Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice

In the context of shifting demographics and standards-based reform, school districts in new immigrant destinations are charged with designing infrastructures that support teaching and learning for English learners (ELs) in core academic subjects. This article uses qualitative data and social network...

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Vydáno v:American educational research journal Ročník 52; číslo 3; s. 408 - 439
Hlavní autoři: Hopkins, Megan, Lowenhaupt, Rebecca, Sweet, Tracy M.
Médium: Journal Article
Jazyk:angličtina
Vydáno: Los Angeles, CA SAGE Publications 01.06.2015
American Educational Research Association
Témata:
Demographics
Documentation
Educational Change
Educational Practices
Elementary School Students
English Language Learners
English Learners
Faculty Development
Immigrants
Information Networks
Infrastructure
Language Proficiency
Learning
Learning Processes
Migrant Education
Mixed Methods Research
Network Analysis
Networks
Noncitizens
School Districts
Semi Structured Interviews
Social and Institutional Analysis
Social Networks
Teachers
Teaching Methods
United States (Midwest)
United States > US
immigration/immigrants
elementary schools
mixed methods
organization theory/change
ISSN:0002-8312, 1935-1011
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Shrnutí:In the context of shifting demographics and standards-based reform, school districts in new immigrant destinations are charged with designing infrastructures that support teaching and learning for English learners (ELs) in core academic subjects. This article uses qualitative data and social network analysis to examine how one district in the midwestern United States organized EL instruction. After describing the district's infrastructure for elementary EL education, we examine how this infrastructure supported teachers' work practice—the practices in which teachers engage with one another—as operationalized around instructional advice and information networks. Findings reveal that teachers' opportunities to learn about EL instruction varied significantly by the school subject and that these differences were directly related to the way in which the district built its EL educational infrastructure.
Bibliografie:ObjectType-Article-1
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ISSN:0002-8312
1935-1011
DOI:10.3102/0002831215584780