Research Questions
1- If we create a collaborative supporting network of parents throughout workshops based on partnership models (Epstein, et al. 2009), and in transition models in what ways, if any, will it enhance the performance of the academically at-risk students in a Southern California TWI program in middle School?
2- If we interview scholars in the field of dual language education and implement their recommendations in what ways, if any, would help to ameliorate transition practices for students academically at-risk?
Literature review
A. Several transitions models and programs have been found from Elementary to Middle school for students at-risk.
B. Burchinal et al (2008) added to the risk factors, the protective and mediator factors in transitions. Language skills and parenting appear to be the most powerful ones.
C. Epstein et al (2008) defend a very hands-on approach to school, family and community partnerships. Triangulating support for all students, especially those at-risk, appears to be the strongest option to ensure academic success.
D. It appears to be a gap in the literature. No specific model to transition into TWI has been found yet.
The image to the right depicts the themes in three main categories and subcategories. (An in-depth literature review for this cycle is available in the final paper)
Actions Taken
In cycle two, the following actions were implemented regarding the first research question: established a trimestral meeting with the PAR team, sent letters the students’ home to publicize the parent workshops; create an website to upload the materials of the workshops so any parent can retrieve it; design and implement a survey for parents regarding the workshops; design and implement of two different workshops –Technology and Study Techniques- in Spanish and English; Increased communication with parents through email sign-up and social events (Parents & students breakfast).
For the second research question, the following actions were implemented: Interviews and surveys with scholars in the field of Bilingual education were completed and its ulterior analysis; the addition of a language benchmark at the end of eighth grade and the suggestion of establishing a language benchmark at the end of six grade; added two procedural and social activities to transitions such as parent meetings and PAR team meetings; review student performance data with more focus to low SES and language minorities; created a model to evaluate students transitions in TWI.
Measurement of Actions
The measurement of actions in Cycle Two has been performed similarly as in cycle one, but the use of qualitative software for the interviews has been added. Two types of measurement have been used. The first, regarding meetings and procedures are measured in attendance: if the meeting is celebrated and the procedure is accepted, all are counted as accomplished. In total, the attendance tally to the two parent workshops was close to 20 parents.
The second type of measurement is the qualitative coding of the tools utilized to gather information; two scholar interviews, 7 scholars surveys, ten parents surveys, and number document reviews including academic performance and the reflection notes. The software HyperRESEARCH has been employed to code the transcription of the scholars’ interviews. A qualitative analysis with 8 a priori codes from cycle one has been conducted on the interviews transcriptions. The content of the interviews has been transcribed and metacoded. Code frequency has been analyzed using HyperRESEARCH:
Table 1. HyperRESEARCH code frequency.
From the original eight deducted codes, a total of 7 new inducted codes appeared; two of them have been discarded. Three main themes remained and were organized for analysis in HyperRESEARCH; transitions, students academically at-risk, and TWI programs:
Figure 1. HyperRESEARCH code distribution per categories..
The following bar graph depicts the distribution of the resulting codes in the scholar interview, distributed per frequency in each interview question:
Figure 2. HyperRESEARCH code frecuency per interview question #.
For extended information, please click on the image to the right to display the connection between actions and their measurement.
Outcomes
The outcomes in this cycle were obtained from triangulating different sources of data; workshop documentation, parents’ surveys, scholars’ interviews and surveys and reflections notes.
Regarding question one, the first workshop on educational technology was three times more popular in attendance than the second on study techniques. Plus, the parents from students academically at-risk attended proportionally a 70% less than other parents. From the parent surveys, most of them were highly interested in the workshops and found them useful in helping transitions. However, of all surveyees, only 30% of parents from students academically at-risk attended.
In research question two, the scholar interviews and surveys provided with the most data. The two scholars interviews have produced exciting outcomes: they believe TWI programs are sought as generally beneficial; transitions are key to ensure equity and they require a global approach to be effective; transition practices are both a protective and a risk factor; they agreed in the four at-risk groups, that TWI in middle school are less well defined, and that is difficult to find qualified staff. Regarding the scholar’s surveys, seven of eight have given consent to answer the questions. With an average of 14 years as scholars in the field of Bilingual education, a 83% of the professors surveyed regarded the TWI as protective factor for at-risk students, while 63% rejected the idea of being negative. The scholars also recognized the need to study more the transition practices due to its significant affectation in the student's achievement
Check the outcomes in a visual way in the image to the right.
Key Learnings
The first implication regarding the key learnings is that, although DI programs enjoy good health and have accomplished several objectives, there is the need to continue perfecting TWI programs through educational practice and action research. Informing the third cycle, leadership practices on TWI programs are quintessential to enhance transitions to middle school. Furthermore, Cycle Three actions should deepen in Epstein's et al. (2009) theory of Overlapping spheres of intervention, especially for students academically at-risk. The realization is this cycle is that quality TWI programs need improved transitions to secure equity and social justice.
From interviews and surveys, the ideas of cohesiveness and globalization came forwards: if the approach to transition practices is to be global and cohesive, it should include language, social and organizational aspects. There is no specific model, or framework for transitioning within TWI educational levels. Thus, there is the need to design and test a transition model for TWI programs.
In another front, the research showed that middle school TWI are still developing programs with many practices yet to solidify, which becomes a leadership opportunity. More research is needed to shape and improve TWI program's organization, instructional practices, transitions, and staffing. Regarding our four groups of Academically at-risk students, in TWI classes they are similar to mainstream classes, but TWI specific traits may exacerbate or diminish the at-risk risk factors overall affectation. There is the need to better define academically at-risk students in the research project. Similarly, more research is needed to test a model for TWI transitions to inform leadership and stakeholders on how to increase protective and mediator factors and diminish risk factors. Finally, and regarding TWI teacher profile, Professional Development design for TWI teachers should target language proficiency, content adequacy and as well as best practices for all students altogether.
Cycle Two Story
