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Emergent Bilingual Parent Involvement: A Case Study of Lessons Learned
Emergent Bilingual Parent Involvement: A Case Study of Lessons Learned
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260311091541.5
- ISBN
- 9798270229368
- DDC
- 371.829
- 서명/저자
- Emergent Bilingual Parent Involvement: A Case Study of Lessons Learned / Alejandro Góngora
- 발행사항
- [Sl] : The University of Texas at Austin, 2025
- 형태사항
- 1 electronic resource (187 pages)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-06, Section: A.
- 주기사항
- Advisors: DeMatthews, David Committee members: Cantú, Debra; Cruz, Paul; Reyes, Pedro; San Miguel, Trinidad.
- 학위논문주기
- - Ph.D. : The University of Texas at Austin, 2025.
- 초록/해제
- 요약This study explored the perception of emergent bilingual parent involvement and the lessons that can be shared to improve the engagement of the bilingual community. Since the 1967 Bilingual Education Act, there has been an increase in legislation to address the inequities facing emergent bilinguals. Coupled with an increase in legislation, the United States and Texas have seen increases in emergent bilingual students in their schools. District and campus personnel have an important role in developing a partnership of success. The purpose of this single instrumental case study was to explore the perceptions of campus administrators, teachers, and parents about the practices that increase involvement by parents of emergent bilingual students in a single elementary school in Texas. The research questions were: (1) What practices or conditions increase emergent bilingual student's parent's engagement in their school? (2) What practices or conditions inhibit emergent bilingual student's parent's engagement in their school? I applied a single instrumental case study approach with one Texas school utilizing qualitative data collection processes to address the research questions. The interviews occurred with a cross-section of 15 stakeholders, including administrators, teachers, and parents. Data analysis led to emerging themes (Creswell, 2007). Potential findings could help district and campus leaders improve emergent bilingual parent involvement. Texas' strong and growing emergent bilingual student population requires educational leaders to ensure that their district's policies positively impact emergent bilingual academic achievement. This offered the perceptions of key stakeholders regarding district and campus leadership roles that emerged in six main themes: Theme 1: Leading Through Relationships and Outreach, Theme 2: Language and Culture as an Asset, Theme 3: Grow Your Own Parent Leaders, Theme 4: Overcoming Linguistic, Cultural, and Social Hurdles, Theme 5: Developing Parental Leadership and Advocacy Capacity, and Theme 6: Addressing Structural Challenges in Rural Communities. If district leaders, campus leaders, teachers, and parents continue to expand the work they are currently doing, schools can continue to demonstrate high achievement outcomes for all students, especially emergent bilingual students.
- 언어주기
- English
- 일반주제명
- Bilingual education
- 일반주제명
- Education policy
- 기타저자
- The University of Texas at Austin Educational Leadership and Policy
- 기본자료저록
- Dissertations Abstracts International. 87-06A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520260311091541.5
■006m o d
■007cr|nu||||||||
■020 ▼a9798270229368
■040 ▼aMiAaPQD▼beng▼cMiAaPQD▼erda
■082 ▼a371.829
■1001 ▼aGóngora, Alejandro▼eauthor.
■24510▼aEmergent Bilingual Parent Involvement: A Case Study of Lessons Learned ▼cAlejandro Góngora
■260 ▼a[Sl]▼bThe University of Texas at Austin▼c2025
■264 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a1 electronic resource (187 pages)
■336 ▼atext▼btxt▼2rdacontent
■337 ▼acomputer▼bc▼2rdamedia
■338 ▼aonline resource▼bcr▼2rdacarrier
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-06, Section: A.
■500 ▼aAdvisors: DeMatthews, David Committee members: Cantú, Debra; Cruz, Paul; Reyes, Pedro; San Miguel, Trinidad.
■5021 ▼bPh.D.▼cThe University of Texas at Austin▼d2025.
■520 ▼aThis study explored the perception of emergent bilingual parent involvement and the lessons that can be shared to improve the engagement of the bilingual community. Since the 1967 Bilingual Education Act, there has been an increase in legislation to address the inequities facing emergent bilinguals. Coupled with an increase in legislation, the United States and Texas have seen increases in emergent bilingual students in their schools. District and campus personnel have an important role in developing a partnership of success. The purpose of this single instrumental case study was to explore the perceptions of campus administrators, teachers, and parents about the practices that increase involvement by parents of emergent bilingual students in a single elementary school in Texas. The research questions were: (1) What practices or conditions increase emergent bilingual student's parent's engagement in their school? (2) What practices or conditions inhibit emergent bilingual student's parent's engagement in their school? I applied a single instrumental case study approach with one Texas school utilizing qualitative data collection processes to address the research questions. The interviews occurred with a cross-section of 15 stakeholders, including administrators, teachers, and parents. Data analysis led to emerging themes (Creswell, 2007). Potential findings could help district and campus leaders improve emergent bilingual parent involvement. Texas' strong and growing emergent bilingual student population requires educational leaders to ensure that their district's policies positively impact emergent bilingual academic achievement. This offered the perceptions of key stakeholders regarding district and campus leadership roles that emerged in six main themes: Theme 1: Leading Through Relationships and Outreach, Theme 2: Language and Culture as an Asset, Theme 3: Grow Your Own Parent Leaders, Theme 4: Overcoming Linguistic, Cultural, and Social Hurdles, Theme 5: Developing Parental Leadership and Advocacy Capacity, and Theme 6: Addressing Structural Challenges in Rural Communities. If district leaders, campus leaders, teachers, and parents continue to expand the work they are currently doing, schools can continue to demonstrate high achievement outcomes for all students, especially emergent bilingual students.
■546 ▼aEnglish
■590 ▼aSchool code: 0227
■650 4▼aBilingual education
■650 4▼aIndividual & family studies
■650 4▼aEducation policy
■653 ▼aBilingual parents
■653 ▼aParent involvement
■653 ▼aEmergent bilinguals
■7102 ▼aThe University of Texas at Austin▼bEducational Leadership and Policy.▼edegree granting institution.
■7201 ▼aDeMatthews, David▼edegree supervisor.
■7730 ▼tDissertations Abstracts International▼g87-06A.
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17361124▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
