ERIC Number: ED447701
Record Type: Non-Journal
Publication Date: 2000
Collegial Networks: A Team of Sixth-Grade Teachers in a Two-Way Bilingual Program.
Cruz, Gladys I.
This case study focuses on a team of middle school teachers in a two-way immersion bilingual education program. The report explores the following questions: How does the organizational structure of the middle school under study promote or impede professional networks among the teachers? What type of teaching-learning practices do these forces promote? What are the feature components of the language, reading, writing, and content area study that make the classrooms under study special places where "high literacy" is taught and learned? These questions are examined by considering three interrelated contexts: teachers as individuals, teachers as members of professional networks, teachers as members of classroom communities. By looking at these three contexts, we can consider the multiple voices that influence teachers' practices. The study also illustrates how the organizational structure of a middle school can promote collegial relationships among bilingual and mainstream teachers, which affect these teachers' practices. (Contains 28 references.) (Author/KFT)
Descriptors: Case Studies, Classroom Environment, Educational Administration, English (Second Language), Grade 6, Middle Schools, Professional Development, Second Language Instruction, Second Language Learning, Teacher Administrator Relationship, Teacher Attitudes, Teacher Education, Teaching Conditions, Teaching Methods, Two Way Immersion Programs
University of Albany, School of Education, B-9, 1400 Washington Avenue, Albany, NY 12222. Tel: 518-442-5026; Internet: http://cela.albany.edu.
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.