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This important volume presents the results from a five-year, mixed methods study on the transition from high school to postsecondary education for young adults who, during secondary school, received both English learner and special education services.
Sommario
Data Availability Statements
Disclaimer
Acknowledgements
Introduction
1) Chapter 1: Our Five-Year, Mixed Methods Study of Dually Identified Students: Research Direction, Design, and Decisions
a) Situating the Study
i) A Brief History of Special and Bilingual/EL Education Research and Policyii) Background on Special and EL Educationb) Our Multiyear Mixed Methods Study
i) Mixed Methods Study: Quantitative Research Componentii) Mixed Methods Study: Qualitative Research Component(1) Implementing Qualitative Research in Times of Duress
(2) Recruitment, Data Collection, and Data Analysis
c) Limitations and Implications
d) Researcher Reflections
e) Discussion Questions
f) Suggestions for Further Reading
2) Chapter 2: Navigating Multiple Service Systems: How College and Career Ready Are Dually Identified High School Students?
a) The Expected Paths to Adulthood
b) The Role of College and Career Readiness in Postschool Transitions
i) Expectationsii) Secondary Education Experiences(1) Employment
(2) High School Curricula
(3) Instructional Classroom Contexts
iii) Access to Postsecondary Educationc) Methodological and Theoretical Considerations
d) Study Results
i) The National Sample ii) The NYC Sample (1) Classroom Contexts
(2) Stakeholders' Perceptions of Contexts
(3) Preparedness and Outcomes
e) Limitations and Implications
i) Implications for Researchii) Implications for Practicef) Researcher Reflections
g) Discussion Questions
h) Suggestions for Further Reading
3) Chapter 3: Looking Through the Lenses of Identity Theories: How Do Students Navigate the Affordances and Liabilities of Labeling?
a) The Roles of Language and Learner Identities in Postsecondary Transition
b) The Multidimensionality and Fluidity of Multilingual Learners
i) Vulnerability and Protection Associated with Perceptions and Attitudesii) Vulnerability and Protection Associated with Systems and Structuresc) Methodological and Theoretical Considerations
i) Data Collection and Analysisii) Theoretical Anchorsd) Study Results
i) Protective Factors Associated with Learning Multiple Languagesii) Vulnerabilities Linked to Ambivalence and Resource Availabilityiii) Protection and Vulnerability Associated with Moving Forward iv) A Broader View of Vulnerabilities and Protective Intersectional Factors e) Limitations and Implications
f) Researcher Reflections
g) Discussion Questions
h) Suggestions for Further Reading
4) Chapter 4: School-Home Collaborations: Navigating Distance and Finding Common Ground
a) The Promise of School-Home Connections in Transition Planning
b) The Role of Teachers in Building Home-School Collaborations
c) School-Home Collaborations for Dually Identified Youth
i) Extended Family and Siblings ii) Self-determinationiii) Community Cultural Wealthd) Methodological and Theoretical Considerations
e) Study Results
i) Conflicting Interests ii) Language Learning
iii) Siblings and Extended Family
iv) Developing Self-Determination
f) Limitations and Implications
g) Researcher Reflections
h) Discussion Questions
i) Suggestions for Further Reading
5) Chapter 5: Being Supported and Belonging in Postsecondary Education: The Availability of Disability- and EL-Focused Resources
a) The Challenge of Postsecondary Education
b) Transition to Postsecondary Education
i) Examining Preparedness and Enrollmentii) Examining Engagement and Degree Completioniii) Understanding the Amplified Role of Costc) Methodological and Theoretical Considerations
i) Sample and Recruitmentii) Data Collection and Analysis
d) Study Results
i) Identifying and Seeking Services and Supportsii) ODAS Supports for Sustaining Engagement iii) Lingering Stigma Associated with Identificationiv) Faculty as Gatekeeperse) Limitations and Implications
i) Implications for Researchii) Implications for Practicef) Researcher Reflections
g) Discussion Questions
h) Suggestions for Further Reading
Conclusion
References
Index
Info autore
Audrey A. Trainor, PhD, professor of special education, teaches qualitative research methods and special education teacher preparation courses. After an early career as a high school special educator, she focused her research on equity and special education transition policies, procedures, practices, and perspectives.
Lindsay E. Romano, MS, is a former high school special education teacher and current doctoral candidate at New York University. Her research aims to disrupt inequities at the intersections of racism, ableism, and linguicism, studying how teachers perpetuate/disrupt inequities and how mindfulness-based practices can advance social justice in classrooms.
Lynn A. Newman, EdD, Principal Education Researcher at SRI International, has more than 30 years of research experience focused on improving access and opportunity for students and young adults with disabilities through identifying the high school and postsecondary experiences linked to positive outcomes for all individuals with disabilities.
Riassunto
This important volume presents the results from a five-year, mixed methods study on the transition from high school to postsecondary education for young adults who, during secondary school, received both English learner and special education services.
