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[Xmca-l] Fwd: Language Minority Students and Their Teachers

​Dear Colleagues

The lead article here makes a point that gets routinely overlooked in
studies linking social class and school performance, in particular THE

worth a look for those of you who are interested in such matters.I include
only the final paragraph of a long, data filled article.



In light of the striking differences found between LM and non-LM students
and their teachers, it is not surprising that LM students lag behind in
school. The odds appear to be stacked against LM students on multiple
levels. On top of their need to acquire English-language skills, LM
students have to contend with disadvantages associated with low SES, living
in urban settings, as well as having low-quality teachers who feel
inadequately trained, and this limits their chances of school success.
While educators and policymakers are unable to eradicate household and
neighborhood poverty, there are a number of factors that are within their
control, particularly teacher development and school quality, that would
promote LM student achievement. In particular, teacher quality has received
a great deal of attention recently in both the research and policy arenas,
and it is important to ensure that the specific needs of LM students are
not neglected. The findings that low-SES LM students face more
disadvantages than their non-LM peers at home and in school, including
unequal distribution of quality teachers, establishes a rationale for both
more research and policies that can improve LM student outcomes. The common
finding that LM students demonstrate academic underperformance is not
surprising given the dire circumstances that they face with underprepared
teachers; however, if educators are armed with the necessary knowledge and
supports to provide LM students with a whole range of options for success,
there is hope of helping them to reach academic and life milestones as
fluent English or bilingual speakers, readers, and writers.
: Teachers College Record <no-reply@tcrecord.org>
Date: Fri, Dec 16, 2016 at 9:38 AM
Subject: Language Minority Students and Their Teachers
To: Recipient <mcole@ucsd.edu>

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Freely-Available This Week
Disadvantaged Language Minority Students and Their Teachers: A National
Picture <http://www.tcrecord.org/Content.asp?ContentID=17772>
by Jennifer F. Samson & Nonie K. Lesaux
Using data drawn from the Early Childhood Longitudinal Study-Kindergarten
Cohort 1998-99, this study reports on differences between language minority
(LM) and non-language minority students in their home backgrounds and their
teachers' characteristics in kindergarten, first-, third-, and fifth-
grade, generating a comprehensive national picture of the multiple
disadvantages that LM students face in schools.

A Randomized Controlled Trial of Professional Development for
Interdisciplinary Civic Education: Impacts on Humanities Teachers and Their
Students <http://www.tcrecord.org/Content.asp?ContentID=17470>
by Dennis J. Barr, Beth Boulay, Robert L. Selman, Rachel McCormick, Ethan
Lowenstein, Beth Gamse, Melinda Fine & M. Brielle Leonard
This article reports on a randomized controlled experiment examining the
impact of a professional development intervention that helps teachers
foster students' historical thinking skills, social and ethical reflection,
and civic learning.

Book Reviews
Resisting Reform: Reclaiming Public Education through Grassroots Activism
by Kjersti VanSlyke-Briggs, Elizabeth Bloom, and Danielle Boudet (Eds.)
reviewed by Barbara Cozza
Understanding Life in School: From Academic Classroom to Outdoor Education
by John Quay
reviewed by Susan Engel
Untangling Urban Middle School Reform: Clashing Agendas for Literacy
Standards and Student Success
by Cynthia D. Urbanski
reviewed by Penny B. Howell, Margaret Rintamaa & Jean Wolph
Leading Schools in Challenging Times: Eye to the Future
by Bruce A. Jones & Anthony Rolle
reviewed by David Edward DeMatthews & Becca Gregory
Child Advocacy and Early Childhood Education Policies in the Caribbean
by Ilene R. Berson & Michael J. Berson (Eds.)
reviewed by Saran Stewart

Causal Inference in State Accountability Plans: The Need for Best Practices
by Anne Corinne Huggins-Manley, Sophie Cohn & Tiffany L. Fisher
The purpose of this commentary is to present a systematic framework for
comparing the standards for drawing causal inferences in educational
research to the lack of standards for drawing causal inferences under state
accountability plans. We aim to demonstrate that this framework encompasses
many of the vast critiques of previous educational state accountability
plans for estimating school and teacher effects on achievement, and hence
offers a path to improvement for state accountability plans currently being
developed under the Every Student Succeeds Act (ESSA).

<https://vialogues.com/vialogues/play/33493/> Education researcher Shaun
Harper discusses his co-authored article, Surprise, Sensemaking, and
Success in the First College Year: Black Undergraduate Men's Academic
Adjustment Experiences
<https://www.tcrecord.org/library/content.asp?contentid=19967>. Watch and
discuss this episode of The Voice on Vialogues
TCR Yearbooks - Call for Proposals
<http://www.tcrecord.org/Content.asp?ContentID=21710>by Gary Natriello
The editors of the Teachers College Record announce a call for proposals
for future TCR Yearbooks.
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