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Author: Lucinda Pease-Alvarez Publisher: Springer Science & Business Media ISBN: 9400739451 Category : Education Languages : en Pages : 76
Book Description
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.
Author: Lucinda Pease-Alvarez Publisher: Springer Science & Business Media ISBN: 9400739451 Category : Education Languages : en Pages : 76
Book Description
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.
Author: Lucinda Pease-Alvarez Publisher: Springer Science & Business Media ISBN: 940073946X Category : Education Languages : en Pages : 76
Book Description
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.
Author: Patrick C. L. Ng Publisher: Routledge ISBN: 1317295811 Category : Education Languages : en Pages : 217
Book Description
The role of English in the global arena has prompted official language-in-education policy makers to adopt language education policies to enable its citizens to be proficient in English and to access knowledge. Local educational contexts in different countries have implemented English education in their own ways with different pedagogical goals, motivations, features and pedagogies. While much of the research cited in English language planning policy has focused on macro level language policy and planning, there is an increasing interest in micro planning, in particular teacher agency in policy response. Individual teacher agency is a multifaceted amalgam, not only of teachers’ individual histories, professional training, personal values and instructional beliefs, but also of how these interact with local interpretations and appropriations of policy. Teacher Agency and Policy Response in English Language Teaching examines the agency of the teacher in negotiating educational reforms and policy changes at the local and national levels. Chapters in the book include: English language teaching in China: teacher agency in response to curricular innovations Incorporating academic skills into EFL curriculum: teacher agency in response to global mobility challenge Teacher agency, the native/nonnative dichotomy, and "English Classes in English" in Japanese high Schools Teacher-designed high stakes English language testing: washback and impact This book will appeal to researcher across all sectors of education, in particular key stakeholders in curriculum and language planning. Those interested in the latest development of English language teaching will also find this book a valuable resource.
Author: Katharine Davies Samway Publisher: W. W. Norton & Company ISBN: 0393714071 Category : Education Languages : en Pages : 261
Book Description
Copublished with TESOL Press Newcomers need to draw on all their resources—intellectual, linguistic, cultural—as they make sense of new content and a new language. In this much-needed book, the authors marshal research and several decades of their own experience to provide instructional practices and activities that will help teachers develop newcomers as readers and writers of English and engage them in content learning across the curriculum. Equally important, they show how teachers can advocate for these vulnerable students, many of whom have experienced multiple challenges in their home countries or in the United States, including poverty, violence, and political persecution. With chapters on assessment and second-language acquisition as well as reading, writing, speaking, and content learning, their book is a timely and comprehensive guide for any K–8 educator whose classroom or school includes newcomer students.
Author: Jamy Stillman Publisher: Teachers College Press ISBN: 0807757845 Category : Education Languages : en Pages : 241
Book Description
In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity-minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into a standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school’s dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers’ attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population. They identify specific tensions that emerged around the following issues: the degree of academic struggle that is generative for student learning and the point at which such struggle becomes counterproductive the holding of high expectations for all learners and the provision of differentiated, student-centered learning experiences the CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teaching the influence of high-stakes accountability on school norms and practices, including teachers’ interpretations and enactment of new national standards the performance pressures placed on teachers in today’s educational policy context This timely book illustrates what can happen when a school’s teachers embrace equity pedagogy while navigating policy-related pressures. It offers a cogent counternarrative to traditional accounts of standards-based reform, especially for emerging bilingual students.
Author: Mariana Pacheco Publisher: IAP ISBN: 1641135093 Category : Education Languages : en Pages : 297
Book Description
The purpose of Transforming Schooling for Second Language Learners: Theoretical Insights, Policies, Pedagogies, and Practices is to bring together educational researchers and practitioners who have implemented, documented, or examined policies, pedagogies, and practices in and out of classrooms and in real and virtual contexts that are in some way transforming what we know about the extent to which emergent bilinguals (EBs) learn and achieve in educational settings. In the following chapters, scholars and researchers identify both (1) the current state of schooling for EBs, from their perspective, and (2) the particular ways that policies, pedagogies, and/or practices transform schooling as it currently exists for EBs in discernible ways based on their scholarship and research. Drawing on current and seminal research in fields including second language acquisition, applied linguistics, sociolinguistics, and educational linguistics, contributing authors draw on complementary theoretical, methodological, and philosophical frameworks that attend to the social, cultural, political, and ideological dimensions of being and becoming bi/multilingual and bi/multiliterate in schools and in the United States. In sum, we are deeply committed to asserting hope, possibility, and potential to discussions and discourses about bi/multilingual students. We value the urgency around improving the conditions, experiences, and circumstances in which they are learning languages and academic content. Our aim is to highlight perspectives, conceptualizations, orientations, and ideologies that disrupt and contest legacies of deficit thinking, linguistic purism, language standardization, and racism and the racialization of ethnolinguistic minorities.
Author: Kate Menken Publisher: Routledge ISBN: 1135146217 Category : Education Languages : en Pages : 293
Book Description
Educators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, it examines the negotiation of language education policies in schools around the world, focusing on educators’ central role in this complex and dynamic process. Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in these local contexts. Discussion questions are included in each chapter. A highlighted section provides practical suggestions and guiding principles for teachers who are negotiating language policies in their own schools.
Author: Alcione Negrao Ostorga Publisher: Rowman & Littlefield ISBN: 1475834500 Category : Education Languages : en Pages : 118
Book Description
The current accountability environment of education in the US has focused on the discussions of improving the quality of educational outcomes based on a set of assumptions that exclude the perspectives of the teacher. This book fills important gaps in the educational reform rhetoric from a theoretical and practical perspective because it first argues for the professionalization of teaching so that teachers can make professional decisions in their classrooms, instead of simply following directions from their supervisors in a top-down fashion. Then, the book provides a detailed framework that can assist educators in creating spaces where teachers can exercise agency in a way that will benefit their students.
Author: Shirley R. Steinberg Publisher: SAGE ISBN: 1526486474 Category : Education Languages : en Pages : 2395
Book Description
**Winner of a 2022 American Educational Studies Association Critics′ Choice Book Award** This extensive Handbook brings together different aspects of critical pedagogy in order to open up a clear international conversation on the subject, as well as pushing the boundaries of current understanding by extending the notion of a pedagogy to multiple pedagogies and perspectives. Bringing together contributing authors from around the globe, chapters provide a unique approach and insight to the discipline by crossing a range of disciplines and articulating common philosophical and social themes. Chapters are organised across three volumes and twelve core thematic sections: Part 1: Social Theories of Critical Pedagogy Part 2: Seminal Figures in Critical Pedagogy Part 3: Transnational Perspectives and Critical Pedagogy Part 4: Indigenous Perspectives and Critical Pedagogy Part 5: On Education Part 6: In Classrooms Part 7: Critical Community Praxis Part 8: Reading Critical Pedagogy, Reading Paulo Freire Part 9: Communication, Media and Popular Culture Part 10: Arts and Aesthetics Part 11: Critical Youth Pedagogies Part 12: Technoscience, Ecology and Wellness The SAGE Handbook of Critical Pedagogies is an essential benchmark publication for advanced students, researchers and practitioners across a wide range of disciplines including education, health, sociology, anthropology and development studies
Author: Ira Shor Publisher: University of Chicago Press ISBN: 022622385X Category : Education Languages : en Pages : 264
Book Description
What happens when teachers share power with students? In this profound book, Ira Shor—the inventor of critical pedagogy in the United States—relates the story of an experiment that nearly went out of control. Shor provides the reader with a reenactment of one semester that shows what really can happen when one applies the theory and democratizes the classroom. This is the story of one class in which Shor tried to fully share with his students control of the curriculum and of the classroom. After twenty years of practicing critical teaching, he unexpectedly found himself faced with a student uprising that threatened the very possibility of learning. How Shor resolves these problems, while remaining true to his commitment to power-sharing and radical pedagogy, is the crux of the book. Unconventional in both form and substance, this deeply personal work weaves together student voices and thick descriptions of classroom experience with pedagogical theory to illuminate the power relations that must be negotiated if true learning is to take place.
Author: Lucinda Pease-Alvarez
Author: Lucinda Pease-Alvarez
Author: Lucinda Pease-Alvarez
Author: Patrick C. L. Ng
Author: Katharine Davies Samway
Author: Jamy Stillman
Author: Mariana Pacheco
Author: Kate Menken
Author: Alcione Negrao Ostorga
Author: Shirley R. Steinberg
Author: Ira Shor