Kauffman, Dorothy; And Others (1994). Content-ESL across the USA. This book highlights information from a project that focused on where and how content-based English-as-a-Second-Language (ESL) instruction has been implemented in pre-K through Grade 12 classrooms in public schools across the United States. A database was constructed of 3,000 public schools that have content-ESL programs. Descriptions of the programs were obtained through two questionnaires, by telephone, and from 2-day site visits conducted at 20 schools. The book is based primarily on the field reports of the 20 site visits but contains, in addition, highlights of the survey. It is for educators interested in learning more about content-ESL programs in other schools and provides information on designing a program, implementing or modifying a program, or sustaining an existing program. Part 1 describes the students who were observed and interviewed for the study; actions taken to meet federal, state, and district-level mandates; in-take, placement, and exit procedures; program… [PDF]

Alvarez, Rosalyn; Berney, Tomi D. (1989). Park West High School Vocational and High School Equivalency Bilingual Program, 1987-88. OREA Evaluation Report. In its fifth and final year of federal funding, the Vocational and High School Equivalency Program at New York's Park West High School served 254 students in grades 9-12. The program's purpose was to help students of limited English proficiency develop English language skills while receiving occupational training after school. The transitional program functioned as a minischool within the high school, providing the same overall job and career orientation offered to mainstream students. Students received instruction in English as a Second Language (ESL), native language arts (NLA), and bilingual instruction in mathematics, science, and social studies. The program also provided activities for parent involvement and staff development. It met its objectives in ESL and attendance. Data were insufficient to determine whether it met its NLA objective. The mainstreaming objective was not met. Recommendations for improvement include efforts toward increased communciation between bilingual… [PDF]

Alvarez, Rosalyn; Berney, Tomi D. (1989). Bilingual Language Arts Survival Training: Project BLAST, 1987-88. OREA Evaluation Report. Project Bilingual Language Arts Survival Training (BLAST) served 254 Spanish-speaking 9th- through 12th-graders at Walton High School in the Bronx in its fifth year of funding. The program's aim was to supplement the school's bilingual program by providing instruction in English as a Second Language (ESL), native language arts (NLA) and culture, and bilingual instruction in math, science, and social studies. The program also provided extracurricular activities, career orientation, college counseling, coping skills and citizenship training, parent involvement, and staff development activities. The program met the objectives in ESL, NLA, and student attendance. It also met most of its objectives in parental involvement, staff development, and curriculum development. Content area classes were not evaluated as proposed. Program changes over the previous year include a larger population, budget cuts leading to shortages of materials and modified objectives, separate classes for native… [PDF]

Berney, Tomi D.; Friedman, Grace Ibanez (1989). Project GET SET, 1987-88. OREA Evaluation Report. In its second extension year following a 3-year federal funding cycle, Project GET SET served 163 junior high school students of limited ability in both English and Spanish at two Bronx junior high schools. The project's aim was to reinforce English and native language skills and to offer students personal counseling, informative programs that would involve their parents, and career guidance. Students also worked with a part-time tutor. The program met its proposed objectives for native language development, and the noninstructional objectives were met for career seminars, parent programs, and staff training and development. Project GET SET only partially achieved the objectives in Englsih language development and curriculum material preparation. The project exposed students to a variety of traditional and nontraditional career opportunities through a range of bilingual reference works, field trips, and lecture programs. Parents could participate in four workshops, and teachers and… [PDF]

Berney, Tomi D.; Velasquez, Clara (1990). Project Aprendizaje, 1988-89. Evaluation Section Report. OREA Report. In it's first year, Project Aprendizaje served 250 students from the Dominican Republic and Puerto Rico at Seward Park High School in Manhattan (New York). Project objectives were to improve participants' language skills in Spanish and English, help participants successfully complete content area courses needed for graduation, and provide career orientation and skills to help participants enter the work force or higher education. Instruction was provided in English as a Second Language (ESL), native language arts (NLA), mathematics, global history, American government, advanced Spanish, and occupation and computer/business technology. The project met its objectives in ESL, student attendance, advanced Spanish, keyboarding, staff development, suspension rate, and extracurricular activities. Data were not appropriate to evaluate the NLA objective, and sample size was too small to evaluate one career advancement objective. Development of upper level curricula, using a mastery learning… [PDF]

Berney, Tomi D.; Hriskos, Constantine (1990). Asian and Arabic Mediated Enrichment Resource and Instructional Career Awareness. Project Amreica 1988-89. OREA Evaluation Section Report. Project America provided supplemental instruction in English as a Second Language (ESL); Native Language Arts (NLA); and bilingual instruction in the subjects of mathematics, science, and social studies. The project also provided support services to encourage pride in, and respect for, both ethnic heritage and the American culture. The project served a total of 412 Chinese- and Arabic-speaking students at two high schools in Brooklyn, New York City. Evaluation results show the project failed to provide NLA for Arabic-speakers and failed to meets its NLA objectives for the Arabic-English bilingual courses. It was decided to drop the Arabic-speaking component for the 1989-90 program cycle. Project America met the career development objective of providing a career conference. Data was not provided for evaluation on the staff development objective concerning awareness of pupils' needs and problems, and on the career development objective that students would meet with a bilingual career… [PDF]

Rothfarb, Sylvia H.; And Others (1987). Evaluation of the Bilingual Curriculum Content (BCC) Pilot Project: A Three Year Study. Final Report. A three-year longitudinal study of bilingual curriculum content (BCC) was initiated in the 1983-84 school year to assess alternative strategies for teaching curriculum content to Limited English Proficient (LEP) students in Dade County (Florida) Public Schools. The BCC strategy (in which content subjects are taught bilingually) was contrasted with a control strategy (in which students are taught in English). LEP kindergartners of Hispanic origin (Cohort I–52 BCC and 58 No-BCC) were followed through second grade. A follow-up group of first graders in 1984 (Cohort II–80 BCC and 58 No-BCC) was also studied. Six BCC and six No-BCC schools participated; six BCC and six No-BCC kindergarten teachers each were in Cohorts I and II. Implementation and survey data from teachers and principals, and classroom observations were analyzed. Achievement test results for both cohorts showed no discrimination pattern of achievement between BCC and No-BCC students. Comparable academic progress in… [PDF]

Berney, Tomi D.; Friedman, Grace Ibanez (1989). The New York City Staff Development Program in Mathematics for High School Teachers and Supervisors, 1987-1988. The state-funded New York City Staff Development Program in Mathematics was a five-workshop series serving bilingual/English-as-a-Second-Language teachers teaching mathematics, and mathematics teachers unfamiliar with the special needs of limited-English-proficient (LEP) high school students. Supervisors were also invited to participate. Workshop topics included the relationship between language and mathematics, the relationship between students' cognitive styles and mathematics learning, and improved ways to prepare LEP students to pass the state competency test in mathematics. Participants evaluated the workshops by questionnaire. The objective that 90% of participants would be highly satisfied with each aspect of the workshops was not met, but 81% indicated a high level of satisfaction. The program was well planned, well implemented, and appeared to meet a real and significant need. Follow-up conferences to reflect on and discuss implementation of techniques and strategies are… [PDF]

Lehman, Sheila; Schulman, Robert (1984). The Bilingual Program in Auxiliary Services for High Schools, 1982-1983. O.E.E. Evaluation Report. In 1982-83, this program provided instruction in English as a Second Language and bilingual instruction in four content areas to 1,690 Spanish, Chinese, Haitian, Greek, and Italian students of limited English proficiency (LEP) at eight daytime and eight evening learning centers located at 15 different sites throughout New York City. Created in 1972 as an offshoot of a monolingual alternative high school program, this bilingual program serves a target population which includes students aged 16-21 years or older. This year, 90 percent of these students were from low income families and 82 percent had never previously attended a New York City high school. The program's overall instructional goal was to provide these LEP students with the English language and cognitive skills necessary to allow them to pass a high school equivalency examination. In addition, the program aimed to provide students with employment and job training awareness and opportunities. Based on these goals, each… [PDF]

(1977). Evaluation of Personalized, Individualized, Vocational Occupations Training. Final Report. A study was conducted to determine whether or not the Personalized, Individualized, Vocational Occupations Training (PIVOT) materials developed by the School District of Philadelphia were capable of developing entry-level competency in secondary school students in a variety of educational settings (comprehensive high schools, an occupational school for educable mentally retarded, a skills center, and an area vocational-technical school) and subject areas (nurse's aide, industrial electricity, automotive mechanics, and machine tool trades). Experimental classes, using the PIVOT materials, were taught by means of individual sound-on-slide projectors, while control classes were taught the same material by conventional methods. Comparison of rates of success on a criterion task in each subject area proved the PIVOT method capable of developing entry-level competency in each setting. No significant differences were detected however between effects of the PIVOT materials and conventional…

Caldwell, J.; Fischer, Kathleen B. (1978). Establishing Criteria for Transition of ESL Students to Monolingual English Classrooms. This study explores several research questions. Of primary concern was the identification of variables that might be employed to predict the potential of students to succeed in monolingual English classrooms following transition from bilingual programs. Although consideration was given to various background and demographic factors, the principal focus of the research was on language proficiency variables–specifically reading comprehension, verbal production, and aural comprehension in English and the native language, Spanish. Of secondary and collateral concern was the validity and reliability of available instruments that might be used to measure these various language proficiencies. Two batteries of tests were constructed and refined. The appendix provides a list of the objectives or skills that were specified for construction of the batteries. A third concern was the comparability of results between different Hispanic language groups–students of predominantly native Mexican and…

Irizarry, Ruddie A.; And Others (1980). Newtown High School, Queens, Chinese/Korean Bilingual Language Arts Resource Center, ESEA Title VII, 1979-1980. Final Evaluation Report. This is an evaluation of a Title VII Bilingual/Bicultural Program that was conducted at a New York City high school in 1979-1980. The program served Chinese and Korean speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. The program description outlines the project's background, organization, and structure. Instructional components of the program that are reviewed include: (1) programming and transition; (2) bilingual classes; and (3) funding of the instructional component. Non-instructional components discussed include: (1) curriculum and materials development; (2) supportive services; (3) staff development; (4) parent and community involvement; and (5) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring reading achievement, oral language ability, mathematics achievement, science achievement, social studies achievement,… [PDF]

Price, M. A.; Trites, R. L. (1977). Assessment of Readiness for Primary French Immersion. A two-year study of "Learning Disabilities Found in Association with French Immersion Programming" indicated that children who encounter difficulty in primary French immersion programs may have a specific learning disability characterized by a maturational lag in the temporal lobe regions of the brain. In addition, it was found that biographical and background variables also identified in the study may be related to success and failure in such programs. This report discusses the first phase of a three-year follow-up investigation whose purpose is to identify a set of variables predictive of success or failure in primary French immersion programs. The subjects of the study were 1,000 four-year-olds in 77 kindergartens. Biographical and background information and teacher ratings were obtained for all. Two hundred children who would be enrolled in French immersion classes were also given the Early Identification Assessment Battery (EIAB). Results indicated describable… [PDF]

GREENBERG, GILDA M.; GREENBERG, NORMAN C. (1964). EDUCATION OF THE AMERICAN INDIAN IN TODAY'S WORLD, AN INTERDISCIPLINARY APPROACH FOR TEACHERS AND ADMINISTRATORS. A CONCISE, INTERDISCIPLINARY OVERVIEW OF AMERICAN INDIAN EDUCATION IS PRESENTED, INCLUDING AN HISTORICAL BACKGROUND, A PRESENTATION OF THEIR CULTURAL PRACTICES AND VALUE SYSTEMS, A BRIEF EXPLANATION OF SOUTHWESTERN INDIAN SPEECH SOUNDS, A DESCRIPTION OF THE EDUCATION OF INDIANS, AN EXAMPLE OF INDIAN EDUCATION AMONG THE NAVAJOS, AND A SELECTED LIST OF RESOURCE MATERIALS ON INDIANS AND INDIAN EDUCATION. THE AUTHORS STATE THAT A KNOWLEDGE OF INDIAN ENVIRONMENT, VALUES, AND CUSTOMS IS NEEDED TO PROVIDE EFFECTIVE INDIAN EDUCATION AND THAT AN EDUCATION PROGRAM FOR INDIAN ADULTS IS AN ABSOLUTE NECESSITY. THIS DOCUMENT IS AVAILABLE FROM WILLIAM C. BROWN BOOK COMPANY, 135 SOUTH LOCUST STREET, DUBUQUE, IOWA, 52003. (RB)…

Azios, Maria Leticia; And Others (1975). Teaching English as a Second Language: A Handbook for Mathematics. Curriculum Bulletin Number 75CBM4, Secondary Level. This course guide is intended for classroom use by teachers of secondary level mathematics to Spanish-speaking students of English as a second language (ESL). Both mathematical instruction and acquisition of English mathematical terminology are emphasized. The book is divided into chapters that comprise a Spanish-English glossary of mathematical terms, simple exercises involving the Roman and Mayan number systems, consumer arithmetic, fractions, decimals, positive and negative numbers, sets, graphs, equations, and geometry. (JB)…

