東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Factors that differentiate high-achi...

Howland, Mary.

FindBook

Google Book

Amazon

博客來

Factors that differentiate high-achieving and low-achieving language minority students enrolled in a middle school Spanish two-way immersion program.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Factors that differentiate high-achieving and low-achieving language minority students enrolled in a middle school Spanish two-way immersion program./
作者:	Howland, Mary.
面頁冊數:	212 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .
Contained By:	Dissertation Abstracts International72-09A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3460939
ISBN:	9781124738482

Factors that differentiate high-achieving and low-achieving language minority students enrolled in a middle school Spanish two-way immersion program.
Howland, Mary.

Factors that differentiate high-achieving and low-achieving language minority students enrolled in a middle school Spanish two-way immersion program. - 212 p.

Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .

Thesis (Ed.D.)--University of San Francisco, 2011.

A growing number of students in the United States come from homes where a language other than English is the primary language, presenting challenges to educators who struggle to meet these students' educational needs. This study, using an exploratory mixed methods design, examined how seventh grade language minority high-achieving students in a Spanish two-way immersion program differ from language minority low-achieving students on several factors, including academic engagement, English and Spanish oral language proficiency at school entry, current English and Spanish language proficiency, Spanish language arts achievement, general ability, and background factors such as SES, gender, and age. Three dimensions of academic engagement were examined: behavioral, cognitive, and relational. School records that gave information on grades in English language arts, school behavior referrals, and attendance as well as teacher questionnaires about class participation and classroom observations were used to determine the behavioral engagement of the students. Students completed a questionnaire on their perceived use of self-regulation strategies to determine cognitive engagement. In addition, teachers were asked to rate students' use of self-regulatory strategies. Relational engagement was investigated with individual interviews and focus group discussions around questions relating to perceived teacher, parent, and peer support for academic achievement. The results indicate that the high-achieving students had higher levels of academic engagement, were more likely to be orally proficient in at least one language at school entry, had a higher SES level, and were more likely to be female. The results of this study indicate classroom instructional strategies such as working in groups and structured review of information are essential to increasing students' academic engagement and achievement. Mentoring programs that foster students' perceptions that teachers care about them as individuals would also help raise the academic engagement of the low-achieving students. Results also indicate that instructional programs in kindergarten and first grade in a two-way immersion program should include a strong oral language component that will ensure all students have the language skills needed to be successful in school.

ISBN: 9781124738482Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Factors that differentiate high-achieving and low-achieving language minority students enrolled in a middle school Spanish two-way immersion program.
LDR:03403nam 2200313 4500 001 1399452
005 20110926101107.5
008 130515s2011 ||||||||||||||||| ||eng d
020 $a 9781124738482
035 $a (UMI)AAI3460939
035 $a AAI3460939
040 $a UMI $c UMI
100 1 $a Howland, Mary. $3 1678428
245 1 0 $a Factors that differentiate high-achieving and low-achieving language minority students enrolled in a middle school Spanish two-way immersion program.
300 $a 212 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-09, Section: A, page: .
500 $a Adviser: Yvonne Bui.
502 $a Thesis (Ed.D.)--University of San Francisco, 2011.
520 $a A growing number of students in the United States come from homes where a language other than English is the primary language, presenting challenges to educators who struggle to meet these students' educational needs. This study, using an exploratory mixed methods design, examined how seventh grade language minority high-achieving students in a Spanish two-way immersion program differ from language minority low-achieving students on several factors, including academic engagement, English and Spanish oral language proficiency at school entry, current English and Spanish language proficiency, Spanish language arts achievement, general ability, and background factors such as SES, gender, and age. Three dimensions of academic engagement were examined: behavioral, cognitive, and relational. School records that gave information on grades in English language arts, school behavior referrals, and attendance as well as teacher questionnaires about class participation and classroom observations were used to determine the behavioral engagement of the students. Students completed a questionnaire on their perceived use of self-regulation strategies to determine cognitive engagement. In addition, teachers were asked to rate students' use of self-regulatory strategies. Relational engagement was investigated with individual interviews and focus group discussions around questions relating to perceived teacher, parent, and peer support for academic achievement. The results indicate that the high-achieving students had higher levels of academic engagement, were more likely to be orally proficient in at least one language at school entry, had a higher SES level, and were more likely to be female. The results of this study indicate classroom instructional strategies such as working in groups and structured review of information are essential to increasing students' academic engagement and achievement. Mentoring programs that foster students' perceptions that teachers care about them as individuals would also help raise the academic engagement of the low-achieving students. Results also indicate that instructional programs in kindergarten and first grade in a two-way immersion program should include a strong oral language component that will ensure all students have the language skills needed to be successful in school.
590 $a School code: 6019.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Multilingual. $3 1669153
650 4 $a Hispanic American Studies. $3 1017793
690 $a 0282
690 $a 0455
690 $a 0737
710 2 $a University of San Francisco. $b School of Education - Ed.D. $3 1677613
773 0 $t Dissertation Abstracts International $g 72-09A.
790 1 0 $a Bui, Yvonne, $e advisor
790 1 0 $a Oh, Kevin $e committee member
790 1 0 $a Cary, Stephen $e committee member
790 $a 6019
791 $a Ed.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3460939