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

机译：扩大特许学校中ELL的成功率：探索特许学校授权者的作用。

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摘要

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.
机译：在过去的二十年中，英语学习者（ELL）的人数和特许学校学生的数量都在迅速增长，但是令人惊讶的是，文献中很少注意到这两种趋势的融合。这项研究通过检查特许学校授权人在确保ELL公平进入特许学校以及为ELL提供基于其资产和技能的高质量，基于研究的计划方面所扮演的角色来填补这一空白。这项探索性定性研究采用了多案例研究方法，以研究10个城市学区与ELL相关的授权做法。在倡导联盟框架和Honig（2006）的三个P的理论框架（人员，地方和政策）的指导下，我研究了10个不同授权者的授权实践是如何由外部因素，授权办公室内的行为者的代理机构以及根据授权者所在的本地环境。在外部因素方面，州的政治取向和州宪章法中对ELL的实质性引用确实影响了ELL相关的授权实践，但是州范围内的语言政策和外部民权监督并未解释整个样本的差异。与“人员”部分相关的两个因素很重要：授权者获得ELL专业知识的机会以及授权者致力于改善特许学校ELL的获取和质量的承诺。就“地点”组成部分而言，授权者类型和该地区的章程气候无助于解释变化，但是该地区的ELL比例和授权者的能力确实很重要。最后，在“实践”部分中，最关注ELL相关实践的授权者在整个应用程序和监视过程中整合了ELL，在关键时刻让ELL专家参与进来，鼓励特许学校设定特定任务的目标，并采取了多种措施- -包括对ELL有效且有意义的措施-衡量其特许学校的整体质量，尤其是对ELL的质量。根据我的发现，我最后概述了对研究，政策和实践的影响。

著录项

  • 作者

    Garcia, Peggie.;

  • 作者单位

    University of Illinois at Chicago.;

  • 授予单位 University of Illinois at Chicago.;
  • 学科 Education policy.;English as a second language.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 200 p.
  • 总页数 200
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 遥感技术;
  • 关键词

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