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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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| 2 |
Infant and Toddler Child-Care Quality and Stability in Relation to Proximal and Distal Academic and Social Outcomes.
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Influence of Student Characteristics, Class Size, and Instructor Characteristics in Online Student Success
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In: Electronic Theses and Dissertations (2021)
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| 4 |
An Evaluation of Student Participation in the Student Alumni Association Program at the University of South Florida
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Wider, LaToya. - : Digital Commons @ University of South Florida, 2021
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In: Graduate Theses and Dissertations (2021)
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| 5 |
Social and Emotional Learning Difficulties of Refugee High School Students in an After-school Tutoring Program
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In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021)
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| 6 |
“I Always Felt Like I Belonged:” A Case Study on a First-Generation Focused Student Success Program and Sense of Belonging
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In: Educational Administration: Theses, Dissertations, and Student Research (2021)
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| 7 |
First-Generation College Student Network
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In: Honors in Practice -- Online Archive (2021)
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| 8 |
Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen
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Schastak, Martin. - : Verlag Barbara Budrich, 2020. : Opladen, Berlin, Toronto, 2020. : pedocs-Dokumentenserver/DIPF, 2020
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In: Opladen, Berlin, Toronto : Verlag Barbara Budrich 2020, 457 S. - (Mehrsprachigkeit und Bildung; 4) - (Frankfurt am Main, Univ., Diss., 2019) (2020)
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| 9 |
Exploring the effects of an Afrocentric learning community on the retention of African American students in community colleges: a quantitative study
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In: Theses and Dissertations (2020)
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| 10 |
Bilinguale Interaktion beim Peer-Learning in der Grundschule. Eine Mixed-Methods Studie mit bilingual türkisch-deutschsprachig aufwachsenden Schüler*innen ...
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| 11 |
First-Year Computer Science Students: Pathways and Perceptions in Introductory Computer Science Courses
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In: Electronic Theses and Dissertations (2020)
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| 12 |
Voices of Success: Exploring Black Male Students’ Perspectives on Their Academic Success
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In: Graduate Theses and Dissertations (2020)
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| 13 |
Getting the Teacher’s Attention: Parent-Teacher Contact and Teachers’ Behavior in the Classroom
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In: Penn Education and Inequality Working Papers (2020)
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| 14 |
Estudio comparativo-causal sobre el éxito en la vida escolar en profesorado de lengua extranjera en formación
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 6 (Especial VI), 2020 (Ejemplar dedicado a: Investigación enseñanza de lengua desde una perspectiva global), pags. 229-253 (2020)
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| 15 |
Journeys Through Rough Country: An Ethnographic Study of Blind Adults Successfully Employed in American Corporations
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In: Dissertations & Theses (2019)
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| 16 |
"We Getting L.I.T.!" - Crossing The Bridge to Mental Healthiness
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In: National Youth Advocacy and Resilience Conference (2019)
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| 17 |
First-Generation College Students of Color’s Success at a Predominately White Institution: Exploring the Influence of Student Engagement in a High-Impact Program
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In: UNF Graduate Theses and Dissertations (2019)
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| 18 |
Organizational Culture in Community Colleges: Making Connections to Diverse Student Success
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In: Graduate Doctoral Dissertations (2019)
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| 19 |
Access and Success in Rigorous Math Courses: English Learners and Reclassified Students in High School
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In: Ed.D. Dissertations in Leadership for Educational Justice (2019)
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Abstract:
This study focused on access and successful completion of A-G math courses for English Learner (EL) students. Access and success rates in A-G math courses for current and former ELs from six districts were analyzed, including how the rates vary by EL levels and time of reclassification. Relevant literature was reviewed, including state guidance for EL reclassification, tracking and placement, scholarship about EL access to rigorous coursework related to the English requirement for college, access to advanced courses, and math serving as a gatekeeper to more rigorous math courses and college access. This study focused on two research questions 1) How is the classification level of current and former English Learners related to their access to and success in rigorous (A-G approved) math courses in high school? 2) How does this vary by EL level and time of reclassification? The results of the study were analyzed through Bourdieu’s cultural capital framework and it was ascertained that EL students’ accessed and succeeded in A-G math courses at significantly lower rates than RFEP students. While higher level EL students accessed rigorous math courses at a higher rate than lower level EL students, success in these courses was not related to EL level. The results of the study further indicated that third and fourth grades are critical grades for reclassification as related to experiencing success in rigorous math courses. Based on the results, five recommendations for addressing these inequities are offered follow by ideas for future research.
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Keyword:
Educational Leadership; Elementary and Middle and Secondary Education Administration; Elementary Education; English Learners; high school; reclassified; rigorous math courses; Secondary Education; success and access
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URL: https://inspire.redlands.edu/eddissertations/98
https://inspire.redlands.edu/cgi/viewcontent.cgi?article=1098&context=eddissertations
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| 20 |
Bambine e ragazzi bilingui nelle classi multietniche di Torino
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