Kimmel, Karen S., Ed.; Blank, Joan C., Ed. (1981). Technology for Career Information Delivery. Conference Proceedings. These proceedings contain 27 papers developed for a conference at which information was provided on currently available and future technological alternatives for delivery of career information. The presentations by staff of State Occupational Information Coordinating Committees, Career Information Delivery Systems, and hardware vendors are grouped according to the categories of alternatives discussed. The four presentations on automated alternatives cover batch processing, mainframes, telephone linking, and new distributed processing approaches. The next five papers focus on nonautomated alternatives: needlesort, the SCAN process, microfiche, telephone hot lines, and printed materials. Career information delivery through microcomputer use is addressed in seven papers that consider microcomputer delivery in Kansas; the move from a centralized system in Washington; microcomputer capabilities and costs; microcomputer effects on education; TRS-80 computers; and Winchester drives. The four presentations on special programs cover talking computers for the visually impaired; computer adaptations for braille and bilingual; Project Discovery, a guidance-based, simulated work, career educational system; and Systems Exploration and Research for Career Help (Search). The last seven presentations consider the use of a combination of alternatives to deliver career information in Iowa, Colorado, Georgia, Oregon, Maine, Florida, and Wisconsin.   [More]  Descriptors: Automation, Bilingual Education, Career Education, Computer Oriented Programs

Shore, Rima; And Others (1983). Clara Barton High School. Bilingual Project. O.E.E. Evaluation Report, 1981-1982. The report evaluates the Bilingual-Bicultural Project conducted in 1981-82 at Clara Barton High School, in Brooklyn, New York, for 50 Spanish speaking students with limited English proficiency (LEP). The project was designed to provide tutorial support to LEP students and to enable them to be placed in one of the more challenging health profession majors offered at the school. Additional help was provided to students in both English and Spanish language achievement, and in content area courses. The project also sought to help students to organize their studies, develop learning skills, and bolster their motivation to remain in school despite financial, cultural, and academic pressures. Quantitative analysis of student achievement among participants indicates that: (1) Spanish speaking students mastered 1.7 objectives per month of instruction; (2) program students demonstrated gains in pre- and posttest reading scores; (3) students in grades 10 and 12 demonstrated gains in mathematics performance; and (4) program students had better attendance rates than the school average. The report offers several recommendations regarding data collection and recordkeeping, scheduling of tutorial sessions, assessment of program impact, additional second language assistance, more challenging native language classes, formation of a bilingual club, and modification of the program objective concerning the Criterion Referenced English Syntax Test (CREST).   [More]  Descriptors: Allied Health Occupations Education, Bilingual Education Programs, English (Second Language), High Schools

New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation. (1982). Bilingual/Bicultural Demonstration Project for Teachers of Emotionally Disturbed Children. E.S.E.A. Title VII Annual Evaluation Report, 1981-82. This report is an evaluation of the Bilingual/Bicultural Demonstration Project for Teachers of Emotionally Disturbed Children, a program which supplemented the basic special education program by providing (1) staff training and consultation; (2) materials development, selection and evaluation; and (3) assistance in the diagnosis of educational needs and the prescription of instructional and management strategies. In 1981-82, the program offered services to five itinerant teachers who provided supplementary bilingual instruction to 211 emotionally handicapped (Spanish-speaking pupils with limited English proficiency in nine special schools in Brooklyn, Manhattan, and Queens (New York City). The objectives of the program were to improve reading in English and Spanish, mathematics, science, and social studies for students in mid-elementary to high school levels. Evaluation of the project's fourth year results showed that pupil achievement objectives compared favorably to those of the previous years, and that proposed objectives were met in social studies and science, while the objectives were almost met for mathematics and oral English. The report offers recommendations toward enhancing program effectiveness, including the continued development and identification of materials appropriate for the population, and more cooperation between bilingual and monolingual special education staff. (AOS).   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Elementary Secondary Education, Emotional Disturbances

Cummins, Jim (1983). Heritage Language Education: A Literature Review. Research literature concerning the effects of incorporating the heritage languages of minority students into the regular school curriculum either as subjects or as mediums of instruction is reviewed. Program evaluations from Canada, the United States, and Europe consistently show that the use of a minority language as a medium of instruction for all or part of the school day entails no long-term loss in the development of academic skills in the majority language. There is also evidence that bilingual programs can both encourage minority parent involvement in their children's schooling and facilitate the development of minority students' academic skills. However, this pattern does not invariably emerge in the evaluation data, and further research is required to understand fully the complex interactions that appear to exist between language of instruction and a range of individual, educational, and social factors. Virtually no research data are available on the academic effects of teaching heritage languages as subjects, as opposed to using the languages as a medium of instruction. Also, because most program evaluations focus primarily on academic outcomes, little or no data are available on the impact of bilingual or heritage language programs on the educational system as a whole. Three major policy implications of the research are addressed.   [More]  Descriptors: Academic Achievement, Bilingual Education, Bilingualism, Comparative Education

