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dc.contributor.advisorAltalouli, Mahmoud
dc.contributor.authorEliasson, Catherine
dc.date.accessioned2021-09-07T21:38:53Z
dc.date.available2021-09-07T21:38:53Z
dc.date.issued8/1/2020
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4841
dc.descriptionhttps://voicethread.com/share/14910963/
dc.description.abstractThis study explored the adjustment that English Language Learners (ELLs) face in schools in the United States and examined how to solve the challenges that ELLs face. The research discovered that ELLs develop poor mental health and have increased dropout rates when attending schools in the United States. Teachers do not have a sufficient amount of preparation for instructing ELLs. The results suggest that solutions are accessible literacy, Culturally Relevant Pedagogy, professional development and kinesthetic learning. Results are discussed in terms of implications for a product that contains a professional development based on utilizing Culturally Relevant Pedagogy in the classroom.
dc.subjectCulturally Relevant Pedagogy
dc.subjectELLs
dc.subjectDropout
dc.subjectInsufficient Preparation
dc.subjectSocial Learning Theory
dc.titleEnglish Language Learners’ Adjustment to School Culture in the United States
dc.typethesis
refterms.dateFOA2021-09-07T21:38:53Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.languate.isoen_US


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