Bibliography: Bilingual Education (page 758 of 829)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Genevieve M. Ramirez, David Wilkinson, Donald L. Kester, CA. Los Angeles County Commission on Human Relations, Maria J. Ariza, Trenton. New Jersey State Dept. of Education, Brooklyn New York City Board of Education, Jo-ann Archibald, and Aliu Babs Fafunwa.

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1991). Career Awareness Program (Project CAP). 1990-91 Final Evaluation Profile. OREA Report. An evaluation was done of New York City Public Schools' Career Awareness Program (Project CAP), which served middle school (grades 6 through 9) economically disadvantaged Asian American students of limited English proficiency. The program served 222 students in 2 middle schools, 97.7 percent of whom were eligible for the Free Lunch Program. The Project targeted schools with a large population of immigrant students from mainland China, Taiwan, and Hong Kong. The project provided instruction in English as a Second Language, native language arts, and bilingual instruction in content area subjects. The students were also offered intensive computer classes. In addition, the project aimed to increase students', as well as parents', awareness of career opportunities. Evaluation of the program was based on demographic data, citywide student test scores, and interviews with and surveys of the program director. Project CAP's career education component was particularly valuable in helping students become familiar with the U.S. employment system, and the Project provided a strong family program. Project CAP was fully implemented at one site and partially implemented at the other site because of the lack of bilingual staff at that site. The project met its objectives in all areas. One appendix summarizes the data collection and analysis procedures.   [More]  Descriptors: Asian American Students, Bilingual Education Programs, Career Awareness, Compensatory Education

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1991). Bilingual Resource Instruction for the Development of Gainful Employment Skills (Project BRIDGES). 1990-91 Final Evaluation Profile. OREA Report. An evaluation was done of New York City Public Schools' Bilingual Resource Instruction for the Development of Gainful Employment Skills Program (Project BRIDGES), which served poor immigrant high school students. The program operated at three Brooklyn high schools (Sheepshead Bay High School, Franklin D. Roosevelt High School, and South Shore High School). It served 405 limited English proficiency students with instruction in English as a Second Language (ESL), native language arts (NLA), content area subjects, and vocational skills. The program served students from many cultures, who spoke a variety of native languages including Spanish, Haitian Creole, Russian, Hebrew, and Arabic. Evaluation of the program was based on demographic data, citywide student test scores, and interviews with and surveys of the program director. In its final year of implementation, Project BRIDGES was fully implemented; provided at-risk students with essential supportive services and individualized instruction; and met its objectives for ESL, NLA, vocational courses, career development, attendance, and graduation requirements. Two appendices summarize the data collection and analysis methods and list instructional materials.   [More]  Descriptors: Bilingual Education Programs, Career Education, Compensatory Education, Disadvantaged Youth

Los Angeles County Commission on Human Relations, CA. (1989). The Effects of School Reform on Black and Latino Students in Los Angeles County. Report on a Public Hearing by the Los Angeles County Commission on Human Relations. This publication reports on a hearing concerning the relationship between educational reform and the educational problems of Black and Latino students in Los Angeles County. Findings include the following: (1) while over 70 percent of students countywide are minority group members, fewer than 30 percent of teachers are from these groups; (2) most poor students and students of color lack access to resources that are believed to make a difference in learning; (3) with rare exceptions, students placed in low-ability groups continue in these groups and drop out at alarming rates; (4) school reform has emphasized college preparation at the expense of students who pursue occupational training, enter military service, or immediately seek jobs; (5) the need to teach English to students while simultaneously keeping them on an academic par with their age group has increased dramatically with recent immigration; (6) the few model classrooms and schools in communities of color are mostly experimental and benefit a very limited number of students; and (7) despite school reform efforts, Black and Latino students continue to achieve at lower levels than their White counterparts. Eight recommendations to local school districts are presented. Appendixes include a list of presenters and Los Angeles Unified School District Core Team tenets and recommendations. Descriptors: Academic Achievement, Access to Education, Bilingual Education, Black Students

Kester, Donald L. (1989). Bridging the Gap: A Sheltered Approach to Language Acquisition and Academic Success in the Six Middle Schools of Torrance Unified School District. First Evaluation Report (1988-1989). This report describes the first year of a 3-year transitional bilingual program for Chinese, Japanese and Korean middle school students in the Torrance Unified School District. The program focused on four specific areas: student instruction, staff development, materials, and parent involvement/education. Project students, once identified, were served by a school staff that included English as a Second Language, social science and science teachers, and bilingual instructional assistants. Students were tracked in the areas of retention, attendance, and placement in special programs, and records of student work were kept. Materials had been located, developed, or were under development for all languages, and staff underwent specialized inservice training. Certain objectives of the program, however, had not been attained–more progress was needed in the areas of cultural events, increasing and measuring student self-esteem, and informing parents of school activities.   [More]  Descriptors: Academic Achievement, Asian Americans, Bilingual Education Programs, English (Second Language)

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1991). Career Awareness and Resource Education Program for Hispanic Bilingual High School Students (Project CARE). 1990-91 Final Evaluation Profile. OREA Report. An evaluation was done of New York City Public Schools' Career Awareness and Resource Education Program for Hispanic Bilingual High School Students (Project CARE), which served poor immigrant students. The program operated at 2 high schools (1 in Brooklyn and 1 in Queens) and included 491 students who were eligible for the Free Lunch Program. The Project provided students with English as a Second Language (ESL); native language arts (NLA); bilingual instruction in content areas and pre-occupational subjects; and art, music, and physical education using ESL techniques. The Project aimed to provide academically deficient students of limited English proficiency with the intensive instructional and support services necessary to insure optimum academic and career achievement.  Evaluation of the program was based on demographic data, citywide student test scores, and interviews with and surveys of the program director. Project CARE was fully implemented; and it met its objectives for awareness of U.S. culture, career conference, guidance counseling, attitudes toward school, curriculum development, and parental involvement. It partially met its objective for dropout rate. The project did not meet its objectives for ESL, NLA, content areas subjects, attendance, and attitude toward heritage. One appendix summarizes the data collection and analysis procedures.   [More]  Descriptors: Bilingual Education Programs, Career Awareness, Compensatory Education, Disadvantaged Youth

Wilkinson, David (1990). GENESYS 1989-90: Selected Program Evaluations. Selected program evaluations through the GENeric Evaluation SYStem (GENESYS) of the Austin (Texas) Independent School District are reviewed. GENESYS, implemented in 1988-89, consists basically of a database methodology assessing the school system's longitudinal databases and a set of computer programs using the Statistical Analysis System (SAS) to generate output on several variables for designated programs. In its second year, 1989-90, GENESYS included a wide variety of elementary school, secondary school, and kindergarten through grade 12 programs. Information on specified groups of students gathered through GENESYS concerns the following variables: student characteristics; achievement; attendance; discipline; grades/credits; dropouts; and retainees. In this report, GENESYS information is provided for: (1) bilingual and English-as-a-Second-Language programs at all grades; (2) Teach and Reach supplementary reading and mathematics instruction in elementary grades; (3) the AIM High elementary gifted and talented program; (4) the Liberal Arts Academy for public middle/junior high gifted and talented students; (5) the Kealing Magnet School for high achievers in mathematics and science; and (6) the Secondary Honors Program. Eight evaluation summaries are presented in table form. Nine attachments provide operational details for GENESYS.   [More]  Descriptors: Academically Gifted, Bilingual Education Programs, Computer Software, Data Collection

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1991). Project DATA-TECH. 1990-91 Final Evaluation Profile. OREA Report. An evaluation was done of New York City Public Schools' Project DATA-TECH, which served limited English proficient high school students interested in computer-aided drafting (CAD) and cosmetology programs. The program served 190 students at Sara J. Hale High School in Brooklyn, of whom 89.5 percent were eligible for the Free Lunch Program and most spoke Spanish or Haitian Creole. Participating students majored in either CAD or cosmetology while receiving instruction in English as a Second Language, native language arts, and bilingual content area subjects. The project provided non-instructional services in the areas of guidance, family assistance, extracurricular activities, and job placement. It featured an Executive Internship Program as well as activities for staff development and parental involvement. Evaluation of the program was based on demographic data, citywide student test scores, and interviews with and surveys of the program director. Project DATA-TECH was fully implemented; and it gave students the opportunity to progress academically, develop marketable skills, and achieve optimum proficiency in English and native languages. One appendix summarizes the data collection and analysis procedures.   [More]  Descriptors: Bilingual Education Programs, Career Education, Compensatory Education, Disadvantaged Youth

Archibald, Jo-ann, Ed.; And Others (1988). Ourselves, Our Knowledge. Establishing Pathways to Excellence in Indian Education Implementation: Challenges and Solutions. Selected Proceedings of the Conference of the MOKAKIT Indian Education Research Association (Winnipeg, Manitoba, October 17-19, 1986). This proceedings addresses issues within the area of Indian education. The papers are categorized into four sections. The section "Theoretical Contributions" includes papers that: (1) advocate a commitment to the future of creative ethnicity and a regard for the past of tribalism; (2) offer a framework as a means of better understanding the task of providing meaningful schooling to Indian children; and (3) describe myths and research and suggest empowering Indian communities to conduct research. The papers in the "Theory into Practice" section discuss applications of theory for educators, including: (1) designing a holistic framework of the child in the school-community environment; (2) a critique of existing school literature programs in which Native literature is absent; and (3) an integrated view of the Indian learning style, based on the theories of Alfred Adler. The third section, "Community-Based Contributions" contains: (1) a summary of the "Seeking New Directions" project focusing on the practical educational and clinical responses to substance abuse and youth in crisis; and (2) a description of a curriculum development project that aimed to maintain the Micmac language. The fourth section, "Case Studies," includes papers that: (1) review the struggle by the people of Chapel Island Research to provide culturally relevant schooling for their children; (2) describe an experimental program in cognitive development for intermediate students; and (3) describe ethnic prejudice among high school students. The final section is a single paper reporting on a survey of educational attitudes in the Indian community. Descriptors: American Indian Culture, American Indian Education, American Indians, Bilingual Education

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1991). Dropout Reduction through Employment Achievement and Motivation (Project DREAM). 1990-91 Final Evaluation Profile. OREA Report. An evaluation was done of New York City Public Schools' Dropout Reduction through Employment, Achievement, and Motivation Program (Project DREAM), which served poor Spanish-speaking immigrant high school students. The program operated at South Bronx High School serving 444 mostly immigrant students of limited English proficiency. The program offered English as a Second Language (ESL), native language arts (NLA), and bilingual instruction in content areas. A program strength was small class size. Two guidance counselors, a case manager, and a community-based organization provided services to participants. Evaluation of the program was based on demographic data, citywide student test scores, and interviews with and surveys of the program director. Project DREAM was fully implemented; and it met its objective for NLA, career education, attendance, staff development, and parental involvement. It met one of two ESL objectives and two of three content area objectives. In addition, parental involvement was found to be low and in need of strengthening. Two appendices summarize the data collection and analysis methods and list instructional materials.   [More]  Descriptors: Bilingual Education Programs, Career Education, Compensatory Education, Disadvantaged Youth

New Jersey State Dept. of Education, Trenton. (1989). Guidelines for Development of Application. Basic Skills Improvement Programs (ECIA Chapter 1 PL 98-211 and Chapter 212 Laws of 1975 as Amended). Fiscal Year 1989. Chapter 1 of the Education Consolidation and Improvement Act (ECIA) (P.L. 98-211 as amended) and New Jersey State Chapter 212 were enacted to provide financial assistance to local educational agencies (LEAs) to expand and improve their educational programs to meet the special needs of educationally deprived children. Each eligible LEA must apply to the state educational agency (SEA) for state and federal funding and must describe its proposed program. These guidelines are intended to assist New Jersey LEAs in designing and implementing basic skills improvement (BSI) programs in compliance with federal and state statutes and regulations. The guidelines are in 11 sections. The first 10 sections correspond to the following parts of the Basic Skills Improvement Program Application for FY 1989: (1) cover page; (2) basic data (ECIA Chapter 1 only); (3) parent-teacher and nonpublic school consultation; (4) program needs assessment for compensatory education and for supplemental ESL and basic skills programs for LEP students; (5) process to determine students in need; (6) program description; (7) count of participants by project, by school; (8) evaluation design; (9) fiscal data; and (10) budget breakdown/description. Each section includes a discussion of program requirements, section summary statements, and instructions. Section XI comprises 12 corresponding appendixes. An application form is also included. Descriptors: Basic Skills, Bilingual Education, Compensatory Education, Compliance (Legal)

Ariza, Maria J. (1990). A New Beginning for LEP Students?. New Beginning is a transitional program for limited-English-proficient (LEP) secondary school students in Dade County, Florida whose prior school experience was interrupted or limited. The program currently serves 102 students in four schools. Most participants are Hispanic or Haitian. Students are selected by district-wide criteria and grouped in self-contained classes. Program aims are: (1) to develop rapid acquisition of English skills, literacy, and academic skills needed to profit from English-as-a-Second-Language and bilingual curriculum content programs, as well as a more positive self-image; and (2) to reduce failure and dropout rates. Although the schools all follow specific guidelines, program implementation varies. All participants enrolled shortly after arrival in the United States. The program's attendance rate has been generally high. Achievement data for the first year is inconclusive concerning program success. Staff perceive the program as valuable, student response has been positive, and the program appears to have been beneficial to students to date. Analysis of program results is continuing, and will include student interviews. Descriptors: Bilingual Education Programs, Dropout Prevention, English (Second Language), Haitians

