Results of a National Survey of Graduates of Bilingual Education Programs

Johnson, Donna M.

doi:10.2307/3586772

Cited by 4 publications

(1 citation statement)

References 4 publications

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“…Similar to the survey undertaken by Day (1984), this survey had a return rate of 46% (excluding the 36 questionnaires returned as undeliverable). Since the response rate did not reach the recommended rate of 60% (Fowler, 1983;McMillan & Shumacher, 1984) and since nonresponse can be a major source of error in survey research (Johnson, 1985), it must be emphasized that the results reported in this article do not apply to the entire TESL professional population. Moreover, since the survey was aimed at professionals in our field, the results primarily represent the views of researchers rather than those of ESL teachers.…”

Section: Methodsmentioning

confidence: 99%

Forming a Discipline: Applied Linguists' Literacy in Research Methodology and Statistics

Lazaraton¹,

Riggenbach²,

Ediger³

1987

TESOL Quarterly

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This article reports the results of a survey of 121 professionals in applied linguistics about their knowledge of and attitudes toward statistics and empirical research. Respondents were asked to rate their knowledge of statistical concepts and procedures, to react to statements about the role of statistics and the importance of quantitative methods, and to respond to research situations where statistics are often used. The survey results indicate a range of knowledge of the concepts and procedures associated with empirical research. Respondents also showed differing attitudes about the usefulness of statistics and techniques in research methodology and the need to be informed about such procedures. The results of this study are useful as a “gauge” of literacy in research methodology and statistics in our field and as evidence that a need for such literacy exists.

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Section: Methodsmentioning

confidence: 99%

Forming a Discipline: Applied Linguists' Literacy in Research Methodology and Statistics

Lazaraton¹,

Riggenbach²,

Ediger³

1987

TESOL Quarterly

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Language Policy and Planning for Multilingual Educator Preparation

Moore

2023

Language Policy

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Management and Organizational Structure in University Bilingual Education Programs: A National Survey of Title VII

Johnson

Binkley

1987

NABE Journal

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This article describes characteristics of the management and organizational structure of bilingual education (BE) academic degree (doctoral, master, and bachelor) programs in colleges and universities. The data on program management were gathered as part of a largescale study of the preparation of bilingual education personnel sponsored by the U.S. Department of Education under the Title VII (Elementary and Secondary Education Act), Part C Research Agenda. The sample consisted of 95 programs in 56 colleges and universities that were selected to be representative of the national population of institutions with bilingual education programs. The majority of the programs were funded by Title VII. Data were collected primarily through semi-structured interviews conducted on site with adminis trators, faculty, and students. Descriptive data regarding structural organization include: the location of programs, departments used for required courses, and relationships among departments. The role of director and faculty in program operations was examined. Funding issues examined include the allocation of funds and the relationship between funding and student enrollment. Finally, an analysis was performed of the potential for institutionalization of each program. The study results provide national baseline data on management AbstractThis article describes characteristics of the management and organizational structure of bilingual education (BE) academic degree (doctoral, master, and bachelor) programs in colleges and universities. The data on program management were gathered as part of a largescale study of the preparation of bilingual education personnel sponsored by the U.S. Department of Education under the Title VII (Elementary and Secondary Education Act), Part C Research Agenda. The sample consisted of 95 programs in 56 colleges and universities that were selected to be representative of the national population of institutions with bilingual education programs. The majority of the programs were funded by Title VII. Data were collected primarily through semi-structured interviews conducted on site with administrators, faculty, and students. Descriptive data regarding structural organization include: the location of programs, departments used for required courses, and relationships among departments. The role of director and faculty in program operations was examined. Funding issues examined include the allocation of funds and the relationship between funding and student enrollment. Finally, an analysis was performed of the potential for institutionalization of each program. The study results provide national baseline data on management I

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Results of a National Survey of Graduates of Bilingual Education Programs

Cited by 4 publications

References 4 publications

Forming a Discipline: Applied Linguists' Literacy in Research Methodology and Statistics

Forming a Discipline: Applied Linguists' Literacy in Research Methodology and Statistics

Language Policy and Planning for Multilingual Educator Preparation

Management and Organizational Structure in University Bilingual Education Programs: A National Survey of Title VII

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