The [de] construction of institutional representation of student achievement: An ethnographic case study of an ELL student's academic growth

2008 2008

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Abstract (summary)

Student academic growth is one of the most heated issues surfacing in the frequent debates revolving around school reforms, particularly since the enactment of the No Child Left Behind mandate. Often missing in such debates is a clear articulation of what available resources students have drawn on to grow academically. Informed by socio-cultural theoretical and systemic functional linguistic frameworks and drawing on data collected in a three-year ethnographic case study, this study explores what contributed to the academic growth of Pablo, a middle school English language learner, who was institutionally recognized as an "achiever." Specifically, this study examines in what ways and to what extent school resources, such as teaching practices, enabled Pablo to grow academically. This study also explores how and to what degree outside resources, such as parental involvement and support from the community, led to his growth. In addition, this study examines to what degree Pablo's level of motivation contributed to his growth in academic writing. To determine whether or not Pablo's writing changed over time and whether Pablo made progress with his academic writing, I performed a textual analysis of a selective set of essays Pablo wrote over the course of one academic year. Findings suggest that Pablo's institutional status as an achiever stems from his ability to find ways to produce essays that were institutionally valued, recognized, and defined as "good essays." Findings also suggest that while such a status helped Pablo maintain his institutional identity as a "good student," it may at the same time have slowed down his learning process, prevented the school personnel from exploiting his full potential as a student and, worse yet, led to the over-generalization of student achievement.

Indexing (details)

Bilingual education;
Teacher education;
Secondary education;
Curriculum development;
Academic achievement;
Case studies
0282: Bilingual education
0530: Teacher education
0533: Secondary education
0727: Curriculum development
Identifier / keyword
Education; Academic growth; Accountability; Achievement; English as a second language; Immigrants; State & federal policies
The [de] construction of institutional representation of student achievement: An ethnographic case study of an ELL student's academic growth
Orelus, Pierre W.
Number of pages
Publication year
Degree date
School code
DAI-A 69/12, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
Willett, Jerri
Committee member
LeCourt, Donna; Valdiviezo, Laura
University of Massachusetts Amherst
University location
United States -- Massachusetts
Source type
Dissertations & Theses
Document type
Dissertation/thesis number
ProQuest document ID
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
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