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Reassessing the Role of Ethnographic Methods in Education Policy Research: Implementing Bilingual Education Policy at Local Levels by Tom T. Stritikus & Ann-Marie Wiese - 2006In this article, we address the ongoing call for research to be more relevant to educational policy and practice by focusing on the public controversy regarding bilingual education. To show how ethnographic research can be relevant, we present findings of two independent but parallel studies of how teachers implement bilingual education policies based on Proposition 227 in California. Findings from both studies indicate that the use of ethnographic methods yields a rich account of various factors that play a crucial role in determining how educational policy is implemented. In reporting on these ethnographic studies, we seek to provide an alternative voice in the ongoing discussion about the role of research in educational policy and practice.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Tom Stritikus
University of Washington
E-mail Author
TOM STRITIKUS is assistant professor in the College of Education, University of Washington. He earned his Ph.D. in 2000 from the University of California, Berkeley. He is author of the book Immigrant Children and the Politics of English-Only, published by LFB Scholarly Publishing and edited by Professors Marcelo and Carola Suarez-Orozco. His teaching and research focuses on policy and practice issues for culturally and linguistically diverse students. He has published articles in the Bilingual Research Journal, the International Journal of Bilingual Education, and the Journal of Language, Identity, and Education.
- Ann-Marie Wiese
WestEd
ANN-MARIE WIESE is a research associate with the Teacher Professional Development Program at WestEd. Most recently, she has published an article on two-way immersion in the International Journal of Language and Education. Her interest in the education of language minority students has expanded to include early childhood education, and a chapter coauthored with Eugene Garcia, Ph.D., will appear in the most recent edition of the Handbook of Research on the Education of Young Children (Lawrence Erlbaum and Associates). Dr. Wiese is also is a member of a national research team investigating the impact of National Board-certified teachers on low-performing schools.
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