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ERIC Number: ED510733
Record Type: Non-Journal
Publication Date: 2010-Apr-28
Pages: 23
Abstractor: As Provided
Reference Count: 25
Providing Equitable Instruction for High School English Learners: Teacher Candidates Define and Design Equality
Daoud, Annette M.
Online Submission, Paper presented at the Annual Meeting of the American Educational Research Association (Denver, CO, Apr 30-May 4, 2010)
This inquiry highlights a research study with secondary teacher candidates (grades 9-12) in a teacher credentialing program in southern California that has been recognized for its effectiveness in preparing candidates to teach English learners. Within the frame of creating critical leaders, data collected in this inquiry show that teacher candidates enrolled in the secondary multilingual education course individually define educational equity for English learners based on their own personal beliefs, commitment level and experiences. All the teacher candidates in this study provided definitions for how they were "providing equitable educational opportunities" for their high school English learners. The lesson plans the teacher candidates designed were the "actions" they developed to demonstrate their commitment to issues of social justice and equity they defined. Their definitions and actions were rooted both in the tenets of social justice and equity and "best practices" for English learners that were presented in the multilingual education course. (Contains 1 table.)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California