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.
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Huntington Beach :
Shell Educational Publishing,
2021.
|
| Ausgabe: | Second Edition. |
| Schriftenreihe: | Professional Resources Series.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | 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. |
| Beschreibung: | Description based upon print version of record. |
| Beschreibung: | 1 online resource (258 p.). |
| ISBN: | 1087648874 9781087648873 |
Internformat
MARC
| LEADER | 00000cam a2200000Mu 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EDU-on1394117752 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr cnu|||||||| | ||
| 008 | 230826s2021 xx o ||| 0 eng d | ||
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| 020 | |a 1087648874 | ||
| 020 | |a 9781087648873 |q (electronic bk.) | ||
| 035 | |a (OCoLC)1394117752 | ||
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| 082 | 7 | |a 371.9/043 |2 23/eng/20230928 | |
| 049 | |a MAIN | ||
| 100 | 1 | |a Berry, Almitra L. |1 https://id.oclc.org/worldcat/entity/E39PCjw8RG37BYptmrQMxX6c8C |0 http://id.loc.gov/authorities/names/no2011069089 | |
| 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. | ||
| 650 | 0 | |a Remedial teaching. |0 http://id.loc.gov/authorities/subjects/sh85112781 | |
| 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 | |
| 650 | 7 | |a Remedial teaching |2 fast | |
| 650 | 7 | |a Slow learning children |x Education |2 fast | |
| 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 | |l FWS01 |p ZDB-4-EDU |q FWS_PDA_EDU |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3459829 |3 Volltext |
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL30697288 | ||
| 938 | |a EBSCOhost |b EBSC |n 3459829 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EDU | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
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|---|---|
| _version_ | 1816797231164948480 |
| adam_text | |
| any_adam_object | |
| author | Berry, Almitra L. |
| author_GND | http://id.loc.gov/authorities/names/no2011069089 |
| author_facet | Berry, Almitra L. |
| author_role | |
| author_sort | Berry, Almitra L. |
| author_variant | a l b al alb |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1029 |
| callnumber-raw | LB1029.R4 |
| callnumber-search | LB1029.R4 |
| callnumber-sort | LB 41029 R4 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EDU |
| contents | 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 |
| ctrlnum | (OCoLC)1394117752 |
| dewey-full | 371.9/043 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9/043 |
| dewey-search | 371.9/043 |
| dewey-sort | 3371.9 243 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | Second Edition. |
| format | Electronic eBook |
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| id | ZDB-4-EDU-on1394117752 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-26T14:54:17Z |
| institution | BVB |
| isbn | 1087648874 9781087648873 |
| language | English |
| oclc_num | 1394117752 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (258 p.). |
| psigel | ZDB-4-EDU |
| publishDate | 2021 |
| publishDateSearch | 2021 |
| publishDateSort | 2021 |
| publisher | Shell Educational Publishing, |
| record_format | marc |
| series | Professional Resources Series. |
| series2 | Professional Resources Series |
| spelling | Berry, Almitra L. https://id.oclc.org/worldcat/entity/E39PCjw8RG37BYptmrQMxX6c8C http://id.loc.gov/authorities/names/no2011069089 Effecting Change for Culturally and Linguistically Diverse Learners [electronic resource]. Second Edition. Huntington Beach : Shell Educational Publishing, 2021. 1 online resource (258 p.). Professional Resources Series Description based upon print version of record. 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 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. Remedial teaching. http://id.loc.gov/authorities/subjects/sh85112781 Slow learning children Education. Learning disabled children Education. Enseignement correctif. Élèves à apprentissage lent Éducation. Enfants en difficulté d'apprentissage Éducation. Learning disabled children Education fast Remedial teaching fast Slow learning children Education fast Print version: Berry, Almitra L. Effecting Change for Culturally and Linguistically Diverse Learners, 2nd Edition Ebook Huntington Beach : Shell Educational Publishing,c2021 9781087648842 Professional Resources Series. FWS01 ZDB-4-EDU FWS_PDA_EDU https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3459829 Volltext |
| spellingShingle | Berry, Almitra L. Effecting Change for Culturally and Linguistically Diverse Learners Professional Resources Series. 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 Remedial teaching. http://id.loc.gov/authorities/subjects/sh85112781 Slow learning children Education. Learning disabled children Education. Enseignement correctif. Élèves à apprentissage lent Éducation. Enfants en difficulté d'apprentissage Éducation. Learning disabled children Education fast Remedial teaching fast Slow learning children Education fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85112781 |
| title | Effecting Change for Culturally and Linguistically Diverse Learners |
| title_auth | Effecting Change for Culturally and Linguistically Diverse Learners |
| title_exact_search | Effecting Change for Culturally and Linguistically Diverse Learners |
| title_full | Effecting Change for Culturally and Linguistically Diverse Learners [electronic resource]. |
| title_fullStr | Effecting Change for Culturally and Linguistically Diverse Learners [electronic resource]. |
| title_full_unstemmed | Effecting Change for Culturally and Linguistically Diverse Learners [electronic resource]. |
| title_short | Effecting Change for Culturally and Linguistically Diverse Learners |
| title_sort | effecting change for culturally and linguistically diverse learners |
| topic | Remedial teaching. http://id.loc.gov/authorities/subjects/sh85112781 Slow learning children Education. Learning disabled children Education. Enseignement correctif. Élèves à apprentissage lent Éducation. Enfants en difficulté d'apprentissage Éducation. Learning disabled children Education fast Remedial teaching fast Slow learning children Education fast |
| topic_facet | Remedial teaching. Slow learning children Education. Learning disabled children Education. Enseignement correctif. Élèves à apprentissage lent Éducation. Enfants en difficulté d'apprentissage Éducation. Learning disabled children Education Remedial teaching Slow learning children Education |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3459829 |
| work_keys_str_mv | AT berryalmitral effectingchangeforculturallyandlinguisticallydiverselearners |