A University and District ESOL Partnership: Collaboration within the Context of Common Core State Standards Implementation

Autor/in	Russell, Felice Atesoglu
Titel	A University and District ESOL Partnership: Collaboration within the Context of Common Core State Standards Implementation
Quelle	In: Education and Urban Society, 50 (2018) 4, S.351-375 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124517713246
Schlagwörter	Partnerships in Education; Universities; School Districts; English (Second Language); Common Core State Standards; College School Cooperation; Pilot Projects; Teacher Educators; Teacher Attitudes; Faculty Development; Program Implementation; Teacher Collaboration; Coaching (Performance); Teacher Education Programs; Urban Schools; Secondary School Teachers; Inservice Teacher Education; Observation; Interviews; Ethnography + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; University; Universität; School district; Schulbezirk; English as second language; English; Second Language; Englisch als Zweitsprache; Common core curriculum; Curriculum; Kerncurriculum; Pilot project; Modellversuch; Pilotprojekt; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerverhalten; Lehrerkooperation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerfortbildung; Beobachtung; Interviewing; Interviewtechnik; Ethnografie
Abstract	This article examines a pilot project that engaged a university-based teacher educator as a collaborating partner within a local school district. The partnership was established to provide English to Speakers of Other Languages teachers with professional development in a school district with a growing English learner population. The process for developing this innovative collaboration and teacher perceptions of this work are analyzed, with a focus on the specific demands and opportunities resulting from Common Core State Standards implementation. In particular, how this university and district collaboration provided opportunities to grapple with meeting the instructional needs of English learners within the context of Common Core State Standards implementation and teacher perceptions of engaging with a university-based partner are illuminated. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01