Reubens, Peggy (1983). Vocational Education for Immigrant and Minority Youth. Information Series No. 257. Efforts of immigrant and minority youth to make the school-to-work transition successfully are adversely affected by social, psychological, cultural, familial, and individual factors. Complicating their struggle to attain a sense of competence and personal identity, which is common to all youth, are "outsider status," language problems, and cultural misunderstandings. Social factors that affect their successful transition are the degree of the society's egalitarianism, cultural pluralism, racism, sexism, and class stratification. Also significant are the society's attitudes toward youth, political stability, governmental structure, legal system, rate of economic growth, and employment structure. Social institutions, especially schools, can help students make the transition.  Preschool programs provide support that pays off in the early working years. The quality of primary, secondary, and vocational education is especially significant for immigrant and minority youth. Educational issues surrounding these populations include the provision of bilingual instruction, including vocational education in a second language, instruction based on individual learning styles, multicultural curricula, culture-fair testing and assessment procedures, integrated schools, comprehensive educational programs, and nonstereotypic treatment. Programs to prepare youth for work must deal with basic skills, occupational skills, and occupational information. Work experience programs, on-the-job training programs, "second chance" programs, and employment services are also needed.    [More]  Descriptors: Adolescents, Basic Skills, Bilingual Education, Education Work Relationship

Torres, Judith A.; And Others (1983). Walton High School Bilingual Basic Skills Through Interdisciplinary Career Orientation. O.E.E. Evaluation Report, 1981-1982. The program discussed in this evaluation provided instruction in English as a second language and native language arts, as well as bilingual instruction in numerous subject fields and career education to approximately 200 Spanish-speaking students of limited English proficiency in grades 9 through 12. The philosophy of the program, which was conducted at Walton High School in the Bronx (New York City), was one of transition, equipping students with the language skills, career awareness and orientation, and general skills necessary for smooth transition from school to the job market. Program staff provided instructional and support services and staff development activities. Evaluation of the program's second year achievement data indicated that many of the program objectives were met by participating students, particularly in the areas of English syntax, native language arts, and social studies, and that the attendance rate among participants was higher than the school-wide rate. Many of the noninstructional activities (resource and curriculum development, academic and career counseling, and staff development) were also judged to be successful. The evaluation concludes with several recommendations, focusing on: (1) establishment of a resource center; (2) systematic followup of participants who are mainstreamed; (3) the need for a bilingual secretary; and (4) revision and modification of the program's proposed scope.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Career Awareness, Career Guidance

Torres, Judith A.; Puccio, Ignazio (1983). Project BABS (Bilingual Academic and Business Skills). O.E.E. Evaluation Report, 1981-1982. Project BABS is a Title VII-funded comprehensive project designed to develop the business and basic skills of limited English proficient students of Chinese/Vietnamese, Greek, Russian, and Hispanic descent. Participating students come from six New York City high schools. Major program activities include career counseling, job internships with business enterprises, curriculum development, a computerized reading program, and parental involvement activities. Student objectives include the development of English syntax skills, English reading achievement, and the development of business skills through internships. This report describes Project BABS, discusses the implementation of both instructional and noninstructional components, and provides numerous tables of data on the performance of participating students from each of the six schools. Problems in meeting program objectives are attributed to its late start and to administrative difficulties. A number of suggestions are provided for improvement. Appended to the report are an implementation plan; an intern evaluation form; copies of the After School/Summer Internship Agreement and a student data card; and curriculum, activities, and resource information sheets.   [More]  Descriptors: Achievement Gains, Attendance, Basic Skills, Bilingual Education Programs

