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Latino Parental Access to Biliteracy Programs in Selected Latino-Majority Schools Based on the Castaneda Guidelines : = Exploratory Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Latino Parental Access to Biliteracy Programs in Selected Latino-Majority Schools Based on the Castaneda Guidelines :/
Reminder of title:	Exploratory Study.
Author:	Palma, Griselda.
Description:	1 online resource (317 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Bilingual education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355214550

Latino Parental Access to Biliteracy Programs in Selected Latino-Majority Schools Based on the Castaneda Guidelines : = Exploratory Study.
Palma, Griselda.

Latino Parental Access to Biliteracy Programs in Selected Latino-Majority Schools Based on the Castaneda Guidelines :Exploratory Study. - 1 online resource (317 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

An exploratory study of Latino majority elementary (LME) schools was launched to investigate if parents of English Language Learners (ELLs) are provided due process to biliteracy programs in low-income schools in San Diego County.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355214550Subjects--Topical Terms:

1148431
Bilingual education.
Index Terms--Genre/Form:

554714
Electronic books.

Latino Parental Access to Biliteracy Programs in Selected Latino-Majority Schools Based on the Castaneda Guidelines : = Exploratory Study.
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245 1 0 $a Latino Parental Access to Biliteracy Programs in Selected Latino-Majority Schools Based on the Castaneda Guidelines : $b Exploratory Study.
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300 $a 1 online resource (317 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Advisers: Alberto M. Ochoa; William Perez.
502 $a Thesis (Ph.D.) $c The Claremont Graduate University $d 2017.
504 $a Includes bibliographical references
520 $a An exploratory study of Latino majority elementary (LME) schools was launched to investigate if parents of English Language Learners (ELLs) are provided due process to biliteracy programs in low-income schools in San Diego County.
520 $a The main research question of the study asked: How are the instructional programs in LME schools preparing Latino ELLs to fully participate in a multilingual global society from the perspective of ELL parents? To answer the main research question, three sub-questions guided the study: (1) Are Latino-majority schools providing parents due process to research-based biliteracy education (BE) programs? (2) Are Latino-majority schools providing adequate resources and personnel in addressing the instructional needs and biliteracy skills of ELLs? (3) Are Latino- majority schools providing effective instructional programs that address the instructional needs and biliteracy skills of ELLs?
520 $a The research framework of the study used the Castaneda Guidelines, derived from the Fifth Circuit court ruling of Castaneda v. Pickard (1981) that outlines three conditions of due process to educational benefits addressing ELLs, namely, (a) instructional services that are pedagogically research based, (b) necessary resources to support the instructional approach, and (c) demonstrating instructional program effectiveness. One main case study school was the focus of the study, with three LME schools observed to contrast the identified themes of the study using the Castaneda Guidelines. The four LME schools, with student enrollments of over 70% Latino and 50% ELLs, were examined using qualitative methods, involving semi-structured interviews, collection of field study data and applying content analysis methods to identify salient themes. For the school observations, the Guiding Principles of Dual Language Education (Howard, Sugarman, Christian, Lindholm-Leary, & Rogers, (2007) were used as a blueprint, upon which an enhanced system of rubrics that incorporated the Castaneda Guidelines, were developed into an assessment tool.
520 $a The results of this study identified nine themes, corresponding to the Castaneda Guidelines, which suggest that in LME schools a high level of instructional tension exist, consisting of (a) philosophical and pedagogical tensions in promoting dual language education (DLE) for Latino ELLs; (b) a shortage of biliteracy curriculum materials and teachers committed to DLE; and (c) a disregard for the primary language of Latinos who speak a language other than English. Above all, the results of the study point to the sad fact that the rights of Latino parents, as legitimated educational surrogates of ELLs, are often compromised and not honored as both state and federal regulations mandate.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Bilingual education. $3 1148431
650 4 $a Education policy. $3 1107727
650 4 $a Elementary education. $3 1148439
650 4 $a Hispanic American studies. $3 1179515
650 4 $a Multicultural Education. $3 1179578
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710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The Claremont Graduate University. $b Educational Studies. $3 1179990
773 0 $t Dissertation Abstracts International $g 79-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10598990 $z click for full text (PQDT)