Margarita Espino Calderon, Liliana Minaya-Rowe
Preventing Long-Term ELs
Transforming Schools to Meet Core Standards
Margarita Espino Calderon, Liliana Minaya-Rowe
Preventing Long-Term ELs
Transforming Schools to Meet Core Standards
- Broschiertes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
10 keys to keeping English learners from falling through the cracks Students who struggle with English are likely to struggle with academic content throughout their school years. Many drop out. This practical guidebook
Andere Kunden interessierten sich auch für
- Nora WellingtonThe Fundamentals of Quality for Long Term Care30,99 €
- Hugh L. AtkinsonMarine Corps JROTC: Strategic Option for Long Term Force Sustainment60,99 €
- James R. ReederPrediction of Long-Term Strength of Thermoplastic Composites Using Time-Temperature Superposition60,99 €
- Paul B. ReinhardtA Long-Term United States' Energy Policy Without Venezuelan Oil60,99 €
- Regis J. BaldauffBy Deploying Weapons in Space, Is the U.S. Opening a Theater of Engagement That Could Disadvantage the U.S. in the Long Term?60,99 €
- Quincy MeadeLong Term Implementation of a 100 Percent Baggage Screening System: A Value Focused Thinking Approach60,99 €
- Byron D. NicholsonA Delphi Study Assessing Long-Term Access to Electronic Medical Records60,99 €
-
-
-
10 keys to keeping English learners from falling through the cracks Students who struggle with English are likely to struggle with academic content throughout their school years. Many drop out. This practical guidebook
Produktdetails
- Produktdetails
- Verlag: Corwin
- Seitenzahl: 178
- Erscheinungstermin: 22. Oktober 2010
- Englisch
- Abmessung: 254mm x 178mm x 10mm
- Gewicht: 347g
- ISBN-13: 9781412974165
- ISBN-10: 141297416X
- Artikelnr.: 31539466
- Verlag: Corwin
- Seitenzahl: 178
- Erscheinungstermin: 22. Oktober 2010
- Englisch
- Abmessung: 254mm x 178mm x 10mm
- Gewicht: 347g
- ISBN-13: 9781412974165
- ISBN-10: 141297416X
- Artikelnr.: 31539466
Dr. Margarita Espino Calderón, born and raised in Juárez, is a Professor Emerita/Senior Research Scientist at Johns Hopkins University. Her research and development projects have been funded by the US Department of Education, National Institutes of Health, the US Department of Labor, The Carnegie Corporation of New York, and various State Offices of Education. One of her empirical studies "The Bilingual Cooperative Integrated Reading and Composition (BCIRC)" is featured in the What Works Clearinghouse. The Carnegie Corporation of New York funded her five-year study to develop Expediting Comprehension for English Language Learners (ExC-ELL) to train math, science, social studies, language arts, and ESL teachers on integrating language, reading, and content in core content middle and high school classrooms. With a Title III National Professional Development grant, she implemented "A Whole-School Approach to Professional Development with ExC-ELL" in Loudoun County, VA. She replicated this approach in 29 schools in TX and NC. She served on the National Literacy Panel for Language Minority Children and Youth, the Carnegie Corporation of New York Panel on English Language Adolescent Literacy Panel, among other panels and national committees. She has over 100 publications on language, literacy, and professional development.
Prologue
About the Authors
Acknowledgments
1. U.S. Schools are Failing ELs: A Call for Change
2. The ELs
3. Tools For Schools: The Framework for Preventing LT-ELs
4. Instructional Program Options for ELs
5. Selecting and Teaching Academic Vocabulary / Discourse
6. Reading in the Content Areas
7. Writing Strategies for ELs and Struggling Writers
8. Engaging ELs via Cooperative Learning and Classroom Management
9. Race to the Top: What Administrators Need to Do
10. How a Middle School went from Reconstituted to Highest Performing in
Two Years: A Principal¿s Perspective
11. Systemic School Reform: Partnering to Ensure EL Success
12. LT-ELs and Core Standards
References
Index
About the Authors
Acknowledgments
1. U.S. Schools are Failing ELs: A Call for Change
2. The ELs
3. Tools For Schools: The Framework for Preventing LT-ELs
4. Instructional Program Options for ELs
5. Selecting and Teaching Academic Vocabulary / Discourse
6. Reading in the Content Areas
7. Writing Strategies for ELs and Struggling Writers
8. Engaging ELs via Cooperative Learning and Classroom Management
9. Race to the Top: What Administrators Need to Do
10. How a Middle School went from Reconstituted to Highest Performing in
Two Years: A Principal¿s Perspective
11. Systemic School Reform: Partnering to Ensure EL Success
12. LT-ELs and Core Standards
References
Index
Prologue
About the Authors
Acknowledgments
1. U.S. Schools are Failing ELs: A Call for Change
2. The ELs
3. Tools For Schools: The Framework for Preventing LT-ELs
4. Instructional Program Options for ELs
5. Selecting and Teaching Academic Vocabulary / Discourse
6. Reading in the Content Areas
7. Writing Strategies for ELs and Struggling Writers
8. Engaging ELs via Cooperative Learning and Classroom Management
9. Race to the Top: What Administrators Need to Do
10. How a Middle School went from Reconstituted to Highest Performing in
Two Years: A Principal¿s Perspective
11. Systemic School Reform: Partnering to Ensure EL Success
12. LT-ELs and Core Standards
References
Index
About the Authors
Acknowledgments
1. U.S. Schools are Failing ELs: A Call for Change
2. The ELs
3. Tools For Schools: The Framework for Preventing LT-ELs
4. Instructional Program Options for ELs
5. Selecting and Teaching Academic Vocabulary / Discourse
6. Reading in the Content Areas
7. Writing Strategies for ELs and Struggling Writers
8. Engaging ELs via Cooperative Learning and Classroom Management
9. Race to the Top: What Administrators Need to Do
10. How a Middle School went from Reconstituted to Highest Performing in
Two Years: A Principal¿s Perspective
11. Systemic School Reform: Partnering to Ensure EL Success
12. LT-ELs and Core Standards
References
Index