Exploring How Institutional Structures and Practices Influence English Learners' Opportunity to Learn Social Studies

Background/Context: Current research addresses the marginalization of social studies and trends in teaching English learners (ELs) in monolingual schools; however, few studies have examined the way in which support services provided to ELs impact their exposure to social studies instruction. Purpose...

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Veröffentlicht in:	Teachers College record (1970) 2016, Vol.118 (8), p.1-36
Hauptverfasser:	Heafner, Tina L, Plaisance, Michelle
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic Support Services Accountability Barriers Content Area Reading Content Area Writing Decision making Education reform Educational Opportunities Educational Practices Educational Quality Elementary School Teachers English Language Learners Institutional Characteristics Interviews Journal Writing Language Acquisition Observation Peers Professional development Qualitative Research Scheduling Social Studies Time Factors (Learning) Urban Schools
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