Indigenous Language Immersion and Native American Student Outcomes: Quantitative Findings From Three Case Studies
Indigenous Language Immersion and Native American Student Outcomes: Quantitative Findings From Three Case Studies
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152016
- ISBN
- 9798382837598
- DDC
- 379.1
- 서명/저자
- Indigenous Language Immersion and Native American Student Outcomes: Quantitative Findings From Three Case Studies
- 발행사항
- [Sl] : University of California, Los Angeles, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 164 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- 주기사항
- Advisor: Seltzer, Michael H.
- 학위논문주기
- Thesis (Ph.D.)--University of California, Los Angeles, 2024.
- 초록/해제
- 요약Indigenous-language immersion (ILI) is a form of schooling where all, or nearly all, classroom instruction in every subject area is conducted in an Indigenous language. This dissertation comprises three case study comparisons of neighboring pairs of ILI and English-medium school programs. The first case study examines two elementary schools in the same community. The second case study consists of two independent colocated schools serving elementary and intermediate grades. The third case study compares the ILI and English-medium programs at an intermediate school serving 6th-8th grades. Various academic achievement measures, including English language arts and math standardized assessment scores, are examined to quantify the contrasting associations between ILI versus English-medium instruction and student outcomes, after accounting for observed student background characteristics. On mainstream English-language measures of academic achievement, we find that with few exceptions, ILI students at the case study sites generally scored as high as, or higher than, their Indigenous peers who experienced English-medium instruction. At the same time, when assessed on their Indigenous language proficiency, the ILI students demonstrated consistent maintenance and growth across various Indigenous-language proficiency domains.
- 일반주제명
- Educational evaluation
- 일반주제명
- Education policy
- 일반주제명
- Native studies
- 일반주제명
- Language
- 일반주제명
- Native American studies
- 키워드
- Causal inference
- 기타저자
- University of California, Los Angeles Education 0249
- 기본자료저록
- Dissertations Abstracts International. 85-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382837598
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379.1
■1001 ▼aJacobson, Thomas Abram.
■24510▼aIndigenous Language Immersion and Native American Student Outcomes: Quantitative Findings From Three Case Studies
■260 ▼a[Sl]▼bUniversity of California, Los Angeles▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a164 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: Seltzer, Michael H.
■5021 ▼aThesis (Ph.D.)--University of California, Los Angeles, 2024.
■520 ▼aIndigenous-language immersion (ILI) is a form of schooling where all, or nearly all, classroom instruction in every subject area is conducted in an Indigenous language. This dissertation comprises three case study comparisons of neighboring pairs of ILI and English-medium school programs. The first case study examines two elementary schools in the same community. The second case study consists of two independent colocated schools serving elementary and intermediate grades. The third case study compares the ILI and English-medium programs at an intermediate school serving 6th-8th grades. Various academic achievement measures, including English language arts and math standardized assessment scores, are examined to quantify the contrasting associations between ILI versus English-medium instruction and student outcomes, after accounting for observed student background characteristics. On mainstream English-language measures of academic achievement, we find that with few exceptions, ILI students at the case study sites generally scored as high as, or higher than, their Indigenous peers who experienced English-medium instruction. At the same time, when assessed on their Indigenous language proficiency, the ILI students demonstrated consistent maintenance and growth across various Indigenous-language proficiency domains.
■590 ▼aSchool code: 0031.
■650 4▼aEducational evaluation
■650 4▼aEducation policy
■650 4▼aNative studies
■650 4▼aLanguage
■650 4▼aNative American studies
■653 ▼aAcademic achievement outcomes
■653 ▼aCausal inference
■653 ▼aIndigenous-language immersion schooling
■653 ▼aLanguage learning
■653 ▼aLongitudinal analysis
■690 ▼a0741
■690 ▼a0443
■690 ▼a0458
■690 ▼a0740
■690 ▼a0679
■71020▼aUniversity of California, Los Angeles▼bEducation 0249.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0031
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162475▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
