(1980). Evaluation of Career Education Projects, 1979-80. Report #8124. This document contains evaluations of the thirty vocational/career education programs funded during the 1979-80 school year in the School District of Philadelphia. The first section consists of a brief summary of the conclusions and recommendations concerning each program. The remainder of the document consists of the complete evaluation reports for each of the projects. Each evaluation follows a format providing the following information: category, project area, proposal number, budget, person responsible for project, and location(s). Narrative portions include (1) project description, (2) project history, (3) project objectives as stated in the proposal, (4) project implementation, (5) evaluation plan: questions answered, (6) attainment of objectives, and (7) conclusions and recommendations. (YLB)…
(1982). Vocational Careers in Which a Language Other Than English Is an Asset. Final Technical Report. The product of a study to identify and collect data on vocational occupations in which knowledge of languages other than English is an asset, this report contains information of fifteen such occupations. Covered in the individual chapters of the report are banking, building maintenance and construction, food service, health care, hotel, media, nursing, office, protective services and correction, recreation, rehabilitation and therapy, retail and wholesale trade, social service, transportation, and travel and tourism occupations. Each chapter contains the following information: prerequisites for bilingual vocational training project development, employment projections, prerequisites for job placement, a listing of corporations and organizations that supplied data during the study, descriptions of jobs included in the given occupational area, and a career progression ladder that reflects the structure of the organizations interviewed during the study. (A project report describing the… [PDF]
(1993). Curriculum Options for Pupil Enrichment (Project COPE). Bilingual Special Alternative Instructional Program. Final Evaluation Report, 1992-93. OREA Report. Curriculum Options for Pupil Enrichment (Project COPE) is a federally-funded program that served 192 limited-English-proficient students in one Brooklyn (New York) high school in 1992-93, its first year of operation. Students were native speakers of Russian, Italian, Arabic, Urdu, Korean, Vietnamese, Polish, Haitian, and Greek. They received instruction in English as a second language (ESL), native language arts (NLA), mathematics, science, social studies, computer science, secretarial studies, and industrial arts. Multicultural education, staff development, and parental involvement activities were also important program components. The program met its objectives in ESL, mathematics, science, social studies, computer science, secretarial studies, industrial arts technology, career awareness, dropout prevention, attendance, and parent involvement. It did not meet its staff development objective. The primary recommendation for program improvement is to make the staff development… [PDF]
(1984). HAPPIER: Health Resource Guide. Based on findings of Project HAPPIER surveys and intended as a resource for health care providers and educators who serve the migrant community, this guide describes over 375 instructional materials in the areas of dental health, disease control, fitness, health promotion, human growth and development, hypertension, maternal and child care, mental health, nutrition; personal hygiene, and preventative care. Organized under these major topics, each instructional item is listed on a single page along with information about the format, source/producer of the material, reading level, intended users, intended audiences, a brief description of the material, language English and/or Spanish, availability, and cost. Material formats include booklets, audiovisuals, posters, curriculum units, coloring books, and single sheets. The guide covers materials from a wide variety of government and professional organizations and health care products companies. Many materials are free. Although most… [PDF]
(1981). Strategies for Vocational Educators and Counselors Working Together. This handbook contains materials from a guidance project to provide for articulation between vocational instructors and guidance personnel for more effective placement of disadvantaged persons into vocational programs. Contents include two workshops and a series of career planning and vocational strategies. The first workshop addresses the issues of awareness and action planning; the second covers career testing and planning approaches and updating action plans. Both provide information on planning, preparation, agenda, how to facilitate, forms, and workshop evaluation results. Almost 140 pages of the handbook are devoted to descriptions of strategies for change. The majority are one page long. These strategies are categorized into recruitment, career planning, testing and placement, meeting needs of special populations, equity, and student recognition. Each strategy follows this format: title, purpose, brief description, target audience, key people, place or field test, and…
(2000). Affirming Diversity: The Sociopolitical Context of Multicultural Education. Third Edition. This book examines the meaning, necessity for, and benefits of multicultural education for students of all backgrounds, providing a conceptual framework and suggestions for implementing multicultural education in today's classrooms. It presents case studies, in the words of students from a variety of backgrounds, about home, school, and community experiences and how they influence school achievement. There are 11 chapters in three parts. Part 1, \Setting the Stage: Approaches and Definitions,\ includes: (1) \Why the Case Study Approach?\ and (2) \About Terminology.\ Part 2, \Multicultural Education in a Sociopolitical Context: Developing a Contextual Framework,\ includes: (3) \Racism, Discrimination, and Expectations of Students' Achievement\; (4) \Structural and Organizational Issues in Schools\; (5) \Culture, Identity, and Learning\; (6) \Linguistic Diversity in Multicultural Classrooms\; and (7) \Toward an Understanding of School Achievement.\ Part 3, \Implications of Diversity…
(1983). Vocational Education. Report by the Secretary of Education to the Congress, 1982. During the 1980-81 school year, enrollments in vocational education programs totaled nearly 16.9 million and federal, state, and local capital outlays for vocational education increased by approximately $470 million from 1979-80 to an all-time high of $7.3 billion. Vocational education also served significantly increased numbers of handicapped, disadvantaged, and limited English-proficient persons during 1980-81. Also showing an increase was the number of men and women in programs that are considered nontraditional for their respective sexes. As part of planned economic development, 20 states and Puerto Rico have established quick-start vocational training programs that provided training for an estimated 110,000 persons in 1981-82. Regarding impact, studies indicate that secondary vocational education can make a significant, if limited, contribution to improving productivity and reducing income inequality. Enrollment in vocational education courses, furthermore, does not seem to… [PDF]
(1996). Concept Development through Content Instruction in the Mother Tongue of NESB Secondary Students with Little or Inadequate Previous Formal Education. This paper describes a limited bilingual approach developed for Vietnamese immigrants whose formal schooling had been interrupted due to extended periods in refugee camps, and its implementation in the Milpera Special School (Queensland, Australia), a secondary school for children of Non-English-Speaking Backgrounds (NESB). The initiative was designed to improve students' academic, cognitive, and Vietnamese language skills, self-esteem, and academic English across content areas, after exposure to Vietnamese in some content areas. The program included 7 hours weekly of academic language, world geography, and research skills instruction in Vietnamese and 15-20 hours of content-based English-as-a-Second-Language instruction in a range of secondary school subjects. Topics and processes used were to be parallel in English and Vietnamese to the extent possible. Data on the program's effectiveness were gathered in student and teacher interviews, classroom observation, and student… [PDF]
(1996). Reaching All Families: Creating Family-Friendly Schools. Recognizing the critical role parents have in developing their children's learning habits, this booklet offers strategies that focus on ways principals and teachers can communicate with diverse families about: (1) school goals, programs, activities, and procedures; (2) the progress of individual students; and (3) home activities which can improve children's school learning. A special emphasis is placed on making all school contacts friendly and welcoming to the diverse families being served, highlighting outreach strategies which encourage two-way communication through personal contacts including: (1) "Early Fall Mailings"; (2) "Home-School Handbooks"; (3) "Open House"; (4) "School-Parent Compacts"; (5) "Parent-Teacher Conferences"; (6) "Parent Liaisons"; (7) "Newsletters"; (8)"Positive Phone Calls"; (9) "Homework and Home Learning"; (10) "Parent Resource Centers"; (11) "Informal… [PDF]
(1990). Crossing the Threshold into Standard Three in Black Education. The Consolidated Main Report of the Threshold Project. The Threshold Project, a 3-year project that followed a 1985 pilot study, examined the nature of the language and learning difficulties that black Standard Three (Std 3, or grade 5) children in South Africa experience when they change from their mother tongue of Sepedi to English as a medium of instruction and learning, a policy known as "delayed immersion." This main report of the Threshold Project summarizes the five final reports of the project and constitutes an integration of the analysis in terms of three parameters: historical-political, socio-cultural, and educational-systemic. Specific educational aspects covered include the following: school-based teaching and learning experiences; English as a subject; the disparity between English as a subject and English as the medium of instruction; learning content subjects; local models of teaching and learning; curriculum development and reducing the disparity between junior and senior primary phases; possible English…
