Bilingual school curriculum objectives: A theoretical model, programmatic diagnostic module, and recommendations.

Persistent Link:
http://hdl.handle.net/10150/186652
Title:
Bilingual school curriculum objectives: A theoretical model, programmatic diagnostic module, and recommendations.
Author:
Speasl, Raquel Alma.
Issue Date:
1994
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 American educational system is in need of effectively examining its curriculum in terms of bilingual education. The existing models for developing bilingual educational programs have been divergent. This study uses T. Frank Saunders' theory of model construction as an informing hypothesis to develop a model for examining and comparing bilingual education models, and for the development of programmatic application. The development of this model considered model integration issues. The basic intent was to conceptualize a model where the categories and the variables of the model were operationalized. The ideas proposed in this study account for the evaluation and the formation of a model, for the placement of operational objectives for bilingual education, and for future direction of bilingual education in American curriculum planning.
Type:
text; Dissertation-Reproduction (electronic)
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Administration and Higher Education; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Saunders, T. Frank

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleBilingual school curriculum objectives: A theoretical model, programmatic diagnostic module, and recommendations.en_US
dc.creatorSpeasl, Raquel Alma.en_US
dc.contributor.authorSpeasl, Raquel Alma.en_US
dc.date.issued1994en_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 American educational system is in need of effectively examining its curriculum in terms of bilingual education. The existing models for developing bilingual educational programs have been divergent. This study uses T. Frank Saunders' theory of model construction as an informing hypothesis to develop a model for examining and comparing bilingual education models, and for the development of programmatic application. The development of this model considered model integration issues. The basic intent was to conceptualize a model where the categories and the variables of the model were operationalized. The ideas proposed in this study account for the evaluation and the formation of a model, for the placement of operational objectives for bilingual education, and for future direction of bilingual education in American curriculum planning.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Administration and Higher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairSaunders, T. Franken_US
dc.contributor.committeememberSchlessman-Frost, Amyen_US
dc.contributor.committeememberFuentevilla, Armindaen_US
dc.contributor.committeememberLopez, Ricardoen_US
dc.identifier.proquest9424984en_US
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