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

Palmer, Deborah K.; Rangel, Virginia Snodgrass

doi:10.1177/0895904810374848

Cited by 73 publications

(54 citation statements)

References 59 publications

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“…Balancing content and language (Palmer and Snodgrass Rangel, 2011) remains an issue among practising CLIL teachers. This certainly indicates a salient need to work towards a more comprehensive understanding in primary teacher CLIL training programs and in in-service support measures of language as a tool for thought through which learners acquire the capacity to complex and conceptual thinking (Lake, 2012: 71-114).…”

Section: Discussionmentioning

confidence: 99%

“…CLIL teachers have been shown to accept innovation if they are invested in the innovation process and enjoy participation and freedom of action (Hunt, 2011;Massler, 2012). At the same time, teachers can become 'dis-invested' and disengaged in CLIL if they are working under conditions of external control and pressure (Palmer and Snodgrass Rangel, 2011). Drawing on Norton's (2013) notion of 'investment' we will discuss in this paper in which way teachers invested in CLIL (or rather not) and how this (dis-) investedness may impact on their reception of 'playingCLIL' as a new teaching method.…”

Section: Rationale For the Researchmentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Perspectives on CLIL and Classroom Innovation in a Method based on Drama Games

Breidbach¹,

Medina-Suárez²

2016

Estudios sobre Educación

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Section: Discussionmentioning

confidence: 99%

Section: Rationale For the Researchmentioning

confidence: 99%

Teachers’ Perspectives on CLIL and Classroom Innovation in a Method based on Drama Games

Breidbach¹,

Medina-Suárez²

2016

Estudios sobre Educación

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“…As English language learners continue to be the fastest growing group of students in K-12 schools (Palmer & Snodgrass Rangel, 2011), Texas is attempting to adapt to the increasingly diverse student population. This requires training educators with the intercultural understandings needed to teach in a state where more than half of the K-12 student population is Hispanic (51.3%…”

Section: Teacher Training In Texasmentioning

confidence: 99%

A Study of Teacher Training in the United States and Europe

Ríes¹,

Cabrera²,

González-Carriedo³

2016

EJSBS

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Governments and multilateral organizations frequently employ comparative studies, which are receiving increased attention in the contemporary process of globalization. Within the assessment of educational policies, this comparison is used to define the parameters of quality and the models of efficiency, and it allows us to see the roles that policy-makers pursue to confer upon the educators. The present paper focuses on the teacher training for general secondary school teachers in Spain, United States (Texas) and in two small states in Europe, namely Luxembourg and Iceland. In Spain, the adaptation of university degrees to the European Higher Education System (EHES) has resulted in the creation of a new compulsory Master's degree, which is required in order to become a secondary education teacher. In Luxembourg, future secondary school teachers need to pursue their Master's degree abroad, whereas in Iceland and due to new legislation teachers need to complete a Master's degree consisting of 300 ECTS or equivalent, plus training, in order to become a qualified compulsory and upper secondary teacher. The aim of this study is to perform a comparison of the main elements that make up the three models analyzed of teacher training: duration, curriculum (disciplinary training, teaching and practice) and the induction process, in order to draw conclusions that provide elements of analysis for evaluating models of initial teacher training.

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“…Jovana, a math major, planned to use a FOK approach and to have students share their out-of-school practices, which runs counter to a test-centric pedagogy (Palmer & Rangel, 2011):…”

Section: Connection Of Fok To Future Teachingmentioning

confidence: 99%

Latino Youth’s Out-of-School Math and Science Experiences: Impact on Teacher Candidates

Díaz¹,

Bussert-Webb²

2017

International Journal of Research in Education and Science

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Article History Received: 17 August 2016This qualitative study examines the learning and interaction processes between Latino/a teacher candidates (TCs) and youth during a community servicelearning program involving science and math. Knowing and affirming nondominant youth"s strengths are essential from funds of knowledge and Third Space perspectives. Participants were 11 TCs and their tutees, 30 youth in first through tenth grades. The study took place in a Texas border colonia, or unincorporated settlement lacking basic services. Data sources were participant observations, youth"s interviews and TCs" pre-and final reflections, rapportbuilding analyses, a focus group, and lesson plans. We found TCs incorporated the youth"s funds to develop and implement authentic math and science lessons with them. Implications relate to how community service-learning projects can help TCs" future math and science teaching and can create a Third Space to explore math and science in culturally-relevant ways.

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

Cited by 73 publications

References 59 publications

Teachers’ Perspectives on CLIL and Classroom Innovation in a Method based on Drama Games

Teachers’ Perspectives on CLIL and Classroom Innovation in a Method based on Drama Games

A Study of Teacher Training in the United States and Europe

Latino Youth’s Out-of-School Math and Science Experiences: Impact on Teacher Candidates

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