State Policies and Classroom Practice: Adapting Instruction for English Language Learners

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dc.contributor.advisorHerschbach, Dennis Ren_US
dc.contributor.authorBentley-Memon, Millicent Lynnen_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2005-02-02T06:40:14Z
dc.date.available2005-02-02T06:40:14Z
dc.date.issued2004-11-24en_US
dc.description.abstractA qualitative case study was employed to address if and how fifth grade teachers adapted instruction for English language learners in response to the Maryland School Performance Program (MSPP), and the role of the Program as one of the many factors that shaped instruction for these students. This case study was conducted at two elementary schools in Maryland from March 1999 through May 2000, using observation, participant observation, interviews, and document analysis. Findings indicated that teachers used common instructional strategies to teach English language learners, that teachers' beliefs about language and cognition shaped teaching craft, and that the Program shaped instruction, but was only one of many factors shaping education for these students. Findings illustrated the relationship between state policy and classroom practice, that state policies influence, are nested in, and co-exist with classroom practice.en_US
dc.format.extent2132269 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/2073
dc.language.isoen_US
dc.subject.pqcontrolledEducation, Bilingual and Multiculturalen_US
dc.subject.pqcontrolledEducation, Curriculum and Instructionen_US
dc.subject.pqcontrolledEducation, Social Sciencesen_US
dc.subject.pquncontrolledEnglish language learnersen_US
dc.subject.pquncontrolledlimited English proficienten_US
dc.subject.pquncontrolledMaryland School Performance Programen_US
dc.subject.pquncontrolledstandards-based assessmentsen_US
dc.subject.pquncontrolledstate assessmentsen_US
dc.titleState Policies and Classroom Practice: Adapting Instruction for English Language Learnersen_US
dc.typeDissertationen_US

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