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Educational border crossers: Valuin...

Favela, Alejandra C.

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Educational border crossers: Valuing immigrant students and teaching with ideological clarity.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Educational border crossers: Valuing immigrant students and teaching with ideological clarity./
作者:	Favela, Alejandra C.
面頁冊數:	230 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1728.
Contained By:	Dissertation Abstracts International65-05A.
標題:	Education, Sociology of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3132978
ISBN:	0496802186

Educational border crossers: Valuing immigrant students and teaching with ideological clarity.
Favela, Alejandra C.

Educational border crossers: Valuing immigrant students and teaching with ideological clarity. - 230 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1728.

Thesis (Ph.D.)--The Claremont Graduate University and San Diego State University, 2004.

This study seeks to shed much needed light on the practices and views of critical teachers of immigrant students.

ISBN: 0496802186Subjects--Topical Terms:

626654
Education, Sociology of.

Educational border crossers: Valuing immigrant students and teaching with ideological clarity.
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500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1728.
500 $a Chairs: Alberto Ochoa; Mary Poplin.
502 $a Thesis (Ph.D.)--The Claremont Graduate University and San Diego State University, 2004.
520 $a This study seeks to shed much needed light on the practices and views of critical teachers of immigrant students.
520 $a It takes great commitment on the part of teachers to effectively work with immigrant students and their families. Only when children who are linguistically and culturally different are perceived in a positive and affirming way, will educational reform measures work. Teachers who affirm immigrant students' cultures, linguistic assets and lived experiences and who are open to learning about different ways of knowing, can be the most successful with immigrant students.
520 $a Research questions. (1) What are the essential skills and attitudes of teachers who are highly critical in working with immigrant students? (2) How do selected critical teachers view immigrant students? (3) In what ways do these teachers incorporate immigrant students' funds of knowledge in their classrooms? (4) How have critical teachers own schooling experiences impacted their ideology in the classroom?
520 $a Qualitative inquiry methods were used to identify the essential skills and attitudes of teachers who were highly critical in their work with immigrant students. Eight intern teachers who were enrolled in the teacher education program at Claremont Graduate University during 2002--2003 were purposefully selected for the study.
520 $a Findings in the study uncovered nine essential skill and attitude areas identified by participants. (1) Teaching Metaphors; (2) A Sense of Purpose; (3) Pedagogical Strengths: (4) Formative Schooling Experiences; (5) Overcoming Adversity; (6) Expectations of Students; (7) Necessary Skills and Attributes; (8) Successful Lessons and (9) Progress and Academic Rigor.
520 $a In addition, observations of classrooms revealed essential skills and attitudes in the following five areas. (1) Essential Attributes; (2) Strong Classroom Management; (3) Instructional Organization and Monitoring Student Progress; (4) Instructional Implementation; (5) Effective Communication with Families and Communities.
520 $a Recommendations were also made for teacher selection, teacher education programs, professional development, and culturally responsive curriculum to increase teacher effectiveness in working with immigrant students.
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790 1 0 $a Poplin, Mary, $e advisor
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