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Cultural Responsiveness and K-12 English Learners: Exploring Policy and Implementation Fidelity

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Date Issued:
2019
Abstract/Description:
This critical policy analysis and collective case study, informed by ethnographic techniques, involved reviews of twelve Florida school district ESOL policies (included within the 2016-2019 District English Language Learner Plans, required of all Florida districts to complete) whose English learner (EL) populations met or exceeded ten percent (10%) of their total enrollment. A priori coding of these policy documents was conducted using nine criteria pulled from the literature on culturally responsive practice (CRP), which served as the theoretical framework for the study. Subsequent observations and practitioner interviews within two schools from the same district were conducted in order to ascertain how practice seemed to align with policy, how these practices differed from site to site despite their location within the same district, and ultimately to assess the efficacy of observed pedagogical and administrative practices within the theoretical framework of CRP. Results were mixed and indicated a lack of consistency across the board in terms of policy, implementation, and culturally responsive practice.
Title: Cultural Responsiveness and K-12 English Learners: Exploring Policy and Implementation Fidelity.
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Name(s): Raubaugh, Lauren, Author
Purmensky, Kerry, Committee Chair
Grissom, Donita, Committee Member
Nutta, Joyce, Committee Member
Johnson, Jerry, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2019
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This critical policy analysis and collective case study, informed by ethnographic techniques, involved reviews of twelve Florida school district ESOL policies (included within the 2016-2019 District English Language Learner Plans, required of all Florida districts to complete) whose English learner (EL) populations met or exceeded ten percent (10%) of their total enrollment. A priori coding of these policy documents was conducted using nine criteria pulled from the literature on culturally responsive practice (CRP), which served as the theoretical framework for the study. Subsequent observations and practitioner interviews within two schools from the same district were conducted in order to ascertain how practice seemed to align with policy, how these practices differed from site to site despite their location within the same district, and ultimately to assess the efficacy of observed pedagogical and administrative practices within the theoretical framework of CRP. Results were mixed and indicated a lack of consistency across the board in terms of policy, implementation, and culturally responsive practice.
Identifier: CFE0007711 (IID), ucf:52443 (fedora)
Note(s): 2019-08-01
Ph.D.
Community Innovation and Education, School of Teacher Education
Doctoral
This record was generated from author submitted information.
Subject(s): esol -- education -- k-12 -- ELs -- English learners -- culturally responsive practice -- CRP -- policy analysis -- ethnography
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007711
Restrictions on Access: public 2019-08-15
Host Institution: UCF

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