(1983). Stability of Instructional System and Process for a Sample of Eighty-Five Students in the SBIF Study. The Significant Bilingual Instructional Features (SBIF) study identified, described, and verified features of bilingual instruction of a wide variety of limited English proficient (LEP) students. This report describes a two-year substudy tracing the experience of 85 LEP students from five nationally distributed sites representing varied ethnolinguistic groups (Mexican, Puerto Rican, Cuban, Chinese, and Navajo). The study examined two broad aspects of the students' experience: (1) the classroom context and instructional processes as they related to student performance, and (2) variation in the students' engagement and/or participation with the characteristics of the classrooms to which they were assigned. Data are analyzed here for the overall group and for each site, and results are compared for four student subgroups divided according to the amount of native language use in basic skills instruction. (MSE)… [PDF]
(1988). Project COM-TECH (Bilingual Computer- and Technology-Oriented Program), 1986-1987. In its second year, Project COM-TECH's (Bilingual Computer- and Technology-Oriented Program) primary goal was to provide two high schools with bilingual individualized instruction, through enrichment, to limited English proficient (LEP) students (222 Spanish-speaking and 96 Haitian Creole/French-speaking) of varying native language proficiency and academic preparedness. The program provided supplementary instruction in English as a second language (ESL) and native language arts, and in mathematics, science, and social studies taught in the native language. The core of the project design was a bilingual resource/computer center at each site that provided computer instruction, tutored students, performed career advising, counselled, helped students to prepare for exams, sponsored career- and culture-related field trips, and exhibited cultural materials and classwork. A basic skills class for parents was also offered at both sites. Analysis of student data indicates: (1) the English… [PDF]
(1988). Jamaica High School Computer-Assisted Bilingual/Bicultural Multi-Skills Project, 1986-1987. OEA Evaluation Report. 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… [PDF]
(1989). Bilingual Academic Computer and Technology Oriented Program. Project COM-TECH, 1987-1988. The Bilingual Computer and Technology Oriented Program (COM-TECH) completed the final year of a 3-year funding cycle. The project's primary goal was to provide bilingual individualized instruction, using an enrichment approach, to Spanish- and Haitian Creole/French-speaking students of varying levels of native and English second-language (ESL) proficiency and academic preparation. In two high schools, 237 Spanish-speaking and 106 Haitian Creole/French-speaking students were served. A bilingual resource and computer center was provided at each school, offering computer instruction, tutoring, career advisement, counseling, and help preparing for exams. The centers also sponsored career- and culture-related trips and acted as exhibition centers for Haitian and Hispanic cultural materials and classwork on career skills and computer literacy. An innovative aspect of the program was a basic skills class for parents. The project met its ESL and attendance objectives, but did not meet the…
(1972). Adult Basic Education Communication Skills Institute. June 21, 1971-July 16, 1971; Followup to August 31, 1972. Final Report. The document is a collection of materials related to a four-week summer institute for the training of teachers of disadvantaged and/or Spanish surname adults. The focus of the program was communication skills, primarily the teaching of reading and of English as a second language. A secondary emphasis was on training teachers to develop flexible curricula for the target population. In addition, a week-long interaction analysis workshop was conducted to aid teachers in evaluating teaching effectiveness. A brief introduction indicating the scope of the program is followed by a five-page calendar of activities, an indication of materials and equipment utilized, and an estimated expenditure report. A section on evaluation concludes the main text; it records participants' comments and lists their suggestions for future institutes. The larger part of the document is comprised of appendixes; approximately half of these are such related materials as correspondence, application and evaluation… [PDF]