{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/124276"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/124276","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"An exploratory study of the relationship between multilingual instructional program model and student teacher trust","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","abstract_has_math":false,"creators":["Devlin, Gabrielle Marie"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Educ Policy, Orgzn & Leadrshp","degree_department":null,"school":null,"contributors":["Ward Hood, Denice","McNair Barnett, Bernice","Kang, Hyun-Sook","Mason, Curtis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05","date_published":"2024-05","updated_at":"2026-07-22T22:25:00Z","subjects":["Multilingual","Trust","Belonging","Dual Language Two-way","Transitional Bilingual Education"],"languages":["en","eng"],"rights":["Copyright 2024 Gabrielle Devlin"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/2142/124276","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ward Hood, Denice","McNair Barnett, Bernice","Kang, Hyun-Sook","Mason, Curtis"]},{"key":"dc:creator","label":"Author","values":["Devlin, Gabrielle Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2024-05","2024-04-15"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educ Policy, Orgzn & Leadrshp"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Multilingual","Trust","Belonging","Dual Language Two-way","Transitional Bilingual Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2024 Gabrielle Devlin"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://hdl.handle.net/2142/124276"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Gabrielle Devlin, accepted the attached license on 2024-04-14 at 17:07.","The student, Gabrielle Devlin, submitted this Dissertation for approval on 2024-04-14 at 17:08.","This Dissertation was approved for publication on 2024-04-15 at 16:01.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20397 on 2024-09-16 at 00:34:12","A sense of trust among students and teachers is an indicator of an equitable school environment and impacts student experience, academic outcomes, and other measures of school success. Students from language minority communities are sometimes ignored, separated, or segregated from their peers within their schools, limiting their sense of trust in their teachers. School district’s perspectives regarding language as an asset or problem influence students' success. Historically, measures of school success depended on standardized scores on academic assessments administered only in English. This study went beyond test scores to consider the student experience in an organization. School districts make decisions at the meso level that influence students’ experiences in school. In Illinois, the range of program models that provide language instruction for multilingual students can be additive or subtractive to the students' sense of student-teacher trust, emotional belonging, and school connectedness. This study examined the relationship between the multilingual program model in place and the student’s feelings of trust in their teacher on five statements that conceptualize trust in a survey administered to students in public schools in Illinois. This research was a quantitative nonexperimental correlation study of archival survey data. Results for four of the five research questions regarding the participants' responses were independent of the multilingual program model. However, in an additive multilingual program model, participants agreed to the statement, my teachers treat me with respect, with a response rate that was statistically significant, with a probability value of .037, below .05 threshold for statistical significance. The results indicated there is a relationship between the multilingual program model in place and an affirmative answer to that prompt. The additive models of multilingual instruction are a way schools create affinity spaces designed around shared values, but the impact they have on the sense of student-teacher trust has not been examined. The results of the research questions in this study provide further guidance to schools regarding structural and programmatic choices that support multilingual students, whose sense of student-teacher trust may be different from their peers due to their intersecting social identities and characteristics. Areas of future research include replicating this study over multiple years in different school districts and why the students in the additive model of multilingual programming felt respected."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["An exploratory study of the relationship between multilingual instructional program model and student teacher trust"]}]}],"canonical_facts":{"dc:contributor":["Ward Hood, Denice","McNair Barnett, Bernice","Kang, Hyun-Sook","Mason, Curtis"],"dc:creator":["Devlin, Gabrielle Marie"],"dc:date":["2024-05","2024-04-15"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms","The student, Gabrielle Devlin, accepted the attached license on 2024-04-14 at 17:07.","The student, Gabrielle Devlin, submitted this Dissertation for approval on 2024-04-14 at 17:08.","This Dissertation was approved for publication on 2024-04-15 at 16:01.","DSpace SAF Submission Ingestion Package generated from Vireo submission #20397 on 2024-09-16 at 00:34:12","A sense of trust among students and teachers is an indicator of an equitable school environment and impacts student experience, academic outcomes, and other measures of school success. Students from language minority communities are sometimes ignored, separated, or segregated from their peers within their schools, limiting their sense of trust in their teachers. School district’s perspectives regarding language as an asset or problem influence students' success. Historically, measures of school success depended on standardized scores on academic assessments administered only in English. This study went beyond test scores to consider the student experience in an organization. School districts make decisions at the meso level that influence students’ experiences in school. In Illinois, the range of program models that provide language instruction for multilingual students can be additive or subtractive to the students' sense of student-teacher trust, emotional belonging, and school connectedness. This study examined the relationship between the multilingual program model in place and the student’s feelings of trust in their teacher on five statements that conceptualize trust in a survey administered to students in public schools in Illinois. This research was a quantitative nonexperimental correlation study of archival survey data. Results for four of the five research questions regarding the participants' responses were independent of the multilingual program model. However, in an additive multilingual program model, participants agreed to the statement, my teachers treat me with respect, with a response rate that was statistically significant, with a probability value of .037, below .05 threshold for statistical significance. The results indicated there is a relationship between the multilingual program model in place and an affirmative answer to that prompt. The additive models of multilingual instruction are a way schools create affinity spaces designed around shared values, but the impact they have on the sense of student-teacher trust has not been examined. The results of the research questions in this study provide further guidance to schools regarding structural and programmatic choices that support multilingual students, whose sense of student-teacher trust may be different from their peers due to their intersecting social identities and characteristics. Areas of future research include replicating this study over multiple years in different school districts and why the students in the additive model of multilingual programming felt respected."],"dc:format":["application/pdf"],"dc:identifier":["https://hdl.handle.net/2142/124276"],"dc:language":["en","eng"],"dc:rights":["Copyright 2024 Gabrielle Devlin"],"dc:subject":["Multilingual","Trust","Belonging","Dual Language Two-way","Transitional Bilingual Education"],"dc:title":["An exploratory study of the relationship between multilingual instructional program model and student teacher trust"],"dc:type":["text"],"thesis:degree_discipline":["Educ Policy, Orgzn & Leadrshp"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:25:00Z"}