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Abstract

Developing bilingual teachers is critical in closing the achievement gap experienced by bilingual and Latino children. This qualitative case study investigated the benefits of an academically grounded cross-age tutoring program designed to support low-income, bilingual high school students to graduate, pursue higher education, and explore education as a possible career. Data sources included observations, interviews, program artifacts, and quantitative academic indicators. Data were analyzed using grounded theory and narrative analysis. Theoretically framed as social design experiment (Gutierrez & Vossoughi, 2010), the study employs cultural historical perspectives and qualitative research to define underlying principles of transformative practice. Findings demonstrate shifts in individuals’ learning, identity, and efficacy, as well as shifts in the institutional context and teacher attitudes as a result of the students’ words and actions. Students’ experiences upon graduation also point to the essential work that Teacher Educators and Universities will need to undertake to support these young people if their journey to teaching is to be successful.

DOI

10.15760/nwjte.2012.10.1.3

Persistent Identifier

http://archives.pdx.edu/ds/psu/25291

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