Substantial evidence exists to support dual language (DL) education as a viable and enriching method of supporting high levels of academic achievement for both English language learners (ELLs) and English-speaking students (Christian, 1994;Lessow-Hurley, 1991;Lindholm-Leary, 2001;Thomas & Collier, 2003). Nonetheless, there are many challenges on the path to actualizing the potential of DL programs, including societal pressures and unsupportive educational policies. Dual language teachers are at the forefront of this struggle to raise academic standards for an increasingly diverse student body. As such, those who are successfully navigating these challenges possess information that can inform the collective knowledge base on methods of supporting and enhancing high academic achievement for all learners. Using Bandura's (1989) notion of human agency, this case study examined the characteristics of teacher agency at an academically successful DL elementary school.The purpose of this research was to identify both the factors that inform teachers' sense of agency (antecedents) and the instrucat UNIV NEBRASKA LIBRARIES on April 9, 2015 summary Ray, J. M. (2009). A template analysis of teacher agency at an academically successful dual language school.
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