Description

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

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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    Contributors
    Date Created
    • 2012
    Resource Type
  • Text
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    Note
    • Partial requirement for: Ed. D., Arizona State University, 2012
      Note type
      thesis
    • Includes bibliographical references (p. 132-143)
      Note type
      bibliography
    • Field of study: Educational administration and supervision

    Citation and reuse

    Statement of Responsibility

    by David P. Priniski

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