal Ed. Pro. | 1980 | Systems Development Corp. (Al Robbins) | 310,300 | PES |
Training for Student Placement System Res. | 1980 | Southwest Educational Development Laboratory (Mashito Okada) | 203,708 | PES |
Descriptive Study of Svcs. to LEP Students | 1991-92 | Development Assoc. | 709,000 | PES |
National Academy Review | 1990-91 | National Academy of Sciences | 200,000 | PES |
Parent Attitude Study | 1985-86 | Educational Testing Service | 694,822 | PES |
META Analysis | 1981-82 | National Center for Bilingual Research | 393,000 | PES |
Study of Teaching Training (RMC) | 1981-82 | RMC Research Corporation (David Kaskowitz) | 146,258 | PES |
Development of Data Gathering Models | 1980-81 | InterAmerica Research Associates (Ray Perez) | 410,000 | PES |
Eval. of Classroom Component (CLIC) | 1980-81 | Development Associates (Rene Cardenas) | 82,893 | PES |
Identifying Model Strategies | 1991-93 | Public Studies Associates (PSA) | 477,000 | PES |
Immigrant and Refugee | 1989-91 | COSMOS | 473,240 | PES |
Evaluation Models Study | 1985-87 | SRA Technologies | 940,753 | PES |
Selection Procedures | 1984-86 | Pelavin Associates | 431,209 | PES |
Local Evaluation and | 1989-92 | Development Assoc. (Hopstock, Young, Zehler) | 471,125 | PES |
Improvement Practices | ||||
Immersion Study | 1983-88, 1990 | SRA Technologies/Aguirre Intl. | 4,545,919 | PES |
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Name | Years Funded | PI/Organization (Principal Researcher) | Total Amount (Dollars) | Managing Office |
National Long. Evaluation Impact Phase | 1983-84, 1986, | Development Assoc./Research Triangle Institute (Mal Young) | 4,663,390 | PES |
Synthesis of Ed. Sponsored Research II | 1988-89 | Pelavin Associates | PES |
NOTE: Information used to compile this table came from the U.S. Department of Education, Office of the Under Secretary.
aFollowing are the projects included and total amount for each: Cambridge School SystemAmigos Research ProjectS118,241; Arlington Public Schools (VA)Alternative Assessment in two-way bilingual immersion programsS84,035; University of ChicagoLearning at Home$108,106; George Washington UniversityOasis Oral Assessment of Students in Spanish$69,893; Arlee MontanaWriting Assessment$45,968; Bernalillo Public Schools (NM)Talking Life Experiences and Stories$130,074; IDRA (San Antonio) Early Childhood Model DevelopmentS127,662.
National Educational Research And
Development Centers
(1990-1995)
National Center on Adult Literacy
Director: Daniel Wagner
University of Pennsylvania
3910 Chestnut Street
Philadelphia, PA 19104-3111
• | The Families and Literacy Learning Project |
• | Adult Literacy Programs for Bilingual Populations |
National Center for Research on Cultural
Diversity and Second Language Learning
Director: Barry McLaughlin
University of California at Santa Cruz
141 Clark Kerr Hall
Santa Cruz, CA 95064
• | Matches and Mismatches in Family and School Discourse: Consequences for School Achievement in Hispanic and Anglo Children from Low-Income Families |
• | Parent-Child Conversations and Children's Linguistic and Conceptual Development: Effects of Language and Culture |
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• | Socialization of Scientific Discourse in Samoan-American Households |
• | The Development of Effective Education in Native American Culture |
• | Assisting the Literacy Development of Spanish-Speaking Students |
• | Funds of Knowledge for Teaching |
• | Korean-American Literacy Practices |
• | Language Instruction for LEP Children |
• | Two-Way Bilingual Education: Learning and Understanding Two Different Languages in the Same Sociocultural Context |
• | Discourse Strategies in Cooperative Learning Settings |
• | The Academic Consequences of Untracking Low Achieving Students |
• | The Role of Sociocultural, Instructional, and Motivational Factors in the Development of Higher Order Cognitive Processes in Mathematics Among Language Minority Students |
• | Integrating Language and Culture in Social Studies |
• | Cheche Konnen: Case Studies in Scientific Sense-Making |
• | Diagnostic and Dynamic Assessment of Comprehension and Reasoning Skills |
• | Assessing Academic Language of Language Minority Students |
• | Context-based and Interactive Approaches to Assessment Study |
Center for Research on the Education of Students Placed at Risk
Co-Director: Robert E. Slavin
Johns Hopkins University
CSOC, 3505 North Charles Street
Baltimore, MD 21219
Co-Director: A. Wade Boykin
Howard University
Department of Psychology
Washington, D.C. 20059
• | Effective Bilingual Education |
• | Effective American Indian Education |
Center on Families, Communities, Schools and Children's Learning
Co-Directors: Don Davies and Joyce Epstein
Boston University
605 Commonwealth Avenue
Boston, MA 02215
• | National Support Systems: Impact on Puerto Rican Families, Communities, and Schools |
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The National Research Center on the Gifted and Talented
Director: Joseph Renzulli
University of Connecticut
362 Fairfield Road U-7
Storrs, CT 06269-2007
• | An Investigation of Giftedness in Economically Disadvantaged and Limited-English Proficiency Students |
National Research Center on Literature Teaching and Learning
Director: Arthur N. Applebee
State University of New York at Albany
School of Education
1400 Washington Avenue
Albany, NY 12222
• | Teaching the Process of Literary Understanding |
• | The Role of Literature in the School Experiences of 4- to 7-Year-Old Children: A Longitudinal Study |
• | Multicultural Awareness in Multiethnic Schools: Linking Organizational and Individual Perspectives in Literature |
• | Cross-Cultural Responses to Literature |
National Center for Research in Mathematical Sciences Education
Director: Thomas Romberg
University of Wisconsin
Wisconsin Center for Education Research
1025 West Johnson Street
Madison, WI 53706
• | Implementation of Reform |
The Policy Center of the Consortium for Policy Research in Education
Director: Susan Fuhrman
Rutgers University
86 Clifton Avenue
New Brunswick, NJ 08901-1568
• | Categorical Programs |
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National Reading Research Center
Co-Directors: Donna E. Alvermann and John T. Guthrie
University of Georgia
318 Aderhold Hall
Athens, GA 30602-7125
• | Extending the Classroom Use of Shared Reading to the Home Environment of Culturally and Linguistically Diverse Students |
• | Literacy Behaviors in a Kindergarten Bilingual Classroom. |
• | Portfolios Across Sites and Cultural Contexts |
National Center for Science Teaching and Learning
Co-Directors: Arthur L. White and Michael H. Klapper
Ohio State University
1929 Kenny Road
Columbus, OH 43210-1015
• | Japanese Sojourners' Learning Strategies |
• | Hispanic Culture and Science Learning |
• | Construction and Validation of an Articulated Assessment Package to Evaluate Achievement and Attitudes Related to Integrated Science and Mathematics Education for Anglo and Hispanic Elementary School Students |
National Center for Research on Teacher Learning
Co-Directors: Robert E. Floden and G. Williamson McDiarmid
Michigan State University
College of Education
116 Erikson
East Lansing, MI 48824-1034
• | Learning About Diverse Learners |
National Center for the Study of Writing and Literacy
Director: Sarah W. Freedman
University of California at Berkeley
School of Education
5513 Tolman Hall
Berkeley, CA 94720
• | Diversity and Literacy Development in the Early Years |
• | The Oral and Written Language Growth on Non-English Background Secondary Students |
• | Literacy Learning/Writing in the Multicultural Secondary Classroom |
• | Cultural Models of Literacy: A Comparative Study |
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Center For Language Education And Research
(1985-1989)
Academic Knowledge Base
Improving Reading Instruction and Text Comprehension for Language Minority Students. C. Valadez, (University of California, Los Angeles); A. Padilla, UCLA.
Reading Achievement Among Language Minority Students. R. Duran, UC-Santa Barbara.
Dialogue Journals as a Research and Pedagogical Tool with Language Minority Students. J.K. Peyton, (Center for Applied Linguistics, CAL).
Improving Reasoning Skills. R. Duran, UC-Santa Barbara.
Language and Problem Solving in Secondary School Science Classes. G. Spanos, CAL; J. Crandall, CAL.
Processes and Significant Features of Cooperative Learning Programs. E. Jacob, CAL.
The Adjunct Model of Language Instruction for Language Minority University Students. M.A. Snow, UCLA; D. Brinton, UCLA.
Written and Spoken Language Differences in Bilingual Elementary School Children. V. Flashner, UCLA.
Scaffolded Classroom Interaction and Its Relation to Second Language Acquisition for Language Minority Students. B. Hawkins, UCLA.
Professional Development
Preparation and Implementation of the Professional Development Program. C. Valadez, UCLA; J. Crandall, CAL.
Developing an Information and Support Network of Educators of Language Minority Students. J. Crandall, CAL; D. Christian, CAL.
Helping Pre-Service Teacher Training in Bilingual Education and ESL Credential Programs to Meet the Needs of Teachers in the Field. C. Valadez, UCLA.
Improvement of Content of Materials, Curricula, and Programs
Materials, Curriculum, and Programs for Language Minority Educators. C. Valadez, UCLA.
Materials, Curricula, and Programs for Second Language Education. D. Christian, CAL.
Linguistic and Metalinguistic Underpinnings of Academic Learning
Cross Language Transfer of School Skills and Metalinguistic Skills in Bilingual Program Students. K. Hakuta, UC-Santa Cruz
Page 444
Contextualized and Decontextualized Language Skills. C. Snow, Harvard.
Question Strategies in a Second Language: Learning and Teaching Effective Question Strategies. K. Lindholm, UCLA.
Academic Language Talk: Significant Features in the Responses of L1/L2 ''Effective Communicators." C. Simich-Dudgeon, CAL.
Syntactic and Semantic Processing in Second Language Learners. E. Cascallar, UCLA.
Second-Language Instructional Programs
National Survey of Elementary and Secondary Foreign Language Programs. N. Rhodes, CAL.
Definition of an Immersion Methodology. J. Galvan, UCLA.
Comparison of FLES and Immersion Programs. N. Rhodes, CAL.
Development of Assessment Instruments. C. Stansfield, CAL.
The Effects of Proficiency-Oriented Adaptation of Textbooks and Instructional Practices on Student Foreign Language Learners. C. Stansfield, CAL.
Language Attrition
Follow-up of Spanish Immersion Program Graduates. J. Galvan, UCLA.
Extent and Nature of Language Skill Loss Following Training Programs. C. Stansfield, CAL.
Relations Across Linguistic Minority and Second-Language Programs:
Survey of Bilingual Immersion Programs. K. Lindholm, UCLA.
The "Good Learner" of English in Two Settings. M. McGroarty, UCLA.
Evaluation of Existing Interlocking Programs at Elementary and at High School Levels. K. Lindholm, UCLA.
Implementation and Evaluation of New Language Education and Academic Progress Programs. K. Lindholm, UCLA.
Publications Of The National Center For Research On
Cultural Diversity And Second-Language Learning
Sociological Foundations Supporting the Study of Cultural Diversity by H. Mehan.
Instructional Conversation: Teaching and Learning in Social Activity by R.G. Tharp and R. Gallimore.
Appropriating Scientific Discourse: Findings from Language Minority Classrooms by A.S. Rosebery, B. Warren, and F.R. Conant.
Untracking and College Enrollment by H. Mehan et al.
Page 445
Mathematics and Middle School Students of Mexican Descent: The Effects of Thematically Integrated Instruction by R. Henderson and E. Landesman.
Moving in and out of Bilingualism: Investigating Native Language Maintenance and Shift in Mexican-Descent Children by L. Pease-Alvarez.
Two-Way Bilingual Education: A Progress Report on the Amigos Program by M. Cazabon, W. Lambert, and G. Hall.
Literacy Practices in Two Korean-American Communities by R. Scarcella and K. Chin.
Teachers' Beliefs about Reading Assessment with Latino Language Minority Students by R. Rueda and E. Garcia.
Tracking Untracking: The Consequences of Placing Low Track Students in High Track Classes by H. Mehan, L. Hubbard, A. Lintz, and I. Villanueva.
Students' View of the Amigos Program by W. Lambert and M. Cazabon.
