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Autor/inn/en | Collazo-Levy, Dora; und weitere |
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Institution | New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. |
Titel | South Bronx High School. Bilingual Basic Skills Program. O.E.E. Evaluation Report, 1981-1982. |
Quelle | (1983), (58 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Bilingual Education Programs; English (Second Language); High Schools; Hispanic Americans; Limited English Speaking; Mathematics Instruction; Native Language Instruction; Program Effectiveness; Program Implementation; Science Instruction; Social Studies; Spanish Speaking English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Hispanic; Hispanoamerikaner; Mathematics lessons; Mathematikunterricht; Native language education; Muttersprachlicher Unterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde |
Abstract | To expedite acquisition of English language skills needed for full mainstreaming, the Bilingual Basic Skills Program at South Bronx High School in New York City provided instruction in English as a second language and native language arts, and bilingual mathematics, science, and social studies for 370 Spanish speaking students of limited English proficiency, during 1981-82. Aside from instructional services, program activities included curriculum development, support and counseling services, staff development, and provision of opportunities for parent involvement in the program. The report describes the project context, participants, organization, implementation, and evaluation. Evaluation results indicate that (1) gains in English reading were statistically significant; (2) students achieved more English syntax objectives than the criterion objective; (3) a greater proportion of participants passed teacher-made Spanish language arts tests in the spring than in the fall; (4) passing rates were slightly higher than 50 percent for mathematics, about 60 percent for science, and 67 percent (fall) and 58.8 percent (spring) for social studies; and (5) the attendance rate among participants was higher than the school-wide attendance rate. Recommendations for program improvement are presented. (MJL) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |