How Equitable
Is U.S. Education for English Language Learners?
by Bob Hass |
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photo credit: Linda Cicero/ Stanford News
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Earlier this year, Congress passed a revised version of the Elementary
and Secondary Education Act (ESEA). The reauthorized legislation,
called “No Child Left Behind,” purports to install a new
standard of accountability into U.S. public education. It mandates
that by the 2005–2006 school year, states will have created
and begun using annual assessments aligned to their current academic
content standards, such as California’s curriculum frameworks.
HOW “NO CHILD LEFT BEHIND” WORKS
The new reading and mathematics tests will be administered each
year to students in grades three through eight. Unlike in the past,
however, all students
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—including those identified
as special education, as well as English language learners (ELLs)
who have had at least one year of English instruction—will be
required to take the tests in English. Test results will be used to
measure achievement gains, with states setting a beginning “achievement
bar” and then required to “raise the bar” in equal
increments at least once every three years. This legislation requires
that within 12 years, all students must reach 100% proficiency in
basic skills.
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Two
SUSE Alums Join Faculty
By Erica Gilbertson |
Sam Wineburg
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This fall, two SUSE alumni,
SAM WINEBURG (Psychological
Studies in Education, Ph.D. ’90) and STEVE
DAVIS (Educational Administration and Policy Analysis,
Ed.D. ’87) joined the faculty. Wineburg brings expertise
in history teaching and Davis oversees SUSE’s educational
leadership programs.
Wineburg came from the University of Washington where
he has been Professor of Cognitive Studies in Education
and Adjunct Professor of History since 1989. His research
explores a variety of topics related to historical consciousness—the
development of historical understanding among adolescents,
the nature of historical thinking among laypeople and
historians, and the nature of expert history teaching.
His current projects focus on the development of historical
consciousness among adolescents and their parents, the
interdisciplinary teaching of history and science in elementary
school, and the nature of teacher community in the workplace
with SUSE Professor Pam Grossman.
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Wineburg looks
forward to returning to Stanford. “Taking the position
at Stanford is a homecoming of sorts. It’s a privilege
to be asked to join the faculty where I received graduate
training, and it’s a challenge and opportunity to
rethink the research I want do. I’m also looking
forward to working with the some of the best graduate
students in the nation,” he commented.
He is teaching courses in the CTE, PSE, and STEP programs,
including the course for future history teachers and a
new seminar entitled “History, Memory, and the Formation
of Identity”.
Wineburg has received numerous awards, including the 2002
Frederic W. Ness Book Award for his book Historical
Thinking and Other Unnatural Acts: Changing the Future
of Teaching the Past (Temple University Press,
2001). The Association of American Colleges and Universities
named it “the most important contribution to the
improvement of the liberal arts”. He has also written
Knowing, Teaching, and Learning History: National
and International Perspectives (New York University
Press, 2000), and Interdisciplinary Curriculum:
Challenges to Implementation (Teachers College
Press, 2000) with Grossman. |
Steve Davis |
When asked about his experience as a SUSE
student, he reflected, “When I came to SUSE as
a graduate student I was interested in what goes on
in people’s minds as they read historical texts.
Nobody was doing research on this and, rather than being
redirected to accepted research areas, Professor Lee
Shulman told me to go out and start the research field
myself. He supported me 100%—the mentoring that
I received is what I aspire to provide. I am also thankful
to have had the opportunity to learn the ‘meaning
of rigor’ in research under the watchful eye of
Professor N.L. Gage.”
Davis joined the faculty from the University of the
Pacific in Stockton, CA, where he was an Associate Professor
of Educational Administration since 1995. His research
focuses on educational leadership behaviors and especially
“how principals tick”. His new book, The
Intuitive Dimensions of Administrative Decision Making
(Scarecrow Education Press, 2003), focuses on how principals
use intuitive skills to make complex decisions.
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According to Davis, “My position at SUSE is especially
well-matched with my interests and professional experience.
I’ll enjoy the blend of scholarship and practice,
and the limitless opportunities to do creative work here.
I’m looking forward to helping make SUSE a center
for educational leadership that extends beyond regional
interests.”
Davis is teaching in the APA program, including classes
on leadership and organizational behavior and legal issues
in educational leadership. He will direct the PPP program
in summer 2003 and teach practicum classes.
Davis has written numerous case studies used in problem-based
learning environments. In 2001, he won the Paula Silver
Case award for the “outstanding case study in educational
leadership” by the University Council for Educational
Administration.
While a student at SUSE, Professor Ed Bridges was Davis’
mentor and dissertation chair, and his experience at SUSE
was especially formative. “Through my doctoral studies
I developed a passion for educational administration.
The research techniques I learned here fueled my interest
in becoming a professor,” said Davis. |
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