Teacher Shared Leadership for Educating English Learning Students
Agency in Teacher Education: Reflection, Communities, and Learning
Additional Publication URL
Two major trends have emerged in the field of education in the last two decades: a dramatic increase in the number of English learning (EL) students, and a shortage of teachers prepared to work with this student population (National Clearinghouse for English Language Acquisition, 2010). The number of EL students has increased by 57 percent over the past ten years (Ballantyne, Sanderman & Levy, 2008). Unfortunately, EL students are not faring well on standardized tests in comparison to their English proficient (EP) peers. In fact, while 76 percent of eighth-grade EP students passed the reading National Assessment of Educational Progress (NAEP) and 74 percent passed the mathematics NAEP, only 30 percent of EL students passed the reading NAEP and 31 percent passed the mathematics NAEP (Ballantyne, Sanderman & Levy, 2008). One contributing factor to this achievement gap may be the lack of teachers prepared to educate EL students.
Dr. Katie Brooks' contribution to:
Flessner, Ryan, Miller, Grant, and Horwitz, Julie, eds. Agency through Teacher Education : Reflection, Community, and Learning. Blue Ridge Summit, US: R&L Education, 2012.
Version of record can be found through: WorldCat.
Brooks, Kathryn, "Teacher Shared Leadership for Educating English Learning Students" (2013). Scholarship and Professional Work – Education. 134.