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ERIC Number: ED096043
Record Type: RIE
Publication Date: 1974
Pages: 9
Abstractor: N/A
ISBN: N/A
ISSN: N/A
Staff Development.
Oyama, Henry
Bilingual programs funded through the Bilingual Education Act, Title VII, are presently serving 129,000 students. Approximately 80 percent of the 7.7 million students who should receive these programs' benefits are Spanish Speaking. Bilingual instruction should be carried out in 246,400 classes with an average of 25 pupils per class. Instructors are needed for these classes along with "back-up" personnel such as administrators, counselors, and paraprofessionals. This paper attempts to develop the methodology which can be used in selecting objectives for training programs focusing on staff development for bilingual manpower adult education. Among the problems which must be confronted are the lack of empathy by many school administrators and non-bilingual faculties and staffs for the purposes of bilingual-bicultural programs; the need for Spanish Speaking administrators in positions to direct change and policy in staff development programs; and the dearth of attempts at articulation or coordination between the programs at different educational levels. Before going into training objectives, the different components of the educational system which can and will have an impact on the effectiveness and development of an overall bilingual-bicultural educational system must be considered. Then the objectives must have overlapping impact on the different levels of the educational system: agency, educational institution, classroom, and the home/community environment. A taxonomy of objectives for a staff development program is given. (NQ)
Not available separately, see RC 008 067
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: For related documents, see RC 008 067-070; RC 008 072