Accountability by Assumption: Implications of Reform Agendas for Teacher Preparation

Herrera, Socorro; Murry, Kevin

doi:10.1207/s1532771xjle0503_3

Cited by 13 publications

(5 citation statements)

References 15 publications

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“…Supplementing teaching with visual aids, vocabulary instruction, and graphic organizers, for example, are all ways teachers can help ELLs be successful. Requiring teachers to have knowledge about ESL/ELD can ameliorate the lack of preparation often felt by teachers (Herrera & Murry, 2006;Ruiz-de-Velasco & Fix, 2000) while promoting achievement for ELLs.…”

Section: Resultsmentioning

confidence: 99%

“…al., 2008;Darling-Hammond, 2010). Even newly certified teachers who meet criteria for "high quality" in their state often feel unprepared for this role (Herrera & Murry, 2006;Ruiz-de-Velasco & Fix, 2000). Among the impediments to adequately preparing educators to meet the needs of ELLs are "policy initiatives or legislative mandates" constraining or forbidding bilingual programs, "inadequate resources," and a lack of "institutional will" (Garcia, Jensen, & Scribner, 2009, p. 12).…”

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Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

López

Scanlan

Gundrum

2013

EPAA

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Abstract:In this study, we examined the degree to which the requirements in each state's teacher education programs reflect current theory and practice for teachers of ELLs in their coursework, and how these requirements in turn are related to 4th grade Hispanic ELL's reading outcomes on the National Assessment of Educational Progress. We found that required coursework on English language development and assessment were positively related to Hispanic ELLs' reading outcomes. Moreover, states that require both specialist certification, and all teachers to have some level of training to meet the needs of ELLs, also tend to have higher levels of achievement than states that do not have these requirements. Keywords: academic achievement; English language learners; teacher certification programs; NAEP; Latinos.Preparación de Maestros para estudiantes que precisan aprender Inglés: evidencia empírica e implicaciones políticas Resumen: En este estudio, se analizó el grado en que los requisitos de cada estado para los programas de formación de profesores reflejan las teorías y prácticas de los profesores de estudiantes que precisan aprender inglés en sus cursos, y cómo estos requisitos, a su vez, están relacionados con los resultados en lectura en la Evaluación Nacional del Progreso Educativo de los Education Policy Analysis Archives Vol. 21 No. 20 2 estudiantes de 4 º año hispanos que precisan aprender el Idioma Inglés. Se encontró que el desarrollo y la evaluación de los cursos requeridos para el idioma Inglés se relacionaron positivamente con los resultados en lectura estudiantes hispanos que precisan aprender inglés. Además, los estados que requieren certificación de especialista y al mismo tiempo que todos los docentes tienen algún nivel de formación que permitan satisfacer las necesidades de los estudiantes hispanos que precisan aprender inglés también tienden a tener niveles más altos de logro academico que los estados que no cuentan con estos requisitos. Palabras clave: logro académico; estudiantes que precisan aprender inglés; programas de certificación de maestros; Evaluación Nacional del Progreso Educativo; Latinos. Preparação de Professores de Aprendentes de Língua Inglesa: Evidência Empírica e Implicações PolíticasResumo: Neste estudo, analisámos em que grau as exigências dos programas de cada estado para a formação de professores refletem a atual teoria e prática para professores de aprendentes de Língua Inglesa nos seus cursos, e como esses requisitos, por sua vez, estão relacionados com os resultados em leitura dos aprendentes de Língua Inglesa Hispânicos do 4º ano na Avaliação Nacional do Progresso Educativo. Descobrimos que o desenvolvimento e avaliação do curso exigido para língua inglesa se relacionavam positivamente com os resultados em leitura dos aprendentes de Língua Inglesa Hispânicos. Para além disso, estados que exigem certificação especialista e, simultaneamente, que todos os professores tenham algum nível de formação para atender às necessidades dos aprendentes de Língua Inglesa, também tendem...

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

López

Scanlan

Gundrum

2013

EPAA

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“…Part of this work has examined the effects of specific components of the law, such as the requirement that schools must hire highly qualified teachers (Birman et al, 2007), provide supplemental services after 2 consecutive years of failing to meet AYP (Sunderman, Kim, & Orfield, 2005;Zimmer, Gill, Razquin, Booker, & Lockwood, 2007), and allow for school choice after 2 years . Other work has considered how high-stakes accountability generally and NCLB specifically have affected school districts (Cohn, 2005), teachers (Achinstein, Ogawa, & Speiglman, 2004;Hamilton, Berends, & Stecher, 2005;Herrera & Murry, 2006;Sunderman, Tracey, Kim, & Orfield 2004;Wright & Choi, 2005), and different student groups, particularly minority students (McNeil, 2005;McNeil, Coppola, Radigan, & Vasquez Heilig, 2008;Valenzuela, Prieto, & Hamilton, 2007;Wright, 2002).…”

Section: Introductionmentioning

confidence: 99%

High Stakes Accountability and Policy Implementation: Teacher Decision Making in Bilingual Classrooms in Texas

Palmer

Rangel

2010

Educational Policy

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This article contributes to an emerging body of literature on the impact of high stakes testing accountability policies on implementation and teaching practice. It uses a theory of implementation, sense-making, to highlight the process by which policy and context shape teacher decision making. We focus on teachers in bilingual classrooms in an urban district in Texas where we found that teachers make decisions in an environment that exerts both formal and informal pressures to limit the curriculum they offer their students and privilege test preparation. Teachers struggle to reconcile their context, constituted by their students’ specific pedagogical and linguistic needs, with the pressures of their high stakes testing environment.

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“…Although the standards specify full requirements for teachers who work with ELs, teacher training programs often fail to prepare teachers to teach ELs (Ballantyne, Sanderman, & Levy, 2008; Durgunoğlu & Hughes, 2010; Herrera & Murry, 2006; National Academies of Sciences, Engineering, and Medicine, 2017). According to the 2014 teacher prep report by the National Council on Teacher Quality (Greenberg, Walsh, & McKee, 2015), only 24% of the elementary teacher education programs offered in 836 institutions met the standards to address issues related to ELs.…”

Section: Literature Reviewmentioning

confidence: 99%

Preparing teachers to work with English learners: A multimodal vocabulary mini‐lesson project

Ying

2020

TESOL Journal

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Accountability by Assumption: Implications of Reform Agendas for Teacher Preparation

Cited by 13 publications

References 15 publications

Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

High Stakes Accountability and Policy Implementation: Teacher Decision Making in Bilingual Classrooms in Texas

Preparing teachers to work with English learners: A multimodal vocabulary mini‐lesson project

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