The Implementation of Transition from Spanish Reading to English Reading Programs in Bilingual Classrooms

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Description

The purpose of this study was to describe the actual implementation of the transition process as observed in bilingual classrooms, and in particular, to examine the critical components (policy, curricular, and instructional characteristics) of the Spanish-to-English reading transition policies implemented in bilingual education programs in elementary schools in the Denton Independent School District in Texas. Four research questions drove this study. To investigate these questions, a multidimensional, descriptive research design was employed. The researcher used questionnaires, interviews, and field observations. The 11 educators, 6 bilingual teachers, 2 school-site principals, 2 school-site coordinators, and 1 district bilingual coordinator, were asked several ... continued below

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vii, 143 leaves

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Amaya, Jesús, 1956- December 1994.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 45 times . More information about this dissertation can be viewed below.

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  • Amaya, Jesús, 1956-

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Description

The purpose of this study was to describe the actual implementation of the transition process as observed in bilingual classrooms, and in particular, to examine the critical components (policy, curricular, and instructional characteristics) of the Spanish-to-English reading transition policies implemented in bilingual education programs in elementary schools in the Denton Independent School District in Texas. Four research questions drove this study. To investigate these questions, a multidimensional, descriptive research design was employed. The researcher used questionnaires, interviews, and field observations. The 11 educators, 6 bilingual teachers, 2 school-site principals, 2 school-site coordinators, and 1 district bilingual coordinator, were asked several types of questions (open response and closed response) using different types of instruments (questionnaires and interviews). Also, the six bilingual teachers were observed using two types of instruments (field notes and video tapes).

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vii, 143 leaves

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  • December 1994

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  • March 24, 2014, 8:07 p.m.

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  • Nov. 18, 2014, 10:22 a.m.

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Amaya, Jesús, 1956-. The Implementation of Transition from Spanish Reading to English Reading Programs in Bilingual Classrooms, dissertation, December 1994; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc278095/: accessed August 17, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .