The Impact of Social and Behavioral Science Research on Educational Issues

Education 205X

Focus on English Language Learners

Winter Quarter, 2008

Tuesday 9:30-11:00

Instructors: Kenji Hakuta and Robert Linquanti

The purpose of this course is to examine the intersection of research with educational policy, using a case study approach. The main focus for this quarter will be the education of English Language Learners. This is an experimental course, and therefore the format for each class may vary considerably, with the inclusion of guest participants who are practitioners in the field. The instructors themselves, in addition to their faculty role, will "step out" of that role to reflect on their many years of hands-on experience in the education policy arena. A main objective of the course is to more clearly understand how research influences policy and practice, and how research itself is framed by societal context.

Course requirement is a project that explores an educational topic in depth with respect to the relationship of policy, practice and research, and must have the following components: a review of the research literature with an analysis of its quality; an analysis of the practical or policy impact of the research based on a variety of sources including interviews with some primary sources (e.g., researchers, journalists, practitioners); and suggestions for research areas that can inform practice or policy. In addition to the final written paper, students will give an oral presentation of their findings to the class (with invited guests) at the end of the quarter (date and time to be determined). Final grade will be based on the paper, the presentation, and class participation.

Date	Topic	Readings
Jan. 8	Overview	Visit the websites of organizations and individuals who have been active in EL research and policy. http://www.cal.org/ http://www.cal.org/create/ http://www.lmri.ucsb.edu/ http://ourworld.compuserve.com/homepages/JWCRAWFORD/ http://www.ncela.gwu.edu/
Jan. 15	TBA
Jan. 22	Language of Instruction	Francis, D., Lesaux, N. & August, D. Language of Instruction. In D. August and T. Shanahan (eds.) (2006). Developing Literacy in Second-Language Learners (pp. 365-414).. Mahwah, NJ: LEA and CAL. Parrish, T., Perez, M., Merickel, A. & Linquanti, R. Effects of the Implementation of Proposition 227 on the Education of English Learners, K–12: Findings from a Five-Year Evaluation. Palo Alto: AIR and WestEd. Chapters 1-3. Click here.
Jan. 29	Effective Schools Research.	Parrish, T., Perez, M., Merickel, A. & Linquanti, R. Effects of the Implementation of Proposition 227 on the Education of English Learners, K–12: Findings from a Five-Year Evaluation. Palo Alto: AIR and WestEd. Chapter 4. Click here. Williams, T., Hakuta, K., Haertel, E., et al. Similar English Learners, Different Results. Mountain View, CA: EdSource. Cick here. Gold, N. (2006) Successful Bilingual Schools: Six Effective Programs in California. San Diego County Office of Education. Click here. Special invited g uest: Norm Gold Audio recording of class
Feb. 5	Early Reading	Keith Rayner, Barbara R. Foorman, Charles A. Perfetti, David Pesetsky, and Mark S. Seidenberg, How Psychological Science Informs the Teaching of Reading Psychological Science in the Public Interest. Volume 2, Number 2 · November 2001 http://www.psychologicalscience.org/journals/pspi/pdf/pspi22.pdf Lesaux, N., Rupp., A. & Siegel, L. (2007). Growth in reading skills of children from diverse linguistic backgrounds: Findings from a 5-year longitudinal study. Journal of Educational Psychology. Joanne Jacobs: California: A Shock to the System (Fordham Foundation Website) Special invited guest: Marion Joseph Audio recording of class.
Feb. 12	Time Course of Second Language Acquisition	Hakuta, K., Butler, Y. G. & Witt, D. (2000). How long does it take English Learners to attain proficiency? University of California Linguistic Minority Research Insitute. Policy Report 2000-1. Click here. Cook, H. G., Boals, T., Wilmes, C. & Santos, M. Issues in the Development of Annual Measurable Achievement Objectives (AMAOs) for WIDA Consortium States. Wisconsin Center for Education Research. Click here.
Feb. 19	EL Classification and Reclassification.	Parrish, T., Perez, M., Merickel, A. & Linquanti, R. Effects of the Implementation of Proposition 227 on the Education of English Learners, K–12: Findings from a Five-Year Evaluation. Palo Alto: AIR and WestEd. Chapter 5. Click here. Linquanti, R. (2001). The redesignation dilemma: Challenges and choices in fostering meaningful accountability for English learners. Policy Report 2001-1. Santa Barbara: University Of California Linguistic Minority Research Institute.(http://www.wested.org/online_pubs/redesignation.pdf)
Feb. 26	Legislative Analysis	LAO analysis, "English Learners", 2006-2007 budget analysis. Click here. Special invited guest: LAO analyst Rachel Ehlers.
Mar. 1	NCLB and Title III Accountability	Cook, H. G., Boals, T., Wilmes, C. & Santos, M. Issues in the Development of Annual Measurable Achievement Objectives (AMAOs) for WIDA Consortium States. Wisconsin Center for Education Research. Click here. Linquanti, R. & George, C. Establishing and Utilizing an NCLB Title III Accountability System: California’s Approach and Findings to Date. In Abedi J. (ed.) English Language Proficiency Assessment in the Nation: Current Status and Future Research. UC Davis School of Education. Click here. Francis, D. & Rivera, M. Principles Underlying English Language Proficiency Tests and Academic Accountability for ELLs. In Abedi J. (ed.) English Language Proficiency Assessment in the Nation: Current Status and Future Research. UC Davis School of Education. Click here. Abedi, J. (2004). The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues. Educational Researcher, Jan. 2004. Click here.
Mar. 11	Resources and Adequacy	Gandara, P. & Rumberger, R. Defining an Adequate Education for English Learners. UCLA and UC Santa Barbara. Click here.