Newtown High School, Queens, Chinese/Korean Bilingual Language Arts Resource Center, ESEA Title VII, 1979-1980. Final Evaluation Report.

Autor/inn/en	Irizarry, Ruddie A.; und weitere
Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Titel	Newtown High School, Queens, Chinese/Korean Bilingual Language Arts Resource Center, ESEA Title VII, 1979-1980. Final Evaluation Report.
Quelle	(1980), (73 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Adult Education; Biculturalism; Bilingual Education; Chinese; Class Organization; Community Involvement; Curriculum Development; Curriculum Evaluation; English (Second Language); High Schools; Immigrants; Instructional Materials; Korean; Native Language Instruction; Non English Speaking; Parent Participation; Program Effectiveness; Program Evaluation; Reading Instruction; Reading Tests; Staff Development; New York (New York) + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Bikulturalität; Bilingual teaching; Bilingualer Unterricht; China; Chinesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Immigrant; Immigrantin; Immigranten; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Koreanisch; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Leseunterricht; Lesetest; Personnel development; Personalentwicklung
Abstract	This is an evaluation of a Title VII Bilingual/Bicultural Program that was conducted at a New York City high school in 1979-1980. The program served Chinese and Korean speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. The program description outlines the project's background, organization, and structure. Instructional components of the program that are reviewed include: (1) programming and transition; (2) bilingual classes; and (3) funding of the instructional component. Non-instructional components discussed include: (1) curriculum and materials development; (2) supportive services; (3) staff development; (4) parent and community involvement; and (5) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring reading achievement, oral language ability, mathematics achievement, science achievement, social studies achievement, and native language arts achievement. Tables also show students' parents' achievement on English language tests. Attendance figures for both parents and students are presented. Recommendations and conclusions are offered. (APM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC