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Effecting Change for Culturally and Linguistically Diverse Learners
Learn how to close the provision gap for culturally and linguistically diverse learners. This completely revised second edition introduces a new five-step framework that focuses on academic achievement and equity for all students.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Huntington Beach :
Shell Educational Publishing,
2021.
|
| Edición: | Second Edition. |
| Colección: | Professional Resources Series.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
| LEADER | 00000cam a2200000Mu 4500 | ||
|---|---|---|---|
| 001 | EBOOKCENTRAL_on1394117752 | ||
| 003 | OCoLC | ||
| 005 | 20240329122006.0 | ||
| 006 | m o d | ||
| 007 | cr cnu|||||||| | ||
| 008 | 230826s2021 xx o ||| 0 eng d | ||
| 040 | |a EBLCP |b eng |c EBLCP |d N$T |d OCLCO |d OCLCF | ||
| 020 | |a 1087648874 | ||
| 020 | |a 9781087648873 |q (electronic bk.) | ||
| 035 | |a (OCoLC)1394117752 | ||
| 050 | 4 | |a LB1029.R4 | |
| 082 | 0 | 4 | |a 371.9/043 |2 23/eng/20230928 |
| 049 | |a UAMI | ||
| 100 | 1 | |a Berry, Almitra L. | |
| 245 | 1 | 0 | |a Effecting Change for Culturally and Linguistically Diverse Learners |h [electronic resource]. |
| 250 | |a Second Edition. | ||
| 260 | |a Huntington Beach : |b Shell Educational Publishing, |c 2021. | ||
| 300 | |a 1 online resource (258 p.). | ||
| 490 | 1 | |a Professional Resources Series | |
| 500 | |a Description based upon print version of record. | ||
| 505 | 0 | |a Cover -- Page 2 -- Credits -- Page 5 -- Table Of Contents -- Page 8 -- List of Figures -- Page 11 -- Forewords -- Page 13 -- Introduction -- Page 14 -- About This Second Edition -- Page 17 -- Chapter 1: Building and Activating Our Own Schema -- Page 18 -- Defining the Culturally and Linguistically Diverse Learner -- Page 23 -- Linguistic Diversity's Impact on Teaching and Learning -- Page 27 -- How Demographic Shifts Impact Schools and Classrooms -- Page 32 -- Time to Shift to a Focus on Equity -- Page 35 -- Conclusion -- Page 38 -- Reflect and Act | |
| 505 | 8 | |a Page 39 -- Chapter 2: The Root of Persistent, Pervasive Achievement Gaps -- Page 43 -- The Soft Bigotry of Low Expectations -- Page 46 -- Taking Responsibility for Learners' Achievement -- Page 47 -- A Moral-Obligation Approach to Instruction -- Page 48 -- What Scientific Research Tells Us -- Page 51 -- Seven Theories of Reading Instruction -- Page 63 -- Choose the Right Approach -- Page 67 -- Conclusion -- Page 68 -- Reflect and Act -- Page 69 -- Chapter 3: The Importance of a Rigorous English Language Arts Core -- Page 74 -- Scientifically Based, Evidenced, and Validated: What's the Difference? | |
| 505 | 8 | |a Page 76 -- The Role of Technology-Based Personalized Learning -- Page 76 -- What Works Is Not Whatever Works for Some but Maybe Not All -- Page 78 -- Navigating Core Reading Instruction -- Page 82 -- Conclusion -- Page 83 -- Reflect and Act -- Page 85 -- Chapter 4: Screen for Problems, Monitor Progress,and Project Trajectories -- Page 86 -- Struggling with Reading Is Persistent and Pervasive -- Page 89 -- Assessing Assessment -- Page 92 -- The Basics of Assessment in CARTI -- Page 101 -- The Roles of Assessment, Data, and Annual Progress Measurement | |
| 505 | 8 | |a Page 102 -- Teacher Observation as Assessment: Protocol or Pitfall? -- Page 103 -- Get Tech-Savvy -- Page 104 -- Conclusion -- Page 105 -- Reflect and Act -- Page 107 -- Chapter 5: Instruction, Intervention, Standards,and the Focus on Learner Achievement -- Page 109 -- Instruct or Intervene? The Classroom Teacher as First Responder -- Page 114 -- It Takes a Village: The School Community's Role in Holistic Support -- Page 115 -- State Standards: Rigor or Rigmarole? -- Page 122 -- Conclusion -- Page 122 -- Reflect and Act -- Page 125 -- Chapter 6: Intensive Small-Group Instruction | |
| 505 | 8 | |a Page 126 -- Beyond the Core: The Plan for Action -- Page 127 -- The Instructional Value of Smaller Groups -- Page 131 -- The Six Phases of Data-Driven Decision Making -- Page 139 -- The Role of Technology-Based Personalized Learning -- page 141 -- Conclusion . -- Page 141 -- Reflect and Act -- Page 143 -- Chapter 7: Teaching English as an Academic Language -- page 145 -- History of the Divide -- Page 147 -- Why This History Matters -- Page 148 -- Language Acquisition and Time to Proficiency: BICS and CALP -- Page 153 -- What Is Involved in a Language Proficiency Assessment? . -- Page 162 -- Conclusion | |
| 505 | 8 | |a Page 163 -- Reflect and Act | |
| 520 | |a Learn how to close the provision gap for culturally and linguistically diverse learners. This completely revised second edition introduces a new five-step framework that focuses on academic achievement and equity for all students. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 650 | 0 | |a Remedial teaching. | |
| 650 | 0 | |a Slow learning children |x Education. | |
| 650 | 0 | |a Learning disabled children |x Education. | |
| 650 | 6 | |a Enseignement correctif. | |
| 650 | 6 | |a Élèves à apprentissage lent |x Éducation. | |
| 650 | 6 | |a Enfants en difficulté d'apprentissage |x Éducation. | |
| 650 | 7 | |a Learning disabled children |x Education. |2 fast |0 (OCoLC)fst00994943 | |
| 650 | 7 | |a Remedial teaching. |2 fast |0 (OCoLC)fst01094408 | |
| 650 | 7 | |a Slow learning children |x Education. |2 fast |0 (OCoLC)fst01121156 | |
| 776 | 0 | 8 | |i Print version: |a Berry, Almitra L. |t Effecting Change for Culturally and Linguistically Diverse Learners, 2nd Edition Ebook |d Huntington Beach : Shell Educational Publishing,c2021 |z 9781087648842 |
| 830 | 0 | |a Professional Resources Series. | |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=30697288 |z Texto completo |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL30697288 | ||
| 938 | |a EBSCOhost |b EBSC |n 3459829 | ||
| 994 | |a 92 |b IZTAP | ||