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English language learners' self-effi...

Louis, Wilhelm H. N.

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English language learners' self-efficacy; family attributes; relationships with peers, teachers, guidance counselors, and principals; and academic achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	English language learners' self-efficacy; family attributes; relationships with peers, teachers, guidance counselors, and principals; and academic achievement./
Author:	Louis, Wilhelm H. N.
Description:	180 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
Subject:	English as a second language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3664367
ISBN:	9781339205083

English language learners' self-efficacy; family attributes; relationships with peers, teachers, guidance counselors, and principals; and academic achievement.
Louis, Wilhelm H. N.

English language learners' self-efficacy; family attributes; relationships with peers, teachers, guidance counselors, and principals; and academic achievement. - 180 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ed.D.)--Dowling College, 2015.

The purpose of this phenomenological study was to investigate the degree to which achievement of high school English Language Learners (ELLs) related to their associations with peers, teachers, guidance counselors, and principals, along with certain family attributes, such as parents' involvement in their children's schooling, parents' educational attainment, and family structure. The importance of self-efficacy was considered, as well. ELLs were studied from two different cultures, Hispanic and Haitian, based on gender and level of achievement as measured by the final grade point average (GPA) for the academic year 2013-2014.

ISBN: 9781339205083Subjects--Topical Terms:

516208
English as a second language.

English language learners' self-efficacy; family attributes; relationships with peers, teachers, guidance counselors, and principals; and academic achievement.
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035 $a (MiAaPQ)AAI3664367
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100 1 $a Louis, Wilhelm H. N. $3 3189303
245 1 0 $a English language learners' self-efficacy; family attributes; relationships with peers, teachers, guidance counselors, and principals; and academic achievement.
300 $a 180 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
500 $a Adviser: Marshal Perry.
502 $a Thesis (Ed.D.)--Dowling College, 2015.
520 $a The purpose of this phenomenological study was to investigate the degree to which achievement of high school English Language Learners (ELLs) related to their associations with peers, teachers, guidance counselors, and principals, along with certain family attributes, such as parents' involvement in their children's schooling, parents' educational attainment, and family structure. The importance of self-efficacy was considered, as well. ELLs were studied from two different cultures, Hispanic and Haitian, based on gender and level of achievement as measured by the final grade point average (GPA) for the academic year 2013-2014.
520 $a The study was conducted in a senior high school located in a suburban area of New York. The combined population of immigrant students was approximately 51 percent of the total student population in 2013-14. The ELLs were from various Spanish-speaking countries, such as El Salvador, Nicaragua, Honduras, Dominican Republic, and Peru, and they were also from the Creole and French speaking Republic of Haiti.
520 $a The findings of this study confirmed that supportive relationships were important for ELLs. Most participants of this study thought highly of their teachers and, although most claimed never to have met their principals, they said the principal acknowledged and respected their cultures and established safe atmospheres in their buildings. However, most of them expressed serious dissatisfaction with their guidance counselors. Family attributes were associated with academic performance. Finally, self-efficacy was the common denominator among all the high achievers in this study and stood out as the key factor associated with academic achievement.
590 $a School code: 1395.
650 4 $a English as a second language. $3 516208
650 4 $a Hispanic American studies. $3 2122745
650 4 $a Multicultural Education. $3 2122919
690 $a 0441
690 $a 0737
690 $a 0455
710 2 $a Dowling College. $3 1020858
773 0 $t Dissertation Abstracts International $g 77-02A(E).
790 $a 1395
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3664367