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Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice

Item

Title
Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice
Abstract/Description
In the context of shifting demographics and standards-based reform, school districts in new immigrant destinations are charged with designing infrastructures that support teaching and learning for English learners (ELs) in core academic subjects. This article uses qualitative data and social network analysis to examine how one district in the midwestern United States organized EL instruction. After describing the district’s infrastructure for elementary EL education, we examine how this infrastructure supported teachers’ work practice—the practices in which teachers engage with one another—as operationalized around instructional advice and information networks. Findings reveal that teachers’ opportunities to learn about EL instruction varied significantly by the school subject and that these differences were directly related to the way in which the district built its EL educational infrastructure.
Author/creator
Hopkins, Megan
Lowenhaupt, Rebecca
Sweet, Tracy M.
Date
2015
In publication
American Educational Research Journal
Volume
52
Issue
3
Pages
408-439
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Empirical
Language
en
Open access/full-text available
en No
Peer reviewed
en Yes
ISSN
0002-8312
DOI
10.3102/0002831215584780
URL
Official Publisher's Webpage (SAGE Journals)
Citation
Hopkins, M., Lowenhaupt, R., & Sweet, T. M. (2015). Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice. American Educational Research Journal, 52(3), 408–439. https://doi.org/10.3102/0002831215584780
Cited in
Critical Social Network Analysis as a Method for Examining How Power Mediates Improvement Efforts
Item sets
Handbook Chapter 17 Citations

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