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Borman, Geoffrey D.; Borman, Trisha H.; Park, So Jung; Houghton, Scott – American Educational Research Journal, 2020
We present findings from a randomized controlled trial of "Descubriendo la Lectura" (DLL), an intervention designed to improve the literacy skills of Spanish-speaking first graders, who are struggling with reading. DLL offers one-on-one native language literacy instruction for 12 to 20 weeks to each school's lowest performing…
Descriptors: Comparative Analysis, Literacy, Literacy Education, Grade 1
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Henderson, Kathryn – Journal of Language, Identity, and Education, 2022
Dual language bilingual education (DLBE) programs are critical sites for exploring language ideologies given the policy goals of student bilingualism, biliteracy, and biculturalism. Drawing on a larger study of language ideological inquiry, this article used predominantly interview data to explore the articulated language ideological stances of…
Descriptors: Bilingual Education Programs, Language Attitudes, Biculturalism, Literacy
Jennifer H. Hall – ProQuest LLC, 2021
The research study evaluated the implementation of a kindergarten Spanish dual language immersion program (DLI) using Stufflebeam's (2003) context, input, process, and product (CIPP) model of program evaluation. The study aimed to determine specific strategies to best implement a learning initiative not just in a stable year but also in a time of…
Descriptors: Program Evaluation, Immersion Programs, Kindergarten, Spanish
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García, Georgia Earnest; Lang, María G. – Bilingual Research Journal, 2023
In this longitudinal, qualitative case study, critical pedagogical and sociocultural perspectives were employed to analyze the language and literacy strengths, challenges, inequities, and gentrification issues that characterized the first three years of a two-way, 50-50 Spanish-English dual-language (DL) program's implementation, and how the DL…
Descriptors: Longitudinal Studies, Bilingual Education Programs, Spanish, English (Second Language)
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Watzinger-Tharp, Johanna; Swenson, Kristin; Mayne, Zachary – International Journal of Bilingual Education and Bilingualism, 2018
This article reports on a study that investigated achievement in math of third and fourth grade dual language immersion (DLI) students, building on research that has demonstrated the academic achievement of students who receive content instruction predominantly in the target language. Our study expands the scope and methodology of prior research…
Descriptors: Bilingual Education Programs, Immersion Programs, Elementary School Students, Grade 3
Orr, Aline; Cornelius, Chelsea; Doolittle, Martha – Online Submission, 2017
This report summarizes highlights from discussions, or "pláticas," held with Austin Independent School District elementary principals about the district's dual language program. Principals provided their opinions about the program and gave suggestions for improvements.
Descriptors: Elementary Schools, Principals, School Districts, Administrator Attitudes
American Institutes for Research, 2017
California's Kindergarten Readiness Act of 2010 revised the cutoff date by which children must turn five for kindergarten entry in that year and established transitional kindergarten (TK), defined as the first year of a two-year kindergarten program for all students affected by the birthdate eligibility change. Since it has been implemented across…
Descriptors: Kindergarten, School Entrance Age, School Readiness, Transitional Programs
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Palmer, Deborah K.; Henderson, Kathryn I. – International Multilingual Research Journal, 2016
This article explores the placement practices of students into different educational programs in PreK-first grade, including two bilingual education programs and an ESL "mainstream" classroom. We then examine the discourse practices of four third-grade teachers and the school principal. Our findings suggest that initial program placement…
Descriptors: Bilingualism, Bilingual Education Programs, English (Second Language), Second Language Learning
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Soltero-González, Lucinda; Sparrow, Wendy; Butvilofsky, Sandra; Escamilla, Kathy; Hopewell, Susan – Journal of Literacy Research, 2016
This longitudinal study examined whether the implementation of a Spanish-English paired literacy approach provides an academic advantage to emerging bilingual students over a sequential literacy approach. The study employed a quasi-experimental design. It compared the biliteracy outcomes of third-grade emerging bilingual learners participating in…
Descriptors: Literacy Education, Emergent Literacy, Bilingual Education, Early Childhood Education
Doolittle, Martha; Orr, Aline – Online Submission, 2015
This report summarizes highlights from December 2015 discussions, or "platicas," held with Austin Independent School District elementary principals about the district's dual language program. Principals provided their opinions about the program and gave suggestions for improvements.
Descriptors: Principals, Administrator Attitudes, School Districts, Elementary Schools
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Henderson, Kathryn I.; Palmer, Deborah K. – International Multilingual Research Journal, 2015
This article provides an in-depth exploration of the language ecologies of two classrooms attempting to implement a two-way dual language (TWDL) program and its mediating conditions. Drawing on ethnographic methods and a sociocultural understanding of language, we examined both teachers' and students' language ideologies and language practices,…
Descriptors: Program Implementation, Ideology, Educational Practices, Grade 3
Orr, Aline – Online Submission, 2015
This report summarizes highlights from the Austin Independent School District Dual Language Program rubric classroom observations conducted in October 2015. Observers rated several aspects of program implementation according to the rubric and provided comments about classroom practices observed.
Descriptors: English Language Learners, School Districts, Scoring Rubrics, Program Implementation
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Palmer, Deborah; Henderson, Kathryn; Wall, Dorothy; Zúñiga, Christian E.; Berthelsen, Stefan – Language Policy, 2016
This article documents and interrogates top-down district-wide implementation of a two-way dual language bilingual education (DLBE) program in a large urban district. We carried out a language policy ethnography to explore the way two schools' teams of third grade teachers worked together to negotiate the intersection of DLBE implementation and…
Descriptors: Team Teaching, Language Planning, Teacher Collaboration, Faculty Development
Quint, Janet; Zhu, Pei; Balu, Rekha; Rappaport, Shelley; DeLaurentis, Micah – MDRC, 2015
Success for All (SFA), one of the best-known school reform models, aims to improve the reading skills of all children but is especially directed at schools that serve large numbers of students from low-income families. First implemented in 1987, SFA combines a challenging reading program, whole-school reform elements, and an emphasis on continuous…
Descriptors: Models, Educational Change, Program Implementation, Reading Instruction
Manship, Karen; Holod, Aleksandra; Quick, Heather; Ogut, Burhan; de los Reyes, Iliana Brodziak; Anthony, Jennifer; Chernoff, Jodi Jacobson; Hauser, Alison; Martin, Alejandra; Keuter, Shannon; Vontsolos, Emily; Rein, Elena; Anderson, Emily – American Institutes for Research, 2017
California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This final report from the program's evaluation focuses on results from a five-year…
Descriptors: Kindergarten, School Entrance Age, School Readiness, Transitional Programs
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