English Language Learner Teacher Effectiveness and the Common Core

Autor/inn/en	Johnson, Tammy; Wells, Lorra
Titel	English Language Learner Teacher Effectiveness and the Common Core
Quelle	In: Education Policy Analysis Archives, 25 (2017) 23, (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	English Language Learners; Case Studies; Teacher Effectiveness; Faculty Development; Achievement Gap; Academic Achievement; Common Core State Standards; Language Variation; Multicultural Education; Educational Policy; English (Second Language); Second Language Learning; Teacher Education; Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Common core curriculum; Curriculum; Kerncurriculum; Sprachenvielfalt; Multikulturelle Erziehung; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lehrerausbildung; Lehrerbildung; Kalifornien
Abstract	Common Core State Standards (CCSS) and teacher effectiveness are among the most contentious issues in education today. With an increase in English language learners (ELLs) and the rigorous requirements imposed by the CCSS, teachers are left unprepared and ELLs struggle to stay afloat. Using California as a case study, this research synthesis outlines the current problem, which includes the complexity of the CCSS, the achievement gap between ELLs and their peers, and ill-equipped teachers. In addition, present-day efforts to alleviate such difficulties like the revised World Language: English Language Development credential and multicultural training are outlined. Based on our review, we recommend targeted policy changes, which include preservice teachers' participation in extensive fieldwork with ELLs, in-service teachers' comprehensive professional development connected to practice, as well as a systematic evaluation process to measure ELL teacher effectiveness. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01