Teachers of English Learners Negotiating Authoritarian Policies
Buch in deiner Nähe kaufen
Beschreibung
In an effort to reverse the purported crisis in U.S. public schools, the federal government, states, and districts have mandated policies that favor standardized approaches to teaching and assessment. As a consequence, teachers have been relying on teacher-centered instructional approaches that do not take into consideration the needs, experiences, and interests of their students; this is particularly pronounced with English learners (ELs). The widespread implementation of these policies is particularly striking in California, where more than 25% of all public school students are ELs.
This volume reports on three studies that explore how teachers of ELs in three school districts negotiated these policies. Drawing on sociocultural and poststructural perspectives on agency and power, the authors examine how contexts in which teachers of ELs lived and worked influenced the messages they constructed about these policies and mediated their decisions about policy implementation. The volume provides important insights into processes affecting the learning and teaching of ELs.
In an effort to reverse the purported crisis in U.S. public schools, the federal government, states, districts have mandated policies that favor standardized approaches to teaching and assessment. As a consequence, teachers have been relying on teacher-centered instructional approaches that do not take into consideration the needs, experiences, and interests of their students; this is particularly pronounced with English learners (ELs). The widespread implementation of these policies is particularly striking in California, where more than 25% of all public school students are ELs. This volume reports on three studies that explore how teachers of ELs in three school districts negotiated these policies. Drawing on sociocultural and poststructural perspectives on agency and power, the authors examine how contexts in which teachers of ELs lived and worked influenced the messages they constructed about these policies and mediated their decisions about policy implementation. The volume provides important insights into processes affecting the learning and teaching of ELs.
A much needed resource on English Learners, an undeserved population in U.S. schools Discusses the controversial and challenging topic of reading and literacy instruction policies and mandates Offers a rare insight into the impact of policies on both learners and teachers Includes supplementary material: sn.pub/extras
Autor*in
Lucinda Pease-Alvarez
Themen in »Teachers of English Learners Negotiating Authoritarian Policies«
ELLs English Language Learners Educators Advocating for Students Language Policy Literacy learning Literacy teaching OCR Skill and Strategy Instruction Predominated Postructural Perspectives on Agency Standardized testing Stnadardized instruction Teacher agency and Educational Policy Teacher development Teacher-centered pedagogy Top-down literacty initiatives