Integrating Title I and Title VII: The Evolving Model of Dearborn Public Schools, Michigan. NCBE Program Information Guide Series No. 21.

Autor/inn/en	Arraf, Shereen; und weitere
Institution	National Clearinghouse for Bilingual Education, Washington, DC.
Titel	Integrating Title I and Title VII: The Evolving Model of Dearborn Public Schools, Michigan. NCBE Program Information Guide Series No. 21.
Quelle	(1995), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Bilingual Education; Educational Change; Educational Objectives; Elementary Secondary Education; English (Second Language); Limited English Speaking; Parent School Relationship; Program Design; Program Implementation; School Restructuring; Student Development + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; English as second language; English; Second Language; Englisch als Zweitsprache; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Programme design; Programmaufbau; Programmplanung; Schulreformplan; Schulumwandlung
Abstract	This report offers insights on the experiences and techniques used in the Dearborn Public Schools effort to integrate Title VII and Chapter 1 programs prior to their reauthorization. The school system is located near metropolitan Detroit, Michigan, and has over 14,500 students representing 24 languages, many from the Middle East, Romania, and Albania. The system includes 26 elementary schools, 5 middle schools, and 3 high schools; approximately 5,000 students were eligible for bilingual education services. Program goals stem from the philosophy that all children can attain language competency and academic success through the shared vision and focused efforts of teachers. Results of a preliminary needs assessment survey and later parent interest survey suggest the establishment of a strong partnership between home and school and a collaborative, systemic, and student-centered educational reform system. Restructuring must make schools more responsive to students through various forms of individualization and the elimination of stereotypical labels, such as slow or special need, and intensive staff development plans should focus on preparing teachers to work effectively with language minority as well as majority students. (Contains 23 references.) (NAV)
Anmerkungen	NCBE, 1118 22nd Street, N.W., Washington, DC 20037 ($3.50; checks payable to NCBE/George Washington University).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC