Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice

2021 ◽  
Author(s):  
Keyword(s):  
English Learners ◽  
Performing Arts ◽  
English Language ◽  
Research Policy ◽  
Journal Article ◽  
Annotated Bibliography ◽  
Digital Learning ◽  
Social Emotional Development ◽  
Policy And Practice ◽  
Additional Information

Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 320 annotations from both recent and seminal literature (released between 1992–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university partnerships, digital learning, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.

scholarly journals Imbalanced literacy? How a US national educational policy has affected English learners and their teachers

2011 ◽  
pp. 48
Author(s):  
Judy Sharkey
Keyword(s):  
Public Schools ◽  
No Child Left Behind ◽  
English Learners ◽  
English Language ◽  
Local Level ◽  
Language Teachers ◽  
Policy And Practice ◽  
Learning And Teaching ◽  
National Educational Policy ◽  
Institutional Contexts

Learning and teaching are always affected by institutional contexts and their policies, ranging from the classroom policies that teachers establish or enact—tacitly or explicitly, to the larger rings of policy set by schools, organizations, districts, states, and/or country. How is policy enacted on a local level? How does such policy affect the needs and realities of students and teachers? How does listening to teacher concerns contribute to valid critiques of policy? This article addresses those questions as they pertain to the US education policy known as No Child Left Behind (NCLB). It is told through the perspectives and experiences of six English language teachers in three public schools in one urban school district in the Northeastern United States. Although teachers’ concerns are often dismissed as anecdotal, they can offer valuable insights into the weaknesses of policiesand/or programs. In the often, dichotomous worlds of policy and practice, this story highlights the critical need to attend to both.  

scholarly journals Beyond Binary: (Re)Defining “Gender” for 21st Century Disaster Risk Reduction Research, Policy, and Practice

2019 ◽  
Vol 16 (20) ◽  
pp. 3984 ◽  
Author(s):  
Ashleigh Rushton ◽  
Lesley Gray ◽  
Justin Canty ◽  
Kevin Blanchard
Keyword(s):  
English Language ◽  
Research Policy ◽  
Relevant Information ◽  
Rapid Review ◽  
Sex And Gender ◽  
Journal Articles ◽  
Policy And Practice ◽  
Gender Minorities ◽  
Clear Differentiation ◽  
And Gender

The dominant discourse of gender focuses on the binary of woman/man, despite the known additional risks for diverse sexualities and gender minorities in disasters. Given the small but growing body of literature concerning gender minorities in disasters, this paper sets out to explore the place of sex and gender minorities in disasters and to examine whether a binary definition needs to be extended. A five-stage rapid review was undertaken following Arksey and O’Malley’s method. Peer-reviewed journal articles in English language were sought that included disaster and gender terms in the title, abstract, and/or body of the article published between January 2015 and March 2019. The search included MEDLINE and Scopus databases. Relevant information from the studies were charted in Microsoft Excel, and results were summarized using a descriptive analytical method. In total, 729 records were identified; 248 that did not meet the inclusion criteria were excluded and 166 duplicates were removed. A total of 315 records were sourced and their full text was reviewed. Of those, only 12 journal articles included content relative to more than two genders. We also recognized that sex and gender terms were used interchangeably with no clear differentiation between the two. We recommend that disaster scholars and practitioners adopt correct terminology and expand their definition of gender beyond the binary; utilize work on gender fluidity and diversity; and apply this to disaster research, policy, and practice.

Long‐term English learners: Current research, policy, and practice

TESOL Journal ◽  
2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Beth Clark‐Gareca ◽  
Deborah Short ◽  
Marguerite Lukes ◽  
Mary Sharp‐Ross
Keyword(s):  
English Learners ◽  
Research Policy ◽  
Policy And Practice ◽  
Long Term English Learners

The Nature and Extent of Qualitative Research Conducted With Children About Their Experiences of Domestic Violence: Findings From a Meta-Synthesis

2019 ◽  
pp. 152483801988888
Author(s):  
Debbie Noble-Carr ◽  
Tim Moore ◽  
Morag McArthur
Keyword(s):  
Qualitative Research ◽  
Domestic Violence ◽  
Partner Violence ◽  
English Language ◽  
Research Policy ◽  
Well Being ◽  
Qualitative Studies ◽  
Future Research ◽  
Policy And Practice ◽  
Research With Children

Domestic violence is a significant issue experienced by many children that can have a detrimental impact on their health, development, and well-being. This article reports on the findings of a meta-synthesis that examined the nature and extent of qualitative studies conducted with children about their experience of domestic violence. Studies were identified by a search of electronic databases and included gray literature. Studies were included for review if they were published between 1996 and 2016, were from countries considered as comparable Western nations to Australia and available in the English language, and reported on qualitative studies that directly engaged with children under the age of 18 years on their experiences of intimate partner violence involving one or more of their parents/carers. Forty peer-reviewed publications that reported on 32 studies were included for the review. This study was unique in that it included child participation measures to assess the quality of available studies. This article explores the contribution that research with children has made to our understandings of, and responses to, domestic violence, and provides a critique of the limitations and gaps evident in the extant qualitative research with children on the issue of domestic violence. The article considers implications for future research, policy, and practice and in particular focuses our attention on the need to engage more children more fully in participatory research in the field of domestic violence.

scholarly journals English Learners in STEM Subjects: Contemporary Views on STEM Subjects and Language With English Learners

2020 ◽  
Vol 49 (6) ◽  
pp. 426-432
Author(s):  
Okhee Lee ◽  
Amy Stephens
Keyword(s):  
Education Research ◽  
Instructional Strategies ◽  
Stem Education ◽  
English Learners ◽  
Research Policy ◽  
Learning Opportunities ◽  
Content Standards ◽  
Stem Learning ◽  
Policy And Practice ◽  
Consensus Report

With the release of the consensus report English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, we highlight foundational constructs and perspectives associated with STEM subjects and language with English learners (ELs) that frame the report. The purpose here is to elevate these constructs and perspectives for discussion among the broader education research community. First, we provide an overview of the unique contributions of the report to move the ELs and STEM fields forward. Second, we describe ELs in terms of their heterogeneity and the inconsistency of educational policies that affect their learning opportunities in STEM subjects. Third, we describe contemporary views on STEM subjects and language with ELs that indicate that instructional shifts across STEM subjects and language are mutually supportive. Fourth, we describe promising instructional strategies to promote STEM learning and language development with ELs. Lastly, we close the article by reimagining STEM education with ELs and offer potential next steps. These foundational constructs and perspectives on STEM subjects and language with ELs are critical because they provide the conceptual grounding for the design of the education system for ELs. The report could contribute to building a knowledge base for ELs in STEM subjects and language as education research, policy, and practice converge to reimagine what is possible to both support and challenge ELs to learn academically rigorous content standards that are expected of all students.

Healing After Gender-Based Violence: A Qualitative Metasynthesis Using Meta-Ethnography

2021 ◽  
pp. 152483802199130
Author(s):  
Laura Sinko ◽  
Richard James ◽  
Kathryn Hughesdon
Keyword(s):  
English Language ◽  
Research Policy ◽  
Empirical Studies ◽  
Future Research ◽  
Gender Based Violence ◽  
Policy And Practice ◽  
Healing Journey ◽  
Trauma Processing ◽  
Gender Based ◽  
Recovery Pathways

Gender-based violence (GBV) is a significant violation of human rights, requiring specific understanding of how individuals heal and recover after these experiences. This article reports on findings of a qualitative metasynthesis that examined the nature of healing after GBV through the perspectives of female-identifying survivors. Empirical studies were identified by a search of peer-reviewed articles via electronic databases. Studies were included for review if they were available in the English language, reported on qualitative studies that directly engaged female-identifying survivors of GBV, and were aiming to understand the GBV healing journey, process, or goals. After our initial search, 1,107 articles were reviewed by title and abstract and 47 articles were reviewed for full text. Twenty-six peer-reviewed articles were included for the review and were analyzed using meta-ethnography. Key findings included the recovery journey as a nonlinear, iterative experience that requires active engagement and patience. Healing was composed of (1) trauma processing and reexamination, (2) managing negative states, (3) rebuilding the self, (4) connecting with others, and (5) regaining hope and power. “Shifts” or “turning points” are also mentioned which catalyzed healing prioritization. This article aggregates and examines the scientific literature to date on GBV healing and provides articulation of the limitations, gaps in evidence, and areas for intervention. The article considers implications for future research, policy, and practice and, in particular, focuses our attention on the need to expand our knowledge of alternative recovery pathways and mechanisms for healing.

scholarly journals Hypertext versus Footnotes

2017 ◽  
Vol 47 (1) ◽  
pp. 81-115
Author(s):  
Miriam Eisenstein Ebsworth ◽  
Tommy McDonell ◽  
Anthony DeFazio ◽  
Chencen Cai
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Learners ◽  
English Language ◽  
The Other ◽  
Multiple Choice Questions ◽  
Focus Group Interviews ◽  
Additional Information ◽  
Significant Difference ◽  
Group Interviews

