scholarly journals Classroom, the We Space: Developing Student-Centered Practices for Second Language Learner (SLL) Students

2013 ◽  
Vol 21 ◽  
pp. 55
Author(s):  
Fernando Rodriguez-Valls ◽  
Gregorio Ponce
Keyword(s):  
Second Language ◽  
No Child Left Behind ◽  
Teacher Development ◽  
Teacher Candidates ◽  
Teaching Practices ◽  
Second Language Learners ◽  
Highly Qualified Teachers ◽  
Language Learner ◽  
Highly Qualified ◽  
Qualified Teachers

Developing teaching practices that meet the needs of Second Language Learners (SLL) calls for models of apprenticeship in which teacher candidates acquire competency on how to create learning spaces where students discover, experience and construct knowledge rather than solely practicing skills. The aforesaid argument has an implication when defining the competency of highly qualified teachers as framed by the No Child Left Behind (NCLB) Act. This article presents a three-step teacher development process requiring teacher candidates first to observe and analyze exemplary teaching practices. Secondly, to help them build expertise on how to question students to ignite their inquiry. And, thirdly, to develop and implement their practices to create a classroom as the wespace. The outcomes of this model suggest that highly qualified teachers could be better prepared to work with SLL when they are competent in creating inclusive, participatory learning environments, in which students are able to utilize, experiment, synthesize and evaluate knowledge.

scholarly journals Teacher Retention in a Teacher Resiliency-Building Rural School

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
William W. Malloy ◽  
Tawannah Allen
Keyword(s):  
No Child Left Behind ◽  
School Districts ◽  
Teacher Retention ◽  
Rural School ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Qualified Teachers ◽  
Left Behind ◽  
Teacher Resiliency

This article focuses on the challenge of teacher retention in rural schools in relation to the No Child Left Behind mandate, that school districts must attract and retain highly qualified teachers. This case study examines the extent to which a rural school enhanced teacher retention by overcoming the barriers that might otherwise have presented a challenge to teacher retention. Findings from this study suggest that the nurturing the nurturers concept, inherent in teacher resiliency-building schools, enhances teacher retention strategies.  

No Child Left Behind: A National Study of Its Impact on Special Education in Rural Schools

2005 ◽  
Vol 24 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Kalie Kossar ◽  
Katherine Mitchem ◽  
Barbara Ludlow
Keyword(s):  
Special Education ◽  
No Child Left Behind ◽  
Rural Schools ◽  
Negative Impact ◽  
Highly Qualified Teachers ◽  
National Study ◽  
Highly Qualified ◽  
Qualified Teachers ◽  
Left Behind ◽  
The Impact

Under the most recent national mandates, the No Child Left Behind Act (NCLBA) and the newly reauthorized Individuals with Disabilities Education Improvement Act (IDEIA), schools must bring virtually all students to the proficient level on state content tests within the next decade. Schools are expected to meet this challenge by employing only highly qualified teachers who are well trained to use evidence-based practices beginning next year. Serious concerns have been voiced by a variety of stakeholders about the impact of these mandates on rural schools as well as about their implications for special education services. Various stakeholders in rural areas across the country were surveyed to examine the perceived impact of the NCLBA mandates for highly qualified teachers and annual yearly progress and inform the debate on policies and practices associated with their implementation in rural schools. Results indicated that a majority of participants believed that NCLBA would have a negative impact on rural schools and that rural schools would have difficulty meeting the accountability and quality provisions of the Act in the area of special education.

scholarly journals The Quality and Distribution of Teachers under the No Child Left Behind Act

2010 ◽  
Vol 24 (3) ◽  
pp. 133-150 ◽  
Author(s):  
Eric A Hanushek ◽  
Steven G Rivkin
Keyword(s):  
No Child Left Behind ◽  
Student Performance ◽  
Highly Qualified Teachers ◽  
Policy Implications ◽  
Future Research ◽  
Highly Qualified ◽  
Qualified Teachers ◽  
Left Behind ◽  
Future Research Agenda

