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- Creator:
- Enriquez, Monica
- Description:
- Extensive research has been conducted on dual immersion programs and their benefits; however, few studies have examined the impact that the dissolution of these specialized programs has on students. The participants of this study were part of a strand model dual immersion program that had been in place at their school site since the beginning of their academic career. Interviews were conducted with the students who were in the program, their parents, and the current teachers. The interviews were audio-recorded, transcribed, and coded for commonalities, and from the commonalities, themes were derived. The students were affected by the dissolution of the program, both socially and academically. Four themes that were derived from the data were: isolation, social uncertainty, academic changes, and accustomed to site. Recommendations were made to help the students deal with their feelings of isolation and social uncertainty such as having them join social groups or afterschool clubs. The students also noticed a change in their academics; they had been accustomed to learning math, science, and social studies in Spanish. From the interviews, the students are currently struggling in math and they feel themselves to be behind their classmates. Recommendations were made for small group instruction, strategic partners, word walls, and frontloading academic vocabulary to help those students who are facing academic challenges. This case study highlights essential data that can be used in future studies for stakeholders who are considering dissolving a specialized program at a school site.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education
- Creator:
- Sanders-Plette, Aimee
- Description:
- Access to technology in the classroom is expanding rapidly across the United States. Most recently, school districts have received extra funding as part of the monies being pushed out to schools to support the Common Core State Standards (CCSS). This study was conducted to show if there was a correlation between student access to technology and performance on the district-wide English Language Arts (ELA) benchmark test. Technology access and ELA benchmark scores of seventh and eighth grade students were compared at two schools in the Grove Union Elementary School District. One school had more computers in the classroom, more access to the computer lab, and mobile iPad carts which are shared in the grade level. This site also had a technology focus with the support of a site instructional coach who is very passionate and knowledgeable about instructional technology. The other school had limited classroom computer, less access to computer labs, and no mobile iPad carts. The initial findings suggested access to technology does affect student performance based on the performance of students enrolled in courses, which offer more access to technology, compared to those who do not. Further study will be needed, however the results suggested that a relationship between student achievement and increased access to technology exists. Additionally the researcher suggests as more and more districts secure funding to implement greater access to technology in the schools, teachers must be supported in building shared knowledge to embrace the power technology has to positively change the education of students’ lives.
- Resource Type:
- Thesis
- Campus Tesim:
- San Marcos
- Department:
- Education