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- Creator:
- Megenney, George L.
- Description:
- Due to a steady growth of a non-English speaking, Latinx population within the United States, federal policies (Elementary and Secondary Education Act in 1965 and reauthorization of the No Child Left Behind Act of 2001, Every Student Succeeds Act in 2015) have mandated that schools provide non-English speaking parents with translation services. Effective communication with Spanish-speaking parents is crucial to guarantee the success of formal educational practices. If schools do not adequately establish trustworthy communication with their stakeholders, meaningful parental involvement is impossible. Translation, previously ignored as a substantive issue, now constitutes a crucial school practice to examine. This constructivist, pragmatic case study explores the processes of English-to-Spanish translation utilized by a small, rural school district in the Central Valley of California. Document analysis, focus groups, and interviews yielded data that resulted in four themes that explain the socio-cultural construction of translation practices within the school setting: (1) the challenges of translation in the school settings, (2) the complexity of the process of translation, (3) bilingualism as a professional expertise, and (4) the legitimization of bilingualism in the school culture.
- Resource Type:
- Dissertation
- Campus Tesim:
- Stanislaus
- Department:
- Doctor of Education in Educational Leadership
- Creator:
- Megenney, George L.
- Description:
- The issue of increased student tardiness within U.S. schools and the resulting allocation of time and resources required to mitigate its unwanted effects has been an ongoing problem during the past two decades. Students who consistently miss the beginning of instruction are more likely to suffer from lower grades and deal with disciplinary consequences of their tardy behavior that later require additional school time and monetary cost. The introduction of restorative justice concepts within some schools’ disciplinary policies came about after the ineffective and damaging use of zero tolerance policies drew criticism. Restorative justice, though originating from the criminal justice system, was adapted in education to address problem behaviors among students. Educators who have embraced restorative justice concepts expect students who have transgressed school policies to engage in dialog about their behavior. A paired sample t-test was used to determine the effects of a high school’s revised tardy policy among a group of 163 students during the course of one academic year. This researcher input the number of individual tardies for students selected for this study for each of two academic school years into the Statistical Package for the Social Sciences (SPSS) and set the alpha level at .05. The results of the statistical analysis showed no significant change in the tardy rate among the group when comparing the academic school year prior to the subsequent year when the policy was implemented. The findings of this study suggest that the changes made to the school-wide tardy policy did not significantly reduce tardiness among students.
- Resource Type:
- Thesis
- Campus Tesim:
- Stanislaus
- Department:
- Advanced Studies in Education