ERIC Number: EJ1063551
Record Type: Journal
Publication Date: 2015-Jun
Abstractor: As Provided
Reference Count: 119
Organizing English Learner Instruction in New Immigrant Destinations: District Infrastructure and Subject-Specific School Practice
Hopkins, Megan; Lowenhaupt, Rebecca; Sweet, Tracy M.
American Educational Research Journal, v52 n3 p408-439 Jun 2015
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.
Descriptors: Immigrants, Standards, Educational Change, School Districts, English Language Learners, Elementary School Students, Teaching Methods, Learning Processes, Networks, Educational Practices, Mixed Methods Research, Social Networks, Language Proficiency, Faculty Development, Semi Structured Interviews, Documentation
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Sponsor: National Science Foundation
Authoring Institution: N/A
IES Grant or Contract Numbers: DUE–0831835|REC-9873583|EHR-0412510