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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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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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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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Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
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In: World Languages and Cultures (2021)
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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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14 |
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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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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Abstract:
This article provides findings from an exploratory, qualitative study on distance learning policies and practices from a purposeful sample of five California school districts and 25 district and school leaders with large numbers and/or larger percentages of current or former English Learners. To understand the extent to which leaders address English Learners’/Emergent Bilinguals’ (EL/EM) needs during the pandemic, the researchers posed the following research question: What are leaders’ local policies and practices in designing and implementing distance learning to promote equity for English Learners? The authors gathered three key district policy documents across three moments during the pandemic: (1) COVID-19 Operations Written Reports (Spring 2020), (2) School Reopening Plans (Summer 2020), and (3) Learning Continuity and Attendance Plans (Fall 2020). They also conducted interviews and triangulated data sources using grounded theory to analyze and understand how equity is framed and implemented. Data triangulation and iterative rounds of coding allowed us to identify three inter-related findings: (1) leading in the crisis of connectivity and bridging the digital divide; (2) maximizing diverse ELs’ learning experiences; and, (3) building from collaborative leadership cultures to collaborative virtual leadership cultures. Using these key findings, the authors conceptualized the Equity Leadership for English Learners Framework consisting of the following components to address the needs of this underserved population: (1) Personal and Collective Leadership Commitment, (2) Pedagogies of Equity, (3) Professional Development), (4) Families as Leaders & Partners, (5) Equity Partners, and (6) Differentiated Resources. The authors conclude with a call for further examination, in both leadership preparation as well as in policy implementation research. ; https://digitalcommons.lmu.edu/ceel_journalarticles/1009/thumbnail.jpg
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Keyword:
and Multicultural Education; and Research; Bilingual; Educational Administration and Supervision; Educational Assessment; Educational Leadership; Evaluation; Multilingual
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URL: https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1009&context=ceel_journalarticles https://digitalcommons.lmu.edu/ceel_journalarticles/9
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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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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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