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dc.contributor.advisorPeter, Lizette
dc.contributor.authorSummers, Lonna S.
dc.date.accessioned2014-05-16T01:20:38Z
dc.date.available2014-05-16T01:20:38Z
dc.date.issued2008
dc.identifier.urihttp://hdl.handle.net/1808/13663
dc.descriptionSubmitted to the graduate degree program in Curriculum and Instruction and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Master of Arts.
dc.description.abstractThis research presents an ethnographic understanding of the personal and professional lives of four emerging bilingual assistants (EBAs) who designed and implemented an additive bilingual program in preschool classrooms. Through a qualitative design that included participant observations, interviews, visual and narrative constructions, and video recording, I explore the EBAs’ professional roles (including duties, challenges, collaboration with teachers, support, relationships and educational goals). I then examine their personal and family challenges, language ideologies, and changing practices and beliefs outside the school domain. These themes are analyzed through a conceptual framework that merges Freire’s concept of empowerment with Bandura’s notion of self-efficacy. My findings suggest that school and home domains intersect, transforming what the EBAs, their families, and friends believe about language, education, and themselves. I conclude that the effects of the EB program extend beyond the classroom and reach the lives of the EBAs, their family, friends, and community.
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectBilingual education
dc.subjectMulticultural education
dc.subjectPreschool education
dc.subjectTeacher education
dc.titleEmpowerment and Self-Efficacy in the Lives of Four Emerging Bilingual Assistants in an Additive Bilingual Program
dc.typeThesis
dc.contributor.cmtememberJorgensen, Karen
dc.contributor.cmtememberNg, Jennifer
kusw.oanotesMay, 2014: This thesis was made available in KU ScholarWorks at the request of the author. -- MAR
kusw.oastatusna
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
kusw.bibid6857314
dc.rights.accessrightsopenAccess


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