This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Lewis Fu, Haydee Marie Bidot, Brooklyn New York City Board of Education, David D. Marsh, Los Angeles. Center for the Study of Evaluation. California Univ., Wallace Roby, TX. Office of Research and Evaluation. Austin Independent School District, Margarita Calderon, Paris (France). Centre for Educational Research and Innovation. Organisation for Economic Cooperation and Development, and Brooklyn. Office of Educational Assessment. New York City Board of Education.
(1986). The Bilingual Program Resource and Training Center 1985-1986. OEA Evaluation Report. The Bilingual Program Resource and Training Center, in its first year of a new three-year funding cycle, provided instruction in English as a second language (ESL), native language development, and basic education, in addition to a job counseling and placement component, to approximately 1,900 students of limited English proficiency (LEP) at 16 sites in New York City. In 1985-86, the program served speakers of Spanish, Chinese, Greek, Italian, and Haitian Creole. The objectives of the program were to enable LEP students to develop their English proficiency and content-area skills enough to pass the high school equivalency examination (GED), and to expose students to job opportunities. This evaluation of the program includes information on the following: (1) student characteristics; (2) program organization; (3) instructional program; (4) non-instructional program; and (5) student achievement. Analysis of student achievement data indicates that participants made statistically significant gains on the Metropolitan Achievement Test and on Level 1 and 2 of the Stanford Achievement Test; that all ethnic groups demonstrated statistically significant gains in mathematics achievement; and that 87 percent of the students who took the GED exam obtained the diploma, thus meeting the program objectives. Recommendations for program improvements are included. [More] Descriptors: Bilingual Education Programs, Career Counseling, English Instruction, High Risk Students
(1987). Applying Research on Effective Bilingual Instruction in a Multi-District Inservice Teacher Training Program. A study examined the usefulness of one major strategy for helping teachers, administrators, and resource staff use research on bilingual instruction. The strategy studied was the Multi-District Trainer of Trainers Institute (MTTI) as implemented in California. The study's objectives were to: describe the MTTI design, content, delivery, and organizational arrangements; describe the impact the MTTI has had on participants, facilitators, and researchers; and analyze the MTTI as a research utilization process using a model from the research utilization literature. The MTTI (1) is an effective research utilization strategy when research must be adapted for practice in a conflicted educational environment, illustrating how the rationalist and conflict-oriented research utilization views can be merged effectively; (2) demonstrates the importance of sustained training; (3) can help to implement research-based instructional strategies; and (4) can enhance and redirect research efforts. Descriptors: Bilingual Education, Classroom Techniques, Educational Research, Inservice Teacher Education
(1981). Title VII Bilingual Preschool Project, 1981-82. Final Technical Report. A demonstration program to serve the needs of children who are identified as limited English proficient (LEP) was developed and implemented. Each of six schools in the Austin Independent School District (AISD) contained a class of 18 students, 3 of whom were non-LEP. The non-LEP children served as English-speaking models for their LEP peers. Instruction was provided in English and/or Spanish, as needed. Instructional activities were oriented toward improvement and development of vocabulary and concepts; English syntax; and visual, auditory, and motor skills. At home, parents conducted at least two one-quarter hour lessons for their children each week. The Peabody Picture Vocabulary Test (PPVT) was used to measure language and concept development. The Boehm Test of Basic Concepts and the Iowa Tests of Basic Skills were also administered. Results indicated that English language skills improved; there were also gains in Spanish. Appended are separate discussion of the PPVT-R, English; PPVT, Spanish; early childhood observation form; teacher's interview; parent questionnaire; documentation from project coordinator's office; and Iowa Tests of Basic Skills. [More] Descriptors: Achievement Gains, Bilingual Education, Language Proficiency, Language Skills
(1986). Project CAREERS, 1985-1986. OEA Evaluation Report. In 1985-86, Project CAREERS was in its third and final year at three Queens, New York, high schools. The project's goal was to help limited English proficient (LEP) students acquire proficiency in English while they developed reading and writing skills in their native languages. This goal was pursued through instruction in English as a second language (ESL) and native language arts, and bilingual instruction in mathematics, science, and social studies. The project served a total of 293 Hispanic, Chinese and Haitian LEP students at three Queens high schools. In addition to basic instructional goals, Project CAREERS aimed to teach basic skills in health-, law-, and business-related subjects, and to foster a positive career orientation. Title VII funds supported administrative and support staff positions, including a resource teacher and paraprofessional located at each site. Two of the schools were provided with a resource room for the project's career-oriented component. In 1985-86, the adaptation of curricular materials designed to parallel the mainstream program was in progress, and a series of training sessions for staff members was held. Each school established the proposed ESL/Americanization classes for parents, and parent advisory councils were established at each site. Instructional objectives were reached in English language achievement, but below the stated criterion for the program. This evaluation report includes recommendations for future programs serving similar populations. [More] Descriptors: Academic Achievement, Bilingual Education Programs, Career Education, Chinese Americans
