Progress in Education. Volume 32

$192.00

Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU000000

This series presents substantial results from around the globe in selected areas of educational research. The field of education is consistently on the top of priority lists of every country in the world, yet few educators are aware of the progress elsewhere. Many techniques, programs and methods are directly applicable across borders. Topics discussed herein include reading and math achievement differences as a function of early-exit and late-exit bilingual programs; school discipline and grade six Hispanic and white student academic performance; differences in first semester GPAs by ethnicity and gender within ethnicity as a function of dual credit enrollment; Texas charter middle schools; gender differences in taking advanced coursework in Texas; motivating Flemish senior teachers to work past the age of 60; international comparisons of student achievement; additive bilingualism of immigrant children. (Imprint: Nova)

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Table of Contents

Preface

Chapter 1 – Reading and Math Achievement Differences As a Function of Early-Exit and Late-Exit Bilingual Programs: A Multiyear, Statewide Investigation (pp. 1-20)
Rosa Maria Martinez, John R. Slate and Cynthia Martinez-Garcia (Huntsville Independent School District, and others)

Chapter 2 – School Discipline and Grade 6 Hispanic and White Student Academic Performance: A Statewide Investigation (pp. 21-38)
Megan C. Jones, John R. Slate and Cynthia Martinez-Garcia (Bryan Independent School District, Sam Houston State University)

Chapter 3 – Differences in First Semester GPAs by Ethnicity and Gender within Ethnicity As a Function of Dual Credit Enrollment (pp. 39-54)
Robert D. Young Jr., John R. Slate, George W. Moore and Wally Barnes (Sam Houston State University)

Chapter 4 – Texas Charter Middle Schools: Teacher and Student Ethnicity Over an 11-Year Period (pp. 55-68)
Jamie Bone, John R. Slate and Cynthia Martinez-Garcia (Conroe Independent School District, Sam Houston State University)

Chapter 5 – Gender Differences in Taking Advanced Coursework in Texas (pp. 69-76)
Susan R. Hoisington and John R. Slate (Sam Houston State University)

Chapter 6 – Working Longer under Which Conditions? Motivating Flemish Senior Teachers to Work Past the Age of 60 (pp. 77-92)
Filip Van Droogenbroeck and Bram Spruyt (Research group TOR, Sociology Department, Vrije Universiteit Brussel, Belgium)

Chapter 7 – International Comparisons of Student Achievement (pp. 93-108)
Ming Ming Chiu and Bonnie Wing-Yin Chow (Purdue University, City University of Hong Kong)

Chapter 8 – Additive Bilingualism of Immigrant Children: Introducing a Multisensory Project in Kindergarten (pp. 109-130)
Eleni Griva and Dora Chostelidou (Assistant Professor, University of Western Macedonia, Greece, and others)

Index

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