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A WORD COUNT OF THE SPOKEN ENGLISH OF MEXICAN-AMERICAN KINDERGARTEN CHILDRENHarris, Lydia Gloria Aros, 1938- January 1976 (has links)
No description available.
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Influence strategies used by an elementary school principal, teachers, and support staff to involve low socio-economic Mexican-American parents in their children's education /Alejandro, Ruben, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 329-345). Available also in a digital version from Dissertation Abstracts.
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ENVIRONMENTAL STIMULATION AND INTELLECTUAL DEVELOPMENT OF MEXICAN-AMERICAN CHILDREN: AN EXPLORATORY STUDYHenderson, Ronald W. January 1966 (has links)
No description available.
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Novel word learning by Spanish-speaking preschoolersAghara, Rachel Greenblatt, January 1900 (has links) (PDF)
Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.
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Characteristics and practices of recent Mexican immigrant families of secondary students experiencing high and low levels of success in school : a comparative study /Jasso Martinez, Juan Antonio, January 1999 (has links)
Thesis (D. Ed.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 139-149). Available also in a digital version from Dissertation Abstracts.
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Some consideration in the development of a syntactic description of code-switchingWentz, James Paul, January 1977 (has links)
Thesis (Ph. D.)--University of Illinois at Urbana-Champaign, 1977. / Vita. Includes bibliographical references (leaves 285-293).
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Influence strategies used by an elementary school principal, teachers, and support staff to involve low socio-economic Mexican-American parents in their children's education /Alejandro, Ruben, January 2000 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references: (p. 329-345). Available also in a digital version from Dissertation Abstracts.
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U.S. citizen children, undocumented immigrant parents how parental undocumented status affects citizen children's educational achievement /Ramos, Oscar. January 2009 (has links)
Thesis (M.A.)--University of California, San Diego, 2009. / Title from first page of PDF file (viewed June 16, 2009). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 95-98).
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The psychometric properties of the measurement of culture change in Mexican-American children and its contributions to the theory of acculturation.Luna Solorzano, Maria Isela. January 1992 (has links)
Several dimensions of acculturation as well as three cultural orientations were incorporated in the development of the measurement of Culture Change in Mexican American Children (CCMAC). The sample included 116 Mexican American children age 7 to 11 years. The research was designed to assess the psychometric properties of the CCMAC, and evaluate the developmental features of the data. The multidimensional concepts as well as the multicultural aspects of acculturation were assessed. In addition, selected health outcomes were examined and their association to cultural orientation was determined. The findings demonstrated that the CCMAC was deemed valid and reliable with an alpha coefficient of.85 for the cultural assimilation scoring,.83 for the cultural resistance scoring, and.67 for the cultural integration scoring system. The confirmatory and exploratory factor analysis did not support the predicted factor structure. Children who were culturally resistant reported the highest income, less school problems, less home problems and a high GPA. Children who were culturally assimilated were the youngest children, had less homework problems, and were of later generation. The theory that culturally integrated children would report the least number of problems was not supported. It was recommended that the CCMAC be scored in three different ways when estimating individual acculturation trends. When estimating group trends, the CCMAC should be scored in the cultural assimilation orientation. Earlier literature was re-examined and discussed in light of the lack of the identification of the predicted factor structure. Recommendations were based on the CCMAC's contributions to the theory of acculturation in school age Mexican American children.
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The effects of an immersion bilingual mathematics institute on the achievement of seventh grade Mexican-American students /Ebert, C. Steven. January 1984 (has links)
Thesis (Ph. D.)--Oregon State University, 1985. / Typescript (photocopy). Includes bibliographical references (leaves 151-155). Also available online.
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