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As evidenced in the growing achievement gap between English language learners (ELLs) and their non-ELL counterparts, it is clear future teachers need to be better prepared to work with ELLs.

As evidenced in the growing achievement gap between English language learners (ELLs) and their non-ELL counterparts, it is clear future teachers need to be better prepared to work with ELLs. This study examined the influence of infusing ELL strategies into methods courses through instructional coaching. This study was inspired by the larger iTeachELLs project at Mary Lou Fulton Teachers College at Arizona State University.

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    Date Created
    • 2017
    Resource Type
  • Text
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    Note
    • Partial requirement for: Ed.D., Arizona State University, 2017
      Note type
      thesis
    • Includes bibliographical references (pages 88-93)
      Note type
      bibliography
    • Field of study: Educational leadership and policy studies

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    Statement of Responsibility

    by Malissa Thibault

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