Award Date

1-1-1997

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Instructional and Curricular Studies

Number of Pages

193

Abstract

The purpose of this study was to explore the perspectives of Latino families concerning parent involvement roles while their children made the transition from ESL to mainstream classrooms. Three families were interviewed individually at eight week intervals for ten months. Using critical theory as a framework, data sources established three themes of status quo describing parents' knowledge and beliefs during prior experiences, ESL class, and during the year their fourth grade children were mainstreamed. Initially coded by constant comparative methods, a second and critical analysis of data uncovered the fourth theme: barriers encountered by Latino parents during the mainstream year. Further research with language-different populations is recommended to examine language barriers and parents' personal limitations.

Keywords

Analysis; Barriers; Classroom; Critical; ESL; Inhibit; Involvement; Latino; Mainstream; Make; Parent; Students; Transition

Controlled Subject

Education, bilingual; Education, Elementary; Social psychology; Ethnology--Study and teaching

File Format

pdf

File Size

5621.76 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/fza9-8zlx


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