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.

Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Berry, Almitra L.
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Huntington Beach : Shell Educational Publishing, 2021.
Edición:Second Edition.
Colección:Professional Resources Series.
Temas:
Remedial teaching.
Slow learning children > Education.
Learning disabled children > Education.
Enseignement correctif.
Élèves à apprentissage lent > Éducation.
Enfants en difficulté d'apprentissage > Éducation.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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
  • 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?
  • 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
  • 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
  • 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
  • Page 163
  • Reflect and Act

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