Can Researchers Find True Happiness in a Public School Setting? A Success Story in Bilingual Education Evaluation.

Autor/inn/en	Ligon, Glynn; Holley, Freda
Institution	Austin Independent School District, TX. Office of Research and Evaluation.
Titel	Can Researchers Find True Happiness in a Public School Setting? A Success Story in Bilingual Education Evaluation.
Quelle	(1978), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Bilingual Education; Bilingual Schools; Bilingual Students; Bilingual Teachers; Bilingualism; Curriculum Evaluation; Curriculum Research; Elementary Education; Elementary School Students; English (Second Language); Evaluation Methods; Experiential Learning; Experimental Curriculum; Field Trips; Language Instruction; Language Programs; Program Evaluation; Public Schools; Research Design; Research Projects; Second Language Learning; Spanish; Teaching Skills + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Bilingual scholl; Bilinguale Schule; Bilingualismus; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Research; Curriculumreform; Forschung; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Experiental learning; Erfahrungsorientiertes Lernen; Exkursion; Programme evaluation; Programmevaluation; Public school; Öffentliche Schule; Forschungsdesign; Forschungsvorhaben; Zweitsprachenerwerb; Spanisch; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	A two-year evaluation of an experience-based curriculum in bilingual education is described in parable style. The proposal for this research design was developed around the question of first-hand field experiences. A review of the first-year project revealed some of its weaknesses and reasons for poor results. For the second year, the public school constraints were taken into consideration, a training session for school personnel was conducted, and a research design was planned by all staff and researchers to be involved in it. The design was fairly complex because of the public school constraint that no child ever be denied the "benefits" of a program. Two consecutive grade levels at each school were assigned randomly to each of three treatment groups called full, partial and delayed treatment. Results indicated that students in the full treatment group performed better than students in the partial treatment group, who in turn performed better than those in the delayed treatment group. Advantages were evident in both Spanish and English communication skills. Appendices cover teacher competencies in a bilingual program; parental involvement strategies; and description, analysis and results of the experience-based curriculum project. (AMH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01