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Reflecting the internationalization of the field of second language
writing, this book focuses on political aspects and pedagogical
issues of writing instruction and testing in a global context.
High-stakes assessment impacts the lives of second language (L2)
writers and their teachers around the world, be it the College
English Test in China, Common Core-aligned assessments in the U.S.,
English proficiency tests in Poland, or the material conditions
(such as access to technology, training, and other resources)
affecting a classroom. With contributions from authors working in
ten different countries in a variety of institutional contexts, the
chapters examine the uses and abuses of various writing-related
assessments, and the policies that determine their form and use.
Representing a diverse range of contexts, methods, and disciplines,
the authors jointly call for more equitable testing systems that
consider the socioeconomic, psychometric, affective, institutional,
and needs of all students who strive to gain access to education
and employment opportunities related to English language
proficiency.
Spotlighting the challenges and realities faced by linguistically
diverse immigrant and resident students in U.S. secondary schools
and in their transitions from high school to community colleges and
universities, this book looks at programs, interventions, and other
factors that help or hinder them as they make this move. Chapters
from teachers and scholars working in a variety of contexts build
rich understandings of how high school literacy contexts, policies
such as the proposed DREAM Act and the Common Core State Standards,
bridge programs like Upward Bound, and curricula redesign in
first-year college composition courses designed to recognize
increasing linguistic diversity of student populations, affect the
success of this growing population of students as they move from
high school into higher education.
How do education researchers navigate the qualitative research
process? How do they manage and negotiate myriad decision points at
which things can take an unexpected - and sometimes problematic -
turn? Whilst these questions are relevant for any research process,
the specific issues qualitative researchers face can have impactful
repercussions, that if managed adeptly, can lead to successful and
even new research opportunities. Navigating Challenges in
Qualitative Educational Research includes narratives that provide
real world experiences and accounts of how researchers navigated
problematic situations, as well as their considerations in doing
so. These contributions give students and researchers a chance to
understand the possibilities of research challenges and better
prepare for these eventualities and how to deal with them.
Providing educative windows into the challenges and missteps even
seasoned researchers face along the way, this book is an invaluable
resource for graduate students and early career qualitative
researchers, particularly those who are interested in education.
Reflecting the internationalization of the field of second language
writing, this book focuses on political aspects and pedagogical
issues of writing instruction and testing in a global context.
High-stakes assessment impacts the lives of second language (L2)
writers and their teachers around the world, be it the College
English Test in China, Common Core-aligned assessments in the U.S.,
English proficiency tests in Poland, or the material conditions
(such as access to technology, training, and other resources)
affecting a classroom. With contributions from authors working in
ten different countries in a variety of institutional contexts, the
chapters examine the uses and abuses of various writing-related
assessments, and the policies that determine their form and use.
Representing a diverse range of contexts, methods, and disciplines,
the authors jointly call for more equitable testing systems that
consider the socioeconomic, psychometric, affective, institutional,
and needs of all students who strive to gain access to education
and employment opportunities related to English language
proficiency.
Spotlighting the challenges and realities faced by linguistically
diverse immigrant and resident students in U.S. secondary schools
and in their transitions from high school to community colleges and
universities, this book looks at programs, interventions, and other
factors that help or hinder them as they make this move. Chapters
from teachers and scholars working in a variety of contexts build
rich understandings of how high school literacy contexts, policies
such as the proposed DREAM Act and the Common Core State Standards,
bridge programs like Upward Bound, and curricula redesign in
first-year college composition courses designed to recognize
increasing linguistic diversity of student populations, affect the
success of this growing population of students as they move from
high school into higher education.
How do education researchers navigate the qualitative research
process? How do they manage and negotiate myriad decision points at
which things can take an unexpected - and sometimes problematic -
turn? Whilst these questions are relevant for any research process,
the specific issues qualitative researchers face can have impactful
repercussions, that if managed adeptly, can lead to successful and
even new research opportunities. Navigating Challenges in
Qualitative Educational Research includes narratives that provide
real world experiences and accounts of how researchers navigated
problematic situations, as well as their considerations in doing
so. These contributions give students and researchers a chance to
understand the possibilities of research challenges and better
prepare for these eventualities and how to deal with them.
Providing educative windows into the challenges and missteps even
seasoned researchers face along the way, this book is an invaluable
resource for graduate students and early career qualitative
researchers, particularly those who are interested in education.
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