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|Title:||Recommended responses to increasing Hispanic student enrollment upon urban American public school education through the year 2010: A Delphi study|
|Author(s):||Hyland, Concetta Raimondi|
|Doctoral Committee Chair(s):||Ward, James G.|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Subject(s):||Education, Bilingual and Multicultural
|Abstract:||The purpose of this study was to discern what changes might be necessary and effective in adapting the public schools of America to the changing student clientele, with its ever greater numbers of Hispanic students. In order to predict and prepare for the necessary adaptations to existing programs, this study undertook, through the use of a Delphi study, to examine the following problem: What do educational experts, including key public school administrators in urban areas with significant Hispanic student enrollment, academicians with expertise in the field of Hispanic education, and national educational leaders believe will be the changes necessary in American public education through the year 2010 as a result of the significant growth of the Hispanic student population?
A panel of experts was identified and the three round iterative Delphi methodology was implemented in the traditional manner. As a result of this study responses were analyzed both in terms of mean response, in order to discern where the areas of highest efficacy were predicted, as well as standard deviation in order to examine recommendations where consensus was high as well as those areas where little consensus occurred.
By way of conclusions from the study there appear to be several points about which there was substantive agreement: (1) Tracking and other grouping practices used in the education of Hispanic students were criticized. (2) Early intervention programs were recommended in the study. (3) Significant changes which included the expansion and integration of bilingual education programs were indicated. (4) Systemic change will be necessary to properly serve Hispanic children. (5) Drop-out prevention programs received emphasis. (6) The role of the teacher was reinforced as one of the critical factors for improving Hispanic education. (7) Study participants felt that there was not sufficient attention paid to cultural differences among students.
|Rights Information:||Copyright 1990 Hyland, Concetta Raimondi|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9026214|