Exploring Quality Programs for English Language Learners in Charter Schools: A Framework to Guide Future Research

Autor/inn/en	Garcia, Peggie; Morales, P. Zitlali
Titel	Exploring Quality Programs for English Language Learners in Charter Schools: A Framework to Guide Future Research
Quelle	In: Education Policy Analysis Archives, 24 (2016) 53, (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Stellungnahme; Educational Quality; English Language Learners; Charter Schools; Educational Policy; Guidelines; Educational Research; Educational Practices; Educational Improvement; Access to Education; Elementary Secondary Education; Institutional Characteristics; Second Language Learning; English (Second Language); Capacity Building; California; Massachusetts; Minnesota; Pennsylvania + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Charter school; Charter-Schule; Politics of education; Bildungspolitik; Richtlinien; Bildungsforschung; Pädagogische Forschung; Bildungspraxis; Teaching improvement; Unterrichtsentwicklung; Education; Access; Bildung; Zugang; Bildungszugang; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Kalifornien; Master-Studiengang
Abstract	Although there has been a great deal of debate about the effectiveness of charter schools in the research literature, there has been surprisingly little attention paid to English language learners (ELLs) in charter schools. Moreover, the charter school research has predominantly focused on whether or not charter schools are effective rather than "how" or "why" high-performing charter schools work, particularly for ELLs. We contend that researchers must expand their focus beyond access and achievement and begin to grapple with questions related to the quality of programs for ELLs in charter schools. To meet an emerging need in the field, we synthesize several strands of existing research--related to charter schools, school improvement, and ELLs in traditional public schools--to propose a five-component framework that describes essential elements of quality programs for ELLs in charter schools. We conclude with a discussion of implications of our framework for research, policy, and practice. (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