Fort Hamilton High School Project GRASP. ESEA Title VII. Final Evaluation Report, 1979-1980.

Autor/inn/en	Irizarry, Ruddie A.; und weitere
Institution	New York City Board of Education, Brooklyn, NY. Office of Educational Evaluation.
Titel	Fort Hamilton High School Project GRASP. ESEA Title VII. Final Evaluation Report, 1979-1980.
Quelle	(1980), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Arabs; Bilingual Education; Class Organization; Community Involvement; Curriculum Development; Curriculum Evaluation; English (Second Language); Ethnic Groups; Greek Americans; Hispanic Americans; Native Language Instruction; North Americans; Parent Participation; Program Effectiveness; Program Evaluation; Second Language Instruction; Secondary Education; Staff Development; New York (New York) + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Arab; Araber; Bilingual teaching; Bilingualer Unterricht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnie; Hispanic; Hispanoamerikaner; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Fremdsprachenunterricht; Sekundarbereich; Personnel development; Personalentwicklung
Abstract	This report is an evaluation of a Title VII Bilingual Program conducted at the Fort Hamilton High School in Brooklyn, New York, in 1979-1980. This bilingual program provided instruction for Greek, Spanish, and Arabic speaking students. The ethnic and economic composition of the neighborhood and of the school population are discussed, and the program's objectives, funding sources, and uses of those funds are examined. The program is analyzed in the following areas: (1) class organization; (2) curriculum and materials development; (3) staff development; (4) parental and community involvement; (5) supportive services; and (6) affective domain. Tables are presented measuring each student ethnic group's achievement level in social studies, science, mathematics, and English and native language development. The tables also indicate students' performance on the Criterion Referenced English Syntax Test (CREST). The report concludes with a positive assessment of the program. (APM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC