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Structural over-determination of education reforms and agency ... : Strukturna naddoločitev izobraževalnih reform in delovanje ...
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Structural over-determination of education reforms and agency ; Strukturna naddoločitev izobraževalnih reform in delovanje
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In: CEPS Journal 11 (2021) 2, S. 77-95 (2021)
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Studie zum Entwicklungsplan Migration und Bildung 2014-2018 (EMiBi). Umsetzung und Optionen für Bildungspolitik und -verwaltung
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In: Bremen : Universität, Fachbereich 12. Arbeitsbereich Interkulturelle Bildung 2021, 34 S. - (AbIB-Arbeitspapier; 1/2021) (2021)
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Studie zum Entwicklungsplan Migration und Bildung 2014-2018 (EMiBi). Umsetzung und Optionen für Bildungspolitik und -verwaltung ...
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Make connections – ask questions. Sprachsensible Schulen im Internationals Network for Public Schools in New York
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Vogel, Dita; Heidrich, Lydia. - : Universität, Fachbereich 12. Arbeitsbereich Interkulturelle Bildung, 2020. : Bremen, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Bremen : Universität, Fachbereich 12. Arbeitsbereich Interkulturelle Bildung 2020, 25 S. - (TraMiS-Arbeitspapier; 3) (2020)
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Make connections – ask questions. Sprachsensible Schulen im Internationals Network for Public Schools in New York ...
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A Phenomenological Study That Examined the Experiences of High School Teachers Who Build Supportive Classroom Environments That Encourage African-American Students to Graduate
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In: Doctoral Dissertations and Projects (2020)
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Hispanic Students' Perceptions of Success: A Phenomenological Study on the Impact on K-12 Academic Achievement
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In: Doctoral Dissertations and Projects (2017)
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The Impact of TRIO Student Support Services on Non-traditional Students at a Public State College in Georgia
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UNT College of Information Commencement: Spring 2016 ; UNT Commencement: 2016-21, 1
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Identifying the Supports and Challenges of High School Latino English Language Learners
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Abstract:
Two out of three English Language Learners (ELLs) graduate from secondary schools nationwide. Of the nearly five million ELLs in public schools, more than 70% of these students’ first language is Spanish. In order to understand and resolve this phenomena and in an effort to increase the number of graduates, this research examined what high school Latino ELLs identified as the major external and internal factors that support or challenge them on the graduation pathway. The study utilized a 32 quantitative and qualitative question student survey, as well as student focus groups. Both the survey and the focus groups were conducted in English and Spanish. The questions considered the following factors: 1) value of education; 2) expectations in achieving their long-term goals; 3) current education levels; 4) expectations before coming to the United States; 5) family obligations; and 6) future aspirations. The survey was administered to 159 Latino ELLs enrolled in grades 9-12. Research took place at three high schools that provide English for Speakers of Other Languages (ESOL) classes in a large school system in the Mid-Atlantic region. The three schools involved in the study have more than 1,500 ELLs. Two of the schools had large ESOL instructional programs, and one school had a comparatively smaller ESOL program. The majority of students surveyed were from El Salvador (72%) and Guatemala (12.6%). Using Qualtrics, an independent facilitator and a bilingual translator administered the online survey tool to the students during their ESOL classes. Two weeks later, the researcher hosted three follow-up focus groups, totaling 37 students from those students who took the survey. Each focus group was conducted at the three schools by the lead researcher and the translator. The purpose of the focus group was to obtain deeper insight on how secondary age Latino ELLs defined success in school, what they identified to be their support factors, and how previous and present experiences helped or hindered their goals. From the research findings, ten recommendations range from suggested policy updates to cross-cultural/equity training for students and staff; they were developed, stemming from the findings and what the students identified.
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Keyword:
children seeking refuge; Education; English as a second language; English for Speakers of Other Languages; English Language Learners; graduation rate; High school dropouts; Latino ELLs; Secondary education
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URL: https://doi.org/10.13016/M2DN4F
http://hdl.handle.net/1903/18180
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Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary
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In: Boise State University Theses and Dissertations (2014)
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Knowledge of an Aboriginal language and school outcomes for children and adults
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In: Aboriginal Policy Research Consortium International (APRCi) (2012)
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Bildung in Herne 2011. 2. Herner Bildungsbericht
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In: Herne : Stadt Herne 2011, 158 S. (2011)
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Commencement Video 2011 May: College of Liberal Arts 4:00 pm Ceremony
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: University of Texas at Arlington, 2011
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Filling Gaps in the Schoolhouse Floor: The Differential Effects of Graduation-Targeted Intervention Services on 11th Grade Academic Achievement in 2008-2009
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In: Educational Policy Studies Dissertations (2010)
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Commencement Video 2010 December: College of Liberal Arts 7:00 pm Ceremony
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: University of Texas at Arlington, 2010
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Exploring the Relationship between Language and Reading Skills and Ohio Graduation Test Performance
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212068090 (2008)
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Die Kommerzialisierung der Bildung in Griechenland. Der private Nachhilfemarkt boomt - die soziale Ungleichheit vertieft sich
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In: ZEP : Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik 26 (2003) 1, S. 26-31 (2003)
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