Show simple item record

dc.contributor.authorThorne, Christinaen_US
dc.date.accessioned2018-12-04T14:44:30Z
dc.date.issued2001
dc.date.submitted2001
dc.identifier.otherb23995774
dc.identifier.urihttps://hdl.handle.net/2144/32843
dc.descriptionThesis (Ed.D.)--Boston Universityen_US
dc.descriptionPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.en_US
dc.description.abstractIn a review of the literature, no studies were found on the achievement of school-age English-Speaking Caribbean students. This study was initiated to remedy this lack by examining the characteristics of twenty-one 12-18 year old high achieving and low achieving English-speaking Caribbean students and the influence of twenty-one parents' and seventeen teachers' attitudes on the students. Support was found for Bandura's theory that role models influence people's self-efficacy which in turn influences their choice, effort and persistence. The study further supports the resiliency theory which suggests that people can be successful, despite environmental challenges. This study also found that the unidentified bilingual status of English-speaking Caribbean 12-18 year old students and their new environment with unfamiliar teaching styles, regulations and procedures were additional challenges not commonly identified in the literature. In order to support self-efficacy and promote resiliency, 1) better assessment of English-speaking Caribbean students' ability to use Standard English and 2) greater planning and collaboration among parents, teachers and students are recommended. The following are questions to be addressed in future research: 1) What are the similarities and differences among students, parents and teachers regarding expectations of ESC students' school performance? 2) What are ESC students' reading and writing proficiency levels in Standard English? 3) How can schools support self-efficacy and resiliency characteristics in all students?en_US
dc.language.isoen_US
dc.publisherBoston Universityen_US
dc.subjectBilingualismen_US
dc.subjectHigh school studentsen_US
dc.subjectMiddle school studentsen_US
dc.subjectEnglishen_US
dc.subjectCaribbeanen_US
dc.titleCharacteristics of English-speaking Caribbean middle and high school studentsen_US
dc.typeThesis/Dissertationen_US
dc.description.embargo2031-01-01
etd.degree.nameDoctor of Educationen_US
etd.degree.leveldoctoralen_US
etd.degree.disciplineEducationen_US
etd.degree.grantorBoston Universityen_US
dc.identifier.barcode11719022830352
dc.identifier.mmsid99177617850001161


This item appears in the following Collection(s)

Show simple item record