國立虎尾科技大學 |

Counterstories of SIFE Experiences : = A Critical Analysis of Students With Interrupted or Inconsistent Formal Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Counterstories of SIFE Experiences :/
Reminder of title:	A Critical Analysis of Students With Interrupted or Inconsistent Formal Education.
Author:	Flores, Erica.
Description:	1 online resource (327 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	English as a second language. -
Online resource:	click for full text (PQDT)
ISBN:	9798379748722

Counterstories of SIFE Experiences : = A Critical Analysis of Students With Interrupted or Inconsistent Formal Education.
Flores, Erica.

Counterstories of SIFE Experiences :A Critical Analysis of Students With Interrupted or Inconsistent Formal Education. - 1 online resource (327 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--St. John's University (New York), 2023.

Includes bibliographical references

Students with Interrupted or Inconsistent Formal Education (SIFE) are positioned in our society in such a way that many SIFE cannot advocate for themselves (Advocates for Children of New York, 2010; Linville, 2016), and they must rely on educators to speak on their behalf and address the inequities they face (Advocates for Children of New York, 2010; Linville, 2016; Olivares-Orellana, 2020). Teachers are working to navigate these challenges; however, local and state programs and policies have had a negative impact on the academic success of SIFE in the traditional high school setting (Hos, 2020; Olivares-Orellana, 2020). This study uses Critical Race Theory and LatCrit as the theoretical lens to explore connections between the experiences of the students and the lack of equitable practices available to the immigrant student population. Thus, through the inclusion of multiple case studies, this study engaged teacher and student participants in interviews, focus groups, and journaling to make sense of the experiences, obstacles, and complex interplay between empowerment and oppression that SIFE experience. This study has implications for state education departments, institutions of higher learning, and school districts to form an increased understanding of the unique experiences of the SIFE population resulting in changes to local policy, pedagogy, and curricular programming.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379748722Subjects--Topical Terms:

1148422
English as a second language.
Subjects--Index Terms:

CounterstoriesIndex Terms--Genre/Form:

554714
Electronic books.

Counterstories of SIFE Experiences : = A Critical Analysis of Students With Interrupted or Inconsistent Formal Education.
LDR:02831ntm a22004097 4500 001 1143763
005 20240517104946.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379748722
035 $a (MiAaPQ)AAI30419347
035 $a AAI30419347
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Flores, Erica. $3 1468551
245 1 0 $a Counterstories of SIFE Experiences : $b A Critical Analysis of Students With Interrupted or Inconsistent Formal Education.
264 0 $c 2023
300 $a 1 online resource (327 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
500 $a Advisor: Chase, Elizabeth.
502 $a Thesis (Ph.D.)--St. John's University (New York), 2023.
504 $a Includes bibliographical references
520 $a Students with Interrupted or Inconsistent Formal Education (SIFE) are positioned in our society in such a way that many SIFE cannot advocate for themselves (Advocates for Children of New York, 2010; Linville, 2016), and they must rely on educators to speak on their behalf and address the inequities they face (Advocates for Children of New York, 2010; Linville, 2016; Olivares-Orellana, 2020). Teachers are working to navigate these challenges; however, local and state programs and policies have had a negative impact on the academic success of SIFE in the traditional high school setting (Hos, 2020; Olivares-Orellana, 2020). This study uses Critical Race Theory and LatCrit as the theoretical lens to explore connections between the experiences of the students and the lack of equitable practices available to the immigrant student population. Thus, through the inclusion of multiple case studies, this study engaged teacher and student participants in interviews, focus groups, and journaling to make sense of the experiences, obstacles, and complex interplay between empowerment and oppression that SIFE experience. This study has implications for state education departments, institutions of higher learning, and school districts to form an increased understanding of the unique experiences of the SIFE population resulting in changes to local policy, pedagogy, and curricular programming.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a English as a second language. $3 1148422
650 4 $a Pedagogy. $3 1148703
650 4 $a Education. $3 555912
650 4 $a Curriculum development. $3 1148494
653 $a Counterstories
653 $a Critical Race Theory
653 $a LatCrit
653 $a SIFE
653 $a Immigrant students
655 7 $a Electronic books. $2 local $3 554714
690 $a 0441
690 $a 0456
690 $a 0515
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a St. John's University (New York). $b SOE Department of Curriculum and Instruction. $3 1468552
773 0 $t Dissertations Abstracts International $g 84-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30419347 $z click for full text (PQDT)