Literaturnachweis - Detailanzeige
Autor/inn/en | Leider, Christine Montecillo; Colombo, Michaela W.; Nerlino, Erin |
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Titel | Decentralization, Teacher Quality, and the Education of English Learners: Do State Education Agencies Effectively Prepare Teachers of ELs? |
Quelle | In: Education Policy Analysis Archives, 29 (2021) 100, (44 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Leider, Christine Montecillo) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1068-2341 |
Schlagwörter | State Departments of Education; State Policy; Administrative Organization; Teacher Effectiveness; English Language Learners; Teacher Education; Educational Legislation; Elementary Secondary Education; Federal Legislation; Language Teachers; Teacher Certification; Credentials; Bilingual Education; Immersion Programs; Civil Rights; State Standards; Educational Policy Kultusministerium; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerausbildung; Lehrerbildung; Bildungsrecht; Schulgesetz; Bundesrecht; Language teacher; Sprachunterricht; Studienbuch; Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; Bürgerrechte; Grundrechte; Zivilrecht; Politics of education; Bildungspolitik |
Abstract | English learners are entitled to participate meaningfully and equally in educational programs. The Every Student Succeeds Act (ESSA) includes provisions to ensure success for all students, including English learners. However, the federal government does not prescribe specifically how states should meet these provisions; instead, it is the responsibility of states to develop respective plans of action. This decentralization means that states play a primary role in setting policy for teacher credentialing. In this paper, we address the following question: "Do state education agencies effectively prepare teachers of ELs?" We reviewed the teacher credentialing requirements to teach classified English learners in bilingual education, English language development, and sheltered English immersion settings, as well as the professional teaching standards for reference to culturally and linguistically diverse learners across the 50 states and the District of Columbia. We found inconsistencies across the US with regard to the education of classified English learners and document wide variation in teacher certification for working with English learners. We highlight implications for policy and teacher preparation. (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: https://epaa.asu.edu/ojs/index.php/epaa |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |