This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Brooklyn New York City Board of Education, Berkeley National Association for Asian and Pacific American Education, Gloria Maria Cabrera, Angel M. Pacheco, Richard Greenspan, Tsang Sau-Lim, G. Kasten Tallmadge, Catherine Steele, PA. Office of Research and Evaluation. Philadelphia School District, and Queens Community School District 24.
(1976). Evaluation of Title I ESEA Projects, 1975-1976: Technical Reports. Report No. 77124. Technical reports of individual Title I project evaluations conducted during the 1975-76 school year are presented. The volume contains extensive information about each project's rationale, expected outcomes, mode of operation, previous evaluative findings, current implementation, and attainment of its objectives. The Title I evaluations contained here are for the following programs: Affective Education, Benchmark, Bilingual Education, Comprehensive Mathematics Projects, Comprehensive Reading Projects, Computer-Managed Instruction, Counseling Services, Creative Dramatics, Education in World Affairs, English as a Second Language–Readiness, English to Speakers of Other Languages, Follow Through, Institutions for Neglected and Delinquent Children, Learning Centers, Meet the Artist, Motivation, Media Center, Out-of-School Sequenced Science Experiences, School-Community Coordinator, Speech and Hearing, Summer Special Education, Walnut Center, and Young Audiences Intensity Program. [More] Descriptors: Annual Reports, Compensatory Education, Disadvantaged Youth, Elementary Secondary Education
(1980). An Inquiry into Public Education in New York City: It's the System, Not the Teachers. This paper summarizes discussions that took place twice weekly between January 1979 and March 1980 among five teachers and an educational psychologist from New York City elementary schools, and an educational researcher. The purpose of the discussions was to find out what the participants considered to be the major educational problems, and what suggestions they had for changes. Student health needs were discussed, as well as educational issues such as screening, child development, behavior problems, books and materials, in-grade continuity for teachers, exchange of information by teachers, lesson plans, reading problems, learning innovations, professional assistance, class size, and the role of principals, parents, and teachers. Problems in bilingual education were stressed, and recommendations for change were made. Vision problems in New York City elementary schools are discussed in the appendix. Descriptors: Educational Change, Educational Needs, Educational Quality, Elementary Education
(1979). Mohawk Language Checklist. The Mohawk Language Checklist was developed for the intermediate grades, after the implementation of the Bilingual Education Act of 1968 increased the need for Mohawk language materials. It was designed to: (1) determine the need for bilingual instruction; (2) identify students needing bilingual instruction; and (3) determine the effectiveness of the instruction. Basic general Mohawk vocabulary was categorized. Students' progress was evaluated, using the checklist, under two categories: picture association and pronunciation. The Mohawk Language Checklist has four tests: introductory Mohawk; expanded oral vocabulary development; introductory reading; and introductory writing. Two other tests were designed to follow the Mohawk Language Checklist: the Mohawk Language Picture Association Tests (ML-PAT I and ML-PAT II). (The checklist is presented, in the English language, as well as instructions for testing). Descriptors: American Indian Languages, Association Measures, Bilingual Students, Check Lists
(1980). Pennsylvania School Improvement Program. Selection Process. Analysis of R & D Outcomes. The Pennsylvania School Improvement Program (PSIP) was created to assist local schools and school districts in the development of curriculum improvement strategies. The process involves the use of "linkers," curriculum specialists who work with teams from the local level to ascertain needs, then connect the local teams with the research and development agencies that can provide information and resources to help meet those needs. One of these research and development agencies, Research and Information Services for Education, prepared this report presenting the basic skills programs selected by the agency for presentation to schools participating in PSIP. The programs, in the areas of reading, mathematics, self-concept, teacher training, and bilingual education, were drawn from the offerings of the National Institute of Education, the National Diffusion Network, and the Pennsylvania Diffusion Program. The report describes the nature of each program and identifies the school districts that selected each one. Descriptors: Change Agents, Curriculum Development, Elementary Secondary Education, Information Services
(1988). How and How Much Do Biases Resulting from Regression to the Mean Affect Outcome Evaluations?. The question of regression to the mean is discussed in the contexts of the Title I Evaluation and Reporting System (TIERS) and the Bilingual Education Evaluation System (BEES), both of which involve assessing the achievement growth of project students from pre- to post-test. The correction formula recommended for use with TIERS was designed to eliminate regression between selection and pre-test; for BEES, the idea of a separate selection test was eliminated and an attempt was made to eliminate regression between the selection/pre-test and the post-test and to estimate total group correlation from the actual correlation in the selected sub-group. How much regression there is to correct for and how well alternative correction procedures work are discussed. Descriptors: Academic Achievement, Correlation, Predictive Measurement, Pretests Posttests
(1976). Evaluation of Title I ESEA Projects, 1975-76: Abstracts. Report No. 7704. This volume contains abstracts of the evaluation reports of projects funded under Title I ESEA during the 1975-76 school year. It is intended to provide the reader with a brief but comprehensive overview of the degree to which project goals were attained. Each abstract contains current management information, as well as information on observed activities, attainment of objectives, and impact. Title I projects evaluated here include Affective Education, Benchmark, Bilingual Education, Comprehensive Reading Projects, Computer Managed Instruction, Counseling Services, Creative Dramatics, Education in World Affairs, English As A Second Language–Readiness, English to Speakers of Other Languages, Follow Through, Institutions for Neglected and Delinquent Children, Learning Centers, Meet the Artist, Media Center, Motivation, Out of School Sequenced Science Experiences, School–Community Coordinator, Speech and Hearing, Summer Special Education, Walnut Center, and Young Audiences Intensity Program. [More] Descriptors: Abstracts, Annual Reports, Compensatory Education, Disadvantaged Youth
(1978). The School Year in Review 1977-1978. This report offers a broad outline of the educational programs and supportive services provided by District 24 in Queens, New York. Goals are presented for (1) the district as a whole; (2) the major curriculum areas (reading, mathematics, corrective mathematics, bilingual education, English as a second language, social studies, and education of the gifted and talented); and (3) other curriculum areas (art, health education, libraries, music, and physical education). Instructional support services (guidance, special education, career education, the early identification/intervention program, Project Friend, the student advisory council, continuing education, the school lunch program, learning centers, and the school volunteer program) are described as well as district-wide competitive events for students, executive staff development, personnel and staff development, and community and parent involvement. The goals and activities in each area are evaluated. Descriptors: Curriculum, Educational Objectives, Elementary Education, Junior High Schools
(1980). La Migracion Como Una Transicion Critica para la Persona en Su Ambiente. Una Interpretacion Organismico Evolutiva. (Migration as a Critical Person-in-Environment Transition: An Organismic-Developmental Interpretation.). In order to explore some of the changes and stresses connected with migration and return migration, a study was conducted among migrants returning from the United States mainland to Puerto Rico. The sample consisted of 75 adolescents participating in a Bilingual Education program in Puerto Rico. Data were collected using Psychological Distance Maps, the Index of Adjustment and Values, and an Interview Schedule on Person-Environment Relationships. Among the results, it was found that: (1) return migrants generally reported an experience of rejection; (2) they reported difficulties in understanding and speaking Spanish; (3) there was ambivalence as to their national identity; (4) non-migrants showed a higher discrepancy between their real and ideal self conceptions than did migrants; and (5) return migrants preferred to group themselves with other return migrants. Descriptors: Adjustment (to Environment), Adolescent Development, Adolescents, Communicative Competence (Languages)
(1979). Evaluating Educational Programs. The activities of Educational Testing Service (ETS) in evaluating educational programs are described. Program evaluations are categorized as needs assessment, formative evaluation, or summative evaluation. Three classic efforts which illustrate the range of ETS' participation are the Pennsylvania Goals Study (1965), the Coleman Report–Equality of Educational Opportunity (1966), and the Encyclopedia of Educational Evaluation (1975). Principles used by ETS researchers in evaluating programs are described for each of the phases of evaluation: (1) making goals explicit; (2) measuring program impact; (3) working in field settings; (4) analyzing the data; and (5) interpreting the results. Appendices include a bibliography of 77 publications by ETS staff, and brief descriptions of ETS studies in the following areas: aesthetics and creativity, bilingual education, camping programs, career education, computer assisted instruction, drug programs, educational television, higher education, preschool programs, prison programs, reading programs, and special education. [More] Descriptors: Data Analysis, Educational Assessment, Educational Programs, Educational Research
(1979). Minimum Teaching Essentials: Grades K-2. This bulletin presents the minimum in basic skills and knowledge which must be taught to New York City students in grades K-2. The bulletin begins with an overview that highlights the major components of each discipline and its role in the educational process. Subject areas include: (1) art; (2) bilingual education; (3) career education; (4) foreign language; (5) health education; (6) library media; (7) mathematics; (8) music; (9) physical education; (10) science; and (11) social studies. Work study skills for all subject areas are also presented. Curriculum content areas are listed with descriptors for specific skills and knowledge objectives. Similar programs are given for communication arts, which includes reading, speaking, listening, and writing, and English as a second language. A section on child development reviews children's basic pyschological needs and growth patterns for children in grades K-2. A phonemes table and a list of curriculum publications are appended. Descriptors: Child Development, Communication Skills, Content Area Reading, Curriculum Guides
(1977). Mathematical Cognitive Structures of Junior High Students Educated in the United States and of Those Recently Arrived from Hong Kong, an Exploratory Study. This is an exploratory study comparing the mathematical cognitive structure of a group of junior high students educated in the United States with that of a group of students recently arrived from Hong Kong. The word association technique was employed to retrieve the mathematical cognitive structures from both groups of students. The word association data were subsequently converted to two dimensional graphical representations by the multidimensional scaling procedure. The results of the two dimensional graphical representations indicated that the mathematical cognitive structures of the two groups of students were different. The difference between the mathematics curricula of the United States and Hong Kong was suggested as the possible cause for the difference in the mathematical cognitive structures. It is suggested that this study be replicated with other ethnic groups for immediate application to bilingual education programs. Descriptors: Asian Americans, Cognitive Processes, Cognitive Tests, Comparative Analysis
(1978). Working With Your School. A Handbook of the Arkansas Advisory Committee to the United States Commission on Civil Rights. In this manual, students, parents and community members are advised of the ways in which they can influence the educational system. Legal rights of students and their parents are described and applied to a variety of situations (such as suspensions, ability grouping, dress codes, discrimination, student marriage and pregnancy, school records, the educable mentally retarded, corporal punishment, programs, enrichment programs, freedom of information, and bilingual education. The structure of the school system and methods of influencing school decisions are discussed. Techniques of forming an evaluation committee and conducting a school evaluation are outlined. Information on Arkansas State education agencies and laws is provided. Instructions for filing complaints, along with sample forms, are included. Strategies for dealing with people in the educational pyramid are detailed, including suggestions for how to influence administrative decisions. An evaluative checklist illustrates guidelines for analyzing key areas of the education system. Descriptors: Change Strategies, Decision Making, Educational Assessment, Educational Legislation
(1977). Report and Recommendations of the Paperwork Reduction Task Force of the Council of Chief State School Officers. This report to the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, U.S. House of Representatives, contains the recommendations of the special task force of the Council of Chief State School Officers on paperwork reduction. The task force's report examines problems with the general management of paperwork associated with Federal educational programs and funds–problems that significantly affect a coordinated Federal/State/local school district data collection effort. The report analyzes data collection and reporting problems associated with specific ESEA Title programs and includes the task force's recommendations on how to alleviate recordkeeping logjams that arise in the administration of ESEA Title I, Title IV, Title VII (Bilingual Education), Title VII (National Reading Improvement Program), and the Emergency School Assistance Act. The task force recommends that Congress enact legislation to provide direct grants to State Education Agencies for the improvement and automation of their statistical and data collection activities. [More] Descriptors: Data Collection, Databases, Educational Administration, Educational Legislation
(1980). Selected Bibliography on Asian and Pacific American Children and Families. Asian Pacific American Education Occasional Papers. This is an annotated bibliography of recent articles, books, and scholarly papers on Asian and Pacific American children and families. Works are divided by topical area, with a primary focus on literature related to the education of Asian/Pacific American children. There are four main topical divisions: (1) education; (2) family; (3) mental health; and (4) social issues. Under the category of education, subtopics include achievement, bilingual education and English as a second language, the classroom, materials, research, and school programs. Topics listed under family include the elderly, parent-child interactions, and socialization and acculturation. The section on mental health lists works on attitudes, cognitive development, communication, mental health issues, and personality. The final section on social issues is divided into works on communities, demography, the media, social economic studies, Vietnamese refugees, women, and youth. [More] Descriptors: Annotated Bibliographies, Asian Americans, Children, Educational Experience
(1980). Evaluating: The Policy Implications. Whether initiated by law, regulation, or administrative direction, evaluations have political purposes. Improvement, the classic purpose of evaluation, is most faithfully observed when the importance, funding, and constituency of a program are small. If something is wrong, or if the program's existence is threatened, evaluation can become a weapon in policy disputes, hiding values from constituents in a mystique of scientific inquiry. Purposes may also be reflected in the biases of those who initiate and conduct evaluations, in the selection of a program and objectives of evaluation, and in the amount of evaluation funding relative to program funding. Similarly, problems inherent to evaluation methods are sources of bias. Traditional quantitative measures do not lend themselves to broad and sweeping social programs, such as bilingual education. Finally, evaluation results are often used selectively to further political ends. In conclusion, evaluation can be viewed as an historical enterprise which seeks to recreate the past with selected emphases or biases. Descriptors: Bias, Educational Policy, Elementary Secondary Education, Evaluation Methods