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Lack of Culturally Relevant Teaching in International Bilingual Schools: A Gap Analysis = = FALTA DE ENSENANZA CULTURALMENTE RELEVANTE EN LAS ESCUELAS BILINGUES INTERNACIONALES: UN ANALISIS DE BRECHA.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Lack of Culturally Relevant Teaching in International Bilingual Schools: A Gap Analysis =/
Reminder of title:	FALTA DE ENSENANZA CULTURALMENTE RELEVANTE EN LAS ESCUELAS BILINGUES INTERNACIONALES: UN ANALISIS DE BRECHA.
Author:	Gray, Caroline.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	211 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
Contained By:	Dissertations Abstracts International82-03A.
Subject:	Bilingual education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28086653
ISBN:	9798664734768

Lack of Culturally Relevant Teaching in International Bilingual Schools: A Gap Analysis = = FALTA DE ENSENANZA CULTURALMENTE RELEVANTE EN LAS ESCUELAS BILINGUES INTERNACIONALES: UN ANALISIS DE BRECHA.
Gray, Caroline.

Lack of Culturally Relevant Teaching in International Bilingual Schools: A Gap Analysis =FALTA DE ENSENANZA CULTURALMENTE RELEVANTE EN LAS ESCUELAS BILINGUES INTERNACIONALES: UN ANALISIS DE BRECHA. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 211 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: A.

Thesis (Ed.D.)--University of Southern California, 2020.

This item must not be sold to any third party vendors.

The purpose of this project is to examine the influences that impact the achievement of Sunny Village Academy, in El Progreso, Honduras, meeting its organizational goal of all third through ninth grade students reading on or near grade-level in English. English Language Learners (ELLs) have historically underachieved in reading fluency in comparison with their English-fluent peers. Administrators and teachers may have a positive impact on ELLs with an appropriate adoption of culturally relevant pedagogy in their schools. Using Clark and Estes' (2008) Gap Analytic Framework, the knowledge, motivation, and organizational influences impacting English Language Arts (ELA) teachers at Sunny Village Academy were named. A convergent mixed-methods study was used to investigate the given influences. Survey data from teachers and administrators (n=19) and interview responses from ELA teachers (n=5) were examined to determine the knowledge, motivation, and organizational gaps impacting the teachers' ability to adopt culturally relevant teaching practices to meet their goal. Three knowledge gaps, one motivation gap, and two organizational gaps were found to possibly impact SVA's ability to meet its organizational goal. The New World Kirkpatrick Model (2016) was used to offer recommendations to close the aforementioned gaps and an implementation guide is provided to support the execution of the given recommendations.

ISBN: 9798664734768Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Culturally relevant pedagogy

Lack of Culturally Relevant Teaching in International Bilingual Schools: A Gap Analysis = = FALTA DE ENSENANZA CULTURALMENTE RELEVANTE EN LAS ESCUELAS BILINGUES INTERNACIONALES: UN ANALISIS DE BRECHA.
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245 1 0 $a Lack of Culturally Relevant Teaching in International Bilingual Schools: A Gap Analysis = $b FALTA DE ENSENANZA CULTURALMENTE RELEVANTE EN LAS ESCUELAS BILINGUES INTERNACIONALES: UN ANALISIS DE BRECHA.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 211 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: A.
500 $a Advisor: Moore, Ekaterina.
502 $a Thesis (Ed.D.)--University of Southern California, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this project is to examine the influences that impact the achievement of Sunny Village Academy, in El Progreso, Honduras, meeting its organizational goal of all third through ninth grade students reading on or near grade-level in English. English Language Learners (ELLs) have historically underachieved in reading fluency in comparison with their English-fluent peers. Administrators and teachers may have a positive impact on ELLs with an appropriate adoption of culturally relevant pedagogy in their schools. Using Clark and Estes' (2008) Gap Analytic Framework, the knowledge, motivation, and organizational influences impacting English Language Arts (ELA) teachers at Sunny Village Academy were named. A convergent mixed-methods study was used to investigate the given influences. Survey data from teachers and administrators (n=19) and interview responses from ELA teachers (n=5) were examined to determine the knowledge, motivation, and organizational gaps impacting the teachers' ability to adopt culturally relevant teaching practices to meet their goal. Three knowledge gaps, one motivation gap, and two organizational gaps were found to possibly impact SVA's ability to meet its organizational goal. The New World Kirkpatrick Model (2016) was used to offer recommendations to close the aforementioned gaps and an implementation guide is provided to support the execution of the given recommendations.
520 $a El proposito de este proyecto es examinar las influencias que afectan el logro de Sunny Village Academy, en El Progreso, Honduras, cumpliendo su objetivo organizativo de que todos los estudiantes de tercero a noveno grado lean en ingles o cerca de su nivel de grado. Los aprendices del idioma ingles (ELL, por sus siglas en ingles) han tenido un rendimiento historicamente bajo en lectura con fluidez en comparacion con sus companeros con fluidez en ingles. Los administradores y maestros pueden tener un impacto positivo en los estudiantes ELL con una adopcion apropiada de pedagogia culturalmente relevante en sus escuelas. Usando el Marco Analitico Gap de Clark y Estes (2008), se nombraron los conocimientos, la motivacion y las influencias organizacionales que impactan a los maestros de Artes del Idioma Ingles (ELA) en la Academia Sunny Village. Se utilizo un estudio convergente de metodos mixtos para investigar las influencias dadas. Los datos de la encuesta de maestros y administradores (n = 19) y las respuestas a las entrevistas de los maestros de ELA (n = 5) se examinaron para determinar el conocimiento, la motivacion y las brechas organizativas que afectan la capacidad de los maestros para adoptar practicas de ensenanza culturalmente relevantes para cumplir con su objetivo. Se encontro que tres brechas de conocimiento, una brecha de motivacion y dos brechas organizacionales posiblemente impacten la capacidad de SVA para cumplir con su objetivo organizacional. El modelo New World Kirkpatrick (2016) se utilizo para ofrecer recomendaciones para cerrar las brechas antes mencionadas y se proporciona una guia de implementacion para apoyar la ejecucion de las recomendaciones dadas.
590 $a School code: 0208.
650 4 $a Bilingual education. $3 2122778
650 4 $a English as a second language--ESL. $3 3423990
650 4 $a Education. $3 516579
653 $a Culturally relevant pedagogy
653 $a English as an international language
653 $a English Language Learners
653 $a Honduras
690 $a 0441
690 $a 0282
690 $a 0515
710 2 $a University of Southern California. $b Education. $3 1024119
773 0 $t Dissertations Abstracts International $g 82-03A.
790 $a 0208
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28086653