Table of Contents
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