Enacting Instructional Conversation with Spanish-Speaking Students in Middle School Mathematics by S. Dalton and J. Sison.
Verbal Comprehension and Reasoning Skills of Latino High School Students by R. Duran, R. Revlin, and D. Havill.
"This Question Is Just Too, Too Easy!" Perspectives from the Classroom on Accountability in Science by B. Warren and A. Rosebery.
Conceptualizing Academic Language by N. Rhodes and J. Solomon.
Syncretic Literacy: Multiculturalism in Samoan American Families by A. Duranti and E. Ochs.
Office Of Special Education Programs Research On
English-Language Learners
Development and Validation of an Evaluation Instrument to Measure Instructional Effectiveness of Bilingual Special Education Programs
Principal Investigator: Carmen Arreaga-Mayer
Beginning Date: 8/1/90
Ending Date: 7/31/93
A Comparative Study of Language and Learning Disabilities Across Chinese and Hispanic Language Minority Groups
Principal Investigator: Ji Mei Chang
Beginning Date: 9/1/91
Ending Date: 2/28/93
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Program Effectiveness for Culturally and Linguistically Different Exceptional Students
Principal Investigator: Jozi DeLeon
Beginning Date: 10/1/91
Ending Date: 3/31/93
The Language Minority Student and Special Education: A Multi-Faceted Study
Principal Investigator: Russell Gersten
Beginning Date: 9/15/90
Ending Date: 9/14/93
A Descriptive Study of Collaboration Between Bilingual and Special Educators
Principal Investigator: Kathleen C. Harris
Beginning Date: 10/1/91
Ending Date: 3/21/93
Parent-Professional Partnership: Minority Parents' Participation in the Educational Process
Principal Investigator: Elizabeth Harry
Beginning Date: 7/1/89
Ending Date: 6/30/92
Enhancing the Delivery of Services to Black Special Education Students from Non-Standard English Backgrounds
Principal Investigator: Elizabeth Harry; Margaret McLaughlin
Beginning Date: 8/1/90
Ending Date: 7/31/93
Alternative Special Education Assessment of Urban Minority Students Principal Investigator: Jacqueline Jones
Beginning Date: 10/1/91
Ending Date: 12/31/92
Proactive Schooling: Preventing Dropout in Highest Risk Adolescents Principal Investigator: Kathy Larson
Beginning Date: 10/1/90
Ending Date: 8/31/95
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Literacy Intervention in At-Risk Hispanic Learning Handicapped Inner-City Adolescents: A Pilot Study
Principal Investigator: Agnes Lin
Beginning Date: 10/1/91
Ending Date: 11/30/92
Reducing Cultural Misunderstanding in Schools and Related Service Settings
Principal Investigator: Cheryl Mattingly
Beginning Date: 9/1/90
Ending Date: 8/30/93
Promoting Literacy Through Ecobehavioral Assessment and Class-wide Peer Tutoring for Racial/Ethnic Limited English Proficient Minority
Students with Disabilities
Principal Investigator: Carmen Arreaga-Mayer
Beginning Date: 6/01/94
Ending Date: 7/31/97
Parental Involvement in Literacy Instruction: Perceptions of Hispanic Parents of Children with Learning Disabilities
Principal Investigator: Marie Hushes
Beginning Date: 8/15/94
Ending Date: 8/14/95
Comprehensible and Comprehensive Instruction for Language Minority Students with Learning Disabilities
Principal Investigator: Robert Jimenez
Beginning Date: 6/01/94
Ending Date: 5/31/95
Influences Affecting Southeast Asian Perceptions of Special Education in the U.S.
Principal Investigator: Juan C. Rodriguez
Beginning Date: 9/01/93
Ending Date: 8/31/95
Page 448
National Science Foundation
Language Acquisition in Science Education for Rural Schools
Principal Investigator: Patricia L. Stoddart
Associate Investigators: Roberta M. Jaffe; Lucinda Pease-Alvarez
Performing Organization: University of California-Santa Cruz, Department of
Studies in Education, Santa Cruz, CA 95064
Summary: This project focuses on implementing systemic change in the teaching of elementary school science to bilingual students so that they have access to a challenging science curriculum that builds on their cultural and linguistic resources. In achieving this aim, the program will become a vehicle for integrating, restructuring, and enhancing the science curriculum and language development programs in seven school districts and for establishing links to the Latino families and rural agricultural communities from which students come. The locus of the project activities will be the school site. The staff development program will be tailored to address school and district priorities, and will support teachers in the implementation and planning of a comprehensive science curriculum that addresses content and language development goals. In addition, the evaluation of the project will include a research component designed to gather information that will help teachers forge links between learning science and doing science in an authentic context that relates to students' scientific conceptions, language, and culture.
National Institute For Mental Health
Fiscal Year 1995 Grants
Grammar and Processing Anaphoric Pronouns
William J. Badecker
The Johns Hopkins University
Baltimore, MD
Award: $88,413
Working Memory in Visual Reasoning and Language
Patricia A. Carpenter
Carnegie-Mellon University
Pittsburgh, PA
Award: $101,936
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Biological Foundations of Vocal Learning
Robert J. Dooling
University of Maryland, College Park
College Park, MD
Award: $89,891
Affective and Linguistic Functions of Prosody
Anne Fernald
Stanford University
Stanford, CA
Award: $172,281
Early Changes in Lexical Processing
Lisa Gershkoff-Stowe
Indiana University
Bloomington, IN
Award: $13,008
Privileged Information in Linguistic Communication
Boaz Keysar
University of Chicago
Chicago, IL
Award: $65,797
Study of Sentence Processing
Reiko Mazuka
Duke University
Durham, NC
Award: $112,355
Causes and Consequences of Lexical Activation
Arthur G. Samuel
State University of New York
Stony Brook, NY
Award: $113,637
Normal and Disordered Language Processing
Mark S. Seidenberg
University of Southern California
Los Angeles, CA
Award: $101,745
Page 450
Prosodic and Syntactic Structure in Sentence Comprehension
Shari R. Speer
Northeastern University
Boston, MA
Award: $102,300
Phonetic Category Structure and Lexical Access in Aphasia
Jennifer A. Utman
Brown University
Providence, RI
Award: $13,008
Other National Institutes Of Health
The Development of Phonetic Categories
Principal Investigator: James E. Flege
Performing Organization: University of Alabama, Birmingham, Alabama
Sponsored by the National Institute on Deafness and Other Communication Disorders
It is widely believed that a critical period exists for second-language (L2) speech learning. However, the actual cause(s) of foreign accent remain uncertain. The research proposed here will evaluate a model that attempts to account for age-related changes in bilinguals' production and perception of vowels and consonants ("sounds") in their L2 and in their native language (L1).
Language and Literacy in Bilingual Children
Principal Investigator: D. Kimbrough Oller
Performing Organization: University of Miami Coral Gables, Coral Gables, Florida
Sponsored by National Institute of Child Health and Human Development
The proposed research will consist of a linguistically diverse, proactive investigation of the effects of social and linguistic backgrounds of children on learning under two widely different training methods.
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Foundations
(1994)
Grants are listed in the 1994 annual reports of these foundations.
The John D. and Catherine T. MacArthur Foundation
Research
Explicit
National Academy of Sciences, Washington, D.C.
$75,000
Implicit
Hispanic Human Resources, West Palm Beach, FL
Socioeconomic study of the Hispanic community
$20,000
Partial Research
Explicit
Youth Guidance, Chicago, IL
To test the Comer program in Chicago schools
$750,000 over 3 years
Implicit
U.S. Committee for Refugees, Washington, D.C.
To protect rights of refugees in the United States by monitoring, among other things, public education
$300,000 over 3 years
School Board of Palm Beach County, FL
Conflict resolution program in English, Spanish, and Creole
$182,000
Nonresearch
Explicit
ASPIRA, Inc. of Chicago, IL
Preparing parents as teachers and leaders in North Side High Schools with large Latino populations
$90,000 over 3 years
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Hugo N. Morales, Fresno, Ca
Radio Bilingue, the first bilingual public radio network in the United States
$30,000-$75,000
Implicit
NALEO Educational Fund, Los Angeles, California
Provides leadership development activities for Latino men and women
$50,000 over 2 years
Support Center of Chicago
To incorporate the Latino Capacity Building Program
$5,000
Mexican Fine Arts Center Museum, Chicago, IL
Nation's first Latin American performing arts festival
$225,000
Art Institute of Chicago
To improve its capacity to serve African-American and Latino audiences
$925,000
Hispanic Housing Development Corporation, Chicago, IL
Development of the Teresa and Hipolito Roldan Career Development Program
$45,000
Palm Beach County Literacy Coalition, Delray Beach, FL
Job specific literacy and English-language skills for health service workers
$102,000
Spencer Foundation
Research
Explicit
Marcia Farr
Language, Literacy and Gender: Oral Traditions and Literacy Practices Among Mexican Immigrant Families
$265,000 over 3 years
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Robert K. Fullwinder
Multicultural education as moral education
$86,500 over 18 months
Sara Harkness and Charles McAfee Super
Parental ethnotheories, cultural practices, and the transition to school
$442,650 over 3 years
Lucinda Pease-Alvarez and Kenji Hakuta
Language maintenance and shift in early adolescence
$187,500 over 3 years
Deborah A. Phillips
Partial support of the Committee to Develop a Research Agenda on the Education of Limited-English-Proficient and Bilingual Students
$150,000 over 20 months
Alejandro Portes
Children of immigrants: the adaptation process of the second generation
$339,000 over 20 months
Sandra R. Schecter and Robert Bayley
Family language environment and bilingual development: toward an integrated maintenance model
$90,200 over 18 months
Nancy A. Budwig
The impact of early language input on children's discourse: implications for school participation
$12,000
Cynthia Brock
Exploring a second-language learner's opportunities for literacy learning in a mainstream classroom
Jane Herman
Cross-linguistic transfer among bilingual kindergartners learning to read
Gigliana Melzi
Developing narrative voice: conversations between Latino mothers and their preschool children
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Cynthia Helen Brock
Literacy and second-language acquisition at the elementary level
$18,000
Implicit
Sophia A. Villenas
Latina immigrants in rural North Carolina: women constructing education in new communities
Spencer Postdoctoral Fellowships
Research
Implicit
Judith N. Moschkovich
The construction of mathematical meaning in bilingual conversations
$35,000
A.L. Mailman Family Foundation
Partial Research
Implicit
The Children's Foundation Washington, D.C.
Create and field test publications and materials for Hispanic child care providers
$20,000
Charles Steward Mott Foundation
Nonresearch
Explicit
Latino Institute, Chicago, IL
School reform project in the 132 Chicago public schools with Hispanic majorities
$50,000
Multicultural Education, Training and Advocacy, Inc., San Francisco, CATo improve public education by empowering immigrant and native-born minority parents
$150,000
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Pew Charitable Trusts
Nonresearch
Explicit
Accion Communal Latino Americana de Montgomery County, Norristown, PA
Providing supplementary education to low-income Latino children
$100,000 over 2 years
Implicit
Japanese American Cultural and Community Center, Los Angeles, CA
International cultural exchange in the performing arts
$55,000 over 9 months
Taller Puertorriqueno, Inc., Philadelphia, PA
To form a national network of Latino arts stores
$30,000 over 6 months
California Tomorrow, San Francisco
For the dissemination of the Education for a Diverse Society Project
$150,000 over 2 years
New England Board of Higher Education, Boston, MA
To increase the numbers of Latinos, African Americans, and Native Americans in the teaching profession
$400,000 over 3 years
David and Lucile Packard Foundation
Nonresearch
Explicit
Big Brothers/Big Sisters of Santa Cruz County
Bilingual after-school tutoring
$30,000
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Implicit
Stanford University
To improve translation services in health care settings for non-English-speaking Americans
$300,868
Self Reliance Foundation, Santa Fe, NM
For U.S. national Spanish-language radio programs on family planning and women's reproductive rights
$13,300
Sequoia Union School District, Redwood City, CA
For immigrant education program at Sequoia High School
$57,014
Family and Community Enrichment Services, Belmont, CA
Las Familias Unidas program for Latino youth and their families in Sequoia High School District
$32,000
Hispanos Unidos, Redwood City, CA
Teatro Juvenil, an after-school theater program for Latino youth
$31,310
Santa Cruz Barrios Unidos, Santa Cruz, CA
To prevent violence and gang involvement among Latino youth
$55,000
Carnegie Corporation of New York
Research
Explicit
Stanford University
A report on federal education programs for limited-English-proficient students
$165,000 over 16 months
The Latino Institute, Chicago, IL
Toward the Latino Urban Policy Agenda Project
$225,000 over 3 years
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Implicit
Yale University
To test both the Comer and Zigler methods
$350,000 over 2 years
Partial Research
Implicit
Puerto Rican Legal Defense and Education Fund, New York, NY
To make high-quality education available to Puerto Ricans
$450,000 over 3 years
National Council of La Raza, L.A., CA
For work with Hispanic school-aged children in increasing their educational success
$300,000 over 2 years
Big Brothers/Big Sisters of America, Philadelphia, PA
To plan a national strategy to reach and serve Hispanic children and adolescents
$25,000
Southwest Voter Research Institute, San Antonio, TX
Toward a citizenship project for Hispanic immigrants
$75,000
Nonresearch
Explicit
Avance, San Antonio, TX
Parent-child education program, including English-language classes
$350,000 over 2 years
National Board for Professional Teaching Standards, Detroit, MI
To offer certificates in 33 fields, including special certificates for work with limited-English-proficient children
$1,000,000
Implicit
Latino Issues Forum, San Francisco, CA
Toward public education to encourage naturalization among legal immigrants
$25,000
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Puerto Rican Legal Defense and Education Fund, NY, NY
Toward institutional strengthening in public education and media advocacy
$25,000
Ford Foundation
Research
Explicit
National Coalition of Advocates for Students
$150,000
National Immigration Forum
$535,000
Partial Research
Explicit
Multicultural Education and Training Advocacy (META) Project
$160,000
Implicit
Refugees International
$150,000
National Community College Hispanic Council
$175,000
Nonresearch
Explicit
Mexican American Legal Defense and Education Fund
$1,425,000
American Bar Association Fund for Justice and Education
$190,000
Implicit
Congressional Hispanic Caucus Institute
$400,000
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Cuban American National Council
$190,000
Institute for Puerto Rican Policy
$230,000
Latino Institute
$300,000
National Hispanic Leadership Institute
$75,000
National Puerto Rican Coalition
$340,000
National Puerto Rican Forum
$25,000
United Latino Fund
$200,000
Chicago Coalition for Immigrant and Refugee Protection
$175,000
Coalition for Humane Immigrant Rights of Los Angeles
$160,000
Coalition for Immigrant and Refugee Rights and Services
$145,000
Haitian Refugee Center/Sant Refijie Ayisyin
$250,000
Immigration and Refugee Services of America
$500,000
Massachusetts Immigration and Refugee Advocacy Coalition
$50,000
New York Immigration Coalition
$145,000
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Andrew W. Mellon Foundation
Research
Explicit
Michigan State University
For research on the adaptation of the children of recent immigrants
$130,000
Implicit
American Historical Association
To create a guide to manuscript collections in U.S. repositories relating to Spanish colonial presence in the New World, 1492-1900
$125,000
Leadership Education for Asian Pacifics, Inc.
