Thesis (Ph.D.)--University of Melbourne, Dept. of Learning & Educational Development, 2006. / Typescript. Includes bibliographical references.

A study was conducted to assess the effects of two instructional strategies: manipulative-based instruction and visual cues in mathematics (both enhanced by explicit vocabulary enrichment) in a small group setting with young Hispanic students who are English language learners. The duration of the study was five weeks. Sixty-four third and fourth grade students were selected for participation based on their performance with problem solving items from the four release tests for 1999-2002 mathematics Texas Assessment of Academic Skills (TAAS) for third and fourth grades. A pre-assessment composed of 10 of the 13 TAAS objectives were administered. The four pre-selected objectives on which the students scored the lowest were identified for further instruction and assessment. The student population was limited to those of the original sixty-four achieving <55% overall on the pre-assessment. Following each week of instruction, a different assessment/probe was administered, for a total of 6 probes-including the initial pretest. For instruction, students were organized into three groups: 1) manipulative based instruction, 2) visual (drawings) cue instruction, and 3) no additional mathematical instruction. The students in the three groups were of equivalent mathematical ability, and every effort was made to ensure the groups had the same number of students. Pre-posttest improvement was measured with a mixed ANOVA (repeated measures, with a grouping factor), with instructional group as the grouping factor, and the pre/post assessment of math as the repeated measure. ANOVA results included non-significant progress for either grade level. Neither of the experimental groups in grades three or four showed significant improvement between the pre and post assessment. Six sequential probes also were administered throughout the five-week study. A trend analysis for the three separate groups was conducted on the probe results to evaluate growth over time; trend analyses were conducted for each individual student and then averaged for each group. For the two experimental groups, the overall improvement at third and fourth grades was minimal. Overall, gradual improvement was noted, but the progress did not consistently occur from one week to another, and the improvement trend was not linear.

As the population of linguistically diverse students in schools increases, so should the representation of these students in gifted and talented programs. This is a struggle for many schools districts where the ethnic diversity in the district is not reflected in the students identified as gifted. The objective of this study was to examine teachers’ perspectives regarding students identified as gifted and talented through the addition of the Bilingual Verbal Abilities Test (BVAT) to the identification process. The researcher interviewed teachers to determine if they perceived the linguistically diverse students identified using the new measure to be gifted and talented, and what characteristics the teachers believed led to their being identified. In addition, the teachers were asked if they believed students should have been identified as gifted but were not despite the use of the new measure, and what the teachers believed were the barriers preventing identification. The use of the BVAT resulted in the identification of students the teachers perceived to be gifted; however, teachers described a number of students who were missed. Teachers overwhelmingly described the linguistically diverse students they perceived to be gifted as having advanced language skills, particularly in reading. The teachers rely on their experience in the classroom with students to help them determine which students to refer for testing, rather than training they have completed. The greatest barrier to identification that was identified by the teachers was language. They discussed the lack of students’ language development (despite their advanced abilities) and the unusually high level of language required on standardized assessments. Finally, teachers suggested using a test preparation approach to improve the identification process, and to test linguistically diverse students for the gifted program repeatedly.

As the population of linguistically diverse students in schools increases, so should the representation of these students in gifted and talented programs. This is a struggle for many schools districts where the ethnic diversity in the district is not reflected in the students identified as gifted. The objective of this study was to examine teachers’ perspectives regarding students identified as gifted and talented through the addition of the Bilingual Verbal Abilities Test (BVAT) to the identification process. The researcher interviewed teachers to determine if they perceived the linguistically diverse students identified using the new measure to be gifted and talented, and what characteristics the teachers believed led to their being identified. In addition, the teachers were asked if they believed students should have been identified as gifted but were not despite the use of the new measure, and what the teachers believed were the barriers preventing identification. The use of the BVAT resulted in the identification of students the teachers perceived to be gifted; however, teachers described a number of students who were missed. Teachers overwhelmingly described the linguistically diverse students they perceived to be gifted as having advanced language skills, particularly in reading. The teachers rely on their experience in the classroom with students to help them determine which students to refer for testing, rather than training they have completed. The greatest barrier to identification that was identified by the teachers was language. They discussed the lack of students’ language development (despite their advanced abilities) and the unusually high level of language required on standardized assessments. Finally, teachers suggested using a test preparation approach to improve the identification process, and to test linguistically diverse students for the gifted program repeatedly.

A study was conducted to assess the effects of two instructional strategies: manipulative-based instruction and visual cues in mathematics (both enhanced by explicit vocabulary enrichment) in a small group setting with young Hispanic students who are English language learners. The duration of the study was five weeks. Sixty-four third and fourth grade students were selected for participation based on their performance with problem solving items from the four release tests for 1999-2002 mathematics Texas Assessment of Academic Skills (TAAS) for third and fourth grades. A pre-assessment composed of 10 of the 13 TAAS objectives were administered. The four pre-selected objectives on which the students scored the lowest were identified for further instruction and assessment. The student population was limited to those of the original sixty-four achieving <55% overall on the pre-assessment. Following each week of instruction, a different assessment/probe was administered, for a total of 6 probes-including the initial pretest. For instruction, students were organized into three groups: 1) manipulative based instruction, 2) visual (drawings) cue instruction, and 3) no additional mathematical instruction. The students in the three groups were of equivalent mathematical ability, and every effort was made to ensure the groups had the same number of students. Pre-posttest improvement was measured with a mixed ANOVA (repeated measures, with a grouping factor), with instructional group as the grouping factor, and the pre/post assessment of math as the repeated measure. ANOVA results included non-significant progress for either grade level. Neither of the experimental groups in grades three or four showed significant improvement between the pre and post assessment. Six sequential probes also were administered throughout the five-week study. A trend analysis for the three separate groups was conducted on the probe results to evaluate growth over time; trend analyses were conducted for each individual student and then averaged for each group. For the two experimental groups, the overall improvement at third and fourth grades was minimal. Overall, gradual improvement was noted, but the progress did not consistently occur from one week to another, and the improvement trend was not linear.

English and a Mandarin-English bilingual program for its students in the first two to three years of their school education. It is one of only four government schools of over 1600 in the state of Victoria that implements such a program for mainly English-language learners. Bilingual education is a highly contested pedagogical arrangement (Crawford, 2000; May, 2001; Ovando & McLaren, 2000; Tollefson, 1995): especially when implemented with students from non-dominant language backgrounds. Against a background of the diminished status of immigrant and minority languages, this investigation drew on critical ethnographic methodologies that aim to foster empowering outcomes for the community under investigation (Corson, 2001; Fine & Weis, 1998; Fine et al., 2000; May, 1994, 1998).

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1985. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 632-651).

No description available.

No description available.