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dc.contributor.advisorReyes, Pedro, 1954-en
dc.creatorBashara, Mary Wiley, 1950-en
dc.date.accessioned2011-08-18T14:32:07Zen
dc.date.available2011-08-18T14:32:07Zen
dc.date.issued2007-05en
dc.identifier.urihttp://hdl.handle.net/2152/13168en
dc.descriptiontexten
dc.description.abstractEnglish Language Learners represent a growing and academically underserved minority in US public schools. Historically, ELLs have experienced less than desired achievement goals such as timely high school graduation and well-developed English facility. Certain factors--influenced by school organizations—contribute to the overall success of these students. Among these are: quality of instructional programs, school connectedness, student self-image and self-efficacy, and ongoing progress toward academic and related goals. Educational decisions do not always reflect all knowledge regarding ELL student learning; and expectations for ELL academic achievement continue to rise. The purpose of this study is to explore the lived reality of English Language Learners in one urban high school by comparing the perceptions of ELL students with the perceptions of staff members who work with them. By comparing the students’ perceptions with the perceptions of staff, it may be possible to identify a “shared reality”--a summary of what daily life and the overall school experience are like for many ELLs in this individual school. Perceptions exclusive to students or to staff may indicate important differences between what the two groups believe, experience, and communicate regarding school. From this study, schools who serve ELLs may gain a deeper understanding of how to enhance the lived experience and the overall success of ELL students—who individually and collectively struggle to thrive and succeed in school, despite considerable obstacles and unfavorable odds.
dc.format.mediumelectronicen
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subjectEnglish language--Study and teaching--Foreign speakersen
dc.subjectHigh schoolsen
dc.subjectUrban schoolsen
dc.titleThe lived reality of English language learners in an urban high school : perspectives of students and staffen
dc.description.departmentEducational Administrationen
thesis.degree.departmentEducational Administrationen
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen


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