Ata uhi

Implications for dual language administrative leadership: A comparison of the English reading achievement of third grade students among three instructional programs in a rural school district

I tiakina i:
I whakaputaina i:ProQuest Dissertations and Theses (2015)
Kaituhi matua: Trejo, Martha Alicia
I whakaputaina:
ProQuest Dissertations & Theses
Ngā marau:
School administration
Elementary education
Curriculum development
Educational administration
Secondary Education
Educational Quality
Bilingual Education Programs
Rural Schools
Literature Reviews
Language Skills
Standardized Tests
Academic Achievement
Language Acquisition
Instructional Leadership
Bilingual Students
Educational Change
Reading Achievement
Comparative Analysis
Language Proficiency
Grade 3
Grade 4
Teaching Methods
English Only Movement
Limited English Speaking
Immersion Programs
Achievement Gap
Urunga tuihono:Citation/Abstract
Full Text - PDF
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Whakarāpopotonga:This quantitative study is derived from a need to know how the leadership can support the teachers in a Two Way Dual Language (TWDL) program and a need of a comparative analysis to compare the English reading Texas Assessment of Knowledge and Skills (TAKS) scores achievement of Spanish and English speakers in third grade enrolled in a Two Way Dual Language (TWDL), Bilingual Transitional (BT) program and an English-only (EO) instructional program in a rural district. A comparative analysis was conducted for the following comparisons: (a) compare the TAKS reading scores of native speaker of Spanish in a Two Way Dual Language program to native speaker of Spanish in a Bilingual Transitional program (b) compare the English TAKS reading scores of native speakers of Spanish (NSOS) in a Two Way Dual Language program to native speakers of English (NSOE) in an English-only program (c) compare the English TAKS reading scores of native speaker of English in a Two Way Dual Language program to native speaker of English in an English-only program (d) compare English TAKS reading scores of native speaker of English to the native speaker of Spanish in a Two Way Dual Language program. The research indicates that English TAKS scores of native speaker of English in the Dual Language program had a higher score than those English reading TAKS scores of native speaker of English in the English-only program. The English reading TAKS scores of native speaker of Spanish in the Dual Language Program indicated no evidence for the difference in the English reading scores between the native speakers of English in the English-only program. Also, the English reading TAKS scores of native speaker of English in the Dual Language program had higher English reading TAKS scores than native speaker of Spanish in the Dual Language Program. The participants consisted of 205 students: 46 native speakers of Spanish (NSOS) and 162 native speakers of English (NSOE).
ISBN:9781339284996
Puna:Education Database