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The Impact of Relevancy and Rigor on the Academic Progress of Long-Term English Language Learners.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Impact of Relevancy and Rigor on the Academic Progress of Long-Term English Language Learners./
作者:	Ilko, Janet E.
面頁冊數:	1 online resource (236 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Contained By:	Dissertation Abstracts International79-09A(E).
標題:	Educational leadership. -
電子資源:	click for full text (PQDT)
ISBN:	9780355972962

The Impact of Relevancy and Rigor on the Academic Progress of Long-Term English Language Learners.
Ilko, Janet E.

The Impact of Relevancy and Rigor on the Academic Progress of Long-Term English Language Learners. - 1 online resource (236 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--San Diego State University, 2018.

Includes bibliographical references

The purpose of this study was to examine the research to identify best practices that support and enhance the academic achievement of long-term English language learners (LTELs) in the content classroom. A systematic review of the research was conducted on the systemic, organizational, pedagogical, and procedural practices that contributed to the academic advancement and English language development of LTELs and the classroom contexts and instructional practices that demonstrated high levels of academic achievement. The purpose of this project was to provide practitioners a research-based scaffold on which to build the instructional supports needed by the students they serve. Findings from this project can be utilized to inform academic language instruction in content classes for LTELs and to enhance the professional development of teachers of LTELs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355972962Subjects--Topical Terms:

585508
Educational leadership.
Index Terms--Genre/Form:

554714
Electronic books.

The Impact of Relevancy and Rigor on the Academic Progress of Long-Term English Language Learners.
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504 $a Includes bibliographical references
520 $a The purpose of this study was to examine the research to identify best practices that support and enhance the academic achievement of long-term English language learners (LTELs) in the content classroom. A systematic review of the research was conducted on the systemic, organizational, pedagogical, and procedural practices that contributed to the academic advancement and English language development of LTELs and the classroom contexts and instructional practices that demonstrated high levels of academic achievement. The purpose of this project was to provide practitioners a research-based scaffold on which to build the instructional supports needed by the students they serve. Findings from this project can be utilized to inform academic language instruction in content classes for LTELs and to enhance the professional development of teachers of LTELs.
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