Boun, S., & Wright, W. (2021). Translanguaging in a graduate education programme at a Cambodian university. In B. Paulsrud, Z. Tian, & J. Toth (Eds.), English-Medium Instruction and Translanguaging (pp. 108-123). Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781788927338-012
Introduction Excerpt
In countries where English is a second or foreign language, many universities have opted to use English-medium instruction (EMI) in an effort to respond to the global educational trend, characterised by internationalisation and student mobility (Dearden, 2014). This is especially true in developing countries (see Fenton-Smith et al., 2017). The rationale is often related to issues reflecting the dominance and global spread of English: textbooks and materials available only in English; courses often taught by native professors who obtained their training through English-medium universities; courses sometimes taught by visiting international faculty; and students’ need to access and contribute to the predominantly English academic literature.
Cambodia, where this study takes place, has especially had its struggles over the language of instruction issue. French was a prominent language of instruction in universities during Cambodia’s 90 years as a French protectorate (T. Clayton, 1995). Following independence in 1954, a Khmerisation effort took place that put more emphasis on Khmer as a medium of university instruction. However, the formal education system was abolished by the Khmer Rouge from 1975 to 1979; teachers and other educated Cambodians were targeted for execution (Chandler, 1993). Support to rebuild the education system following the genocide came pri-marily from Vietnam and Russia; hence, Vietnamese and Russian became the languages of instruction along with Khmer in some universities (T. Clayton, 2006). Western aid returned to Cambodia in the early 1990s, and French and English became prominent mediums of instruction in higher education. [...]
Shen, L., O’Carroll, K., Duhaylongsod, L., & Allen, D. (2021). Eighth-grade civics teachers on student engagement with race. Ohio Social Studies Review, 57(2), 6-19.
Abstract
In this study, the authors investigated the experiences of ten eighth-grade civics teachers as they implemented a year-long civics curriculum pilot. Their reports reflect marked differences in how students engaged with content around race that was included in a unit on identity and values. Teacher reports suggest that students' prior exposure to academic content on race and students' lived experiences with race impacted their experience with the Identity Unit. Students in predominantly White schools, who had little exposure to race in the school curriculum, struggled to engage, but so did students in racially diverse schools who had prior academic learning about race/racism. Students in schools predominantly with students of color, with little exposure to race ideas in school, had some success in connecting with the content of the unit. Recommendations for practice are discussed.
Fahey, K., & Ippolito, J. (2021, September 1). Get schools back to normal? Perhaps not. The Salem News. https://www.salemnews.com/opinion/columns/column-get-schools-back-to-normal-perhaps-not/article_8fc53752-2ade-5a70-89ee-925a1cd503e9.html
Ippolito, J. (2021). Considering the foreground and background of effective literacy coaching. In S. Wepner, S., & Quatroche, D. (Eds.), The Administration and Supervision of Literacy Programs (6th Ed). New York: Teachers College Press.
Charner-Laird, M., Ippolito, J., & Noonan, J. (2021). Can distance bring us closer? Developing new routines for connection in a leadership preparation program. The Learning Professional. https://learningforward.org/journal/leadership-under-pressure/online-exclusive-can-distance-bring-us-closer/
Introduction
Preparing the next generation of school leaders is an invigorating and ever-changing enterprise, but the past year and a half have brought more change and more of the fear and uncertainty change inspires than anyone could have anticipated (Superville, 2021). We, the co-directors and core faculty of educational leadership programs at Salem State University, have reinvented our leadership programs’ routines and structures to accommodate the needs of pandemic leadership preparation while trying to keep our eyes on the core elements that make us who we are. We are now able to look back and ask: What will we maintain? [...]
Ippolito, J., Swan Dagen, A., & Bean, R.M. (2021). Elementary literacy coaching in 2021: What we know and what we wonder. The Reading Teacher, 75(2), 179-187, http://doi.org/10.1002/trtr.2046
Abstract
As schools continue to focus on elementary student achievement and literacy growth, the role of the elementary school-based literacy coach is as imperative as ever. However, as a lever for reform and professional learning, the literacy coach role remains underspecified, variable, and often misunderstood in practice. This article aims to address what is currently known and what still needs to be learned about coaching effectiveness, roles and relationships, shifting practices and modalities, and preparation. The coaching “knowns” are framed by both research and practice literature published over the past three decades, whereas the “wonderings” cut across research, practice, and policy and point toward the future of coaching work. Together, these knowns and wonderings are intended to provoke district and school leaders, coaches, and preparation providers to reconsider the power and possibilities of school-based elementary coaching as schools regain their footing following the COVID-19 global pandemic.
Fahey, K., & Ippolito, J. (2021, September 1). Get schools back to normal? Perhaps not. The Salem News. https://www.salemnews.com/opinion/columns/column-get-schools-back-to-normal-perhaps-not/article_8fc53752-2ade-5a70-89ee-925a1cd503e9.html
Schneider, J., Noonan, J., White, R. S., Gagnon, D., & Carey, A. (2021). Adding “student voice” to the mix: Perception surveys and state accountability systems. AERA Open, 7(1), 1–18. https://doi.org/10.1177/2332858421990729
Abstract
For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey data, which we add to the state’s formula at a maximally feasible dosage in order to determine new school ratings. As we find, student survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity. Student survey results introduce information about school quality that is not captured by typical accountability metrics, correlate moderately with test score growth, and are not predicted by student demographic variables.
Charner-Laird, M., Ippolito, J., & Noonan, J. (2021, October). Can distance bring us closer? Developing new routines for connection in a leadership preparation program. The Learning Professional. https://learningforward.org/journal/leadership-under-pressure/online-exclusive-can-distance-bring-us-closer/