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As the number of English language learners (ELLs) continues to grow in Califorina and throughout the country, there is a need to examine present policies that impact the preparation of teachers to meet the varying needs of this diverse student poplulation. This article utilizes a framework of educational responsiveness to examine the definition and expectations of a “highly qualified teacher” as presented at the federal level by No Child Left Behind law (2002) that presents a generic approach to the education of ELLs. It is within this “unresponsive” policy and sociopolitical context that concerns and actions for equity in education and, specifically, for bilingual teacher preparation are situated. In this article we examine the federal and state contexts and describe efforts in California to be responsive to English language learners. Finally, we highlight ongoing efforts that challenge these mandates and policies in order to more effectively meet the needs of ELLs in California. These efforts are manifested via professional organizations committed to educational research toward appropriate pedagogy for language devleopment and political advocacy for English language learners. 相似文献
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Mandates such as No Child Left Behind (2001) and Individuals with Disabilities Education Improvement Act (2004) shifted the emphasis of instruction to include skills that access the general curriculum for students with moderate to severe intellectual disability. The purpose of this study was to describe changes in literacy instruction of teachers who participated in literacy research using secondary data analysis of instructional videos from 2004 to 2010. Results from the study suggest that teachers in 2004 focused on fewer components of reading that did not include phonemic awareness or phonics than teachers in 2010. Other changes in instruction included use of systematic instruction, grade-appropriate materials, and structure of literacy lessons. 相似文献
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Lynn M. O'Connell 《Journal of educational and psychological consultation》2013,23(2):156-168
In this commentary on Al Otaiba, Hosp, Smartt, and Dole's article (this issue), key strengths, limitations, and systemic issues in the consultation project are identified. It is posited that despite expanded opportunities for school improvement since the implementation of the No Child Left Behind Act (2001) and clear evidence that improvement is warranted, school improvement remains an extremely difficult process. Several positive elements in the Al Otaiba project are identified. The need for increased attention to systemic variables, a closer examination of existing district policies and resources, and the need for systematic professional development are identified as project elements that may have improved the outcome. 相似文献
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Neil Selwyn 《Learning, Media and Technology》2006,31(1):5-17
Educational commentators have long feared a ‘digital disconnection’ between emerging generations of technology‐rich students accustomed to high levels of Internet use and their technology‐poor schools. Yet few studies have empirically examined the existence and potential implications of such a disconnect from the students' perspective. The present paper replicates Levin and Arafeh's (2002) US study which solicited online stories from students detailing how they used the Internet for school. Responses from 84 UK secondary school students show that just over half felt restricted in their Internet use at school. Unlike the original US study, the primary disconnect between UK Internet‐using students and their schools was not one of physical access but the restriction of their Internet use through school rules and content filters, firewalls and other technologies of control. Whilst some students displayed frustration and disenchantment, most gave measured and sometimes sympathetic views of their schools' less‐than‐perfect information technology provision. As such, many of our students were well aware of a digital disconnect but displayed a pragmatic acceptance rather than the outright alienation from school that some commentators would suggest. 相似文献
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Getting Inside the Black Box: Examining How the Operation of Charter Schools Affects Performance 总被引：1，自引：0，他引：1
In recent years, a series of articles have examined the performance of charter schools with mixed results. Some of this research has shown that charter school performance varies by charter type or the age of the school (Bifulco &; Ladd, 2006; Buddin &; Zimmer, 2005; Hanushek, Kain, &; Rivkin, 2002; Sass, 2006). However, this research has not examined the school attributes that lead to high- or low-achieving charter schools. In this article, we examine how student achievement varies with school operational features using student-level achievement and survey data for charter and a matched-set of traditional public schools from California. We did not find operational characteristics that were consistently related with student achievement, but we did identify some features that are more important at different grade levels or in charter schools versus in traditional public schools. We also examined the relationship between greater autonomy within schools, which is a major tenet of the charter movement, and student achievement and found very little evidence that greater autonomy leads to improved student achievement. 相似文献
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Evaluators are frequently asked to assess the effectiveness of school programs implemented to improve academic achievement. School connectedness has been shown to be directly related to academic achievement (McNeely, Nonnemaker, &; Blum, 2002) and is therefore of interest to evaluators. The construct of school connectedness has been shown to consist of 3 elements: connectedness to adults in schools, connectedness to peers, and connectedness to the school (Karcher &; Lee, 2002). This paper reports the psychometric properties and factor analyses findings from a School Connectedness Scale (SCS) given to adolescents in 2 very different high schools in the Northeast, one a large urban school and one a medium-sized suburban school. The results indicate that the SCS is highly reliable with a stable factor structure across diverse populations. The broad applications of use for the instrument are discussed. 相似文献
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Mary E. Yakimowski Michael Faggella-Luby Yujin Kim Yan Wei 《Journal of Education for Students Placed at Risk》2016,21(2):118-128
Numerous research studies (e.g., Anderson, Kutash, &; Duchnowski, 2001; Lane, Carter, Pierson, &; Glaeser, 2006; Volpe, Dupaul, Jitendra, &; Tresco, 2009; Wei, Blackorby, &; Schiller, 2011) have shown that students with disabilities generally exhibit lower reading scores than their peers without disabilities. However, questions remain about the possibility of longitudinal differences among high-incidence disability classifications (e.g., speech/language impairments, SLI; emotional disturbances, ED; learning disabilities, LD; and attention deficit disorders, ADD). This study investigated growth patterns in reading achievement among middle school students from 5th to 8th grade with different high incidence disability classifications on one state's high-stakes assessment. After a repeated measures analysis of variance and post hoc testing, results reveal that students identified as LD and SLI evidenced more growth in reading than those classified as either ADD or ED. In light of the No Child Left Behind Act of 2001 legislation, findings about the various growth patterns are discussed with respect to policy, measurement, and practical implications. 相似文献
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Lance D. Fusarelli 《Clearing house (Menasha, Wis.)》2013,86(1):20-24
Young adolescents’ low scores on the National Assessment of Educational Progress (NAEP) force the question of whether these students will be ready for college in four years. Our efforts to build a college-going culture emphasize strengthening students’ writing skills by using preservice teachers to lead writing marathons for at-risk middle school students on university visits. Structured interviews, surveys, and written reflections reveal that what students write about changes with age, their motivation to write varies, and their college aspirations and perceptions become more positive after completing several annual writing marathons on a college campus. The writing marathon structure makes the college visit truly meaningful to students, and it provides a compelling incentive to write by supporting characteristics of middle school students, as defined by the National Middle School Association (National Middle School Association [NMSA] 2003). The marathon model focuses on four key elements: setting, timing, small groups, and writers’ level of commitment. 相似文献
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Scott M. Waring 《Educational Research and Evaluation》2013,19(5):437-449
During the past decade, there has been more than an adequate amount of research addressing issues regarding social studies methods courses. However, the apparent void is that there is no clear understanding of what pedagogical content knowledge or understanding of pedagogical approaches teacher candidates bring with them to social studies methods courses or what they expect from their time in social studies methods courses. The purpose of this study is to determine the mentality of the typical social studies methods course student, as he or she enters a social studies methods course. Employing analytic induction (Bogdan & Biklen, 2007; Erikson, 1986; Patton, 2002) and content analysis (Patton, 2002) to analyze and interpret the data, 9 categories for what the students know and 8 for what the students wanted to know were constructed. 相似文献
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《Journal of Further & Higher Education》2012,36(3):371-381
The PhD viva has been described as mysterious (Burnham 1994; Morley et al. 2002), unpredictable (Rugg & Petre 2004) and potentially frightening for students (Delamont et al. 2004), with its form and duration a function of the predilections of individual examiners as well as a function of differences across disciplines. Despite its myriad manifestations, the PhD viva voce (live voice), as oral examination of the doctoral thesis, constitutes the final ‘test’ of the PhD endeavour. In the UK, this is a private event, though in some countries such as Belgium and the Netherlands, for example, the viva is conducted in a public arena (Delamont et al. 2004). Although there is no standard or prescribed format, students across all disciplines can expect to defend their thesis through a process involving questioning, clarification and discussion of key elements. This critical commentary discusses a number of issues that inform the preparation of students, focusing on the role of the internal and external examiner, the viva voce process, guidance for students and some practical suggestions for supervisors and students, particularly the value of full role-play in building students’ confidence. The extent to which the doctoral viva, in its current ‘secret’ form, can be seen as a fully accountable and independently rigorous process is taken up in the conclusion that highlights the phenomenon of ‘cosy’ reciprocal examining arrangements, the spectre of litigation when things go wrong and the need to consider a fundamental review of both the purpose and conduct of the viva. 相似文献
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Anthony Kola‐Olusanya 《Environmental Education Research》2005,11(3):297-307
Free‐choice learning and, derivatively, free‐choice environmental learning emerges as a powerful vehicle for supporting diversity in learning styles (Falk & Dierking, 2002). In this article, I argue that free‐choice environmental learning holds great potential for enabling us to understand what is at stake in environmental learning and thus help us build a sustainable future. I examine the different informal learning contexts for children, home (family and play), museums, zoos, nature parks and wilderness, among many others, and offer an explanation for how learning occurs in these settings, and how such domains or sectors can contribute to free‐choice environmental learning. This article also examines the nature of environmental learning in free choice settings to establish a connection with stages of childhood development. In the final section of this article, I draw on these examples to discuss research issues that emerge within various free‐choice settings. 相似文献
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Victoria Cook 《Environmental Education Research》2008,14(5):507-517
This paper presents findings from research into students’ perceptions and experiences of geography fieldwork. The study focused on Year 9 students (13–14 years) from three state secondary schools in urban northern England. Geography fieldwork, depending on its conceptualisation and implementation, has the potential to provide students with a wide range of environmental learning experiences. This paper analyses the implicit values and ideologies underlying the three schools’ approaches to fieldwork using Fien’s (1993) conceptual distinction between education about, through and for the environment. The significance of these underlying values and ideologies to the students’ affective engagement with the field environment is discussed. The paper concludes that, while some students engaged with the field environment in terms of their personal values and environmental ideologies, broader influences on the fieldwork agenda were also discernable. These findings deepen our understanding of the implicit values underlying environmental education and highlight a potentially important conflict between the cognitive and affective objectives of such work. 相似文献
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W. Sean Kearney David E. Herrington David V. Aguilar 《Equity & Excellence in Education》2013,46(2):239-249
This article presents a case study of one high performing high poverty campus serving students of color in South Central Texas. The researchers utilized the criteria for 90/90/90 schools established by Douglas Reeves (2004). In order to meet these criteria, schools had to have the following characteristics: 90% or more of the student body had to be non-Anglo, 90% or more of the students had to qualify for free or reduced lunch, and achievement testing was mastered at rates of 90% or greater. Researchers conducted an initial examination of every public school within a 16,631 square mile area utilizing these criteria. The results yielded 15 schools that met this standard at least once between the years 2006–2010. Only one school met the criteria in each of these years. Panel interviews, focus groups, site visits, and individual follow up interviews were conducted to glean information on the characteristics of this high performing campus, the results of which are presented herein. 相似文献
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Public schools in the United States are predicated upon some common, albeit contested, understanding of a “normal” child. Such an identity comes with corresponding rules of behavior. In this study, we use identity politics as the primary lens through which to interpret the experiences of students at an alternative middle and high school. Through ethnographic field observational data and student interviews over a four-month period, we examine student narratives to inform the theoretical framework of this research. We conclude that the alternative school in this case study is a stigmatized space for students with spoiled identities (Goffman, 1963). We offer implications for alternative schools in general and suggest that their design, by definition, can reinforce the stigmatized identity and its corresponding “deviant” behavior. 相似文献
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Elizabeth Sach 《Educational studies》2012,38(3):261-276
Research conducted within the past decade contributes much to an understanding of the role and potential value of formative assessment in learning. As an Advisory Teacher within a local authority, the researcher was interested to find out how teachers actually perceive formative assessment. This study therefore set out to investigate the range and nature of such perceptions and whether any relationships exist between them and independent variables such as school phase and length of teacher experience. The sample was drawn from teachers working in 24 lower and middle schools within one local authority and the research was conducted in two phases. This paper will focus on Phase 1, during which data was drawn from a questionnaire survey which elicited both quantitative and qualitative responses from 67 teachers. Analysis of this data revealed a range of perceptions about formative assessment among teachers. In particular, they acknowledged the value of formative assessment in promoting learning. However, these findings suggest that perhaps teachers were less confident than they claimed to be in putting actual strategies in place, supporting the findings of Black, Harrison, Lee, Marshall, and Wiliam (2002). Statistical analysis revealed some significant relationships between some of these perceptions and both school phase and length of teacher experience. Both theoretical and practical implications of these findings are discussed and recommendations made for future policy and practice. 相似文献
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One reason we have difficulty finding sustainable solutions is in part because we are unable to see the bigger picture. Capra (2000) argues, “To become ecologically literate we must learn to think systemically – in terms of connectedness, context and processes” (p. 270). We have attempted to structure connected learning experiences through our transdisciplinary approach to teaching for learning science, mathematics and ecological aspects of society and environment. We support Jucker's (2002) view that we must have lateral rigor across disciplines and vertical rigor within disciplines in order to best prepare students for teaching. This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment. 相似文献
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Peter Burden 《Assessment & Evaluation in Higher Education》2008,33(3):315-327
Japanese universities’ total capacity to accommodate new entrants will reach 100% before 2009. Partly to attract students as ‘courted customers’ (Kitamura 1997, 147), and, with a growing trend towards university accountability and assessment to meet the needs of homogeneously skilled students with diverse study backgrounds, administration of Student Evaluation of Teaching surveys (SETs) has become mandatory. This is problematic, however, as the effects of different ‘dominant cultures’ (McKeachie 1997, 1221) may influence students’ attitudes towards evaluation. If ratings reflect how learners feel as well as the way they think (Kulik 2001; Kerridge & Mathews 1998), evaluation results may be influenced by the environment around them on the day of the administration. This questionable discriminant validity of SETs suggests the need to consider additional evaluative measures that address the potential effects of the school environment or ‘ethos’ or culture. This paper examines the dominant culture in a tertiary establishment in Western Japan through an adaptation of an ‘ethos indicators’ questionnaire (MacBeath & McGlynn 2002). Tentative suggestions are offered for how this tool could be adapted for use in tertiary education in Japan and beyond as a counterweight to SETs. Adding another perspective to evaluation is a way to understand the effectiveness of the learning environment for student learning. 相似文献
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Herbert Joseph Schoener III Kathryn Bell McKenzie 《Equity & Excellence in Education》2016,49(3):284-299
Although much of the current educational research literature on achievement gaps has focused on core curricular areas in public schools, few have focused on racially identifiable gaps in non-core areas such as high school foreign languages. These achievement, and thus advancement, gaps often result in the under-representation of students of color in higher level foreign language classes. This can have long-range negative consequences for students, such as lacking the foreign language credits needed for admission into major universities. Thus, in this qualitative study, we researched the perceptions of teachers, counselors, and school leaders at a racially diverse urban high school in central Texas concerning the enrollment, achievement, and advancement of African American students in high school foreign language courses. The results indicate that equity traps—deficit views, racial erasure, and paralogical beliefs and behaviors—advanced over a decade ago (McKenzie &; Scheurich, 2004) are continuing and even thriving among teachers, counselors, and school leaders in public schools. These equity traps contribute to the foreign language achievement gap, resulting in diminished educational opportunities for African American students. Moreover, we propose that an additional equity trap is at play—organizational constraints—which are the structural obstacles that serve to abet and perpetuate the negative beliefs, behaviors, attitudes, and assumptions exposed in the original equity traps. We conclude this article with recommendations for policy makers and practitioners and offer direction for future research. 相似文献
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Robert M. Schwartz Angela Hobsbaum Connie Briggs Janet Scull 《International Journal of Disability, Development & Education》2009,56(1):5-15
Reynolds and Wheldall reviewed research relating to Reading Recovery (RR) and concluded that “RR has provided an excellent model in demonstrating how to plan, promote, and implement an intervention across an educational system and how to design a professional development programme” (2007, p. 218). They balanced this praise with concerns about the research base for RR, its effectiveness for the lowest‐performing first‐grade students, long‐term change in literacy achievement for RR students and RR’s cost‐effectiveness. This response aims to address these concerns by discussing four central issues of evidence‐based practice from their review: evidence of effectiveness; sustained gains; programme evaluation data from a response to intervention perspective; and cost‐effectiveness versus cost‐benefit. 相似文献