Spier, Adele W.; And Others (1983). Chapter 636, Voluntary Integration in Massachusetts. Successful Programs of Choice. A statewide study was conducted to identify and describe successful voluntary school desegregation programs funded under Chapter 636, a 1974 amendment to Massachussets' Racial Imbalance Law. Programs selected were of four types: (1) school-based (elementary, middle, and high); (2) school system- or district-wide; (3) part-time and full-time magnet; and (4) Metco school communities, in which minority students are bused to suburban schools. The 12 programs described in this report include (1) and (2) Metco programs in Natick and Newton; (3) the Math Lab at William Trotter Elementary School, Boston; (4) a career education program at Thomas A. Edison Middle School, Boston; (5) a theatre arts program at Copley Square High School, Boston; (6) a staff development/teacher training program in Boston's District II, carried out in collaboration with Wheelock College; (7) Project READ in Boston's District I, conducted in collaboration with Boston University; (8) "Neighborhood Art Center: Project Four Worlds," a magnet program which pairs classes from Boston city and suburban schools; (9) "Casa del Sol: La Buena Herencia," a community-based adult education/cultural education program; (10) "Metropathways," another magnet program for Boston and suburban high school students; (11) a Spanish language instruction program at Sumner Avenue Elementary School, Springfield; and (12) "A Language to Share," a bilingual, multicultural program for students of various linguistic backgrounds residing in Lowell. The report's conclusion considers the elements that make these programs successful and highlights their concern with excellence. Another universal element of the programs is said to be a supportive school climate. Appended to the report are a State Board of Education policy statement on programs submitted for funding under Chapter 636 and a table detailing 1980 enrollments in the 12 programs described. Descriptors: Bilingual Education Programs, Busing, Career Education, College School Cooperation

Hadis, Benjamin F.; And Others (1983). Thomas Jefferson High School Effective Transition of the Bilingual and Bicultural Student to Senior High School. O.E.E. Evaluation Report, 1981-1982. Project Effective Transition of the Bilingual and Bicultural Student to Senior High School (ETBBS) at Thomas Jefferson High School in Brooklyn, New York, provided additional administrative and instructional staff in order to offer instructional services to 165 foreign born students, mostly from Puerto Rico and Haiti. The program was designed to develop English proficiency, and offered instruction in native language arts, social studies, mathematics, and science. This report describes the 1981-82 implementation of the program and discusses the sources of funding, participants, program content, instructional and noninstructional components, parent involvement, and staff development. Analysis of student achievement indicates that: (1) students gained on reading ability of Spanish but failed to achieve the program objective in this area; (2) the program objective for science was met but performance for mathematics and social studies fell short of the goal; and (3) attendance rates of the participants were better than those of nonparticipants. Recommendations include more encouragement for teachers to serve as linguistic models and more confidential counseling and guidance services for students.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Curriculum Development, English (Second Language)

Baker, Glenn E.; And Others (1981). Consumer Education for Texas Industrial Arts. Final Report. A project was undertaken to identify, develop, and test the effectiveness of a limited number of self-contained, individual learning modules about consumer topics that are especially appropriate to a variety of industrial arts courses given in secondary schools in Texas. Included among the project activities were the following: (1) identification of appropriate content topics by a survey administered to a select sample of 49 teachers and administrators involved in industrial arts curriculum development in Texas; (2) development of a system of analysis to define content material within each topic in a consistent and meaningful way; (3) development of a format in which to present the modules; (4) field testing of a portion of the materials in two Texas school districts, using statistical comparisons and teacher reactions; and (5) dissemination of the materials to all school districts in the state. (The appendixes to this project report include project-developed rating and survey instruments as well as learning modules in English and Spanish dealing with energy efficiency, fire protection, hand tools, guarantees and warranties, protective clothing, power hand tools, and sandpaper and other abrasives.) Descriptors: Bilingual Education, Bilingual Instructional Materials, Consumer Education, Educational Needs

Sjostrom, Barbara R.; And Others (1983). Bushwick High School. "A Warm Welcome," 1981-1982. O.E.E. Evaluation Report. Project "A Warm Welcome" at Bushwick High School in New York City is a comprehensive Spanish-English bilingual/bicultural program that provides instruction in English as a second language; bilingual instruction in reading, writing, mathematics, and other content areas; and career awareness training for Spanish speaking ninth to eleventh grade students of limited English proficiency. This report describes the program as it was implemented in 1981-82, and discusses the program context; participants; instructional components and activities; non-instructional components such as counseling, curriculum development, parent involvement, and staff development; and evaluation. Evaluation findings indicate that, in general: (1) program objectives for English were met; (2) students did not demonstrate significant gains in Spanish reading; (3) program objectives for mathematics, science, and social studies were met by some grades but not by others; (4) there were no significant gains in career awareness; (5) the attendance rate for program participants was higher than the school-wide attendance rate; and (6) program personnel demonstrated commitment and competence in their work. Recommendations for program improvement are presented. Characteristics of the courses offered in the program are described in the appendix.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Career Awareness, English (Second Language)

