Theodore Roosevelt High School: Project TEACH, 1984-1985. OEA Evaluation Report.

Institution	New York City Board of Education, Brooklyn. Office of Educational Assessment.
Titel	Theodore Roosevelt High School: Project TEACH, 1984-1985. OEA Evaluation Report.
Quelle	(1986), (38 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bilingual Education Programs; Business Education; Cambodians; Computer Literacy; Counseling Services; English (Second Language); High School Students; High Schools; Hispanic Americans; Immigrants; Limited English Speaking; Native Language Instruction; New York (New York) + Suchen Sie Ihr Suchwort? Wirtschaftserziehung; Wirtschaftspädagogik; Kambodschanisch; Computerkenntnisse; English as second language; English; Second Language; Englisch als Zweitsprache; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanoamerikaner; Immigrant; Immigrantin; Immigranten; Native language education; Muttersprachlicher Unterricht
Abstract	Project TEACH completed the first year of a three-year program serving 190 newly arrived limited English proficient (LEP) students from the Caribbean, Central America and Cambodia. Virtually all students belonged to low-income families and many had received little formal education in their native countries. The primary goal was to facilitate students' linguistic and cultural adjustment to U.S. society through counseling and English as a second language (ESL) instruction, while providing computer literacy and business training. A long-term goal is to use computers to assist instruction in all content areas. Two bilingual counselors and a bilingual family assistant helped students with academic, career-oriented, and personal problems. Staff development was accomplished through outside courses, in-service workshops and presentations and involvement in developing computer assisted curricula. Parent involvement was effected via night classes in ESL and high school equivalency preparation, parent-teacher conferences, Parent Advisory Council meetings and project-sponsored theatre trips. Student data indicate that: (1) students met English language development objectives; (2) Spanish-speaking students met native language development objectives; (3) students surpassed mathematics and computing objectives both semesters; (4) students met attendance objectives; and (5) mainstreaming objectives in the business/computer program were met. A summary of the report is included. (MCK)
Anmerkungen	Office of Educational Assessment, New York City Board of Education, 110 Livingston St., Brooklyn, NY 11201.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC