Bilingual Education through Architectural Mathematics (Project BEAM), Community School District 7. Transitional Bilingual Education Grant T003A90275, 1991-92. Final Evaluation Profile. OREA Report.

Autor/in	Augustin, Marc
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Bilingual Education through Architectural Mathematics (Project BEAM), Community School District 7. Transitional Bilingual Education Grant T003A90275, 1991-92. Final Evaluation Profile. OREA Report.
Quelle	(1992), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Admission Criteria; Architectural Education; Attendance Patterns; Behavioral Objectives; Bilingual Education; Curriculum Development; Dropout Prevention; Educational Objectives; Elementary Education; Elementary School Students; English (Second Language); Enrollment; Mainstreaming; Mathematics Instruction; Native Language Instruction; Parent Participation; Program Design; Program Evaluation; Research Methodology; Spanish Speaking; Staff Development; Staff Utilization; Student Characteristics; Teachers; Transitional Programs + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Bilingual teaching; Bilingualer Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Einschulung; Mathematics lessons; Mathematikunterricht; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Research method; Forschungsmethode; Personnel development; Personalentwicklung; Deployment of labor; Deployment of labour; Personaleinsatz; Lehrer; Lehrerin; Lehrende
Abstract	A bilingual education program in two New York City elementary schools is evaluated. The program served 369 students, most of them limited-English-proficient native Spanish-speakers, providing supplementary instructional services in English as a Second Language (ESL), native language arts, and mathematics in the context of architecture. The report summarizes the program's staffing, specific behavioral objectives and results in those content areas, attendance and persistence patterns, student grade retention, services for students with special needs, mainstreaming, staff development, curriculum development, and parental involvement, and includes one brief case study. Notes on methods of data collection and analysis for the evaluation and a list of instructional materials used are appended. (MSE)
Anmerkungen	Office of Research, Evaluation, and Assessment, New York City Public Schools, 110 Livingston St., Room 732, Brooklyn, NY 11201.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC