MARC Record from Library of Congress

LEADER: 01952cam a2200313 a 4500
001 2012367825
003 DLC
005 20120308085053.0
008 100729s2010 ne a b 001 0 eng d
010 $a 2012367825
020 $a9460912362 (hbk.)
020 $a9789460912368 (hbk.)
020 $a9460912354 (pbk.)
020 $a9789460912351 (pbk.)
035 $a(OCoLC)ocn645654013
040 $aYDXCP$beng$cYDXCP$dCDX$dTXA$dCDX$dEYM$dOCLCA$dOCLCQ$dDLC
042 $alccopycat
043 $an-us---
082 04 $a370.154
050 00 $aPE1128.A2$bO74 2010
100 1 $aOrelus, Pierre W.
245 10 $aAcademic achievers :$bwhose definition? : an ethnographic study examining the literacy (under) development of English language learners in the era of high-stakes tests /$cPierre W. Orelus.
260 $aRotterdam ;$aBoston :$bSense,$c2010.
300 $axiii, 211 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references (p. 201-206) and index.
505 0 $aIntroduction : an endless journey -- Beyond empty rhetoric : examining the determining factors leading to ELLs' academic (under) achievement -- Unveiling the flaw in the deficit theory : school, family, and student academic achievement -- Situating the context of study : the school, state and federal policies, poverty, and student learning -- The study itself : data method collection and analysis -- Urban teachers' teaching practices and ELLs' academic development in th era of high-stakes testing -- Achievers among (under) achievers -- Academic achievement : whose definition? Mapping the literacy growth of Maria, José and Juan in the era of standardized tests -- Conclusion : beyond institutional representation of student academic achievement.
650 0 $aEnglish language$zUnited States$xStudy and teaching (Secondary)$xForeign speakers.
650 0 $aAcademic achievement$zUnited States$xTesting.
610 10 $aUnited States.$tNo Child Left Behind Act of 2001.