(1987). Multicultural Education. The volume provides papers presented in January 1985 at a symposium at the headquarters of the Organisation for Economic Co-operation and Development (OECD) on the subject of the various ways, means, and problems associated with providing a mainstream education for children of ethnic minorities in member countries of the OECD. The main thrust of the project was to analyze the consequences for education systems of the cultural and linguistic changes brought about by new lifestyles and forms of social organization. The papers are organized into the following four subject areas: (1) past and present: old problems, new issues; (2) cultural identities; (3) educational dilemmas; and (4) focus on the languages. Most papers are followed by one or more commentary. A final paper provides a retrospect on the information presented at the symposium. A bibliography follows each paper. Descriptors: Bilingual Education, Cultural Pluralism, Educational Policy, Elementary Secondary Education
(1980). Planning for Management. Participant's Handbook. Bilingual Evaluation Technical Assistance Workshop V. A handbook for participants of a workshop on bilingual program evaluation is presented as part of the Bilingual Evaluation Technical Assistance project. Workshop objectives are as follows: make a schedule for evaluation management tasks; create a staffing plan; prepare a budget appropriate for the particular bilingual evaluation; develop a plan for monitoring bilingual evaluation tasks; and prepare a report schedule. Instructions and worksheets are presented for each of these tasks. A general workshop schedule for the 4 hours of instruction is also included. Descriptors: Bilingual Education Programs, Budgeting, Data Collection, Elementary Secondary Education
(1986). Walton High School: Project BLAST, 1985-1986. OEA Evaluation Report. In 1985-86, Project BLAST (Bilingual Language Arts Survival Training), in its third and final year of funding at Walton High School (Bronx, New York), achieved an attendance rate of 95 percent. Project BLAST provided 200 students of limited English proficiency (LEP) with instruction in: (1) English as a second language (ESL) and native language arts; and (2) bilingual instruction in social studies, mathematics, and science. Special features of the program were its career exploration, survival skills, and citizenship training components. The project also developed two new instructional components in 1985-86: a computer lab and an advanced placement native language arts class. Project BLAST's success was attributed to the high quality of teaching, the dedication of the project's staff, the small size of the program, and the effective use of the project's paraprofessionals and the bilingual family associate. Much time was also spent in counseling individual students. This assessment found that Project BLAST achieved its objectives in all areas. The report contains the following information: (1) program description; (2) description of student characteristics; (3) findings regarding English language, native language, content-area and non-instructional objectives; (4) conclusions and recommendations; and (5) appendices which include descriptions of staff characteristics. Descriptors: Attendance, Bilingual Education Programs, Career Awareness, College Preparation
(1986). Project CLIMB, 1985-1986. OEA Evaluation Report. In 1985-86, Project CLIMB was in its first year of funding at two high schools in the Bronx, New York. The program provided instructional and supportive services to 188 students of limited English proficiency (LEP) in grades 9-12. The students were recent immigrants from Cambodia and Vietnam, and all spoke their native language at home. The goal of Project CLIMB is to increase students' proficiency in English through English as a second language (ESL) instruction and instruction in mathematics, science, and social studies in an ESL format. The project provided four Apple personal computers to facilitate individualized instruction, but for security reasons the computers remained unused. Supportive services for program students consisted of academic, personal, and vocational counseling; contact with families; and referrals to outside services. Staff and curriculum development activities were also conducted. Program students at one school did much better on end-of-year achievement tests than students at the other school; school climate is thought to have had a strong effect. Nonetheless, program students at both sites had higher attendance rates and lower dropout rates than mainstream students. Numerous recommendations have been offered for improving the program in its second year. [More] Descriptors: Asian Americans, Bilingual Education, Cambodians, Curriculum Development
(1982). 1981-82 Project Evaluation for Encendiendo Una Llama: A Program for Bilingual Gifted and Talented Students. The operation of "Encendiendo Una Llama," Hartford, Connecticut's program for bilingual gifted students, was evaluated for the 1981-82 school year. A total of 173 gifted children of limited English proficiency in grades 3 through 6 were served by the program at four locations. The program, staff, objectives, and target population are described. Program goals were to develop English and Spanish language skills, higher level thinking skills, and creativity. Results are reported on accuracy of student identification, staff training, implementation of differential instructional strategies, student achievement, progress in independent work and study skills, progress of students talented in the arts, mainstreaming of English proficient students, parent involvement, and dissemination. The evaluation yielded evidence of student progress in reading, math, and oral language skills in both Spanish and English. Based on the findings, recommendations are made regarding evaluation methods, inservice teacher training, development of teaching units and techniques that correspond to program goals, and an expanded role for the parent coordinator. Descriptors: Academic Achievement, Bilingual Education Programs, Bilingual Students, Elementary Education
(1986). Project TRAIN, 1985-1986. OEA Evaluation Report. New York City's Project TRAIN offers parents of high school students of limited English proficiency (LEP) an opportunity to improve their English-language skills. The targeted language groups are Spanish, Haitian Creole (the largest group), Khmer, Korean, and Chinese. Classes are offered at four sites around the city. In 1985-86, the second year of the program, English as a second language (ESL) classes were offered at all four sites, and General Equivalency Diploma preparation classes were offered at three sites. The project served a total of 334 participants, most of whom improved significantly in ESL. Proposed activities were not implemented uniformly at all sites. More coordination is needed and these specific recommendations are offered: (1) the proposal should be revised to broaden the target population; (2) participants should be screened to determine if they meet minimal eligibility criteria for entry; (3) evaluation objectives that require the tabulation of high school grades and attendance should be deleted; (4) the Vanderveer Community Catholic Center should be monitored to assure more consistent service at this site; and (5) record-keeping and data collection should be adequately performed. [More] Descriptors: Adult Education, Asian Americans, Bilingual Education, English (Second Language)
(1986). Developing an ESL Curriculum for a Special Population. In designing a curriculum to assist children in learning English as a second language (ESL), a thorough understanding of the differences between the first and second languages is essential. With such an understanding, problems and concepts that may cause language interference and learning difficulties can be identified and an appropriate curriculum that will best meet the needs of bilingual children can be designed. The recent low achievement of the children of the Mississippi Band of Choctaw Indians is due in part to lack of English language skills for academic or personal communication. An ESL curriculum has been developed to enhance the children's English language competence while encouraging retention of the Choctaw language and Choctaw cultural traditions. A formal evaluation was performed through the administration of the Language Assessment Scales (LAS) to 50 kindergarten through third-grade students twice a year over a three-year period. Through item analysis of the results, together with analysis of the children's speech and writing, phonological, morphological, syntactic, and semantic features in the two languages that were suspected of causing interference in English acquisition were identified and targeted in the curriculum, which is designed for three levels of English proficiency: non-English speakers, limited English speakers, and fluent English speakers. An intensive study of the Choctaw language and how it differs from English allowed the incorporation of instructional concepts aimed at enhancing the children's language skills affected by the absence or difference of particular structures in each language, and the concepts were selected based on the functional and meaningful applications of English in the children's environment. Appendices contain item analyses of LAS scores, a graph showing LAS totals for all schools for fall, 1983, by levels of proficiency, and a fold-out chart showing the ESL curriculum design for Choctaw children grouped by proficiency levels for the first through the fourth nine-week term. [More] Descriptors: American Indian Education, American Indian Languages, Bilingual Education Programs, Choctaw
(1986). Project PAN, 1985-1986. OEA Evaluation Report. In 1985-86, the first year of a three-year funding cycle, Project PAN provided bilingual instruction in two New York City high schools, John Bowne and Newtown. The project reached 355 students of Chinese/Vietnamese, Korean, Pakistani, and Indian origin, most of whom had recently arrived in New York and were of limited English proficiency (LEP). Project PAN provided instruction in English as a second language, native language arts, and bilingual instruction in science, social studies, typing, and career orientation. A transitional program emphasizing the successful integration of students into their newly-adopted society, Project PAN was designed and implemented to achieve bilingualism for both LEP students, who learned English and their native language, and English proficient students, who learned the language of their ethnic group. Title VII funded most of the project's administrative and support-services position, and instructional services were funded by tax-levy and other sources. Staff development and parent participation activities were an important component of the program. An end-of-year achievement examination revealed that students had met project goals for mastery of English language and other subject areas. It is recommended that additional bilingual classes in science and social studies be added at John Bowne. Descriptors: Academic Achievement, Asian Americans, Bilingual Education Programs, English (Second Language)
(1987). Current Issues in Canadian Education. Based on interviews with 150 persons in departments of education and in national, provincial, and territorial education organizations in Canada's major capital cities, this paper discusses seven vital issues in Canadian education and briefly states seven others. The seven major issues needing resolution concern: (1) the appropriate balance between central and local control of education; (2) the amendment of provincial school legislation according to the principles outlined in the Canadian Charter of Rights and Freedoms; (3) the appropriateness of official language policies for any or all of the provinces; (4) native people's control of their children's education; (5) the amount of provincial resources directed to developing and maintaining multicultural programs in schools; (6) the manner of provincial funding for education; and (7) the justification of private educational alternatives. Other issues include curriculum relevancy and enrichment, school responsibiltiy for controversial issues such as acquired immune deficiency syndrome (AIDS), mainstreaming handicapped children, the aging teaching force, teacher preparation, and professional autonomy. Generally, Canadian educational objectives have shifted from anglicization and assimilation of immigrants to support of a cultural "mosaic" and gradual, evolutionary acculturation. Individual freedom and choice has gained in contrast to conformity to the predominant group. Descriptors: Bilingual Education, Centralization, Cultural Differences, Educational Finance
(1986). Chapter 1/P.S.E.N. Remedial Reading and Math, 1984-85. OEA Evaluation Report. The 1984-85 Individualized Reading and Math Services Program in New York City provided supplementary remedial reading and mathematics instruction to eligible students in public and non-public schools. Students received individualized instruction from a remediation team consisting of a program teacher and a special education classroom teacher. The remedial team used a holistic, meaning-centered approach to reading, while math instruction stressed word problems and practical skills. The program served a total of 13,175 students in 225 community, special, and non-public schools. An evaluation of the program's implementation and outcome indicated that the program was satisfactorily implemented and effectively promoted student achievement gains in reading and math. A total of 241 students were in bilingual classes. Of these, 103 received remedial reading instruction in Spanish. Achievement test results indicate that program objectives for bilingual program students were not met in reading, but they were met in math. Recommendations for the future include: (1) lower program eligibility age from 9 to 7; (2) strengthen the assessment process for low functioning readers; (3) eliminate or simplify the use of daily prescriptive logs in order to make more time available for instruction; (4) acquire more instructional materials; and (5) provide additional staff development and parent involvement activities. Descriptors: Bilingual Education Programs, Elementary Secondary Education, Individual Instruction, Mathematics Instruction
(1983). Mathematics Achievement: Interactive Effects of Language of Instruction and Teacher Use of New Curriculum Materials. This study examined the mathematics achievement of grade three English-speaking pupils enrolled in French immersion or in an English program as a function of language of instruction and the extent to which their teachers used a locally developed mathematics curriculum document. The sample consisted of eight English program classes and four French immersion classes. French and English versions of an objectives-based mathematics test were administered in October, 1981, and equivalent forms plus a nonverbal aptitude test were given to the same pupils in May, 1982. All participating teachers completed a teacher survey. The English program pupils made significantly greater mathematics gains than their French immersion peers, although the latter had higher initial average scores. Regardless of program, pupils whose teachers reported greater use of the new curriculum document made more mathematics progress than did pupils whose teachers reported less use of the document. The combined effects of program and teacher variables affected mathematics achievement of the grade three pupils as predicted. Descriptors: Academic Achievement, Bilingual Education, Educational Research, Elementary Education