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Speech and Debate Educators’ Perceptions About the Programs in Primary School
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Teachers’ Transition From Teacher-Centered to Learner-Centered Classrooms Using the Next Generation Science Standards as a Tool
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Heritage Language Development and Maintenance of Heritage Speakers of Korean in Australia in Primary School Years ...
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Relating Through Recognizing: The Content, Structure, and Contexts of School Staff Member Recognition Networks
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Educação global: perspetivas de alunos e professores de uma escola europeia
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Avaliação das competências conversacionais da criança: tradução e adaptação da “Escala das competências socio-conversacionais” para o português europeu
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Dialectical behavior therapy skills training for emotional problem solving for adolescents (DBT STEPS-A) in urban school contexts: a mixed methods study
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Children’s negotiation of meanings about geometric shapes and their properties in a New Zealand multilingual primary classroom
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Verhaltenswirkungen von Lesbarkeit und einer Fremdsprache im Management Reporting: Experimentelle Studien
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Relatório de estágio para obtenção do grau de mestre em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico
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Rematerializing the Immaterial: A Comparative Study of Vancouver's Conceptual Art and Writing
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| 14 |
Rambling and Wobbling in English: Ecocriticism in Outdoor Classrooms
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Understanding the Nexus Between Early Learning and Development Standards, Emergent Bilingual Learners, and Language Policy in Boston, Massachusetts
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Abstract:
This study explored the interplay between early learning and development standards (ELDS) and emergent bilingual learners (EBLs) in PreK classrooms in Boston, Massachusetts. The study explored how preschool teachers and policy experts understand ELDS, and how teachers integrate ELDS with their practice generally, and specifically with regard to EBLs. To do so, it sought to understand the ways in which EBLs are positioned in Massachusetts’ ELDS; how ELDS are understood, perceived, and enacted in general education, sheltered English immersion (SEI), and dual language PreK classrooms; and how state and district level education policy experts perceive the relationships between Massachusetts language policy, ELDS, and the needs of young EBLs. The study contextualized ELDS within a sociocultural framework in order to provide an understanding of the role of standards in the early education of EBLs. Employing qualitative interviews and a review of ELDS documents, the study was situated within the context of the Massachusetts 2002 Question 2 legislation, which banned bilingual education and instead instituted SEI classrooms. The researcher found that Vygotsky and Rogoff’s sociocultural theories of learning were helpful in framing understandings of ELDS in their development and in practice. Using this lens allowed for depth in understanding the power dynamics in the development of ELDS, including reflecting on the dominant benchmarks considered in the writing of standards. As part of a systemic approach to educational equity, ELDS should be carefully reviewed within the context of a Eurocentric orientation in order to influence their nature. Using a sociocultural theoretical lens also allowed for depth in understanding ELDS implementation, including how children’s native languages and cultures are impacted by perceptions of EBL ability and achievement. The study offers suggestions including: reviewing and consolidating standards; changes to education and professional development (pre-service and in-service); policy changes in entry procedures for EBLs; more nuanced understandings of the inherent biases that undergird serving this population equitably; a heteroglossic view of dual language assessments; increasing workforce diversity; supporting paraprofessionals; improved communication with families; increased monitoring and feedback of ELDS; reconciling state and district early childhood work expectations; and an increased policy focus on EBLs.
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Keyword:
Bilingual; Early childhood education; Education; Education and state; Preschool; Preschool teachers; School management and organization
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URL: https://doi.org/10.7916/d8-79xf-sx22
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| 17 |
Speech therapy for children with learning difficulties in mathematics ; Traitement orthophonique de la difficulté scolaire en mathématiques
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In: https://tel.archives-ouvertes.fr/tel-03478066 ; Education. Université Montpellier, 2021. Français. ⟨NNT : 2021MONTS052⟩ (2021)
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Creole-French co-literacy as a factor of academic success in Reunion ; La Co-alphabétisation créole-français comme facteur de réussite scolaire à la Réunion
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In: https://tel.archives-ouvertes.fr/tel-03597708 ; Linguistique. Université de la Réunion, 2021. Français. ⟨NNT : 2021LARE0035⟩ (2021)
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| 19 |
De la méthodologie expérimentale à la recherche interventionniste. Contribution à une approche socio-anthropologique de l'école et de la société inclusives [Volume 1. Note de synthèse]
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In: https://hal.univ-reunion.fr/tel-03207179 ; Education. Université de La Réunion, 2021 (2021)
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Dysphonia among school teachers : perception and representations ; La dysphonie chez les professeures des écoles : perception et représentations
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In: https://tel.archives-ouvertes.fr/tel-03564756 ; Linguistique. Université de la Sorbonne nouvelle - Paris III, 2021. Français. ⟨NNT : 2021PA030011⟩ (2021)
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