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A COMPARATIVE STUDY OF MOTIVATIONAL ORIENTATION OF
ELEMENTARY SCHOOL ENGLISH LEARNERS IN A DUAL LANGUAGE
IMMERSION PROGRAM AND A TRANSITIONAL BILINGUAL EDUCATION
PROGRAM
by
Elizabeth C. Ma
_______________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2010
Copyright 2010 Elizabeth C. Ma
Object Description
| Title | A comparative study of motivational orientation of elementary school English learners in a dual language immersion program and a transitional bilingual education program |
| Author | Ma, Elizabeth C. |
| Author email | elizabcm@usc.edu; ecfma@sbcglobal.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-08-03 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-08-26 |
| Advisor (committee chair) | Rueda, Robert |
| Advisor (committee member) |
Fischer, Linda Garcia, Pedro |
| Abstract | The focus of this research is to compare the motivational orientation of English Learners in a Dual Language Immersion and a Transitional Bilingual Education program. These programs were chosen for several reasons. First, comparative studies on the various variables and constructs relating to English Learners in these two instructional models are not abundant. Second, various studies from Thomas and Collier (2002), Klesmer (1994), Ramirez et al (1991), Cummins (1981) concluded that Dual Language Immersion students had higher academic achievement. Thirdly, the question of whether the additive and subtractive models associate with different motivational outcomes for English Learners has not been adequately addressed.; The result showed significant differences in DL students attributed higher task values to English language arts and reported higher self-efficacy in English grammar than those in the TBE Program. Second, DL teachers considered students’ needs and cultures when lesson planning. Third, DL teachers used grouping much more. Fourth, DL teachers were more willing to allow students to have more autonomy, authority and were more flexible in decision-making and planning and in the use of time as outlined by the TARGET protocol. |
| Keyword | dual language program; dual immersion; transitional bilingual education program; additive model; subtractive model; self-efficacy; task value; interest; motivational orientation |
| Geographic subject (state) | Illinois |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3412 |
| Rights | Ma, Elizabeth C. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Ma-4041 |
| Archival file | uscthesesreloadpub_Volume26/etd-Ma-4041.pdf |
Description
| Title | Page 1 |
| Full text | A COMPARATIVE STUDY OF MOTIVATIONAL ORIENTATION OF ELEMENTARY SCHOOL ENGLISH LEARNERS IN A DUAL LANGUAGE IMMERSION PROGRAM AND A TRANSITIONAL BILINGUAL EDUCATION PROGRAM by Elizabeth C. Ma _______________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2010 Copyright 2010 Elizabeth C. Ma |
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