Evaluation of Vocational Education Programs Serving Limited English Proficiency Students. An Analysis of the Illinois Three Phase System. Executive Summary.

Autor/inn/en	Gonzalez, Juan C.; Phelps, L. Allen
Institution	Illinois Univ., Urbana. Dept. of Vocational and Technical Education.
Titel	Evaluation of Vocational Education Programs Serving Limited English Proficiency Students. An Analysis of the Illinois Three Phase System. Executive Summary.
Quelle	(1981), (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Identification; Administrator Attitudes; Case Studies; Educational Assessment; Educational Diagnosis; Educational Needs; Educational Practices; English (Second Language); Evaluation Methods; Language Proficiency; Needs Assessment; Postsecondary Education; Program Effectiveness; Program Evaluation; Questionnaires; State Programs; State Surveys; Student Evaluation; Student Needs; Student Placement; Vocational Education; Illinois + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Education; assessment; Bewertungssystem; Pedagogical diagnostics; Pädagogische Diagnostik; Educational need; Bildungsbedarf; Bildungspraxis; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Bedarfsermittlung; Post-secondary education; Tertiäre Bildung; Programme evaluation; Programmevaluation; Fragebogen; Regierungsprogramm; Schulnote; Studentische Bewertung; Schülerpraktikum; Ausbildung; Berufsbildung
Abstract	A study examined the processes used by the Illinois Department of Adult, Vocational, and Technical Education in evaluating vocational education programs and services aimed at limited English proficiency (LEP) students in Illinois. Data collection procedures used in the study included the following: (1) participant observation, document analysis, and interviews conducted during three on-site evaluations of local education agencies (LEAs) providing programs and services to LEP students; (2) a questionnaire developed to obtain input from state vocational education directors in seven states regarding current practices of states in evaluating programs for LEP students; (3) interviews conducted with 47 individuals involved with the present on-site evaluation system; and (4) a questionnaire developed to obtain input data from selected LEA personnel regarding the impact of recent evaluation on programs for LEP students. While most respondents felt that the Illinois evaluation system is accomplishing its goals, many of them also expressed concern about the areas of on-site evaluation methods and the expertise of on-site evaluation team members. (The full report of this study and a related study of current practices for assessing, identifying, and placing LEP students in vocational education in Illinois are available separately through ERIC--see note.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC