Discouragement, encouragement, and at risk Hispanic elementary students' self-esteem: an ethnographic case study

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dc.creatorGomez, Daniel P.
dc.date.accessioned2016-11-14T23:08:54Z
dc.date.available2011-02-18T23:17:39Z
dc.date.available2016-11-14T23:08:54Z
dc.date.issued1994-05
dc.description.abstractThe purpose of this study is to describe ways in which self-esteem of at risk Hispanic elementary students are affected by discouragement and encouragement. An ethnographic approach and participant observer method make it possible to document the lives of two students within the educational setting of the classroom so that the researcher can look at the ways in which classroom life affects their self-esteem. Thus, observations by die researcher can be described and contextualized (1988; Eisner, 1991; Erickson, 1986; Wolcott, 1988).
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/2346/19746en_US
dc.language.isoeng
dc.publisherTexas Tech Universityen_US
dc.rights.availabilityUnrestricted.
dc.subjectHispanic American studentsen_US
dc.subjectMotivation in educationen_US
dc.titleDiscouragement, encouragement, and at risk Hispanic elementary students' self-esteem: an ethnographic case study
dc.typeDissertation

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