Bilingual Education and School Choice: A Case Study of Public Secondary Schools in the Spanish Region of Madrid

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

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Variations of overt and covert language practices of educators in the North West Province: Case study of the use of Setswana and Sesotho at primary and secondary schools

South African Journal of African Languages ◽

10.1080/02572117.2016.1186891 ◽

2016 ◽

Vol 36 (1) ◽

pp. 15-24 ◽

Cited By ~ 3

Author(s):

Michael M Kretzer

Keyword(s):

Secondary Schools ◽

Language Practices ◽

North West ◽

The North ◽

North West Province

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A Case Study: Students’ Art Works as Indicators of Multiculturalism in Visual Arts Education in New Zealand Secondary Schools

Multicultural Education Review ◽

10.1080/2005-615x.2010.11102875 ◽

2010 ◽

Vol 2 (2) ◽

pp. 59-83 ◽

Cited By ~ 1

Author(s):

Jill Smith

Keyword(s):

New Zealand ◽

Secondary Schools ◽

Visual Arts ◽

Arts Education ◽

Visual Arts Education ◽

Art Works

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The Use of WebQuest to Enhance English-Chinese Bilingual Education: A Case Study in a Course in Computer Science Overview

2009 International Conference on Computational Intelligence and Software Engineering ◽

10.1109/cise.2009.5366749 ◽

2009 ◽

Author(s):

Shaojing Fan ◽

Jiatao Song ◽

Yongping Zhang ◽

Zhongkun He

Keyword(s):

Bilingual Education ◽

Computer Science

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Laissez-faire localism: Features and emergent themes presented in a case study University Technical College

Management in Education ◽

10.1177/0892020617747610 ◽

2018 ◽

Vol 32 (3) ◽

pp. 119-125 ◽

Cited By ~ 1

Author(s):

Dianne L Gomery

Keyword(s):

School Choice ◽

Technical College ◽

Policy Reform ◽

Single Institution ◽

Diverse Range ◽

Self Interest ◽

Greater Good ◽

Governance Models ◽

The University

Education policy reform in England, as enabled by successive governments, has supported the liberalization and supply of an increasing number and diverse range of provision with varying structures and governance models. As such, these reforms have generated a portfolio for parents to exercise school choice. This article explores the discourses surrounding the liberalization of education provision and its implications for technical education, by adopting Hodgson and Spours’ (2012) conceptualization of localism as a lens through which to empirically research one of the former government’s flagship technical institutions – the University Technical College (UTC). Drawing on a series of interviews, the study examines and analyses the concept of localism within the context of a UTC and identifies emergent themes. Importantly, the study’s findings challenge the assumption that institutions will, of their own volition, come together and put aside institutional self-interest for the greater good of the learner and the local and regional skills agenda. The study concludes with recommendations for further research to determine whether the tensions, competitive practices and competition identified at a single institution may be indicative of those experienced more widely across UTCs.

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