Teachers of English Learners Negotiating Authoritarian Policies

Content Provider	Springer-eBooks
Author	Pease-Alvarez, Lucinda Davies Samway, Katharine
Copyright Year	2012
Abstract	In an effort to reverse the purported crisis in U.S. public schools, the federal government, states, and districts have mandated policies that favor standardized approaches to teaching and assessment. As a consequence, teachers have been relying on teacher-centered instructional approaches that do not take into consideration the needs, experiences, and interests of their students; this is particularly pronounced with English learners (ELs). The widespread implementation of these policies is particularly striking in California, where more than 25% of all public school students are ELs. This volume reports on three studies that explore how teachers of ELs in three school districts negotiated these policies. Drawing on sociocultural and poststructural perspectives on agency and power, the authors examine how contexts in which teachers of ELs lived and worked influenced the messages they constructed about these policies and mediated their decisions about policy implementation. The volume provides important insights into processes affecting the learning and teaching of ELs.
File Format	PDF
ISBN	9789400739468
Language	English
Publisher	SpringerLink Springer eBooks
Access Restriction	Subscribed
Subject Keyword	Education Language Education Educational Policy and Politics Teaching and Teacher Education
Content Type	Text
Resource Type	Book