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Indigenous Language Teaching Policy in California/the U.S.: What’s Left Unsaid in Discourse/Funding
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In: Issues in Applied Linguistics, vol 21, iss 1 (2020)
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| 2 |
Should I Stay or Should I Go? Teacher Retention in the Era of Accountability
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| 3 |
Student engagement in an outperforming urban school as measured through cognitive, behavioral, and emotional indicators ...
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| 4 |
Teacher attitudes toward No Child Left Behind and part 154 in the English as a New language classroom
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| 5 |
Teacher Perceptions of the Common Core Performance Standards
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In: Georgia Educational Researcher (2015)
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| 6 |
A Sociological Perspective of the American Education System
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In: Social Sciences (2014)
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| 7 |
Effect of Reading Recovery on Literacy Needs of Hispanic English Language Learners
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| 8 |
Indiana
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In: Scholarship and Professional Work – Education (2013)
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| 9 |
EMPLOYING A PHENOMENOLOGICAL INQUIRY APPROACH TO EXPLORE A FEW URBAN AFRICAN AMERICAN MATH AND SCIENCE TEACHERS’ PERSPECTIVES ON NCLB AND ASSESSMENTS
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| 10 |
NCLB's effects on teachers' perceptions, satisfaction, and career intentions
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| 11 |
Multiple voices in a secondary English curriculum
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Abstract:
This qualitative study, featuring one American high school English department, analyzed why a secondary school chose certain literature for its English curriculum. The featured school had experienced a significant demographic change and had failed to meet AYP for 7 years. This study examined why the school continued to use many of the same materials it had used for 15 years and the impact the recent emphasis on reading instruction had on the literature program and the teachers. The study also considered the impact that the teachers’ background, the English department’s history, and the collective memory of English education in the United States all had on the selections. Additionally, this study investigated the ways in which the pressure to meet NCLB standards influenced the literature selection process.
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Keyword:
Adequate Yearly Progress (AYP); history of English education; No Child Left Behind (NCLB); reading instruction; secondary English curriculum
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URL: http://hdl.handle.net/2142/44376
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| 12 |
"My Country Looked Like America": Reflections and Experiences of English Language Learners in an Urban Public School ...
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| 13 |
The Effect of the Parent Liaison on Latino Student High School Completion and Parent Involvement
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In: Dissertations (2012)
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| 14 |
"My Country Looked Like America": Reflections and Experiences of English Language Learners in an Urban Public School
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In: Tyler_umbc_0434M_10634.pdf (2012)
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| 15 |
How is No Child Left Behind Affecting Proficient and Advanced Students on the California Star Test in English Language Arts
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In: Ed.D. Dissertations in Leadership for Educational Justice (2012)
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| 16 |
Educational policies in the United States and implications for English learners Políticas educacionais nos Estados Unidos e suas implicações para aprendizes de inglês
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In: Revista Brasileira de Linguística Aplicada, Vol 12, Iss 2, Pp 311-329 (2012) (2012)
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| 17 |
Status of Latino Education in Massachusetts: A Report
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In: Miren Uriarte (2011)
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| 18 |
Imbalanced literacy? How a US national educational policy has affected English learners and their teachers
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In: Colombian Applied Linguistics Journal, Vol 0, Iss 11, Pp 48-62 (2011) (2011)
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| 19 |
Working within the system: teachers of English learners negotiating a literacy instruction mandate
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In: Pease-Alvarez, Lucinda; Samway, Katharine Davies; & Cifka-Herrera, Carrie. (2010). Working within the system: teachers of English learners negotiating a literacy instruction mandate. Language Policy, 9(4), pp 313-334. doi:10.1007/s10993-010-9180-5. Retrieved from: http://www.escholarship.org/uc/item/3010t3kq (2010)
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| 20 |
The effects of the No Child Left Behind Act on the practice of testing students with limited English proficiency
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