Choonoo, John (1993). To Examine and Plan for Occupational Requisites and Employment (Project EXPLORE). Final Evaluation Report, 1992-93. OREA Report. To Examine and Plan for Occupational Requisites and Employment (Project EXPLORE) was a federally funded program in its fourth year of operation in two Queens (New York) high schools in 1992-93. It served 451 limited-English-speaking students of varied language backgrounds with less than two years of schooling in English. The project's two components were: (1) instructional services in English as a Second Language (ESL), native language arts (NLA), mathematics, science, social studies, and business/vocational education; and (2) support services, including development of curriculum and instructional materials in the students' native languages, staff development, and parent involvement activities. The project carried out all specified activities and met all objectives except that for ESL achievement, although in ESL, achievement gains were significant. While no objective for attendance was specified, the attendance rate for participating students was higher than in the previous year… [PDF]

Carrejo, Denise Pi√±on (2004). State Compensatory Education, 2003-2004 Evaluation Report. Publication Number 03.10. Online Submission This report summarizes AISD's evaluation results of its 2003-2004 state compensatory education programs…. [PDF]

Seiman, Florence (1993). Special Competition Bilingual Enrichment Academic Russian Program. Final Evaluation Report, 1992-93. OREA Report. Special Competition Bilingual Enrichment Academic Russian Program is a federally-funded program that served 623 native Russian-speaking, limited-English-proficient (LEP) students in nine public and two private high schools in New York City in 1992-93, its first year of operation. Students received instruction in English as a second language (ESL), native language arts (NLA), mathematics, science, social studies, and business skills. Staff development and parental involvement and educational activities were also important program components. The program met all objectives in ESL, NLA, student performance on state competency and achievement tests, mathematics, science, social studies, business, career awareness, attitudes toward the Russian language, attendance, and parental involvement. Recommendations for program improvement include: exploration of additional techniques to increase student subject area skills at selected sites, possibly by augmenting peer and paraprofessional… [PDF]

(1987). Schools and Communities Working Together for Linguistic Minority Students. Seventeen Massachusetts programs involving schools and communities working together to support the educational success of linguistic minorities are described. The programs represent a cross-section of efforts in the state serving a variety of language groups. Program focuses include: (1) supplemental support and resources for Cambodian students; (2) an experiential science curriculum for English- and Spanish-speaking students; (3) services to a Hispanic community, including a homework center; (4) tutoring of limited-English-proficient (LEP) students by trained college students; (5) advocacy to ensure equity of bilingual programs; (6) after-school recreational, educational, and counseling services; (7) educational and support services to LEP preschool children and their families; (8) a photography project for bilingual students; (9) General Educational Development (GED) and English-as-a-Second-Language (ESL) services for LEP parents; (8) after-school assistance with assignments and… [PDF]

Batten, Margaret (1983). Issues of the Eighties: Principals' Perspectives and School Practices. ACER Research Monograph No. 22. Over recent years there has been an increasing amount of public and political discussion of educational directions and educational accountability in relation to Australian primary and secondary schools. The study reported in this monograph attempted to address these concerns through a four-stage process: a review of literature exploring community expectations of schooling; the development of a classification of educational issues; a survey of 400 primary and secondary government and nongovernment school principals to determine their priorities among the issues; and detailed studies of school practices that exemplified the priority issues in 27 of the survey schools. Some significant differences between the groups emerged in the data analysis: pastoral care and moral education were issues of particular importance to nongovernment school principals from both levels; cooperative learning was particularly important to primary government school principals; preparation for the world of… [PDF]

Rist, Ray C. (1978). On the Education of Guestworker Children in Germany: A Comparative Study of Policies and Programs in Bavaria and Berlin. This paper examines two programs for the education of immigrant (guestworker) children in Germany. The Bavarian model bases its program upon the assumption that most foreign children remain in Germany for only a short time, eventually returning to their native countries. Evidence largely discredits this assumption, however. Though providing options for those foreign children who speak German, its primary emphasis is upon maintaining skills in the mother tongue. Immigrant children are given their own schools and are encouraged to stay there. By establishing this type of system, Bavaria is perpetuating the isolation and segregation of its minority population. Conversely, the Berlin (West) model is aimed at the integration of the children of the foreign worker as quickly as possible into the German language classroom. In contrast to the Bavarian program, the Berlin model tends to overemphasize integration. Cultural integration is so strong that no recognition of the national background… [PDF]

