Copy of briefing paper issued by Bureau of Transitional Bilingual Education, Department of Education, Commonwealth of Massachussets in 1979, on the State Transitional Bilingual Education Law (1971)
Brochure on the Bilingual Resource and Training Centre at Boston University (funded under Title VII of the Elementary and Secondary Education Act) setting out its role and listing staff. Undated, but as Maria Brisk is shown as the Director it probably dates between 1978 and 1981.
Fieldnotes and transcript of a class of English and Spanish speaking children on 30.10.79, with extensive switching between languages. The teacher and children talk about Clem Adelman's presence in the classroom and about his microphone and recording equipment.
Transcription of classroom observation of a home economics lesson (with a lot of classroom discourse in Spanish) on 21.10.79, extensively annotated with observations and comments about the classroom activities. There is then a discussion (also transcribed and annotated) about the practices of the teacher and the bilingual nature of the classroom, particularly as it relates to food, cooking and cultural distinctiveness.
Copy of review by Josue M. Gonzalez of the full draft report in which he comments on the structure (the difference between the first, historical section and the school study is mentioned) and raises the question of how typical (or rather atypical) Rafael Hernandez School is. Gonzalez suggests that to some extent at least, the case study is propagating 'myths' rather than presenting a picture of bilingual schooling as a movement to ensure access to the curriculum.
Description of Boston's School District VI along with descriptions of bilingual program, students and curriculum of specific schools. This seems to have been produced as part of the 'Complementary Studies' programme after September 1979 - this is a photocopy of the report and has been annotated in a few places by a member of the CARE team.
A Second draft of Saville Kushner's section of the report on Designs, Methods and Performances. It differs from the previous version in that (among other things), it adds more detail to the project chronology, and also relates the 'condensed fieldwork' used in the evaluation to Ethnography and Portrayal approaches.
A draft from July 1982 of the final section of the final report, including a review of the research design and a timetable of how events actually unfolded, in comparison with the proposed timeline. It also highlights several of the major points of difficulty that were encountered: the dissatisfaction of school staff with the portrayal of the school, and their concerns about the CARE teams' contact with policymakers while simultaneously having access the the school.
Typewritten draft of Clem Adelman's section of the report on “How the Research was Conducted” containing details of how classroom observation was organised and the questions that were emerging, as well as his report of the suspicions on the part of the staff. Earlier version of Document 170.
