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The effective practices of culturall...

Brown, Deidra Annette.

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The effective practices of culturally responsive English as a Second Language teachers in the high school setting: A case study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The effective practices of culturally responsive English as a Second Language teachers in the high school setting: A case study./
Author:	Brown, Deidra Annette.
Description:	275 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
Contained By:	Dissertation Abstracts International74-05A(E).
Subject:	Education, Leadership. -
Online resource:	http://www2.lib.ndhu.edu.tw/pdf_buy/3549495.pdf限東華大學校園網域內使用
ISBN:	9781267859129

The effective practices of culturally responsive English as a Second Language teachers in the high school setting: A case study.
Brown, Deidra Annette.

The effective practices of culturally responsive English as a Second Language teachers in the high school setting: A case study. - 275 p.

Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.

Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2012.

Little attention has been given to the voices of English as a Second Language (ESL) teachers at the secondary level in sharing effective strategies that are responsive in meeting the needs of culturally and/or linguistically diverse students; the purpose of this study is to reveal those practices. For many culturally and/or linguistically diverse learners, American public schools have not provided them with a high-quality, equitable education that will prepare them to compete in a global society. An urgent need in research is to identify effective instructional practices that can be used by all educators to address the academic and social challenges that culturally and/or linguistically diverse students encounter both inside and outside of the school community. The purpose of this study is to discover how the practices of ESL teachers have a positive impact on the academic and social development of diverse learners.

ISBN: 9781267859129Subjects--Topical Terms:

1035576
Education, Leadership.

The effective practices of culturally responsive English as a Second Language teachers in the high school setting: A case study.
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245 1 4 $a The effective practices of culturally responsive English as a Second Language teachers in the high school setting: A case study.
300 $a 275 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-05(E), Section: A.
500 $a Adviser: Camille M. Wilson.
502 $a Thesis (Ed.D.)--The University of North Carolina at Greensboro, 2012.
520 # $a Little attention has been given to the voices of English as a Second Language (ESL) teachers at the secondary level in sharing effective strategies that are responsive in meeting the needs of culturally and/or linguistically diverse students; the purpose of this study is to reveal those practices. For many culturally and/or linguistically diverse learners, American public schools have not provided them with a high-quality, equitable education that will prepare them to compete in a global society. An urgent need in research is to identify effective instructional practices that can be used by all educators to address the academic and social challenges that culturally and/or linguistically diverse students encounter both inside and outside of the school community. The purpose of this study is to discover how the practices of ESL teachers have a positive impact on the academic and social development of diverse learners.
520 # $a This qualitative study involving two ESL teachers at the high school level will explore their effective practices and how those practices address the academic and social needs of culturally and/or linguistically diverse students. The findings of this study shed light on how the effective practices of culturally responsive ESL teachers lead to instruction that can result in academic achievement for all learners in any classroom setting. This research has the potential to lend valuable insight into policies and procedures educational leaders develop to create culturally competent learning environments in which all students, particularly culturally and/or linguistically diverse learners, can flourish.
590 $a School code: 0154.
650 # 4 $a Education, Leadership. $3 1035576
650 # 4 $a Education, English as a Second Language. $3 1030294
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710 2 # $a The University of North Carolina at Greensboro. $b School of Education: Educational Leadership and Cultural Foundations. $3 1058975
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856 $u http://www2.lib.ndhu.edu.tw/pdf_buy/3549495.pdf $z 限東華大學校園網域內使用