John Jay High School Project TRIUNFE, 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	John Jay High School Project TRIUNFE, 1986-1987. OEA Evaluation Report.
Quelle	(1988), (51 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attendance Patterns; Bilingual Education Programs; Computer Assisted Instruction; Computer Literacy; Counseling Services; English (Second Language); Federal Programs; Haitians; High Schools; Hispanic Americans; Language Proficiency; Limited English Speaking; Native Language Instruction; Parent Participation; Program Effectiveness; Remedial Programs; Second Language Instruction; Spanish Speaking; Staff Development; Supplementary Education; Vocational Education + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Computerkenntnisse; English as second language; English; Second Language; Englisch als Zweitsprache; High school; Oberschule; Hispanic; Hispanoamerikaner; Language skill; Language skills; Sprachkompetenz; Native language education; Muttersprachlicher Unterricht; Elternmitwirkung; Förderprogramm; Fremdsprachenunterricht; Personnel development; Personalentwicklung; Ergänzungsunterricht; Ausbildung; Berufsbildung
Abstract	In its fourth year at John Jay High School (Brooklyn) and funded under Title VII, Project TRIUNFE provided supplementary services to the regular bilingual education program for 290 Hispanic, Haitian, and Asian students of limited English proficiency. The project provided computer literacy training, computer-assisted instruction in English as a second language (ESL) and native languages, and content areas, vocational education, counseling, and job placement, parental involvement activities, and staff development activities. All but one program teacher were certified in their areas of instruction. Funding and resource problems limited the provision of some services. Analysis of student achievement data indicates that program objectives were met in ESL, mathematics, science, social studies, Spanish language development, French language development, attendance, student employment, and staff training. Parental involvement data were not available, but meeting attendance was relatively high. Recommendations for program improvement are given. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC