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Cheetham, Dominic – Reading Matrix: An International Online Journal, 2023
The positive effects of bi-modal input on language learning are becoming a largely accepted experimental finding. However, experiments looking at bi-modal reading in a foreign language are normally limited by the common experimental situation of classroom-based researchers studying university age participants for the limited timespan of a…
Descriptors: Linguistic Input, Translation, Language Processing, Japanese
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Tricia A. Zucker; Michael P. Mesa; Dana DeMaster; Yoonkyung Oh; Michael Assel; Cheryl McCallum; Valerie P. Bambha – Grantee Submission, 2024
Introduction: This article investigates an early STEM family engagement program offered during the pre-kindergarten (pre-k) year. Pre-k is an important juncture for community organizations to support children's STEM engagement and parental involvement in informal STEM learning. We evaluated a program called Teaching Together STEM, which offers a…
Descriptors: STEM Education, Family Programs, Preschool Education, Community Programs
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Ee, Jongyeon – Teachers College Record, 2023
Background/Context: As dual language bilingual education (DLBE) programs expand nationwide, parental feedback becomes crucial in evaluating their effectiveness and ensuring equitable access. Understanding the perspectives of diverse parental groups, including marginalized and privileged communities, is essential for developing inclusive and…
Descriptors: Korean, Parent Attitudes, Bilingual Education Programs, Program Effectiveness
Houston Independent School District, 2020
The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This is the evaluation report summarizing the performance of students who participated in the district's Dual Language Bilingual Program.…
Descriptors: Bilingual Education Programs, Language Minorities, Program Evaluation, Academic Achievement
Houston Independent School District, 2019
The purpose of this evaluation was to determine the effectiveness of the Ascending to Men (ATM) program using ATM students', mentors', and program managers' perceptions and experiences and ATM students' academic performance on the State of Texas Assessments of Academic Readiness (STAAR). ATM is a mentoring-based program designed to support boys of…
Descriptors: Males, Underachievement, Minority Group Students, African American Students
Houston Independent School District, 2013
The Houston Independent School District (HISD) currently offers five bilingual programs and two English as a Second Language (ESL) programs for English language learners (ELLs). These programs are intended to facilitate ELL students' integration into the regular school curriculum and to ensure access to equal educational opportunities. This…
Descriptors: Program Evaluation, Bilingual Education, Second Language Learning, Second Language Instruction
Brunner, Josie – Online Submission, 2011
Although pre-K students' average gains on the 2010-2011 Peabody Picture Vocabulary Test (PPVT in English, TVIP in Spanish) significantly differed by vertical team, these differences were attributed more to the students' school or classroom rather than to the vertical team in which a school resided. [For "Prekindergarten Evaluation Series,…
Descriptors: School Districts, Preschool Education, Preschool Children, Program Evaluation
Brunner, Josie – Online Submission, 2011
Although more than a third of tested pre-K students (37%) entered AISD one standard deviation below the national average in receptive vocabulary, the AISD pre-K program accelerated these students' growth by nearly twice the national average by the end of the 2010-2011 school year.
Descriptors: School Districts, Preschool Education, Preschool Children, Program Evaluation
Gossman, Ginger L. – Online Submission, 2009
Quality Teaching for English Learners (QTEL) aimed to improve teacher practice and improve student outcomes at Lanier and International High Schools in AISD. Overall, QTEL was moderately effective based on the myriad of mixed program results.
Descriptors: English Language Learners, International Schools, High School Students, Teacher Effectiveness
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Medina, Marcello, Jr.; Escamilla, Kathy – Hispanic Journal of Behavioral Sciences, 1994
The acquisition of English and Spanish was examined among 298 Mexican-American students who were limited-English-proficient at the start of kindergarten and who participated in maintenance bilingual programs in grades K-3. Oral proficiency in both languages increased for both boys and girls and across groups that had differed in early Spanish…
Descriptors: Bilingual Education Programs, Elementary School Students, English, Females