1 |
RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
|
|
|
|
In: Dissertations (2022)
|
|
BASE
|
|
Show details
|
|
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
|
|
|
|
In: Educational Considerations (2022)
|
|
BASE
|
|
Show details
|
|
3 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
|
|
|
|
In: Annotated Bibliographies (2022)
|
|
BASE
|
|
Show details
|
|
4 |
Courageous Conversations: Transformational Leadership through Empathy
|
|
|
|
In: National Youth Advocacy and Resilience Conference (2022)
|
|
BASE
|
|
Show details
|
|
5 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
|
|
|
|
In: Theses and Dissertations--Education Sciences (2022)
|
|
BASE
|
|
Show details
|
|
6 |
Student Centered Language Teaching: A Focus on Student Identity
|
|
|
|
In: All Graduate Plan B and other Reports (2022)
|
|
BASE
|
|
Show details
|
|
7 |
Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
|
|
|
|
In: World Languages and Cultures (2021)
|
|
BASE
|
|
Show details
|
|
8 |
Social Justice in the Language Classroom Series: Argentina
|
|
|
|
In: Early College Folio (2021)
|
|
BASE
|
|
Show details
|
|
9 |
Teachers of Color's Perception on Identity and Academic Success: A Reflective Narrative
|
|
|
|
In: All Antioch University Dissertations & Theses (2021)
|
|
BASE
|
|
Show details
|
|
10 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
|
|
|
|
In: Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
11 |
Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
|
|
|
|
In: Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
12 |
Exploring the self-efficacy beliefs of Vietnamese pre-service teachers of English as a foreign language
|
|
|
|
In: Research outputs 2014 to 2021 (2021)
|
|
BASE
|
|
Show details
|
|
13 |
Aviation English Assessment and Training
|
|
|
|
In: Publications (2021)
|
|
BASE
|
|
Show details
|
|
14 |
Latino Family Engagement in a Network of Catholic Bilingual Schools
|
|
|
|
In: Journal of Catholic Education (2021)
|
|
BASE
|
|
Show details
|
|
15 |
Leveraging Equity and Excellence for English Learners: An Annotated Bibliography
|
|
|
|
In: Annotated Bibliographies (2021)
|
|
BASE
|
|
Show details
|
|
16 |
Equity Leadership for English Learners During COVID–19: Early Lessons
|
|
|
|
In: Academic Journal Articles (2021)
|
|
Abstract:
This article provides the findings of 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, we posed the following research question: What are leaders’ local policies and practices in designing and implementing distance learning to promote equity for English Learners? We 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). We 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, we conceptualized the framework for equity leadership for English Learners to address the needs of this underserved population. We conclude with a call for further examination, in both leadership preparation as well as in policy implementation research. ; https://digitalcommons.lmu.edu/ceel_academicjournalarticles/1000/thumbnail.jpg
|
|
Keyword:
and Multicultural Education; and Research; Bilingual; Educational Administration and Supervision; Educational Assessment; Educational Leadership; Evaluation; Multilingual
|
|
URL: https://digitalcommons.lmu.edu/ceel_academicjournalarticles/1 https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1000&context=ceel_academicjournalarticles
|
|
BASE
|
|
Hide details
|
|
17 |
Equity Leadership for English Learners During COVID–19: Early Lessons
|
|
|
|
In: Professional Journal Articles (2021)
|
|
BASE
|
|
Show details
|
|
18 |
Standardized Test and the Covid-19 Pandemic: A Phenomenological Multi-Site Case Study of Singapore and Southern Nevada within a Culturally Responsive Evaluation Framework
|
|
|
|
In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2021)
|
|
BASE
|
|
Show details
|
|
19 |
The Policy Feedback Loop: Exploring English Learner (EL) Policy, Policy Implementation, and the Relationship between Policy, Research, and Practice
|
|
|
|
In: Doctoral Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
20 |
The Perceived English Writing Needs of Non-Primary English International Doctoral Students at R1 Universities Across the United States
|
|
|
|
In: Doctoral Dissertations (2021)
|
|
BASE
|
|
Show details
|
|
|
|