Demetrion, George (2000). Crossing Critical Thresholds at the Bob Steele Reading Center: Transforming Potentiality into Actuality. The Bob Steele Reading Center was established in Hartford, Connecticut, in 1986 under board and staff leadership of the Literacy Volunteers of America-Connecticut (LVA-CT). The center has been under the management of Literacy Volunteers of Greater Hartford (LVGH) since 1989. Located in an alternative high school in a predominantly Hispanic neighborhood, the center's initial mission was to operate as a neighborhood reading center serving students and drawing on staff and volunteer resources in the school's immediate vicinity. In 1986, the center was viewed primarily as a pilot program providing one-to-one tutoring. In 1986-1996, the Bob Steele Reading Center shifted its focus from the neighborhood concept to pedagogical development and developed from a pilot project into a well-run urban affiliate of LVA-CT engaged in cutting-edge literacy activities. In the 1990s, the center introduced a series of innovative programs and services, including the following: (1) small group tutoring… [PDF]

Goodwin, Judy; And Others (1992). Remedial Plan for Asian LEP Students, An Assessment of Sheltered v. Mainstream Classes in New Instructional Model Schools, 1991-1992. Report #9302. This report presents the findings of two phases of a study of Asian limited-English speaking middle school and high school students' experiences in sheltered classes as compared with mainstream classes in the School District of Philadelphia (Pennsylvania). The study involved focus group interviews conducted with 114 English as a Second Language (ESOL) Level 4 Asian students at the secondary school level, classroom observations and interviews conducted with 10 high school content area teachers who taught both mainstream and sheltered classes in the same subject, and case studies of 59 Asian Limited English Proficient (LEP) students who attended these sheltered classes. The findings from the student focus groups indicated that at least 66 percent of the high school students and 90 percent of the middle school students felt they were learning content area subjects adequately in mainstream classes. Most of these students expressed a preference for classes with regular students and a… [PDF]

Azios, Maria Leticia; And Others (1975). Teaching English as a Second Language: A Handbook for Language Arts. Curriculum Bulletin Number 75CBM3, Secondary Level. This course guide is intended for classroom use by teachers of English as a second language (ESL) to Spanish-speaking secondary school students. Each unit offers exercises and activities to facilitate increased proficiency in some aspect of English grammar or usage. The book is prefaced with a rationale to guide the teacher. Topics covered include sound discrimination through minimal pairs, the Cloze method, word borrowing from Indian language to Spanish, word borrowing from Spanish to English, slang, gestures and expressions, punctuation, capital letters, count and non-count nouns, action and linking verbs, past tense of regular verbs, regular and irregular verbs, irregular past tense, adjectives, parts of speech, stressed and unstressed syllables, techniques of description, comparison of adjectives, writing a recipe, logical sequence, accents, homonyms, types of sentences, sentence construction, sentence variety, news reporting, paragraphs, adverbs, modal auxiliaries, identifying…

(1976). CFLTA Kiosk of Foreign Language Aids, Vol. II. This document is a collection of articles on foreign language education from both state and national sources. The articles deal with trends in the field, resources for the foreign language teacher, creative student work and audiovisual teaching aids. The volume is divided into the following sections: (1) general language (including the articles \The Foreign Language Teacher as a Multi Cultural Educator – Promises, Pitfalls and Preparation,\ by Frederick Jenks and \An Outline of Methods and Materials for Presenting Culture in the Classroom,\ by Marianne Harvey); (2) Spanish (lists of materials for classroom use, including games, books, films, posters, records, slides, travel guides and maps, comics, paperbacks, etc.); (3) French (including an article by Kay Flanagan, \Toward Free Conversation in the Classroom\); (4) German (including a long list of classroom projects); (5) Russian; (6) Latin; (7) Miscellaneous; (8) Italian; (9) Oriental (including a list of publications concerning… [PDF]

