EOG Test Scores and Chinese Language Immersion Programs: An Inference from A Comprehensive Evaluation of a K-5 Chinese Language Immersion Program - Jacobson, Shoufen a.
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Will Chinese language immersion programs improve students' EOG test scores? In this study of K-5 students, overwhelming evidence has demonstrated that the students in this K-5 Chinese Language Immersion Program (CIP) scored significantly higher than the similar students, in non-immersion programs, in the key instructional areas of English reading, math, and science. Furthermore, CIP students clearly demonstrated consistently strong higher academic performance measured by the EOG test scores starting from the 3rd and continuing through the 5th grade. The synergistic component of the CIP is an…mehr

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Produktbeschreibung
Will Chinese language immersion programs improve students' EOG test scores? In this study of K-5 students, overwhelming evidence has demonstrated that the students in this K-5 Chinese Language Immersion Program (CIP) scored significantly higher than the similar students, in non-immersion programs, in the key instructional areas of English reading, math, and science. Furthermore, CIP students clearly demonstrated consistently strong higher academic performance measured by the EOG test scores starting from the 3rd and continuing through the 5th grade. The synergistic component of the CIP is an exciting new concept and this study may be the first one to have comprehensively and statistically evaluated the CIP program in effort to prove or disprove this thesis. Based on the results of this study, the conclusion would be that yes indeed there is a strong correlation. CIP has a strong synergistic impact on other critical instructional areas. Although one study alone certainly does not resolve all questions, it clearly that CIP has much potential from the synergistic learning perspective. This is surely a very exciting development in K-5 education. This book is an exact copy my doctorate dissertation. My next book, which will be coming soon, will be the synthesized version designed to more directly explain how to set up and establish effective CIP programs in a K-5 setting to have maximal impact on both the direct goal of teaching Chinese language, and as well as the secondary and synergistic goal of helping the students who are in the CIP to have positive and synergistic improvement in the other important subject areas. This study demonstrates, although not conclusively, this positive synergistic relationship exists.
Autorenporträt
Shoufen Jacobson, M.S., M.A., ED.D., was born in Shandong, China. She is proficient in both the language and culture of Chinese and English, and has exceptional ability to conceptualize educational innovative projects and bring them to fruition. Her visionary leadership and broad range of skills have led to sustained educational innovations that have impacted hundreds, if not thousands, of learners, creating globally competent students with high levels of achievement in world languages, math, and computer science. As an educator and educational leader, she has created programs which will be carried on into the future by others as she moves on to new creative endeavors. Shoufen initially pursued her education in China, where she received her bachelor's degree in Biology from Shandong Normal University in 1986, and her master's degree in Marine-Biotechnology at the Chinese Academy of Sciences in 1990. To further her education and career, she moved to the United States where she is now a U.S. citizen and received her second master degree in Computer Science at Connecticut State University in 2003, and her Doctorate degree in Education from Gardner-Webb University in 2013. She worked as a computer programmer for Travelers Insurance Company in Connecticut over five years. In 2006, due to her husband's new job assignment, she moved to North Carolina and became a teacher. She has extensive experiences in teaching Chinese language immersion program and designing Chinese immersion curricular materials. She is currently teaching several computer programming courses and AP Computer Sciences courses in public high school setting in the United States. She has over 10 years of experience as a classroom instructor in the public education system in the United States. Having taught grade Kindergarten, 2, 3, and 4th in Chinese language immersion setting, she now teaches 9-12 grade. She also has experience in the North Carolina Virtue Public School System, where she has taught the online AP Computer Science programming course and created two online AP computer Science programming curricular modules, which will be used for the future students in the public education in North Carolina and United States.