000			03278nam a22004695i 4500
001			978-94-007-3946-8
003			DE-He213
005			20140220083345.0
007			cr nn 008mamaa
008			120207s2012 ne | s |||| 0|eng d
020			_a9789400739468 _9978-94-007-3946-8
024	7		_a10.1007/978-94-007-3946-8 _2doi
050		4	_aLC8-6691
072		7	_aCJ _2bicssc
072		7	_aEDU018000 _2bisacsh
082	0	4	_a407.1 _223
100	1		_aPease-Alvarez, Lucinda. _eauthor.
245	1	0	_aTeachers of English Learners Negotiating Authoritarian Policies _h[electronic resource] / _cby Lucinda Pease-Alvarez, Katharine Davies Samway.
264		1	_aDordrecht : _bSpringer Netherlands, _c2012.
300			_aVIII, 71p. 3 illus. _bonline resource.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
490	1		_aSpringerBriefs in Education, _x2211-1921
505	0		_aChapter 1: Introduction . U.S. Educational Policy and English Learners . A Brief Overview of How Literacy Has Been Taught in the U.S.  . Contrasting Views on the Role of Teachers in Policy Making . The Three Studies Reported on in This Volume -- Chapter 2: Teachers of ELs Negotiating Top-down Literacy Initiatives in Two Urban Districts . Research Design and Data Sources . Findings . Conclusion -- Chapter 3: Case Studies of Teachers Negotiating a Top-Down Literacy Mandate . The Case Study Teachers . Data Collection and Analysis . Findings . Discussion . Conclusion.
520			_aIn 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.
650		0	_aEducation.
650		0	_aLanguage and languages.
650	1	4	_aEducation.
650	2	4	_aLanguage Education.
650	2	4	_aEducational Policy and Politics.
650	2	4	_aTeaching and Teacher Education.
700	1		_aDavies Samway, Katharine. _eauthor.
710	2		_aSpringerLink (Online service)
773	0		_tSpringer eBooks
776	0	8	_iPrinted edition: _z9789400739451
830		0	_aSpringerBriefs in Education, _x2211-1921
856	4	0	_uhttp://dx.doi.org/10.1007/978-94-007-3946-8
912			_aZDB-2-SHU
999			_c104673 _d104673