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Teachers of English Learners Negotiating Authoritarian Policies

  • Book
  • © 2012

Overview

Authors:
  1. Lucinda Pease-Alvarez

    1. , Department of Education, University of California, Santa Cruz, Santa Cruz, USA

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    You can also search for this author in PubMed   Google Scholar

  2. Katharine Davies Samway

    1. , K-8 Teacher Education, San José State University, San José, USA

    View author publications

    You can also search for this author in PubMed   Google Scholar

  • A much needed resource on English Learners, an undeserved population in U.S. schools
  • Discusses the controversial and challenging topic of reading and literacy instruction policies and mandates
  • Offers a rare insight into the impact of policies on both learners and teachers
  • Includes supplementary material: sn.pub/extras

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

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Table of contents (5 chapters)

  1. Front Matter

    Pages i-viii
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  2. Introduction

    • Lucinda Pease-Alvarez, Katharine Davies Samway
    Pages 1-12

  3. Teachers of ELs Negotiating Top-Down Literacy Initiatives in Two Urban Districts

    • Lucinda Pease-Alvarez, Katharine Davies Samway
    Pages 13-22

  4. Case Studies of Teachers Negotiating a Top-Down Literacy Mandate

    • Lucinda Pease-Alvarez, Katharine Davies Samway
    Pages 23-44

  5. Teachers’ Collective Efforts to Resist the Policy Environment: The Case of Educators Advocating for Students (EAS)

    • Lucinda Pease-Alvarez, Katharine Davies Samway
    Pages 45-51

  6. Discussion

    • Lucinda Pease-Alvarez, Katharine Davies Samway
    Pages 53-61

  7. Back Matter

    Pages 63-71
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Keywords

About this book

In an effort to reverse the purported crisis in U.S. public schools, the federal government, states, districts have mandated policies that favor standardized approaches to teaching and assessment. As a consequence, teachers have been relying on teacher-centered instructional approaches that do not take into consideration the needs, experiences, and interests of their students; this is particularly pronounced with English learners (ELs). The widespread implementation of these policies is particularly striking in California, where more than 25% of all public school students are ELs. This volume reports on three studies that explore how teachers of ELs in three school districts negotiated these policies. Drawing on sociocultural and poststructural perspectives on agency and power, the authors examine how contexts in which teachers of ELs lived and worked influenced the messages they constructed about these policies and mediated their decisions about policy implementation. The volume provides important insights into processes affecting the learning and teaching of ELs.

Authors and Affiliations

  • , Department of Education, University of California, Santa Cruz, Santa Cruz, USA

    Lucinda Pease-Alvarez

  • , K-8 Teacher Education, San José State University, San José, USA

    Katharine Davies Samway

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