Fafunwa, Aliu Babs, Ed.; And Others (1989). Education in Mother Tongue: The Ife Primary Education Research Project (1970-1978). This book makes a case for the mother tongue as the medium of education for the first 12 years of the child's life. It describes Nigeria's 6-Year Primary Project, which taught experimental groups of students in their native Yoruba in varying degrees for their first 6 school years, beginning in 1970. The book shows how the mother-tongue education program was planned, organized, and implemented. Chapter 1 traces the historical background of mother-tongue education, describing educational policy and the primary school system under British rule, and the changes made thereafter. Chapter 2 describes plans for the project including initial goals and funding. Chapters 3 and 4 discuss curriculum development and production, describing how panels developed materials for mathematics, science, social studies, Yoruba, and English instruction. Chapter 5 describes teacher preparation, including workshops and on-the-job training. Chapter 6 describes instructional programs and objectives for each subject. Chapter 7 examines problems encountered during the project. Chapter 8 offers a comprehensive evaluation of the project, including methodology and longitudinal achievement test results (from the five sample groups) that compare several variables, including urban and rural settings. Chapter 9 offers observations and recommendations for other countries, noting literacy-rate improvement and enhancement of the instructional language itself.   [More]  Descriptors: Academic Achievement, Bilingual Education Programs, Curriculum Development, Educational Policy

Ramirez, Genevieve M. (1987). Retention of the Latino University Student: Student Affirmative Action at CSULB. The Student Affirmative Action Program at California State University, Long Beach was designed to serve the needs of Latino students, an underrepresented population in higher education, and to help eliminate identified institutional barriers to their participation. Barriers include inadequate orientation and information, poor planning and academic scheduling, limited support services, and personal and cultural alienation. Program features include: the original summer residential program providing orientation, basic study skills, academic advising, and exposure to some of the interpersonal dynamics of the first year; intensive writing and math instruction; and fall course registration. Participating students are assigned a trained peer advisor for regular meetings, progress evaluation, and referrals for additional academic and nonacademic services. Student scheduling incorporates breaks so students may use academic support services, meet with faculty, or prepare for classes. Group tutorials are also used. Faculty are involved as mentors, advisors, assessors, consultants to peer advisors, instructors, and referral sources. A study of the program's success with three cohorts found their academic performance to be better than that of a control group's, and their retention rates surpassed even those of majority students.   [More]  Descriptors: Academic Advising, Affirmative Action, Bilingual Education, College Faculty

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1991). Career Education and Learning Strategies Implementation Model (Project CELSIM) 1990-91. Final Evaluation Profile. OREA Report. In its third year, Project CELSIM (Career Education and Learning Strategies Implementation Model) of the New York City Public Schools served 282 Hispanic high-school students with limited English proficiency. The project provided students with English-as-a-Second-Language and Native Language Arts instruction, bilingual instruction in content area subjects, career awareness instruction, and counseling services. The project also provided staff with a series of training conferences on teaching methodologies and learning styles. Strengths of the project included its information sharing with mainstream staff and its thrust toward placing students in mainstream bilingual activities. This report examines the project's staffing, implementation, outcomes by individual objectives, and a case history. Appendices describe data collection and analysis procedures and list instructional materials used in the project.   [More]  Descriptors: Bilingual Education, Career Education, Counseling Services, English (Second Language)

New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment. (1991). Career Awareness Resources for Exceptional Students (Project CARES) 1990-91. Final Evaluation Profile. OREA Report. Project CARES (Career Awareness Resources for Exceptional Students) of the New York City Public Schools served 67 Spanish-speaking students with intensive social and emotional needs and limited English proficiency. The students were ages 10 to 21. The project provided students with instruction in English as a Second Language, Native Language Arts, and bilingual instruction in the content areas. The project sponsored a joint venture in which students, parents, supervisors, community residents, and local business entrepreneurs introduced students to the job market. Evaluation of the project found that it raised the self-esteem and confidence of the students. It equipped staff to work together to achieve common goals and equipped students with instruction in how to do peer tutoring.  The need for additional training for project staff is noted. This evaluation report covers staffing, implementation and outcomes by individual objectives, and a case history. An appendix describes data collection and analysis procedures.   [More]  Descriptors: Bilingual Education, Career Awareness, Cooperative Programs, Emotional Disturbances

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