Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Startseite

Literaturnachweis - Detailanzeige

 
AutorenReyes, Marcela; Domina, Thurston
TitelA Mixed-Method Study: Districts' Implementation of Language Classification Policies and the Implications for Male, Hispanic, and Low-Income Middle School Students
QuelleIn: Education Policy Analysis Archives, 27 (2019) 30, (31 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1068-2341
SchlagwörterState Policy; English Language Learners; Language Proficiency; School Districts; Classification; Parent Role; Teacher Role; At Risk Students; Gender Differences; Low Income Students; Educational Policy; Hispanic American Students; Middle School Students; Grade 8; California
AbstractCalifornia state policy requires English language learners (ELL) to pass the California English Language Development Test and the California Standards Test in English Language Arts to be Reclassified Fluent English Proficient (RFEP). However, most districts make it more difficult for ELL students to reclassify by setting reclassification requirements that are more stringent than the state-mandated requirement. In this paper, we examine the reclassification process for two California school districts. In Manzanita Unified School District, administrators describe a system that explicitly provides a role for parents and teachers to influence reassignment decisions. In Granada Unified School District, administrators describe a system that is exclusively test-driven. Nevertheless, these two approaches yield similar reclassification outcomes. In both districts, male, Hispanic, and low-income ELL students are less likely to take or pass the required assessments. Even among students who do pass the assessments male, Hispanic, and low-income students are still less likely to be reclassified. We draw upon the notion of tight- and loose-coupling in educational organizations to make sense of this disconnect between ELL reclassification policies and reclassification outcomes in these two districts. We recommend administrators and teachers work together to establish but also implement their district'sobjec language classification policies. (As Provided).
AnmerkungenColleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2019/2/05
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Bibliotheken, die die Zeitschrift "Education Policy Analysis Archives" besitzen:
Link zur Zeitschriftendatenbank (ZDB)

Artikellieferdienst der deutschen Bibliotheken (subito):
Übernahme der Daten in das subito-Bestellformular

Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)