Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 4 of 4

Full-Text Articles in Education

Developing Agency For Advocacy: Collaborative Inquiry-Focused School Change Projects As Transformative Learning For Practicing Teachers. The New Educator, Kathryn Brooks, Susan R. Adams Oct 2016

Developing Agency For Advocacy: Collaborative Inquiry-Focused School Change Projects As Transformative Learning For Practicing Teachers. The New Educator, Kathryn Brooks, Susan R. Adams

Kathryn Brooks

Many mainstream educators of English language learners (ELLs) have experienced neither adequate pre-service preparation nor appropriate in-service professional development. Yet, ELLs are one of the fastest growing student populations in the United States. While practicing teachers typically espouse the view that all students can learn, they often lack the knowledge and skills necessary to support ELLs in their academic and language development.This gap in preservice teacher education programs often leads general education teachers to rely heavily on bilingual paraprofessionals and language teachers for educating ELL students. This paper describes a 5-year professional development initiative, Project Alianza, during which the ...


Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney Oct 2016

Creating Inclusive Learning Communities For Ell Students: Transforming School Principals' Perspectives, Kathryn Brooks, Susan R. Adams, Trish Morita-Mullaney

Kathryn Brooks

School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the ...


English Language Learners In Title I Programs In New Mexico Public Schools, Gabriel C. Baca Jul 2016

English Language Learners In Title I Programs In New Mexico Public Schools, Gabriel C. Baca

Teacher Education, Educational Leadership & Policy ETDs

Title I of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6301 et seq.) and subsequent reauthorizations require the United States Department of Education to distribute funding to states that ultimately goes to local school districts for the purpose of improving the academic achievement of disadvantaged students, including English Language Learners (ELLs). In New Mexico, 64% of public school students participate in Title I programs, and 16% of all New Mexico students are ELLs. However, no studies to date have explored how New Mexico public school districts are implementing Title I with respect to English Language ...


Transmigration Experiences Of Newcomers In The Context Of An English-Only Education: Sense-Making By Former Newcomer Ells, Elizabeth Paulsen Tonogbanua May 2016

Transmigration Experiences Of Newcomers In The Context Of An English-Only Education: Sense-Making By Former Newcomer Ells, Elizabeth Paulsen Tonogbanua

Graduate Doctoral Dissertations

This qualitative interpretive study explored how former newcomer English Language Learners (ELLs) in Boston Public Schools (BPS) made sense of their transmigration experiences through a digital storytelling project. The study fills a gap on transmigration experiences in the context of English-only learning environments, with a particular orientation toward the value of students’ home languages, and in turn, cultures within an urban school setting. The immigrant student population in BPS continues to increase and teachers must be able to understand and plan for newcomers’ specific needs. To this end, my conceptual framework drew on four areas: general educators and their urban ...