Missed Opportunity
How Induction Policy Fails to Explicitly Address English Learner-Classified Students
Bibliographic Data
| ID | 4308012 |
|---|---|
| Authors | Lucrecia Santibañez (0000-0002-1873-0250, UCLA, USA, corresponding author), Christine Snyder (0000-0003-3309-4413, Claremont Graduate University, CA, USA), Danielle Centeno (Claremont Graduate University, CA, USA) |
| Year | 2022 |
| Volume | 73 |
| Issue | 2 |
| Pages | 159-174 |
| Publication date | 2022-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4871 • E-ISSN: 1552-7816 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/00224871211000071 |
| OpenAlex | W3153192712 |
| Language | EN |
| Citations received | 3 |
| References cited | 29 |
English Learner-classified (ELC) students are one of the nation's most marginalized student populations. One promising but understudied strategy to strengthen teaching of ELC students is teacher induction. This article examines the role of teacher induction in strengthening novice teachers' EL-specific teaching knowledge and skills. Through a detailed analysis of induction in California, we find that the state has little external assurance that teachers who have undergone induction can meet ELC students' unique and diverse needs. California's decentralized, flexible, teacher-led induction may support teachers' development of general teaching skills, but misses an opportunity to support teachers in an area where many of them struggle. The study raises other problematic issues around mentoring for equity such as monolithic views of ELC students, lack of timely and actionable information about language proficiency, and lack of guidance as to what constitutes acceptable evidence of competency teaching ELC students
Equity (law) · Mathematics education · Pedagogy · Political science · Professional development · Teacher induction · Education Systems and Policy · Multilingual Education and Policy · Psychology · Teacher Education and Leadership Studies
The Impact of Induction and Mentoring Programs for Beginning Teachers
The Effect of Teacher Coaching on Instruction and Achievement
From Preparation to Practice
Beginning Teacher Induction What the Data Tell Us
Preparing Teachers for Teaching in and Advocating for Linguistically Diverse Classrooms
Case Study Research
Activity theory and individual and social transformation
Learning to observe
Somebody to count on”
Race, Isolation, and Exclusion
Undermining Racism and a Whiteness Ideology
The Influence of School Administrators on Teacher Retention Decisions
Writing Ethnographic Fieldnotes, Second Edition
Naturalistic inquiry
Research Design
Funds of knowledge for teaching
Toward a Theory of Culturally Relevant Pedagogy
Three Approaches to Qualitative Content Analysis
Why Induction Matters
Critiquing Teacher Preparation Research
Linguistically Responsive Teacher Education
Does New Teacher Induction Really Improve Retention
Learning From Students, Teachers, and Schools
Preparing Linguistically Responsive Teachers
| Unique citing works | 3 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2024 - 2025 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |