Tom Stritikus
Biographic Data
| ID | 1605012 |
|---|---|
| NAME | Tom Stritikus |
| GIVEN NAMES | Tom |
| FAMILY NAME | Stritikus |
| SIGNATURE | STRITIKUS T |
| AFFILIATIONS | University of Washington |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 4 |
Building Systems of Support for Classroom Teachers Working With English Language Learners
Increasing numbers of English learner (EL) students and corresponding pressures to mainstream them mean that districts around the country are facing new challenges as they adapt to meet the needs of these students. For general education teachers, the challenges stem from a role shift in which they are now primarily responsible for the instructional needs of the EL students in their classrooms. This qualitative case study examined the assistance a…
Universalist and Differentialist Approaches to Instruction for High-School-Age Immigrants: Tensions in Practice and Policy
Drawing on data from a 3-year qualitative study on the transition of immigrant youth, we seek to understand the connections among district programming and policy, teacher perspectives, and the ways in which students experience initial schooling. Specifically, this article examines the following research questions: How does district leadership define the challenge and opportunities of working with older immigrant students? In the face of this defi…
Strategic Transformation: Cultural and Gender Identity Negotiation in First-Generation Vietnamese Youth
This article explores the various ways in which recent Vietnamese immigrant students form cultural and gender identities as they transition to U.S. schooling. Using data from a 2-year qualitative study that tracked the social and academic adjustment processes of recent Vietnamese immigrant youth, this article examines the tensions that students struggle with as they bring their own values and practices into the school site. The findings suggest t…
Making Meaning Matter: A Look at Instructional Practice in Additive and Subtractive Contexts
In this article, I examine the implications of additive and subtractive conceptions for the education of English language learner (ELL) students. To understand how competing theories regarding the education of ELL students materialize into action, I examine select findings from one district's implementation of Proposition 227. Focusing on the cases of two teachers, I examine the connections between teachers' theories about their students and the …
Nadie Me Dijó [Nobody Told Me]: Language Policy Negotiation and Implications for Teacher Education
Nationwide and statewide shifts and ambiguity in language education policy have created substantial instability for teachers. Through a cross-case study and analysis of bilingual teachers in two states, this article shows how these teachers participate in responding to and making decisions regarding language policy. This article shows how and why an understanding of language policy and the decision making involved with it is a crucial dimension o…
The Interrelationship of Beliefs, Context, and Learning: The Case of a Teacher Reacting to Language Policy
In this article, I trace the complex ways that literacy and language policy are translated into classroom practice through the examination of a single telling case.1 I demonstrate that the role teachers play in the process can best be understood by considering a variety of factors which have been advanced in policy research to explain variations in policy implementation. These include the nature of the local school context, the beliefs and experi…
Immigrant Children and the Politics of English-Only: Views from the Classroom (New Americans (LFB Scholarly Publishing LLC).) (New Americans (Lfb Scholarly Publishing Llc)
From Personal to Political: Proposition 227, Literacy Instruction, and the Individual Qualities of Teachers
Passed by the California electorate in June of 1998, Proposition 227, the voter initiative mandating English-immersion instruction for a majority of the state's language minority students, represents a weighty experiment in the legislation of educational and linguistic policy. The proposition has created new conditions for the schooling of many of the state's 1.5 million English learners. This ethnographic study examines the local enactment of li…
Education of Limited English Proficient Students in California Schools: An Assessment of the Influence of Proposition 227 on Selected Teachers and Classrooms
This pilot study provides documentation on policy-and practice-based questions regarding the implementation of Proposition 227 in eight selected but representative districts. Focusing on teachers' reactions to Proposition 227, this study examines how teachers both shape and are affected by Proposition 227 implementation. Proposition 227 was intended to place a premium on English language development in a highly uniform and prescriptive manner thr…
Education of Limited English Proficient Students in California Schools: An Assessment of the Influence of Proposition 227 on Selected Teachers and Classrooms
This pilot study provides documentation on policy-and practice-based questions regarding the implementation of Proposition 227 in eight selected but representative districts. Focusing on teachers' reactions to Proposition 227, this study examines how teachers both shape and are affected by Proposition 227 implementation. Proposition 227 was intended to place a premium on English language development in a highly uniform and prescriptive manner thr…
Nadie Me Dijó [Nobody Told Me]: Language Policy Negotiation and Implications for Teacher Education
Nationwide and statewide shifts and ambiguity in language education policy have created substantial instability for teachers. Through a cross-case study and analysis of bilingual teachers in two states, this article shows how these teachers participate in responding to and making decisions regarding language policy. This article shows how and why an understanding of language policy and the decision making involved with it is a crucial dimension o…
The Interrelationship of Beliefs, Context, and Learning: The Case of a Teacher Reacting to Language Policy