Ochoa, Alberto; And Others (1977). Recommendations and Framework for Developing a Comprehensive Educational Master Plan to Comply with Title VI of the Civil Rights Act, 1964. Lau Center Manual IV. The development of a program to comply with Title VI of the Civil Rights Act of 1964 is discussed. A master plan is offered that encompases a manifold effort in the areas of administrative organization, community relations, diagnosis of student needs, instructional program design, staff development, counseling and guidance, curriculum and materials development, and strategies for assessment and evaluation. For each of these areas, an extensive outline is presented which details goals and procedures. If followed, these procedures can produce compliance with Title VI in accordance with a specified time line, and enable a community to meet the educational needs of its non- and limited-English-speaking students. An overview of compliance procedures provides information about the legislative background of federal mandates. Appendices include: (1) samples of goals and objectives for the development of a compliance-oriented master plan, (2) a checklist of questions for selecting an oral…

Valette, Rebecca M. (1977). Modern Language Testing. Second Edition. This handbook, intended for language teachers at all levels, is an introduction to foreign language testing. It is a revision and expansion of the edition that appeared ten years ago. This edition reflects contemporary concerns in measurement and evaluation and contemporary changes in teaching aims, particularly toward communicative competence. The book is divided into three parts: (1) Principles and Procedures of Testing, (2) Methods of Evaluation and (3) Current Developments. The first section deals with the general area of modern language testing, preparing and giving the classroom test and evaluating test results. The second section describes tests in six areas of language instruction: listening, speaking, reading, writing, culture and literature. The third section discusses new directions in modern language testing and in bilingual and ESL programs. There are also an appendix, containing descriptions of commercial language tests, and a selected bibliography. (AMH)…

Freebody, Peter; Lo Bianco, Joseph (1997). Australian Literacies. Informing National Policy on Literacy Education. This book, which is intended to inform Australia's education community about various aspects of the national literacy debate and the policy development process, reviews the literature on literacy teaching in secondary and postsecondary education and the workplace and describes the sociocultural and educational context for development of literacy policy and programs in the 1990s. Among the topics discussed in the book's six parts are the following: part 1, broad context of literacy education (the powers of literacy; literacy levels among Australians; and citizenship, social equity, and competence); part 2, necessary content of a national policy on literacy (policy context; purpose and scope; definitions; considerations in defining literacy; teaching cycles); part 3, Australia's learners (Australian English speakers, language diversity and English literacy, indigenous Australians, special needs, socioeconomic disadvantage); part 4, school literacy education (the early years, the… [PDF]

Duffin, Beryl; And Others (1977). A Study of Writing Problems in a Remedial Writing Program for EOP Students. In 1976, small special sections of English A (basic composition) were initiated within the English Department of the University of California at Davis to teach university-level writing skills to students in the Educational Opportunity Program (EOP), seventy-five per cent of whom speak English as a second language. This paper describes the design and implementation of the program and discusses the findings of a linguistic analysis that was conducted during the first quarter of the program. The study focuses on the following points: (1) identifying specific writing problems of students in EOP sections, particularly those problems that tend to disappear during ten weeks of intensive instruction and those that do not; (2) comparing the performances of students in EOP sections of English A with those of students in regular sections; (3) determining the relationship of writing errors to the first language, that is, the degree to which a student's first language or dialect interferes with…

Lamatino, Robyn; Mintz, Adin (1978). Leamos Sobre Veinte Ocupaciones! Twenty Trades to Read About. Twenty trades are explored in this bilingual supplementary workbook, designed specifically for native Spanish speakers who are in the process of learning English. The purpose of this book is to ease the Spanish-speaking student from his/her native language into English with as little discomfort as possible. There are twenty chapters in the book with successively more English as the chapters progress. Each chapter begins with a story in both English and Spanish. The first exercise in each chapter consists of ten vocabulary words in Spanish and English with their respective definitions. Various exercises are constructed throughout the unit using the ten words. The work is designed to be used in English as a second-language program, vocational career exploration, gaming improvement, and simulation practice. Some games, crossword puzzles, and other activities are included. The text is illustrated. The units contain exercises related to the following trades: auto body, auto mechanics,…

Everson, Howard T.; Tobias, Sigmund (2002). Knowing What You Know and What You Don't: Further Research on Metacognitive Knowledge Monitoring. Research Report No. 2002-3. College Entrance Examination Board To date the authors have completed 23 studies of knowledge monitoring and its relationship to learning from instruction. Their earlier work, 12 studies in all, is summarized and reported elsewhere (see Tobias and Everson, 1996; Tobias and Everson, 2000). In this paper they continue this line of research and summarize the results of 11 studies that have been conducted over the past three years. The work reported here attempts to address a number of general issues, e.g., the domain specificity of knowledge monitoring, measurement concerns, and the relationship of knowledge monitoring to academic ability…. [PDF]

Doolittle, Martha (2003). Title I Evaluation, 2002-03. Making Progress and Being Accountable in Education. Publication Number 02.07. Online Submission This report summarizes evaluation results from AISD's federally-funded Title I program activities during 2002-2003…. [PDF]

(2008). Miami-Dade County Public Schools Statistical Abstract 2007-2008. Research Services, Miami-Dade County Public Schools The purpose of this document is to present, in summary fashion, statistical information on the status of public education in Miami-Dade County. Information is provided in the areas of organization, educational programs and services, achievement, and other outcomes of schooling. Also included are multi-year statistics on student population, achievement, staff, finances, and a summary of the results of research reports completed in 2007-08. In addition, this document contains information on the indicators of educational and other achievements that will serve as baseline data for planning purposes. This document also provides a means of comparison between Miami-Dade and the twenty largest school districts in the United States with regard to staffing levels, salaries, and expenditures per pupil. [For the 2006-2007 edition of this report, see ED536321.]… [PDF]

Plato, Kathleen; And Others (1986). A Study of Categorical Program Participation of Chapter 1 Students. This study reviews the extent to which students served by Chapter 1 also received services from other categorical programs. In addition, the characteristics and achievement levels of the singly and multiply served students were reviewed. Findings include the following: (1) children served in two programs are usually served in two different subjects; (2) Chapter 1 migrant students are more likely served by more than one program than Chapter 1 regular students; (3) multiply-served students scored lower in reading and mathematics than did singly-served students; (4) there is a dramatic decrease in special program services in grades 8 and 10 even though test scores at those grades show that students do not have a decreased need for such services; (5) students served in categorical programs are older and more likely male than students not served; (6) multiply-served students tend to be older than singly-served students; (7) Hispanics dominate the Chapter 1 migrant population, and Asians… [PDF]

Ostler, Nicholas, Ed. (1999). Endangered Languages and Education. Proceedings of the Foundation for Endangered Languages (FEL) Conference (3rd, Maynooth, Ireland, September 17-19, 1999). The theme of the third annual Foundation for Endangered Languages (FEL) Conference was Endangered Languages and Education, focusing on how education can be used to promote, resist, and reverse the decline of a language. The conference papers are broken into several sections covering the topic from a variety of aspects and perspectives. "Finding a Policy" looks at the more general issues of how to proceed when the old link between the language and the traditional culture seems to be fraying. The question is considered in three North and South American contexts (among North Dakota American Indians, the Amish community, and Mayans in Guatemala), as well as for the Saami in Norway and the Irish under British rule. "Looking at Learners" switches the focus to the pupils in the education process, surveying attitudes and assessing acquired proficiency in Brittany and New Zealand, where there is a single minority language and a single metropolitan language. In…

Miller, Harry L. (1977). Native American Education Program, 1976-1977. Evaluation Report, Function # 21-79750, under Grant # 0849A, Part A, LEA. The program's long-range purpose was to enhance the Native American student's self esteem, and hence improve his ability to take advantage of opportunities in education and career development. Specific objectives were to develop in Native American students a strong sense of their heritage and culture; to operate an informational resource center for the use of Native American students and for teachers and others seeking curriculum materials on culture and history; to provide informational, tutorial and guidance services to assist Native American students to enter more career fields and to reduce the number of dropouts; to promote significant growth in basic English and mathematics skills as well as in other academic areas when needed; and to increase interaction and communication among Native American groups in New York City. The program was evaluated as to the degree to which each objective was achieved. Among the recommendations given were that during the coming year some effort be…

