An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom

<p>In Part A of this ethnography, I explain how my life experiences have shaped who I am and why I want to be a teacher. In Part B, I describe my experience of working with three focus students—an English learner, a student with a 504 Plan, and a student with significant life experience. My work with these students allowed me to learn of their strengths and assets, and areas of need. Based on the knowledge that I compiled over the course of the Fall Semester 2018, I created an action plan to help each student improve his/her academic standing and socio-emotional well-being. In Part C, I identify and evaluate the assets of the school and the community in which my students live, and how such assets help students thrive. I also assess the challenges that both the school and community face, and their continuous efforts to overcome them. In Part D, I reflect on my first year of teaching to assess my instructional practices, and I evaluate the progress made by my whole class, and more specifically my focus students.</p>

Name thesis:degree_name

Teacher Education Internship Program (MA/Credential)

Level thesis:degree_level

Restricted to Claremont Colleges Master's Thesis

Discipline thesis:degree_discipline

School of Educational Studies

Year dc:date.available

2019

Author dc:creator

• Ochoa, Raul

• culturally relevant
• socio-emotional
• effective teaching practices
• Bilingual, Multilingual, and Multicultural Education
• Curriculum and Instruction
• Secondary Education

Repository record dc:identifier

https://scholarship.claremont.edu/cgu_etd/128

OAI identifier oai:identifier

oai:scholarship.claremont.edu:cgu_etd-1145