Evaluation of the Impact of ESEA Title VII Spanish/English Bilingual Education Program. Volume III: Year Two Impact Data, Educational Process, and In-Depth Analyses.

Autor/inn/en	Danoff, Malcolm N.; und weitere
Institution	American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Titel	Evaluation of the Impact of ESEA Title VII Spanish/English Bilingual Education Program. Volume III: Year Two Impact Data, Educational Process, and In-Depth Analyses.
Quelle	(1978), (458 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Biculturalism; Bilingual Education; Bilingual Schools; Bilingual Students; Bilingual Teacher Aides; Bilingual Teachers; Classroom Techniques; Educational Objectives; Educational Policy; Elementary Education; Elementary School Students; English (Second Language); Federal Programs; Language Attitudes; Language Instruction; Language Maintenance; Language of Instruction; Language Programs; Language Research; Learning Activities; Learning Processes; Non English Speaking; Program Evaluation; School Surveys; Second Language Learning; Spanish Speaking; Student Attitudes; Student Characteristics; Teaching Methods; Test Results + Suchen Sie Ihr Suchwort? Schulleistung; Bikulturalität; Bilingual teaching; Bilingualer Unterricht; Bilingual scholl; Bilinguale Schule; Klassenführung; Educational objective; Bildungsziel; Erziehungsziel; Politics of education; Bildungspolitik; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverhalten; Sprachpflege; Teaching language; Unterrichtssprache; Sprachforschung; Lernaktivität; Learning process; Lernprozess; Programme evaluation; Programmevaluation; Zweitsprachenerwerb; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This volume is the further examination of: (1) the impact of the Title VII program, based on student outcome data collected after the publication of Volume One in 1976 and on the continued examination of Volume One data; and (2) educational processes and outcomes found in the Impact Study classrooms. In the first section, a detailed discussion is provided of the analysis of the data: Fall 1976 test score analyses and findings, procedures used, characteristics of the score analysis samples, language use indices, program impact assessment, and other related issues. In the second section, the following topics are discussed: the nature of the student population involved, educational goals, the impact on student achievement and attitudes, the relationship between gains in student achievement and attitudes and instructional process variables, contextual characteristics, and teacher and teacher aide characteristics. The appendices include statistical information and supporting tables. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC