Perceptions of teachers and parents towards bilingual education and relationship to academic performance of bilingual learners.

Persistent Link:
http://hdl.handle.net/10150/184757
Title:
Perceptions of teachers and parents towards bilingual education and relationship to academic performance of bilingual learners.
Author:
Martinez, Alex.
Issue Date:
1989
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The major focus of this study was to examine the consistency between the perception of teachers and parents toward the value of bilingual education for facilitating the academic growth of school-age children. Relationships of perceptions to the academic achievement of children was also evaluated. Three specific areas of the bilingual program were investigated: philosophy, functional value, and implementation. In order to obtain measures of perception of teachers and parents toward bilingualism and bilingual education, an instrument was developed. This instrument, named as the Attitudes Toward Bilingualism (ATB), contained 49 Likert-type items. The items of the ATB were divided into three categories: philosophy, functional values, and implementations. Items in each section were rated on a five-point scale ranging from a low to a high agreement scale. Teacher and parent volunteers filled out the ATB. The faculty of five targeted bilingual schools volunteered to participate in this study. Teachers included in the sample were drawn from all first, second, and third grade bilingual classrooms of the target schools. Thirty bilingual teachers and 107 parents participated in the study. The overall directions of the findings clearly suggested a great deal of similarity in the perceptions of parents and teachers toward various issues surrounding bilingual education practices. The specific issues examined in this study can be viewed in a broad sense of parent-school partnership issues, which need to be studied at greater depth. Issue concerning implications of the study and the general utility of obtained results were discussed.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Bilingual -- Arizona.; Minorities -- Education -- Arizona -- Attitudes.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Teaching and Teacher Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Lopez, Richard L.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titlePerceptions of teachers and parents towards bilingual education and relationship to academic performance of bilingual learners.en_US
dc.creatorMartinez, Alex.en_US
dc.contributor.authorMartinez, Alex.en_US
dc.date.issued1989en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe major focus of this study was to examine the consistency between the perception of teachers and parents toward the value of bilingual education for facilitating the academic growth of school-age children. Relationships of perceptions to the academic achievement of children was also evaluated. Three specific areas of the bilingual program were investigated: philosophy, functional value, and implementation. In order to obtain measures of perception of teachers and parents toward bilingualism and bilingual education, an instrument was developed. This instrument, named as the Attitudes Toward Bilingualism (ATB), contained 49 Likert-type items. The items of the ATB were divided into three categories: philosophy, functional values, and implementations. Items in each section were rated on a five-point scale ranging from a low to a high agreement scale. Teacher and parent volunteers filled out the ATB. The faculty of five targeted bilingual schools volunteered to participate in this study. Teachers included in the sample were drawn from all first, second, and third grade bilingual classrooms of the target schools. Thirty bilingual teachers and 107 parents participated in the study. The overall directions of the findings clearly suggested a great deal of similarity in the perceptions of parents and teachers toward various issues surrounding bilingual education practices. The specific issues examined in this study can be viewed in a broad sense of parent-school partnership issues, which need to be studied at greater depth. Issue concerning implications of the study and the general utility of obtained results were discussed.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Bilingual -- Arizona.en_US
dc.subjectMinorities -- Education -- Arizona -- Attitudes.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineTeaching and Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorLopez, Richard L.en_US
dc.contributor.committeememberCox, Vivian L.en_US
dc.contributor.committeememberRanniger, Billen_US
dc.identifier.proquest9000138en_US
dc.identifier.oclc702669895en_US
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