Survey of Georgia's Public School Systems with Self-Contained Language Classrooms

<p>Twenty-two teachers of self-contained language programs throughout the State of Georgia served as respondents for a survey of the operations of their programs in terms of students, teacher training, referral process, assessment process, entrance criteria, curriculum, and exit criteria. Results indicated that although the self-contained language programs are operating without standardized regulations, there is a great deal of similarity in their procedures, particularly in the areas of students, teacher training, referral process, entrance criteria, and exit criteria. The results of this study may be of benefit to state department personnel in developing regulations/procedures for self-contained language programs within the state.</p>

Name thesis:degree_name

Specialist in Education

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Teacher Education

Year

1989

Author dc:creator

• Jones, Brenda J.

Contributors dc:contributor

• Dr. Thomas J. Wentland
• Dr. William Worthley
• Dr. Dorothy Sutherland

• Self-Contained Language Program
• Georgia
• Standardized Regulations
• Teacher Training
• Students
• Educational Assessment, Evaluation, and Research
• Language and Literacy Education
• Special Education and Teaching

Language dc:language

English

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/729

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1705