For policy research on Asian Pacific immigrants
$225,000
Association of Research Libraries
To coordinate a North American distributed network-based system of library acquisitions and document delivery in Latin American studies
$90,000
Partial Research
Explicit
California State University at Long Beach
In support of programs on immigrant education
$615,000
California Tomorrow
In support of programs on immigrant education
$615,000
Center for Applied Linguistics
In support of programs on immigrant education
$640,000
Intercultural Development Research Association
In support of programs on immigrant education
$506,000
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National Coalition of Advocates for Students
In support of programs on immigrant education
$300,000
University of Maryland at Baltimore County
In support of programs on immigratn education
$433,000
Implicit
University of California, Berkeley
To develop a research network and linked electronic library system with five Chilean libraries
$300,00
University of New Mexico
To create an online database relating to Latin American and Caribbean countries
$200,000
University of Texas at Austin
To develop its Latin American Network Information Center
$500,000
Nonresearch
Explicit
Brown University
To support activities for school district superintendents working with limited-English-proficient populations
$150,000
Implicit
University of Houston
To improve publishing operations and organizational capacities of Arte Publico Press
$380,000
New York Community Trust
To assist immigrants and related groups in New York
$50,000
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New York Immigration Coalition
For its project Improving Newcomer Access to City Services
$50,000
William and Flora Hewlett Foundation
Nonresearch
Explicit
Ravenswood City School District
To purchase native-language library materials
$100,000
Implicit
Arizona State University Foundation
For the Expanding Minority Opportunities program
$5,000
California Tomorrow
For the Education for a Diverse Society/School Restructuring project
$75,000
Center for Third World Organizing
For the multicultural leadership development project
$50,000
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Summary | |||
Foundation | Total Grants | Education Grants | |
Ford | $285,700,000 | $46,300,000 | |
Pew | 172,815,600 | 31,275,000 | |
Mott | 49,031,000 | ||
Lilly | 98,300,000 | 27,500,000 | |
Carnegie | 53,152,574 | 22,866,0331 | |
Packard | 62,746,000 | ||
Exxon | 53,759,042 | 23,894,8672 | |
Russell Sage | |||
MacArthur | 735,900,000 | 47,800,0003 | |
Spencer | 12,990,000 | 12,990,0004 | |
Mott | |||
Mailman | 967,340 | ||
Mellon | 119,480,950 | 53,801,5505 | |
Hewlett | 39,330,008 | 10,713,000 | |
McDonnell | 21,791,551 | 6,000,9676 |
1Figure is for programs on children and youth.
2Breaks down into $3,504,511 for higher education, $962,989 for precollege education, and an additional $19,427,367 from the Exxon Education Foundation.
3Figures for MacArthur are for the period 1990-1994.
4It seems that all of the Spencer Foundation's grants went to education-related efforts.
5Figure is for higher education and scholarship ($45,683,700) plus literacy ($8,117,850).
6These figures may be inaccurate, since the relevant information was not clearly labeled.
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Spencer Foundation:
Small Research Grants And Fellowships Relating To
Language/Literacy And Education
1992
Small Grants
*Lourdes Diaz Soto, Lehigh University
Bilingual Families as Educators
$7,500
Dissertation-Year Fellowships
Angela R. Wiley, Clark University
Parental Values and the Child's Creation of a Culturally Relevant Self: Language as Mediation
$15,000
1993
Small Grants
*Aydin Durgunoglu and P. David Pearson, University of Illinois at Urbana
Language and Literacy Development of Spanish-Speaking Students
$7,500
Lucia A. French
Language Demands Associated with Schooling: A Perspective From Korea
$7,500
Dissertation Fellowships
Margaret Bender, University of Chicago
Contemporary Uses of the Cherokee Syllabary: The Meanings of Writing and of the Written Word in Cherokee
$15,000
*Miguel Lopez, University of California, Berkeley
English Literacy Acquisition Among Southeast Asian Children in Classroom Contexts
$15,000
1994
Small Research Grants
Denise A. Davidson, Loyola University of Chicago
Bilingual Language Development in Young Children
$9,250
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John W. DuBois, University of California, Santa Barbara
Analyzing Bilingual Children's Understanding of Reading Comprehension: Questions Involving Source of Knowledge and Perspective
$5,000
William E. Nagy and Erica F. McClure, University of Illinois Urbana-Champaign
Linguistic Transfer and the Acquisition of English Vocabulary by Spanish-Speaking Students
$8,110
Dissertation Fellowships
*Thomas Mario Kalmar, Harvard University
Adult Biliteracy: The Case of the Cobden Glossaries
$15,000
Postdoctoral Fellowships
*G.Genevieve Patthey-Chavez, Los Angeles City College
School and Home Language Socialization: Understanding the Experiences of Latino Children
$40,000
1995
Small Grants
*Irene-Anna Diakidoy and Stella Vosniadov, University of South Dakota Lakota/Dakota Children's Knowledge Acquisition in Astronomy $12,000
Dissertation Fellowships
Cynthia Brock, Michigan State University
Exploring a Second-Language Learner's Opportunities for Literacy Learning in a Mainstream Classroom
$15,000
Jane Herman, Harvard University
Cross-Linguistic Transfer among Bilingual Kindergartners Learning to Read
$15,000
*Indicates minority scholar.
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