Mampouya, Georges (1982). A Study of the Effectiveness of the Teaching of the English Language in the Congo. African Studies in Curriculum Development & Evaluation. No. 53. While French is the official language of the Congo, the study of English is compulsory throughout the entire seven years of secondary education. A study evaluated the effectiveness of English education, focusing on the training, qualifications, motivation, and morale of the English teacher; the suitability, appropriateness, and design of existing instructional materials; and the general English curriculum. For the study, major foreign language teaching methods were reviewed and their relative effectiveness assessed. Data were obtained from English teachers, Inspectors of English language, and student teachers of English, by means of questionnaires, observation, and interviews. Responses provided information on attitudes on reasons for training as English teachers; length and content of training; staff quality; objectives of the teaching of English in the Congo; and recommendations for improvement. Questions were raised about the necessity for English instruction and the effectiveness of the current system. Among the recommendations were suggestions that more specific and moderate objectives be set for the teaching of English, and that English instruction should be started later in the secondary school curriculum, with more mature students. Suggestions were also made for improving teacher education. Descriptors: Bilingual Education, Developing Nations, Elementary Secondary Education, English (Second Language)

Sennett, Kenneth H. (1982). Second Year Validation Studies of the Brockton Battery: A Special Needs Assessment for Linguistic Minority Students. (The Tests of Reading Readiness and the Scales of Adaptive Behavior). Procedures are described to determine reliability and validity of the Brockton (Massachusetts) Battery's Tests of Reading Readiness and the Adaptive Behavior Scales, which were developed to assess performance levels of Hispanic, Portuguese, and Cape Verdean normal and high risk children. Among reasons given for development of the instruments are availability of few tests with an appropriate Spanish vocabulary, few in Portuguese, and none in Crioulo, a Portuguese-African dialect used by 212 local children from the Cape Verdean Islands. Discussed are the statistical analyses of the 2 year validation studies involving reliability and validity correlation between results achieved by 55 first grade Hispanic and Cape Verdean students on the 15 Reading Readiness Tests and the Holt Mastery Tests. Use of the "Predictive Index" to refer grade 1 children from bilingual programs to special education evaluation is outlined. Explained are development and validation of "Adaptive Behavior Scales" for age levels 2 through 14 for self maintenance which examines four behavioral areas: (1) membership in a peer group, (2) membership in a family, (3) membership in a community group, and (4) consumer activities. Appendixes, which constitute half the document, include statistical tables and the tests in the three languages. Descriptors: Adaptive Behavior (of Disabled), Bilingual Education, Cultural Differences, Disabilities

Keyes, Jose Luis; And Others (1983). Evander Childs High School. Career Exploration Opportunities for Bilingual Students, 1981-1982. O.E.E. Evaluation Report. The Career Exploration Opportunities for Bilingual Students (C.E.O.B.S.) program at Evander Childs High School in the Bronx, New York City, served 100 ninth and tenth grade Spanish speaking students of limited English proficiency during 1981-82. The project provided instruction in English as a second language and Spanish language skills; bilingual instruction in science, mathematics, and social studies; and career education lessons integrated into all major curriculum areas. This report describes the objectives; student participants; organization; instructional, non-instructional, and career exploration components; and evaluation of the program. Evaluation results indicate that: (1) the program is meeting its objectives; (2) participants demonstrated significant gains in English reading skills, and Spanish reading skills; (3) program participants showed a higher passing rate in biology, history, and mathematics than a comparison group of nonparticipants; and (4) participants had a higher attendance rate than students in the school as a whole. Recommendations for planning future programs are presented. Some documents and materials used in implementing the program are presented in the appendices.   [More]  Descriptors: Achievement Gains, Bilingual Education Programs, Career Exploration, English (Second Language)

Torres, Judith A.; And Others (1983). Seward Park High School. Project Superemos, 1981-1982. O.E.E. Evaluation Report. Project Superemos, conducted at Seward Park High School in New York City, was implemented in order to supplement the school's instructional services in English as a Second Language, native language arts, and bilingual instruction. The project provided supportive services necessary for mainstreaming into the regular school curriculum approximately 150 Hispanic, limited English proficiency students in grades nine through eleven. These services consisted of personal, academic, and career counseling, as well as peer tutoring, home visits, and referrals to outside agencies. Also conducted through the project were staff development and participation activities. Evaluation of the project's first year results showed: (1) statistically significant improvement in native language reading ability among participants; (2) improved performance on teacher-made mathematics and science tests; and (3) higher attendance rates among participants than among the general school population. However, the overall course passing rate for project participants did not meet the stated goals, except among ninth graders.   [More]  Descriptors: Achievement Gains, Attendance, Bilingual Education Programs, English (Second Language)