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Scaling up Success for ELLs in Charter Schools: Exploring the Role of Charter School Authorizers.

機(jī)譯：擴(kuò)大特許學(xué)校中ELL的成功率：探索特許學(xué)校授權(quán)者的作用。

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The population of English language learners (ELLs) and the number of charter school students have both been increasing rapidly over the past two decades, yet there has been surprisingly little attention paid in the literature to the convergence of these two trends. This study begins to fill that gap by examining the role that charter school authorizers might play to ensure that ELLs have equitable access to charter schools and that those schools provide ELLs with high-quality, research-based programs that build on their assets and skills. This exploratory qualitative study employed a multiple-case case study approach to examine ELL-related authorizing practices in 10 urban school districts. Guided by the advocacy coalition framework and Honig's (2006) three P's theoretical framework (people, places and policies), I examined how authorizing practices across the 10 diverse authorizers were shaped by external factors, the agency of the actors within the authorizing office, and by the local context in which the authorizer was situated. In terms of external factors, the political orientation of the state and substantive references to ELLs in the state charter law did appear to influence ELL-related authorizing practices, but statewide language policies and external civil rights oversight did not explain variation across the sample. Two factors related to the "people" component were important: the authorizer's access to ELL expertise and the authorizer's commitment to improve access and quality for ELLs in charter schools. In terms of the "place" component, authorizer type and the charter climate in the district did not help to explain variation, but the proportion of ELLs in the district and the capacity of the authorizer did appear to be important. Finally, within the "practices" component, authorizers with the most focused ELL-related practices integrated ELLs throughout the application and monitoring processes, involved ELL experts at key junctures, encouraged charter schools to set mission-specific goals, and used multiple measures---including measures that were valid and meaningful for ELLs---to measure the quality of their charter schools, both overall and for ELLs specifically. On the basis of my findings, I conclude by outlining implications for research, policy, and practice.
機(jī)譯：在過去的二十年中，英語學(xué)習(xí)者（ELL）的人數(shù)和特許學(xué)校學(xué)生的數(shù)量都在迅速增長，但是令人驚訝的是，文獻(xiàn)中很少注意到這兩種趨勢的融合。這項研究通過檢查特許學(xué)校授權(quán)人在確保ELL公平進(jìn)入特許學(xué)校以及為ELL提供基于其資產(chǎn)和技能的高質(zhì)量，基于研究的計劃方面所扮演的角色來填補(bǔ)這一空白。這項探索性定性研究采用了多案例研究方法，以研究10個城市學(xué)區(qū)與ELL相關(guān)的授權(quán)做法。在倡導(dǎo)聯(lián)盟框架和Honig（2006）的三個P的理論框架（人員，地方和政策）的指導(dǎo)下，我研究了10個不同授權(quán)者的授權(quán)實踐是如何由外部因素，授權(quán)辦公室內(nèi)的行為者的代理機(jī)構(gòu)以及根據(jù)授權(quán)者所在的本地環(huán)境。在外部因素方面，州的政治取向和州憲章法中對ELL的實質(zhì)性引用確實影響了ELL相關(guān)的授權(quán)實踐，但是州范圍內(nèi)的語言政策和外部民權(quán)監(jiān)督并未解釋整個樣本的差異。與“人員”部分相關(guān)的兩個因素很重要：授權(quán)者獲得ELL專業(yè)知識的機(jī)會以及授權(quán)者致力于改善特許學(xué)校ELL的獲取和質(zhì)量的承諾。就“地點”組成部分而言，授權(quán)者類型和該地區(qū)的章程氣候無助于解釋變化，但是該地區(qū)的ELL比例和授權(quán)者的能力確實很重要。最后，在“實踐”部分中，最關(guān)注ELL相關(guān)實踐的授權(quán)者在整個應(yīng)用程序和監(jiān)視過程中整合了ELL，在關(guān)鍵時刻讓ELL專家參與進(jìn)來，鼓勵特許學(xué)校設(shè)定特定任務(wù)的目標(biāo)，并采取了多種措施- -包括對ELL有效且有意義的措施-衡量其特許學(xué)校的整體質(zhì)量，尤其是對ELL的質(zhì)量。根據(jù)我的發(fā)現(xiàn)，我最后概述了對研究，政策和實踐的影響。

著錄項

  • 作者

    Garcia, Peggie.;

  • 作者單位

    University of Illinois at Chicago.;

  • 授予單位 University of Illinois at Chicago.;
  • 學(xué)科 Education policy.;English as a second language.
  • 學(xué)位 Ph.D.
  • 年度 2015
  • 頁碼 200 p.
  • 總頁數(shù) 200
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類 遙感技術(shù);
  • 關(guān)鍵詞

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