A Pilot Study of Services to Students of Limited English Proficiency in New York City Public Schools. Revised. OER Report.

Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	A Pilot Study of Services to Students of Limited English Proficiency in New York City Public Schools. Revised. OER Report.
Quelle	(1991), (166 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education Programs; Curriculum Design; Educational Assessment; Educational Strategies; Elementary Schools; Elementary Secondary Education; English (Second Language); Grouping (Instructional Purposes); High Schools; Institutional Characteristics; Instructional Materials; Limited English Speaking; Mainstreaming; Middle Schools; Parent Participation; Program Development; Pupil Personnel Services; School Districts; Staff Development; Student Characteristics; Surveys; Teacher Characteristics; Teaching Methods + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Education; assessment; Bewertungssystem; Lehrstrategie; Elementary school; Grundschule; Volksschule; English as second language; English; Second Language; Englisch als Zweitsprache; Grouping; Gruppenbildung; High school; Oberschule; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Middle school; Mittelschule; Mittelstufenschule; Elternmitwirkung; Programmplanung; School district; Schulbezirk; Personnel development; Personalentwicklung; Survey; Umfrage; Befragung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A survey of educational programs and services provided to limited-English-proficient (LEP) students in a sample of 21 New York City (New York) public schools (six elementary, eight middle, and seven high schools) is reported. The report describes services as reported by the schools and compares them to recommendations made in relevant research literature. An introductory chapter summarizes the survey design and findings, and the second chapter outlines the survey's methodology. A review of effective practices in bilingual and English-as-a-Second-Language (ESL) education is presented in chapter three. Chapter four presents survey sample characteristics, an overview of bilingual/ESL services, and characteristics of the teacher sample. The fifth chapter summarizes instructional design patterns, including curriculum, grouping for instructional purposes, and frequency of instruction. Teaching practices (English-language instructional approaches, content-area methods, and instructional materials) and non-instructional components (support services for LEP students, staff development, and parental involvement) are addressed in the two subsequent chapters. Finally, an examination of school climate looks at the status of bilingual and ESL programs, the mainstreaming process, and school-based planning. Conclusions and recommendations are offered. Supporting documentation are appended. Contains 74 references. (MSE)
Anmerkungen	OREA, Room 507, New York City Public Schools, 110 Livington Street, New York, NY 11201.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC