Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification. Appendixes. REL 2021-088

Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Northwest (ED); Education Northwest
Titel	Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification. Appendixes. REL 2021-088
Quelle	(2021), (30 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Alaska Natives; English Language Learners; Language Proficiency; Indigenous Populations; Student Diversity; Language Usage; Eskimo Aleut Languages; Kindergarten; Economically Disadvantaged; Low Income Students; Rural Urban Differences; Language Teachers; English (Second Language); Classification; Student Needs; Needs Assessment; Native Language Instruction; Outreach Programs; Intervention; Preschool Education; Special Education; School Readiness; Screening Tests; School Districts; Bilingual Education; American Indian Students; Hawaiians; Institutional Characteristics; Educational Policy; Elementary Secondary Education; Disproportionate Representation; Minority Group Students; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Inuit; Language skill; Language skills; Sprachkompetenz; Sinti und Roma; Sprachgebrauch; Stadt-Land-Beziehung; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Classification system; Klassifikation; Klassifikationssystem; Bedarfsermittlung; Native language education; Muttersprachlicher Unterricht; Jobcoaching; Pre-school education; Vorschulerziehung; Special needs education; Sonderpädagogik; Sonderschulwesen; Readiness for school; School ability; Schulreife; Screening-Verfahren; School district; Schulbezirk; Bilingual teaching; Bilingualer Unterricht; Hawaianer; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	These are the appendixes for the report "Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification." The study sought to inform Alaska stakeholders about the identification, classification, service provision, and reclassification patterns of Alaska Native English learner (EL) students. More broadly, it also sought to inform policymakers, practitioners, and researchers regarding EL policy as it affects Indigenous students. Indigenous students, including Alaska Native, American Indian, and Native Hawaiian students, are underrepresented in EL policy research (Carjuzaa & Ruff, 2016). Much research focuses on immigrant-origin students--specifically, Spanish-speaking students. Although the Spanish-speaking EL population accounts for roughly 80 percent of the EL population in the United States (U.S. Department of Education, n.d.), there are many EL students with other racial/ethnic, linguistic, and national backgrounds. This gap in EL policy research is important because EL students have highly disparate outcomes that often correlate with racial/ethnic and linguistic characteristics. Research on this important group of students is critical for education stakeholders as they work to ensure that Indigenous EL students receive high-quality, equitable, and appropriate education services and supports. The appendixes include: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED612515. For the study snapshot, see ED612516.] (ERIC).
Anmerkungen	Regional Educational Laboratory Northwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: https://ies.ed.gov/ncee/edlabs/regions/northwest/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01