Beyond a Transformative Approach and Deep Understanding: External Factors and Mid-Level Leaders’ Policy Implementation to Expand Equity for English Learners

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2024-02-23 DOI:10.1177/0013161x241230296
Caroline Bartlett, Rebecca Callahan, Madeline Mavrogordato
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Abstract

Purpose: We examine the ways state education agency (SEA) and local education agency (LEA) leaders interpret and use educational policy to guide the provision of services for multilingual students classified as English learners (ELs) in their contexts. Our inquiry focuses on the external factors leaders describe that either enable or constrain their ability to interpret and implement policies designed to expand equity for EL students. Research Method: We conduct semi-structured interviews with 17 SEA and LEA leaders across three states. We use an interview-based approach to understand how educational leaders leverage policy to guide EL services in their states and districts. Findings: Three external factors (resources to serve EL students, networks to share EL expertise, and concrete policy monitoring and guidance from the state) interact with leaders’ individual understandings of and approaches to policy implementation to shape the ultimate degree to which equity is enabled or constrained for EL students in their contexts. Implications: Educational policy intends to provide SEA and LEA leaders with guidance to expand equity for ELs. However, our study suggests that the degree to which these policies expand equity for ELs in practice depends not only on the leader's understanding of the policy, but also their access to resources, human capital, and professional networks. SEA and LEA leaders that take a deep, transformative approach to implementation may partner to assess how SEAs can create external conditions that help to expand equity for ELs.
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超越变革方法和深刻理解:外部因素与中层领导实施政策以扩大英语学习者的公平性
目的:我们研究了州教育机构(SEA)和地方教育机构(LEA)的领导者如何解释和使用教育政策,以指导他们为被归类为英语学习者(ELs)的多语种学生提供服务。我们的调查重点是领导者所描述的外部因素,这些因素或促进或限制了他们解释和实施旨在扩大英语学习者公平的政策的能力。研究方法:我们对三个州的 17 位 SEA 和 LEA 领导进行了半结构化访谈。我们采用基于访谈的方法来了解教育领导者如何利用政策来指导其所在州和地区的英语语言教育服务。调查结果:三个外部因素(为英语语言学生服务的资源、分享英语语言专业知识的网络,以及来自州政府的具体政策监督和指导)与领导者个人对政策的理解和实施方法相互作用,最终决定了在他们所处的环境中,英语语言学生的公平在多大程度上得以实现或受到限制。影响:教育政策旨在为东南部教育机构和地方教育机构的领导提供指导,以扩大对英语语言学生的公平。然而,我们的研究表明,在实践中,这些政策能在多大程度上扩大对英语语言学生的公平,不仅取决于领导者对政策的理解,还取决于他们能否获得资源、人力资本和专业网络。采取深层次、变革性方法实施政策的 SEA 和 LEA 领导者可以合作评估 SEA 如何创造外部条件来帮助扩大对 ELs 的公平。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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