Symes, Dal S. (1975). A Description and an Analysis of Tests for the Bilingual Child. Because of the recent Lau vs. Nichols decision by the Supreme Court, school districts will be looking for various instruments to determine language functionality in bilingual students. Nine tests are reviewed: the Leiter International Performance Scale (LIPS), the Michigan Oral Language Productive Tests Structured Response, the Michigan Oral Language Productive Test, the El Paso Public School Oral Language Dominance Measure, the Bilingual Syntax Measure, three Functional Tests of Oral Proficiency, the Oral Placement Test for Adults, and the Skoczylas Bilingual Tests and Measures. Each is described briefly, and its strengths and weaknesses are listed. (BW)… [PDF]

(2007). Miami-Dade County Public Schools Statistical Abstract 2006-2007. Research Services, Miami-Dade County Public Schools The purpose of this document is to present, in summary fashion, statistical information on the status of public education in Miami-Dade County. Information is provided in the areas of organization, educational programs and services, achievement, and other outcomes of schooling. Also included are multi-year statistics on student population, achievement, staff, finances, and a summary of the results of research reports completed in 2006-07. In addition, this document contains information on the indicators of educational and other achievements that will serve as baseline for planning purposes. This document also provides a means of comparison between Miami-Dade and the twenty largest school districts in the United States with regard to staffing levels, salaries, and expenditures per pupil. This "Statistical Abstract 2006-07" is intended to serve as a companion document to the "District and School Profiles, 2006-07". While the "District and School Profiles"… [PDF]

Gray, Minnie (1978). How Stories From Alaska. Four simple "how" stories from Alaskan legend are presented in large type and amply illustrated. In "How the Caribou Lost His Teeth", Siqpik's only son is eaten by the sharp-toothed caribou, so Siqpik feeds the animal sour berries to make his teeth fall out. "How the Loon Got His Spots" relates how the raven paints the loon's back with soot then throws ashes on the loon's head in anger. "The Pike and the Mudsucker" tells why the pike has a boney body and the mudsucker has a boney tail. In "How the Beaver Got His Tail" the beaver and the muskrat exchange their original tails. (SB)… [PDF]

Gray, Minnie (1978). More How Stories From Alaska. Taken from Alaskan oral tradition, the five "how" stories are written in simple English prose. "The Four Qayaqs" explains why the porcupine has no fat on his stomach and the beaver has none on his back. "Ptarmigan and the Sandhill Crane" tells how the two very different birds come to look alike. In "Why the Dall Sheep Lives in the Mountains", Qayaq's wiggling toes scare a man into the mountains where he becomes a sheep. "Why the Caribou Has Long Legs" relates how the Qayaq uses a stick to beat the short hind legs of his caribou wife to make her legs grow. "How Three Boys Became Animals" is the story of three brothers left alone who turn into a wolf, a fox, and a raven so they can go outside. The large print book has illustrations on each page. (SB)… [PDF]

(2006). Miami-Dade County Public Schools Statistical Abstract 2005-2006. Research Services, Miami-Dade County Public Schools The purpose of this document is to present, in summary fashion, statistical information on the status of public education in Miami-Dade County. Information is provided in the areas of organization, educational programs and services, achievement, and other outcomes of schooling. Also included are multi-year statistics on student population, achievement, staff, finances, and a summary of the results of research reports completed in 2005-06 and program evaluations completed in 2004-05. In addition, this document contains information on the indicators of educational and other achievements that will serve as baseline for planning purposes. This document also provides a means of comparison between Miami-Dade and the twenty largest school districts in the United States with regard to staffing levels, salaries, and expenditures per pupil. This "Statistical Abstract 2005-06" is intended to serve as a companion document to the "District and School Profiles, 2005-06" and the… [PDF]

(2005). Miami-Dade County Public Schools Statistical Abstract 2004-2005. Research Services, Miami-Dade County Public Schools The purpose of this document is to present, in summary fashion, statistical information on the status of public education in Miami-Dade County. Information is provided in the areas of organization, educational programs and services, achievement, and other outcomes of schooling. Also included are multi-year statistics on student population, achievement, staff, finances, and a summary of the results of research reports completed in 2004-05 and program evaluations completed in 2003-04. In addition, this document contains information on the indicators of educational and other achievements that will serve as baseline for planning purposes. This document also provides a means of comparison between Miami-Dade and the twenty largest school districts in the United States with regard to staffing levels, salaries, and expenditures per pupil. This "Statistical Abstract 2004-05" is intended to serve as a companion document to the "District and School Profiles, 2004-05" and the… [PDF]