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dc.contributor.authorTravelute, Catherine
dc.date.accessioned2017-04-25T20:50:31Z
dc.date.available2017-04-25T20:50:31Z
dc.date.copyright2017
dc.identifier.urihttp://hdl.handle.net/10898/3716
dc.description.abstractThe Spanish-speaking Hispano-Latino diaspora demographic is the largest and fastest-growing English-learning population in the United States. In response to the needs present in these student demographics, two Spanish-speaking mothers and two English-speaking teachers participated in semi-structured interviews regarding their purposes and priorities for English-learning students’ reading in English. Similar themes across all groupings included individualized interest in the student/child and high expectations for academic success. Differences in priorities for topical knowledge, purposes for knowledge acquisition, and guiding motivations for learning indicate effective communication between English-speaking teachers and Spanish-speaking mothers must focus on bridging these differences to support academic growth. Addressing common challenges to communication about differences guides professional development recommendations for in-service and pre-service teachers.
dc.format.extent175 pages.
dc.subjectMercer University -- Dissertations
dc.subjectCollege of Education
dc.titleSyncretizing Students' Spheres Of Influence : A Narrative Portrait Of Parent And Teacher Expectation Alignment / By Catherine Travelute.
dc.typeText
dc.date.updated2017-04-25T19:17:16Z
dc.language.rfc3066en
refterms.dateFOA2020-09-29T13:42:40Z


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