Accedi

Bibliografie tematiche / Language arts (secondary) – united states / Articoli di riviste

Articoli di riviste sul tema "Language arts (secondary) – united states"

Segui questo link per vedere altri tipi di pubblicazioni sul tema: Language arts (secondary) – united states.

Autore: Grafiati

Pubblicato: 26 luglio 2024

Cita una fonte nei formati APA, MLA, Chicago, Harvard e in molti altri stili

Scegli il tipo di fonte:

Vedi i top-50 articoli di riviste per l'attività di ricerca sul tema "Language arts (secondary) – united states".

Accanto a ogni fonte nell'elenco di riferimenti c'è un pulsante "Aggiungi alla bibliografia". Premilo e genereremo automaticamente la citazione bibliografica dell'opera scelta nello stile citazionale di cui hai bisogno: APA, MLA, Harvard, Chicago, Vancouver ecc.

Puoi anche scaricare il testo completo della pubblicazione scientifica nel formato .pdf e leggere online l'abstract (il sommario) dell'opera se è presente nei metadati.

Vedi gli articoli di riviste di molte aree scientifiche e compila una bibliografia corretta.

1

Sewell, William C. "Entrenched Pedagogy: A History of Stasis in the English Language Arts Curriculum in United States Secondary Schools". Changing English 15, n. 1 (28 febbraio 2008): 87–100. http://dx.doi.org/10.1080/13586840701825345.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

2

Rothwell, Gregory, e Michael Shaffer. "eSports in K-12 and Post-Secondary Schools". Education Sciences 9, n. 2 (15 maggio 2019): 105. http://dx.doi.org/10.3390/educsci9020105.

Testo completo

Abstract (sommario):

eSports is a rising modality of sports entertainment in the United States and has growing implications for education. Providing competitive eSports teams in schools satisfies the growing desire to train and educate students on the skills emphasized in STEM and Career Technical Education (CTE) education, as well as in programs such as English and Language Arts. eSports develop the soft skills universities and employers like to see in a student graduating from high school. As the market continues to grow for eSports, opportunities for post-secondary education as well as for prospective employment will increase. The popularity of eSports will continue to grow, and this popularity will be reflected in the schools.

Gli stili APA, Harvard, Vancouver, ISO e altri

3

Spanke, Jeff. "Research: Viral Loads and Downward Spirals: English, Citizenship, and a Context of Crises". English Education 53, n. 2 (1 gennaio 2021): 123–44. http://dx.doi.org/10.58680/ee202131087.

Testo completo

Abstract (sommario):

This study examines five novice teachers’ perceptions of their preparation, interests, and abilities to integrate citizenship education into their secondary English language arts classrooms. The English teachers in this study highlight the difficulty in promoting progressive, social justice curricula without first grounding that pursuit in personal and participatory citizenship. Thus, as the United States awaits its return to normalcy after COVID-19, this study considers how English teacher educators may anchor courses in ideas of personal, participatory, and justice-oriented citizenship.

Gli stili APA, Harvard, Vancouver, ISO e altri

4

Schey, Ryan. "The Queer Temporalities of (Im)Possible School Futures: Transness, Christian Epistemologies, and Racial Anxiety in a Secondary Classroom". Research in the Teaching of English 58, n. 2 (1 novembre 2023): 129–55. http://dx.doi.org/10.58680/rte202332789.

Testo completo

Abstract (sommario):

Drawing on a yearlong ethnography I conducted at a public, urban, comprehensive high school in the midwestern United States, in this article I analyze a classroom instructional conversation about gender and trans identities in a sophomore humanities (grade 10) course that combined English language arts and social studies. In the conversation, youth constructed temporalities (i.e., relationships among pasts, presents, and futures) that were out of sync with the temporalities sanctioned by the school. In doing so, they drew on ideologies about gender, religion, race, sexuality, and class. Yet different youth offered futures that were incommensurate, particularly because they clashed over whether temporalities were rigid, fixed, and unchangeable or fluid, variable, multiple, and thus open to change. Being out of sync signaled possibilities, but not guarantees, of more just futures and suggested a need for literacy educators and researchers to rethink the roles of (un)certainty, (in)stability, and (non)linearity in classroom instruction with respect to sexual and gender diversity. In making this argument, I integrate queer and trans theorizations of temporality and futurity with adolescent queer literacies scholarship, specifically the concept of literacy performances.

Gli stili APA, Harvard, Vancouver, ISO e altri

5

Everett, Sakeena. "“Know Who They Have in Front of Their Eyes”: A Justice as Praxis Paradigm for Teaching and Learning". Gifted Child Today 43, n. 2 (18 marzo 2020): 101–7. http://dx.doi.org/10.1177/1076217519898243.

Testo completo

Abstract (sommario):

Inequitable access to learning opportunities has intersectional consequences for Black students in general and gifted education. Equally important, all students (regardless of race, ethnicity, gender, socioeconomic class, and grade-level), more often than not, lack invaluable opportunities to learn about the innumerable contributions of students and families of color in the United States and worldwide. To address these injustices, Ladson-Billings advocated for a shift from “justice as theory toward justice as praxis.” In this article, I unpack the components of justice as praxis work, and I discuss how I engaged in this work in my secondary English Language Arts (ELA) classroom. I address the following questions: What does it mean “to be seen” from the perspective of a Black male academically high-achieving student? What is needed for teachers to adopt a justice as praxis paradigm to improve their teaching and learning with students who have not been well served in public schools?

Gli stili APA, Harvard, Vancouver, ISO e altri

6

Wheeler, Brannon M. "Report on the International Workshop on the Integration of lslamic Studies into Liberal Arts Curricula". American Journal of Islam and Society 15, n. 2 (1 luglio 1998): 159–66. http://dx.doi.org/10.35632/ajis.v15i2.2192.

Testo completo

Abstract (sommario):

On March 6-7, 1998 the incipient program in Comparative IslamicStudies at the University of Washington (UW) hosted an internationalworkshop on the Integration of Islamic Studies into Liberal ArtsCurricula. This workshop was sponsored by the Department of NearEastern Languages and Civilization, the Walter Chapin SimpsonCenter for the Humanities, the Henry M. Jackson School forInternational Studies, the Comparative Religion Program, the MiddleEast Studies Program, and the South Asian Studies Program. Aims of the WorkshopThe general aim of the workshop, discussing the integration of Islamicstudies into liberal arts curricula, can be divided into three areas. First,the workshop brought together about forty teachers and scholars, abouttwenty from the UW and twenty from across the United States andCanada. Most of these participants were professors teaching IslamicStudies or related discipliies at private and public colleges and Universities,although some secondary-level teachers also participated. The disciplinesrepresented ranged from religion, art history, geography, ethnomusicoIogy,history, comparative literahm, women’s studies, anthropology,biblical studies, and political science. This meeting allowed foropen cornmetion and the exchange of ideas among scholars who areotherwise separated from one another by institutional boundaries ...

Gli stili APA, Harvard, Vancouver, ISO e altri

7

Turner, Herbert, Robert Boruch, Mackson Ncube e Annette Turner. "Protocol for a Systematic Review: Teach For America (TFA) for Improving Math, Language Arts, and Science Achievement of Primary and Secondary Students in the United States: A Systematic Review". Campbell Systematic Reviews 12, n. 1 (gennaio 2016): 1–32. http://dx.doi.org/10.1002/cl2.169.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

8

Phelps, Richard P. "Test Frequency, Stakes, and Feedback in Student Achievement: A Meta-Analysis". Evaluation Review 43, n. 3-4 (giugno 2019): 111–51. http://dx.doi.org/10.1177/0193841x19865628.

Testo completo

Abstract (sommario):

Background: Test frequency, stakes associated with educational tests, and feedback from test results have been identified in the research literature as relevant factors in student achievement. Objectives: Summarize the separate and joint contribution to student achievement of these three treatments and their interactions via multivariable meta-analytic techniques using a database of English-language studies spanning a century (1910–2010), comprising 149 studies and 509 effect size estimates. Research design: Analysis employed robust variance estimation. Considered as potential moderators were hundreds of study features comprising various test designs and test administration, demographic, and source document characteristics. Subjects: Subjects were students at all levels, from early childhood to adult, mostly from the United States but also eight other countries. Results: We find a summary effect size of 0.84 for the three treatments collectively. Further analysis suggests benefits accrue to the incremental addition of combinations of testing and feedback or stakes and feedback. Moderator analysis shows higher effect sizes associated with the following study characteristics: more recent year of publication, summative (rather than formative) testing, constructed (rather than selected) item response formats, alignment of subject matter between pre- and posttests, and recognition/recall (rather than core subjects, art, or physical education). Conversely, lower effect sizes are associated with postsecondary students (rather than early childhood–upper secondary), special education population, larger study population, random assignment (rather than another sampling method), use of shadow test as outcome measure, designation of individuals (rather than groups) as units of analysis, and academic (rather than corporate or government) research.

Gli stili APA, Harvard, Vancouver, ISO e altri

9

Bogdanova, E. S. "Hypertext journey as a method for working on secondary school students’ conceptual sphere and speech in Russian language lessons". Russian language at school 85, n. 3 (15 maggio 2024): 7–16. http://dx.doi.org/10.30515/0131-6141-2024-85-3-7-16.

Testo completo

Abstract (sommario):

The article discusses the current issue of methodological support for a Russian language lesson designed in line with the linguoconceptocentric approach. The research aims to justify the feasibility and the way of employing the hypertext journey method in the language education of secondary school students. Understanding hypertext as a non-linear text with hyperlinks, the author indicates its didactic purpose, i. e. to create conditions for students to receive additional information, audiovisual materials that contribute to the understanding of the linguistic concept(s) of the source text. Based on the analysis of scientific, methodological, and philological experience, texts of different genres, students’ creative works in conjunction with empirical research, a hypertext journey model was developed. It is as follows: a linguistic concept – the main (source) text – reference materials characterising the semantic fields of the word-concept (such as comments, dictionary entries) – aphorisms, proverbs – conceptually (thematically, ideologically, axiologically) related texts – works of audiovisual arts – own text (a conceptocentric essay). The paper describes didactic material, i. e. hypertext. It is comprised of fragments of literary (prose and poetic) and non-fiction texts united ideologically, axiologically, and thematically (conceptually). Such texts are characterised by linguistic importance and philosophicality which are subjected to interpretive, philological, and conceptual analysis. Attention is given to the technique of hypertext composition. The research determines the stages in following the hypertext journey method in the classroom: from presenting a concept to writing a conceptocentric essay. Testing carried out on the example of the hypertext journey ‘Art’ shows that this method significantly enhances schoolchildren’s semantic basis. Moreover, it helps them structure their art knowledge system, provides material for students’ own creative works, teaches them to use what they read as an argument in an argumentative text, and promotes speech development. As a result, this method enriches schoolchildren’s conceptual sphere.

Gli stili APA, Harvard, Vancouver, ISO e altri

10

Martin, Shea wesley, e Henry “Cody” Miller. "The Category Is “Pandemic Queer”: Reading, Connecting, and Reimagining Literacy with LGBTQ+ Youth in the Age of COVID-19". Radical Teacher 124 (2 dicembre 2022): 13–23. http://dx.doi.org/10.5195/rt.2022.1094.

Testo completo

Abstract (sommario):

The COVID-19 pandemic, coupled with the ensuing lockdown and political turmoil, ruptured many young people’s experiences and well-being, particularly students who face additional marginalization due to systemic oppression. A national survey conducted by the Trevor Project (2021) found that nearly 70% of LGBTQ youth noted that their health was “poor” most or all of the time during the COVID-19 pandemic. Factors contributing to this deterioration include LGBTQ youth being isolated from the supportive communities formed at school, lacking access to social services provided by schools, and being quarantined with family members who were unsupportive (Cohen, 2021; Valencia, 2020). These fissures in support and resource structures curtailed potentially affirming and integral education, social, and emotional experiences, particularly for LGBTQ youth who thrived in traditional schooling settings. However, it is also important to note that even prior to the COVID-19 pandemic, many schools were not idealized institutions for LGBTQ youth. K-12 schools, situated in the broader socio-political landscape of the United States, are bastions of homo-, trans-, and queerphobia (Mayo, 2014). Still, many LGBTQ young people employed resilience and ingenuity to create affirming and loving social circles, which were thus interrupted by restrictions, trauma, and isolation during the pandemic. As LGBTQ educators we sought to co-create an online community that could reflect the brilliance and joy of LGBTQ youth during the 2020-2021 school year. Through both our own experiences and the research, we know that LGBTQ youth find ways to construct community through online avenues, even when said avenues are limited and flawed, such as Tumblr (Cavalcante, 2019; Haimson, et al., 2021; Wargo, 2017). Building on our experiences as secondary English language arts teachers, we constructed a national online book club dedicated to reading, analyzing, and celebrating LGBTQ young adult literature with LGBTQ youth. After a summer of planning, we launched the online book club that resulted in over 125 secondary students from across the United States (and some international students) joining us for a year to engage in readings of Abdi Nazemian’s Like a Love Story (2019), Dean Atta’s Black Flamingo (2019), Gabby Rivera’s Juliet Takes a Breath (2016), and Mark Oshiro’s Anger is a Gift (2018). This article details how we structured a community of readers who worked to analyze young adult literature through intersectional and anti-oppressive lenses (Blackburn & Smith, 2010; Durand, 2015; Herman-Wilmarth & Ryan, 2015), deepen their critical consciousness relating to contemporary LGBTQ socio-political topics (Kelly & Currie, 2020), and leveraged social media and online avenues to construct community that expanded the boundaries of school hallways (Lucero, 2017; Mayo, 2014). Collectively, we seek to illustrate how LGBTQ+ communities (and queer pedagogies) can flourish and develop outside the limitations of K-12 institutions.

Gli stili APA, Harvard, Vancouver, ISO e altri

11

P Woodrich, Megan, e Yanan Fan. "Google Docs as a Tool for Collaborative Writing in the Middle School Classroom". Journal of Information Technology Education: Research 16 (2017): 391–410. http://dx.doi.org/10.28945/3870.

Testo completo

Abstract (sommario):

Aim/Purpose: In this study, the authors examine how an online word processing tool can be used to encourage participation among students of different language back-grounds, including English Language Learners. To be exact, the paper discusses whether student participation in anonymous collaborative writing via Google Docs can lead to more successful products in a linguistically diverse eighth-grade English Language Arts classroom. Background: English Language Learners (ELLs) make up a considerable portion of elementary and secondary public school students, as language and ethnic diversity has become the norm in the United States. The research literature finds that ELLs are statistically behind their monolingual peers on such key language and academic development indicators as writing. Educators and researchers then turn to collaborative writing with the assistance of online technology. Although it is shown in literature to be a worthwhile endeavor for students of all ages and ability levels, no studies have investigated the differences it makes, namely, in comparison to traditional face-to-face collaboration in the classroom, and to anonymous online collaboration in the virtual space. Methodology: Through face-to-face, online, and anonymous writing activities, a rubric, and a survey, this quantitative study asks if anonymous collaborative writing, com-pared to other modalities, equalizes participation among students of varying language fluencies, and if anonymous collaborative writing, compared to other modalities, affect student comfort levels. Contribution: This builds on research of online collaborative writing tools and suggests that using such tools (Google Docs in particular) is beneficial, especially for students who are building their language abilities. The study further reveals varied degree of success and student comfort level in participating writing tasks in three modalities. Findings: We ascertain that students of varying language fluencies participated more equally when they were able to remain anonymous. Face-to-face writing exhibited the highest overall scores, and students enjoyed working on Google Docs. Recommendations for Practitioners: Future and current teachers are encouraged to be open to new technologies and be creative in the use of technology to facilitate student learning. They should have the opportunity to participate in the discussion on how, not if, integrating technology impacts the cognitive, social, and cultural dimensions of teaching. Recommendation for Researchers: After this initial quantitative study on students’ reactions to various modalities of technology-supported writing formats, the next questions to ask may be how students were engaging in dialogues during face-to-face sessions or chat features of Google Docs trials, and what types of edits students are making. Researchers should turn their focus on secondary school classrooms where there is an increasing impact of technology-assisted collaborative writing on student learning and teaching pedagogy. Impact on Society: As online technology has become an integral part of daily life, it is beneficial to educators, policy makers, and classroom teachers to understand how technology can be integrated in writing programs and to what extent the integration can help boost student motivation and participation. Future Research: More longitudinal research on online assisted collaborative writing and addi-tional quantitative data are needed to further understand the complexities of the writing process in-group online writing and the nature of collaboration.

Gli stili APA, Harvard, Vancouver, ISO e altri

12

Mironova, K. V. "Enhancing understanding of A. S. Pushkin’s lyrics during testing and teaching activities using educational hypertext". Russian language at school 85, n. 3 (21 maggio 2024): 26–37. http://dx.doi.org/10.30515/0131-6141-2024-85-3-26-37.

Testo completo

Abstract (sommario):

The article discusses the current issue of methodological support for a Russian language lesson designed in line with the linguoconceptocentric approach. The research aims to justify the feasibility and the way of employing the hypertext journey method in the language education of secondary school students. Understanding hypertext as a non-linear text with hyperlinks, the author indicates its didactic purpose, i. e. to create conditions for students to receive additional information, audiovisual materials that contribute to the understanding of the linguistic concept(s) of the source text. Based on the analysis of scientific, methodological, and philological experience, texts of different genres, students’ creative works in conjunction with empirical research, a hypertext journey model was developed. It is as follows: a linguistic concept – the main (source) text – reference materials characterising the semantic fields of the word-concept (such as comments, dictionary entries) – aphorisms, proverbs – conceptually (thematically, ideologically, axiologically) related texts – works of audiovisual arts – own text (a conceptocentric essay). The paper describes didactic material, i. e. hypertext. It is comprised of fragments of literary (prose and poetic) and non-fiction texts united ideologically, axiologically, and thematically (conceptually). Such texts are characterised by linguistic importance and philosophicality which are subjected to interpretive, philological, and conceptual analysis. Attention is given to the technique of hypertext composition. The research determines the stages in following the hypertext journey method in the classroom: from presenting a concept to writing a conceptocentric essay. Testing carried out on the example of the hypertext journey ‘Art’ shows that this method significantly enhances schoolchildren’s semantic basis. Moreover, it helps them structure their art knowledge system, provides material for students’ own creative works, teaches them to use what they read as an argument in an argumentative text, and promotes speech development. As a result, this method enriches schoolchildren’s conceptual sphere.

Gli stili APA, Harvard, Vancouver, ISO e altri

13

Duthely, Lunthita M., Alex P. Sanchez-Covarrubias, Adhar B. Mohamed e JoNell E. Potter. "A Multilingual, Culturally Competent Mobile Health Intervention to Improve Treatment Adherence Among Women Living With HIV: Protocol for a Randomized Controlled Trial". JMIR Research Protocols 9, n. 6 (19 giugno 2020): e17656. http://dx.doi.org/10.2196/17656.

Testo completo

Abstract (sommario):

Background Adherence to HIV care is complex, as barriers to care are multidimensional, particularly for ethnic minority women. Mobile health (mHealth) solutions are supportive in improving HIV health care outcomes. In the United States, however, mHealth interventions are not widely implemented in public HIV clinics and have not been customized for women. There is an unmet need for culturally and linguistically appropriate mHealth interventions that address the health care needs of minority women living with HIV. Objective This study aims to describe a protocol investigating the feasibility of an mHealth intervention for treatment adherence among women living with HIV. This is a two-phase, mixed methods, pilot randomized controlled trial that begins with qualitative patient interviews to inform the system design. Participants will be block randomized by language (English, Spanish, and Haitian Creole) to 1 of 2 study arms. Methods Women (age ≥18 years) who were followed up at the women’s HIV clinic of an academic medical center, with a recent history of nonadherence to HIV care (missed appointments, unsuppressed viral load, or not taking medications as prescribed), will be enrolled. The experimental arm will receive the intervention, which includes health reminders and psychoeducational messaging, plus clinical standard of care reminders. The psychoeducational messaging will target patient-level barriers of HIV stigma and medical mistrust and resilience as a patient-level strength. The control arm will receive standard of care reminders only (ie, mailed appointments and automated telephone calls). All aspects of the study and intervention will be offered in the participants’ preferred language. The primary outcome is the feasibility and acceptability of the study. The secondary outcomes are changes in self-reported medication adherence, depression symptoms, HIV stigma, medical mistrust, resilience, and clinic attendance and viral suppression extracted from the participants’ medical records. Data will be assessed at baseline (T0) and 2 subsequent clinic visits—approximately 3 to 4 months from the baseline (time 1; T1) and 6 to 9 months from the baseline (time 2; T2). Qualitative data will be transcribed and analyzed iteratively. Bivariate analyses will compare data by the study group (chi-square, odds ratios, and t tests). Exploratory analyses will be conducted for each outcome variable—T1 and T2 values will be compared with values at T0 by the study group. Results As of March 2020, baseline quantitative data were collected on 54 participants (28 English speakers, 14 Spanish speakers, and 12 Haitian Creole speakers). The first 3 focus groups (1 in each of the 3 languages) were completed, with a total of 20 participants. The findings are currently being integrated into the beta version of the mHealth texting system. Conclusions The findings of this novel HIV adherence intervention may shed light on the barriers and facilitators of HIV health care and the mechanisms of an mHealth intervention that is customized for ethnic minority women living with HIV. Trial Registration ClinicalTrials.gov NCT03738410; https://clinicaltrials.gov/ct2/show/NCT03738410 International Registered Report Identifier (IRRID) DERR1-10.2196/17656

Gli stili APA, Harvard, Vancouver, ISO e altri

14

Dick, Hilary Parsons. "Language and Migration to the United States". Annual Review of Anthropology 40, n. 1 (21 ottobre 2011): 227–40. http://dx.doi.org/10.1146/annurev-anthro-081309-145634.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

15

Wang, Wenxia, e Jeff Bale. "Mentoring for new secondary Chinese language teachers in the United States". System 84 (agosto 2019): 53–63. http://dx.doi.org/10.1016/j.system.2019.05.002.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

16

Hernandez, Rosalba, Michael Cohn, Alison Hernandez, Martha Daviglus, Lizet Martinez, Angela Martinez, Itzel Martinez, Ramon Durazo-Arvizu e Judith Moskowitz. "A Web-Based Positive Psychological Intervention to Improve Blood Pressure Control in Spanish-Speaking Hispanic/Latino Adults With Uncontrolled Hypertension: Protocol and Design for the ¡Alégrate! Randomized Controlled Trial". JMIR Research Protocols 9, n. 8 (4 agosto 2020): e17721. http://dx.doi.org/10.2196/17721.

Testo completo

Abstract (sommario):

Background Growing evidence links psychological well-being and resilience with superior cardiac health, but there remains a critical scientific gap about whether (or how) interventions that aim to cultivate psychological well-being reduce cardiac risk. Hispanic/Latino people in the United States have high cardiovascular disease risk and poorly controlled blood pressure (BP) compared with their peers of European ancestry, and they represent a population in need of new and innovative therapeutic approaches. As such, a focused intervention to boost psychological well-being holds promise as a novel therapeutic target for hypertension in Hispanic/Latino adults; to date, however, no research has explored whether a causal link is evident. Objective The aim of this paper is to detail the protocol for the ¡Alégrate! (Be Happy!) intervention, a Phase II randomized controlled trial testing initial efficacy in improving BP of a web-based positive psychological intervention designed to boost psychological well-being in Spanish-speaking Hispanic/Latino people with hypertension. Methods A total of 70 Hispanic/Latino people aged ≥18 years, fluent in Spanish, and with elevated BP (≥140/90 mm Hg) will be recruited in person from a single Federally Qualified Health Center in Chicago. Enrollees will be randomly assigned to 1 of 2 trial arms: (1) web-based positive psychological intervention or (2) an active control condition (eg, 3 times weekly emotion reporting). Our 5-week Spanish-language ¡Alégrate! intervention is web-based and delivers curricular content via didactic instruction, journaling, and assigned at-home practice—all accessed via our website using investigator-purchased tablet computers, with a unique username and password assigned to each enrollee. Targeted skills include noting daily positive events, positive reappraisal of stressful events, effective expression of gratitude, performing acts of kindness, and regular practice of mindfulness and meditation. The primary outcome is improvement in BP, both sitting values and 24-hour ambulatory readings, as measured at baseline and 5 and 12 weeks from baseline. Secondary outcomes include psychological well-being, engagement in healthy behaviors, and circulating levels of inflammatory markers. The outcomes of interest are collected by trained research staff through in-person interviews using the REDCap software. Results Activities of the ¡Alégrate! intervention were funded in August 2017, and data collection is ongoing. We expect to submit trial results for peer-reviewed publications in 2021, soon after recruitment has been concluded and statistical analyses are finalized. Conclusions Findings will provide evidence on whether interventions to boost psychological well-being and resilience have downstream effects on BP control and cardiovascular health, particularly as they are deployed in the Spanish language with cultural tailoring and via a web-based platform. If effective, we will have an easily disseminatable application that can positively impact well-being profiles and BP control in Hispanic/Latino people, with the possibility of addressing health disparities of this US racial/ethnic minority group. Trial Registration ClinicalTrials.gov NCT03892057; https://clinicaltrials.gov/ct2/show/NCT03892057 International Registered Report Identifier (IRRID) PRR1-10.2196/17721

Gli stili APA, Harvard, Vancouver, ISO e altri

17

Accurso, Kathryn. "Bringing a social semiotic perspective to secondary teacher education in the United States". Journal of English for Academic Purposes 44 (marzo 2020): 100801. http://dx.doi.org/10.1016/j.jeap.2019.100801.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

18

Reagan, Timothy G. "Educating future Russian language teachers in the United States". Russian Language Studies 22, n. 1 (4 giugno 2024): 29–42. http://dx.doi.org/10.22363/2618-8163-2024-22-1-29-42.

Testo completo

Abstract (sommario):

The increasing tensions between the Russian Federation and the United States of America have exacerbated the already serious decline in numbers of students seeking to study Russian, as well as the concomitant elimination of many Russian language programs at both the K-12 and university levels. The purpose of the research is to consider the need to improve the preparation and quality of future teachers of Russian in U.S. public schools. This work draws on applied philosophical analysis and policy studies, as well as a review of existing Russian language and literature programs at major U.S. universities. Measures of relevant data are presented, showing a paucity of linguistic competence in Russian produced through current practice in the U.S. Implementation is suggested. A model five-year program is proposed for the preparation of future Russian language teachers in the United States. Based on the typical undergraduate curriculum, this model would involve coursework in three broad areas: general education courses (the liberal arts and sciences), Russian language and related courses, and courses concerned with pedagogy.

Gli stili APA, Harvard, Vancouver, ISO e altri

19

Rumbaut, Rubén G., e Douglas S. Massey. "Immigration & Language Diversity in the United States". Daedalus 142, n. 3 (luglio 2013): 141–54. http://dx.doi.org/10.1162/daed_a_00224.

Testo completo

Abstract (sommario):

While the United States historically has been a polyglot nation characterized by great linguistic diversity, it has also been a zone of language extinction in which immigrant tongues fade and are replaced by monolingual English within a few generations. In 1910, 10 million people reported a mother tongue other than English, notably German, Italian, Yiddish, and Polish. The subsequent end of mass immigration from Europe led to a waning of language diversity and the most linguistically homogenous era in American history. But the revival of immigration after 1970 propelled the United States back toward its historical norm. By 2010, 60 million people (a fifth of the population) spoke a non-English language, especially Spanish. In this essay, we assess the effect of new waves of immigration on language diversity in the United States, map its evolution demographically and geographically, and consider what linguistic patterns are likely to persist and prevail in the twenty-first century.

Gli stili APA, Harvard, Vancouver, ISO e altri

20

Portes, Alejandro, e John W. Curtis. "Changing Flags: Naturalization and its Determinants among Mexican Immigrants". International Migration Review 21, n. 2 (giugno 1987): 352–71. http://dx.doi.org/10.1177/019791838702100206.

Testo completo

Abstract (sommario):

This article presents a secondary analysis of citizenship acquisition among legal Mexican immigrants who arrived in the United States during the early 1970s. A large array of individual characteristics found to be significant in previous studies, such as age, occupation, income and length of residence in the United States, are found not to correlate with an interest in naturalization. Instead, positive correlations are found with three general themes combining several characteristics. These are: roots in the United States, such as home ownership and number of children; residential patterns, both in Mexico and the ethnicity of the neighborhood in the United States; and the barriers and attitudes faced during periods of legal residence, such as type of immigrant visa and discrimination faced in the United States.

Gli stili APA, Harvard, Vancouver, ISO e altri

21

Hos, Rabia. "The Lives, Aspirations, and Needs of Refugee and Immigrant Students With Interrupted Formal Education (SIFE) in a Secondary Newcomer Program". Urban Education 55, n. 7 (4 settembre 2016): 1021–44. http://dx.doi.org/10.1177/0042085916666932.

Testo completo

Abstract (sommario):

Secondary schools in the United States have been changing with the increased arrival of refugee students with interrupted formal education (SIFE), especially at the secondary schools. Refugee SIFE are faced with barriers developing both language and academic skills. This article describes some of the findings of an ethnographic research study that was conducted in an urban secondary newcomer program with SIFE in Northeast United States. The findings suggest that the refugee SIFE were in dire need of psychological support, had many responsibilities outside of school, and had high aspirations for the future despite their limited knowledge of the U.S. educational system.

Gli stili APA, Harvard, Vancouver, ISO e altri

22

Plummer Catena, Emily, Bethany Monea, Megan Skeuse, Ananya Kulkarni e Amy Stornaiuolo. "Online Writing Spaces as “Walled Gardens” in English Language Arts Classrooms". English Journal 112, n. 1 (1 settembre 2022): 71–79. http://dx.doi.org/10.58680/ej202232070.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

23

Zeitler, Ezra J. "A Taxonomy of Secondary School Athletic Team Names and Mascots in the United States". Names 66, n. 4 (2 ottobre 2018): 219–32. http://dx.doi.org/10.1080/00277738.2018.1490526.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

24

Akresh, Ilana Redstone. "Contexts of English Language Use among Immigrants to the United States". International Migration Review 41, n. 4 (dicembre 2007): 930–55. http://dx.doi.org/10.1111/j.1747-7379.2007.00106.x.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

25

Work, Rhonda S., JoAn A. Cline, Barbara J. Ehren, Diane L. Keiser e Christine Wujek. "Adolescent Language Programs". Language, Speech, and Hearing Services in Schools 24, n. 1 (gennaio 1993): 43–53. http://dx.doi.org/10.1044/0161-1461.2401.43.

Testo completo

Abstract (sommario):

In recent years, many states have mandated that all students have access to diploma options rather than a single standard diploma. As a result, school districts have restructured programs and curricula to meet the needs of a wide range of students with varying learning styles. Services to middle and high school students with communication disorders have been evaluated, and new or modified programs have been designed to meet the needs of adolescent learners. Programs for students with language disorders have been developed, based on secondary-school organization and on the philosophy that earning credit for classes in speech-language is appropriate for these students. Four school programs from across the United States are described in this article, which presents sample segments of individual education plans (IEPs) from these programs.

