Výsledky vyhledávání - "Larisa Warhol"

Moving the center of expertise: Applying a communities of practice framework to understand coaching in urban school reform

Autor: Anysia Peni Mayer, Larisa Warhol, Sarah L. Woulfin

Publikováno v: Journal of Educational Change. 16:101-123

Intermediary organizations’ coaches are utilized to support and develop principals and teachers as they seek to bring about substantive school improvement. This study presents a qualitative case study of one coach engaged as an intermediary of a sc

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::f927e4df455bff8da74c13615e061ab2
https://doi.org/10.1007/s10833-014-9236-y

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Making a Change: The Role of External Coaches in School-Based Communities of Practice

Autor: Larisa Warhol, Anysia Peni Mayer, Morgaen L. Donaldson, Robin S. Grenier

Publikováno v: Human Resource Development Quarterly. 24:337-363

External coaches, provided by intermediary organizations, are being utilized to support and develop principals, teachers, and schools and bring about substantive change through communities of practice (CoPs). These coaches provide an external perspec

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::4ec7f99c2a5221905ba08149ebe7298d
https://doi.org/10.1002/hrdq.21164

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Creating official language policy from local practice: the example of the Native American Languages Act 1990/1992

Autor: Larisa Warhol

Publikováno v: Language Policy. 11:235-252

This research explores the development of landmark federal language policy in the United States: the Native American Languages Act of 1990/1992 (NALA). Overturning more than two centuries of United States American Indian policy, NALA established the

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::d2050f09994d487b325bfaca26a4f1b5
https://doi.org/10.1007/s10993-012-9248-5

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Misinterpreting School Reform: The Dissolution of a Dual-Immersion Bilingual Program in an Urban New England Elementary School

Autor: Larisa Warhol, Anysia Peni Mayer

Publikováno v: Bilingual Research Journal. 35:145-163

This article explores local state bilingual-education policy vis-a-vis pervasive dominant-language ideologies about language-education policy and practice. State-level language-education policy, especially for English Language Learners (ELs), spans a

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::efbe592258587b00de7b0fd11262b0f1
https://doi.org/10.1080/15235882.2012.703636

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Native American language education as policy-in-practice: an interpretative policy analysis of the Native American Languages Act of 1990/1992

Autor: Larisa Warhol

Publikováno v: International Journal of Bilingual Education and Bilingualism. 14:279-299

This paper reports on findings from an interpretive policy analysis of the development and impacts of landmark federal legislation in support of Native American languages: the 1990/1992 Native American Languages Act (NALA). Overturning more than two

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::f68c14fa41b70a29eb8cd874acd9ca51
https://doi.org/10.1080/13670050.2010.486849

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The Anthropology of Language Planning and Policy

Autor: Teresa L. McCarty, Larisa Warhol

Publikováno v: A Companion to the Anthropology of Education

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::3e2b9c3e12a72e596bc05eb9fa6f8b7b
https://doi.org/10.1002/9781444396713.ch11

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Indigenous Youth as Language Policy Makers

Autor: Larisa Warhol, Ofelia Zepeda, Teresa L. McCarty, Mary Eunice Romero-Little

Publikováno v: Journal of Language, Identity & Education. 8:291-306

This article offers a grounded view of language shift as experienced by Native American youth across a range of early- to late-shift settings. Drawing on data from a long-term ethnographic study, we demonstrate that the linguistic ecologies in which

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::e427e7aa8fb43f5cd4c6de3644082790
https://doi.org/10.1080/15348450903305098

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