AISD Title VII Bilingual Project 1974-1975. Interim Evaluation Report February 1975. Publication No. 106.26.

Autor/inn/en	Ligon, Glynn; und weitere
Institution	Austin Independent School District, TX. Office of Research and Evaluation.
Titel	AISD Title VII Bilingual Project 1974-1975. Interim Evaluation Report February 1975. Publication No. 106.26.
Quelle	(1975), (89 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	American Indians; Bilingual Education; Bilingualism; Curriculum Development; Elementary Education; English (Second Language); Ethnic Distribution; Evaluation Methods; Formative Evaluation; Instructional Design; Mexican Americans; Non English Speaking; Parent Participation; Program Descriptions; Program Evaluation; Staff Development; Teachers; Test Results; Texas (Austin) + Suchen Sie Ihr Suchwort? American Indian; Indianer; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lesson concept; Lessonplan; Unterrichtsentwurf; Hispanoamerikaner; Elternmitwirkung; Programme evaluation; Programmevaluation; Personnel development; Personalentwicklung; Lehrer; Lehrerin; Lehrende
Abstract	Austin Independent School District's Elementary and Secondary Education Act Title VII Bilingual Program, begun July 1, 1974, serves 2,406 students in grades K-6 on 16 campuses. Both English and Spanish are used for portions of or all the curriculum with the amount of time and treatment accorded to each language commensurate with the pupils individual needs. Three basic staffing patterns include a bilingual aid working with (1) a bilingual and monolingual teacher; (2) two or more monolingual teachers in a self-contained classroom; and (3) a team of teachers of from two to six who may or may not be bilingual. Characteristics of the instructional model include beginning reading taught only in the child's dominant language, inclusion of the children's culture heritage in the curriculum, and small group instruction with grouping by language dominance and instructional level. Describing the project's status as of January 17, 1975, this interim report discusses the instruction, staff development, curriculum development, and parental involvement components of the program. The evaluation design for the project is presented in full with student outcomes objectives, process objectives, and input objectives specified for the student needs of Spanish and English communication skills, Spanish/English math skills, and self-concept enhancement. (DS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC