The first of 10 volumes of a basic course in Persian is presented that is designed for use in the Defense Language Institute's intensive programs. The course, employing the audiolingual methodology, is designed to train native English speakers to level three proficiency in comprehension and speaking and level two proficiency in reading and writing…

The second of 10 volumes of a basic course in Persian is presented that is designed for use in the Defense Language Institute's intensive programs for native English speakers. The central feature of the daily lesson is the structured dialogue, which systematically incorporates a number of grammatical features. Grammar is not explained through…

The third of 10 volumes of a basic course in Persian is presented that is designed for use in the Defense Language Institute's intensive programs for native English speakers. The central feature of the daily lesson is the structured dialogue, which systematically incorporates a number of grammatical features. Grammar is not explained through…

A supplement to volume three of a basic course in Persian is presented that is designed for use in the Defense Language Institute's intensive programs for native English speakers. This volume contains structural drills for lessons 29-38. (SW)

The fourth of 10 volumes of a basic course in Persian is presented that is designed for use in the Defense Language Institute's intensive programs for native English speakers. The central feature of the daily lesson is the structured dialogue, which systematically incorporates a number of grammatical features. Grammar is not explained through…

The sixth of 10 volumes of a basic course in Persian is presented that is designed for use in the Defense Language Institute's intensive programs for native English speakers. This volume is, for the most part, a continuation of the material and methods presented in volume five. The central feature of the daily lesson is the structured dialogue in…

Philadelphia's Follow Through program in 14 schools was evaluated in terms of its educational, staff development, parent involvement, health services, and social services components. Cross-sectional reading and mathematics achievement data indicated that the Follow Through participants outperformed the non-Follow Through Title I group.…

This paper outlines a methodology for understanding and describing the reading activities of a small group of black inner city junior high school students. The methodology is based on the assumption that reading can be viewed as a social activity or process that becomes defined through the interaction of participants. Data are collected through…

Current research dealing with selected aspects of migrant education is condensed into two fact sheets and six mini reviews which should be of special interest to migrant program administrators and teachers. Four important areas are emphasized in each fact sheet and mini review: legislation that has been enacted concerning migrants, a statement of…

North Carolina's migrant education program adequately met its 1977-78 objectives focusing on program continuity, summer and regular term programs, Migrant Student Record Transfer System (MSRTS), programs for formerly migrant children, and staff development. Evaluation was based on MSRTS data, test results, on-site monitoring, and local education…

PRESENTED IN THIS REPORT IS AN INTERIM EVALUATION OF A NEW YORK CITY PROGRAM TO TRANSFER NINTH-GRADE PUPILS FROM 38 TRUNCATED JUNIOR HIGH SCHOOLS TO ACADEMIC HIGH SCHOOLS. AS THE FIRST STEP TOWARD A CITY-WIDE SYSTEM OF 4-YEAR COMPREHENSIVE HIGH SCHOOLS, THE TRANSFER PROGRAM ATTEMPTED TO IMPROVE THE ETHNIC BALANCE IN THE SCHOOLS AND TO MOTIVATE THE…

PROJECT 64-1, AN ENRICHMENT PROJECT IN THE HARTFORD, CONN., SCHOOLS WHICH IS EVALUATED HERE, IS A MODIFIED HIGHER HORIZONS PROGRAM WHICH PROVIDES INCREASED SPECIAL SERVICES AND CULTURAL ACTIVITIES TO DISADVANTAGED YOUTH IN 14 ELEMENTARY AND TWO HIGH SCHOOLS. THE ULTIMATE GOALS OF THE PROJECT ARE TO HELP THESE YOUTH DEVELOP A SELF-IMAGE WHICH WILL…

THIS SUMMARY AND EVALUATION OF THE ELEMENTARY AND SECONDARY EDUCATION ACT TITLE I PROJECT IN BERKELEY, CALIF., DESCRIBES COMPENSATORY ACTIVITIES IN FOUR TARGET ELEMENTARY SCHOOLS AND TWO TARGET ACHIEVEMENT TRACKS IN CORRECTIVE READING PROGRAMS IN THE HIGH SCHOOLS. THE OBJECTIVES IN THE TARGET ELEMENTARY SCHOOLS WERE TO RAISE EDUCATIONAL…

A PROJECT ENGLISH GRANT IN 1962 ESTABLISHED THE EUCLID ENGLISH DEMONSTRATION CENTER (EEDC) TO DEVELOP AND MAKE AVAILABLE ON A NATIONAL BASIS A MODEL ENGLISH CURRICULUM. THE SIX PAPERS OF THIS EEDC FINAL REPORT FOCUS ON THE WORK OF THE CENTER, BUT ALSO ASSESS AND COMMENT MORE BROADLY UPON MANY OF THE PROBLEMS OF ENGLISH TEACHING TODAY.…

THIS RESEARCH PRODUCED AND TRIED A SYLLABUS FOR JUNIOR AND SENIOR HIGH SCHOOL GENERAL MUSIC CLASSES. THE COURSE IS BASED ON (1) A STUDY OF THE CURRENT STATUS OF SUCH CLASSES AND SUGGESTIONS FOR IMPROVING THEM, (2) A PARTICULAR AESTHETIC POSITION ABOUT THE NATURE AND VALUE OF MUSIC AND THE MEANS FOR REALIZING MUSIC'S VALUE, (3) RELEVANT PRINCIPLES…