Bibliography: Martin Luther King (page 21 of 26)

This bibliography is reformatted and customized by the Center for Positive Practices for the Black Lives & Me website. Some of the authors featured on this page include M. Donald Thomas, Iowa City. Iowa Univ., Teresa Marie Lewis, Arlington Center for Applied Linguistics, Urbana ERIC Clearinghouse on Reading and Communication Skills, Washington Congress of the U.S., John A. Niemi, Edward J. Nussel, Jeri Pamela Richardson, and Steven A. Heller.

Congress of the U.S., Washington, DC. House Select Committee on Children, Youth, and Families. (1988). Children and Families in Poverty: The Struggle to Survive. Hearing before the Select Committee on Children, Youth, and Families. House of Representatives, One Hundredth Congress, Second Session. This document comprises the testimonies presented at this hearing and related documents. A new study on trends in family income in the United States from 1970 to 1986, prepared in the Congressional Budget Office, is included, as is a fact sheet on children and families in poverty. Millions of children and families have been left out of the so-called "economic recovery": despite many months of economic expansion, almost 13 million children remain in poverty. The testimonies of the following people are included: (1) Madgelean Bush, executive director, Martin Luther King, Jr., Community Center; (2) Yvonne V. Delk, executive director, Office for Church in Society, United Church of Christ; (3) Robert Greenstein, director, Center on Budget and Policy Priorities; (4) Jonathan Kozol, author; (5) Matthew E. Melmed, executive director, Connecticut Association for Human Services; (6) Robert P. Sheehan, President, Boys and Girls Home and Family Services; (7) Chenay Costen-Boyce, board member, Rural Day Care Association of Northeast North Carolina, Inc.; and (8) homeless parents and students. Also included are the prepared statements, letters, and other supplemental materials presented by the speakers and other interested parties. Tables illustrate data, and lists of references accompanies some of the materials.   [More]  Descriptors: Access to Health Care, Advocacy, Day Care, Economically Disadvantaged

Minnesota Univ., Minneapolis. Center for Curriculum Development in English. (1968). Unit 1002: The Modes and Functions of Discourse. The purpose of this 10th-grade unit on language is to pose, for students, basic and tentative questions about the rhetorical uses of language. Examples are provided which designate the modes of language: Daniel Fogarty's story of rhetoric to show language which informs; materials from Northrop Frye to show language which inquires; a John F. Kennedy press conference to show language which persuades; Southerner Henry Grady's 1886 speech to New Englanders to show language which establishes social contact; and Stephen Crane's "War is Kind" to show language which evokes. Students are asked (1) to devise a model continuum of rhetorical discourse which proceeds from exposition to evocation and (2) to rank, according to the continuum, selected materials from the works of Adlai Stevenson, Sterling Moss, Peter George, Franklin D. Roosevelt, Martin Luther King, Jonathan Swift, and Amy Vanderbilt. Procedural notes, sample lectures, discussion questions, suggested student assignments, and examination questions are included. (See TE 001 329, TE 001 332, and TE 001 336 for units on exposition, persuasion, and evocation.)   [More]  Descriptors: Classification, Communication (Thought Transfer), Curriculum Guides, English Instruction

Nussel, Edward J.; And Others (1971). The Ohio Model and the Multi-Unit School. This book shows the relationship of the Ohio Consortium Elementary Teacher Education Model (ED 025 456 and ED 025 457) to the Multi-unit school by summarizing development of the model (by the Ohio Consortium of State Universities of Ohio) and describing its implementation in a multi-unit school (Martin Luther King, Jr., in Toledo). The model (which considers all phases of teacher education from the initial preservice training of prospective teachers through the inservice training of those presently in elementary education, as well as all groups of educational personnel actively involved in the education, induction, and support of new teachers) is described through outlining its various developmental phases: 1) Phase 1–including development of general goals for teacher education, behavioral objectives, and educational specifications, and 2) Phase 2–the feasibility study in which the model was found to be feasible in all respects. The section of implementation of the model includes explanation of a multi-unit organization (which utilizes the concept of a differentiated staff) and description of the role of the principal, and three components of general organization (system-wide policy council, steering committee, and the unit), inservice education, planning time, student teaching, and teacher supervision. Appended are a checklist for schools starting a multi-unit program, sample weekly schedules, and a 90-item bibliography.   [More]  Descriptors: Administrative Organization, College School Cooperation, Differentiated Staffs, Elementary School Teachers

