Dissertation/Thesis Abstract

Profiles of high-performing Chinese language immersion students in middle school
by Bodey, Jason, Ed.D., Saint Mary's University of Minnesota, 2016, 294; 10117705
Abstract (Summary)

In this multiple case study design, high-performing Chinese language immersion students were investigated to better understand their profiles. This study focused on their attitudes, motivations, support systems, strategies for learning, and their social environment and how it related to them. I investigated three cases of high-performing Chinese language immersion students in a suburban school district in the Midwestern United States participating in a one-way Chinese (Mandarin) language immersion program. I utilized document analysis, solicited diaries, semi-structured participant interviews, parent interviews, Chinese immersion teacher pre-interview questionnaires, and Chinese immersion teacher interviews as data collection instruments. After analyzing the data, I wrote a case report for each of these cases and completed a cross-case synthesis to identify what was universal, variant, and divergent amongst the profiles of these high-performing individuals.

Indexing (document details)
Advisor: Cisewski, Shannon
Commitee: Eubank, Roxanne, Germundsen, Richard, Kotz, Paul E.
School: Saint Mary's University of Minnesota
Department: Leadership
School Location: United States -- Minnesota
Source: DAI-A 77/11(E), Dissertation Abstracts International
Subjects: Bilingual education, Foreign language education, Middle School education
Keywords: Chinese immersion, High-performing, Language immersion
Publication Number: 10117705
ISBN: 978-1-339-79079-4
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