Jamaica High School Computer-Assisted Bilingual/Bicultural Multi-Skills Project, 1986-1987. OEA Evaluation Report.

Autor/inn/en	Asselle, Maria Grazia; und weitere
Institution	New York City Board of Education, Brooklyn. Office of Educational Assessment.
Titel	Jamaica High School Computer-Assisted Bilingual/Bicultural Multi-Skills Project, 1986-1987. OEA Evaluation Report.
Quelle	(1988), (44 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Attendance Patterns; Bilingual Education Programs; Computer Assisted Instruction; Educational Objectives; English (Second Language); Federal Programs; French; Haitian Creole; Haitians; High Schools; Limited English Speaking; Mathematics Instruction; Native Language Instruction; Parent Participation; Program Effectiveness; Program Evaluation; Science Instruction; Social Studies; Spanish; Spanish Speaking; Student Characteristics + Suchen Sie Ihr Suchwort? Schulleistung; Computer based training; Computerunterstützter Unterricht; Educational objective; Bildungsziel; Erziehungsziel; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; High school; Oberschule; Mathematics lessons; Mathematikunterricht; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Programme evaluation; Programmevaluation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Gemeinschaftskunde; Spanisch
Abstract	In its third funding year, Jamaica High School's Computer-Assisted Bilingual/Bicultural Multi-Skills Project used computerized and non-computerized instruction to help 132 native speakers of Haitian Creole/French and Spanish develop English language, native language, and content-area skills. The goal was to help these students participate successfully in the school's mainstream program and then go to college, trade school, or enter the job market. Classroom instruction was complemented by tutoring and career planning, and sought to develop parental understanding and involvement to increase student motivation. Analysis of student achievement data indicates: (1) the proposed English language objective was met for the fall; (2) overall, students met the native language arts objective in both semesters; (3) program students achieved passing rates as high as those of mainstream students in science, social studies, and mathematics; and (4) students met objectives in attendance and suspension rates. Recommendations for improvement are listed. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC