Emergent Change: A Network Analysis of Elementary Teachers' Learning about English Learner Instruction

Autor/inn/en	Hopkins, Megan; Gluckman, Maxie; Vahdani, Tara
Titel	Emergent Change: A Network Analysis of Elementary Teachers' Learning about English Learner Instruction
Quelle	In: American Educational Research Journal, 56 (2019) 6, S.2295-2332 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831219840352
Schlagwörter	English Language Learners; School Districts; Elementary School Teachers; Faculty Development; Second Language Learning; Second Language Instruction; Suburban Schools; Educational Change; Social Networks; Course Content; Teacher Collaboration; Demography; Inclusion; Social Capital; Institutional Characteristics + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Zweitsprachenerwerb; Fremdsprachenunterricht; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Bildungsreform; Social network; Soziales Netzwerk; Kursprogramm; Lehrerkooperation; Demografie; Inklusion; Sozialkapital
Abstract	We study how a suburban U.S. district in the early stages of demographic change developed systems of support for teachers of English learners (ELs). Using district- and school-level social network and interview data, we examine elementary teachers' EL-related professional learning opportunities, and how district and school organizational contexts enabled or constrained these opportunities. We find that the separation of language and content at the district level limited teachers' learning opportunities, yet school leaders mitigated this separation by implementing structures that fostered norms of shared responsibility and collaborative teaching. Findings highlight the relevance of an organizational perspective for understanding how suburban districts respond to demographic change, and have implications for policymakers and practitioners with respect to creating inclusive environments for ELs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01