Project RECURSO, 1987-1988.

Autor/inn/en	Berney, Tomi D.; Carey, Cecilia
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Project RECURSO, 1987-1988.
Quelle	(1989), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education Programs; Disabilities; Elementary Education; English (Second Language); Inservice Teacher Education; Language Skills; Limited English Speaking; Measurement Techniques; Native Language Instruction; Parent School Relationship; Program Effectiveness; Program Evaluation; Program Implementation; Second Language Instruction; Skill Development; Special Education; Staff Development; Student Characteristics; Student Evaluation; Teacher Improvement; Workshops + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerfortbildung; Language skill; Sprachkompetenz; Messtechnik; Native language education; Muttersprachlicher Unterricht; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Programme evaluation; Programmevaluation; Fremdsprachenunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Personnel development; Personalentwicklung; Schulnote; Studentische Bewertung; Lernwerkstatt; Schulung
Abstract	Project RECURSO, a federally-funded project in its third year of operation, attempted to improve: (1) assessment procedures for limited-English-proficient (LEP) students with handicapping conditions; (2) the skills of teachers and school-based support team members (SBSTs) who work with this population; and (3) the quality of interaction between these children's parents and their schools. The project provided inservice training to 410 SBSTs and 135 teachers serving 308 elementary students in 15 schools. Two teacher trainers provided classroom teachers with individual and group training in effective bilingual education techniques. SBSTs were familiarized with new tools and strategies for assessing LEP special education students. A series of regional parent workshops familiarized parents with the policies and procedures of the city's Division of Special Education and taught them how to help their children learn. Participating students showed significant gains in their English language skills, but did not meet program objectives in native language skills. Objectives were met in mathematics and social studies instruction, but not in science. Objectives were met in staff development, but not in identifying or developing assessment instruments. Evaluation of the parental involvement segment was not possible, and the program served fewer students but more staff members than the year before. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC