"Are We Having Rich Deep Conversations, or Are We Just Checking Boxes?" Teacher Sense-Making and Curricular Reasoning to Support English Learners

• In Event: Transformative Pathways for English Learners: Connecting Research, Policy, and Classroom Practice

Abstract

This case study examined upper elementary teachers’ navigation of two concurrent policy initiatives, the adoption of a new core reading program aligned with the Common Core Standards as well as a district-led mandate focused on small-group instruction (SGI). Study participants included five teachers working with English learners (EL) in general education, one-way bilingual, and dual-language settings. Findings suggest teachers’ sensemaking and curricular reasoning were influenced by breadth of professional experience, social contexts of schools, and preexisting district- and building-level policies and initiatives. From the analysis of structured interviews, artifacts, field notes, and observations, three distinct patterns of new curriculum adoption during SGI emerged. This study highlights the complex nature of policy adoption across individual teachers and their educational settings.

Authors

• Shannon M. Calderone, Washington State University - Tri Cities

• Yuliya Ardasheva, Washington State University - Tri-Cities

• Sarah Newcomer, Washington State University - Tri-Cities

• Gisela Ernst-Slavit, Washington State University - Vancouver

• Judy Morrison, Washington State University

• Kira Joy Carbonneau, Washington State University - Pullman

• Lindsay K Lightner, Washington State University

• Steven Morrison, Washington State University