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dc.contributor.advisorMazurett-Boyle, Rosa
dc.contributor.authorDonroe, Austin
dc.date.accessioned2021-09-07T21:38:54Z
dc.date.available2021-09-07T21:38:54Z
dc.date.issued8/1/2020
dc.identifier.urihttp://hdl.handle.net/20.500.12648/4843
dc.description.abstractELLs are marginalized and isolated within their school communities. This marginalization has negative effects on linguistic, academic, and socioemotional development of ELLs. To mitigate this problem, schools should create a community of practice that promotes and creates opportunities for inclusion and equitable opportunities for ELLs and their families. A professional development session will be outlined after a thorough literature review. The professional development session will help teachers, club leaders, coaches, and administrators reflect on the marginalization of ELLs within their building. Through this capstone and professional development, educators will begin to plan their own community of practice and begin the process of knocking down the barriers that prevent ELLs from being a bigger part of the school community. Future research on this topic must be conducted and focus on extracurricular participation of ELLs, the rate of participation, the barriers preventing participation, and the benefits of participation.
dc.subjectCommunity Of Practice
dc.subjectInclusion
dc.subjectExtracurricular Activities
dc.subjectEquity
dc.subjectELLs
dc.subjectMarginalization
dc.subjectIsolation
dc.subjectSchool Community
dc.titleIncreasing ELL Inclusion by Developing a Community of Practice that Creates Equitable Opportunities for ELLs within the School Community
dc.typethesis
refterms.dateFOA2021-09-07T21:38:54Z
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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