This study reports the results of a needs analysis of literacy programs for a library system serving three rural and suburban counties. It examines the computing skills and needs of literacy tutors as well as native-speaking and English language learner (ELL) literacy tutees enrolled in the programs. Paper surveys were mailed to tutors, who were…

The primary aim of this study is to investigate pre-service English language teachers' perceptions of computer self-efficacy in relation to different variables. Secondarily, the study also explores the relationship between pre-service English language teachers' perceptions of computer self-efficacy and their perceptions of general self-efficacy.…

This report is California's response to the four questions that the United States Department of Education (ED), Office of Vocational and Adult Education (OVAE), requires of all states and territories receiving federal funding through the Workforce Investment Act (WIA) Title II and Adult Education and Family Literacy Act (AEFLA). The questions…

Previous research on blended learning (BL) implementation in L2 instructional settings considers L2 teachers' use of the incorporated CALL modes and learners' attitudes toward the CALL modes as critical factors, among other factors, for achieving successful BL implementation. In the literature, these two factors are suggested to be strongly…

This paper describes a pilot study centred on the technology-enhanced self-development of competences in lifelong learning education carried out in the challenging context of the Association of Participants Agora. The pilot study shows that the use of the TENCompetence infrastructure, i.e. in this case the Personal Development Planner tool,…

This article uses a multiple literacies theory framework to explore the processes of "becoming" technologically literate through a year-long ethnographic study of two Master of Education pre-service second language teachers, a Latina woman and an African American woman, who learned how to use computer technology to teach Spanish at a large…

Project TEACH (Technological Enrichment and Achievement for Cambodians and Hispanics) aims to facilitate the students' linguistic and cultural adjustment to American society while preparing them to enter the job market. Carried out at Theodore Roosevelt High School (Bronx, New York) Project TEACH provides students new to America with computer and…

In its second year of operation, Project PROBE (Professions Oriented Bilingual Education) experienced difficulty in meeting some of its instructional objectives. The project had sought to provide instructional and supportive services to 200 Spanish-speaking students from Latin America at Louis D. Brandeis High School (Manhattan, New York) and to…

In 1985-86, its third and final year of operation, John Jay High School's (Brooklyn, New York) Project TRIUNFE served 314 students of Hispanic, Asian, Haitian and Indian backgrounds. Its goals were to improve students' competence in speaking, reading, and writing English; to enhance students' native language ability and ethnic pride; and to teach…

This first volume of a four-volume evaluation of the 1988-89 New York City School Community Education Program (also known as the Umbrella Program) comprises reports evaluating 10 innovative projects that provide reading, mathematics, writing, English as a Second Language, and computer literacy instruction. Evaluation sources included student…

Project TEACH completed the first year of a three-year program serving 190 newly arrived limited English proficient (LEP) students from the Caribbean, Central America and Cambodia. Virtually all students belonged to low-income families and many had received little formal education in their native countries. The primary goal was to facilitate…

Project PROBE is a multi-site program located in two high schools. It is intended to increase career awareness among approximately 200 Hispanic students and 100 Chinese-speaking students through instruction in content areas, English as a second language (ESL), students' native language, and computer literacy, supplemented by enrichment resources…

Language Development Support Systems (Project LDSS) offered 215 limited English proficient (LEP) students at two New York City elementary schools the opportunity to improve their English skills through special language learning centers. These language learning centers were established at both schools and provided students with instruction in…

Methods of computerized adaptive testing using conventional scoring methods in order to develop a computerized placement test for the Test of English as a Foreign Language (TOEFL) were studied. As a consequence of simulation studies during the first phase of the study, the multilevel testing paradigm was adopted to produce three test levels…

Career Awareness Resources for Exceptional Students (Project CARES) is an Elementary and Secondary Education Act Title VII-funded project in its fourth year in 1993-94. The project served 65 Spanish-speaking students (ages 14-21) of limited English proficiency in two schools in the Bronx, New York. Participating students received instruction in…