This study considers forty adolescent English Language Learners who read a passage online containing additional information available through either hypertext links or footnotes. Participants were attending a special high school for English learners at the time of the study. Two versions of the text were offered, one with hypertext and the other with footnotes, and participants were randomly assigned to the footnote or hypertext condition. Answers to multiple choice questions showed no significant difference between groups in recall of the reading under the two conditions, in contrast with an earlier study of learners in higher education settings whose recall of reading with hypertext was significantly lower than with footnotes. Learners’ ratings of perceived comprehensibility of the 2 texts was also not significantly different. Additional interpretive data came from focus group interviews involving all of the participants.

scholarly journals Effects of New Hampshire’s innovative assessment and accountability system on student achievement outcomes after three years

2019 ◽  
Vol 27 ◽  
pp. 10
Author(s):  
Carla M. Evans
Keyword(s):  
Student Achievement ◽  
English Language ◽  
Research Policy ◽  
Early Years ◽  
Assessment System ◽  
Policy And Practice ◽  
Differential Effects ◽  
Positive Effects ◽  
Accountability System ◽  
Assessment And Accountability System

New Hampshire’s Performance Assessment of Competency Education (PACE) pilot received a waiver from federal statutory requirements related to state annual achievement testing starting in the 2014-15 school year. PACE is considered an “innovative” assessment and accountability system because performance assessments are used to help determine student proficiency in most federally required grades and subjects instead of the state achievement test. One key criterion for success in the early years of the PACE innovative assessment system is “no harm” on the statewide accountability test. This descriptive study examines the effect of PACE on Grades 8 and 11 mathematics and English language arts student achievement during the first three years of implementation (2014-15, 2015-16, and 2016-17 school years) and the extent to which those effects vary for certain student subgroups using results from the state’s accountability tests (Smarter Balanced and SATs). Findings suggest that students in PACE schools tend to exhibit small positive effects on the Grades 8 and 11 state achievement tests in both subjects in comparison to students attending non-PACE comparison schools. Lower achieving students tended to exhibit small positive differential effects, whereas male students tended to exhibit small negative differential effects. Implications for research, policy, and practice are discussed.

scholarly journals Inconsistent and incomplete retraction of published research: A cross-sectional study on Covid-19 retractions and recommendations to mitigate risks for research, policy and practice

PLoS ONE ◽  
2021 ◽  
Vol 16 (10) ◽  
pp. e0258935
Author(s):  
Geoff Frampton ◽  
Lois Woods ◽  
David Alexander Scott
Keyword(s):  
Full Text ◽  
Research Policy ◽  
Journal Article ◽  
Cross Sectional Study ◽  
World Health ◽  
Sectional Study ◽  
Policy And Practice ◽  
Cross Sectional ◽  
Wide Range ◽  
Published Research

Background Retraction of published research can reduce the dissemination of incorrect or misleading information, but concerns have been raised about the clarity and rigor of the retraction process. Failure to clearly and consistently retract research has several risks, for example discredited or erroneous research may inform health research studies (e.g. clinical trials), policies and practices, potentially rendering these unreliable. Objective To investigate consistency and clarity of research retraction, based on a case study of retracted Covid-19 research. Study design A cross-sectional study of retracted Covid-19 articles reporting empirical research findings, based on searches of Medline, Embase and Scopus on 10th July and 19th December 2020. Key results We included 46 retracted Covid-19 articles. The number eligible for inclusion nearly doubled, from 26 to 46, in five months. Most articles (67%) were retracted from scientific journals and the remainder from preprint servers. Key findings: (1) reasons for retraction were not reported in 33% (15/46) of cases; (2) time from publication to retraction could not be determined in 43% (20/46) of cases; (3) More than half (59%) of retracted Covid-19 articles (27/46) remained available as original unmarked electronic documents after retraction (33% as full text and 26% as an abstract only). Sources of articles post-retraction were preprint servers, ResearchGate and, less commonly, websites including PubMed Central and the World Health Organization. A retracted journal article which controversially claimed a link between 5G technology and Covid-19 remains available in its original full text from at least 60 different websites. Conclusions The retraction process is inconsistent and often ambiguous, with more than half of retracted Covid-19 research articles remaining available, unmarked, from a wide range of online sources. There is an urgent need to improve guidance on the retraction process and to extend this to cover preprint servers. We provide structured recommendations to address these concerns and to reduce the risks that arise when retracted research is inappropriately cited.

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