Graduation Semester and Year
Fall 2024
Language
English
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Educational Leadership and Policy Studies
Department
Educational Leadership and Policy Studies
First Advisor
Dr. Yi Leaf Zhang
Abstract
ABSTRACT
According to U.S. law, public schools in the United States must provide all students, including English learners, with equal educational opportunities. Multiple researchers have shown that bilingual education (teaching through both a student’s native language and another language) is the most beneficial way to educate emergent bilingual (EB) students. However, not all bilingual programs have a positive impact on EB student academic achievement. Issues within bilingual programs may be due to discrepancies within the program or to outside factors. The purpose of this study was to examine educators’ perceptions about how fifth-grade bilingual programs affect the academic achievement of EB students in a North Texas elementary school that had implemented a bilingual program. To conduct this phenomenological study, I interviewed educators to examine their perceptions of the impact of pedagogical strategies, school support, and parental involvement on EB student academic achievement
Disciplines
Bilingual, Multilingual, and Multicultural Education
License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Valencia, Richard W., "Exploring Educators’ Perceptions of Pedagogical Strategies, School Support, and Parental Involvement on Bilingual Students’ Academic Performance" (2024). Educational Leadership & Policy Studies Dissertations. 217.
https://mavmatrix.uta.edu/edleadershippolicy_dissertations/217