Teachers of English Learners Negotiating Authoritarian Policies
In an effort to reverse the purported crisis in U.S. public schools, the federal government, states, and districts have mandated policies that favor standardized approaches to teaching and assessment. As a consequence, teachers have been relying on
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For further volumes: http://www.springer.com/series/8914
Lucinda Pease-Alvarez Katharine Davies Samway
Teachers of English Learners Negotiating Authoritarian Policies
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Lucinda Pease-Alvarez Department of Education University of California Santa Cruz, 1156 High St. Santa Cruz CA 95064 USA
ISSN 2211-1921 ISBN 978-94-007-3945-1 DOI 10.1007/978-94-007-3946-8
Katharine Davies Samway College of Education K-8 Teacher Education San José State University One Washington Square San Jose CA 95192-0074 USA
e-ISSN 2211-193X e-ISBN 978-94-007-3946-8
Springer Dordrecht Heidelberg New York London Library of Congress Control Number: 2011946092 Ó The Author(s) 2012 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Exempted from this legal reservation are brief excerpts in connection with reviews or scholarly analysis or material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Duplication of this publication or parts thereof is permitted only under the provisions of the Copyright Law of the Publisher’s location, in its current version, and permission for use must always be obtained from Springer. Permissions for use may be obtained through RightsLink at the Copyright Clearance Center. Violations are liable to prosecution under the respective Copyright Law. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. The publisher makes no warranty, express or implied, with respect to the material contained herein. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com)
Acknowledgments
We would like to thank the teachers, students, and principals who participated in the studies we discuss in this volume. They were incredibly generous in sharing their insights and time. We admire their dedication to learning and teaching as well as their efforts to negotiate a difficult policy environment. We also would like to thank the anonymous reviewers who provided feedback. Finally, we would like to acknowledge the University of California Linguistic Minority Research Institute (LMRI) for funding much of the research reported on in this v
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