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Teachers’ Beliefs About English Learners: Adding Linguistic Support To Enhance Academic Rigor, Audrey Figueroa Murphy
Teachers’ Beliefs About English Learners: Adding Linguistic Support To Enhance Academic Rigor, Audrey Figueroa Murphy
Curriculum & Instruction Faculty Publications
A persistent achievement gap for English learners (ELs) has prompted educators to search for contributing factors and pedagogical solutions. Our research shows teachers’ beliefs about rigor of curriculum may contribute to the problem; teachers supported less rigorous curriculum for ELs, evincing a “rigor gap” likely to exacerbate the EL achievement gap. We suggest that systematic analysis of the linguistic demands of classroom tasks can facilitate the design of appropriate linguistic supports, allowing ELs to engage in academically rigorous instruction comparable to that afforded English-proficient students. Counteracting the rigor gap as such has promise to ameliorate the EL achievement gap.
Immigrant Children In The Age Of Educational Reform, Audrey Figueroa Murphy
Immigrant Children In The Age Of Educational Reform, Audrey Figueroa Murphy
Curriculum & Instruction Faculty Publications
Immigrant children are the fastest growing subgroup among United States schoolchildren today. This paper explores how the new testing movement affects these students, many of which are English language learners.The passage of new federal laws mandating that all students be tested within one year of entrance into a U.S. school is refuted by long standing research. Studies have demonstrated that it takes five to seven years for students to attain the academic language necessary to achieve success in educational settings.This paper explores the instructional program options for immigrant students and advocates for changes in the current testing protocol for them.
Teachers’ Perceptions Of The Implementation Of The Literacy Common Core State Standards For English Language Learners And Students With Disabilities, Audrey Figueroa Murphy, Elizabeth Haller
Teachers’ Perceptions Of The Implementation Of The Literacy Common Core State Standards For English Language Learners And Students With Disabilities, Audrey Figueroa Murphy, Elizabeth Haller
Curriculum & Instruction Faculty Publications
This qualitative study explored the experiences of U.S. teachers of English language learners (ELLs) and students with disabilities (SWDs) as they sought to align the new Common Core State Standards (CCSS) with previously used standards and instructional approaches during the first year of CCSS implementation. Open-ended interviews were conducted with 20 ELL and SWD literacy teachers to investigate (1) the teachers’ experiences as they began the alignment of their curriculum and teaching methods with the CCSS, (2) the teachers’ perceptions of the support that they received and that they still require, and (3) the teachers’ perceptions of the challenges to …