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Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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Digital representation for assessment of spoken EFL at university level: A case study in Vietnam
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Vu, Thi Bich Hiep. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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Latino Family Engagement in a Network of Catholic Bilingual Schools
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In: Journal of Catholic Education (2021)
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Adapting A Language Assessment Tool For Palestinian Children Between The Ages Of 48-59 Months
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In: English Language Institute (2021)
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Standardized Test and the Covid-19 Pandemic: A Phenomenological Multi-Site Case Study of Singapore and Southern Nevada within a Culturally Responsive Evaluation Framework
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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"The Lady from North Carolina": The Perils and Limitations of External Expertise
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2021)
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No.8, July 2020: Examining English Learners’ College Readiness and Postsecondary Enrollment in California
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In: Education and Policy Briefs (2020)
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The Use of Reading Strategies in Second Language Adult Learners
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In: Electronic Thesis and Dissertation Repository (2020)
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Seeing Formative Assessments from a Broad Perspective
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In: The Nebraska Educator: A Student-Led Journal (2020)
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Bilingual Acculturation Assessment: An Overview of Current Developments
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In: The Nebraska Educator: A Student-Led Journal (2020)
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Implementing College- and Career-Readiness Standards for English Learners (ELs): Challenges, Insights, and Innovations
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In: C-SAIL Publications (2020)
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Interpreting and Dyslexia, How to Cope
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In: Master's of Arts in Interpreting Studies (MAIS) Action Research (2020)
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Developing and Validating Stealth Assessments for an Educational Game to Assess Young Dual Language Immersion Learners' Reading Comprehension
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In: All Graduate Theses and Dissertations (2020)
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No.7, March 2019: Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion
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In: Education and Policy Briefs (2019)
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Advances in Global Education and Research: Volume 3
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In: University of South Florida-- M3 Center Publishing (2019)
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Creating Sustainable Support Systems for the Cultural Integration of International Students at a Medium Size Ontario University
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In: The Organizational Improvement Plan at Western University (2019)
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The Impact of Depression and Anxiety on the Academic Achievement of Foster Youth
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In: Ed.D. Dissertations in Leadership for Educational Justice (2019)
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The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem
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In: Doctoral Dissertations and Projects (2018)
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Abstract:
This research compared students who participated in a two-way French/English immersion program to students who participated in an English-only program to determine whether there was a statistically significant difference in their perceptions of: (a) education, (b) attitudes towards other cultures, and (c) self-esteem. The purpose of this quantitative causal-comparative study was to identify the differences in attitudes toward education, other cultures, and self-esteem between students enrolled in a two-way French/English immersion program and those enrolled in a traditional English-only program to test the theory of linguistic interdependence. This study is important because English language learners are the fastest growing subpopulation in United States schools. The participants included 84 students in Grades 9–12, who had been in the program for a minimum of two years. Items from three surveys, Self-Esteem, Attitudes toward Academics, and Attitudes toward Other Cultures, were used to determine student perceptions. The collected data were collated and categorized, and an independent sample t-test was used to determine the presence of any statistically significant differences between the two groups. The results from this current study did not show a statistically significant difference between the students in the English-only program and those in the French immersion program. Recommendations for future research include studies with larger sample sizes, ones that focus on long-term language acquisition, and studies that specifically consider French/English programs.
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Keyword:
and Multicultural Education; and Research; Bilingual; Curriculum and Social Inquiry; Education; Educational Assessment; Educational Methods; Educational Psychology; Evaluation; French/English; Language Interdependency; Learner Attitudes; Motivation; Multilingual; Self-Esteem; Two-Way Immersion
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URL: https://digitalcommons.liberty.edu/doctoral/1655 https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2714&context=doctoral
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