Ideals and Realities: An Examination of the Factors Shaping Newcomer Programming in Six U.S. School Districts-Reference-Cited by-同舟云学术

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Ideals and Realities: An Examination of the Factors Shaping Newcomer Programming in Six U.S. School Districts

Published:2020-01-02 Issue:1 Volume:19 Page:36-59
ISSN:1570-0763
Container-title:Leadership and Policy in Schools
language:en
Short-container-title:Leadership and Policy in Schools

Author:

Umansky Ilana M.¹^ORCID,Hopkins Megan²^ORCID,Dabach Dafney Blanca³^ORCID

Affiliation:

1. Department of Educational Methodology, Policy, and Leadership, College of Education, University of Oregon, Eugene, Oregon, USA

2. Department of Education Studies, University of California, San Diego, California, USA

3. College of Education, University of Washington, Seattle, Washington, USA

Publisher

Informa UK Limited

Subject

Strategy and Management,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/15700763.2020.1712731

Reference77 articles.

1. How Schools Do Policy

2. Tracking and High School English Learners: Limiting Opportunity to Learn

3. Academic Achievement and Course Taking Among Language Minority Youth in U.S. Schools: Effects of ESL Placement

Cited by 12 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners;TESOL Quarterly;2023-12-28

2. Materials in an English Language Arts Newcomer Class for High School Seniors in the US;Educational Linguistics;2022

3. Informational Grounds as the Locus of Dignity for Immigrant Students;The Palgrave Handbook of Educational Leadership and Management Discourse;2022

4. Examining the English Learner Policy Ecology: How Educators Navigated the Provision of Designated English Language Development (ELD) Support at the Secondary Level;Peabody Journal of Education;2022-01-01

5. Educators’ Perceptions of Immigration Policy Implications on Their Schools: A Mixed-Methods Exploration;Teachers College Record: The Voice of Scholarship in Education;2021-12

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