Description: Inclusive Pedagogy for English Language Learners by Lorrie Stoops Verplaetse, Naomi Migliacci In this Handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system. FORMAT Paperback LANGUAGE English CONDITION Brand New Publisher Description In this Handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system. Responding to current state and federal mandates that require educators to link their practices to sound research results, it is designed to help educators to define, select, and defend realistic educational practices that include and serve well their English language learning student populations. A critical and distinctive feature of this volume is its non-technical language that is accessible to general educators who have not been trained in the fields of second-language development and applied linguistics. Each chapter begins with a thorough discussion of the recommended practices, followed by a description of the research that supports these practices. The rigor of reported research is contained, but this research is written in a lay persons terminology, accompanied by bibliographies for readers who wish to read about the research in technical detail. The volume is structured around four themes:• In the Elementary Classroom• In the Middle and Secondary Classroom• School and Community Collaboration• School and District Reform. Inclusive Pedagogy for English Language Learners is intended for current and future educational administrators, all educators who have a keen interest in school reform at the classroom, school, or district level, and staff developers, policy makers, parents and community groups, and anyone interested in the successful education of linguistically and culturally diverse students. Author Biography Verplaetse, Lorrie Stoops; Migliacci, Naomi Table of Contents Contents: Preface. L.S. Verplaetse, N. Migliacci, Inclusive Pedagogy: An Introduction. Part I:In the Elementary Classroom. Editors Introduction. M.E. Brisk, D.A. Horan, E. MacDonald, A Scaffolded Approach to Learning to Write. J. Willett, R. Harman, A. Hogan, M.E. Lozano, J. Rubeck, Transforming Standard Practices to Serve the Social and Academic Learning of English Language Learners. J. Yedlin, Pedagogical Thinking and Teacher Talk in a First Grade ELL Classroom. R.C. Parker, Integrating Test Tasks Into Everyday Classroom Activities: A Coachs Report on Collaborative Action Research Teams. Part II: In the Secondary Classroom. Editors Introduction. A. Walqui, The Development of Teacher Expertise to Work With Adolescent English Learners: A Model and a Few Priorities. L.S. Verplaetse, N. Migliacci, Making Mainstream Content Comprehensible Through Sheltered Instruction. L.S. Verplaetse, Developing Academic Language Through an Abundance of Interaction. L. Harklau, Through and Beyond High School: Academic Challenges and Opportunities for College-Bound Immigrant Youth. Part III:School and Community Organization. Editors Introduction. A. Colón, Community Based Organizations: Partnerships for Student Success. N. Migliacci, High School and University Partnerships: The Strengths and Challenges for ELLs. D. Wei, Activist Organization and Parental Engagement in Philadelphias Chinatown. Part IV:District and School Reform. Editors Introduction. M. Coady, E.T. Hamann, M. Harrington, M. Pacheco, S. Pho, J. Yedlin, Successful Schooling for ELLs: Principles for Building Responsive Learning Environments. T.Z. Miranda, Bilingual Education for All Students: Still Standing After All These Years! G.P. De George, Is It Language or Is It Special Needs? Appropriately Diagnosing English Language Learners Having Achievement Difficulties. E.T. Hamann, Meeting the Needs of ELLs: Acknowledging theSchism Between ESL/Bilingual and "Mainstream" Teachers and Illustrating That Problems Remedy. N. Migliacci, L.S. Verplaetse, Inclusive Pedagogy in a Mandate-Driven Climate. Long Description In this handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system. Responding to current state and federal mandates that require educators to link their practices to sound research results, it is designed to help educators to define, select, and defend realistic educational practices that include and serve well their English language learning student populations. A critical and distinctive feature of this volume is its non-technical language that is accessible to general educators who have not been trained in the fields of second-language development and applied linguistics. Each chapter begins with a thorough discussion of the recommended practices, followed by a description of the research that supports these practices. The rigor of reported research is contained, but this research is written in a lay persons terminology, accompanied by bibliographies for readers who wish to read about the research in technical detail. The volume is structured around four themes: -In the Elementary Classroom; -In the Middle and Secondary Classroom; -School and Community Collaboration; and -School and District Reform. "Inclusive Pedagogy for English Language Learners "is intended for current and future educational administrators, all educators who have a keen interest in school reform at the classroom, school, or district level, and staff developers, policy makers, parents and community groups, and anyone interested in the successful education oflinguistically and culturally diverse students. Details ISBN0805857206 Short Title INCLUSIVE PEDAGOGY FOR ENGLISH Language English ISBN-10 0805857206 ISBN-13 9780805857207 Media Book Format Paperback Illustrations Yes Year 2007 Country of Publication United States Edited by Lorrie Stoops Verplaetse Edition 1st Author Naomi Migliacci Affiliation Southern Connecticut State University, USA Subtitle A Handbook of Research-Informed Practices DOI 10.1604/9780805857207 AU Release Date 2007-09-19 NZ Release Date 2007-09-19 US Release Date 2007-09-19 UK Release Date 2007-09-19 Place of Publication New York Pages 380 Publisher Taylor & Francis Inc Publication Date 2007-09-19 Alternative 9780805857191 DEWEY 372.6521 Audience Professional & Vocational Imprint Routledge We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:159740568;
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ISBN-13: 9780805857207
Book Title: Inclusive Pedagogy for English Language Learners
Number of Pages: 380 Pages
Language: English
Publication Name: Inclusive Pedagogy for English Language Learners: a Handbook of Research-Informed Practices
Publisher: Taylor & Francis Inc
Publication Year: 2007
Subject: Education
Item Height: 254 mm
Item Weight: 658 g
Type: Textbook
Author: Naomi Migliacci, Lorrie Stoops Verplaetse
Item Width: 178 mm
Format: Paperback