Bilingual Program-District 13. Funded under ESEA Title VII. Final Report, September 1, 1979-August 31, 1980.

Autor/inn/en	Kazlow, Carole; Lachman, Susan
Institution	Community School District 13, Brooklyn, NY.
Titel	Bilingual Program-District 13. Funded under ESEA Title VII. Final Report, September 1, 1979-August 31, 1980.
Quelle	(1980), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Biculturalism; Bilingual Education; Class Organization; Curriculum Development; Curriculum Evaluation; Elementary Education; English (Second Language); Hispanic Americans; Instructional Materials; Native Language Instruction; Parent Participation; Program Effectiveness; Program Evaluation; Reading Achievement; Second Language Instruction; Spanish Speaking; Staff Development; New York (New York); Metropolitan Achievement Tests + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Bikulturalität; Bilingual teaching; Bilingualer Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanoamerikaner; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Leseleistung; Fremdsprachenunterricht; Personnel development; Personalentwicklung
Abstract	This report is an evaluation of a Title VII Bilingual Program conducted in New York City in 1979-1980 for Spanish speaking students. A program description outlines the methods used for selecting students for the bilingual program. A discussion of the evaluation's design and objectives is also included. The report presents student test scores in Spanish and English reading achievement along with explanatory notes. The evaluation considered the following facets of the program: (1) rooms and materials; (2) class structure and departmentalized instruction; (3) language use; (4) bicultural aspects; (5) parental involvement; (6) staff development; and (7) curriculum development. The report concludes with a series of recommendations regarding testing, grouping, staff development, resources, and student placement. (APM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC