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READING AND MATHEMATICS ACHIEVEMENT ...

GEE, PATRICIA LEE.

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READING AND MATHEMATICS ACHIEVEMENT OF EIGHTH-GRADE CHINESE-AMERICAN STUDENTS ENROLLED IN BILINGUAL OR MONOLINGUAL PROGRAMS.

Record Type:	Electronic resources : Monograph/item
Title/Author:	READING AND MATHEMATICS ACHIEVEMENT OF EIGHTH-GRADE CHINESE-AMERICAN STUDENTS ENROLLED IN BILINGUAL OR MONOLINGUAL PROGRAMS./
Author:	GEE, PATRICIA LEE.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1982,
Description:	104 p.
Notes:	Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1814.
Contained By:	Dissertation Abstracts International43-06A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8215492

READING AND MATHEMATICS ACHIEVEMENT OF EIGHTH-GRADE CHINESE-AMERICAN STUDENTS ENROLLED IN BILINGUAL OR MONOLINGUAL PROGRAMS.
GEE, PATRICIA LEE.

READING AND MATHEMATICS ACHIEVEMENT OF EIGHTH-GRADE CHINESE-AMERICAN STUDENTS ENROLLED IN BILINGUAL OR MONOLINGUAL PROGRAMS. - Ann Arbor : ProQuest Dissertations & Theses, 1982 - 104 p.

Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1814.

Thesis (Educat.D.)--University of San Francisco, 1982.

The study focused on a comparison of San Francisco Unified School District Chinese-American students in bilingual and monolingual programs to determine whether the instruction offered by these programs is equally beneficial in terms of these students' general academic achievement.Subjects--Topical Terms:

684418
Curriculum development.

READING AND MATHEMATICS ACHIEVEMENT OF EIGHTH-GRADE CHINESE-AMERICAN STUDENTS ENROLLED IN BILINGUAL OR MONOLINGUAL PROGRAMS.
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035 $a (MiAaPQ)AAI8215492
035 $a AAI8215492
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100 1 $a GEE, PATRICIA LEE. $3 3427475
245 1 0 $a READING AND MATHEMATICS ACHIEVEMENT OF EIGHTH-GRADE CHINESE-AMERICAN STUDENTS ENROLLED IN BILINGUAL OR MONOLINGUAL PROGRAMS.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1982
300 $a 104 p.
500 $a Source: Dissertation Abstracts International, Volume: 43-06, Section: A, page: 1814.
502 $a Thesis (Educat.D.)--University of San Francisco, 1982.
520 $a The study focused on a comparison of San Francisco Unified School District Chinese-American students in bilingual and monolingual programs to determine whether the instruction offered by these programs is equally beneficial in terms of these students' general academic achievement.
520 $a The research questions addressed included: (1) Do Chinese-American students in monolingual programs show significantly different gains in achievement relative to these students in bilingual programs? (2) Are Chinese-American students' differences in gains (favoring bilingual or monolingual programs) similar for groups of students who differ in their length of stay in the United States (born in the United States, in the United States more than five years, and in the United States less than five years)?
520 $a To answer these questions, reading and mathematics scores from the Comprehensive Test of Basic Skills (CTBS) were taken from school records for seventy-eight eighth-grade Chinese-American students enrolled in bilingual and monolingual programs. The CTBS gains from fall to spring test administrations were compared between groups based on program and length of stay by means of an analysis of variance procedure (with program nested within length-of-stay groups).
520 $a Results showed that monolingually instructed students had larger gains than bilingually schooled students, but the difference was not statistically significant. When program differences were assessed within the length-of-stay groups, monolingual schooling appeared best for Chinese-American students born in the United States or here for more than five years for both reading and mathematics; but bilingual programs appeared better for students in the less-than-five-years group in terms of reading. Although none of the differences between bilingual and monolingual programs was statistically significant, tentative conclusions were drawn based on the apparent differences among length-of-stay groups. Because no significant differences exist in terms of academic gains, Chinese-American students born in the United States or here more than five years can choose their program based on other considerations such as maintenance of their culture and language.
590 $a School code: 6019.
650 4 $a Curriculum development. $3 684418
650 4 $a Bilingual education. $3 2122778
650 4 $a Reading instruction. $3 2122756
650 4 $a Mathematics education. $3 641129
690 $a 0727
690 $a 0282
690 $a 0535
690 $a 0280
710 2 $a University of San Francisco. $3 1017465
773 0 $t Dissertation Abstracts International $g 43-06A.
790 $a 6019
791 $a Educat.D.
792 $a 1982
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8215492