A profile of policies and practices for limited English proficient students screening methods, program support, and teacher training (SASS 1993-94) PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A profile of policies and practices for limited English proficient students screening methods, program support, and teacher training (SASS 1993-94) PDF full book. Access full book title A profile of policies and practices for limited English proficient students screening methods, program support, and teacher training (SASS 1993-94) by . Download full books in PDF and EPUB format.
Author:
Publisher: DIANE Publishing
ISBN: 1428927697
Category :
Languages : en
Pages : 64
Get Book Here
Book Description
Author:
Publisher: DIANE Publishing
ISBN: 1428927697
Category :
Languages : en
Pages : 64
Get Book Here
Book Description
Author: Mei Han
Publisher:
ISBN:
Category : Education, Bilingual
Languages : en
Pages : 72
Get Book Here
Book Description
Author: United States Commission on Civil Rights
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages : 252
Get Book Here
Book Description
This report focuses on issues relating to the development and implementation of educational programs for and placement of national origin minority students identified as having limited English proficiency. It examines the present-day barriers that prevent students with limited English proficiency from having an equal opportunity to participate in educational programs. The report evaluates and analyzes the Office for Civil Rights' (OCR) implementation, compliance, and enforcement effort for Title VI of the Civil Rights Act of 1964 and Lau v. Nichols.
Author:
Publisher: DIANE Publishing
ISBN: 1428926615
Category :
Languages : en
Pages : 338
Get Book Here
Book Description
Author: United States Commission on Civil Rights
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages : 252
Get Book Here
Book Description
Author: United States Commission on Civil Rights
Publisher:
ISBN:
Category : Educational equalization
Languages : en
Pages : 260
Get Book Here
Book Description
Author:
Publisher: DIANE Publishing
ISBN: 1428927646
Category :
Languages : en
Pages : 112
Get Book Here
Book Description
Author: Renee Bradley
Publisher: Taylor & Francis
ISBN: 1135627649
Category : Education
Languages : en
Pages : 879
Get Book Here
Book Description
Identification of Learning Disabilities: Research to Practice is the remarkable product of a learning disabilities summit conference convened by the Office of Special Education Programs (OSEP) in August 2001 and the activities following that summit. Both the conference and this book were seen as important preludes to congressional reauthorization of the historic Individuals With Disabilities Education Act (IDEA) scheduled for 2002 and subsequent decision making surrounding implementation. The OSEP conference brought together people with different perspectives on LD (parents, researchers, practitioners, and policymakers) and resulted in this book, which examines the research on nine key issues concerning the identification of children with learning disabilities. Coverage includes alternative responses to treatment, classification approaches, processing deficit models, and approaches to decision making. Chapter Structure-- Each of the first nine chapters is organized around a lengthy, issue-oriented paper, which presents the most current research on that topic. These primary papers are then followed by four respondent papers that reflect a variety of viewpoints on the topic. Summarizing Chapter -- A small group of researchers (listed in the final chapter) dedicated an enormous amount of time to summarizing the research and developing key consensus statements regarding the identification of children with learning disabilities. Their work is sure to have a tremendous impact on future discussions in this area. Expertise-- The following well-known scholars have helped summarize the vast amount of research presented in this book as well as the consensus statements derived therefrom: Lynne Cook, Don Deshler, Doug Fuchs, Jack M. Fletcher, Frank Gresham, Dan Hallahan, Joseph Jenkins, Kenneth Kavale, Barbara Keogh, Margo Mastopieri, Cecil Mercer, Dan Reschley, Rune Simeonsson, Joe Torgesen, Sharon Vaughn, and Barbara Wise.
Author: Kate Menken
Publisher: Multilingual Matters
ISBN: 1853599972
Category : Language Arts & Disciplines
Languages : en
Pages : 216
Get Book Here
Book Description
This book explores how high-stakes tests mandated by No Child Left Behind have become de facto language policy in U.S. schools, detailing how testing has shaped curriculum and instruction, and the myriad ways that tests are now a defining force in the daily lives of English Language Learners and the educators who serve them.
Author: Liliana Minaya-Rowe
Publisher: IAP
ISBN: 1607525240
Category : Education
Languages : en
Pages : 336
Get Book Here
Book Description
The purpose of this volume is two-fold. First, the book attempts to initiate a research-based dialogue from a variety of perspectives specifically about teacher training and teaching in the context of student linguistic and cultural diversity; and, second, to cast a wide net over three major areas of professional development that have the potential to impact on teacher quality and on the educational services provided to ELLs at all levels of instruction. This book represents a first attempt to a quiet revolution going on in teacher education (Johnson, 2000). It allows the reader to uncover research activities and experiences that constitute individual teacher education program initiatives. A revolution, because it is stirring the very essence of what stands at the core of teacher education, a core that has long been based more on training to teach monolingual English speaking students and less on teaching ELLs, their first and second language development, using their bilingualism to teach academics, and on the process of becoming an effective teacher of ELLs. This state-of-the-art review brings together research on effective pedagogy and teacher training. The nine feature chapters are directly concerned with effective new structures and practices for professional development and are presented in a framework that considers a wide spectrum of topics to address issues such as: what teachers need to understand about English language learners, what kind of professional experiences are likely to facilitate those understandings, and what kinds of teacher education programs and school settings are able to support their ongoing learning. The authors also discuss the implications of their work for helping English language learners connect and benefit from school from the points of view of (1) school reform, (2) teachers’ bilingual proficiencies, (3) teachers’ knowledge and beliefs, and (4) teacher training programming and sustainability.
