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| Autor/in | McConnell, Beverly |
|---|---|
| Institution | Mabton School District, WA. |
| Titel | Bilingual Mini-School Tutoring Project. Evaluation Progress Report Number 4, Final Evaluation, Program Year 2, July 1975. |
| Quelle | (1975), (48 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Bilingual Education; Early Childhood Education; Educational Objectives; Formative Evaluation; Interstate Programs; Migrant Education; Mobile Educational Services; Paraprofessional Personnel; Parent Participation; Tutorial Programs; Washington |
| Abstract | The Bilingual Mini-School Tutoring Project offers parents a major role in their children's education as decision makers responsible for hiring and other areas of program operations and as teachers providing bilingual, bicultural instruction. The program design has two components: the mobile and the non-mobile component. The non-mobile program has been in operation since February 1974 at Connell and Moses Lake, Washington while the mobile program has only been in operation since May 1974. Program objectives are of three types: institutional, procedural, and educational product objectives. Institutional objectives involve coordination with school administrators and enrollment of children. Procedural objectives involve the use of Spanish and English, dual language teaching skills, and teaching bicultural lessons, math, and reading. The educational product objectives include gains in first and second language, mastery of cultural heritage lessons, and accelerated gains in math and reading. This fourth progress report covers program operations from July 1, 1974 through June 30, 1975. The narrative section of the report describes the functioning of the parent advisory groups, the logistics of the mobile program, and the way in which the program has managed to follow children to eight different communities in four different states. Overall, the objectives are being met or partially met. (NQ) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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