Doctor of Education (EdD)
Instructional and Curricular Studies
Number of Pages
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.
Analysis; Barriers; Classroom; Critical; ESL; Inhibit; Involvement; Latino; Mainstream; Make; Parent; Students; Transition
Education, bilingual; Education, Elementary; Social psychology; Ethnology--Study and teaching
University of Nevada, Las Vegas
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Skroback-Heisler, Linda R, "A critical analysis of barriers that inhibit Latino parent involvement as students make the transition from Esl to mainstream classrooms" (1997). UNLV Retrospective Theses & Dissertations. 3035.
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