Identification, Assessment, and Placement of Limited English Proficiency Students in Vocational Education. A Study of Current Practices in Illinois.

Autor/inn/en	Cordova, Rose Mary; Phelps, L. Allen
Institution	Illinois Univ., Urbana. Dept. of Vocational and Technical Education.
Titel	Identification, Assessment, and Placement of Limited English Proficiency Students in Vocational Education. A Study of Current Practices in Illinois.
Quelle	(1981), (205 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Identification; Administrator Attitudes; Communication Skills; Community Colleges; Educational Diagnosis; Educational Needs; Educational Practices; Educational Research; English (Second Language); High Schools; Language Proficiency; Needs Assessment; Postsecondary Education; Program Development; Questionnaires; State Surveys; Student Evaluation; Student Needs; Student Placement; Vocational Education; Illinois + Suchen Sie Ihr Suchwort? Kommunikationsstil; Community college; Community College; Pedagogical diagnostics; Pädagogische Diagnostik; Educational need; Bildungsbedarf; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Language skill; Language skills; Sprachkompetenz; Bedarfsermittlung; Post-secondary education; Tertiäre Bildung; Programmplanung; Fragebogen; Schulnote; Studentische Bewertung; Schülerpraktikum; Ausbildung; Berufsbildung
Abstract	A study examined the varied procedures and approaches utilized in identifying, assessing, and placing limited English proficiency (LEP) students in vocational education programs in Illinois high schools, area vocational centers, and community colleges. Utilized in the study were data from the following survey instruments: (1) a mail questionnaire that obtained detailed information regarding identification, assessment, and placement procedures from 212 Illinois local education agency (LEA) program directors; (2) a document analysis of 59 local one- and five-year plans for such programs to serve LEP students; (3) three one-day on-site visitations to three LEAs; and (4) a telephone questionnaire that obtained information on local programs for LEP vocational education students from state directors of vocational education in seven states (Arizona, California, Florida, Massachusetts, New Mexico, New York, and Texas). Analysis of data from these sources resulted in 19 recommendations concerning further research and development in the area of programs to identify, assess, and place LEP students in vocational education. (A related project evaluation report and an executive summary of the project report on the Illinois three-phase system for serving LEP vocational students are available separately through ERIC--see note.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC