Literaturnachweis - Detailanzeige
Autor/inn/en | Aldana, Ursula S.; Martinez, Danny C. |
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Titel | The Development of a Community of Practice for Educators Working with Newcomer, Spanish-Speaking Students |
Quelle | In: Theory Into Practice, 57 (2018) 2, S.137-146 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0040-5841 |
DOI | 10.1080/00405841.2018.1425813 |
Schlagwörter | Communities of Practice; Spanish Speaking; Faculty Development; Interviews; Observation; Science Curriculum; Mathematics Curriculum; Secondary School Teachers; Training Methods; Bilingual Teachers; High School Students; Immigrants; School Counselors; Administrators; English Language Learners; Second Language Instruction; English (Second Language); California Community; Interviewing; Interviewtechnik; Beobachtung; Didaktik; Trainingsmaßnahme; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; School counselor; Beratungslehrer; Pädagogischer Berater; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Kalifornien |
Abstract | Drawing on 3 years of observational, survey, and interview data, this article highlights the importance of communities of practice (Lave & Wenger, 1991) for school staff members supporting Spanish-speaking, newcomer students in large, comprehensive high schools that often lack the resources to directly support this population. We highlight how a research project focused on the implementation and development of a bilingual math and science curriculum across 4 schools in urban and rural California provided teachers, counselors, and school leaders the necessary space and community to know what and how to best serve immigrant, Spanish-dominant students. The article demonstrates how these school staff people leveraged the research project meetings and check-ins with research assistants to share best practices and common challenges across schools and roles when working with newcomer students. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |