Teaching for Equity in Complex Times: Negotiating Standards in a High-Performing Bilingual School

Jamy Stillman|Lauren Anderson|John Luciano Beltramo|Kathryn S. Struthers|Joyce Gomez najarro|Joyce Gomez najarro

ISBN 10: 0807757845 / ISBN 13: 9780807757840

Editore: TEACHERS COLLEGE PR, 2017

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In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity minded instruction while meeting the demands of new educational policies, including national standards. This book d.

Codice articolo 595027831

Dati bibliografici

• Titolo: Teaching for Equity in Complex Times: Negotiating Standards in a High-Performing Bilingual School
• Editore: TEACHERS COLLEGE PR
• Data di pubblicazione: 2017
• Lingua: Inglese
• ISBN 10: 0807757845
• ISBN 13: 9780807757840
• Rilegatura: Kartoniert / Broschiert
• Condizione: New

Descrizione articolo

Riassunto

In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school’s dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers’ attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population.

They identify specific tensions that emerged, concerning:

• The degree of academic struggle that is generative for student learning, and the point at which such struggle becomes counterproductive.
• The holding of high expectations for all learners and the provision of differentiated, student-centered learning experiences.
• The CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teaching.
• The influence of high-stakes accountability on school norms and practices, including teachers’ interpretations and enactment of new national standards.
• The performance pressures placed on teachers in today’s educational policy context.
• • 
    
    This timely book illustrates what can happen when a school’s teachers embrace equity pedagogy while navigating policy-related pressures. It offers a cogent counternarrative to traditional accounts of standards-based reform, especially for emerging bilingual students.