Bilingual Education through Architectural Mathematics (Project BEAM), Community School District 7. Final Evaluation Report, 1992-93. OREA Report.

Autor/in	Boronow, Yvette
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	Bilingual Education through Architectural Mathematics (Project BEAM), Community School District 7. Final Evaluation Report, 1992-93. OREA Report.
Quelle	(1993), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Architecture; Attendance Patterns; Bilingual Education Programs; Curriculum Development; Elementary Education; English (Second Language); Inservice Teacher Education; Intensive Language Courses; Limited English Speaking; Mathematics Instruction; Native Language Instruction; Parent Participation; Program Evaluation; Second Language Instruction; Spanish Speaking; Staff Development; Student Attitudes + Suchen Sie Ihr Suchwort? Architektur; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerfortbildung; Intensivkurs; Sprachkurs; Mathematics lessons; Mathematikunterricht; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Fremdsprachenunterricht; Personnel development; Personalentwicklung; Schülerverhalten
Abstract	Bilingual Education through Architectural Mathematics (Project BEAM) is a federally-funded program in its fourth year of operation in 1992-93. It served 226 limited-English-proficient Spanish-speaking students in two Bronx (New York) elementary schools. Students received instruction in English as a second language (ESL), native language arts (NLA), and mathematics through study of architecture. Parent involvement and staff development activities were also important program components. The program met its objectives for mathematics achievement, curriculum development, parent involvement, and student knowledge of and appreciation for architecture. While it met staff development objectives for instructional use of architecture and staff participation in workshops and conferences, it did not meet a staff development objective for enrollment in college courses. It did not meet objectives for ESL, NLA, or attendance. Recommendations for program improvement include: assessing reasons for lack of ESL achievement; considering intensive ESL literacy instruction, particularly for recent immigrants; exploring techniques to increase mathematics and NLA skills, possibly through peer tutoring and enrichment programming; reviewing the attendance objective; and encouraging project teachers to enroll in college courses. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC