Peer reviewedERIC Number: EJ623775
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-1523-5882
EISSN: N/A
How Proposition 227 Influences the Language Dynamics of a First- and Second-Grade Mathematics Lesson.
Paredes, Sara Micaela
Bilingual Research Journal, v24 n1-2 p179-99 Win-Spr 2000
Interviews and observations of a first-grade mathematics class to determine the influence of Proposition 227 on limited-English-speaking students found that many initial fears about Proposition 227 were unfounded; student ability to cope was underestimated; teacher knowledge of Spanish and Latino culture was critical; and students' limited English proficiency impeded comprehension of mathematical concepts. (Contains 37 references.) (TD)
Descriptors: Bilingual Teachers, Educational Change, Elementary Education, Grade 1, Language of Instruction, Limited English Speaking, Mathematics Instruction, Professional Autonomy, Qualitative Research, Student Reaction, Teacher Attitudes, Teacher Response, Teacher Student Relationship, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Laws, Policies, & Programs: Proposition 227 (California 1998)
Grant or Contract Numbers: N/A
