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Long-Term English Language Learners’ Educational Experiences in the Context of High-Stakes Accountability
16 references·6 citing·41 second hop
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References

  • 1985Naturalistic inquiry45,666 cited
  • 1998Basics of qualitative research : techniques and procedures for developing grounded theory38,622 cited
  • 2017The Discovery of Grounded Theory25,772 cited
  • 2009Qualitative Research: A Guide to Design and Implementation21,311 cited
  • 2015Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education2,822 cited
  • 2002Minority Students in Special and Gifted Education1,168 cited
  • 2010A Social Capital Framework for the Study of Institutional Agents and Their Role in the Empowerment of Low-Status Students and Youth863 cited
  • 2001Learning and not learning English: Latino students in American schools628 cited
  • 2007Race, inequality and educational accountability: the irony of ‘No Child Left Behind’586 cited
  • 2005Tracking and High School English Learners: Limiting Opportunity to Learn510 cited
  • 2005Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts496 cited
  • 2005The new demography of America's schools: Immigration and the No Child Left Behind Act472 cited
  • 2009Emergent Bilinguals and TESOL: What's in a Name?457 cited
  • 2011Disproportionality in Special Education Identification and Placement of English Language Learners444 cited

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  • 2005Multicultural Education416 cited
  • 2006Teaching to the Test: How No Child Left Behind Impacts Language Policy, Curriculum, and Instruction for English Language Learners226 cited
  • Cited by

    • 2021English language developmentjaulas: Latinx students’ critiques of ELD through confinement and resistancetestimonios16 cited
    • 2022What Does It Mean? EL‐Identified Adolescents’ Interpretations of Testing and Course Placement12 cited
    • 2022More than Language Learning: A QuantCrit Analysis of the Relationship Between District Contexts and Long-Term English Learner Rates8 cited
    • 2024Reclassification for Dually Identified Students: Navigating Resource Constraints and Exercising Agency to Improve Opportunity to Learn5 cited
    • 2022How Long-Term English Learners Perform on an English Language Proficiency Assessment During Grades 2 through 5: An Examination of Assessment Tasks and Features4 cited
    • 2021Elementary Content Teacher Perceptions Regarding Their ELL Instructional Practices3 cited