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Simple Search
Hits 1 – 9 of 9
1
Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
Portes, Pedro R.
;
Straubhaar, Rolf
In: Educational Considerations (2022)
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2
The Impact of Student Teachers’ Pre-Existing Conceptions of Assessment on the Development of Language Assessment Literacy within an LTA Course
Olga Kvasova
In: Languages; Volume 7; Issue 1; Pages: 62 (2022)
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3
Language Assessment Literacy of Middle School English Teachers in Mexico
Analynn Bustamante
In: Languages; Volume 7; Issue 1; Pages: 32 (2022)
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4
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
Center for Equity for English Learners
In: Annotated Bibliographies (2022)
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5
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
Vannatter, Catherine E.
In: Theses and Dissertations--Education Sciences (2022)
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6
A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
Yannan Sun
In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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7
A Review and Discussion of In-service EFL Teachers’ Language Assessment Literacy Level in Junior High School in China
Yannan Sun
In: Studies in Applied Linguistics & TESOL, Vol 21, Iss 2 (2022) (2022)
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8
“I Kind of Pushed Back”: Efficiency and Urgency in a No-Excuses Writing Curriculum
Nagrotsky, Katie
In: Teaching/Writing: The Journal of Writing Teacher Education (2022)
Abstract:
Drawing on the concept of structuring contexts (Berchini, 2016) this article explores a white teacher’s understanding of teaching writing in a no-excuses charter management organization network. Through a deductive analysis, the author traces how the teacher’s beliefs about language were shaped by the CMO’s emphasis on efficiency, influencing how he acted on and adapted centralized curriculum and assessment practices. Documenting the ways that whiteness works within the writing curriculum and assessment practices despite stated broader organizational commitments to culturally relevant teaching, the author shows how the curriculum appropriated texts written by People of Color while the assessment practices prioritized correctness in student composing, upholding harmful language ideologies and White Mainstream English (Baker-Bell, 2020).
Keyword:
Curriculum and Instruction
;
Curriculum and Social Inquiry
;
English Language and Literature
;
Language and Literacy Education
;
no-excuses schools
;
Secondary Education
;
Secondary Education and Teaching
;
whiteness
;
writing assessment
URL:
https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1275&context=wte
https://scholarworks.wmich.edu/wte/vol11/iss1/4
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9
Student Centered Language Teaching: A Focus on Student Identity
Mano, Rachel
In: All Graduate Plan B and other Reports (2022)
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