Teachers of English Learners Negotiating Authoritarian Policies (Paperback, 2012 ed.)

In an effort to reverse the purported crisis in U.S. public schools, the federal government, states, 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.

General

Imprint:	Springer
Country of origin:	Netherlands
Series:	SpringerBriefs in Education
Release date:	February 2012
First published:	2012
Authors:	Lucinda Pease-Alvarez • Katharine Davies Samway
Dimensions:	235 x 155 x 4mm (L x W x T)
Format:	Paperback
Pages:	71
Edition:	2012 ed.
ISBN-13:	978-9400739451
Categories:	Books > Social sciences > Education > Philosophy of education Books > Language & Literature > Language & linguistics > Psycholinguistics > Bilingualism & multilingualism Books > Social sciences > Education > Organization & management of education > General Promotions
LSN:	9400739451
Barcode:	9789400739451

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