Walton High School Bilingual Basic Skills through Interdisciplinary Career Orientation. E.S.E.A. Title VII Final Evaluation Report, 1980-1981.

Autor/in	und weitere
Sonst. Personen	Shore, Rima (Hrsg.)
Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Titel	Walton High School Bilingual Basic Skills through Interdisciplinary Career Orientation. E.S.E.A. Title VII Final Evaluation Report, 1980-1981.
Quelle	(1981), (87 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Attendance; Bilingual Education Programs; Career Awareness; Career Education; Community Involvement; Curriculum Development; English (Second Language); High Schools; Native Language Instruction; Parent Participation; Program Descriptions; Program Effectiveness; Program Evaluation; Self Concept; Spanish Speaking; Staff Development; Transitional Programs + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Anwesenheit; Karrierebewusstsein; Arbeitslehre; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Selbstkonzept; Personnel development; Personalentwicklung
Abstract	This report describes, provides demographic data for, and evaluates a bilingual program for Spanish speaking students at Walton High School, the Bronx, New York. The program, serving 204 Hispanic students in 1980-81, emphasizes English preparation in order to enter the job market. The instructional component is interdisciplinary in scope and transitional in nature: there are eight levels of English language instruction, two levels of remedial Spanish and three levels of regular Spanish; native culture is taught in the social studies and language curricula; bilingual instruction (including courses in career education and exploration) or English instruction is available in some content areas; and student placement depends upon the level of English language proficiency. Noninstructional components are concerned with curriculum and materials development, support services, staff development, parent and community involvement, and students' affective domain. Evaluation of the program shows students making progress in both English and Spanish while their attendance rates were significantly higher than the whole school population. Recommendations for more effective implementation of the program in the future conclude this report. (MJL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC