This study explores the implications of a cultural and language match/mismatch between teachers and their Hispanic students. The study is particularly relevant given the disproportionate percentage of Hispanic students enrolled in Arizona schools who speak Spanish compared to a majority of teachers who are white and speak English. The purpose of the study was to learn how the experiences of matched/mismatched teachers differed in their efforts to connect with Hispanic students and families.
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- Hispanic American children--Education--Arizona.
- Hispanic American children
- Limited English-proficient students--Education--Arizona.
- Limited English-proficient students
- Culturally relevant pedagogy--Arizona.
- Culturally relevant pedagogy
- Hispanic American teachers--Arizona.
- Hispanic American teachers
- Teachers, White--Arizona.
- Teachers, White
- Partial requirement for: Ed. D., Arizona State University, 2012Note typethesis
- Includes bibliographical references (p. 132-143)Note typebibliography
- Field of study: Educational administration and supervision