Academic Achievers

Whose Definition? An Ethnographic Study Examining the Literacy [under] Development of English Language Learners in the Era of High-Stakes Tests

著者：
Pierre W. Orelus
Copyright Year:
2010
电子书 (PDF)
状态:
Publiziert
Publisher ISBN:
978-94-6091-237-5
Publication date:
01 Jan 2010
精装本
状态:
Publiziert
Publisher ISBN:
978-94-6091-236-8
Publication date:
01 Jan 2010
平装本
状态:
Publiziert
Publisher ISBN:
978-94-6091-235-1
Publication date:
01 Jan 2010
Cover Academic Achievers

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Preliminary Material
页码： 1–xiii
Introduction
页码： 1–12
Beyond Empty Rhetoric
Examining the Determining Factors Leading to ELLs’ Academic [under]Achievement
页码： 13–26
Unveiling the Flaw in the Deficit Theory
School, Family, and Student Academic Achievement
页码： 27–35
Situating the Context of Study
The School, State and Federal Policies, Poverty, and Student Learning
页码： 37–50
The Study Itself
Data Method Collection and Analysis
页码： 51–78
Urban Teachers’s Teaching Practices and Ells’s Academic Development in the Area of High- Stakes Testing
页码： 79–93
Achievers among [under] Achievers
页码： 95–121
Academic Achievement: Whose Definition?
Mapping the Literacy Growth of Maria, José and Juan in the Era of Standardized Tests
页码： 123–143
Conclusion
Beyond Institutional Representation of Student Academic Achievement
页码： 145–150
Epilogue
页码： 151–152
Appendix
页码： 153–199
Bibliography
页码： 201–206
Biography
页码： 207
Index
页码： 209–211
Educational Researchers and their students
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出版社:
Brill
Language:
英语
Extent:
226 pp.
DOI:
https://doi.org/10.1163/9789460912375

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