In this article, I trace the complex ways that literacy and language policy are translated into classroom practice through the examination of a single telling case.1 I demonstrate that the role teachers play in the process can best be understood by considering a variety of factors which have been advanced in policy research to explain variations in policy implementation. These include the nature of the local school context, the beliefs and experi…
Strategic Transformation: Cultural and Gender Identity Negotiation in First-Generation Vietnamese Youth
This article explores the various ways in which recent Vietnamese immigrant students form cultural and gender identities as they transition to U.S. schooling. Using data from a 2-year qualitative study that tracked the social and academic adjustment processes of recent Vietnamese immigrant youth, this article examines the tensions that students struggle with as they bring their own values and practices into the school site. The findings suggest t…
Universalist and Differentialist Approaches to Instruction for High-School-Age Immigrants: Tensions in Practice and Policy
Drawing on data from a 3-year qualitative study on the transition of immigrant youth, we seek to understand the connections among district programming and policy, teacher perspectives, and the ways in which students experience initial schooling. Specifically, this article examines the following research questions: How does district leadership define the challenge and opportunities of working with older immigrant students? In the face of this defi…
Education of Limited English Proficient Students in California Schools: An Assessment of the Influence of Proposition 227 on Selected Teachers and Classrooms
This pilot study provides documentation on policy-and practice-based questions regarding the implementation of Proposition 227 in eight selected but representative districts. Focusing on teachers' reactions to Proposition 227, this study examines how teachers both shape and are affected by Proposition 227 implementation. Proposition 227 was intended to place a premium on English language development in a highly uniform and prescriptive manner thr…
From Personal to Political: Proposition 227, Literacy Instruction, and the Individual Qualities of Teachers
Passed by the California electorate in June of 1998, Proposition 227, the voter initiative mandating English-immersion instruction for a majority of the state's language minority students, represents a weighty experiment in the legislation of educational and linguistic policy. The proposition has created new conditions for the schooling of many of the state's 1.5 million English learners. This ethnographic study examines the local enactment of li…
Immigrant Children and the Politics of English-Only: Views from the Classroom (New Americans (LFB Scholarly Publishing LLC).) (New Americans (Lfb Scholarly Publishing Llc)
The Interrelationship of Beliefs, Context, and Learning: The Case of a Teacher Reacting to Language Policy
In this article, I trace the complex ways that literacy and language policy are translated into classroom practice through the examination of a single telling case.1 I demonstrate that the role teachers play in the process can best be understood by considering a variety of factors which have been advanced in policy research to explain variations in policy implementation. These include the nature of the local school context, the beliefs and experi…
Nadie Me Dijó [Nobody Told Me]: Language Policy Negotiation and Implications for Teacher Education
Nationwide and statewide shifts and ambiguity in language education policy have created substantial instability for teachers. Through a cross-case study and analysis of bilingual teachers in two states, this article shows how these teachers participate in responding to and making decisions regarding language policy. This article shows how and why an understanding of language policy and the decision making involved with it is a crucial dimension o…
Making Meaning Matter: A Look at Instructional Practice in Additive and Subtractive Contexts
In this article, I examine the implications of additive and subtractive conceptions for the education of English language learner (ELL) students. To understand how competing theories regarding the education of ELL students materialize into action, I examine select findings from one district's implementation of Proposition 227. Focusing on the cases of two teachers, I examine the connections between teachers' theories about their students and the …
Strategic Transformation: Cultural and Gender Identity Negotiation in First-Generation Vietnamese Youth
This article explores the various ways in which recent Vietnamese immigrant students form cultural and gender identities as they transition to U.S. schooling. Using data from a 2-year qualitative study that tracked the social and academic adjustment processes of recent Vietnamese immigrant youth, this article examines the tensions that students struggle with as they bring their own values and practices into the school site. The findings suggest t…
Universalist and Differentialist Approaches to Instruction for High-School-Age Immigrants: Tensions in Practice and Policy
Drawing on data from a 3-year qualitative study on the transition of immigrant youth, we seek to understand the connections among district programming and policy, teacher perspectives, and the ways in which students experience initial schooling. Specifically, this article examines the following research questions: How does district leadership define the challenge and opportunities of working with older immigrant students? In the face of this defi…
Building Systems of Support for Classroom Teachers Working With English Language Learners
Increasing numbers of English learner (EL) students and corresponding pressures to mainstream them mean that districts around the country are facing new challenges as they adapt to meet the needs of these students. For general education teachers, the challenges stem from a role shift in which they are now primarily responsible for the instructional needs of the EL students in their classrooms. This qualitative case study examined the assistance a…
Psychology (8 works) · Sociology (8 works) · Mathematics education (7 works) · Multilingual Education and Policy (7 works) · Pedagogy (7 works) · Political science (6 works) · EFL/ESL Teaching and Learning (4 works) · Linguistics (4 works) · Proposition (4 works) · Second Language Learning and Teaching (4 works)