District 13 Haitian-Spanish Bilingual Program. Funded under ESEA Title VII. Final Evaluation, July 1, 1979-June 30, 1980.

Autor/inn/en	Kazlow, Carole; Lachman, Susan
Institution	Community School District 13, Brooklyn, NY.
Titel	District 13 Haitian-Spanish Bilingual Program. Funded under ESEA Title VII. Final Evaluation, July 1, 1979-June 30, 1980.
Quelle	(1980), (20 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; English (Second Language); Haitian Creole; Haitians; Hispanic Americans; Instructional Materials; Junior High Schools; Parent Participation; Program Effectiveness; Program Evaluation; Reading Instruction; Reading Tests; Second Language Instruction; Spanish Speaking; Staff Development; Truancy; 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; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanoamerikaner; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sekundarstufe I; Elternmitwirkung; Programme evaluation; Programmevaluation; Leseunterricht; Lesetest; Fremdsprachenunterricht; Personnel development; Personalentwicklung; Schulabsentismus; Schulschwänzen; Schulverweigerung
Abstract	This report is an evaluation of a Title VII Bilingual Program conducted in two New York junior high schools in 1979-1980 for Spanish speaking and Haitian 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 evaluation considered the following aspects of the program: (1) room and materials; (2) general pedagogy; (3) language use; (4) bicultural aspects; (5) parental involvement; (6) staff development; and (7) curriculum development. The report presents student tests scores in Spanish and English reading achievement. It concludes with recommendations regarding testing, staff, bicultural activities, truancy, and student placement. (APM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC