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Author: Alma Leticia Garcia-Gaston Publisher: ISBN: Category : Education, Bilingual Languages : en Pages : 97
Book Description
This study investigated the possible differences in perceptions between Hispanic English Language Learners and English speaking high school seniors regarding the contributions of support from family, teachers, and administrators for successful high school completion. The study was conducted at three high schools in a South Texas school district. Specifically, using a 42-item survey instrument, participants were asked to give their perceptions about family support provided by parents, teacher help and encouragement given to students in the classroom, administrator empathy and concern demonstrated to students while on campus, quality of instruction received by students in classrooms and student attitudes about the value of education. The instrument also included one open-ended request in which respondents were asked to provide any additional information of their choosing regarding factors not included in the survey that would influence them to complete high school. Demographic data were also employed in the investigation. This study employed a causal-comparative design. The characteristic-present group consisted of English Language Learners (ELL). The native English speakers (NES) constituted the comparison group. The quantitative data showed that the differences on the basis of teacher support for English Language Learners were statistically significant. Differences on the basis of family support, administrator support, quality of instruction, and attitude towards school were not statistically significant. This study is significant to educators because it can provide insight as to what influences a student to complete high school and obtain a high school diploma. With the measures of federal standards of No Child Left Behind as well as state accountability standards increasing, many students are leaving high school without the benefit of a high school diploma. Distinguishing the factors that influence these students to stay in school despite language difficulties may assist in providing a better educational plan for all students.
Author: Alma Leticia Garcia-Gaston Publisher: ISBN: Category : Education, Bilingual Languages : en Pages : 97
Book Description
This study investigated the possible differences in perceptions between Hispanic English Language Learners and English speaking high school seniors regarding the contributions of support from family, teachers, and administrators for successful high school completion. The study was conducted at three high schools in a South Texas school district. Specifically, using a 42-item survey instrument, participants were asked to give their perceptions about family support provided by parents, teacher help and encouragement given to students in the classroom, administrator empathy and concern demonstrated to students while on campus, quality of instruction received by students in classrooms and student attitudes about the value of education. The instrument also included one open-ended request in which respondents were asked to provide any additional information of their choosing regarding factors not included in the survey that would influence them to complete high school. Demographic data were also employed in the investigation. This study employed a causal-comparative design. The characteristic-present group consisted of English Language Learners (ELL). The native English speakers (NES) constituted the comparison group. The quantitative data showed that the differences on the basis of teacher support for English Language Learners were statistically significant. Differences on the basis of family support, administrator support, quality of instruction, and attitude towards school were not statistically significant. This study is significant to educators because it can provide insight as to what influences a student to complete high school and obtain a high school diploma. With the measures of federal standards of No Child Left Behind as well as state accountability standards increasing, many students are leaving high school without the benefit of a high school diploma. Distinguishing the factors that influence these students to stay in school despite language difficulties may assist in providing a better educational plan for all students.
Author: Harriett D. Romo Publisher: University of Texas Press ISBN: 0292774621 Category : Social Science Languages : en Pages : 348
Book Description
While high school drop-out rates have steadily declined among white and African American students over the 1970s and 1980s a constant 35 percent of Latino students continued to quit school before graduation. In this pioneering work, Harriett Romo and Toni Falbo reveal how a group of at-risk Latino students defied the odds and earned a high school diploma. Romo and Falbo tracked the progress of 100 students in Austin, Texas, from 1989 to 1993. Drawing on interviews with the students and their parents, school records, and fieldwork in the schools and communities, the authors identify both the obstacles that caused many students to drop out and the successful strategies that other students and their parents pursued to ensure high school graduation. The authors conclude with seven far-reaching recommendations for changes in the public schools. Sure to provoke debate among all school constituencies, this book will be required reading for school administrators, teachers, parents, legislators, and community leaders.
Author: National Research Council Publisher: National Academies Press ISBN: 0309164818 Category : Social Science Languages : en Pages : 502
Book Description
Hispanics and the Future of America presents details of the complex story of a population that varies in many dimensions, including national origin, immigration status, and generation. The papers in this volume draw on a wide variety of data sources to describe the contours of this population, from the perspectives of history, demography, geography, education, family, employment, economic well-being, health, and political engagement. They provide a rich source of information for researchers, policy makers, and others who want to better understand the fast-growing and diverse population that we call "Hispanic." The current period is a critical one for getting a better understanding of how Hispanics are being shaped by the U.S. experience. This will, in turn, affect the United States and the contours of the Hispanic future remain uncertain. The uncertainties include such issues as whether Hispanics, especially immigrants, improve their educational attainment and fluency in English and thereby improve their economic position; whether growing numbers of foreign-born Hispanics become citizens and achieve empowerment at the ballot box and through elected office; whether impending health problems are successfully averted; and whether Hispanics' geographic dispersal accelerates their spatial and social integration. The papers in this volume provide invaluable information to explore these issues.
Author: Kathryn J. Lindholm-Leary Publisher: Multilingual Matters ISBN: 9781853595318 Category : Language Arts & Disciplines Languages : en Pages : 384
Book Description
Dual language education is a program that combines language minority and language majority students for instruction through two languages. This book provides the conceptual background for the program and discusses major implementation issues. Research findings summarize language proficiency and achievement outcomes from 8000 students at 20 schools, along with teacher and parent attitudes.
Author: Daniela M. Porro Publisher: ISBN: Category : English language Languages : en Pages : 128
Book Description
The researcher is a native Nicaraguan who has similar cultural background and language as the students and parents who participated in this study. The purpose of this study was to identify some of the factors that influence Spanish-Speaking English Language Learners' ability to complete high school in a public school district in the State of Wisconsin. A qualitative phenomenological study was established to identify, examine, and disclose the individual characteristics as well as the family characteristics of the participant students. The data were extracted from face-to-face interviews with six Spanish-Speaking English Language Learners and their parents. The findings of this study revealed that these students were encouraged by both school staff and parents. In addition, successful students built deep relationships with their teachers, counselors, and bilingual resource specialists, and learned to advocate for themselves
Author: Alma Leticia Garcia-Gaston
Author: Alma Leticia Garcia-Gaston
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Author: Harriett D. Romo
Author: National Research Council
Author: Kathryn J. Lindholm-Leary
Author: Judith LeBlanc Flores
Author: 
Author: 
Author: Daniela M. Porro
Author: