Abstract

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.

Notes

If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu.

Graduation Date

2019

Semester

Summer

Advisor

Purmensky, Kerry

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Education; Teaching English to Speakers of Other Languages

Format

application/pdf

Identifier

CFE0007711

URL

http://purl.fcla.edu/fcla/etd/CFE0007711

Language

English

Release Date

August 2019

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Share

COinS