There are 184 active charter school districts in Texas, which use public tax dollars like traditional school districts, providing educational opportunities to over 350,000 Texas students. Charter schools accept state and federal funds and often operate with less oversight than their neighboring local public schools, yet they have the autonomy to accomplish the mission(s) set forth by the charter school operator. Although there have been numerous studies looking at the effectiveness of charter schools in terms of student achievement, very little research has been on the programs that charter schools implement to address the needs of their English learner populations. This study examined charter school leaders' perceptions in the selection of the EL instructional programs that are offered to their English Learners. Interviews of district bilingual/ESL directors of Texas charter schools, or their equivalents, were conducted. Using a constructivist grounded theory design, this study explored the factors and decisions of instructional leaders in implementing a particular second language program, with special attention to the ideologies informing these decisions. Themes emerged from the data and were be explored. The findings of this study are vital in helping other charter school operators better understand the challenges and potential pitfalls faced by current …

The purpose of this study was to analyze student-selected library books for how, if at all, agency is enacted by the characters. This study uses tenets from critical multicultural analysis (CMA) and elements of visual analysis (VA) to guide a critical content analysis of enactments of agency in the most circulated books from three school libraries during the 2019-2020 school year. This study builds on and extends the existing research on agency development in children and demonstrations of agency in children's literature. Data revealed a variety of characters, genre, and contexts within the identified books. Analysis provided evidence that characters in these child-selected books demonstrated enactments of agency in varying ways and degrees across all titles. Following a discussion that is organized around the themes created from the findings, characters are identified as belonging within one of the following agentic groups: activists, survivors, problem solvers, and friends. Implications for practice and research include further study of agency in characters of popular books, how children perceive enactments of agency of the characters, and the need for school librarians and other educators to understand agency development and acknowledging the agency of children as they make choices in the literature they read.

This qualitative case study examines academic performance effectiveness (or lack of effectiveness) of a charter school based on the perceptions of the administrator and teachers. This study explores what they perceived to be effective/ineffective, the reasons for this effectiveness/ineffectiveness, and the solutions to any identified challenges/problems at their charter school as they relate to students' academic performance. The participants in the study were from one charter school in a charter school system in North Central Texas. The study utilized surveys and interviews as sources of data that revealed administrator and teacher perception of what they considered to be the strengths and weaknesses of the school, factors accounting for the strengths and weaknesses, and possible solutions to the weaknesses of their charter school as related to students' academic performance. Five perceived strengths were identified to be instruction, curriculum, personnel, mission statement, and parent involvement. Likewise, three perceived weaknesses were identified to be instruction, curriculum, and parent involvement. Recommendations of the study for practitioners included recruitment and employment of preservice teachers from colleges and universities, partnering with alternative certification programs, creating a program of professional development, creating professional learning communities, creating a parent committee, and partnering with local agencies and community businesses. …

Initiated in California in 2011, the Seal of Biliteracy is a distinguishing graduation recognition honoring the academic success of bilingual biliterate high school seniors. The purpose of this study was to illuminate and describe Texas language education policy discourse by critically examining policies including the Seal of Biliteracy and Texas' House Bill 5 Performance Acknowledgment. This study used the discourse of language policy frameworks, global human capital (GHC), and equity heritage (EH). Viewed as a hegemonic discourse adversely affecting current landscapes of dual language education, GHC is demonstrated by a rise in elite bilingualism and neoliberal effects on language education, including an inclination to commodify and marketize language learning. The EH discourse is focused on language programming and support of emergent bilinguals developing multiple linguistic systems simultaneously, for heritage language maintenance and growth in English. This study critically analyzed Texas macro language policies and discourse alongside the school district's micro level implementation of these policies. Using critical policy analysis, this research explored the interpretation and implementation of Texas language policies, and their impact on language minoritized students. Analytical methods also included a critical discourse and content analysis. Findings revealed an enlightened understanding of the Texas context for the biliteracy seal …

As more Saudi individuals temporarily settle in the United States to pursue higher education, it becomes increasingly important to understand the impact this experience has on their families. The purpose of this qualitative instrumental case study was to examine Saudi mothers' experiences and motivations after transitioning to life in the United States. The main research question was: What are Saudi mothers' experiences of supporting their children maintaining and developing Arabic language skills and Islamic-Saudi identities while they are learning English and Western culture in U.S. schools? The sub-questions of the study were: Why do Saudi mothers in this study want their children to learn the Arabic language and culture? What are their concerns? What are the challenges Saudi mothers face in socializing their children to develop their Islamic-Saudi identity? What practices do mothers use to help their children preserve their Arabic language and develop the Islamic Saudi-identity while growing up in the United States? This study was conceptually framed within the theories of parenting style and acculturation. Participants in the study were five Saudi mothers pursuing higher education in Texas. Data were collected through three semi-structured interviews and four audio journals with each participant, and a focus group with the …

Using Black feminist thought and BlackCrit/critical race theory frameworks, this qualitative study examined Black educators' practices in addressing the behavior of their students in an urban school district. It utilized counternarratives and storytelling to explore the cultural dynamics at play between Black educators and their Black students. The Black educators in this study operated under several behavior systems, including positive behavioral interventions and supports (PBIS), socio-emotional learning (SEL), restorative practices (RPs), and zero tolerance policies (ZTPs). Such systems have been implemented based on research that they have the capacity to train Black students to make appropriate decisions regarding their behavior. These systems are also reinforced under the notion that they create learning spaces which promote academic achievement. Due to their own experiences and understanding about how institutional practices and disciplinary interventions result disproportionately in oppression and violence against Black students, these educators disrupted these practices and utilized cultural approaches that centered Black-ness. In doing so, they were able to address behavior and affirm Black students' well-being. The cultural approaches conceptualized as disruptive pedagogies include aspects of othermothering, otherfathering, critical caring, sermonizing, womanist caring, and Black masculine caring. An analysis of the stories and counternarratives illustrated that Black principals, counselors, and …