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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 |
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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| 3 |
Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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| 6 |
Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models
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In: Education Sciences; Volume 12; Issue 1; Pages: 59 (2022)
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| 7 |
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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| 8 |
Learning Analytics: A Classroom Response System’s impact on Summative Assessment
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In: SoTL Commons Conference (2022)
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| 9 |
Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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| 10 |
Courageous Conversations: Transformational Leadership through Empathy
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In: National Youth Advocacy and Resilience Conference (2022)
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| 11 |
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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| 12 |
Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries
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In: Library Philosophy and Practice (e-journal) (2022)
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| 13 |
Interaction With Augmented Reality Sandbox Does Not Produce Greater Gains In Topographic Map Skills for Undergraduate Students
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In: Honors Theses, University of Nebraska-Lincoln (2022)
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| 14 |
Discourse in Inquiry Science Classrooms, DiISC Version 2.0 (User’s manual for an observation research instrument)
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2022)
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| 15 |
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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| 16 |
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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| 17 |
Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 18 |
A Rationale for Using a Scenario-Based Assessment to Measure Competency-Based, Situated Second and Foreign Language Proficiency
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| 19 |
The Use of an Elicited Imitation Test to Measure Global Oral Proficiency of L2 Chinese at the Postsecondary Classroom
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In: Chinese Language Teaching Methodology and Technology (2021)
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| 20 |
Towards an Assessment for Social Justice: A Study of Class-Based Fairness in the Assessment of Working-Class Student’ Learning in Higher Education Courses
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