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The [de] construction of institution...

University of Massachusetts Amherst., Education.

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The [de] construction of institutional representation of student achievement: An ethnographic case study of an ELL student's academic growth.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The [de] construction of institutional representation of student achievement: An ethnographic case study of an ELL student's academic growth./
Author:	Orelus, Pierre W.
Description:	193 p.
Notes:	Adviser: Jerri Willett.
Contained By:	Dissertation Abstracts International69-12A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3336996
ISBN:	9780549915829

The [de] construction of institutional representation of student achievement: An ethnographic case study of an ELL student's academic growth.
Orelus, Pierre W.

The [de] construction of institutional representation of student achievement: An ethnographic case study of an ELL student's academic growth. - 193 p.

Adviser: Jerri Willett.

Thesis (Ed.D.)--University of Massachusetts Amherst, 2008.

Student academic growth is one of the most heated issues surfacing in the frequent debates revolving around school reforms, particularly since the enactment of the No Child Left Behind mandate. Often missing in such debates is a clear articulation of what available resources students have drawn on to grow academically. Informed by socio-cultural theoretical and systemic functional linguistic frameworks and drawing on data collected in a three-year ethnographic case study, this study explores what contributed to the academic growth of Pablo, a middle school English language learner, who was institutionally recognized as an "achiever." Specifically, this study examines in what ways and to what extent school resources, such as teaching practices, enabled Pablo to grow academically. This study also explores how and to what degree outside resources, such as parental involvement and support from the community, led to his growth. In addition, this study examines to what degree Pablo's level of motivation contributed to his growth in academic writing. To determine whether or not Pablo's writing changed over time and whether Pablo made progress with his academic writing, I performed a textual analysis of a selective set of essays Pablo wrote over the course of one academic year. Findings suggest that Pablo's institutional status as an achiever stems from his ability to find ways to produce essays that were institutionally valued, recognized, and defined as "good essays." Findings also suggest that while such a status helped Pablo maintain his institutional identity as a "good student," it may at the same time have slowed down his learning process, prevented the school personnel from exploiting his full potential as a student and, worse yet, led to the over-generalization of student achievement.

ISBN: 9780549915829Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The [de] construction of institutional representation of student achievement: An ethnographic case study of an ELL student's academic growth.
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035 $a (UMI)AAI3336996
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100 1 $a Orelus, Pierre W. $3 1026453
245 1 4 $a The [de] construction of institutional representation of student achievement: An ethnographic case study of an ELL student's academic growth.
300 $a 193 p.
500 $a Adviser: Jerri Willett.
500 $a Source: Dissertation Abstracts International, Volume: 69-12, Section: A, page: 4604.
502 $a Thesis (Ed.D.)--University of Massachusetts Amherst, 2008.
520 $a Student academic growth is one of the most heated issues surfacing in the frequent debates revolving around school reforms, particularly since the enactment of the No Child Left Behind mandate. Often missing in such debates is a clear articulation of what available resources students have drawn on to grow academically. Informed by socio-cultural theoretical and systemic functional linguistic frameworks and drawing on data collected in a three-year ethnographic case study, this study explores what contributed to the academic growth of Pablo, a middle school English language learner, who was institutionally recognized as an "achiever." Specifically, this study examines in what ways and to what extent school resources, such as teaching practices, enabled Pablo to grow academically. This study also explores how and to what degree outside resources, such as parental involvement and support from the community, led to his growth. In addition, this study examines to what degree Pablo's level of motivation contributed to his growth in academic writing. To determine whether or not Pablo's writing changed over time and whether Pablo made progress with his academic writing, I performed a textual analysis of a selective set of essays Pablo wrote over the course of one academic year. Findings suggest that Pablo's institutional status as an achiever stems from his ability to find ways to produce essays that were institutionally valued, recognized, and defined as "good essays." Findings also suggest that while such a status helped Pablo maintain his institutional identity as a "good student," it may at the same time have slowed down his learning process, prevented the school personnel from exploiting his full potential as a student and, worse yet, led to the over-generalization of student achievement.
590 $a School code: 0118.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Teacher Training. $3 783747
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710 2 $a University of Massachusetts Amherst. $b Education. $3 1022801
773 0 $t Dissertation Abstracts International $g 69-12A.
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790 1 0 $a LeCourt, Donna $e committee member
790 1 0 $a Valdiviezo, Laura $e committee member
790 1 0 $a Willett, Jerri, $e advisor
791 $a Ed.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3336996