This qualitative comparative case study explored the perceived levels of cultural proficiency of 3rd and 6th grade teachers and parents within dual language immersion schools compared to schools that have traditional monolingual settings to discern whether differences exist in these settings. Lindsey and Lindsey's (2016) Conceptual Framework for…

Previous research on participation in mathematics classrooms has focused on adults' perspectives, which overemphasize the role of talk. Drawing on sociocultural theory, I define participation as a complex and situated phenomenon. I describe a participatory research collaboration where a Spanish immersion third-grade teacher, and I brought the…

Participation in mathematics classrooms has received considerable attention in previous research. Scholars have emphasized researchers' and teachers' perspectives on what it means to participate. I draw on sociocultural theories of learning to explore both students' and a teacher's perspectives on participation. I describe a participatory research…

Unlike previous research on participation in mathematics classrooms that focuses on the teacher's role eliciting student talk, the purpose of this dissertation is to study the interactive process through which a teacher connected her reflection and practice, fostering transformations in the culture of participation in a third-grade Spanish…

This article reports a study on the China-Canada-United States English Immersion (CCUEI) Moral Education and Social Studies (MESS) curriculum materials for elementary classes (Grades 3-6) with the aim of learning how the curriculum addressed the dual goals of MESS content and English language learning. An analysis comparing the CCUEI third grade…

This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies--Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the…

The annual evaluation of an English-German bilingual education program in the Edmonton Public Schools, extending from kindergarten through grade 4 at the time of evaluation, is presented. The current evaluation focuses on grade 2 and 3 achievement in English language arts and mathematics, self-esteem, cognitive development, German language skills,…

A 3-year, three-part study investigated the learning strategies (LS) of children in grades 1-4 learning a foreign language (French, Spanish, Japanese) in an immersion setting and assisted immersion teachers in using LS for instruction. A sample of 72 high-rated and low-rated students were followed for 2 to 3 years. Professional development…