Policies, Pedagogy, and Practices: Educational Experiences of Latino English Language Learners in Virginia
The purpose of this qualitative case study was to analyze the impact of the policies of the No Child Left Behind Act (2001) on the teaching and learning of 10 Latino English language learners (ELLs) in an urban high school in Virginia. Using ethnographic methodology, the researcher examined the nexu...
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Virginia Tech
2014
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| Online Access: | http://hdl.handle.net/10919/26593 http://scholar.lib.vt.edu/theses/available/etd-04022006-235059/ |