Date

2008

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

As an ELS teacher of Latino, migrant students, I recognized gang-prone behaviors among my six graders. This group became my study group. In order to be responsive to this cultural phenomenon, I asked myself, what strategies would be best practices for this at risk group. The constructivist paradigm offered guidelines to create a learning environment conducive to the unique needs of these students. The intervention/prevention projects that focus on the gang culture were the source of my social competency skill curriculum. The outcome of this self-reflective thesis was a reorientation of my teaching style in which I am a facilatator who encourages reciprocal, student centered dialogue. Also, I am proactive in developing a school wide plan to meet the needs of the students in a gang oriented culture.

Comments

Thesis (M.A.) Teacher Education Department

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