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.
","abstract_html":"<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>","abstract_has_math":false,"creators":["Ochoa, Raul"],"institution":null,"degree_name":"Teacher Education Internship Program (MA/Credential)","degree_level":"Restricted to Claremont Colleges Master's Thesis","degree_discipline":"School of Educational Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-01-01T08:00:00Z","date_published":"2019-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:28Z","subjects":["culturally relevant","socio-emotional","effective teaching practices","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/128","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Ochoa, Raul"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-07-04T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Educational Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Restricted to Claremont Colleges Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Teacher Education Internship Program (MA/Credential)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["culturally relevant","socio-emotional","effective teaching practices","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/128"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["An Immigrant’s Educational Journey: Working Toward a More Fair and Just Society in the Classroom"]}]}],"canonical_facts":{"dc:creator":["Ochoa, Raul"],"dc:date.available":["2019-07-04T07:00:00Z"],"dc:description.abstract":["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.
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