Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements
 

Executive Summary

Exploring How Institutional Structures and Practices Influence English Learners’ Opportunity to Learn Social Studies


by Tina L. Heafner & Michelle Plaisance - 2016


To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Exploring How Institutional Structures and Practices Influence English Learners’ Opportunity to Learn Social Studies
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 118 Number 8, 2016, p. 1-36
https://www.tcrecord.org ID Number: 21363, Date Accessed: 9/28/2020 3:31:59 PM
 
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Tina Heafner
    University of North Carolina at Charlotte
    E-mail Author
    TINA L. HEAFNER is Professor in the Department of Middle, Secondary, and K–12 Education at the University of North Carolina at Charlotte where she also serves as the Coordinator of the M.Ed. and Minor in Secondary Education programs. Her research interests include social studies marginalization and policy, teacher autonomy and praxis, online and technology mediated learning, and social studies literacy. Selected recent publications include: Fitchett, P. G., Heafner, T. L., & Lambert, R. (2014). Examining social studies marginalization: A multilevel analysis. Educational Policy, 28(1), 40–68. Heafner, T., McIntyre, E., & Spooner, M. (2014). The CAEP standards and research on educator preparation programs: Linking clinical partnerships with program impact. Peabody Journal of Education: Issues of Leadership, Policy, and Organizations, 89(4), 516–532.
  • Michelle Plaisance
    Greensboro College
    E-mail Author
    MICHELLE PLAISANCE is Assistant Professor of English and TESOL at Greensboro College in Greensboro, North Carolina. She teaches graduate courses in pedagogy and theory related to second language acquisition and English learners in U.S. schools. Her research interests include the social context of learning English as a second language and the educational experiences of language minorities in monolingual classrooms in the New South. Selected recent publications include: Plaisance, M. Shockey, L., & McDaniel, P. (2015). From black and white to technicolor: Demographic change in Charlotte-Mecklenburg Schools. In R. Mickelson, S. Smith, & A. Nelson (Eds.), Yesterday, Today and Tomorrow: School Desegregation and Resegregation in Charlotte (pp. 119-136). Cambridge, MA: Harvard Education Press. Heafner, T. L., & Plaisance, M. (2014). Exploring synchronous text chat in remotely-delivered early field experiences. Journal of Interactive Learning Research, 25(3), 327–352.
 
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS