The Bilingual Academic Services and Integrated Career Systems Program, BASICS 1988-1989. OREA Evaluation Section Report.

Autor/inn/en	Berney, Tomi D.; Barrera, Marbella
Institution	New York City Board of Education, Brooklyn, NY. Office of Research, Evaluation, and Assessment.
Titel	The Bilingual Academic Services and Integrated Career Systems Program, BASICS 1988-1989. OREA Evaluation Section Report.
Quelle	(1990), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Advising; Attendance; Bilingual Education Programs; Career Education; Career Exploration; Counseling Services; Curriculum Development; English (Second Language); Federal Programs; Job Placement; Limited English Speaking; Parent Participation; Program Evaluation; Second Language Instruction; Secondary Education; Social Studies; Staff Development; Tutorial Programs + Suchen Sie Ihr Suchwort? Akademischer Rat; Anwesenheit; Arbeitslehre; Berufserkundung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Employment service; Employment services; Arbeitsvermittlung; Elternmitwirkung; Programme evaluation; Programmevaluation; Fremdsprachenunterricht; Sekundarbereich; Gemeinschaftskunde; Personnel development; Personalentwicklung; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	In its second year, the Bilingual Academic Services and Integrated Career Systems (BASICS) Program served 104 limited-English-proficient students at Bayside High School in Queens (New York City). Project goals were to develop English literacy skills, produce an organizing framework of thinking and language skills across the curriculum, generate a career education and exploration sequence, and prepare students for the psychosocial dimensions of work. Instructional activities included three levels of English-as-a-Second-Language instruction (ESL), two social studies courses taught with an ESL approach, and mainstream content area and vocational classes. The non-instructional component consisted of staff development, parent involvement, and support services (guidance, counseling, and tutoring). The project met its objectives in ESL, ESL-based content classes, and curriculum development. The program met two of three objectives for career-oriented activities, but failed to meet its objective for attendance. Recommendations for program improvement include strengthening efforts to improve attendance by improved contact with parents and peer counseling, keeping records of parent attendance, developing and implementing new techniques for parent involvement, and revising the evaluation design. (Author/MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC