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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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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
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In: Educational Considerations (2022)
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (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
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In: Theses and Dissertations--Education Sciences (2022)
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Abstract:
The population of English Learners (ELs) continues to increase across the United States, and these students persistently perform below their native English-speaking peers in measures of academic achievement. Federal government leaders passed the Every Student Succeeds Act (ESSA) in 2015, which modified how state and local educational agencies identify, instruct, assess, and reclassify ELs and revised what funding EL programming could receive. In this multiphase study, I investigated how the macropolitics of federal and state policy became enacted in the micropolitics of a mid-sized school district in Kentucky. Through an initial phase of document review followed by a mixed methods approach in the second phase of research, I asked what changes district leaders made to the EL support model for high schools, why they made these changes, and what effects these changes had on ELs’ English language proficiency development at a school site within the district. Results from the study proved inconclusive and have implications for education policymakers and leaders related to unpacking the complexity of policymaking, including all voices in policymaking, and designing policy through a grassroots approach.
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Keyword:
and Multicultural Education; and Research; Bilingual; Critical Policy Analysis; Curriculum and Instruction; Education Law; Education Policy; Educational Assessment; Educational Leadership; Elementary and Middle and Secondary Education Administration; English Language Proficiency; English Learners; Evaluation; Language and Literacy Education; Mixed Methods Approach; Multilingual; Multiphase Research Design; Secondary Education
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URL: https://uknowledge.uky.edu/edsc_etds/105 https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1118&context=edsc_etds
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6 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
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In: All Antioch University Dissertations & Theses (2021)
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An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
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In: Dissertations (2021)
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Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
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In: Research outputs 2014 to 2021 (2021)
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Digital representation for assessment of spoken EFL at university level: A case study in Vietnam
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Vu, Thi Bich Hiep. - : Edith Cowan University, Research Online, Perth, Western Australia, 2021
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In: Theses: Doctorates and Masters (2021)
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13 |
Aviation English Assessment and Training
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In: Publications (2021)
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Latino Family Engagement in a Network of Catholic Bilingual Schools
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In: Journal of Catholic Education (2021)
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Leveraging Equity and Excellence for English Learners: An Annotated Bibliography
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In: Annotated Bibliographies (2021)
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16 |
Equity Leadership for English Learners During COVID–19: Early Lessons
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In: Academic Journal Articles (2021)
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Equity Leadership for English Learners During COVID–19: Early Lessons
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In: Professional Journal Articles (2021)
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18 |
Standardized Test and the Covid-19 Pandemic: A Phenomenological Multi-Site Case Study of Singapore and Southern Nevada within a Culturally Responsive Evaluation Framework
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
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19 |
The Policy Feedback Loop: Exploring English Learner (EL) Policy, Policy Implementation, and the Relationship between Policy, Research, and Practice
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In: Doctoral Dissertations (2021)
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20 |
The Perceived English Writing Needs of Non-Primary English International Doctoral Students at R1 Universities Across the United States
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In: Doctoral Dissertations (2021)
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