Parent participation in the development, implementation and evaluation of curriculum for bilingual

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Doctoral Dissertations 1896 - February 2014
1-1-1982
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Héctor Mateo Colón
University of Massachusetts Amherst
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Colón, Héctor Mateo, "Parent participation in the development, implementation and evaluation of
curriculum for bilingual education programs : a methodology for principals and teachers." (1982). Doctoral
Dissertations 1896 - February 2014. 3796.
https://scholarworks.umass.edu/dissertations_1/3796
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PARENT PARTICIPATION IN THE DEVELOPMENT, IMPLEMENTATION
AND EVALUATION OF CURRICULUM FOR BILINGUAL
EDUCATION PROGRAMS: A METHODOLOGY
FOR PRINCIPALS AND TEACHERS
A Dissertation Presented
By
HECTOR MATEO COLON
Submitted to the Graduate School of the
University of Massachusetts in partial fulfillment
of the requirements for the degree of
DOCTOR OF EDUCATION
September 1982
Education
Hector Mateo Colon
1982
All Rights Reserved
PARENT PARTICIPATION IN THE DEVELOPMENT, IMPLEMENTATION
AND EVALUATION OF CURRICULUM FOR BILINGUAL
EDUCATION PROGRAMS: A METHODOLOGY
FOR PRINCIPALS AND TEACHERS
A Dissertation Presented
By
HECTOR MATEO COLON
Approved as to style and content by:
file C'i-L /tLi.
Gloria de Guevara, Chairperson
Robert L. Sinclair, Member
iii
A
.
DEDICATOR
I
A mi madre, que se surcio los dedos tejiendonos
futuros de esperanza y que euro dolores de vecinos para
darnos estrellas.
A mi amada Lydia, que leyo primero que nadie mis
quimeras
—
A mis hijas Esthercita, Marisol y Mari-Tere,
— —
y a mis hijos Hector Juan y Hector Xavier que me
dieron el tiempo que a ellos yo debia.
Y a mi familia puertorriquena del lado alia y
del lado aca.
IV
. .
ACKNOWLEDGEMENTS
I would like to express my gratitude to several
persons who have been essential in the accomplishment of
my goals:
To Dr. Gloria de Guevara, whose wise guidance and
support helped me to put my thoughts together and into
perspective
To Dr. Robert L. Sinclair, who encouraged me in
pursuing my objectives.
To Dr. Juan C. Zamora, who as a member of my
committee helped me with the opportune advice.
To Dr. Thomas Hutchinson, who tremendously helped
me with his expert advice in the field of
methodologies
To Jill Konove, who so kindly spent many hours in
sharing my efforts.
To the Holyoke Public School System, specially
Mr. George Counter, Superintendent of Schools;
Mr. Gregory C. Diliberto, Principal of Peck Junior High
School; and Mr. Ismael Samalot, Mr. Felipe Pantoja,
Mr. Gilberto Sotolongo, and Mr. Hector Garcia, teachers
in the secondary schools of Holyoke.
v
.
And, specially, to the parents with children in
the bilingual education program at the Peck Junior High
School, Holyoke, Massachusetts, who so kindly gave their
time and effort to participate in the field testing
process
To all, thanks.
vi
. ,,
ABSTRACT
PARENT PARTICIPATION IN THE DEVELOPMENT, IMPLEMENTATION
AND EVALUATION OF CURRICULUM FOR BILINGUAL
EDUCATION PROGRAMS: A METHODOLOGY
FOR PRINCIPALS AND TEACHERS
September 1982
Hector Mateo Colon, B.A., University of Puerto Rico
M.Ed. University of Massachusetts
Ed D University of Massachusetts
. .
Directed by: Dr. Gloria de Guevara
A fundamental principle underlying the democratic way
of life is the participation of individuals in the collective
decision-making processes. Such involvement by citizens is
expected and sometimes required, and colors every aspect
of our existence as human beings living in society. Educa-
tion can be viewed as a humanizing process in which the
—
learners students, teachers, school staff, parents and
—
others become more conscious of themselves when they
become involved. Therefore, the formation of policies
should be the result of a clearly defined collective
participation of all those affected by such education. The
bilingual program is not exempt from such a participatory
process
v
The major purpose of this study was to develop a
methodology to be used by principals and teachers, and/or
other interested parties for the systematic organization
vii
of parent participation in the development, implementation
and evaluation of curriculum for bilingual education
programs. The use of such a methodology will add a new
perspective to the way parents have been traditionally
involved in the processes mentioned above. Even though it
was field tested in Massachusetts, the methodology can be
used anywhere with adequate adaptations.
The study is comprised of five chapters. Chapter
I
established the need for involving Hispanic parents in
the process of educating their children. Chapter II
undertook a review of the related pedagogical literature.
Chapter III was devoted to the development of a Methodology
for Parent Participation. The steps that comprise Parent
Participation Methodology (PPM) were presented accompanied
by a detailed rationale for most of such steps.
Chapter IV presented seven important issues for the
analysis of the data collected in the field testing. Of
particular importance were the results and the discussion
of the results of the field testing.
Chapter V presented some recommendations based on
the findings of the study. Recommendations to improve
the methodology, the assessment instruments, the
curriculum, the involvement of the parents, and to
conduct further research were suggested.
viii