Gli stili APA, Harvard, Vancouver, ISO e altri

26

Pratt, Mary Louise. "Harm's Way: Language and the Contemporary Arts of War". PMLA/Publications of the Modern Language Association of America 124, n. 5 (ottobre 2009): 1515–31. http://dx.doi.org/10.1632/pmla.2009.124.5.1515.

Testo completo

Abstract (sommario):

How does language operate as an instrument of warfare? Leaving behind the idea of violence as beyond words, this essay seeks out terms for a reflection on linguistic violence and the weaponization of language in warfare. Using theories of war and examples from current United States engagements in Afghanistan and Iraq, the essay examines language as an essential element of violent action and as military weaponry under such rubrics as psychological operations, interrogation, morale building, force multiplication, and cultural awareness. The essay reflects on the semantic work of making warfare and violence meaningful to those who sacrifice for them and on the language predicaments that states of war create and cannot solve.

Gli stili APA, Harvard, Vancouver, ISO e altri

27

Sonke, Jill, Jenny B. Lee, Max Helgemo, Judy Rollins, Ferol Carytsas, Susan Imus, Patricia Dewey Lambert et al. "Arts in health: considering language from an educational perspective in the United States". Arts & Health 10, n. 2 (13 giugno 2017): 151–64. http://dx.doi.org/10.1080/17533015.2017.1334680.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

28

Gándara, Patricia, e Russell W. Rumberger. "Immigration, Language, and Education: How Does Language Policy Structure Opportunity?" Teachers College Record: The Voice of Scholarship in Education 111, n. 3 (marzo 2009): 750–82. http://dx.doi.org/10.1177/016146810911100303.

Testo completo

Abstract (sommario):

Background/Context According to U.S. Census figures, 11 million elementary and secondary students of immigrant families were enrolled in the public schools in October 2005, representing 20% of all students, and this figure is expected to grow in the coming years. Most of these students enter school as English learners (ELs), and most ELs have exceptionally low performance on measures of academic achievement and attainment. Purpose/Objective/Research Question/Focus of Study This article examines how language policy in the United States has shaped educational opportunities and outcomes for the nation's immigrant students. First, we examine the role of federal policy in shaping these students’ educational opportunities, showing how the changing political landscape in Washington has resulted in inconsistencies in funding and direction for states attempting to serve EL students. Then we focus on how two states with high concentrations of ELs— California and Texas—have responded to the needs of ELs, including the provision of bilingual education, the training and support of properly prepared teachers, and the assessments used to gauge their educational performance. Research Design The article uses secondary data sources. It draws on secondary data analysis to examine the growth of the immigrant and linguistic minority populations and their educational achievement; it draws on both historical analysis and secondary data analysis to review shifting federal policies; and it draws on demographic, achievement, and reclassification data in analyzing the education of ELs in California and Texas. Findings/Results We found that the changing political landscape in Washington has resulted in inconsistencies in funding and direction for states attempting to serve EL students. We also found that California and Texas appear to have different success rates with their EL students, with Texas reclassifying its ELs to fluent English status at higher rates and outperforming California with respect to National Assessment of Educational Progress scores for this same population. Conclusions/Recommendations The article concludes with the major recommendation that the federal government would do well to spearhead and fund a research agenda that addresses the truly important, and unanswered, questions around the education of ELs so that greater guidance can be given to the states in determining how to raise achievement and enhance the psychosocial development of these students.

Gli stili APA, Harvard, Vancouver, ISO e altri

29

Spector, Karen. "God on the Gallows: Reading the Holocaust through Narratives of Redemption". Research in the Teaching of English 42, n. 1 (1 agosto 2007): 7–55. http://dx.doi.org/10.58680/rte20076483.

Testo completo

Abstract (sommario):

“Where is God now?” is a question from the Holocaust memoir Night by Elie Wiesel and an underlying narrative dilemma for the teachers and most student participants in this qualitative study of three Holocaust units in secondary English classrooms in the Midwestern United States.

Gli stili APA, Harvard, Vancouver, ISO e altri

30

Espinosa, Kristin E., e Douglas S. Massey. "Determinants of English Proficiency among Mexican Migrants to the United States". International Migration Review 31, n. 1 (marzo 1997): 28–50. http://dx.doi.org/10.1177/019791839703100102.

Testo completo

Abstract (sommario):

We replicate prior research into the determinants of English language proficiency among immigrants using a dataset that controls for potential biases stemming from selective emigration, omitted variables, and the mismeasurement of key constructs. In general, we reproduce the results of earlier work, leading us to conclude that despite inherent methodological problems, research based on cross-sectional censuses and surveys yields fundamentally accurate conclusions. In particular, we find unambiguous evidence that English proficiency rises with exposure to U.S. society, and we reaffirm earlier work showing a clear pattern of language assimilation among Mexican migrants to the United States.

Gli stili APA, Harvard, Vancouver, ISO e altri

31

Norman, Nigel. "Foreign Language Instruction in the United States: A National Survey of Elementary and Secondary Schools". System 30, n. 4 (dicembre 2002): 557–69. http://dx.doi.org/10.1016/s0346-251x(02)00041-6.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

32

Swift, Jason. "Locating visual arts education in a post-liberal arts landscape". Visual Inquiry 8, n. 2 (1 giugno 2019): 149–59. http://dx.doi.org/10.1386/vi_8.2.149_1.

Testo completo

Abstract (sommario):

This article explores the current climate and location of visual arts at post-secondary institutions in a growing post-liberal arts climate in the United States. It discusses the future of visual and liberal arts education in a socio-political climate that appears to value career-ready degrees and profit over scholarship and the cerebral, emotive and visceral importance of education and the arts. The history of conservative efforts to remake post-secondary education and government efforts to defund it are discussed, providing context for the shift to a post-liberal arts landscape. A growing divide and class separation are investigated as an outcome of the efforts made to de-liberalize colleges and universities and defund educational assistance programmes, potentially placing it in the hands of the upper class and out of the hands of the middle and lower classes.

Gli stili APA, Harvard, Vancouver, ISO e altri

33

Staurowsky, Ellen J., e Allen L. Sack. "Reconsidering the Use of the Term Student-Athlete in Academic Research". Journal of Sport Management 19, n. 2 (aprile 2005): 103–16. http://dx.doi.org/10.1123/jsm.19.2.103.

Testo completo

Abstract (sommario):

Although the termstudent-athletedoes not appear in any standard English dictionary, it is routinely used in the United States in reference to athletes who participate in secondary and post-secondary school sport programs. Popular usage of the termstudent-athletesuggests widespread agreement in the culture and among academics that it is a term with either a favorable meaning or, at the very least, a benign or neutral one. In recent years, however, scholars who have explored the evolution and etymology of the term report that its introduction into the language of sport in the United States was an NCAA tactic in the 1950s to counter negative publicity and political pressure created by its newly instituted athletic scholarship policy. The focus of this research perspective is on the history of the termstudent-athlete,the propaganda mechanism used to encourage and perpetuate acceptance of the term in the United States, and the reasons why scholars might wish to avoid its use when writing about college and high school sport.

Gli stili APA, Harvard, Vancouver, ISO e altri

34

Cummings, Briana. "Defining literacy and citizenship: Official language arts curricula in the United States and France". Citizenship Teaching & Learning 7, n. 1 (28 ottobre 2011): 51–69. http://dx.doi.org/10.1386/ctl.7.1.51_1.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

35

Pasternak, Donna L., Samantha Caughlan, Heidi Hallman, Laura Renzi e Leslie Rush. "Teaching English language arts methods in the United States: a review of the research". Review of Education 2, n. 2 (giugno 2014): 146–85. http://dx.doi.org/10.1002/rev3.3031.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

36

Wolfram, Walt, Anne H. Charity Hudley e Guadalupe Valdés. "Language & Social Justice in the United States: An Introduction". Daedalus 152, n. 3 (2023): 5–17. http://dx.doi.org/10.1162/daed_e_02014.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

37

Kondo-Brown, Kimi. "Heritage Language Instruction for Post-secondary Students from Immigrant Backgrounds". Heritage Language Journal 1, n. 1 (30 ottobre 2001): 1–25. http://dx.doi.org/10.46538/hlj.1.1.1.

Testo completo

Abstract (sommario):

The “intergenerational transmission” of heritage languages (HLs) is crucial to the vitality of heritage language communities (especially for indigenous communities, where immigration is not a source of new speakers). We know, however, that HLs in the United States often do NOT survive well from one generation to the next as the shift to English takes place. In conjunction with the Second National Conference on Heritage Languages in America, a small group of researchers met to discuss priorities for research on intergenerational transmission of languages. Each of the ten researchers who participated prepared a short paper, posing research questions with some commentary to guide future research. Those papers form the major part of this article, covering topics related to language ecological patterns (in communities, families, and institutions), language ideology, measurement issues, and literacy.

Gli stili APA, Harvard, Vancouver, ISO e altri

38

De La Torre, Monica. "Sonic bridging: locating, archiving, and preserving Spanish-language and bilingual radio in the United States". New Review of Film and Television Studies 16, n. 4 (25 settembre 2018): 446–53. http://dx.doi.org/10.1080/17400309.2018.1524969.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

39

Kucer, Stephen B. "Guiding Bilingual Students “Through” the Literacy Process". Language Arts 72, n. 1 (1 gennaio 1995): 20–29. http://dx.doi.org/10.58680/la199524410.

Testo completo

Abstract (sommario):

Helping children whose native language is not English develop proficiency in the language arts remains one of the biggest challenges to educators in the United States. Kucer’s research gives insight into how to help children develop useful reading and writing strategies.

Gli stili APA, Harvard, Vancouver, ISO e altri

40

Tornier, Etienne. "« This new-born word is rococo » Généalogie et fortune du rococo aux États-Unis". Zeitschrift für Kunstgeschichte 80, n. 4 (30 dicembre 2017): 498–514. http://dx.doi.org/10.1515/zkg-2017-0026.

Testo completo

Abstract (sommario):

Abstract This article deals with the use of the term ‘rococo’ in the English language and more specifically in the United States, where it is today used to describe both the style of eighteenth-century cabinetmakers, and American mid-nineteenth-century furniture. Yet, the term was not favored by furniture makers and dealers before the end of the nineteenth century. Offering a precise analysis of the roots of the term in the United States, this article sheds light on its semantic evolution since the 1830s, through a variety of sources including newspapers, art journals, and ephemera, and in relation with the fluctuating taste of middle- and upper-class American households throughout the nineteenth century.

Gli stili APA, Harvard, Vancouver, ISO e altri

41

Milner, H. Richard, Amber Pabon, Ashley Woodson e Ebony McGee. "Teacher Education and Black Male Students in the United States". Multidisciplinary Journal of Educational Research 3, n. 3 (15 ottobre 2013): 235–65. http://dx.doi.org/10.4471/remie.2013.15.

Testo completo

Abstract (sommario):

Teacher education programs in the United States (U.S.) struggle to prepare teachers to meet the complex needs of elementary and secondary students in public schools - especially those of color, those living in poverty, and those whose first language is not English. In this article, we argue for focused attention on preparing educators to teach African American male students as these students face particular institutional challenges in successfully navigating the U.S. public school system. Drawing from the significant body of research on teacher education and teacher learning for equity and social justice, four Black teacher educators discuss challenges they have faced in classes designed to prepare teachers to teach Black male students. Through an analysis of commonalities in their experiences, they propose means for teacher educators to foster greater understandings of the heterogeneity found among Black male students so that teachers can craft more responsive and responsible educational experiences for Black males.

Gli stili APA, Harvard, Vancouver, ISO e altri

42

Shell, Marc. "Babel in America; Or, the Politics of Language Diversity in the United States". Critical Inquiry 20, n. 1 (ottobre 1993): 103–27. http://dx.doi.org/10.1086/448702.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

43

BECKER, MOLLY. "Talking American in the Midwest: Linguistic Diversity and Authenticity in the Twentieth-Century United States". Journal of American Studies 56, n. 1 (28 settembre 2021): 65–86. http://dx.doi.org/10.1017/s0021875821000815.

Testo completo

Abstract (sommario):

During the early twentieth century – when the United States was receiving an influx of non-English-speaking immigrants, and “standardization” was a dominant, yet polarizing, concept – having a single national language that unified Americans became a controversial topic in public discourse. In The Odyssey of a Nice Girl, Ruth Suckow, like many authors at the time, used immigrant language as a foil for midwestern speech to demonstrate its “standard” Americanness. But, as this essay will show, by using other regional American dialects in a similar manner, she questioned how “Americanness” was being understood and recognized during this period in the United States.

Gli stili APA, Harvard, Vancouver, ISO e altri

44

Jones-Correa, Michael, e David L. Leal. "Becoming "Hispanic": Secondary Panethnic Identification among Latin American-Origin Populations in the United States". Hispanic Journal of Behavioral Sciences 18, n. 2 (maggio 1996): 214–54. http://dx.doi.org/10.1177/07399863960182008.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

45

DiMaggio, Paul, e Toqir Mukhtar. "Arts participation as cultural capital in the United States, 1982–2002: Signs of decline?" Poetics 32, n. 2 (aprile 2004): 169–94. http://dx.doi.org/10.1016/j.poetic.2004.02.005.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

46

Park, Jie Y. "Responding to Marginalization". SAGE Open 7, n. 1 (gennaio 2017): 215824401668491. http://dx.doi.org/10.1177/2158244016684912.

Testo completo

Abstract (sommario):

This article offers an analysis of how refugee youths from Africa used and shifted languages and discourses in the United States. Drawing on sociocultural theories of language and utilizing ethnographic discourse and classroom observation data, the author illustrates the varied ways in which three high school–aged refugee youths used languages to make sense of who and where they are; respond to social, religious, and linguistic marginalization in the United States; and challenge narrow perceptions of African Muslims. This article brings to fore a group that, although facing a unique set of challenges in the United States, is rarely included in research on youth language practices and im/migration. Attention to their multilingual practices and the multilayered nature of their identity is central to understanding how refugee youths experience school in their new land, and how they see themselves and others. This understanding can guide school personnel, educational researchers, and community-based youth workers in their respective work with refugee students.

Gli stili APA, Harvard, Vancouver, ISO e altri

47

Cohen, Yinon, e Andrea Tyree. "Palestinian and Jewish Israeli-born Immigrants in the United States". International Migration Review 28, n. 2 (giugno 1994): 243–55. http://dx.doi.org/10.1177/019791839402800201.

Testo completo

Abstract (sommario):

This article considers both Arab and Jewish emigration from Israel to the United States, relying on the 5 percent Public Use Microdata Sample (PUMS) of the 1980 U.S. census. Using the ancestry and language questions to identify Jews and Arabs, we found that over 30 percent of Israeli-bom Americans are Palestinian-Arab natives of Israel, the West Bank, and Gaza Strip. While the Jews are of higher educational levels, hold better jobs and enjoy higher incomes than their Arab counterparts, both groups have relatively high socioeconomic characteristics. Both have high rates of self-employment, particularly the Palestinian-Arabs, who appear to serve as middlemen minority in the grocery store business in the cities where they reside. The fact that nearly a third of Israeli-born immigrants are Arabs accounts for the occupational diversity previously observed of Israelis in America but does not account for their income diversity as much as does differences between early and recent immigrants.

Gli stili APA, Harvard, Vancouver, ISO e altri

48

Abraham, Suzanne, e Richard Stoker. "Language Assessment of Hearing-Impaired Children and Youth". Language, Speech, and Hearing Services in Schools 19, n. 2 (aprile 1988): 160–74. http://dx.doi.org/10.1044/0161-1461.1902.160.

Testo completo

Abstract (sommario):

Demographic information was gathered from programs providing language assessment services to hearing-impaired children and youth in the United States. Frequency of use scores and rankings are reported for test instruments used by at least 10% of the respondents to assess language of the hearing-impaired at the infant, preschool, primary, and secondary educational levels. Information regarding communication modes and manual systems used, major difficulties encountered in testing the hearing impaired, and educational background of professionals providing language assessment services is also included. Findings are discussed in view of current tendencies in language assessment of hearing-impaired children and youth.

Gli stili APA, Harvard, Vancouver, ISO e altri

49

Stevens, Gillian. "Trajectories of English Acquisition among Foreign-born Spanish-Language Children in the United States". International Migration Review 49, n. 4 (dicembre 2015): 981–1000. http://dx.doi.org/10.1111/imre.12119.

Testo completo

Gli stili APA, Harvard, Vancouver, ISO e altri

50

Jeong, Dong Wook, e Thomas F. Luschei. "Teacher Sorting within and across Schools and Nations: A Comparative Study of South Korea and the United States". Teachers College Record: The Voice of Scholarship in Education 121, n. 8 (agosto 2019): 1–40. http://dx.doi.org/10.1177/016146811912100804.

Testo completo

Abstract (sommario):

Background Although most research on teacher sorting has taken place in the United States, where teacher distribution favors more advantaged children, there is some evidence that the distribution of teachers across schools is much more equitable in South Korea. This is the first study to directly compare teacher distribution across schools and classrooms in the two countries. Research Questions Our research questions are: (1) Are teachers in lower secondary schools distributed evenly across schools in South Korea and the United States? (2) Are teachers in lower secondary schools distributed evenly across classrooms in South Korea and the United States? (3) How does assignment of teachers to classrooms within schools differ in South Korea and the United States? Research Design We use data from the 2013 Teaching and Learning International Survey to examine the distribution of teachers across regions, schools, and classrooms in the United States and South Korea. To answer our research questions we employ a range of quantitative techniques, ranging from simple descriptive statistics and Gini indices of teacher variables, to multinomial and ordered logistic regressions of school and classroom conditions on key teacher quality variables. Results We find that across schools, inequitable teacher sorting patterns are more pronounced in the United States. In both countries teacher sorting is more pronounced across classrooms than across schools; specifically, teachers with more total experience are less likely to teach in classrooms with higher concentrations of economically disadvantaged students and students with behavioral problems. Further, U.S. teachers with more years of experience in their current schools are less likely to receive assignments in classrooms with more language minority students, economically disadvantaged students, and students with special needs. Conclusions We conclude that South Korea can provide lessons to the United States to help reduce inequities in disadvantaged children's access to qualified teachers across schools through policies like centralized assignment of teachers, incentives to teach in difficult-to-staff schools, and mandatory rotation of teachers across schools. In terms of cross-classroom teacher sorting, our results signal a warning for policy makers in both countries. We argue that the most effective way to reduce within-school teacher sorting is to better integrate language-minority, low-income, and special-needs students into classrooms so that teaching conditions do not differ significantly across classrooms, and teachers have fewer options to sort across.

Gli stili APA, Harvard, Vancouver, ISO e altri

Offriamo sconti su tutti i piani premium per gli autori le cui opere sono incluse in raccolte letterarie tematiche. Contattaci per ottenere un codice promozionale unico!