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From ELD Curriculum Guide to Practic...

Nunez, Raquel Mendia.

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From ELD Curriculum Guide to Practice: A Case Study of Teachers Negotiating How and What to Teach.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	From ELD Curriculum Guide to Practice: A Case Study of Teachers Negotiating How and What to Teach./
Author:	Nunez, Raquel Mendia.
Description:	161 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
Contained By:	Dissertation Abstracts International75-08A(E).
Subject:	Education, Elementary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3617801
ISBN:	9781303856075

From ELD Curriculum Guide to Practice: A Case Study of Teachers Negotiating How and What to Teach.
Nunez, Raquel Mendia.

From ELD Curriculum Guide to Practice: A Case Study of Teachers Negotiating How and What to Teach. - 161 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 2014.

English language learners (ELs) face multiple challenges in receiving proper instruction that balances their need for English Language Development (ELD) and grade-level content instruction. Additionally, educators often minimize the importance of recognizing students' funds of knowledge as a valuable asset they bring to the classroom. Studies that assess teachers' pedagogy in the ELD block are missing in the literature. This qualitative case study analyzes how two teachers in a Northern California elementary school with varying years of experience negotiate the day-to-day implementation of their district-adopted ELD curriculum. Each day teachers at the site "switch" students for 45 minutes to ensure that ELs receive dedicated ELD instruction at their assessed English proficiency levels. The ELD curriculum adopted by the district is comprehensive and provides teachers with detailed daily lessons. Findings of this study demonstrate that while teachers are expected to follow the curriculum, it was documented that the teachers had autonomy in deciding how to deliver their daily instruction and made significant lesson modifications. Secondly, it was found that there were no district- or school-level systems in place to assess the effectiveness of the ELD curriculum or allow for teacher collaboration. Despite research emphasizing the importance of building relationships with students and honoring what they bring to the classroom, it was found that they often do not teachers did not recognize nor use the students' funds of knowledge to strengthen their learning experiences in ELD. Implications for research, theory and practice are also discussed.

ISBN: 9781303856075Subjects--Topical Terms:

516171
Education, Elementary.

From ELD Curriculum Guide to Practice: A Case Study of Teachers Negotiating How and What to Teach.
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245 1 0 $a From ELD Curriculum Guide to Practice: A Case Study of Teachers Negotiating How and What to Teach.
300 $a 161 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-08(E), Section: A.
500 $a Adviser: Cecilia Rios-Aguilar.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2014.
520 $a English language learners (ELs) face multiple challenges in receiving proper instruction that balances their need for English Language Development (ELD) and grade-level content instruction. Additionally, educators often minimize the importance of recognizing students' funds of knowledge as a valuable asset they bring to the classroom. Studies that assess teachers' pedagogy in the ELD block are missing in the literature. This qualitative case study analyzes how two teachers in a Northern California elementary school with varying years of experience negotiate the day-to-day implementation of their district-adopted ELD curriculum. Each day teachers at the site "switch" students for 45 minutes to ensure that ELs receive dedicated ELD instruction at their assessed English proficiency levels. The ELD curriculum adopted by the district is comprehensive and provides teachers with detailed daily lessons. Findings of this study demonstrate that while teachers are expected to follow the curriculum, it was documented that the teachers had autonomy in deciding how to deliver their daily instruction and made significant lesson modifications. Secondly, it was found that there were no district- or school-level systems in place to assess the effectiveness of the ELD curriculum or allow for teacher collaboration. Despite research emphasizing the importance of building relationships with students and honoring what they bring to the classroom, it was found that they often do not teachers did not recognize nor use the students' funds of knowledge to strengthen their learning experiences in ELD. Implications for research, theory and practice are also discussed.
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710 2 $a The Claremont Graduate University. $b School of Educational Studies. $3 1684375
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