The purpose of this study was to describe the actual implementation of the transition process as observed in bilingual classrooms, and in particular, to examine the critical components (policy, curricular, and instructional characteristics) of the Spanish-to-English reading transition policies implemented in bilingual education programs in elementary schools in the Denton Independent School District in Texas. Four research questions drove this study. To investigate these questions, a multidimensional, descriptive research design was employed. The researcher used questionnaires, interviews, and field observations. The 11 educators, 6 bilingual teachers, 2 school-site principals, 2 school-site coordinators, and 1 district bilingual coordinator, were asked several types of questions (open response and closed response) using different types of instruments (questionnaires and interviews). Also, the six bilingual teachers were observed using two types of instruments (field notes and video tapes).
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc278095 |
| Date | 12 1900 |
| Creators | Amaya, Jesús, 1956- |
| Contributors | Hardy, Clifford A., Knezek, Gerald A., Wilhelm, Ronald Wayne, 1946-, Martinez-Ebers, Valerie |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vii, 143 leaves, Text |
| Coverage | United States - Texas - Denton County - Denton |
| Rights | Public, Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved., Amaya, Jesús, 1956- |
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