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: | , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Los Angeles, CA
SAGE Publications
01.06.2015
American Educational Research Association |
| Témata: | |
| ISSN: | 0002-8312, 1935-1011 |
| On-line přístup: | Získat plný text |
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| Abstract | 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. |
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| AbstractList | 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. |
| Audience | Elementary Education |
| Author | Sweet, Tracy M. Hopkins, Megan Lowenhaupt, Rebecca |
| Author_xml | – sequence: 1 givenname: Megan surname: Hopkins fullname: Hopkins, Megan – sequence: 2 givenname: Rebecca surname: Lowenhaupt fullname: Lowenhaupt, Rebecca – sequence: 3 givenname: Tracy M. surname: Sweet fullname: Sweet, Tracy M. |
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| SubjectTerms | 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) |
| Title | Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice |
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