Equal educational opportunity for English learners: ESL teachers’ conceptualizations on the importance of academic language

TESOL Journal ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. e00415 ◽  
Author(s):  
Joan R. Lachance ◽  
Andrea Honigsfeld ◽  
Glenda Harrell
Keyword(s):  
English Learners ◽  
Educational Opportunity ◽  
Academic Language ◽  
Equal Educational Opportunity ◽  
Esl Teachers

Finding Talent Among Elementary English Learners: A Validity Study of the HOPE Teacher Rating Scale

2021 ◽  
pp. 001698622098594
Author(s):  
Nielsen Pereira
Keyword(s):  
English Language Learners ◽  
English Learners ◽  
English Language ◽  
Rating Scales ◽  
Rating Scale ◽  
Teacher Rating ◽  
Esl Teachers ◽  
Invariance Testing ◽  
Scale Scores ◽  
The One

The purpose of this study was to investigate the validity of the HOPE Scale for identifying gifted English language learners (ELs) and how classroom and English as a second language (ESL) teacher HOPE Scale scores differ. Seventy teachers completed the HOPE Scale on 1,467 students in grades K-5 and four ESL teachers completed the scale on 131 ELs. Measurement invariance tests indicated that the HOPE Scale yields noninvariant latent means across EL and English proficient (EP) samples. However, confirmatory factor analysis results support the use of the scale with ELs or EP students separately. Results also indicate that the rating patterns of classroom and ESL teachers were different and that the HOPE Scale does not yield valid data when used by ESL teachers. Caution is recommended when using the HOPE Scale and other teacher rating scales to compare ELs to EP students. The importance of invariance testing before using an instrument with a population that is different from the one(s) for which the instrument was developed is discussed.

Opportunity to Learn and Conceptions of Educational Equality

1995 ◽  
Vol 17 (3) ◽  
pp. 323-336 ◽  
Author(s):  
Gretchen Guiton ◽  
Jeannie Oakes
Keyword(s):  
Educational Opportunity ◽  
Opportunity To Learn ◽  
Alternative Conceptions ◽  
Equal Educational Opportunity ◽  
Educational Equality ◽  
Accountability System ◽  
Intimate Relation

Focusing on the equity aspect of proposals for making opportunity-to-learn standards integral to an accountability system, this article discusses conceptual issues surrounding determination of equal educational opportunity and explores ways that these issues manifest themselves in empirical formulations of opportunity to learn (OTL). Using two databases, OTL measures are developed according to three alternative conceptions of equality—the Libertarian, Liberal, and Democratic Liberal conceptions—and the influence of these conceptions on the information provided is compared. This examination shows the intimate relation between values on equality and measures of equality and brings these issues to the fore for discussion by educators and policymakers.

Educational leadership for social justice in Costa Rica, Mexico, and Spain

2017 ◽  
Vol 55 (3) ◽  
pp. 316-333 ◽  
Author(s):  
Patricia Silva ◽  
Charles L. Slater ◽  
Gema Lopez Gorosave ◽  
Victoria Cerdas ◽  
Nancy Torres ◽  
...  
Keyword(s):  
Social Justice ◽  
Costa Rica ◽  
Educational Opportunity ◽  
School Leaders ◽  
Point Of View ◽  
Equal Educational Opportunity ◽  
Content Type ◽  
School Directors ◽  
Leadership For Social Justice ◽  
Distribution Of Resources

Purpose The purpose of this paper is to examine the role of school leaders to provide social justice in three contexts: Costa Rica, Mexico, and Spain. Design/methodology/approach A qualitative study was conducted under the interpretative tradition characterized by a search for an understanding of the social world from the point of view of a school director from each of the three countries. Interviews were conducted to determine their views on social justice, the actions they took, and the obstacles they confronted. Findings The directors conceived of education as a right and believed in equal educational opportunity, and fair distribution of resources. They used a variety of methods to promote social justice, increase social cohesion, and provide emotional education. Obstacles came from educational authorities who tried to control rather than support their efforts. They were committed to working in schools with marginalized populations, but their efforts had taken a toll on their personal and professional lives. Research limitations/implications The research looked at just three principals whose experiences were unique to their context. However, the study has the advantage of looking at schools not typically included in educational research. Practical implications The work of these school directors underscores the need for preparation in skills, knowledge, and values to work for social justice. Originality/value The value of this research is to illuminate the narratives of school leaders. Working across borders can provide insights about the possibilities of change and strength to persevere.

Learning Patterns in the Disadvantaged

1967 ◽  
Vol 37 (4) ◽  
pp. 546-593 ◽  
Author(s):  
Susan Stodolsky ◽  
Gerald Lesser
Keyword(s):  
Educational Policy ◽  
Educational Opportunity ◽  
Equal Educational Opportunity ◽  
Alternative Definition ◽  
Future Directions ◽  
Disadvantaged Children ◽  
Learning Patterns ◽  
Definition Of

The authors review evidence and suggest future directions for research on the learning patterns of disadvantaged children. After a detailed description of a specific case of research, some implications for educational policy are discussed. The authors take issue with James S. Coleman's definition of the concept of "equal educational opportunity"and advance an alternative definition. The problem of achieving a useful definition of the term "disadvantaged"is addressed throughout the paper.

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