Garcia, Gilbert C., Ed. (2003). English Learners: Reaching the Highest Level of English Literacy. This collection of papers examines the critical literacy development of English learners, focusing on English reading instruction in an immersion setting, English language development, and cultural issues pertaining to English learners in and out of the classroom. The 16 papers include the following: (1) \Reading and the Bilingual Student: Fact and Friction\ (Jim Cummins); (2) \Teaching English Learners to Read: Learning or Acquisition?\ (David Freeman and Yvonne Freeman); (3) \Three Roles for Reading for Minority-Language Children\ (Stephen Krashen); (4) \Orthographic Development and Learning to Read in Different Languages\ (Donald R. Bear, Shane Templeton, Lori A. Helman, and Tamara Baren); (5) \Scaffolding Reading Experiences for Multilingual Classrooms\ (Michael F. Graves and Jill Fitzgerald); (6) \Making Content Instruction Accessible for English Language Learners\ (Ana Hernandez); (7) \Communicative Approaches to Second-Language Acquisition: The Bridge to Second-Language…

de Acosta, Martha; Volk, Dinah (2000). Sibling Support for Bilingual Kindergartners' Developing Literacy. This article examines the literacy events of two Puerto Rican kindergartners and their interactions with siblings and cousins of similar age. This work is part of a broader study that analyzes and describes literacy events in bilingual classrooms, homes, and churches of Spanish-dominant Puerto Rican beginning readers. Using a qualitative approach, the study examined the children's interactions with print and with other people (teachers, pastors, parents, peers, siblings, extended family members). These events are analyzed for similarities and differences in the three settings. The main questions guiding this research are the following: Who are the teachers in the children's homes, churches, and classrooms? What do they believe about literacy and their role in the process? What literacy events do children participate in and what are the literacy practices of these events? What strategies for teaching and learning are co-constructed by the children and their teachers? In this study… [PDF]

Clankie, Shawn M. (2000). On the Directionality and Maintenance of Language Policy in Revitalization Efforts. This paper examines efforts to save rapidly declining indigenous languages around the world. The entire process of language preservation and revitalization is a massive undertaking that requires immense long-term planning and support. These problems extend well beyond the linguistic concerns of the language itself. Language policy is inherently political in nature, pitting different linguistic (but also ethnic, religious, or cultural) groups against one another, any or all of whom may have reason to try to undermine any policy. This paper centers on these two distinct yet inter-related concerns in language revitalization efforts: directionality and policy preservation. The problem of directionality of language policy, the direction from which policy is generated and implemented, namely, top-down (government-imposed) or bottom-up (grassroots public-imposed) is unavoidable. It is argued that neither approach can be entirely successful without the other and that the present societal… [PDF]

(2001). Teaching English Language Arts to Francophone Students, Grades 3 to 9: A Guide to Transfers and Interference. This guide provides an extensive but not conclusive list of points of transfer and interference between the French and English languages. It is designed to help English language arts teachers of Francophone students understand that French language skills can be usefully transferred to English. Apart from a brief introduction, this document consists of a chart, providing a fairly detailed list of points of interference and transfer between French and English and appendices on strategies. The first column of this chart identifies the language concept that may result in interference. The second column presents three types of information: the problem, which offers an explanation of what the student is doing incorrectly; the source, which offers an explanation of how the students' knowledge of French causes this error; and the strategy, which suggests how to correct the problem. The chart has sections on consonants, vowels, controlled vowels, diphthongs, long-vowel letter combinations,… [PDF]

Hodgkinson, Harold (1999). State Differences: The Key to Demographics. School Business Affairs, v65 n5 p32-36 May. This companion piece to a 1997 article examines United States demographic trends, such as diversity by age, "race" and U.S. Census racial classifications, wealth, transiency, suburbanization and sprawl, and immigration, focusing on differences among states and metro regions. Nothing, including achievement scores, social services, and financial resources, is evenly distributed. (MLH)…

(1977). The New York State Education Department Annual Report, 1976-77. Inside Education, v64 n3 p1-27 Nov 77. Educational priorities in New York State are described in this report. Legislation affecting education is summarized. A statistical profile of enrollments and expenditures is given. Aspects of elementary, secondary, and continuing education are discussed. The discussion of higher and professional education includes a progress report on the statewide plan; regionalism; improving institutional management; State aid to nonpublic colleges; medical and dental education; improving doctoral education; external degrees and college proficiency; higher education opportunity programs (HEOP); noncollegiate sponsored instruction; protecting the consumer in the professions; financial assistance to students; self assessment for colleges and universities; and teacher education and certification. The section on cultural education covers the State Museum, mass communications; the State Library, the State Archives; and the State Science Service. Vocational rehabilitation is discussed briefly….