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project CHAMP, 1983-1984: OEA Evaluation Report. Project CHAMP provides instruction in English as a second language (ESL), native language arts, and content-area instruction in mathematics, science, and social studies to Chinese students of limited English proficiency (LEP) in three New York City high schools: Seward Park, Washington Irving, and Martin Luther King, Jr. In 1983-84, the first year of a three-year funding cycle, approximately 70 percent of the participating students were born in the People's Republic of China, and 72% spoke Cantonese. The remaining participants were from a variety of other Asian countries. Most participants were recent immigrants. Many were functionally illiterate in their native language and lacked basic study skills, and these students participated in the program's intensive literacy component at Seward Park. In 1983-84 Project CHAMP made notable progress in attaining its stated goals and substantially met its instructional objectives. Overall, students achieved the program objectives in ESL and native language arts. Students at all three sites met the objectives in mathematics and global history in the fall, and science and global history in the spring, and the attendance objective. Progress was also made in devloping proposed curriculum, involving parents in school and program-sponsored events, and offering on- and off-site opportunities for staff development. The report concludes with several recommendations. Descriptors: Academic Achievement, Bilingual Education Programs, Chinese Americans, Counseling Services

Lewis, Teresa Marie (1980). Reinforcing Basic Skills Through Social Studies. Grades 4-7. Arranged into seven parts, this document provides a variety of games and activities, bulletin board ideas, overhead transparencies, student handouts, and learning station ideas to help reinforce basic social studies skills in the intermediate grades. In part 1, students learn about timelines, first constructing their own life timeline, then a timeline showing the history of their school, and lastly, a timeline of their future. In part 2, students use different graph types (picto graphs, pie graphs, bar graphs, and line graphs) to learn about different aspects of our global village. Part 3 focuses on interpretation of political cartoons. Part 4 presents instructions for a game based on U.S. presidents. A social studies supplement in part 5 gives factual information on immigration, women in United States history, Martin Luther King and the 1955 bus boycott, and America's reconstruction era. The final activities in parts 5 and 6 teach state abbreviations and capitals through a "know your state" bingo game. Directions and bingo card patterns are included. This document is part of a collection of materials from the Iowa Education Agency 7 Teacher Center project. Descriptors: Basic Skills, Educational Games, Global Approach, Instructional Materials

New York City Board of Education, Brooklyn. Office of Educational Assessment. (1986). Project CHAMP, 1984-1985. OEA Evaluation Report. In 1984-1985, the second year of a three-year funding cycle, Project CHAMP provided instruction to 600 primarily Chinese-speaking students of limited English proficiency (LEP) in grades 9-12 at Seward Park, Washington Irving, and Martin Luther King, Jr. High Schools in New York, New York. Seward Park was the primary site of the project and most program staff were based there. Approximately 70 percent of the participating students were born in the People's Republic of China. Other countries of origin included Hong Kong, Taiwan, Thailand, Vietnam, and Korea. The program contained two instructional components. The goals of the basic component are to provide instruction in English as a Second Language (ESL), native language arts, science, mathematics, computer mathematics, and social studies. An intensive literacy component was offered at Seward Park to those students who were found to be functionally illiterate in the native languages and who lacked basic academic skills. Seward Park's staff worked well together with continuing support from the project director and school administration. However, the site experienced problems with overage students and overcrowded conditions, and had difficulty in recruiting math and science teachers. The program provided funds for curriculum materials development, staff development, and parent participation activities. Academic objectives were met in ESL, native language reading, content-area courses, and attendance. Descriptors: Academic Achievement, Asian Americans, Bilingual Education Programs, English (Second Language)

Richardson, Jeri Pamela (1969). The Freedom Quilting Bee Cooperative of Alabama: An Art Education Institute. Using an institution description taxonomy, this study surveyed the Freedom Quilting Bee Cooperative (FQB) of Alabama, comprised of Negro women who make and sell folk quilts. The history of the FQB and the area served was traced from slavery through the Depression, the New Deal, World War II, and postwar years up to Martin Luther King's movement. Socioeconomic, political, and other local conditions were also noted. FQB training and other functions were described within a framework including a cooperative institution, economic enterprise, political entity, self-help project, cultural exchange medium, and other components. After describing the total institution, the study discussed how the FQB Cooperative promotes such broad objectives as skill development and cultural identity. It then compared FQB learning methods and content with methodology in other areas of adult education, and considered ways in which current FQB methods might be applied elsewhere. Recommendations for a community learning center, service to young people, and other services were offered, followed by ideas on further research. Descriptors: Activities, Administrative Organization, Adult Education, Art Education

