English language learner teacher effectiveness and the Common Core

Johnson, Tammy; Wells, Lorra

doi:10.14507/epaa.25.2395

Cited by 3 publications

(3 citation statements)

References 30 publications

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“…The percentage of students identified as English language learners 1 enrolled in schools has been steadily increasing in the United States (National Center for Education Statistics, 2019; Office of English Language Acquisition, 2020). As these numbers grow, teachers find themselves underprepared to meet the needs of their culturally and linguistically diverse learners while simultaneously attending to stringent federal and state policies (Barros et al, 2020; Johnson and Wells, 2017; Viesca et al, 2016).…”

Section: Literature Review: Surveying the Watersmentioning

confidence: 99%

Tales from a Shared Journey of Teaching and Researching Translanguaging

2022

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From 2017 to 2019, the first two authors, Zhongfeng and Elizabeth, and a team of researchers set off on a journey through four iterative cycles of infusing translanguaging into an undergraduate Teaching English to Speakers of Other Languages certificate program at a United States urban institution. Their goal was to learn how to prepare future teachers to teach for justice through translanguaging. In this paper the third author, Jessica, joined the team to conduct a critical narrative analysis of this journey. Our collaborative process enabled us to move beyond simply telling our stories toward critically analyzing the power structures and discourses present within them. Our co-constructed narrative highlights key implications for research and practice, and the critical meta-awareness that emerged for us. Lessons learned include openness to change, collaboration, purpose and direction, preparation, and evaluating progress. The authors hope that by sharing these components others may be more likely to succeed in their own journeys with teaching and researching translanguaging.

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Section: Literature Review: Surveying the Watersmentioning

confidence: 99%

Tales from a Shared Journey of Teaching and Researching Translanguaging

2022

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“…Results revealed that highly instructional practice had the most direct impact on student achievement. More studies as (Baker et al 2014;Bunch, 2014;Brown , 2019;Gándara and Santibañez, 2016;Johnson and Wells, 2017;Li Nan, 2013;Trickett et al 2012;van Lier & Walqui, 2012) proved that teachers needed quality skills, training, or professional development to teach ELL students. Thus the need for skillful and experienced teachers that could cope with the demands of the 21 st century is very important for the reform of any educational institution.…”

Section: Introductionmentioning

confidence: 99%

Enhancing the sheltered instruction observation protocol ( SIOP) model with technology for developing secondary school EFL teachers' effective teaching skills and their students' English language achievement

امام¹

2021

مجلة جامعة الفیوم للعلوم التربویة والنفسیة

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“…Teacher effectiveness contributes greatly to students' achievement and helps raise a school's academic performance and standards. Given its importance, many researchers are interested in studying teacher effectiveness with the aim of improving the performance of students and schools, specifically in critical subjects such as science and mathematics (Goe, Bell & Little, 2008;Habib, 2017;Johnson & Wells, 2017;Marulcu & Bozkus, 2017;Owoh, 2016;Robinson & Lewis, 2017).…”

Section: Introductionmentioning

confidence: 99%

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2019

IJES

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This study examined the difficulties experienced by science teachers in selected public secondary schools in the Mubarak Al-Kabeer Governorate in Kuwait. The difficulties they encountered were examined under four aspects: curriculum objectives, student assessment, school management, and science laboratories. Ten schools were randomly selected from a population of 22 schools in the governorate. From the ten schools, seventy-seven science teachers (N = 77) responded to a self-developed questionnaire in Arabic on science teaching difficulties. The questionnaire asked 20 items on the four aspects of science teaching difficulties. Data on the difficulties were summarized as frequencies, percentages, means and standard deviations, while gender differences were determined using chi-squares. The results indicated that both male and female science teachers encountered difficulties with the science curriculum objectives in that they are not clear and do not encompass the important learning domains, i.e. the cognitive, affective, and psychomotor domains. Teachers also found the objectives to lack a systematic order that should range from the lowest to the highest. In regard to assessment, teachers experienced difficulties caused by inconsistent and non-standardized practices, as well as by the lack of alignment between curriculum objectives and assessment practices. Authoritarianism and inflexibility in the school management, and the lack of opportunities for professional growth posed further difficulties for teachers. As for science laboratories, a majority of science teachers reported that they lack good equipment, are located in unsafe places, and do not meet safety standards. No significant gender differences were detected in the teachers' perceptions of difficulties, which was taken to reflect the reality on the ground. That is, the difficulties faced by the teachers were not a function of gender. Based on the results, the study recommends that the science curriculum objectives be reformulated to cover all learning domains, and a consistent student assessment system that is aligned to the curriculum objectives be applied. Outdated and negative school management styles must also be replaced by a democratic style that is positive and motivating.

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English language learner teacher effectiveness and the Common Core

Cited by 3 publications

References 30 publications

Tales from a Shared Journey of Teaching and Researching Translanguaging

Tales from a Shared Journey of Teaching and Researching Translanguaging

Enhancing the sheltered instruction observation protocol ( SIOP) model with technology for developing secondary school EFL teachers' effective teaching skills and their students' English language achievement

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