The Formation of Communities of Practice in a Network of Schools Serving Culturally and Linguistically Diverse Students

Autor/inn/en	Scanlan, Martin; Zisselsberger, Margarita
Titel	The Formation of Communities of Practice in a Network of Schools Serving Culturally and Linguistically Diverse Students
Quelle	In: Journal of Education for Students Placed at Risk, 20 (2015) 1-2, S.58-78 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2014.986574
Schlagwörter	Communities of Practice; Partnerships in Education; Student Diversity; Minority Group Students; Delivery Systems; Educational Change; Immersion Programs; Case Studies; Social Networks; Network Analysis; Culturally Relevant Education; Models; Qualitative Research; Interpersonal Communication; Content Analysis; Computer Mediated Communication; Interpersonal Relationship; Interprofessional Relationship; Collegiality; Discourse Communities; Formative Evaluation; Training Methods; Monolingualism; Bilingualism; Elementary Education; Improvement Programs; Massachusetts + Suchen Sie Ihr Suchwort? Community; Hochschulpartnerschaft; Auslieferung; Bildungsreform; Immersionsprogramm; Case study; Fallstudie; Case Study; Social network; Soziales Netzwerk; Netzplantechnik; Analogiemodell; Qualitative Forschung; Interpersonale Kommunikation; Inhaltsanalyse; Computerkonferenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Kollegialität; Didaktik; Trainingsmaßnahme; Bilingualismus; Elementarunterricht; Effizienzsteigerung; Master-Studiengang
Abstract	Culturally and linguistically diverse (CLD) students comprise the most rapidly expanding, and among the most educationally marginalized, group in the United States. CLD students' opportunities to learn are often diminished through service delivery models that are deficit-oriented, viewing linguistic diversity as a challenge to overcome, not a strength on which to build. Such models frequently leave CLD students clustered and segregated within underresourced schools. Moreover, schools that effectively educate CLD students frequently operate in isolation from one another. In this context, this article provides a counternarrative. It reports the formation of a network of schools transforming their service delivery model from monolingual English immersion to bilingual 2-way immersion. Through a nested case study, we examine how learning among educators within communities of practice occurs in and across networked schools. We discuss this at the network level, and highlight one school's use of courageous conversations and formative assessments to foster this learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01