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The Preservation of Effective Instructional Practices in an Era of Education Reform: the Experiences of Exemplary Teachers of English Language Learners

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The Preservation of Effective Instructional Practices in an Era of Education Reform: the Experiences of Exemplary Teachers of English Language Learners University of Wisconsin Milwaukee UWM Digital Commons Theses and Dissertations December 2012 The rP eservation of Effective Instructional Practices in an Era of Education Reform: The Experiences of Exemplary Teachers of English Language Learners Leanne Mary Evans University of Wisconsin-Milwaukee Follow this and additional works at: https://dc.uwm.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Other Education Commons Recommended Citation Evans, Leanne Mary, "The rP eservation of Effective Instructional Practices in an Era of Education Reform: The Experiences of Exemplary Teachers of English Language Learners" (2012). Theses and Dissertations. 196. https://dc.uwm.edu/etd/196 This Dissertation is brought to you for free and open access by UWM Digital Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of UWM Digital Commons. For more information, please contact [email protected]. THE PRESERVATION OF EFFECTIVE INSTRUCTIONAL PRACTICES IN AN ERA OF EDUCATION REFORM: THE EXPERIENCES OF EXEMPLARY TEACHERS OF ENGLISH LANGUAGE LEARNERS by Leanne M. Evans A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Urban Education at The University of Wisconsin-Milwaukee December 2012 ABSTRACT THE PRESERVATION OF EFFECTIVE INSTRUCTIONAL PRACTICES IN AN ERA OF EDUCATION REFORM: THE EXPERIENCES OF EXEMPLARY TEACHERS OF ENGLISH LANGUAGE LEARNERS by Leanne M. Evans The University of Wisconsin-Milwaukee, 2012 Under the Supervision of Professor Thandeka Chapman The purpose of this qualitative study is to examine the experiences of four teachers nominated for their reputations as highly effective educators of English language learners. The intent is to explore how the teachers respond and react to changes and expectations of education policy and investigate how daily decision-making processes are affected. Three themes emerged from the data that suggest the participants have a cognizance of their own expertise, recognize and react to discriminatory action, and make decisions to take active roles to work toward change. Based on their expertise and ability to recognize inequities, the teachers made decisions to take action. The four action behaviors include (a) educating colleagues, (b) engaging in compromise, (c) isolating from group practice, and (d) accepting compliance. A model of change and preservation is offered as a basis for critical conversations regarding sustainability of programming, needs for informed leadership, and power relationships that affect English language learners. ii Copyright by Leanne M. Evans, 2012 All Rights Reserved iii TABLE OF CONTENTS Chapter Page I Introduction………………………………………………………………………….. 1 Purpose of Study………………………………………………............................. 2 Context……………………………………………………………............................. 3 No Child Left Behind Act of 2001……………............................. 4 Individuals with Disabilities in Education Act….................. 6 Statement of Problem…………………………………………………………… 8 Research Questions………………………………………….............................. 10 Significance of Study…………………………………………………………….. 11 Theoretical Framework……………………………………………………….. 12 II Review of Literature…………………………………………………................. 15 Definition of Terms………………………………………………………………. 16 Demographics……………………………………………………………………… 18 Part One: Education Policy and the English Language Learner……………………………………………………………………………….. 20 Historical Framework……………………………………………….. 20 Language and Segregation……………………………... 21 Two Prominent Legislative Acts……………………… 23 Civil Rights Act……………………………………. 24 Bilingual Education Act……………………….. 24 Lau v. Nichols………………………………………………… 27 English-Only Paradigm…………………………………… 29 Current Political Framework…………………………………….. 34 iv No Child Left Behind………………………………………. 34 Individuals with Disabilities in Education Act…… 36 Problematic Tenets of Education Policy for English Language Learners…………………………………………………….. 38 Education Policy as Language Policy…………………. 39 Perceptions of an Achievement Gap………………….. 43 Language Proficiency…………………………….. 44 The Effects of Programming on Achievement Gap……………………………………………………….. 48 Deficit Perspectives………………………………………….. 50 Language as a Problem Orientation………… 51 Rethinking Errors………………………………….. 53 Subtractive Schooling…………………………….. 54 Intensified Accountability…………………………………. 56 High-Stakes Accountability……………………. 56 Adequate Yearly Progress……………………… 58 Value-Added Assessments……………………… 61 Validity and Appropriateness of Testing…. 62 Accommodations…………………………………… 65 Scientifically-Based Research…………………. 