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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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| 2 |
Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 3 |
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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| 4 |
Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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| 5 |
Beginning Spanish ¡Empecemos por aquí!
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In: PDXOpen: Open Educational Resources (2022)
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| 6 |
OER in University Language Courses
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In: World Languages and Literatures Faculty Publications and Presentations (2022)
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| 7 |
Decoding the 1920s: Teaching Advanced Russian in a Literature Class
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In: World Languages and Literatures Faculty Publications and Presentations (2022)
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| 8 |
Disrupting Trauma Tourism in Diversity Workshops and Scholarship Essays: A Participatory Study Describing Counternarratives by Queer, Trans, and Students of Colour.
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In: University Studies Faculty Publications and Presentations (2022)
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| 9 |
The Effects of Charter Schools on Early Foreign Language Education in Public Schools
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In: Senior Honors Theses (2022)
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| 10 |
Linguistically and Culturally Responsive Teaching for LL in the Mainstream Classroom: Planning Tools and Other Classroom Resources
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In: Culminating Experience Projects (2022)
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| 11 |
English is Not Dead! Long Live English: Teaching the Evolution of English and Inclusive Communication Via Online, Face to Face or Hybrid Instruction
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In: Georgia International Conference on Information Literacy (2022)
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| 12 |
Language learning through interaction: Online and in the classroom
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In: The Coastal Review: An Online Peer-reviewed Journal (2022)
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| 13 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 14 |
Subverting Summer Slide - ELL Camp Program
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In: National Youth Advocacy and Resilience Conference (2022)
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| 15 |
Trusting the Process: Using Oral Histories to Encourage the Development of Teachers’ Socio-political Consciousness
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In: Georgia International Conference on Information Literacy (2022)
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| 16 |
Supporting the Oral Language Development of Young Dual Language Learners: Perspectives of EL Teachers in NH
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In: Honors Theses and Capstones (2022)
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| 17 |
Encountering American higher education: First-year academic transition of international undergraduate students in the United States
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In: Journal of Global Education and Research (2022)
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| 18 |
TRANSFORMATIVE LEARNING THROUGH ORAL NARRATIVE IN A PARTICIPATORY COMMUNICATION CONTEXT: AN INQUIRY INTO RADIO DRAMA-BASED TRAINING AMONG ZAMBIAN CAREGIVERS OF ABUSED AND EXPLOITED CHILDREN
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In: Theses and Dissertations--Communication (2022)
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| 19 |
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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