The main effects of No Child Left Behind on the quality of teaching are likely to come through two provisions of the act. First, NCLB establishes benchmarks based on test score pass rates that schools must meet in order to remain in good standing and avoid sanctions. Since teachers are central to student performance, this accountability component of NCLB is likely to have direct effects on both the demand for and supply of teachers and therefore on both the composition of the stock of public school teachers and the distribution of those teachers among schools. Second, NCLB explicitly requires districts to have “highly qualified” teachers, and the enunciation and enforcement of such a standard might have an additional effect on the composition of teachers. We will discuss three avenues by which these requirements might affect the quality of teachers. First, we will argue that the requirements for “highly qualified” teachers are unlikely to have had any perceptible effect on the performance of students. Second, the combination of quality requirements and the more-stringent testing environment could make teaching appear more costly and risky as a profession and thus alter the composition of new entrants, but at least so far, we find no evidence of such effects. Finally, the accountability provisions might change the dynamics of the labor market for teachers, including decisions about hiring and job separation. While not completely understood, this channel might be quite important, especially at low-performing schools where the stress of the accountability requirements is highest. We will provide new evidence from Texas on the relationship between school accountability ratings and teacher transitions both out of schools and out of grades three through eight, the grades subject to NCLB testing requirements. Finally, we offer some observations about potential policy implications and a future research agenda.

Republication of “NCLB and the Demand for Highly Qualified Teachers: Challenges and Solutions for Rural Schools”

2018 ◽  
Vol 37 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Mary T. Brownell ◽  
Anne M. Bishop ◽  
Paul T. Sindelar
Keyword(s):  
Special Education ◽  
No Child Left Behind ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Supply And Demand ◽  
Geographic Location ◽  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Teacher Shortages ◽  
Qualified Teachers

Teacher shortages in special education have been a source of long-standing concern for professionals and parents involved in the education of students with disabilities. Because of their geographic location, culture, and lack of resources, rural administrators have always struggled to staff their schools with qualified special education teachers. No Child Left Behind and its definition of highly qualified teachers present new challenges to rural district administrators attempting to secure adequate numbers of special education teachers. In this article, we outline the challenges rural administrators face in reducing special education teacher shortages, present strategies being used nationally and regionally to reduce strategies, and critique those strategies. We conclude our article by advocating for a more comprehensive approach to solving teacher supply and demand problems, one that is driven by personnel data.

The Search for Highly Qualified Teachers

2004 ◽  
Vol 85 (9) ◽  
pp. 684-689 ◽  
Author(s):  
Barnett Berry ◽  
Mandy Hoke ◽  
Eric Hirsch
Keyword(s):  
Highly Qualified Teachers ◽  
Highly Qualified ◽  
Qualified Teachers

Attitudes and Motivations of Adult Spanish Language Learners: A Comparison of Heritage Language Learners and Second Language Learners

2014 ◽  
Vol 11 (1) ◽  
pp. 29-44 ◽  
Author(s):  
Janet S. Oh ◽  
Bertha A. Nash
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Language Learner ◽  
Future Research ◽  
Heritage Language Learners ◽  
Background Factors ◽  
Learning Success

Research on background factors in adult language learners’ success has largely focused on first-time learners of a second language. In this study, we utilize a well-established second language learner model (the Socioeducational Model; Gardner, 1985a) to compare heritage language and second language learners in a first-semester college Spanish class. Participants (31 heritage language learners; 80 second language learners) completed a survey at the end of the semester assessing their ethnic identity, language backgrounds, attitudes and motivation toward learning Spanish. Course grades were collected as a measure of language learning success. Results indicate that heritage language learners and second language learners are similar on most background factors, but that the background factors predicting each group’s language learning success are quite different. Implications for our understanding of language learners and future research directions are discussed.

Seeking Explanatory Adequacy: A Dual Approach to Understanding the Term Heritage Language Learner

2004 ◽  
Vol 2 (1) ◽  
pp. 1-25 ◽  
Author(s):  
Maria Carreira
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Heritage Language ◽  
Second Language Learners ◽  
Family Background ◽  
Language Learner ◽  
Language And Culture ◽  
Heritage Language Learner ◽  
Explanatory Adequacy

What is a heritage language learner (HLL)? We argue that a pedagogically valuable answer to this question must do more than describe all individuals who ought be considered HLLs; it should also offer a roadmap for meeting the needs of HLLs with regard to language learning. To achieve this goal, which we refer to as achieving “explanatory adequacy”, the answer to the above question must 1) differentiate HLLs from second-language learners (SLLs), 2) differentiate HLLs from first-language learners (L1Ls), and 3) differentiate between different types of HLLs. In reference to the first task, we propose that HLLs are students whose identity and/or linguistic needs differ from those of second language learners by virtue of having a family background in the heritage language (HL) or culture (HC). In reference to the second task, we argue that unlike L1L-s, HLLs do not receive sufficient exposure to their language and culture to fulfill basic identity and linguistic needs. Consequently, they pursue language learning to fulfill these needs. Finally, with regard to the third task, we map out four categories of HLLs, each with different identity and linguistic needs. Along the way, we advocate for endowing all language courses where HLLs are enrolled with a focus on identity and language issues, as these relate to family background.

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