Journal of Education for Students Placed at Risk (JESPAR)最新文献_第2页

Discipline Disproportionality and Policy Reform in Arkansas: Effects of State-Wide Limits on Exclusionary Discipline in Elementary School 阿肯色州的纪律不均衡与政策改革:对小学排他性纪律的全州限制的影响

Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-02-09 DOI: 10.1080/10824669.2023.2168668

Kaitlin P. Anderson, Sarah McKenzie

引用次数: 0

Examining the Association between Racial Disparities in Exclusionary Discipline Practices and Academic Gains 研究排他性学科实践中的种族差异与学术成果之间的关系

Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2023-01-31 DOI: 10.1080/10824669.2023.2172415

Angela Johnson, Megan Kuhfeld, J. Soland, M. Davison

引用次数: 0

Immigration Enforcement Effects and the Role of School Social Workers Supporting Immigrant Students 移民执法效果与学校社工支持移民学生的角色

Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-12-23 DOI: 10.1080/10824669.2022.2154673

S. Rodriguez, J. Kirksey, Benjamin J. Roth, Lisa Lopez-Escobar

引用次数: 1

Disparities in the Likelihood of Earning a College Degree Among Students with Noncommittal, Low, and High Educational Self-Expectations 不明确、教育自我期望低和高的学生获得大学学位的可能性差异

Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-12-19 DOI: 10.1080/10824669.2022.2156869

Cynthia J. Murphy, Siffat A. Sharmin, Hsien-Yuan Hsu

引用次数: 0

Dimensions of Belonging and “Othering” in Middle School: Voices of Immigrant and Island-Born Puerto Rican Adolescents 中学归属感和“他者”的维度:移民和岛上出生的波多黎各青少年的声音

Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-10-19 DOI: 10.1080/10824669.2022.2136179

Tina M. Durand, R. Blackwell

引用次数: 0

Supporting Long-Term English Learners: Assessment, Reclassification, and Educational Opportunities 支持长期英语学习者:评估、重新分类和教育机会

Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-10-03 DOI: 10.1080/10824669.2022.2127727

Huseyin Uysal

{"title":"Supporting Long-Term English Learners: Assessment, Reclassification, and Educational Opportunities","authors":"Huseyin Uysal","doi":"10.1080/10824669.2022.2127727","DOIUrl":"https://doi.org/10.1080/10824669.2022.2127727","url":null,"abstract":"Long-term English Learners (LTELs) are secondary school students who have been on the English as a Second Language (ESL) track for 5 years or more and remain underserved in the schools of the United States. These students, in other words, are ELs who have not met the district-level criteria for reclassification, the critical milestone that marks the end of the specialized language instruction and the start of full participation in mainstream classrooms. The literature on LTELs, although still emerging, is about two-decade old. There is a clear shift from a descriptive scholarship that recommends best practices to teach this EL sub-group (e.g., Calderón & Minaya-Rowe, 2011; Freeman et al., 2003; Freeman & Freeman, 2002; Olsen, 2014; Olsen & Jaramillo, 1999) toward a rigorous and critical scholarship that interrogates the underlying reasons for and palpable consequences of their delayed reclassification (e.g., Brooks, 2020, 2022; Flores et al., 2015; Menken et al., 2012; Uysal, 2021, In press). We learn from these recent studies that system-level factors create and maintain the LTEL label. Through standardized tests and academic standards, messages are being communicated to LTELs. Meanings of equity and linguistic diversity are truncated, and heteroglossic ideologies permeate the classroom space. As Gramsci (1971) famously said by drawing on the words of French dramatist Romain Rolland, we need to maintain “pessimism of the intelligence, optimism of the will” (p. 175). The papers in this special issue do this very well by problematizing the LTEL label and critically examining the issues of language assessment, EL reclassification, and the concomitant educational opportunities. Additionally, the authors present implications that are radical but feasible, and recommend new directions in better serving LTELs in the U.S. I am delighted to introduce this special issue of JESPAR on a very timely and critical topic regarding the education of LTELs and ELs at risk of becoming LTELs.","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116625992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Individualized Language Plans: A Potential Tool for Collaboration to Support Multilingual Students 个性化语言计划:支持多语言学生的潜在合作工具

Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-09-30 DOI: 10.1080/10824669.2022.2123330

Karen D. Thompson, Claudia Rodriguez-Mojica

{"title":"Individualized Language Plans: A Potential Tool for Collaboration to Support Multilingual Students","authors":"Karen D. Thompson, Claudia Rodriguez-Mojica","doi":"10.1080/10824669.2022.2123330","DOIUrl":"https://doi.org/10.1080/10824669.2022.2123330","url":null,"abstract":"Abstract Prior research has documented how current policies and practices reinforce deficit perspectives of multilingual students at the secondary level, particularly students who have been labeled as long-term English learners. At the same time, scholars have argued for a need to collect detailed, individualized information about multilingual students’ linguistic, academic, and cultural assets and design supports for students based on this information. However, few concrete examples exist of ways that schools and districts have implemented these ideas at a systemic level. Building from prior research about who decides the educational services youth receive and drawing from theory about aesthetic care, authentic care, and reciprocal dialogue, we describe and analyze a tool two rural California school districts developed to foster collaboration in support of students considered long-term English learners: Individualized Language Plans (ILPs). Our analysis is based on three years of data collection, including interviews with district administrators and teachers involved in the design and implementation of ILPs, as well as observations of meetings where ILPs were created. We discuss implications for research, policy, and practice.","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"34 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130441540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

“Every” Student Succeeds? Academic Trends at the Intersection of (Long-Term) English Learner and IEP Status “每个”学生都能成功?(长期)英语学习者与IEP状态交叉的学术趋势

Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-09-25 DOI: 10.1080/10824669.2022.2123328

N. Sahakyan, Glenn Poole

{"title":"“Every” Student Succeeds? Academic Trends at the Intersection of (Long-Term) English Learner and IEP Status","authors":"N. Sahakyan, Glenn Poole","doi":"10.1080/10824669.2022.2123328","DOIUrl":"https://doi.org/10.1080/10824669.2022.2123328","url":null,"abstract":"Abstract In this study, we describe long-term trends in students’ academic performance, documenting persistent and systematic disparities in academic outcomes across several student subgroups. We leverage administrative data from longitudinal student records to examine academic outcomes for English learners (ELs), students with Individualized Education Plans (IEPs), and dual-identified students (ELs with IEPs) enrolled in one U.S. state within the last decade, spanning the years 2009 to 2019. Adopting a lens of intersectionality and using descriptive statistics in a cohort-sequential design, we examine reclassification rates that shape the long-term EL (LTEL) subgroup. Grouping students based on whether they were (ever) identified as an EL or as having a disability, we also report on academic content (Reading/ELA and Mathematics) proficiency rates across time for these subgroups. Summarizing the records of over half a million students starting school across six years (2009–2014) and four elementary grades (K-3) nested in 24 independent cohorts, our findings show that, on average, dual-identified students’ rates of LTEL identification are almost twice that of ELs without disabilities, and that only a very small proportion of dual-identified students achieve proficiency in academic content. Our results raise questions and concerns regarding the adequacy and alignment of federal, state, district, and school-level policies and resources that govern the education of English learners, students with disabilities, and especially dual-identified students.","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115347339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Canaried in the Coal Mine: What the Experiences and Outcomes of Students Considered Long-term English Learners Teach us About Pitfalls in English Learner Education…and What We Can Do About It 《在煤矿里工作:长期英语学习者的经历和结果告诉我们英语学习者教育中的陷阱……以及我们能做些什么

Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-09-22 DOI: 10.1080/10824669.2022.2123326

Ilana M. Umansky, Janette Avelar

{"title":"Canaried in the Coal Mine: What the Experiences and Outcomes of Students Considered Long-term English Learners Teach us About Pitfalls in English Learner Education…and What We Can Do About It","authors":"Ilana M. Umansky, Janette Avelar","doi":"10.1080/10824669.2022.2123326","DOIUrl":"https://doi.org/10.1080/10824669.2022.2123326","url":null,"abstract":"Abstract In this position paper, we draw on a wide, but non-exhaustive, review of existing literature to argue that long term English learner (LTEL)-considered students are uniquely positioned to expose fissures in the English learner (EL) education system more broadly. Examining both the early educational contexts that lead to students’ LTEL status, as well as later educational affordances once considered LTEL, we discuss four insights about EL education: (1) an overwhelming English language orientation, to the detriment of language diversity and core content instruction; (2) the provision of largely homogenous and often inappropriate educational supports and services; (3) a near-universal experience of stigmatization through the EL label and its resulting effects; and (4) a widespread and systemic pattern of unequal opportunity to learn. These four patterns lead us to propose a radical re-envisioning of the policy and practice framework for multilingual students: one that positions students as gifted, with assets to develop; one that centers educational affordances on the unique skills and interests of individual students; and one that, at its heart, embraces and builds multilingualism rather than shutting it down.","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127227507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

How Long-Term English Learners Perform on an English Language Proficiency Assessment During Grades 2 through 5: An Examination of Assessment Tasks and Features 长期英语学习者在二至五年级英语能力评估中的表现:评估任务和特征的考察

Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2022-09-20 DOI: 10.1080/10824669.2022.2123329

Nami Shin, Jenny C. Kao, Eunhee Keum, Edynn Sato, Kilchan Choi

{"title":"How Long-Term English Learners Perform on an English Language Proficiency Assessment During Grades 2 through 5: An Examination of Assessment Tasks and Features","authors":"Nami Shin, Jenny C. Kao, Eunhee Keum, Edynn Sato, Kilchan Choi","doi":"10.1080/10824669.2022.2123329","DOIUrl":"https://doi.org/10.1080/10824669.2022.2123329","url":null,"abstract":"Abstract Using two states’ longitudinal data, this study tracked long-term English learner (LTEL) students’ performance on an annual English language proficiency (ELP) assessment (the ELPA21) from their pre-LTEL period. We followed English learner (EL) students who were initially classified as EL students in Kindergarten or in Grade 1 until they reached Grade 5. We defined LTEL students as EL students who have not achieved English language proficiency after five years of their initial EL classification. We examined LTEL students’ overall-, domain-, task-, and item-level performance in the ELPA21 and compared how their performances differed from non-LTEL students. We also identified features of items in the Grades 2 through 5 ELPA21 that were particularly challenging for LTEL students. LTEL students showed significantly lower proficiency and slower development in reading and writing than in listening and speaking domains in Grades 2 through 5, suggesting the need for strengthening elementary EL services and targeting instruction for EL students at risk of becoming LTEL students. In addition, findings suggest variability of task types and item features across grade levels that presented more challenges for LTEL students. The findings have implications for EL policies, programs, and instruction, especially for elementary EL students at risk of becoming LTEL students.","PeriodicalId":198500,"journal":{"name":"Journal of Education for Students Placed at Risk (JESPAR)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115253203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1