trong teacher involvement in both program planning and implementation;
(3) Supportive court action which mandated the setting of specific goals, instructional criteria, and teacher qualifications;
(4) Strong involvement by the district staff who understood not only their own roles but the roles of others;
(5) A good staff development program;
(6) Supportive structural changes at both the school and district levels; and
(7) Good communication between the bilingual/ESL department and the teacher's union.
In the discussion, Jones (1991) pointed out that bilingual/ESL programs were most likely viewed as positive because they addressed personnel's beliefs that the system had to be changed before real change could be forthcoming; it was recommended that such programs b
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