subject:(Education Bilingual)

University of California – San Diego

1. Kleppe, Katie E. Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities.

Degree: Education, 2017, University of California – San Diego

URL: http://www.escholarship.org/uc/item/03q8k2dk

► Students with disabilities are taught how to utilize self-regulation skills and monitor their emotions. However, Deaf students with multiple disabilities, especially those with social emotional… (more)

Subjects/Keywords: Bilingual education

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APA (6^th Edition):

Kleppe, K. E. (2017). Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/03q8k2dk

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kleppe, Katie E. “Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities.” 2017. Thesis, University of California – San Diego. Accessed January 17, 2021. http://www.escholarship.org/uc/item/03q8k2dk.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kleppe, Katie E. “Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities.” 2017. Web. 17 Jan 2021.

Vancouver:

Kleppe KE. Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities. [Internet] [Thesis]. University of California – San Diego; 2017. [cited 2021 Jan 17]. Available from: http://www.escholarship.org/uc/item/03q8k2dk.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kleppe KE. Teaching Social-Emotional Skills to Deaf Bilingual Students with Multiple Disabilities. [Thesis]. University of California – San Diego; 2017. Available from: http://www.escholarship.org/uc/item/03q8k2dk

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Houston

2. Nguyen, Tung. Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes.

Degree: PhD, Economics, 2018, University of Houston

URL: http://hdl.handle.net/10657/3148

► This dissertation is composed of three essays. First chapter. The Impact of Bilingual Education on Economic and Social Assimilation: Evidence from California’s Proposition 227. Bilingual… (more)

Subjects/Keywords: Bilingual education

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APA (6^th Edition):

Nguyen, T. (2018). Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/3148

Chicago Manual of Style (16^th Edition):

Nguyen, Tung. “Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes.” 2018. Doctoral Dissertation, University of Houston. Accessed January 17, 2021. http://hdl.handle.net/10657/3148.

MLA Handbook (7^th Edition):

Nguyen, Tung. “Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes.” 2018. Web. 17 Jan 2021.

Vancouver:

Nguyen T. Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes. [Internet] [Doctoral dissertation]. University of Houston; 2018. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10657/3148.

Council of Science Editors:

Nguyen T. Essays on the Effects of Education Policy and Tax Policy on Labor Market and Other Outcomes. [Doctoral Dissertation]. University of Houston; 2018. Available from: http://hdl.handle.net/10657/3148

California State University – East Bay

3. Brooke-Garza, Elizabeth. Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom.

Degree: 2013, California State University – East Bay

URL: http://hdl.handle.net/10211.3/101553

► Two-way bilingual immersion (TWBI) programs have demonstrated great success in improving Latino English Language Learners??? educational outcomes. When compared with students in English-only programs, TWBI… (more)

▼ Two-way bilingual immersion (TWBI) programs have demonstrated great success in improving Latino English Language Learners??? educational outcomes. When compared with students in English-only programs, TWBI students have more favorable attitudes towards bilingualism, biculturalism, and other cultural groups, yet TWBI classrooms are not immune to the greater power dynamics and influences of United States society. This Participatory Action Research study brought together a cadre of eight two-way bilingual immersion teachers from two Northern California school districts. The participants collaborated to examine and develop practices that promote cross-cultural competency in their TWBI classrooms. This study investigated the TWBI teachers??? awareness of power imbalance regarding the validation of cultural capital between native English-speakers and native Spanish-speakers, the participants??? understanding of cross-cultural competence, and the teacher organizational routines that lead to equitable distribution of cultural capital in their classrooms. The data demonstrated that socioeconomic differences strongly influenced student social dynamics. Students from a higher social class, usually the native English-speakers, displayed more confidence and, if left unmanaged, dominated classroom participation. Native Spanish-speaking students from educated, middle class families also dominated and took on central roles in classroom interactions. TWBI educators often use a native English-speaker/native Spanish-speaker lens to monitor and make instructional decisions. This two-way lens may not reveal the predominant distinctions between the student groups. Awareness of socioeconomic influences and distribution of cultural capital will provide TWBI teachers greater clarity to fine-tune their instructional decision-making. This study also found that the participants recognized that if left to chance, inequitable power dynamics would take over. The participants were cognizant of the necessity to assume much needed advocacy roles on behalf of their students, and to incorporate organizational routines that promote the cultural capital of their native Spanish-speaking students into their practice. Advisors/Committee Members: Ramirez, Dr. Leticia (advisor), Arriaza, Dr. Gilberto (primaryAdvisor).

Subjects/Keywords: Education; Bilingual

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APA (6^th Edition):

Brooke-Garza, E. (2013). Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/101553

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brooke-Garza, Elizabeth. “Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom.” 2013. Thesis, California State University – East Bay. Accessed January 17, 2021. http://hdl.handle.net/10211.3/101553.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brooke-Garza, Elizabeth. “Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom.” 2013. Web. 17 Jan 2021.

Vancouver:

Brooke-Garza E. Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom. [Internet] [Thesis]. California State University – East Bay; 2013. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10211.3/101553.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brooke-Garza E. Developing Teacher Practices to Promote Cross-Cultural Competency in the Two-Way Bilingual Immersion Classroom. [Thesis]. California State University – East Bay; 2013. Available from: http://hdl.handle.net/10211.3/101553

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of New Mexico

4. Martinez, Phyllis S. TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO.

Degree: Teacher Education, Educational Leadership & Policy, 2013, University of New Mexico

URL: http://hdl.handle.net/1928/23345

► Bilingual education, teaching of academic content in two languages, is the instructional plan intended to help English language learner students develop the academic competence necessary… (more)

Subjects/Keywords: Bilingual Education

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APA (6^th Edition):

Martinez, P. S. (2013). TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23345

Chicago Manual of Style (16^th Edition):

Martinez, Phyllis S. “TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO.” 2013. Doctoral Dissertation, University of New Mexico. Accessed January 17, 2021. http://hdl.handle.net/1928/23345.

MLA Handbook (7^th Edition):

Martinez, Phyllis S. “TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO.” 2013. Web. 17 Jan 2021.

Vancouver:

Martinez PS. TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/1928/23345.

