Betterment Through Bilingualism, 1979-1980. Morris High School. ESEA Title VII Final Evaluation Report.

Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Titel	Betterment Through Bilingualism, 1979-1980. Morris High School. ESEA Title VII Final Evaluation Report.
Quelle	(1980), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Biculturalism; Bilingual Education; Curriculum Development; Curriculum Evaluation; English (Second Language); Hispanic Americans; Parent Participation; Program Effectiveness; Program Evaluation; Reading Instruction; Reading Tests; Secondary Education; Spanish Speaking; Staff Development; New York (New York) + 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; Elternmitwirkung; Programme evaluation; Programmevaluation; Leseunterricht; Lesetest; Sekundarbereich; Personnel development; Personalentwicklung
Abstract	This is an evaluation of a Title VII Bilingual Program that was conducted at a New York City high school in 1979-1980. The program served Spanish speaking students in the South Bronx. Characteristics of both the students and the neighborhood are discussed in the report. A program description outlines the general administrative organization that was employed. Information regarding the instructional component of the program includes: (1) funding; (2) bilingual classes; (3) English language instruction; (4) native language instruction; and (5) summer programs. The non-instructional components of the program discussed are: (1) curriculum development; (2) supportive services; (3) staff development; (4) staff characteristics; (5) parental involvement; and (6) affective domain. Tables show students' performance on tests measuring: (1) English reading achievement; (2) native language reading achievement; (3) mathematics; and (4) science and social studies ability. Figures on attendance are also given, and conclusions and recommendations are offered. (APM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC