Research investigating the effects of Title VII Bilingual Education Programs has been a topic of interest for the past decade. Federal funding stimulated the evaluation of Title VII Bilingual Education Programs around the nation, and a number of scholarly narrative reviews have been published on the topic. While the reviews have been valuable, the results have remained inconsistent and conflicting. This investigation used a meta-analytic approach to quantitatively integrate the results from 54 studies of the impact of New York City's Title VII Bilingual Education Programs on the academic achievement Asian-American students. / The present research synthesis offers quantitative evidence of a large, overall positive effect of Title VII Bilingual Education Programs. Across the 54 studies analyzed, the overall average pre-post effect size was 1.21 standard deviations for Asian students who participated in the bilingual program. This indicates that the overall post-test mean fell at approximately the 88 percentile of the pre-test distribution. In terms of subject areas, the effect sizes were: 1.21 for native language arts, 1.29 for English as a second language, and 1.14 for mathematics. These effect sizes of 1.21, 1.29, and 1.14 indicate that on the average, Asian students in bilingual programs scored at the 88th, 90th, and 87th percentiles of the respective pre-test distributions. In addition, equivalent results were found using goal achievement judgments reported by the original evaluators as input to a qualitative synthesis method developed for this investigation. / While these findings must be qualified by the fact that federal regulations precluded the use of a control group, one cannot dismiss achievement gains of this magnitude on the part of children previously identified as extremely low achievers. Thus, the results of this meta-analysis indicate that the effect of Bilingual Education Programs on academic achievement and attendance was educationally significant. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0447. / Major Professor: Garrett R. Foster. / Thesis (Ph.D.)--The Florida State University, 1987.

This investigation was designed to determine levels of self-concept and creative thinking abilities of Vietnamese refugee kindergarten students. Children in a bilingual program were compared with their counterparts in regular classes in order to determine whether significant differences existed. The groups were controlled for background differences (sex, socioeconomic status, years in the United States, and language proficiency). The research questions were: (1) Does participation in a bilingual program have a positive effect on the self-concept of Asian-American children when background factors are controlled? (2) Is there a positive relationship between self-concept and creative thinking ability? / The sample used consisted of 105 Vietnamese children: 47 in a bilingual program and 58 in regular classes. The following tests were administered: Purdue Self-Concept Scale for Preschool Children and Thinking Creatively in Action and Movement. In addition, an informal language assessment test was used along with a parent questionnaire. Four null hypotheses were tested. The first research question (Hypothesis 1) was analyzed using Multiple Regression Analysis. The second research question (Hypotheses 2, 3, and 4) were analyzed using the Pearson Product Moment Correlation Coefficient. / All the hypotheses were rejected. It was found that: (1) Participation in a bilingual program had a positive effect on the self-concept of Asian-American kindergarten children (regression coefficient beta = .194). (2) Sex, years in the United States, fathers' occupation, and mothers' education did not affect the self-concept. (3) Fathers' education and language proficiency had a significant effect on self-concept. (4) There was a significant correlation between the self-concept and the subtest fluency of the creative thinking test (r = .23), with originality (r = .18), and imagination (r = .30). / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0418. / Thesis (Ph.D.)--The Florida State University, 1983.

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Thesis (Ph.D.)--Indiana University, Dept. of Educational Leadership and Policy Studies, 2009. / Title from PDF t.p. (viewed on Feb 4, 2010). Source: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1139. Adviser: Bradley A. Unger Levinson.

Determining teacher job satisfaction has become a critical focus for public school administrators due to the codification of the No Child Left Behind Act of 2001. Recruitment and retention of quality teachers is both beneficial for continual student achievement and cost effective for school districts. The job satisfaction of those teachers often determines the retention rates. The purpose of this study is to determine key factors that impact job satisfaction of teachers in three urban public elementary schools who have remained in their positions five or more years. This qualitative study was conducted by administering an initial survey to determine qualifications for participation, individual interviews and a focus group. The target population of teachers was from three urban public elementary schools. All data collected were synthesized to identify patterns and/or reoccurring themes in the participant’s responses during the interviews and focus group. All transcripts were cross-referenced with field notes taken during interviews and the focus group. Results were placed in a matrix in order to organize the data based on various coding categories. Based on the data analysis of the emergent themes. the researcher identified three dominate themes: positive student-teacher interactions, participative leadership, and teacher training. The first dominate emergent theme of positive student-teacher interaction was a direct correlation to three out of eight variables chosen for this research design. Those three variables are (a) school size, (b) student achievement, and (c) student discipline. The second dominant emergent theme of participative leadership has a direct correlation to three other variables of the eight chosen for this research design. Those three variables are (a) class assignment, (b) collegial support, and (c) principal behavior. The third dominate emergent theme of teacher training has a direct correlation to the remaining two variables of the eight chosen for this research design. Those two variables are certification method and preparatory programs.

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In North America, research on the issues surrounding first language (L1) literacy, English literacy, and computer literacy has tended to focus on the learning needs of either adult literacy learners whose L1 is English or ESL learners who are literate in their L1. ESL Literacy adults, who have limited or no L1 or English (L2) literacy, have fallen in the gap created by language policy and the resulting language programs and services provided at the federal, state/provincial, and local levels. This study explores what ESL Literacy adults believe their needs are in relation to L1, English, and computer literacy. The context is the existing ESL programs at two schools in the metro area of a large U.S. city in Massachusetts. Participants across the two schools included 19 females and 2 males with limited or no literacy in their first language and in English: five students were enrolled at a school that offered computer literacy as part of its curriculum. In a mixed methods research design, participants were administered a pre-class questionnaire and then a post-class questionnaire to determine if their attitudes and opinions regarding their L1, English (L2), and computer literacy needs had changed after 12 weeks of ESL instruction. The results were triangulated with interview and observation data and revealed that ESL Literacy adults at both schools considered computer literacy to be a basic tool for survival in today's digital society. The intent is that the results may be used as guidelines by ESL educators and program administrators in the modification of existing curricula or in the development of new ESL Literacy curricula that incorporate reading and writing through the use of computers and the internet in an authentic way. / En Amérique du Nord, la recherche touchant la littératie en première langue (L1), la littératie en anglais et la littératie informatique ont tendance à porter principalement sur les besoins des apprenants en littératie adultes dont la L1 est l'anglais ou des apprenants en ALS (anglais langue seconde) dont le niveau de littératie en L1 est adéquat. Les apprenants adultes en littératie en ALS, dont le niveau de littératie en L1 ou en anglais est limité ou inexistant, sont tombés par la brèche créée par les politiques linguistiques et les programmes et services en découlant fournis au niveau national, état/provincial et local. Cette étude explore ce que les apprenants adultes de littératie en ALS perçoivent comme étant leurs besoins en matière de littératie en L1, en anglais et en informatique. Elle s'est déroulée dans le contexte de deux écoles de la région métropolitaine d'une grande ville du Massachusetts offrant des programmes d'ALS. Pour ces deux écoles, 19 femmes et 2 hommes ont participé, dont le degré de littératie pour leur première langue et en anglais était limité ou inexistant : cinq étudiants étaient inscrits à une école qui offrait des cours de littératie informatique dans le cadre de leur curriculum. Dans un modèle de méthodes de recherches mixte, les participants ont reçu un questionnaire avant le début des cours et un questionnaire à la fin des cours afin de déterminer si leurs attitudes et leurs opinions au sujet de la littératie en L1, la littératie en anglais et la littératie informatique avaient changé après 12 semaines d'apprentissage en ALS. Les résultats ont été triangulés avec les données obtenues lors d'interviews et d'observations et ont révélé que les adultes de littératie en ALS aux deux écoles considéraient la littératie informatique comme étant un outil de base pour la survie dans la société numérique d'aujourd'hui. Le but est de permettre aux enseignants et aux administrateurs de programmes d'ALS d'utiliser ces résultats comme lignes directrices pour la modification de curriculums existants ou pour le développement de nouveaux curriculums de littératie en ALS qui intègrent la lecture et l'écriture grâce à l'utilisation authentique d'ordinateurs et de l'Internet.