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Structural over-determination of education reforms and agency ... : Strukturna naddoločitev izobraževalnih reform in delovanje ...
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Το γλωσσο-εκπαιδευτικό ζήτημα στην Ελλάδα: Ανάμεσα στο σύνταγμα του 1911 και την εισαγωγή της δημοτικής γλώσσας το 1917 ...
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Structural over-determination of education reforms and agency ; Strukturna naddoločitev izobraževalnih reform in delovanje
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In: CEPS Journal 11 (2021) 2, S. 77-95 (2021)
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A Phenomenological Study of Teachers Implementing Restorative Practices
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In: Doctoral Dissertations and Projects (2021)
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Solving a System of Inequalities: Decolonizing and Rehumanizing Mathematics in Somerville Public Schools
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"Langsam vermisse ich die Schule .". Schule während und nach der Corona-Pandemie
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In: Münster ; New York : Waxmann 2020, 229 S. - (Die Deutsche Schule, Beiheft; 16) (2020)
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Pedagogy as Social Practice and Teachers' Pedagogic Choices in Tanzanian Primary Schools
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Advancing an (Im)Possible Alternative: Ethnic Studies in Neoliberal Times ...
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Polytechnic High School: analyzes on a counter-hegemonic possibility of educational policy ; Ensino Médio Politécnico: análises acerca de uma possibilidade contra-hegemônica de política educacional
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In: Educação; Educação, v. 44, 2019 – Publicação contínua; e102/ 1-25 ; 1984-6444 (2019)
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Advancing an (Im)Possible Alternative: Ethnic Studies in Neoliberal Times
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"Starting where the children are": A process evaluation of the mother tongue-based multilingual education implementation
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Nepali primary school teachers’ beliefs and classroom practice in the context of educational reform
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In: Ham, MR, (2018). Nepali primary school teachers’ beliefs and classroom practice in the context of educational reform. Doctoral Thesis. Central Queensland University, http://dx.doi.org/10.25946/5c088511325b6 (2018)
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Exploring Solidarity in Teacher Learning and Activism for Social Justice
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In: Journal of Curriculum, Teaching, Learning and Leadership in Education (2018)
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Understanding Leadership within Comprehensive Early Childhood English Learner Reform
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In: Hurwitz, Anya. (2017). Understanding Leadership within Comprehensive Early Childhood English Learner Reform. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/9k15t276 (2017)
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Abstract:
This is an examination of leadership within the implementation of an early learning reform model that centralizes the needs of young English Learners. The English Learner student population continues to grow in California, yet schools and districts have persistently been unable to support their learning needs. The current policy context is driven by a new set of 21st century standards in which language is situated in a more prominent and cross cutting manner. The longstanding failures of our educational systems, along with this policy setting, make this an ideal context to study reform leadership within implementation of a model that is specifically designed to support young English Learners. This study is situated in literature focused on systemic reform, English Learner policy and reform, and a review of scholarship about the actors that operate within reforms. The concepts that frame this inquiry are rooted in the socio-political context, shared ownership and partnership, and the crafting of coherence within reform implementation. This is a critical case study of one district, Sequoia Grove School District, in its fourth year of implementation of the Sobrato Early Academic Language model. This design is most appropriate because it enables a deep and thorough examination of the leadership dimensions of reform implementation, a context-driven aspect of school change.There are two overarching findings from this study. First, leaders are able to build a coalition embodying shared ownership and collaboration for the reform across actors, though crafting coherence appears to be particularly context specific and complex. Secondly, there are three key socio-political factors that leaders are navigating: 1) the socio-economic context related to declining enrollment; 2) the policy context of transitioning to new 21st century standards; and 3) the unrelenting influence of the accountability framework established within the No Child Left Behind era. This study is written in a time when public education’s legitimacy is being undermined at the federal level in new and extreme ways. Practitioners, policy makers, and researchers committed to understanding and improving education for English Learners should consider the deeply political nature of school improvement efforts that centralize English Learners’ needs.
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Keyword:
Educational leadership; socio-political; systemic educational reform
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URL: http://www.escholarship.org/uc/item/9k15t276
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Toward Critical Data-Scientific Literacy: An Intersectional Analysis of the Development of Student Identities in an Introduction to Data Science Course
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In: Olivares Pasillas, Maria Concepcion. (2017). Toward Critical Data-Scientific Literacy: An Intersectional Analysis of the Development of Student Identities in an Introduction to Data Science Course. UCLA: Education 0249. Retrieved from: http://www.escholarship.org/uc/item/7w00h8cf (2017)
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Resisting Westernization and School Reforms: Two Sides to the Struggle to “Communalize” Developmentally Appropriate Initial Education in Indigenous Oaxaca, Mexico
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In: Global Education Review; Vol. 4 No. 3 (2017): Global Trends in Early Childhood Practice: Working within the Limitations of The Global Education Reform Movement ; 2325-663X (2017)
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Educational Reforms and Implications on Teachers’ World of Work: Perspectives of Fijian Primary Teachers
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In: Australian Journal of Teacher Education (2017)
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How to Stay Together at the Table to Talk about Race
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In: Scholarship and Professional Work – Education (2016)
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СОВРЕМЕННОЕ СОСТОЯНИЕ ИЗУЧЕНИЯ ИНОСТРАННЫХ ЯЗЫКОВ В РЕСПУБЛИКЕ УЗБЕКИСТАН: АНАЛИЗ ГОСУДАРСТВЕННЫХ ПРОГРАММ И УЧЕБНИКОВ
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БАБАНИЯЗОВА НАРГИЗА ПОЛАТОВНА. - : Федеральное государственное бюджетное образовательное учреждение высшего образования «Московский педагогический государственный университет», 2016
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СОВРЕМЕННЫЕ ПОДХОДЫ ПО ВНЕДРЕНИЮ ПОЛИЯЗЫЧНОГО ОБРАЗОВАНИЯ В КАЗАХСТАНЕ
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