The Impact of Educational Policy on English Learners in a Rural Indiana School Corporation

Autor/in	Burke, April M.
Titel	The Impact of Educational Policy on English Learners in a Rural Indiana School Corporation
Quelle	In: Mid-Western Educational Researcher, 27 (2015) 4, S.317-338 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-3997
Schlagwörter	English Language Learners; Rural Schools; Educational Policy; Mixed Methods Research; Accountability; School Personnel; Interviews; Principals; Scores; Educational Legislation; Federal Legislation; Elementary Secondary Education; Educational Indicators; Federal Programs; Educational Objectives; Elementary School Teachers; School Districts; Indiana + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Politics of education; Bildungspolitik; Verantwortung; Schulpersonal; Interviewing; Interviewtechnik; Principal; Schulleiter; Bildungsrecht; Schulgesetz; Bundesrecht; Educational indicato; Bildungsindikator; Educational objective; Bildungsziel; Erziehungsziel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School district; Schulbezirk
Abstract	Indiana English learners (ELs) constitute a rapidly growing portion of the state's school-aged population, and those classified as limited English proficient are low performers on the state test. The purpose of this embedded mixed methods study was to understand how school personnel respond to accountability mandates, interpret test scores, and make decisions on behalf of ELs. Interviews were conducted with four administrators and three EL teachers from a rural Indiana school corporation (i.e., school district) with one of the state's largest EL populations. In addition, four years of student test scores from the corporation were analyzed. Findings indicate that in response to accountability mandates, school personnel implemented numerous changes, including working together to collectively analyze student test scores and ending sheltered English instruction in two schools. This study illustrates the importance of examining both student test scores and the experiences of educational professionals to understand the intended and unintended results of educational policies. (As Provided).
Anmerkungen	Mid-Western Educational Research Association. P.O. Box 34421, Chicago, IL 60634-0421. Tel: 419-372-7401; Fax: 419-372-2828; e-mail: mer@bgsu.edu; Web site: http://www.mwera.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01