Placing Math Reform: Locating Latino English Learners in Math Classrooms and Communities

Autor/in	Erbstein, Nancy
Titel	Placing Math Reform: Locating Latino English Learners in Math Classrooms and Communities
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 28 (2015) 8, S.906-931 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2014.974714
Schlagwörter	Public Schools; Educational Change; Equal Education; Qualitative Research; Case Studies; Middle Schools; Hispanic American Students; English Language Learners; Change Strategies; Social Influences; Political Influences; Geographic Location; Socioeconomic Influences; Housing; Attendance Patterns; Social Bias; Racial Segregation; Decision Making; Mathematics Instruction; Resource Allocation; Educational Opportunities; Administrator Role; Educational Research; Observation; Semi Structured Interviews; Coding; School Districts; Planning; California + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Bildungsreform; Qualitative Forschung; Case study; Fallstudie; Case Study; Middle school; Mittelschule; Mittelstufenschule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Lösungsstrategie; Sozialer Einfluss; Political influence; Politischer Einfluss; Sozioökonomischer Faktor; Unterkunft; Rassentrennung; Decision-making; Entscheidungsfindung; Mathematics lessons; Mathematikunterricht; Ressourcenallokation; Bildungsangebot; Bildungschance; Bildungsforschung; Pädagogische Forschung; Beobachtung; Codierung; Programmierung; School district; Schulbezirk; Ablaufplanung; Planungsprozess; Kalifornien
Abstract	This article explores how place matters in public school reform efforts intended to promote more equitable opportunities and outcomes. Qualitative case studies of three California middle schools' eighth grade math reforms and the resulting opportunities for Latino English learners are presented, using the conceptual frameworks of critical human geography to situate math reform processes within local and regional social, political, economic, institutional and spatial dynamics. The cases reveal relationships between local efforts to transform or maintain racially and ethnically segregated housing and school attendance patterns, decision-making about math programmes and resource allocation, and resulting student learning opportunities. Together they suggest that (1) efforts to foster more equitable student outcomes must account for the mutually constitutive nature of schools and their localities; (2) mobilization, and educational leaders' responses to it, matter; and (3) place-sensitive education research demands place-sensitive conceptual frameworks and interdisciplinary, qualitative research methods. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01