Family–school connections and the transitions of low-income youths and english language learners from middle school to high school.

Over the last three decades in the U.S., schools have endeavored to provide more equitable access to rigorous courses, especially for racially or socioeconomically marginalized students, and increased those students' participation in higher level courses. Despite such improvement, the gaps in high level courses enrollment among racially or socioeconomically different student groups still remain with those marginalized students underrepresented in the high level courses. The present study focused on another marginalized group of students, English language learners (ELLs) and sought to identify school practices that may improve ELLs' access to advanced math courses in high school. Using the High School Longitudinal Study of 2009, the present study examined three key school practices in association with ELLs' taking advanced math: i) student choice-based math placement policies, ii) math encouraging programs for underrepresented studentudy found that only math PLCs had a statistically significant association with the probability of taking advanced math courses, net of prior achievement and other student- and school-level factors. The math PLCs examined here represented a collaboration among math teachers to learn effective teaching methods and discuss their teaching/learning belief for students including ELLs or under-performing students. It found no differential effects of school practices and ELLs' taking advanced math courses, the main focus of this study. However, the findings indicate that ELLs can also benefit from high quality math PLCs as much as other students. The key finding of the present study suggests the possible area that school leadership and educators should develop to improve students' access to advanced math courses net of their prior achievement. Particularly for ELLs, the finding suggests that training content area teachers may help ELLs more readily access academicarformance. Most importantly, considering taking advanced math in high school is a critical issue for ELLs in regard to their participation in the STEM (science, technology, engineering, and mathematics) workforce in the future, there should be more research that explicitly investigates school policies and practices that may facilitate ELLs' access to higher level courses in high school. keywords: English language learners, High School Longitudinal Study of 2009, math professional learning communities, student choice, advanaced math

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The High School and Community College Experiences of Immigrant-English Language Learners

10.23860/diss-murillo-pamela-2017 ◽

2017 ◽

Author(s):

◽

Pamela Murillo

Keyword(s):

High School ◽

Community College ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

College Experiences ◽

School And Community

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Differentiation in the Digital-Based Classroom: A Universal Design Approach for Inclusive Settings in Middle Schools

Journal of Education and Development ◽

10.20849/jed.v1i1.219 ◽

2017 ◽

Vol 1 (1) ◽

pp. 1 ◽

Cited By ~ 2

Author(s):

Kathleen McCoy ◽

Sarup Mathur

Keyword(s):

Middle School ◽

English Language Learners ◽

Learning Styles ◽

Language Learners ◽

English Language ◽

Learning Needs ◽

Autistic Behavior ◽

Diverse Classrooms ◽

Inclusive Settings ◽

Diverse Student

Teachers across the world have become barraged with various techniques to meet the educational needs of multiple subgroups, e.g., autistic, behavior disorders, English Language Learners (ELL), gifted. They have the responsibility of creating environments in which learners become more knowledgeable and skilled from the time when they entered the classroom. For the current and future generations of learners and their teachers, the emergence of technology has created new prospects for accommodating the learning styles of diverse classrooms. The versatility of technology can be used to organize and design material that promotes successful acquisition and retention of expected middle school content within the inclusive settings. In this paper, the authors provide a greater understanding of how technology can be an effective change agent for learning in middle school inclusive settings. Suggestions are included for teachers’ capacity building to integrate technology to accommodate diverse student learning needs and styles.

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Inspiring Teacher Candidates to Embrace Cultural Diversity

Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-9232-7.ch008 ◽

2020 ◽

pp. 120-139

Author(s):

Judi Simmons Estes ◽

Judith Lynne McConnell-Farmer

Keyword(s):

English Language Learners ◽

Language Learners ◽

Low Income ◽

Teacher Candidates ◽

English Language ◽

Teacher Educators ◽

The United States ◽

Cultural Knowledge ◽

Cultural Learning ◽

Underserved Students

One of the challenges facing teachers in the United States is providing high-quality education for all students met in the classroom, including those who too often are underserved: students of color, low-income students, English-language learners, as well as students in urban and rural settings. Teachers report feeling unprepared and lack confidence in teaching students from culturally different backgrounds from themselves. This chapter suggests that in addition to becoming certified teachers, teacher candidates need to be inspired by teacher educators who are passionate about cultural learning and willing to share their own journey. Through sharing, teacher educators can provide practices that build cultural knowledge and increase cultural experiences of teacher candidates.

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The Pitfalls and Promises of Electronic Portfolio Assessment With Secondary English Language Learners

Applications of CALL Theory in ESL and EFL Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2933-0.ch007 ◽

2018 ◽

pp. 111-130

Author(s):

Hyesun Cho

Keyword(s):

High School ◽

English Language Learners ◽

Language Learners ◽

English Language ◽

Portfolio Assessment ◽

Electronic Portfolio ◽

Secondary English ◽

Hybrid Identities ◽

Teachers And Students ◽

Language Classrooms

This chapter discusses the pitfalls and promises of electronic portfolio assessment for English language learners in high school classrooms in the United States. In a three-year federally funded program designed to improve academic performance among culturally and linguistically diverse students at an urban high school in Honolulu, Hawaii, the author implemented electronic portfolio assessment (EPA) into academic English and heritage language classrooms. This chapter delineates how EPA was developed to enhance academic and linguistic abilities of adolescent ELLs while embracing their multifaceted and hybrid identities. It also presents both challenges and benefits that teachers and students experienced in the process of EPA. It concludes with suggestions for developing and implementing EPA for English language learners in similar contexts.

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