Glassboro State Coll., NJ. (1969). Overview of the Glassboro VISTA Student Volunteer Program. In late 1969, Glassboro State College initiated a VISTA volunteer program as a further extension of the community service commitment evidenced by its yearly admission of students from disadvantaged groups on special Martin Luther King Scholarships. Although any Glassboro student (most of whom are education majors) may volunteer for the program, only those whose family income meets New Jersey OEO poverty index criteria receive the $46.00 weekly stipend. The program is divided into a summer phase and a winter phase. During the summer the VISTA volunteer works full-time in the community and participates in a VISTA-related college course, receiving 6 semester hours of credit. During the winter the VISTA volunteer takes 9-12 semester hours of regular college classes and works in the community for the remainder of the time. He receives six credits for the VISTA work. The volunteers live in the community and serve with local community organizations. Some immediate results from the program have been the introduction of a public service elective for academic behavioral science majors, and expansion of community involvement in field experience for teacher trainees. VISTA volunteers have also provided feedback to the college on the relevance of their education.   [More]  Descriptors: Community Involvement, Community Services, Disadvantaged, Economically Disadvantaged

Thomas, M. Donald (1985). Emerging Skills for School Administrators: Needs for the Future. This paper discusses leadership theories, leadership research issues that educational leaders must confront in the next decade, and leadership skills required for the future. The discussion of leadership theories begins with a review of McGregor's Theories X, Y, and Z and moves on to the qualities embodied in such heroic, charismatic, and crusading leaders as Winston Churchill, John F. Kennedy, Martin Luther King, and others. A third approach to leadership emphasizes professional or businesslike qualities such as articulation of goals, ability to organize, understanding of finance, and ability to communicate. Educational leadership requires an eclectic approach, combining charisma, moral clarity, and business-minded professionalism. Research in educational leadership demonstrates that effective leadership varies according to personality and circumstance, but that school leaders tend to be moral leaders as well. The emerging leadership issues of the future are grouped into four categories: economic, public confidence, governance, and social stability. Each is accompanied by a set of leading questions. The administrative skills needed to address these issues include the ability to articulate the historic mission of schools, to accommodate the demands of a pluralistic society, to promote equal opportunity, and to change leadership style as needed. Descriptors: Administrative Principles, Administrator Role, Elementary Secondary Education, Leadership

Lentz, Richard (1986). Mass Media and Deviance: Exploring the Boundaries. Concurring that the more sociology and history draw upon each other's discipline, the better for both, this paper argues that the study of mass media presentations of deviance is one line of inquiry that lends itself to the realization of this dictum. The paper first explores some of the shortcomings that historians and sociologists share, noting that deviants have been regarded as people at the margins of clearly marked, relatively unchanging societal boundaries, when in fact the lines marking off deviance from conformity are typically fluid. The paper then discusses crises of symbols, in which deviance brings together in a sense of outrage an otherwise diverse community, and illustrates the point by using the crisis of symbols precipitated by Dr. Martin Luther King, Jr. and other radical Black leaders, and the reconciliation of the crisis achieved by three American news magazines. The rhetorical strategies used to dilute their radicalism and achieve the reconciliation are then explored: contraposing–juxtaposing the subject with opposing symbols; contradistinguishing–contrasting the subject with a counterpart to establish the subject's credentials by calling those of the counterpart into question; consanquinity–manipulating symbols to erase symbolically the distinctions between two figures; reincorporation–the gradual absorption into the mainstream of once radical leaders or institutions; and conversion–depiction of deviants who return to the fold. The paper concludes by noting that media depictions of deviance serve to reaffirm American society as constituted. Thirty-four footnotes are appended.   [More]  Descriptors: Attitude Change, Behavior Standards, Black Leadership, Comparative Analysis

Iowa Univ., Iowa City. (1970). Summary Report for Educational Opportunities Program 1968-69, 1969-70. The Educational Opportunities Program (EOP) at the University of Iowa was established in April 1968, and has as its purpose the recruitment and provision of financial support and academic assistance to students from educationally and economically disadvantaged backgrounds. The program was established by President Howard R. Bowen during a memorial convocation speech honoring Martin Luther King. Excerpts from this speech are followed by excerpts from the report of the University Human Rights Committee upon which much of the implementation of the EOP was based. They include: (1) the necessity for the program; (2) recruitment of students; (3) need for special academic assistance; (4) need for special environmental assistance; and (5) need for financial assistance. A brief note deals with recruitment of Negro graduate students. The rest of the report describes the program: its purposes and objectives; goals; recruitment of students in high school and their high school backgrounds; identification of transfer and graduate students; financial support provided; and supporting services which include continuing orientation, counseling assistants; academic and tutorial assistance. The report concludes with a summary of high school records and retention of EOP students.   [More]  Descriptors: Disadvantaged Youth, Economically Disadvantaged, Educational Opportunities, Financial Support

Heller, Steven A. (1971). The Effects of a Five-Day Institute on the Attitudes of Black and White Public School Participants: An Occasional Paper–1971. One hundred and seventy-six public school administrators, teachers, and students from the State of Tennessee attended a five-day institute designed to improve intergroup relations within their schools. As one method of indicating the effects of the institute on their attitudes, a pretest and posttest attitudinal survey was administered. This paper presents a statistical analysis of the results of that survey, and reports the attitudinal changes of the black and white school participants; the latter were found to have changed their attitudes about concepts relating to the resolution of racial and student unrest in the schools–for example, desegregation, Martin Luther King, Jr., and segregation. They also changed attitudes about concepts related to turmoil on the high school campus; such concepts as student unrest, militancy, rioting, and the SDS changed in a positive way. In another aspect of the study, it was found that black and white participant attitudes were different relative to a large number of concepts. In general, black participants were more positive than whites toward concepts dealing with unrest and race, and white participants were more positive regarding concepts that are usually considered to be more conservative.   [More]  Descriptors: Administrator Attitudes, Institutes (Training Programs), Racial Attitudes, Racial Relations

ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. (1984). Journalism and Journalism Education: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," January through June 1984, (Vol. 44 Nos. 7 through 12). This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 18 titles deal with the following topics: (1) the meaning of "Cold War" in two York, Pennsylvania, daily newspapers; (2) Tom Paine and the disclosure of secret French aid to the United States; (3) "Schenck V. United States"; (4) an editorial analysis of the evacuation and encampment of the Japanese Americans during World War II; (5) radical currents in twentieth-century American press criticism; (6) neighborhood newspapers, citizen groups, and knowledge gaps on public affairs issues; (7) the news content of the prestigious dailies of India; (8) college president-newspaper adviser relationships and their effects on freedom of college sponsored newspapers; (9) newspaper reporters' attitudes regarding confidence in public education; (10) newspaper coverage of Congress and its utilization by Congressmen; (11) Martin Luther King, Jr., and the news magazines; (12) mass media in revolutionary societies; (13) West African newspapers as mirrors of concern about education; (14) stress on government and Mexican newspapers' commentary on government officials; (15) the concept of freedom and the free press; (16) state intervention in press economics in advanced Western democratic nations; (17) fair use as a copyright doctrine; and (18) the Baltimore, Maryland, "Afro-American" from 1892 to 1950.   [More]  Descriptors: Annotated Bibliographies, Content Analysis, Copyrights, Court Litigation

Center for Applied Linguistics, Arlington, VA. (1980). The Ann Arbor Decision. Memorandum Opinion and Order and the Educational Plan. The memorandum opinion and order submitted to the United States District Court judge in the Ann Arbor, Michigan case of Martin Luther King Junior Elementary School Children vs. the Ann Arbor School District Board concerning the educational rights of students speaking black English outlines the history of the litigation, describes the parties to the litigation, defines the issues, reports on the current state of knowledge concerning black English and its impact on the teaching of standard English, and analyses the application of the current state of knowledge to the children and school in the case, and the application of the law to the facts. The educational plan summarizes the school board's plan for identifying and teaching standard English to speakers of black English, as submitted to the court in response to the judge's 1979 order, and outlines background information, current related programs and planning activities, and the plan's rationale and assumptions based on the plaintiff's testimony. The judge's intent and assumptions as derived from his opinion are summarized, the plan's goals are listed, and a description of the proposed program, and specific implementation and evaluation information, are provided. Descriptors: Black Dialects, Black Students, Court Litigation, Educational Opportunities

Niemi, John A. (1976). Programs for Culturally Different Adults: The Potential of Outreach Centers. It is the undeniable responsibility of the community college to provide educational opportunities for all citizens in a community, including culturally different adults. In designing relevant outreach center programs for culturally different adults, it is of utmost importance to determine the needs of the groups, to directly involve participants in the process, to explore their perceptions of reality, and to examine biases held by the dominant society. The logical starting point for program planning involves determining the group characteristics, which will vary from one group to another. The social-psychological characteristics of culturally different groups usually include low self-esteem, a high degree of dependency on others, and difficulties in communicating with the dominant society. The Martin Luther King Adult Education Center of Kankakee Community College, Kankakee, Illinois is a model outreach center that provides physical/socioeconomic/social-psychological support through its "success-oriented" program. Effectiveness of an outreach center will depend ultimately on the quality and dedication of the teaching/counseling/administrative staff, and on preservice and inservice training, which are vital teacher training components. Moreover, outreach centers need to coordinate their efforts with community libraries and learning centers in order to serve the needs of culturally different adults.   [More]  Descriptors: Adult Basic Education, Adult Education, Community Colleges, Community Coordination

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