Bridging Family-Teacher Relationships in a Predominately Latinx Title I School With a Spanish-English Dual Immersion Strand Program

Author(s):  
Amy E. Kirkley Thomas ◽  
David R. Byrd ◽  
DeeDee Mower

Spanish-English dual immersion (DI) programs can help bridge the academic achievement gap between Spanish-speaking English language learners (ELLs) and native English speakers. However, for DI programs to help ELLs, both teachers and parents/guardians need to be aware of their existence and long-term benefits. This case study examined under-enrollment in a Spanish-English DI strand program at a predominately Latinx neighborhood school with a sizable Spanish-speaking ELL population. The case study school faced challenges of transience, limited human and financial resources, and misinformation. Both parents and teachers reported a lack of information to make educational choices and recommendations. School employees built bridges between the school and parents by standardizing the introduction of DI at kindergarten parent-teacher conferences, improving the DI open house, and engaging the efforts of the school's bilingual secretary. Recommendations are provided for increasing parents' and teachers' access to accurate information regarding DI in accessible formats.

2022 ◽  
pp. 194-218
Author(s):  
Amy E. Kirkley Thomas ◽  
David R. Byrd ◽  
DeeDee Mower

Spanish-English dual immersion (DI) programs can help bridge the academic achievement gap between Spanish-speaking English language learners (ELLs) and native English speakers. However, for DI programs to help ELLs, both teachers and parents/guardians need to be aware of their existence and long-term benefits. This case study examined under-enrollment in a Spanish-English DI strand program at a predominately Latinx neighborhood school with a sizable Spanish-speaking ELL population. The case study school faced challenges of transience, limited human and financial resources, and misinformation. Both parents and teachers reported a lack of information to make educational choices and recommendations. School employees built bridges between the school and parents by standardizing the introduction of DI at kindergarten parent-teacher conferences, improving the DI open house, and engaging the efforts of the school's bilingual secretary. Recommendations are provided for increasing parents' and teachers' access to accurate information regarding DI in accessible formats.


Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.


Author(s):  
Jifeng Chen ◽  
Peilin Song ◽  
Thomas M. Shaw ◽  
Franco Stellari ◽  
Lynne Gignac ◽  
...  

Abstract In this paper, we propose a new methodology and test system to enable the early detection and precise localization of Time-Dependent-Dielectric-Breakdown (TDDB) occurrence in Back-End-of-Line (BEOL) interconnection. The methodology is implemented as a novel Integrated Reliability Test System (IRTS). In particular, through our methodology and test system, we can easily synchronize electrical measurements and emission microscopy images to gather more accurate information and thereby gain insight into the nature of the defects and their relationship to chip manufacturing steps and materials, so that we can ultimately better engineer these steps for higher reliable systems. The details of our IRTS will be presented along with a case study and preliminary analysis results.


2021 ◽  
Author(s):  
Maurice F. Hurley

A major urban development in Cork City entailed dewatering and very deep excavations for new basements. This revealed significant archaeology from the Viking period, which was excavated where necessary. A very successful series of public events followed, with senior politicians visiting. This paper concludes by emphasising the need to provide the public with accurate information.


2013 ◽  
Vol 13 (3) ◽  
pp. 178-202 ◽  
Author(s):  
Clare O'Dwyer

AbstractIn 2008, BIALL held a pre-conference workshop in Dublin entitled “Back to Basics: Cataloguing and Classification”. The workshop raised some interesting questions about the quality of cataloguing training provided by library schools and law libraries. Although cataloguing in British law libraries has been the subject of research, no study has yet explored cataloguing in Irish law libraries. This study by Clare O'Dwyer redresses this lack of information by focusing exclusively on the Irish context. The perceptions and expectations of cataloguers are examined using a multiple case study design combining interviews and questionnaires. The libraries selected for case study are representative of the three main types of law libraries in Ireland: a professional society law library, a government law library and a law firm library. Following analysis and discussion of the research findings, the study concludes with a series of recommendations regarding the curriculum for Continuing Professional Development (CPD) and further training of cataloguers in Irish law libraries.


Author(s):  
Jennifer G. Beasley ◽  
Marcia B. Imbeau

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.


Author(s):  
Jennifer G. Beasley ◽  
Marcia B. Imbeau

This case study highlights the essential components of differentiating instruction to meet the needs of all students, including those most advanced, and English Language Learners by using a variety of technologies. Many teachers in the study had access to technology, but few received limited professional development. Roadblocks that many teachers encountered are identified with possible solutions for addressing those concerns. The recommendations provided for addressing concerns that classroom teachers face are (1) how to differentiate instruction for all learners, (2) how to learn and sustain growth in using the tools of technology in lesson planning and implementation, and (3) how to manage all of the various components so that chaos does not ensue and every students' learning is maximized. A review of all of these issues can be beneficial to other teachers in heterogeneous classrooms who want to use technology as tool for differentiating instruction.


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