Evaluation report, District 24, Queens. State Urban Education Programs.

Institution	New York Univ., NY. Center for Field Research and School Services.
Titel	Evaluation report, District 24, Queens. State Urban Education Programs.
Quelle	(1972), (138 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Bilingual Teacher Aides; Class Organization; Educational Diagnosis; English (Second Language); Individualized Instruction; Language Proficiency; Paraprofessional School Personnel; Program Evaluation; Remedial Programs; Remedial Reading; School Districts; Standard Spoken Usage; Urban Education; Volunteers; New York (New York) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Pedagogical diagnostics; Pädagogische Diagnostik; English as second language; English; Second Language; Englisch als Zweitsprache; Individualisierender Unterricht; Language skill; Language skills; Sprachkompetenz; Programme evaluation; Programmevaluation; Förderprogramm; Leseförderung; School district; Schulbezirk; Gesprochene Sprache; Umgangssprache; Stadtteilbezogenes Lernen; Freiwilliger
Abstract	The educational program in Community School District Number 24 was supplemented by a quality incentive grant from State Urban Education funds. These funds were used to establish a Corrective Reading Program and anEnglish as a Second Language Program which were supported by school volunteers. The primary objectives of the Corrective Reading Program were: (1) to provide corrective reading diagnosis and remediation services for each participant so that he can expand his vocabulary and comprehension of reading material; and (2) to provide individualized corrective reading instruction so that program participants will increase in specific reading skill areas based on initial diagnosis of reading difficulties. The evaluation of the Corrective Reading Program supports the conclusion that the program achieved the objectives set for it. The primary objective of the English as a Second Language Program was to increase the oral language proficiency of non-English speaking and English as a Second Language pupils in the target population. Among the findings were the following: (1) most of the classes were organized on a grade level rather than on an English proficiency basis. The consequent wide-range of student abilities caused considerable frustration for both teacher and students; (2) teachers varied greatly in their judgment of what was acceptable English; some used accent as a criterion, others were concerned with grammar, still others disregarded those criteria in favor of basic communication of meaning; and, (3) the use of the project Evaluation Test to place and promote ESL students has added a needed formal aspect to the program screening procedures. (Author/JM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC