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

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).

雷庭蓀 = Effect of medium of instruction on academic achievement of students / Loi Ting Shiin. / 複印本. / Thesis (M.A.)--香港中文大學. / Fu yin ben. / Includes bibliographical references (leaves 75-85). / Lei Tingsun = Effect of medium of instruction on academic achievement of students / Loi Ting Shiin. / Thesis (M.A.)--Xianggang Zhong wen da xue. / 撮要 --- p.1 / Chapter 第一章 --- 緒言 --- p.1 / Chapter 甲 --- 香港的教學語言問題 --- p.1 / Chapter 乙 --- 研究動機與目的 --- p.4 / Chapter 丙 --- 研究局限 --- p.5 / Chapter 丁 --- 研究意義 --- p.5 / Chapter 第二章 --- 文獻引述 --- p.7 / Chapter 甲 --- 一般與中、英語文問題有關研究 --- p.7 / Chapter 乙 --- 教學語言與成績表現有關研究 --- p.15 / Chapter 丙 --- 總結 --- p.20 / Chapter 第三章 --- 研究方法 --- p.22 / Chapter 甲 --- 研究假設 --- p.22 / Chapter 乙 --- 重要名詞闡釋　 --- p.23 / Chapter 丙 --- 研究對象及分班情況 --- p.24 / Chapter 丁 --- 測量工具 --- p.28 / Chapter 戊 --- 外加變數控制 --- p.33 / Chapter 己 --- 實驗過程 --- p.34 / Chapter 第四章 --- 研究資料分析 --- p.42 / Chapter 甲 --- 矩陣智力測驗結果　 --- p.42 / Chapter 乙 --- 第一階段之實驗結果 --- p.42 / Chapter 丙 --- 第二階段之實驗結果 --- p.58 / Chapter 丁 --- 教學語言與智力對學業成績的影響 --- p.60 / Chapter 第五章 --- 總結及建議 --- p.64 / Chapter 甲 --- 總結 --- p.64 / Chapter 乙 --- 討論 --- p.65 / Chapter 丙 --- 建議 --- p.72 / 參考書目 --- p.75

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Supervisors: Douglas Foley and Pauline Turner Strong. Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 50-54).

Thesis (M.Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 50-54). Also available in print.

The purpose of the study was to investigate fully English proficient (FEP) students in an elementary maintenance bilingual bicultural program. Specifically the study examined oral language proficiency in Spanish, academic achievement levels, and attitudes of FEP students who attended a bilingual education program over a period of five or six consecutive years. Levels or oral acquisition in Spanish were measured on the Student Oral Language Observation Matrix (SOLOM); levels of student academic achievement were measured by the Iowa Test of Basic Skills; and student attitudes were measured by an attitude inventory designed by the researcher. A questionnaire for parents of FEP students provided additional information about students and influential factors affecting the parental decisions to enroll FEP children in a bilingual education program. The research design was a descriptive case study involving twenty-seven FEP students in two fifth grade bilingual classes and the parents of these students. Proficiency ratings on the SOLOM, stanines on the ITBS, and attitudes expressed on the inventory were examined to determine if FEP students developed L2 proficiency (or bilingualism) in this program, if the academic achievement of the FEP students was affected by the development of bilingualism, and student attitudes toward Spanish and the minority culture or community. Parents of the FEP students responded to a written questionnaire inquiring about their children's development in speaking Spanish, in scholastic achievement, and in attitudes. Parent interviews were conducted to confirm and expand the written responses. Results indicated that FEP students developed oral proficiency in Spanish along with positive attitudes toward learning to communicate in Spanish. Attitudes toward Mexican culture and the Mexican-American community were also positive. There was no evidence of negative or positive correlation between the development of bilingualism and academic achievement. The information obtained from the parent questionnaires and interviews reinforced the data collected on site about the students, and indicated that the most influential factors for enrolling their children in this bilingual educational program were: (1) to encourage the development of bilingualism and biculturalism in the students; and (2) to provide the children with an excellent curriculum. In conclusion, the findings suggested that maintenance bilingual bicultural programs can result in majority language student development of bilingualism and positive attitudes toward minority languages and cultures, with no detrimental effects on L1 or on academic achievement in English.

Minority children have consistently received less than an equitable education compared to children of non-minority backgrounds. Inequitable treatment has been evidenced by the disproportionate number of minority children in special education programs. The overrepresentation of minorities has been documented primarily in mentally retarded and learning disabilities (LD) programs. Hispanics (Spanish speakers), in particular, have been among these minorities. The projected increase of Hispanics in the population over the next ten years compounds the problem of overrepresentation. Contributing factors to the overrepresentation of Hispanic students have been attributed to linguistic, cultural, economic or other background characteristics that were misinterpreted as deviant or, more specifically, represented as LD. Studies have superficially investigated the characteristics of Hispanic LD students; especially the educational experiences of LD limited-English proficient (LEP) subjects. The purposes of this study were twofold: (a) to conduct a comparative study of LD LEP and nonLD LEP subjects with regard to the consistency for language of instruction in reading, reading achievement, English and Spanish proficiencies upon school entry, and current language proficiencies and (b) to conduct case studies on selected subjects from the two groups to investigate their language use and quality of language during observed reading lessons. This study used group and multiple case study designs to answer the questions posited in the study. Thirty LEP LD and 30 LEP nonLD 9 through 12 year old subjects were selected. Of the 60 subjects, two LD and two nonLD subjects were selected for case studies based on the consistency for language of instruction in reading. Data were gathered from three data sources: (a) students' cumulative and special education files, (b) classroom observations of subjects' language use during two teacher-planned reading lessons, and (c) interviews with teachers. The file search included all 60 subjects, and the classroom observations and interviews were conducted for the case studies. The results of the large group study indicated that differences in reading achievement existed between LD and nonLD LEP groups. Relationships among consistency for language of instruction, current language proficiencies, and reading achievement were minimal. The findings for the case studies, however, indicated that language performance was qualitatively different for subjects who had received inconsistent language of instruction and subjects who had received consistent language of instruction. Pedagogical and research implications are provided.

The focus of this evaluation study was to investigate how and to what extent a transitional bilingual education (TBE) program may have contributed to the students' academic and linguistic development in Spanish and English. Reading and mathematics subtest achievement data were utilized to ascertain educational outcomes for experimental (n = 24) and comparison (n = 118) subjects. Experimental and comparison subjects had participated in a TBE program and a monolingual English program, respectively, between 1980 and 1982, attending first through third grades in four school sites of the Sunnyside Unified School District #12, located in Tucson, Arizona. The data for the study were analyzed using appropriate statistical tests. The following conclusions were based on the findings of this study: (1) Students who participated in TBE projects because they need initial instruction in their native language (Spanish) will perform as well or better, over time, on standardized tests as comparison students matched for socioeconomic status (SES) and ethnicity. (2) Pupils who participate in TBE projects progress, over time, in English reading and mathematics either slightly below, at, or above national norms, suggesting a cumulative effect. The major implications of the study were as follows: (1) Progress in English is not hindered by providing instruction in another language (Spanish). A transfer of skills from L1 (Spanish) to L2 (English) is possible in TBE settings. (2) It cannot be assumed that enrollment in a TBE project precludes maintenance or development of skills in L1 (Spanish). (3) The acquisition of second language (English) skills is associated with the support conditions characteristic of successfully implemented TBE projects.