Teaching Performance Expectations for Educating English Learners

Author: María V. Balderrama,Lynne T. Díaz-Rico

Publisher: Allyn & Bacon

ISBN: N.A

Category: Education

Page: 350

View: 3803

Teacher Performance Expectations for Educating English Learners addresses the needs of elementary and secondary teachers in multilingual classrooms, including second-language learning across multiple academic subjects. Renowned authors María V. Balderrama and Lynne Díaz-Rico provide in a single volume the techniques necessary to prepare teachers and other professionals to teach speakers of other languages and cultural backgrounds. This timely text is designed to be a comprehensive source of teaching techniques and effective educational practices, particularly those that meet California's standardized Teacher Performance Assessment that prospective teachers must take. This book specifically addresses those standards by presenting explicit expectations that challenge teachers in multilingual, multiethnic classrooms. Subscribing to a teaching approach that respects and builds second-language skills upon a foundation of native-language proficiency, Teacher Performance Expectations for Educating English Learners contains the most up-to-date techniques currently available for promoting linguistic proficiency and features multiple effective teaching methods for the educator of English learners. The main tenet of the book is that successful English language learning results from a combination of rich, interesting content instruction and a fast-moving, engaging curriculum.
Posted in Education

Approaches to Inclusive English Classrooms

A Teacher's Handbook for Content-Based Instruction

Author: Kate Mastruserio Reynolds

Publisher: Multilingual Matters

ISBN: 1783093331

Category: Education

Page: 304

View: 6787

This accessible guide takes a critical approach towards content-based instruction methods, effectively bridging the gap between theory and practice in order to equip teachers with the necessary information to make an informed decision about best practices for an inclusive classroom. This book is an important resource for both general educators and ESL teachers working within an English learner inclusion environment.
Posted in Education

Approaches to Inclusive English Classrooms

A Teacher’s Handbook for Content-Based Instruction

Author: Dr. Kate Mastruserio Reynolds

Publisher: Multilingual Matters

ISBN: 1783093358

Category: Education

Page: 285

View: 3875

This book provides educators with an accessible guide to best practices concerning content-based instruction (CBI) models and their use in English learner inclusive classrooms. The author effectively bridges the gap between theory and practice with a critical analysis of practical examples and diverse strategies for the inclusion of English learners into K-12 general education courses. The book also raises controversial questions regarding who is qualified to teach English learners and who is responsible for doing so, looking at the difficulties faced by both general educators and ESL teachers in Inclusive Classrooms. By providing a lens through which both ESL teachers and general educators are able to analyze, compare and contrast a range of widely-employed CBI methods, this book allows teachers to make informed decisions in their EL program development and work with English learners in K-12 schools.
Posted in Education

Science for English Language Learners

Developing Academic Language Through Inquiry-Based Instruction

Author: Eugenia Mora-Flores,Dolores Beltran,Lilia Sarmiento

Publisher: Shell Education

ISBN: 9781425808594

Category: Education

Page: 352

View: 648

Perfect for K-12 English language learners classrooms, this professional resource demonstrates how academic language can and should be developed during science instruction. It provides rich strategies and ideas for academic language development in science for English language learners while demonstrating the 5E model of instruction-Engage, Explore, Explain, Extend, and Evaluate. Filled with great stories and vignettes, teachers will enjoy reading this book while learning how to develop students' language abilities in science and improve English language learners' content knowledge. This resource helps teachers understand further how to model, activate prior knowledge, question, and explicitly develop students' language abilities.
Posted in Education

University English for Academic Purposes in China

A Phenomenological Interview Study

Author: Xiaofei Rao

Publisher: Springer

ISBN: 9811306478

Category: Education

Page: 205

View: 6395

This book uses an in-depth, phenomenological interview approach to explain the generational characteristics of today’s Chinese university youths and the critical dispositions they believe indispensable in acquiring English as an academic language in and outside school settings. By presenting the authentic voices of the recruited participants, the book clarifies how English for academic purposes (EAP), as an emerging global phenomenon and a research-informed practice, enables and empowers them for conscious self-transformation and critical awareness development through language study. The book also explores issues arising in the fields of general English language teaching as well as traditional and critical EAP, and discusses university English language learners’ learning needs and rights. The book further promotes a dynamic and transformative University EAP pedagogy of particularity, practicality, and possibility moving from the oppression of language education to its liberation, and the increasing critical consciousness among the present and future university youths in a time of great social changes.
Posted in Education

Words Were All We Had

Becoming Biliterate Against the Odds

Author: María de la Luz Reyes

Publisher: Teachers College Press

ISBN: 0807751804

Category: Language Arts & Disciplines

Page: 174

View: 7465

This engaging collection examines the personal narratives of a select group of well-respected educators who attained biliteracy when they were young students, and in the era before bilingual education. These autobiographical accounts celebrate and make visible a linguistic potential that has been largely ignored in schools—the inextricable and emotional ties that Latinos have to Spanish. The authors offer teachers important lessons about the individual potential of their Latino students. These stories of tenacity and resilience offer hope for a new generation of bilingual learners who are too often forced to choose between English and their native language.
Posted in Language Arts & Disciplines

Evaluating ALL Teachers of English Learners and Students With Disabilities

Supporting Great Teaching

Author: Diane Staehr Fenner,Peter Kozik,Ayanna Cooper

Publisher: Corwin Press

ISBN: 1483394204

Category: Education

Page: 272

View: 4877

Unique Student Strengths and Needs Require Unique Teacher Evaluation Methods. Teacher evaluation should never be used in a “one-size-fits-all” manner, especially when evaluating all teachers who work with English Learners (ELs) and students with disabilities. Evaluations of all teachers who work with diverse learners require unique considerations. Such considerations are precisely what you’ll learn in this comprehensive, action-oriented book. Backed by research and case studies, the authors detail: Four Principles for Inclusive Teacher Evaluation of diverse learners compatible with the Danielson and Marzano frameworks Specialized “look-fors” evaluators can use and adapt to recognize effective teaching of diverse learners Strategies for coaching teachers who need more support reaching diverse learners
Posted in Education

Educating Latino Boys

An Asset-Based Approach

Author: David Campos

Publisher: Corwin Press

ISBN: 1452284288

Category: Education

Page: 272

View: 5761

Bring out the best in your male Latino students! Largely misunderstood and often underserved, Latino boys miss out on key academic opportunities that hinder their achievement and success in school and beyond. Educator David Campos, a champion of higher education for Latino boys, provides strategies to promote success for Latino boys. This book demonstrates how to: Enhance engagement and achievement by addressing Latino boys' needs Explore personal and school-wide beliefs to better understand how to serve this population Develop strategies for motivating Latino boys to pursue higher education Address challenges that Latino boys face in the home and at school
Posted in Education

Handbook of Intellectual Styles

Preferences in Cognition, Learning, and Thinking

Author: Robert J. Sternberg, PhD,Dr. Li-Fang Zhang, PhD,Stephen Rayner, PhD

Publisher: Springer Publishing Company

ISBN: 0826106684

Category: Psychology

Page: 448

View: 2351

"[B]ecause of the thoroughness of the literature reviews and the comprehensive coverage of the chapter topics, [this book] should be required reading for any scholar working in related areas of personality or intelligence."--PsycCRITIQUES ìThis book is a masterly attempt to bring order and cohesion to a field that for many years has been riven with claims and counterclaims. The editors and authors are to be congratulated for addressing a very complex task so helpfully.î John Biggs, PhD Honorary Professor of Psychology University of Hong Kong ìIf you are interested in intellectual stylesópeopleís preferred ways of processing informationóthen this book belongs on your bookshelf.î Richard E. Mayer, PhD Professor of Psychology University of California, Santa Barbara ìFor more than half a century, the construct of styleówhether designated as cognitive, thinking or learningóhas been in or out of fashion in the history of psychology and education. The editors of the present Handbook have invigorated the style construct in the form of intellectual styles, and have brought together a distinguished international panel of chapter authors who offer up-to-date surveys of the assessment, development, correlates, and educational and organizational applications of intellectual styles. For those seeking to familiarize themselves with current theory and research in an intellectually exciting field, the present Handbook is essential.î Nathan Kogan, PhD Professor Emeritus, Department of Psychology New School for Social Research, New York, NY The concept of intellectual styles has had a controversial history based on diverse philosophical and theoretical foundations. Most recently, the idea of intellectual stylesóan umbrella term that covers such closely related constructs as ìcognitive styles,î ìlearning styles,î ìteaching styles,î and ìthinking stylesîóhas gained momentum as an explanation for why different people succeed in different professional and organizational settings. Previously, it was thought that high-achievers simply had more innate abilities than their less successful peers, but research has shown that individuals have different intellectual styles that are better suited for varying types of contexts and problems. Based on the most current and expansive research, this handbook is the first to provide a comprehensive review of research on the construct of intellectual style, from its foundations and development, to its relations to allied constructs, its roles in school and job performance, its applications in various populations, and its future.. This understanding of intellectual styles as a valid concept for both individuals and groups has far-reaching implications for researchers in cross-cultural psychology, multicultural education, organizational behavior and work performance, and many other academic disciplines, as well as practitioners in education and beyond. Key Features: Provides a comprehensive review of intellectual styles from multiple perspectives Written for students and scholars in diverse academic arenas, as well as practitioners in education and other fields Includes contributions from researchers from diverse disciplines, such as psychology, business, education, and health sciences
Posted in Psychology

Learning Styles and Strategies

Author: Sabrina Habermann

Publisher: GRIN Verlag

ISBN: 3656522529

Category: Foreign Language Study

Page: 20

View: 7193

Studienarbeit aus dem Jahr 2011 im Fachbereich Englisch - Pädagogik, Didaktik, Sprachwissenschaft, Note: 1,5, Pädagogische Hochschule Heidelberg, Sprache: Deutsch, Abstract: Inclusion, a highly charged issue in today's school policy debates. However, this topic is not only important concerning students having a migration background or disabilities, but also in terms of different learning styles and strategies a learner brings to class. The previous belief in a homogeneous learning group has to be reconsidered, due to the fact that each child has its own talents and abilities. An inclusive school does not mean that all students are treated equally. It is much more important to take the learners' distinctive features into account and to give students the opportunity to improve their skills by discovering their own learning style and strategies. Especially in terms of foreign language acquisition, it is crucial for teachers to know about the learners' different learning styles, so that they are able to offer them alternative ways of learning and therefore, adapting the learning process itself. To aim this goal, teachers have to be researchers and specialists in terms of learning styles as well as learning strategies. Firstly, this paper aims to give insights into two different views of the concept “learning styles”. Furthermore, two possibilities of raising consciousness about these styles will be shown. Due to the dependence between style preferences and strategy use the six different learning strategies are discussed in detail before some textbooks are analysed regarding their explicit use and awareness – raising of language learning strategies.
Posted in Foreign Language Study

Wie kleine Kinder schlau werden

selbständiges Lernen im Alltag

Author: John Caldwell Holt

Publisher: Beltz

ISBN: 9783407228550

Category:

Page: 232

View: 7895

Ausgehend von der Beobachtung des kindlichen Spielens erläutert der Autor, wie Kinder denken und lernen.
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Becoming a Legendary Teacher

To Instruct and Inspire

Author: William Freeman,David Scheidecker

Publisher: Corwin Press

ISBN: 1412954800

Category: Education

Page: 274

View: 2497

Examining key characteristics that make teachers extraordinary, this resource demonstrates how educators can motivate students and create positive classroom environments.
Posted in Education

An Intercultural Approach to English Language Teaching

Author: Prof. John Corbett

Publisher: Multilingual Matters

ISBN: 1847699790

Category: Language Arts & Disciplines

Page: 240

View: 7345

Intercultural language education has redefined the modern languages agenda in Europe and North America. Now intercultural learning is also beginning to impact on English Language Teaching. This accessible book introduces teachers of EFL to intercultural language education by describing its history and theoretical principles, and by giving examples of classroom tasks.
Posted in Language Arts & Disciplines

Learning to Lead Together

The Promise and Challenge of Sharing Leadership

Author: Janet H. Chrispeels

Publisher: SAGE

ISBN: 0761928863

Category: Education

Page: 389

View: 1398

Through real-life single and multiple case studies, Learning to Lead Together addresses how principals and their staffs struggle with the challenge of shared leadership, how they encourage teacher growth and development, and how shared leadership can lead to higher levels of student learning. The cases show how shared leadership, a powerful adaptive change, is socially constructed across contexts and evolves as teachers and principals learn how to work together. The book also illustrates how principal preparation and professional development programs that utilize problem-based learning and provide opportunities for genuine collaboration with colleagues can provide school leaders with the skills they need to share leadership and accountability effectively.
Posted in Education

Pedagogy and the Shaping of Consciousness

Linguistic and Social Processes

Author: Frances Christie

Publisher: A&C Black

ISBN: 1441138048

Category: Education

Page: 296

View: 5765

Basil Bernstein began to develop his theory of social structure and power relations during the 1950s and 1960s. Early in the 1960s he met M. A. K. Halliday and Ruqaiya Hasan, who were developing the first formulations of what would become known as systemic functional (SF) linguistic theory. A far-reaching dialogue began. Bernstein recognized the significant role that language plays in the construction of social experience and social inequality. Halliday and Hasan were actively seeking a theory of language that would explain the nature of the social. In different ways, they acknowledged the powerful role of language in the social construction of experience. Their resulting enquiries brought both theories and scholars into dialogue. Contributors to this volume (including Hasan and Bernstein) continue this dialogue in a range of papers that draw on both SF linguistic theory (with special reference to genre) and Bernstein's sociological theory, particularly with reference to his later work on pedagogic device and pedagogic discourse. Several authors describe the influence of these theories on classroom practice, including English and mathematics, and literacy teaching in indigenous schools. Pedagogy and the Shaping of Consciousness is an important contribution to the explication of the two theories, the dialogue which they continue to provoke, and their contribution to the provision of more equal access to education.
Posted in Education

School Connections

U.S. Mexican Youth, Peers, and School Achievement

Author: Margaret A. Gibson,Patricia C. Gandara,Jill Peterson Koyama

Publisher: Teachers College Press

ISBN: 9780807744376

Category: Education

Page: 210

View: 7597

This collection examines the ongoing social dynamic between peer realtions and academic achievement. Prominent scholars present six new studies and recommendations for policy and practice. The contributors are: Livier F. Bejinex, Diane Friedlaender, Nicole Hidalgo, Dianna Gutierres-Becha, Clayton A. Hurd, Heather Lewis-Charp, Susan O'Hara, Jason Duque Raley, Cony Rolon, Ricardo D. Stanton-Salazar, James Diego Vigil, and Hanh Cao Yu.
Posted in Education

Common Core for the Not-So-Common Learner, Grades 6-12

Author: Andrea Honigsfeld,Maria G. Dove

Publisher: Corwin Press

ISBN: 1452257817

Category: Education

Page: 280

View: 6048

Offers advice, tools, and strategies to build struggling learners' language skills.
Posted in Education

Understanding and Using Reading Assessment, K–12, 3rd Edition

Author: Peter Afflerbach

Publisher: ASCD

ISBN: 1416625046

Category: Education

Page: 288

View: 1709

Why do we assess reading? What do we assess when we assess reading? How, where, and when do we assess reading? Reading instruction and assessment expert Peter Afflerbach addresses these questions and much more in the 3rd edition of Understanding and Using Reading Assessment, K–12. Using the CURRV model to evaluate reading assessment methods—including reading inventories, teacher questioning, performance assessment, and high-stakes reading tests—Afflerbach considers the consequences and usefulness of each method, the roles and responsibilities of key stakeholders, and the reliability and validity of the assessments. In addition, he examines four important but often overlooked aspects of reading assessment: • Assessment accommodation for English-language learners and students with special needs • Assessment of noncognitive aspects of reading, such as motivation, engagement, self-concept, and self-efficacy • The use of formative and summative assessment • The importance of self-assessment in building reading independence The book provides detailed case studies from all grade levels to illustrate reading assessment done well. It also includes 15 reproducible forms and checklists that teachers and administrators can use to optimize their reading assessment efforts. Students are expected to read increasingly complex texts and to complete increasingly complex reading-related tasks to demonstrate their growth as readers. This book offers teachers and administrators alike a clear path to helping students meet those expectations. This book is a co-publication of ASCD and ILA. New to the 3rd edition: • New chapter “Formative and Summative Assessment” • Three significantly revised chapters—Performance Assessment; Assessment Accommodation for English Learners and Students With Special Needs ("Accommodation and Reading Assessment" in 2nd edition); Assessing "the Other": Important Noncognitive Aspects of Reading • Fifteen reproducible and downloadable forms and checklists
Posted in Education