66 Literacy Report Influences on Education Reform… 68 Historical Background of the National Reading Panel Report……………………………… 68 The National Reading Panel Report: A Critical Look………………………………………… 72 v Use of Experimental Research……… 72 Exclusion of Elementary Teachers… 73 National Reading Panel and the Reading Research Community…….... 74 The Decision to Exclude Second Language Research………………………. 76 Part Two: Effective Instructional Practices and the English Language Learner…………………………………………………………………… 81 Research on Exemplary Literacy Instruction…………………. 82 International Reading Association Statement……… 83 Teacher Impact on Literacy Acquisition……………… 85 Reading Intervention research……………………………………… 93 Prevention Approach to Literacy Instruction……… 96 Early Identification…………………………………………… 98 Early Intervention…………………………………………….. 100 Matching Instruction to Student Needs………………. 106 Differentiation………………………………………… 106 A Multi-level System of Support………………. 109 Instructional Practices Specific to the English Language Learner………………………………………………………………………… 112 Bilingual Programming and Academic Achievement……………………………………………………… 113 Second Language Acquisition and Academic Achievement……………………………………………………… 116 Language Proficiency………………………………. 117 The Relationship Between First and Second Language………………………………………………….. 118 vi The Interconnection of Language, Culture, and Identity……………………………………………. 119 Ideology and Practices Promoting Academic Achievement……………………………………………………… 120 Additive Schooling………………………………….. 120 Multicultural Education…………………………… 121 Biliteracy: The Key to Achievement…………. 122 Summary of Literature Review……………………………………………….. 124 III Methodology…………………………………………………………………………… 125 Philosophical Framework………………………………………………………… 125 Research Questions………………………………………………………………… 127 Research Design……………………………………………………………………… 128 Naturalistic Inquiry………………………………………………………. 128 Units of Study………………………………………………………………. 130 Sampling……………………………………………………………………… 132 Research Setting………………………………………….……. 132 Research Participants……………………………………….. 132 Data Collection…………………………………………………………….. 133 Initial Interviews………………………………………………. 134 Observations…………………………………………………….. 135 Follow-up Interviews………………………………………… 137 Document Review……………………………………………… 139 Data Analysis………………………………………………………………. 140 Study Credibility………………………………………………………….. 142 vii Coding as Part of the Analysis Process……………….. 142 Methods Triangulation……………………………………… 143 Intellectual Rigor………………………………………………. 143 The Development of an Audit Program……………..... 144 Position of Researcher………………………………………. 145 Summary……………………………………………………………………………….. 148 IV Findings………………………………………………………………………………... 151 Introducing the Participants………………………………………………….. 152 School Settings…………………………………………………………… 152 Henry Elementary School…………………………………. 153 Goodall Elementary School………………………………. 154 Study Participants……………………………………………………….. 155 Luis………………………………………………………………….. 156 Ana…………………………………………………………………. 169 Laura………………………………………………………………. 179 Carlos……………………………………………………………… 194 Themes………………………………………………………………………………… 209 Theme One: Active Decision-makers Based on Cognizance of Own Expertise……………………………………… 211 Knowledge of General Literacy…………………………. 211 Knowledge of Bilingual Education and Second Language Acquisition……………………………………….. 220 Knowledge of Reading Intervention Practices…… 235 Knowledge of the Relevance of Culture to Student Success……………………………………………….. 240 viii Theme Two: Recognizing and Reacting to Discriminatory Practices……………………………………………………………………... 250 Individual Critical Incidences…………………………….. 251 Daily Systemic Occurrences……………………………….. 257 Educational Services………………………………. 257 Discrimination in Testing………………………. 263 Valuing Bilingual Education……………………. 268 Theme Three: Active Roles to Create Change……………….. 271 Leadership Positions and Committee Representation…………………………………………………. 271 Educating Teachers, Administrators, and the Community……………………………………………………… 278 V Discussion……………………………………………………………………………. 287 Discussion of Research Questions…………………………………………. 288 Primary Research Questions……………………………………… 288 Educating Colleagues……………………………………… 291 Engaging in Compromise………………………………… 293 Isolating From Group Practice………………………... 299 Accepting Compliance…………………………………….. 302 Sub-questions………………………………………………………….... 303 Sub-question 1……………………………………………….. 304 Sub-question 2………………………………………………… 304 Sub-question 3………………………………………………… 305 Model of Preservation and Change………………………………………… 306 ix A Critical Conversation………………………………………………………….. 309 Sustaining Successful Bilingual Programming……………… 310 Absence of Informed Leaders and De facto Policies………. 312 Power Relationships and the Education of ELLs………….. 314 Conclusion……………………………………………………………………………. 317 Implications for Practice and Policy…………………………….. 317 Preservice Education……………………………………….. 318 Professional Development of Inservice Teachers………………………………………………………….
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