McGrath, Mimi; Pekelo-Bielen, Rhonda (1983). You Can Do It! Vocational Education. Volume 2: Choosing Strategies that Are Right for You. This volume, the second in a two-volume guide designed to provide vocational educators in Massachusetts with some practical tools for planning and implementing student recruitment strategies in their local areas, offers step-by-step instructions for implementing specific recruitment strategies. The first chapter examines the benefits of holding conferences and workshops to familiarize the community with current needs in vocational education and also includes detailed guidelines for improving public speaking skills and planning presentations. Provided in the second section are model presentations, magazine articles, and awareness exercises used by vocational schools and designed for widespread use among schools throughout the country. The third chapter, consisting of guidelines to help vocational instructors plan creative mass media and publicity campaigns, includes lists of Massachusetts-based media organizations and minority language newspapers that are published in the state….

Banathy, Bela H.; Studebaker, Diana P. (1977). The Native American Career Education Project. A Final Report. A project was conducted during 1974-76 to help meet the career awareness, orientation, and exploration needs of Native American youth in grades 7, 8, and 9. Activities included gathering information on Native American career education needs and surveying existing career education materials. Based on that information, twelve instructional units were designed and developed. Pilot testing took place in urban, semi-rural, and rural settings in California, Nevada, Arizona, and South Dakota; a third-party evaluation was conducted. Findings and recommendations include the following: (1) Native American tribes, parents, and students concerned perceive a need for career education; (2) materials written for Indian junior high school students should allow for poor language skills and should be relevant to students' cultural background; (3) the program tends to improve student ability in working with groups; (4) involvement in the program can give students an appreciation of their own culture,… [PDF]

Christian, Cinda; De La Ronde, Chris (2006). State Compensatory Education, 2004-2005. Publication Number 04.13. Online Submission State Compensatory Education (SCE) is a supplemental program in Texas designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995), and all other students. This report examines the results for the State Compensatory Education program for at-risk students in AISD for the 2004-2005 school year…. [PDF]

(1990). Higher Achievement and Improvement Through Instruction with Computers and Scholarly Transition and Resource Systems Program (Project HAITI STARS), 1989-90. Final Evaluation Report. A final evaluation was conducted in the 1989-90 school year of New York City (New York) Board of Education's project, Higher Achievement and Improvement Through Instruction with Computers and Scholarly Transition and Resource Systems (HAITI STARS). The project served 524 limited-English-proficient Spanish-speaking students at Far Rockaway High School in Queens, Haitian Creole-speaking students at Andrew Jackson High School in Queens, and Chinese-speaking students at Sheepshead Bay High School in Brooklyn. Participating students received instruction in English as a Second Language (ESL), native language arts (NLA), and content area subjects presented bilingually or with ESL methodology and computer science. HAITI STARS also provided curriculum development and activities for parental involvement. The results of the evaluation indicate that the project was fully implemented. The students did receive instruction in ESL, NLA, content area subjects, computer education, and career… [PDF]

Livesey, Paul, Ed.; Verma, Mahenra K., Ed. (1989). York Papers in Lingustics 13. Selected Papers from the Sociolinguistics Symposium (7th, York, England, April 14-16, 1988). Special Number. The 25 selected papers contained in this volume reflect the current diversity of interests and research methods within the field of sociolinguistics. Titles include: "What is a Language?"; "The Unreality of Quantitative Figures"; "Addressee-Oriented Features in Spoken Discourse"; "Women's Speech, Women's Strength?"; "Age Identity and Elderly Disclosure of Chronological Age"; "Pragmatic Constraints on Interrogatives in Spoken French"; "Twixt the Scylla of Total Assimilation and the Charybdis of Suicidal Purism"; "Dialect Transmission and Variation: An Acoustic Analysis of Vowels in Six Urban Detroit Families"; "Language Variation Theory in the Light of Co-Occurrence Restriction Rules"; "Realtime vs. Apparent time Change in Montreal French"; "Speech Disorder as a Sociolinguistic Problem"; "A Rebuttal of Essentialist Sociolinguistics"; "The Evaluation of…

