Bilingual Resource Instruction for Development of Gainful Employment Skills. Project BRIDGES, 1987-88.

Autor/inn/en	Berney, Tomi D.; Adelman, Miriam
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Bilingual Resource Instruction for Development of Gainful Employment Skills. Project BRIDGES, 1987-88.
Quelle	(1989), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance; Bilingual Education Programs; Business Education; Elementary Secondary Education; Employment Potential; English (Second Language); Federal Aid; High Risk Students; Job Skills; Limited English Speaking; Mathematics Instruction; Native Language Instruction; Parent Participation; Program Effectiveness; Program Evaluation; Science Instruction; Second Language Instruction; Skill Development; Social Studies; Vocational Education + Suchen Sie Ihr Suchwort? Anwesenheit; Wirtschaftserziehung; Wirtschaftspädagogik; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Problemschüler; Produktive Fertigkeit; Mathematics lessons; Mathematikunterricht; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fremdsprachenunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Gemeinschaftskunde; Ausbildung; Berufsbildung
Abstract	The Bilingual Resources for Development of Gainful Employment skills (Project BRIDGES) was a federally-funded program in its second year of a 3-year funding cycle. Project BRIDGES aimed at developing the academic and vocational skills of limited-English-proficient (LEP) students who had failed two or more classes and were at risk of dropping out. Students were selected for the program on the basis of low scores on the Language Assessment Battery (LAB). Students received instruction in English as a Second Language (ESL), native language arts, and bilingual or ESL content-area instruction in mathematics, science, and social studies. The project also provided support services, curriculum and staff development, and parental-involvement activities. Students achieved the ESL objective, as well as the objectives of business and vocational courses by making gains on the LAB and on teacher-made tests. They partially achieved the objective for content area classes (in science and social studies, but not in mathematics), and the project met its attendance rate objective. The number of students served by the program increased to 456 from 346 in the previous year. Program strengths included the opportunity provided to at-risk LEP students for gaining employment skills, the high level of coordination among the three sites, and the project's special counseling services. The program's one drawback was a lack of parental-involvement activities. Suggestions for improvement include more homogeneous grouping in language classes, especially at the beginning levels where students are unable to work independently. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC