Presently, there are a growing number of ethnic
minority students in the primary schools in northwest
England. Through sociocultural theory, this paper examines
student and parent perspectives of their experiences in
the schools. Using a qualitative methodology, including
observation, in-depth interviews, and field notes this case
study focused on children of ethnic minority parents from a
primary school in the northwest of England. Specifically,
this study investigates the perspectives of ethnic minority
students and their parents while identifying the pedagogical
knowledge and strategies already being used by teachers
and schools who work with ethnic minority students.
Foundational to this research is the belief that ethnic
minority families and teachers need to make concerted,
intentional efforts to engage in and acquire appropriate
knowledge for building effective, communicative relationships
in order to benefit student achievement.

J73

379.15 - CHR m

Perpustakaan FITK Pusat

Tersedia

• Minority Voices: A Case Study of Children and Parents in a Manchester Primary School

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