Martinez, Ana L.; And Others (1988). Project GET SET, 1986-1987. OEA Evaluation Report. In its first extension year following a 3-year funding cycle, Project GET SET served 108 Bronx junior high school students with limited ability in both English and Spanish, in two schools located in economically depressed, predominantly Hispanic neighborhoods. The project's major goals were to develop both English and Spanish language skills and provide counseling services and career information. Analysis of student achievement data and an examination of project records indicate that: (1) the English language development objective could not be assessed as proposed because of reporting problems; (2) the native language arts objective was surpassed; (3) the career awareness objective was surpassed; (4) the two parental involvement objectives, a proposed number of parent contacts, and a proposed number of workshops, were met; (5) attendance rates surpassed schoolwide rates at both sites, surpassing the objective; and (6) the proposed objectives for providing counseling and tutoring… [PDF]

Martinez, Ana L.; And Others (1988). William H. Taft High School Project HOLA, 1986-1987. OEA Evaluation Report. In its fourth year of Title VII funding, Project HOLA at William H. Taft High School served 383 Spanish-speaking students of limited English proficiency from low-income families. The program's goals were to develop English language skills for mainstreaming, to develop an understanding and awareness of American culture and society, to develop knowledge of the job market and an awareness of career interests, to improve Spanish language skills and cultural knowledge, and to make academic progress through content-area courses. Instruction in English as a second language (ESL), and in Spanish language and culture, and bilingually-taught classes in math, science, and social studies were provided. A number of extracurricular activities were also made available, including an organization for bilingual students with good grades and good attendance records. Staff reduction due to funding cutbacks occurred during the year. Program objectives were met in ESL, problem-solving and study skills… [PDF]

PAST, RAY; And Others (1966). BILINGUALISM–FROM THE VIEWPOINT OF RECRUITMENT AND PREPARATION OF BILINGUAL TEACHERS. THE TEACHERS OF BILINGUAL STUDENTS IN NEW MEXICO NEED ADDITIONAL TRAINING TO WORK WITH THOSE STUDENTS FROM THE LINGUISTICALLY AND CULTURALLY IMPOVERISHED AREAS OF THE STATE. THOSE TEACHERS OF ENGLISH AS A SECOND LANGUAGE MUST BE PREPARED TO COMMUNICATE INTERCULTURALLY AS WELL AS LINGUISTICALLY IF THEY ARE TO PENETRATE THE REAL WORLD OF THE MEXICAN AMERICAN. FOR THE TEACHERS TO ACQUIRE ADEQUATE SKILLS OF UNDERSTANDING, READING, WRITING, AND SPEAKING, IT WILL BE NECESSARY FOR THEM TO UNDERSTAND–(1) THE NATURE OF LANGUAGE, (2) THE NATURE AND KINDS OF INTERFERENCE FROM ONE LANGUAGE TO ANOTHER, (3) THOUGHT PROCESSES AND LANGUAGE ACQUISITION, (4) LANGUAGE AND ITS RELATION TO CONCEPT DEVELOPMENT, (5) PHONOLOGY, MORPHOLOGY, AND SYNTAX, (6) METHODS AND TECHNIQUES OF LANGUAGE INSTRUCTION, AND (7) MATERIALS FOR LANGUAGE INSTRUCTION. TEACHERS WHO ARE ALREADY EFFECTIVE DO ADAPT AND BECOME COMPETENT SECOND LANGUAGE TEACHERS. IT IS FELT, HOWEVER, THAT THE UNIVERSITIES COULD BE OF GREATER SERVICE… [PDF]

Katzenmeyer, W.G.; Stenner, A. Jackson Structural Integrity in Measures of Self Concept. Structural integrity of a measure is defined in terms of its replicability, constancy, invariance, and stability. Work completed in the development and validation of the Self Observation Scales (SOS) Primary Level (Stenner and Katzenmeyer, 1973) serves to illustrate one method of establishing structural integrity. The name of each scale of the SOS is a construct: an abbreviated thesis about the nature of the underlying variable which determines the configuration of indicants (questions) comprising the scale. SOS constructs (self acceptance, social maturity, school affiliation, and self security) are analyzed for different student groups. Traditional psychometrics assumes that the same questions measure the same underlying variables in all respondents; the validity of interperson and intergroup comparisons rests on this assumption. However, ample evidence suggests that this assumption is frequently in error. Procedures outlined in this paper provide a method for assessing the… [PDF]