Project Nuevos Horizontes, 1988-89. OREA Report.

Autor/inn/en	Berney, Tomi D.; und weitere
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Project Nuevos Horizontes, 1988-89. OREA Report.
Quelle	(1990), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance; Bilingual Education Programs; Business Education; Computer Assisted Instruction; Cultural Awareness; English (Second Language); Ethnicity; Graduation Requirements; Immigrants; Limited English Speaking; Native Language Instruction; Parent Participation; Program Evaluation; Secondary Education; Spanish Speaking; Staff Development + Suchen Sie Ihr Suchwort? Anwesenheit; Wirtschaftserziehung; Wirtschaftspädagogik; Computer based training; Computerunterstützter Unterricht; Cultural identity; Kulturelle Identität; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnizität; Abschlussordnung; Immigrant; Immigrantin; Immigranten; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Sekundarbereich; Personnel development; Personalentwicklung
Abstract	In its fourth year, Project Nuevos Horizontes served 315 limited-English-speaking, native Spanish-speaking students in fall 1988 and 300 in spring 1989. The majority of participants came from the Dominican Republic and Puerto Rico. The program's goal was to provide students with the academic and support services needed to ensure completion of graduation requirements and rapid transition (ESL), native language arts (NLA), and bilingual content area classes in science, mathematics, and social studies, and business education. Computer-assisted instruction, activities to reinforce pride in cultural heritage, and staff development and parental involvement activities were also provided. The project met its stated objectives in ESL, NLA, the content areas, attendance, cultural heritage, staff development, and parent involvement. The sole limitation of the project was that bilingual content area teachers did not conduct the courses bilingually, and more use of English would have served students better. A recommendation for program improvement was that teachers use English as well as Spanish in the content area courses. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC