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Teachers of English Learners Negotiating Authoritarian Policies

Author: Lucinda Pease-Alvarez; Katharine Davies Samway
Publisher: Dordrecht : Springer Netherlands, 2012.
Series: SpringerBriefs in education
Edition/Format:   eBook : Document : English : 2012View all editions and formats
Summary:
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  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Printed edition:
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Lucinda Pease-Alvarez; Katharine Davies Samway
ISBN: 9789400739468 940073946X
OCLC Number: 783119589
Description: 1 online resource.
Contents: Chapter 1: Introduction . U.S. Educational Policy and English Learners . A Brief Overview of How Literacy Has Been Taught in the U.S.  . Contrasting Views on the Role of Teachers in Policy Making . The Three Studies Reported on in This Volume --
Chapter 2: Teachers of ELs Negotiating Top-down Literacy Initiatives in Two Urban Districts . Research Design and Data Sources . Findings . Conclusion --
Chapter 3: Case Studies of Teachers Negotiating a Top-Down Literacy Mandate . The Case Study Teachers . Data Collection and Analysis . Findings . Discussion . Conclusion.
Series Title: SpringerBriefs in education
Responsibility: by Lucinda Pease-Alvarez, Katharine Davies Samway.

Abstract:

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.

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