Search

Despite an increasing number of English-language learners (ELLs) in U.S. schools and a trend toward placing them in mainstream classrooms, relatively little attention has been paid to synthesizing and appraising the extant research on how future mainstream teachers are prepared to teach this student population. To shed light on this topic, the article analyzes the limited but expanding body of research on the preprofessional preparation of mainstream teachers for linguistically diverse classrooms. The authors found that between 2000 and 2018, teacher educators experimented with a variety of pedagogical strategies, most of which situated learning to teach ELLs in diverse classrooms, schools, and communities--both in the United States and elsewhere. The authors conclude that despite having equity goals and including a variety of pedagogically rich ideas for preparing future mainstream teachers to teach ELLs, the vast majority of the studies leave unquestioned the power dynamics that sustain existing educational and social inequalities, thereby perpetuating the status quo., Introduction Recently, public schools in the United States passed a major milestone. For the first time in history, students of color composed the majority of enrollments in elementary and secondary [...]

This qualitative research study investigates dialogic discourse (i.e., give-and-take communication where students actively construct meaning) aimed at supporting mathematical meaning making in linguistically diverse elementary classrooms. For this study, linguistically diverse classrooms refer to classrooms where Spanish is the home language of many of the students--both dual-language (Spanish and English) and English-only elementary classrooms that include English learners (ELs). Multiple classrooms in two schools in the western and eastern United States were observed. Data sources include field notes, audio and video recordings, transcriptions of dialogue, and translations of dialogue (as appropriate). Qualitative methods including constant comparative methods, thematic coding, and discourse analysis techniques are used to examine verbal moves, exchanges, sequences, and episodes of discourse from mathematics lessons. A first-grade dual-language classroom is highlighted to illustrate methods and findings. Analysis demonstrates that, similar to monolingual classrooms, specific verbal moves (e.g., exploratory talk, accountable talk, and generative assessment) may shift discourse toward dialogic. Other supporting moves and practices (e.g., think time, visuals, use of primary language, and code-switching) are identified. Models of teaching are built from examination of relationships among moves, exchanges, sequences, and episodes within mathematics lessons. The models of teaching demonstrate practices with potential for infusing dialogic discourse and mathematical meaning making in linguistically diverse mathematics classrooms., Introduction All students should be provided opportunities to develop understanding of rigorous mathematical content and key mathematical practices, including ones related to problem solving, argumentation, and precision of language (Council [...]

We examine the extent to which there are significantly different types of Parental Involvement in student's high school experience, and what the relationship of these different types may be to [...]

The 21st century school has demanded the increasing use of technology integration. This study investigates technology practices and competencies of school librarians. An online survey targeting current school librarians working in Kentucky, USA was conducted through the email listserv for Kentucky Library Media Specialists (KYLMS). The survey data were analyzed and interpreted on the basis of, and in relation to, a cross-mapping of the following two criteria via the seven technology areas by the National Center for Education Statistics: (1) 2010 ALA/AASL Standards for Initial Preparation of School Librarians, and (2) knowledge and skills specifications for school media librarians in the Praxis II Library Media Specialist test. The combined context can serve as a framework for comparative or evaluative analyses on the school librarians' practices and competencies of technology integration. Implications of the results are discussed, including as a reference for school library program curriculum development and implementation., Introduction The use of educational technology in K-12 classrooms has been gaining tremendous momentum across the country since the 1990s (Delgado, Wardlow, McKnight, & O'Malley, 2015): the rise of the [...]

The purpose of this study was to determine whether English language arts achievement and mathematics achievement can be used to predict science achievement on the Grade 8 State of Texas Assessment of Academic Readiness (STAAR). Student groups studied included all students, female students, Hispanic/Latino students, Black/African American students, economically disadvantaged students, students with Limited English Proficiency (Current LEP), and At Risk students. English language arts achievement was a greater predictor of science achievement in Grade 8 compared to mathematics achievement for all populations studied except Current LEP students and At Risk students. Correlations to science achievement were higher for Black/African American students, Hispanic/Latino students, and female students than Economically Disadvantaged students, Current LEP students, and At Risk students. The findings have implications for teachers, campus administrators, and district curriculum and instruction leaders., The National Center for Education Statistics (NCES) found the average Grade 12 Science Scores of the 2005 National Assessment of Educational Progress (NAEP), one example of an assessment of science [...]

I propose a model of postsecondary education in which major field of study can be used by individuals to signal productivity to employers. Under this signaling model, I show that geographic areas with high access to elite universities result in fewer science, technology, engineering, and mathematics (STEM) majors among lower ability students at nonelite colleges. This is distinct from the prediction of a full information model in which access to elite schools should only affect high ability individuals directly. Using data from the National Center for Education Statistics ' Baccalaureate & Beyond survey, I find evidence that is consistent with the signaling model prediction, specifically a 2.3-3.7 percentage point or 16%-25% decrease in the probability of choosing a STEM major among lower ability students in areas with greater access to elite colleges. (JEL 121, J24), I. INTRODUCTION It is a well-established fact that more educated individuals earn higher wages. There are two primary theories for the source of this education wage premium. The first is [...]

Using data from the National Education Longitudinal Study, this report examined the relationship between parental involvement in eighth grade and college attendance by eight years after high school for students whose parents have no college education (i.e., first-generation students; n = 1,358) in comparison to students whose parents have some college education but no bachelor's degree (n = 2,130) and students whose parents have a bachelor's degree or higher (n = 1,795). Controlling for students' sociodemographic characteristics and past academic achievement, multivariate logistic regressions showed that among various dimensions of parental involvement, only parents' educational expectations predicted college attendance for first-generation students. For non-first-generation students, parents' educational expectations predicted college attendance less consistently or another dimension of parental involvement also predicted college attendance., First-generation students are students whose parents have no college education (Nunez & Cuccaro-Alamin, 1998). These students are less likely to enroll in and graduate from college in comparison to their [...]

Data from the Baccalaureate and Beyond Longitudinal Study were analyzed to identify factors that historically Black colleges and universities graduates considered when choosing a graduate school; follow-up tests examined differences between Black men and women in the national sample. Interestingly, we found that Black men and women consider the same three factors most frequently when making graduate school decisions: reputation of school and faculty, proximity to home or work, and availability of an academic program. There were clear differences between men and women, however, in the extent to which they considered access to financial aid and costs of tuition and fees. Implications for theory, research, and practice are highlighted. Keywords HBCU * College choice * Sex differences * Race * Secondary data analysis * Black graduate students * Graduate school choice, Introduction From their inception through the 1970s, historically Black colleges and universities (HBCUs) educated the majority of Black (1) collegians in the USA. Despite fewer fiscal and human resources than [...]