Article
Charter schools and bilingual education: A case study of teachers negotiating policy-making roles
Equity and Excellence in Education
(2002)
Abstract
The purpose of this ethnographic study is to explore the connection between some educational reform initiatives represented by charter school legislation and the professional experiences of bilingual educators. I examine the interactions that took place between teachers and administrators in a newly formed bilingual charter school using a sociocultural perspective of teachers’ professional development. This perspective suggests that teachers’ beliefs and practices are shaped by the social, cultural, and historical contexts in which they have been educated.
Keywords
- Teachers' Professional Development,
- Second Language Acquisition
Publication Date
2002
Citation Information
Meg L. Gebhard. "Charter schools and bilingual education: A case study of teachers negotiating policy-making roles" Equity and Excellence in Education Vol. 35 Iss. 3 (2002) Available at: http://works.bepress.com/meg_gebhard/4/