ERIC Number: ED344955
Record Type: Non-Journal
Publication Date: 1991-Aug
Reference Count: N/A
Asian Remedial Plan: A Study of Sheltered and Co-Taught Classes in New Instructional Model Secondary Schools. Final Report No. 9202.
Goodwin, Judy; And Others
This study assesses students' perceptions of and performance in sheltered and co-taught classes in an Asian remedial plan in Philadelphia's (Pennsylvania) New Instructional Model (NIM) secondary schools. The study used end-of-year marks and student focus groups to collect data. The focus groups were conducted with 247 Asian limited English proficiency (LEP) students in groups of 5 or 6 attending 7 of the 10 NIM middle schools and high schools in the 1990-91 school year. This number represented 62 percent of Asian LEP students attending sheltered and co-taught classes at Levels 2 and 3. The results indicate that the overwhelming majority of high school and middle school students (79 and 85 percent, respectively) attending sheltered and co-taught classes believes that classes with native English speakers would be more helpful in improving their English skills. Students rank the difficulty of subjects, and analyses of marks confirm their perceptions. Students report receiving academic assistance from tutors and teachers. Students in the co-taught classes are generally positive about the situation. Most students feel they are ready to take classes with native English speakers; however, these students anticipate difficulties with their English skills. Analyses of marks show that a high percentage of the Asian students received passing grades in most content areas. Four tables are included. (JB)
Descriptors: Asian Americans, English (Second Language), High School Students, Instructional Effectiveness, Instructional Innovation, Intermediate Grades, Junior High School Students, Limited English Speaking, Middle School Students, Middle Schools, Remedial Programs, School Districts, Secondary Education, Secondary School Curriculum, Student Attitudes, Team Teaching, Urban Schools
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Philadelphia School District, PA. Office of Assessment.