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Preparing Quality Educators for English Language Learners

Preparing Quality Educators for English Language Learners Author Kip Téllez
ISBN-10 9781135602932
Release 2006-08-15
Pages 216
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This volume brings together a broad range of academics, school-based educators, and policymakers to address research, policy, and practice issues related to improving the education of English language learners in U.S. schools today. It emphasizes throughout that instructional improvements cannot be achieved via curriculum alone--teachers are key to improving the education of this large and growing population of students. The focus is on the quality of preparation and development of pre-service and in-service educators. Contributors include leading educators and researchers in the field and from nationally recognized professional development programs. Their recommendations range from promising new professional development practices to radical changes in current state and federal policy. Preparing Quality Educators for English Language Learners is an important resource to help teacher educators, administrators, and policymakers address critical issues as they develop programs for English language learners.



Innovative Practices in Teacher Preparation and Graduate Level Teacher Education Programs

Innovative Practices in Teacher Preparation and Graduate Level Teacher Education Programs Author Polly, Drew
ISBN-10 9781522530695
Release 2017-12-15
Pages 720
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Educators play a significant role in the intellectual and social development of children and young adults. Thus, it is important for next-generation teachers to have a strong educational background, as it serves as the foundation to their understanding of learning processes, leadership, and best practices in the field of education. Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs presents critical and relevant research on methods by which future educators in high-level courses are equipped and instructed in order to promote the best experience in academic scholarship. Featuring discussion on a diverse assortment of topics, such as social justice for English language learners, field-based teacher education, and student satisfaction in graduate programs, this publication is directed at academicians, students, and researchers seeking modern research on the approaches taken by instructors to qualify and engage future educators.



Promoting the Educational Success of Children and Youth Learning English

Promoting the Educational Success of Children and Youth Learning English Author National Academies of Sciences, Engineering, and Medicine
ISBN-10 9780309455404
Release 2017-08-25
Pages 528
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Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELsâ€"who account for more than 9 percent of enrollment in grades K-12 in U.S. schoolsâ€"are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12.



Science Teacher Preparation in Content Based Second Language Acquisition

Science Teacher Preparation in Content Based Second Language Acquisition Author Alandeom W. Oliveira
ISBN-10 9783319435169
Release 2016-11-23
Pages 387
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The primary purpose of this book is to provide science teacher educators with exemplars of professional development programs designed to prepare school teachers to effectively help language learners in science classrooms simultaneously gain language proficiency and conceptual understanding. To this end, this book examines seventeen science teacher preparation programs that span a wide variety of grade levels (elementary, middle, and secondary), countries (Italy, Luxemburg, Spain, UK, and US), and linguistic contexts (English as a Second Language, English as a Foreign Language, trilingual classrooms, and teaching deaf children science through sign language). The book is divided into three main parts. Each part consists of chapters that illustrate a common, cross-cutting theme in science teacher preparation in content-based second language acquisition, namely pre-service teacher preparation, in-service teacher preparation, and international perspectives. Each part provides many insights on the similarities and differences in the professional development approaches used to prepare science teaching with varied amounts of instructional experience help students in different parts of the world overcome linguistic barriers while simultaneously learning concepts central to science. Bringing together researchers from various academic backgrounds (science education, TESOL, and Applied Linguistics), attention is given to varied facets of the intersection of science and language learning in the specific context of school teacher preparation.



Language Policy Processes and Consequences

Language Policy Processes and Consequences Author Dr. Sarah Catherine K. Moore
ISBN-10 9781783091966
Release 2014-06-30
Pages 184
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This book traces the recent socio-historical trajectory of educational language policy in Arizona, the state with the most restrictive English-only implementation in the US. Chapters, each representing a case study of policy-making in the state, include: • an overview and background of the English-only movement, the genesis of Structured English Immersion (SEI), and current status of language policy in Arizona; • an in-depth review of the Flores case presented by its lead lawyer; • a look at early Proposition 203 implementation in the context of broader educational ‘reform’ efforts; • examples of how early state-wide mandates impacted teacher professional development; • a presentation of how new university-level teacher preparation curricula misaligns with commonly-held beliefs about what teachers of language minority students should know and understand; • an exploration of principals’ concerns about enforcing top-down policies for SEI implementation; • an investigation of what SEI policy looks like in today’s classrooms and whether it constitutes equity; • and finally, a discussion of what the various cases mean for the education of English learners in the state.



New Teachers for a New Century

New Teachers for a New Century Author Diane Horm-Wingerd
ISBN-10 9780756708900
Release 2001-04-01
Pages 193
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Brings together for the first time what we know and what we need to know about the state of early childhood, univ.-level teacher prep. in the U.S. Fulfills 3 purposes: examines the nature and content of current early childhood prof'l. prep. programs at the pre-service level; provides a comprehensive description of what constitutes high quality early childhood prof'l. prep., and most important; drives prof'l. discussion concerning the future of prof'l. prep. at the baccalaureate level in early childhood educ. Provides critiques of contemporary practice and offers challenges for the field in preparing the next generation of early childhood educators.



Teacher Preparation for Linguistically Diverse Classrooms

Teacher Preparation for Linguistically Diverse Classrooms Author Tamara Lucas
ISBN-10 9781136911392
Release 2010-09-13
Pages 256
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Teacher educators today need knowledge and practical ideas about how to prepare all pre-service and in-service teachers (not just bilingual or ESL specialists) to teach the growing number of students in K-12 classrooms in the United States who speak native languages other than English. This book is at the forefront in focusing exclusively on the preparation of mainstream classroom teachers for this population of students. Part one provides the conceptual and contextual framework for the book, including a comprehensive discussion of relevant demographic trends and an analysis of national and state policies. Part two presents examples of initiatives in different institutional and geographic settings, highlighting three essential elements of teacher preparation: curriculum content, program design, and program coherence. Meeting a pressing need among teacher educators left to figure out, largely by trial and error, how best to prepare non-specialist classroom teachers to work with ELLs, this book both contributes to the research base and provides practical information to help readers envision possibilities they can apply in their own settings.



Choice

Choice Author
ISBN-10 UOM:39015066043368
Release 2006
Pages
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Choice has been writing in one form or another for most of life. You can find so many inspiration from Choice also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Choice book for free.



Professional community and professional development in the learning centered school

Professional community and professional development in the learning centered school Author Judith Warren Little
ISBN-10 STANFORD:36105123596335
Release 2006-06-30
Pages 26
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Professional community and professional development in the learning centered school has been writing in one form or another for most of life. You can find so many inspiration from Professional community and professional development in the learning centered school also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Professional community and professional development in the learning centered school book for free.



Primary School English language Education in Asia

Primary School English language Education in Asia Author Bernard Spolsky
ISBN-10 9780415534062
Release 2012
Pages 151
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"In Asia, English is no longer a foreign language but a key resource for education, government, business and the general public. Whereas thirty years ago, British and American experts believed that the best way to improve the quality of English teaching was to cancel any programs below the secondary level, Asian nations as well as European are now introducing English in primary school. But there are major obstacles to overcome: the training of enough local teachers or the hiring of English speakers, the preparation of suitable teaching materials, the development of useful tests, and the design of workable curriculums. The chapters in this book, written by leading English-teaching professionals in seven Asian countries and originally delivered at the 2010 annual conference of Asia TEFL which took place in Hanoi, Vietnam, describe and analyze national policies and how they are implemented. The coverage is wide: China with its huge number of students learning English, Japan working to make the transition from elementary to secondary school seamless, Singapore continuing to use English as medium of instruction for its multilingual population, Korea developing English education policies to recognize the increased role of English alongside the national language, India building on its colonial past to make English an economic resource, Vietnam fitting English into a program of national rebuilding, and Taiwan spreading its English teaching outside the national capital. This is not a report of the views of outside experts, but of local experiences understood by local scholars of international standing. Policy makers, educators, researchers and scholars will be able to gain valuable insights from Asian experts"--



A Companion to Research in Teacher Education

A Companion to Research in Teacher Education Author Michael A. Peters
ISBN-10 9789811040757
Release 2017-05-31
Pages 850
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This state-of-the-art Companion assembles and assesses the extant research available on teacher education and provides clear guidelines on future directions. It addresses an important need in a collection that will be of value for teachers, teacher educators, policymakers and politicians. There has been little sustained, long-term or systematic research to provide empirical support for the broad aspects of teacher education policy, largely because such research has been chronically underfunded and based on traditional practitioner knowledge. Many of the changes to teacher education are contentious and yet are occurring in rapid succession. These policies and movements have important consequences for education, teacher quality and the future of the teaching profession. At the same time, the policies and initiatives that support these changes seem to be based more on ideology, business interests and tradition than on research and empirical findings. The nature, quality and effectiveness of teacher preparation have increasingly become a central focus for education policy worldwide in a fiercely argued debate among governments, think-tanks, world policy agencies, education researchers and teacher organisations.



