The Development of a Community of Practice for Educators Working with Newcomer, Spanish-Speaking Students

Autor/inn/en	Aldana, Ursula S.; Martinez, Danny C.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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