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dc.creatorMancha, Guillermo, 1972-en_US
dc.date.accessioned2008-08-28T23:59:58Z
dc.date.available2008-08-28T23:59:58Z
dc.date.created2007-12en_US
dc.date.issued2008-08-28T23:59:58Z
dc.identifier.urihttp://hdl.handle.net/2152/3630
dc.description.abstractThe academic achievement gap between English language learners (ELLs) and other student groups, especially at the secondary level, is a problem that only will increase as Hispanic demographics increase at state and national levels. It is imperative to examine the factors that affect or influence the academic achievement of ELLs and identify issues within the educational culture, systems, and constituents that have a negative effect on the academic performance of ELL students. This case study research examined the practices and organizational frameworks through the perspectives, or mind maps, of teachers who work with ELLs at E.P.I.S.D. in Texas. The study was guided by three research questions: (a) What is the mind map of high school teachers in producing a high-performing ELL, (b) what is the mind map of high school teachers in producing a low-performing ELL, and (c) how do these two mind maps compare with one another? Using an Interactive Qualitative Analysis (IQA) methodology, this study actively engaged constituents in reflective, meaningful discourse surrounding a phenomenon of interest, resulting in rich, comprehensive data that can be utilized for decision making in strategic planning and implementation of change. The IQA process and analysis served as a needs assessment technique on how to better serve ELLs.en_US
dc.format.mediumelectronicen_US
dc.language.isoengen_US
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_US
dc.subject.lcshEnglish language--Study and teaching--Foreign speakersen_US
dc.subject.lcshHigh school students--Texasen_US
dc.subject.lcshAcademic achievementen_US
dc.titleComparing teacher perception of English language learners at the high school level: a case study of E.P.I.S.D.en_US
dc.description.departmentEducational Administrationen_US
dc.identifier.oclc206494443en_US
dc.type.genreThesisen_US
thesis.degree.departmentEducational Administrationen_US
thesis.degree.disciplineEducational Administrationen_US
thesis.degree.grantorThe University of Texas at Austinen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US


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