Preparing Teachers

Preparing Teachers Author National Research Council
ISBN-10 0309157552
Release 2010-06-25
Pages 234
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Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.



Evidence and Public Good in Educational Policy Research and Practice

Evidence and Public Good in Educational Policy  Research and Practice Author Mustafa Yunus Eryaman
ISBN-10 9783319588506
Release 2017-07-19
Pages 220
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This volume draws together interdisciplinary approaches from political philosophy, social work, medicine and sociology to analyze the theoretical foundations and practical examples of evidence-based and evidence-informed education for the public good. It presents a range of conceptions of the evidence-based and evidence-informed education and a justification for why the particular examples or issues chosen fit within that conception for the sake of public good. It explores the current literature on evidence-based and evidence-informed educational policy, research and practice, and introduces a new term, ‘evidence free’, meaning actions of some policymakers who disregard or misuse evidence for their own agenda. The demands about the quality and relevance of educational research to inform the policy and practice have been growing over the past decade in response to the Evidence-Based Education movement. However the literature is yet to tackle the question of the interrelationships between evidence, research, policy and practice in education for the public good in an international context. This book fills that gap.



New teachers for a new century

New teachers for a new century Author National Institute on Early Childhood Development and Education (U.S.)
ISBN-10 PURD:32754071529733
Release 2000-03-01
Pages 193
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Brings together for the first time what we know and what we need to know about the state of early childhood, univ.-level teacher prep. in the U.S. Fulfills 3 purposes: examines the nature and content of current early childhood prof'l. prep. programs at the pre-service level; provides a comprehensive description of what constitutes high quality early childhood prof'l. prep., and most important; drives prof'l. discussion concerning the future of prof'l. prep. at the baccalaureate level in early childhood educ. Provides critiques of contemporary practice and offers challenges for the field in preparing the next generation of early childhood educators.



The British National Bibliography

The British National Bibliography Author Arthur James Wells
ISBN-10 UOM:39015066099238
Release 2006
Pages
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The British National Bibliography has been writing in one form or another for most of life. You can find so many inspiration from The British National Bibliography also informative, and entertaining. Click DOWNLOAD or Read Online button to get full The British National Bibliography book for free.



Contemporary Perspectives on Language and Cultural Diversity in Early Childhood Education

Contemporary Perspectives on Language and Cultural Diversity in Early Childhood Education Author Olivia Saracho
ISBN-10 9781607524182
Release 2010-04-01
Pages 283
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The purpose of the book series is to present reviews of current research in specific areas of early childhood education. Each volume is devoted to a particular area of the field. Within each volume scholars present reviews of research on particular aspects of the field of early childhood education. Each chapter summarizes the current research and provides an extended set of references which will facilitate readers in furthering their inquiries into research in that area. All contributions to each volume are juried, with an Editorial Board and additional scholars reviewing the draft chapters, suggesting ways that the chapters could be improved , and finally recommending them for publication. This process insures the quality of the contributions to the chapter and avoids the possibility of bias in the work. Recent findings suggest that young children’s learning experiences are critical to their learning development, which has attracted the attention of researchers, scholars, and policy makers. Interest has focused on the early childhood policy and practice that can help improve the academic paths of children in poverty. Many of these children are from linguistically and culturally diverse families. The purpose of this volume is to review and summarize the current state of knowledge related to linguistically and culturally diverse children. It expanded cultural diversity to include social justice which can contribute knowledge in providing effective teacher preparation programs and high quality programs for linguistically and culturally diverse children.



Advancing Scientific Research in Education

Advancing Scientific Research in Education Author Committee on Research in Education
ISBN-10 9780309093217
Release 2004-12-22
Pages 136
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Transforming education into an evidence-based field depends in no small part on a strong base of scientific knowledge to inform educational policy and practice. Advancing Scientific Research in Education makes select recommendations for strengthening scientific education research and targets federal agencies, professional associations, and universities—particularly schools of education—to take the lead in advancing the field.