Council of Science Editors:

Martinez PS. TOWARDS ENDING THE STRUGGLE: BILINGUAL EDUCATION AND PERCEPTUAL IMPLICATIONS FOR RE-ENGINEERING STUDENT SUCCESS IN NEW MEXICO. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23345

University of Illinois – Urbana-Champaign

5. Negron, David A. Bilingual education: selected principals' experiences with programs at their schools.

Degree: EdD, Ed Organization and Leadership, 2015, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/87993

► Principals in school districts throughout the United States have seen an increase in the number of English Language Learner (ELL) students entering their schools. ELL… (more)

▼ Principals in school districts throughout the United States have seen an increase in the number of English Language Learner (ELL) students entering their schools. ELL students continue to be the fastest growing student population in many school districts throughout the United States. This has a dramatic impact on the work of school principals in that, historically, ELL students have the highest high school dropout rates and have been consistently under performing in terms of academic achievement. There currently exists a plethora of different ELL programs aimed at addressing the academic needs of ELL students. However, there exists little or no research on the experiences of school principals with bilingual educational programs. This study examined the experiences of school principals with bilingual educational programs for their ELL student populations. More specifically, I examined the challenges and successes principals experienced with their bilingual educational programs. This study found that there are several factors that influence a principal’s experience with bilingual programs as well as multiple challenges as well. Furthermore, this study found that there is a tremendous amount of autonomy for principals in working with their bilingual educational programs. In order for principals to experience success with their bilingual educational programs they must adequately address their ELL student population’s needs. This can be accomplished by being aware of the research on bilingual programs. In addition, principals must address the deficit thinking that exists in their respective schools as it relates to their ELL students. Finally, principals must work hard to increase the level of parental involvement in their schools to adequately address and meet the needs of their ELL student populations. Advisors/Committee Members: Shields, Carolyn M. (advisor), Johnston-Parsons, Marilyn A. (Committee Chair), DeNicolo, Christina P. (committee member), Sloat, Linda (committee member).

Subjects/Keywords: Bilingual; Education; Principals

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APA (6^th Edition):

Negron, D. A. (2015). Bilingual education: selected principals' experiences with programs at their schools. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/87993

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Negron, David A. “Bilingual education: selected principals' experiences with programs at their schools.” 2015. Thesis, University of Illinois – Urbana-Champaign. Accessed January 17, 2021. http://hdl.handle.net/2142/87993.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Negron, David A. “Bilingual education: selected principals' experiences with programs at their schools.” 2015. Web. 17 Jan 2021.

Vancouver:

Negron DA. Bilingual education: selected principals' experiences with programs at their schools. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2015. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/2142/87993.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Negron DA. Bilingual education: selected principals' experiences with programs at their schools. [Thesis]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/87993

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Kansas State University

6. Mejía Vélez, María del Pilar. ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study.

Degree: EdD, Department of Educational Leadership, 2017, Kansas State University

URL: http://hdl.handle.net/2097/38214

► Bilingual education has a long history in the United States, although the support for bilingual education through, which students preserve their culture and heritage language,… (more)

▼ Bilingual education has a long history in the United States, although the support for bilingual education through, which students preserve their culture and heritage language, has not been consistent throughout the years. While there is clear evidence that aligns students’ academic, emotional, and economic successes are aligned when they learn English through their native language, there is a paucity of research regarding bilingual principals as leaders of dual-language programs. This study explores issues of challenges and essential support structures within dual-language programs. The results may be used to improve leadership in bilingual programs. The purpose of this ethnographic case study was to explore the lived experiences of two Latinas who taught in Spanish within dual-language programs that were run by monolingual principals. This qualitative study was informed by two different sampling procedures, purposeful and criterion-based. The participants selected needed to be Latina (self-identified), Spanish dual-language teachers who worked with a monolingual principal as their leader within Midwestern U.S. schools, during the 2012-2013 school year. Narrative inquiry grounded the study in order to elicit stories that would represent the experiences of the teachers as they negotiated their path when their leader was monolingual and they taught in Spanish. Findings indicate that teachers who taught in Spanish within an Anglo-majority educational context, experienced palpable manifestations of inequity and discriminations. The participants had strong self-worth, self-confidence, and self-awareness, which led them to persevere through the instances of judgment and imbalance. The finding also demonstrate that the participants developed coping mechanisms to empower themselves, and established newly-found and increased resourcefulness as an attempt to provide the students with the education they deserved. The participants relied on alternative resources, long hours of research and re-planning, creativity, and resolve to function in an environment that was set out to demean them. The study raised implications about the amount of support teachers in bilingual programs who teach in Spanish receive while led by monolingual principals. Another implication is that there is marginalization of certain languages that are not English. Lastly, this study raised implications regarding ways in which bilingual programs can become more just and egalitarian. Advisors/Committee Members: Kakali Bhattacharya.

Subjects/Keywords: Bilingual; Dual language; Bilingual education; LatCrit

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mejía Vélez, M. d. P. (2017). ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/38214

Chicago Manual of Style (16^th Edition):

Mejía Vélez, María del Pilar. “¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study.” 2017. Doctoral Dissertation, Kansas State University. Accessed January 17, 2021. http://hdl.handle.net/2097/38214.

MLA Handbook (7^th Edition):

Mejía Vélez, María del Pilar. “¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study.” 2017. Web. 17 Jan 2021.

Vancouver:

Mejía Vélez MdP. ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study. [Internet] [Doctoral dissertation]. Kansas State University; 2017. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/2097/38214.

Council of Science Editors:

Mejía Vélez MdP. ¿Por qué enseñar español? The experiences of bilingual teachers under the leadership of monolingual principals: an ethnographic case study. [Doctoral Dissertation]. Kansas State University; 2017. Available from: http://hdl.handle.net/2097/38214

7. Ceron, Paul M. An examination of Spanish language achievement, use, and attitudes in a dual immersion setting.

Degree: 2017, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10252062

► The education of English Learners in the United States is an urgent matter that merits the attention and, more importantly, action from the educational… (more)

▼ The education of English Learners in the United States is an urgent matter that merits the attention and, more importantly, action from the educational and academic communities. A long history of oppression of non-English speaking peoples echoes in the consistently low academic achievement results of students identified as English Learners and economically disadvantaged. The benefits of dual immersion programs in closing the achievement gap and producing students with proficiency in English have been documented and supported through years of research and analyses. However, neither political leaders nor the research community have focused sufficient attention on Spanish language outcomes, in regard to language development and academic achievement. In a political context where new federal policy, Every Student Succeeds Act of 2016 (ESSA), and the California educational policy known as the LEARN initiative (Lara, 2016), allow for more local control of funds and programs for underserved student subgroups, including English Learners, it is more important than ever to explore and critically analyze programs that have the potential to meet these students’ academic and cultural needs. The intent of this mixed-methods case study was to examine the Spanish language achievement, classroom use, and language attitudes of 4th and 5th grade students and their teachers in a dual immersion setting in a large urban school district in Southern California. Through classroom observations and participant interviews, qualitative data was analyzed to explore the implementation of dual immersion at three elementary school sites. Quantitative analysis of Spanish language assessment results in reading and mathematics from four dual immersion elementary sites allowed for the exploration and description of students’ Spanish language achievement within the district. The findings from this case study included lower Spanish achievement outcomes for Spanish-speaking English Learners and economically disadvantaged students in comparison to English proficient and economically advantaged classmates. Classroom observations during Spanish instruction and participant interviews revealed significant differences in program implementation and support at each school site. Alarming achievement outcomes combined with qualitative findings highlight the need for more research on dual immersion programs that focus on Spanish language development and qualitative data collection and analysis. Study findings and recommendations highlight the need for specialized training for district and school leadership as well as school-wide faculty and staff where dual immersion programs are implemented.

Subjects/Keywords: Bilingual education; Elementary education; Language

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APA (6^th Edition):

Ceron, P. M. (2017). An examination of Spanish language achievement, use, and attitudes in a dual immersion setting. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10252062

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ceron, Paul M. “An examination of Spanish language achievement, use, and attitudes in a dual immersion setting.” 2017. Thesis, California State University, Long Beach. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10252062.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ceron, Paul M. “An examination of Spanish language achievement, use, and attitudes in a dual immersion setting.” 2017. Web. 17 Jan 2021.

Vancouver:

Ceron PM. An examination of Spanish language achievement, use, and attitudes in a dual immersion setting. [Internet] [Thesis]. California State University, Long Beach; 2017. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10252062.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ceron PM. An examination of Spanish language achievement, use, and attitudes in a dual immersion setting. [Thesis]. California State University, Long Beach; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10252062

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

8. Lillestrand, Amy. Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity.

Degree: 2016, University of Redlands

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10151432

► This study examined the social and cultural capital aspects of bicultural identity on student engagement for elementary students in dual immersion classes. The current… (more)

Subjects/Keywords: Bilingual education; Elementary education

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APA (6^th Edition):

Lillestrand, A. (2016). Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity. (Thesis). University of Redlands. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10151432

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lillestrand, Amy. “Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity.” 2016. Thesis, University of Redlands. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10151432.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lillestrand, Amy. “Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity.” 2016. Web. 17 Jan 2021.

Vancouver:

Lillestrand A. Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity. [Internet] [Thesis]. University of Redlands; 2016. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151432.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lillestrand A. Social and Cultural Capital| Influence of Participation in Dual Language Immersion Programs on Student Engagement and Bicultural Identity. [Thesis]. University of Redlands; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10151432

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Bucio, Mario Orlando. Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management.

Degree: 2016, University of California – eScholarship, University of California

URL: http://www.escholarship.org/uc/item/2624t74v

► Conversational skills are a part of every day life, however, children with Autism Spectrum Disorder demonstrate extensive difficulties engaging in these skills (Koegel & Koegel,… (more)

Subjects/Keywords: Special education; Bilingual education

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APA (6^th Edition):

Bucio, M. O. (2016). Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/2624t74v

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bucio, Mario Orlando. “Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management.” 2016. Thesis, University of California – eScholarship, University of California. Accessed January 17, 2021. http://www.escholarship.org/uc/item/2624t74v.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bucio, Mario Orlando. “Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management.” 2016. Web. 17 Jan 2021.

Vancouver:

Bucio MO. Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management. [Internet] [Thesis]. University of California – eScholarship, University of California; 2016. [cited 2021 Jan 17]. Available from: http://www.escholarship.org/uc/item/2624t74v.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bucio MO. Improving Conversational Communication in Mexican-American Children with Autism in Their Native Language via Parent-Implemented Self-Management. [Thesis]. University of California – eScholarship, University of California; 2016. Available from: http://www.escholarship.org/uc/item/2624t74v

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Texas – Austin

10. Dougherty, Caitlin Anna. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.

Degree: MA, Curriculum and Instruction, 2014, University of Texas – Austin

URL: http://hdl.handle.net/2152/25972

► The present study analyzed the writing of emergent bilingual second grade students enrolled in a two-way dual language bilingual education program. Writing samples were analyzed… (more)

Subjects/Keywords: Bilingual education; Dual language education

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APA (6^th Edition):

Dougherty, C. A. (2014). When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/25972

Chicago Manual of Style (16^th Edition):

Dougherty, Caitlin Anna. “When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.” 2014. Masters Thesis, University of Texas – Austin. Accessed January 17, 2021. http://hdl.handle.net/2152/25972.

MLA Handbook (7^th Edition):

Dougherty, Caitlin Anna. “When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom.” 2014. Web. 17 Jan 2021.

Vancouver:

Dougherty CA. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/2152/25972.

Council of Science Editors:

Dougherty CA. When fifty-fifty isn’t fair: The preference for English during Spanish language arts in a two-way dual language bilingual education classroom. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/25972

University of Exeter

11. Phongploenpis, Sasiporn. The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools.

Degree: Thesis (EdD), 2016, University of Exeter

URL: http://hdl.handle.net/10871/24301

► In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive… (more)

▼ In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (English Resource and Institutional Centre), British Council and Chulalongkorn University (Ministry of Education, 2003; Punthumasen, 2007), it is found that pre-service teacher training for bilingual education is relatively new and there has been little/no research in terms of its effectiveness in Thailand. This study examined Thai pre-service teachers’ perceptions of an English teacher education programme at a university in Bangkok, regarding the programme potential of preparing them to work in bilingual schools, especially for teaching in EP and MEP in the future. A mixed-methods methodology underpinned the study by providing method and data triangulation. This methodology involved the adoption of self-report questionnaires (n=37) and follow-up Facebook-chats (n=17) as method triangulation, and from Thai pre-service teachers in different year groups as data triangulation. Descriptive analysis i.e. frequencies and percentages was used to analyse closed questions of the questionnaires and content analysis was employed for analysing data from open questions of the questionnaire and the Facebook-chats. A good understanding of the English bilingual education system and teacher requirements respective for work in bilingual schools in Thailand was displayed and in line with the Ministry guidelines as expressed in the Ministry’s order number Wor Gor 65/2544 as of 9 October 2001.The findings revealed that they felt they needed English knowledge, Pedagogical Knowledge and Experiences in preparing them for work in bilingual schools also involved. It was also found that native-English speaker norm regarding communication and pronunciation skill resulted in less confidence in English proficiency. They desired to learn more about English especially relating to oracy skills, followed by a topic relating to teaching through English. The findings of the study contribute to the development of teacher training programme for bilingual education. Practical suggestions and future research are firstly related to the shift from native English speaking norms to bilingual or multilingual speaking norms to eliminate the feeling of failure to the linguistic competence. Secondly, CLIL and Content-based instruction are suggested to respond to the participants’ need in learning a topic relating to teach through English.

Subjects/Keywords: 428.0071; Bilingual Education; Bilingual Teachers; Bilingual Teacher Identity; Bilingual Teacher Education; Nativeness

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APA (6^th Edition):

Phongploenpis, S. (2016). The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/24301

Chicago Manual of Style (16^th Edition):

Phongploenpis, Sasiporn. “The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools.” 2016. Doctoral Dissertation, University of Exeter. Accessed January 17, 2021. http://hdl.handle.net/10871/24301.

MLA Handbook (7^th Edition):

Phongploenpis, Sasiporn. “The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools.” 2016. Web. 17 Jan 2021.

Vancouver:

Phongploenpis S. The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools. [Internet] [Doctoral dissertation]. University of Exeter; 2016. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10871/24301.

Council of Science Editors:

Phongploenpis S. The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools. [Doctoral Dissertation]. University of Exeter; 2016. Available from: http://hdl.handle.net/10871/24301

Michigan State University

12. Bhattacharya, Banhi. Professional development experiences and practices : the case of a dual language bilingual program.

Degree: 2015, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:3521

►

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2015

Using a case study of a dual language education program, I explore how… (more)

Subjects/Keywords: Education, Bilingual – Case studies; Teachers – Training of; Education, Bilingual; Teacher education; Bilingual education

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APA (6^th Edition):

Bhattacharya, B. (2015). Professional development experiences and practices : the case of a dual language bilingual program. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3521

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bhattacharya, Banhi. “Professional development experiences and practices : the case of a dual language bilingual program.” 2015. Thesis, Michigan State University. Accessed January 17, 2021. http://etd.lib.msu.edu/islandora/object/etd:3521.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bhattacharya, Banhi. “Professional development experiences and practices : the case of a dual language bilingual program.” 2015. Web. 17 Jan 2021.

Vancouver:

Bhattacharya B. Professional development experiences and practices : the case of a dual language bilingual program. [Internet] [Thesis]. Michigan State University; 2015. [cited 2021 Jan 17]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3521.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bhattacharya B. Professional development experiences and practices : the case of a dual language bilingual program. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3521

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Universiteit Utrecht

13. Tinteren, C.M. The Bilingual Education Debate in the United States.

Degree: 2009, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/34392

► The debate about bilingual education has proved to be a highly controversial issue. While a large number of Americans are bilingual, the legalisation of native… (more)

Subjects/Keywords: Letteren; Bilingual Education, United States

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APA (6^th Edition):

Tinteren, C. M. (2009). The Bilingual Education Debate in the United States. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/34392

Chicago Manual of Style (16^th Edition):

Tinteren, C M. “The Bilingual Education Debate in the United States.” 2009. Masters Thesis, Universiteit Utrecht. Accessed January 17, 2021. http://dspace.library.uu.nl:8080/handle/1874/34392.

MLA Handbook (7^th Edition):

Tinteren, C M. “The Bilingual Education Debate in the United States.” 2009. Web. 17 Jan 2021.

Vancouver:

Tinteren CM. The Bilingual Education Debate in the United States. [Internet] [Masters thesis]. Universiteit Utrecht; 2009. [cited 2021 Jan 17]. Available from: http://dspace.library.uu.nl:8080/handle/1874/34392.

Council of Science Editors:

Tinteren CM. The Bilingual Education Debate in the United States. [Masters Thesis]. Universiteit Utrecht; 2009. Available from: http://dspace.library.uu.nl:8080/handle/1874/34392

Liberty University

14. Lannom, Melissa Harold. A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades.

Degree: 2008, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/118

► This comparative study was designed to assess the efficacy of Reading A-Z, an online reading program with differentiated reading levels from kindergarten to sixth grade,… (more)

Subjects/Keywords: Education; Bilingual and Multicultural

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APA (6^th Edition):

Lannom, M. H. (2008). A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/118

Chicago Manual of Style (16^th Edition):

Lannom, Melissa Harold. “A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades.” 2008. Doctoral Dissertation, Liberty University. Accessed January 17, 2021. http://digitalcommons.liberty.edu/doctoral/118.

MLA Handbook (7^th Edition):

Lannom, Melissa Harold. “A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades.” 2008. Web. 17 Jan 2021.

Vancouver:

Lannom MH. A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2021 Jan 17]. Available from: http://digitalcommons.liberty.edu/doctoral/118.

Council of Science Editors:

Lannom MH. A Comparison Study of Remediation Services Offered to Latino Students in the Primary Grades. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/118

Liberty University

15. Fontanella, Joseph F. Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System.

Degree: 2008, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/128

► This study examined the relationship between diverse learning environments and students’ perceptions of their educational experiences within a large Northern Virginia public school system via… (more)

▼ This study examined the relationship between diverse learning environments and students’ perceptions of their educational experiences within a large Northern Virginia public school system via quantitative, nonexperimental, survey methods. Five areas reflecting frequently established goals of education were explored: student diversity; curricular diversity; student learning and peer interaction, to include development of critical thinking skills; future educational aspirations; and goals and perceptions of support by the school. Subjects were 11th-grade high school students from across a selection of the 10 high schools in the subject school division. Data was derived from the Diversity Assessment Questionnaire (DAQ), an instrument that asked students to rate the value of racial and ethnic diversity experienced in different areas and included questions for students about their classrooms, future goals, educational aspirations, attitudes, and interests. Survey response data was compiled and disaggregated by racial and ethnic groups and by school diversity indices. Analysis of the general benefits of a diverse student body was accomplished by presenting direct responses to the DAQ. Descriptive statistics, specifically median scores and percentages, were used to illustrate and interpret the results. A composite variable was created from questions representing students’ iv aspirations for higher education, then used as an outcome in several linear regression models designed to complement the disaggregated individual survey question results. The study found that there are high levels of diversity in schools and classrooms in the subject public school system, as well in the curriculum and social exchanges; that higher levels of diversity in the curriculum are related to increased student understanding of points of view different from their own; that students that are placed in settings of higher diversity are more comfortable with members of different racial/ethnic groups and, therefore, more willing to operate in diverse classroom environments; that students that attend more diverse schools expressed a greater desire to live and work in multiracial settings compared to their more segregated peers; that perceived educational goals and aspirations are similar across ethnic, racial, and socioeconomic groups; and that there are high levels of equality between racial/ethnic and socioeconomic groups in perceived educational opportunities for students. Students from all backgrounds reported benefiting from the diversity of their schools, with strong uniformity in response by all groups.

Subjects/Keywords: Education; Bilingual and Multicultural

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APA (6^th Edition):

Fontanella, J. F. (2008). Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/128

Chicago Manual of Style (16^th Edition):

Fontanella, Joseph F. “Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System.” 2008. Doctoral Dissertation, Liberty University. Accessed January 17, 2021. http://digitalcommons.liberty.edu/doctoral/128.

MLA Handbook (7^th Edition):

Fontanella, Joseph F. “Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System.” 2008. Web. 17 Jan 2021.

Vancouver:

Fontanella JF. Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System. [Internet] [Doctoral dissertation]. Liberty University; 2008. [cited 2021 Jan 17]. Available from: http://digitalcommons.liberty.edu/doctoral/128.

Council of Science Editors:

Fontanella JF. Impact of Racial, Ethnic, and Socioeconmic Diversity: Student Perceptions of Educational Outcomes in a Northern Virginia Public School System. [Doctoral Dissertation]. Liberty University; 2008. Available from: http://digitalcommons.liberty.edu/doctoral/128

University of Namibia

16. Anderson, Jacolynn. The impact of language of instructuion and gender on the acquisition of English as a second language .

Degree: 2011, University of Namibia

URL: http://hdl.handle.net/11070/527

► Abstract provided by author; The language policy of schools in Namibia states that learners should receive instruction in their mother tongue during the first three… (more)

▼ Abstract provided by author; The language policy of schools in Namibia states that learners should receive instruction in their mother tongue during the first three years of their primary school education (Ministry of Education and Culture, 1993).The multilingual nature of Namibia results in the notion of mother tongue medium of instruction not to be implemented effectively. Therefore some schools have English as medium of instruction from grade one (Wolfaardt, 2004) and this could result in the neglect of the mother tongue; It is important to investigate the influence that the neglect of mother tongue medium of instruction will have on the learners' proficiency in the second language. This study was conducted to find out if there is a difference in English Second Language performance in grade five of those Afrikaans speaking learners who received mother tongue instruction during the first three years of formal education as opposed to those that received instruction through English. The areas in which there are differences in the two groups' performance were also investigated. The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) report (2004)suggested that the ability of grade six learners to read is very low in Namibia and these results are a reason for concern. The assumption might be that the neglect of mother tongue instruction can partly be the reason for these poor grade six results. Currently, there is a decline in the performance of English as a Second Language results in grade twelve (Ministry of Basic Education Sport and Culture, 2008) and this might partly be as a result of a language deficiency that has occurred in the primary school. Therefore recommendations need to be made and implemented that are research based for the rectification of this problem; Furthermore, there are various biological and social factors that constitute for differences in performance between males and females. These differences can also influence the academic performance of learners, especially their rate of academic success. According to Swann (1992), girls tend to have a greater verbal ability than boys. This verbal ability includes word fluency, grammar, spelling, vocabulary and reading. The researcher also investigated the difference in language performance for boys and girls; In this study a Quantitative approach was employed. The research is based on a Causal-Comparative design. The researcher tested proficiency through a number of tests: a vocabulary test, a syntax test and an oral communication test that was an interview with each participant. The sample included two schools: in Windhoek that offered a two language curriculum. A total of 70 learners were part of the study of which 35 learners were taken from each school. The learners at each school were further divided into, learners that had Afrikaans as a medium of instruction from grade one to three and learners that started with English as medium of instruction from grade one. The schools were selected through purposive sampling. A… Advisors/Committee Members: (advisor), (advisor).

Subjects/Keywords: Bilingualism in children ; Education bilingual

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APA (6^th Edition):

Anderson, J. (2011). The impact of language of instructuion and gender on the acquisition of English as a second language . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/527

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Anderson, Jacolynn. “The impact of language of instructuion and gender on the acquisition of English as a second language .” 2011. Thesis, University of Namibia. Accessed January 17, 2021. http://hdl.handle.net/11070/527.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Anderson, Jacolynn. “The impact of language of instructuion and gender on the acquisition of English as a second language .” 2011. Web. 17 Jan 2021.

Vancouver:

Anderson J. The impact of language of instructuion and gender on the acquisition of English as a second language . [Internet] [Thesis]. University of Namibia; 2011. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/11070/527.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Anderson J. The impact of language of instructuion and gender on the acquisition of English as a second language . [Thesis]. University of Namibia; 2011. Available from: http://hdl.handle.net/11070/527

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

17. Khan, Quratulain H. Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates.

Degree: PhD, Psychology, 2013, National Library of Canada

URL: http://scholar.uwindsor.ca/etd/4772

► The overall goal of this study was to examine the nature of lexical access and representation of frequency-balanced and frequency-unbalanced cognate and noncognate words in… (more)

Subjects/Keywords: Bilingual education; Psychology; Cognitive psychology

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APA (6^th Edition):

Khan, Q. H. (2013). Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/4772

Chicago Manual of Style (16^th Edition):

Khan, Quratulain H. “Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates.” 2013. Doctoral Dissertation, National Library of Canada. Accessed January 17, 2021. http://scholar.uwindsor.ca/etd/4772.

MLA Handbook (7^th Edition):

Khan, Quratulain H. “Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates.” 2013. Web. 17 Jan 2021.

Vancouver:

Khan QH. Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates. [Internet] [Doctoral dissertation]. National Library of Canada; 2013. [cited 2021 Jan 17]. Available from: http://scholar.uwindsor.ca/etd/4772.

Council of Science Editors:

Khan QH. Lexical Representation and Processing in Cross-Script Urdu-English Bilinguals: The Case of Frequency-Balanced and Frequency-Unbalanced Cognates and Noncognates. [Doctoral Dissertation]. National Library of Canada; 2013. Available from: http://scholar.uwindsor.ca/etd/4772

18. Zhong, Lan. Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices.

Degree: PhD, Education, 2011, National Library of Canada

URL: http://scholar.uwindsor.ca/etd/427

► In the past two decades, there has been an increasing number of Chinese immigrants to Canada. Consequently, children of those immigrants are becoming a large… (more)

Subjects/Keywords: Education; Bilingual and Multicultural.

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APA (6^th Edition):

Zhong, L. (2011). Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/427

Chicago Manual of Style (16^th Edition):

Zhong, Lan. “Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices.” 2011. Doctoral Dissertation, National Library of Canada. Accessed January 17, 2021. http://scholar.uwindsor.ca/etd/427.

MLA Handbook (7^th Edition):

Zhong, Lan. “Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices.” 2011. Web. 17 Jan 2021.

Vancouver:

Zhong L. Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices. [Internet] [Doctoral dissertation]. National Library of Canada; 2011. [cited 2021 Jan 17]. Available from: http://scholar.uwindsor.ca/etd/427.

Council of Science Editors:

Zhong L. Chinese Immigrant Parents Involvement in the Education of their Elementary School Children in Windsor, Ontario: Perceptions and Practices. [Doctoral Dissertation]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/427

19. Lin, Yi (Elaine). Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms.

Degree: PhD, Education, 2009, National Library of Canada

URL: http://scholar.uwindsor.ca/etd/425

► This study explored role-play implementation in secondary school EFL classrooms in China with a main research question: How can Chinese EFL teachers make effective use… (more)

Subjects/Keywords: Education; Bilingual and Multicultural.

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APA (6^th Edition):

Lin, Y. (. (2009). Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/425

Chicago Manual of Style (16^th Edition):

Lin, Yi (Elaine). “Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms.” 2009. Doctoral Dissertation, National Library of Canada. Accessed January 17, 2021. http://scholar.uwindsor.ca/etd/425.

MLA Handbook (7^th Edition):

Lin, Yi (Elaine). “Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms.” 2009. Web. 17 Jan 2021.

Vancouver:

Lin Y(. Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms. [Internet] [Doctoral dissertation]. National Library of Canada; 2009. [cited 2021 Jan 17]. Available from: http://scholar.uwindsor.ca/etd/425.

Council of Science Editors:

Lin Y(. Investigating Role-play Implementation: A Multiple Case Study on Chinese EFL Teachers Using Role-play in Their Secondary Classrooms. [Doctoral Dissertation]. National Library of Canada; 2009. Available from: http://scholar.uwindsor.ca/etd/425

20. Moraga, Olga Grimalt. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.

Degree: 2011, Loyola Marymount University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3439140

► This normative comparative study sought to compare the reading achievement, in English and Spanish, of Latino English learners in a 50/50 two-way immersion (TWI)… (more)

Subjects/Keywords: Education; Bilingual and Multicultural

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APA (6^th Edition):

Moraga, O. G. (2011). The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. (Thesis). Loyola Marymount University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3439140

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Moraga, Olga Grimalt. “The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.” 2011. Thesis, Loyola Marymount University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3439140.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Moraga, Olga Grimalt. “The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs.” 2011. Web. 17 Jan 2021.

Vancouver:

Moraga OG. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. [Internet] [Thesis]. Loyola Marymount University; 2011. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3439140.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moraga OG. The Biliteracy Achievement of Latino English Learners in Two-Way Immersion Elementary Programs. [Thesis]. Loyola Marymount University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3439140

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Temple University

21. Thurman, John P. The interaction of topic choice and task-type in the EFL classroom.

Degree: 2008, Temple University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3320076

► This study was an examination of the effect that three levels of topic choice (no choice, limited choice, and complete choice) would have on… (more)

▼ This study was an examination of the effect that three levels of topic choice (no choice, limited choice, and complete choice) would have on students' Task Interest and Task Self-efficacy (Study 1, 78 participants), and on three aspects of students' oral output: Accuracy, Complexity, and Fluency (Study 2, 42 participants in 21 pairs). Also examined were the effects that three types of tasks (descriptive, narrative, and decision-making) exerted on these five variables. Data were collected using a questionnaire for Study 1 and recording the participants' conversations for Study 2. Data were collected in nine consecutive treatments to examine the main effects of choice and task, and the interaction effects of choice and task, using two-way repeated-measures ANOVAs. For Study 1, limited choice promoted Task Interest for the descriptive and narrative tasks, and Task Self-efficacy for the narrative and decision-making tasks to a statistically significant degree. In addition, the descriptive task had the highest Task Interest for the no choice and complete choice treatments and had the highest Task Self-efficacy for the no choice of topic treatment. The findings generally indicated that the participants were more interested in the task when there was choice, and that this led to higher levels of Task Interest and Task Self-efficacy. The Study 2 results indicated that Complexity was significantly higher when choice was introduced for the descriptive and narrative tasks. Accuracy and Fluency were not influenced to a statistically significant degree by choice, but they were positively influenced nonetheless. Attentional resources may have been freed up when choice was introduced and the participants may have been more willing to take risks, both possibly causing the significantly higher levels of complexity for choice. Suggestions for further research include a closer examination of the process students use when choosing a topic and examining ways for a more efficient method of introducing choice into the task-based language teaching syllabus.

Subjects/Keywords: Education; Bilingual and Multicultural

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APA (6^th Edition):

Thurman, J. P. (2008). The interaction of topic choice and task-type in the EFL classroom. (Thesis). Temple University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3320076

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Thurman, John P. “The interaction of topic choice and task-type in the EFL classroom.” 2008. Thesis, Temple University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3320076.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Thurman, John P. “The interaction of topic choice and task-type in the EFL classroom.” 2008. Web. 17 Jan 2021.

Vancouver:

Thurman JP. The interaction of topic choice and task-type in the EFL classroom. [Internet] [Thesis]. Temple University; 2008. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3320076.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thurman JP. The interaction of topic choice and task-type in the EFL classroom. [Thesis]. Temple University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3320076

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Texas A&M University

22. McLeod, Kent Doehr. A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University.

Degree: 2008, Texas A&M University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3321970

► The primary purpose of the study was to reveal the perceptions of three newly-arrived male Korean students enrolled in Texas A&M University during the… (more)

▼ The primary purpose of the study was to reveal the perceptions of three newly-arrived male Korean students enrolled in Texas A&M University during the 2007 fall semester regarding their experiences with culture shock and the reasons they ascribed for this phenomenon through three in-depth, individualized interviews and weekly L1 journals. The manner in which they responded to the culture shock as well as the influential factors that assisted them in coping was also explored. By using a constant comparative method of analysis, the collected data was scrutinized and analyzed for emerging patterns. To assist in this process, the data was input into computer files and analyzed using the software program NVivo 7. The findings uncovered the existence of some degree of culture shock for each of the three participants at different times throughout the semester. In particular, a comparatively much higher incidence of interpersonal and psychological symptoms of culture shock than of physiological ones was displayed. Strong support for the individual nature of culture shock was also exhibited. In addition, the participants' perceptions of the experiences as well as their ability to cope or not cope with culture shock revealed a capacity to overcome obstacles and reflect upon differences. Support for the majority of the factors hypothesized to be influential in helping or hindering the participants' ability to cope with culture shock was exhibited. The noteworthy impact of the participants' personal outlook, marital status, length of stay in the U.S., religiosity, and previous international experience on lessening the effects of culture shock was found. The influence of English, the university, and social connectedness, however, was important in increasing their adjustment stress. The cultural and ethnic differences between Korea and the U.S. were found to be the source of highly individual challenges faced by the participants during the study. As all the participants were males and their ages were within five years of each other, it was not possible to compare the influence of these variables among them. The only factor expected to have been influential in the participants' adjustments to culture shock that was not evident was counseling.

Subjects/Keywords: Education; Bilingual and Multicultural

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APA (6^th Edition):

McLeod, K. D. (2008). A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University. (Thesis). Texas A&M University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3321970

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McLeod, Kent Doehr. “A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University.” 2008. Thesis, Texas A&M University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=3321970.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McLeod, Kent Doehr. “A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University.” 2008. Web. 17 Jan 2021.

Vancouver:

McLeod KD. A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3321970.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McLeod KD. A qualitative examination of culture shock and the influential factors affecting newly-arrived Korean students at Texas A&M University. [Thesis]. Texas A&M University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3321970

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

23. Mortoti, Prudence Barbara. Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English.

Degree: 2018, Arkansas State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10976109

► This study investigated the acoustic characteristics that contribute to the perception of foreign-accentedness of English spoken by native Ewe speakers. Forty monosyllabic words spoken… (more)

Subjects/Keywords: Bilingual education; Speech therapy; Acoustics

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APA (6^th Edition):

Mortoti, P. B. (2018). Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English. (Thesis). Arkansas State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10976109

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mortoti, Prudence Barbara. “Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English.” 2018. Thesis, Arkansas State University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10976109.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mortoti, Prudence Barbara. “Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English.” 2018. Web. 17 Jan 2021.

Vancouver:

Mortoti PB. Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English. [Internet] [Thesis]. Arkansas State University; 2018. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10976109.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mortoti PB. Acoustic Characteristics that Contribute to Ghanaian Ewe-Accented American English. [Thesis]. Arkansas State University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10976109

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

24. Tomaschke, Greta R. A study revisited.

Degree: 2015, SUNY College at Fredonia

URL: http://hdl.handle.net/1951/66605

► There are many advantages to becoming bilingual for students learning English as their new language. When English Language Learners (ELLs) begin to acquire a new… (more)

Subjects/Keywords: Cultural property.; Education, Bilingual.

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APA (6^th Edition):

Tomaschke, G. R. (2015). A study revisited. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/66605

Chicago Manual of Style (16^th Edition):

Tomaschke, Greta R. “A study revisited. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed January 17, 2021. http://hdl.handle.net/1951/66605.

MLA Handbook (7^th Edition):

Tomaschke, Greta R. “A study revisited. ” 2015. Web. 17 Jan 2021.

Vancouver:

Tomaschke GR. A study revisited. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/1951/66605.

Council of Science Editors:

Tomaschke GR. A study revisited. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/66605

Harvard University

25. Stolte, Laurel Cadwallader. Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs.

Degree: Doctor of Education (EdD), 2015, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034

►

Learning how to interact with others of diverse backgrounds is essential to effective participation in a globalized world and is a key goal of two-way… (more)

▼

Learning how to interact with others of diverse backgrounds is essential to effective participation in a globalized world and is a key goal of two-way language immersion programs, which bring together students from different language backgrounds to learn in both languages. These programs are frequently lauded for their success in promoting academic achievement and bilingualism, as well as for their potential to promote cross-cultural learning. However, limited research in this area shows that while students develop positive attitudes and cross-cultural friendships, the unequal status of the two languages and the marginalization of African-American students are concerns. Few studies have looked at the process of cross-cultural learning in these programs to see how interactions between students, teachers, and resources like curricula may influence students’ cross-cultural educación (Valenzuela, 1999). This comparative case study examines the question “What does cross-cultural educación look like in two-way immersion programs, and what factors influence that process?” at two schools, using observations of classes and schoolwide events, semi-structured interviews with teachers, document review, and a student picture sort activity. Using contact theory, I find that the two schools have different strengths in regards to cross-cultural educación, with one providing institutional support structures for explicit cross-cultural learning and another providing more opportunities for informal learning through its socioeconomically- and ethnically-diverse student and teacher population. There are also distinct ways of talking about difference at the two-schools, with one favoring a discourse focused on commonalities and the other a more dissonant discourse that recognizes differences. Nevertheless, the schools share important characteristics associated with their shared context, the rapidly globalizing state of North Carolina; these include pressure to integrate cross-cultural learning with Common Core literacy standards and a focus on the cultures of foreign countries. I argue that two-way immersion programs need to emphasize equity for not only speakers of non-English languages, but also diverse ethnic and socioeconomic groups, through broadening considerations for choosing program models, diversifying student and teacher populations, and teaching students to both learn about and care for different cultures in their local communities.

Culture, Communities, and Education

Advisors/Committee Members: Warikoo, Natasha xmlui.authority.confidence.description.cf_uncertain (advisor), Levinson, Meira (committee member), George, Courtney (committee member).

Subjects/Keywords: Education; Bilingual and Multicultural

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APA (6^th Edition):

Stolte, L. C. (2015). Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034

Chicago Manual of Style (16^th Edition):

Stolte, Laurel Cadwallader. “Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs.” 2015. Doctoral Dissertation, Harvard University. Accessed January 17, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034.

MLA Handbook (7^th Edition):

Stolte, Laurel Cadwallader. “Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs.” 2015. Web. 17 Jan 2021.

Vancouver:

Stolte LC. Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2021 Jan 17]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034.

Council of Science Editors:

Stolte LC. Opening the Door to Cross-Cultural Educación in Two-Way Immersion Programs. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461034

Harvard University

26. Jacobs, Jenny Eva. Language Ideologies and Identity Construction Among Dual Language Youth.

Degree: Doctor of Education (EdD), 2016, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703

► Cross-cultural learning and identity formation are an under-theorized but fundamental aspect of dual language bilingual schools, where heritage speakers and English-only learners of a foreign… (more)

▼ Cross-cultural learning and identity formation are an under-theorized but fundamental aspect of dual language bilingual schools, where heritage speakers and English-only learners of a foreign language are educated together through immersion in both languages (Parkes, Ruth, Anberg-Espinoza & de Jong, 2009; Reyes & Vallone, 2007). Previous research on dual language programs has shown that despite careful program designs to treat each language equally, asymmetries between Spanish and English still play out even in well-implemented programs (Palmer, 2004; Potowski, 2005). Observation of such inequalities at the Espada School, a highly successful Spanish/English dual language school, spurred the current study, which seeks to explore in greater depth the language ideologies held by youth in such a setting. In-depth interviews and group discussions were conducted with six middle school students who had attended the school for eight years. Drawing on Foucauldian discourse analysis and sociocultural linguistics (Bucholtz & Hall, 2005; Willig, 2009), the study sought to answer the following questions: 1) What discourses do bilingual youth at a dual language middle school draw on to talk about Spanish and English, and about speakers of each language? 2) How do they deploy these discourses of language for identity-building and world-building? Three discourses of language were identified. The first, language as utilitarian, emphasizes the functional or practical use of language as a resource or tool. The second, language as internal, constructs language as a skill, proficiency, quality or accomplishment that is located inside the individual person. The last, language as connecting or excluding, treats language as a means of relationship-building and understanding or as leading to division between people. Analysis reveals the ways that these discourses were deployed in different ways by each participant to construct their own identities with respect to their future, their everyday language interactions and their perceptions of the relationship between language and ethnicity. The study contributes to a theoretical understanding of ethnolinguistic and sociocultural identity formation from a youth perspective. Recommendations are also made for dual language educators interested in expanding the discourses of language available to students as one way of countering the lower status of Spanish. Advisors/Committee Members: Haste, Helen xmlui.authority.confidence.description.cf_uncertain (advisor), Uccelli, Paola (committee member), Warikoo, Natasha (committee member).

Subjects/Keywords: Education; Bilingual and Multicultural

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APA (6^th Edition):

Jacobs, J. E. (2016). Language Ideologies and Identity Construction Among Dual Language Youth. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703

Chicago Manual of Style (16^th Edition):

Jacobs, Jenny Eva. “Language Ideologies and Identity Construction Among Dual Language Youth.” 2016. Doctoral Dissertation, Harvard University. Accessed January 17, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703.

MLA Handbook (7^th Edition):

Jacobs, Jenny Eva. “Language Ideologies and Identity Construction Among Dual Language Youth.” 2016. Web. 17 Jan 2021.

Vancouver:

Jacobs JE. Language Ideologies and Identity Construction Among Dual Language Youth. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Jan 17]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703.

Council of Science Editors:

Jacobs JE. Language Ideologies and Identity Construction Among Dual Language Youth. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112703

West Virginia University

27. Lirio, Livia Silva. Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction.

Degree: MA, World Languages, Literatures and Linguistics, 2003, West Virginia University

URL: https://doi.org/10.33915/etd.721 ; https://researchrepository.wvu.edu/etd/721

► There have been research studies done in the area of cross-cultural analysis that discuss the necessity of culture-oriented examiners or assessors as well as "culture-free… (more)

Subjects/Keywords: Bilingual education

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APA (6^th Edition):

Lirio, L. S. (2003). Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction. (Thesis). West Virginia University. Retrieved from https://doi.org/10.33915/etd.721 ; https://researchrepository.wvu.edu/etd/721

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lirio, Livia Silva. “Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction.” 2003. Thesis, West Virginia University. Accessed January 17, 2021. https://doi.org/10.33915/etd.721 ; https://researchrepository.wvu.edu/etd/721.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lirio, Livia Silva. “Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction.” 2003. Web. 17 Jan 2021.

Vancouver:

Lirio LS. Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction. [Internet] [Thesis]. West Virginia University; 2003. [cited 2021 Jan 17]. Available from: https://doi.org/10.33915/etd.721 ; https://researchrepository.wvu.edu/etd/721.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lirio LS. Non-native ESL teachers' reactions to students' different cultural backgrounds in classroom interaction. [Thesis]. West Virginia University; 2003. Available from: https://doi.org/10.33915/etd.721 ; https://researchrepository.wvu.edu/etd/721

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Virginia Commonwealth University

28. Lennon, Stephanie C. A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM.

Degree: PhD, Education, 2016, Virginia Commonwealth University

URL: https://doi.org/10.25772/CV7T-Y439 ; https://scholarscompass.vcu.edu/etd/4599

► This case study is a phenomenology to explore the experiences of African American men in the Call Me MISTER program at one university. The… (more)

Subjects/Keywords: Bilingual; Multilingual; and Multicultural Education

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APA (6^th Edition):

Lennon, S. C. (2016). A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/CV7T-Y439 ; https://scholarscompass.vcu.edu/etd/4599

Chicago Manual of Style (16^th Edition):

Lennon, Stephanie C. “A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed January 17, 2021. https://doi.org/10.25772/CV7T-Y439 ; https://scholarscompass.vcu.edu/etd/4599.

MLA Handbook (7^th Edition):

Lennon, Stephanie C. “A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM.” 2016. Web. 17 Jan 2021.

Vancouver:

Lennon SC. A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2021 Jan 17]. Available from: https://doi.org/10.25772/CV7T-Y439 ; https://scholarscompass.vcu.edu/etd/4599.

Council of Science Editors:

Lennon SC. A QUALITITATIVE CASE STUDY EXPLORING THE EXPERIENCES OF AFRICAN AMERICAN MALES IN THE “CALL ME MISTER” PROGRAM. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://doi.org/10.25772/CV7T-Y439 ; https://scholarscompass.vcu.edu/etd/4599

Wayne State University

29. Martinez, Juan Jose. Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student.

Degree: 2018, Wayne State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10748608

► Using autoethnographic research for this study, I intimately explore my experiences in school as a Detroit Latino male and the relationship with my family,… (more)

Subjects/Keywords: Bilingual education; Hispanic American studies

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APA (6^th Edition):

Martinez, J. J. (2018). Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student. (Thesis). Wayne State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10748608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Martinez, Juan Jose. “Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student.” 2018. Thesis, Wayne State University. Accessed January 17, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=10748608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Martinez, Juan Jose. “Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student.” 2018. Web. 17 Jan 2021.

Vancouver:

Martinez JJ. Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student. [Internet] [Thesis]. Wayne State University; 2018. [cited 2021 Jan 17]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10748608.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Martinez JJ. Me and My Homeboys| An Autoethnography on a Sense of Belonging as a Detroit Latino Student. [Thesis]. Wayne State University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10748608

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Houston

30. Villarreal, Javier 1975-. The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.

Degree: EdD, Educational Leadership, 2012, University of Houston

URL: http://hdl.handle.net/10657/629

► District and school-based administrators are faced with the challenge of responding to strict legislative demands, dealing with the coupling effect of increasing necessities and decreasing… (more)

▼ District and school-based administrators are faced with the challenge of responding to strict legislative demands, dealing with the coupling effect of increasing necessities and decreasing budgets, while at the same time, keeping up with educational reform and increasing student achievement. “High-stakes” testing is the primary method through which student achievement is measured, and research findings indicate that there is a disproportionate impact of testing on minority children and how it denies them the right to an adequate education. With the Hispanic population growing at a rapid pace, meeting the needs of English language learners (ELLs) is key. The purpose of this research was to provide research and data examining the effectiveness of the Traditional bilingual program and the Developmental bilingual program in terms of academic success on the fifth-grade Texas Assessment of Knowledge and Skills (TAKS) Reading and Mathematics scores amongst eight elementary schools in a large urban school district. In addition, this study sought to define the effectiveness of bilingual education by examining the experiences, knowledge, and perceptions of principals who were involved in bilingual programs at their schools. Data was collected through a mixed-methods research approach. Subsequently quantitative data was obtained through archival test scores from selected students in a large urban school district, while the qualitative portion was conducted via structured, open-ended interviews with principals. The findings support that students served under the Developmental bilingual program outperform students served under the Traditional bilingual program on the fifth-grade TAKS Reading and TAKS Math assessments. This study’s findings also provided some significance to existing literature supporting bilingual education in terms of students with strong native-language proficiency are more likely to develop greater English proficiency, and native language instruction bolsters English language learners’ academic success. Advisors/Committee Members: Busch, Steven D. (advisor), MacNeil, Angus J. (advisor), Emerson, Michael W. (committee member), Salazar-Zamora, Martha (committee member).

Subjects/Keywords: Bilingual education; Educational leadership

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APA (6^th Edition):

Villarreal, J. 1. (2012). The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/629

Chicago Manual of Style (16^th Edition):

Villarreal, Javier 1975-. “The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.” 2012. Doctoral Dissertation, University of Houston. Accessed January 17, 2021. http://hdl.handle.net/10657/629.

MLA Handbook (7^th Edition):

Villarreal, Javier 1975-. “The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders.” 2012. Web. 17 Jan 2021.

Vancouver:

Villarreal J1. The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2021 Jan 17]. Available from: http://hdl.handle.net/10657/629.

Council of Science Editors:

Villarreal J1. The Effectiveness of Traditional vs. Developmental Bilingual Programs within the Same Large Urban Texas School District: Implications for School Leaders. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/629

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Open Access Theses and Dissertations