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Author: George Frank Sensabaugh
Publisher: Stanford University Press
ISBN:
Category : English language
Languages : en
Pages : 66
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Book Description
Author: George Frank Sensabaugh
Publisher: Stanford University Press
ISBN:
Category : English language
Languages : en
Pages : 66
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Book Description
Author: Faye Ong
Publisher:
ISBN: 9780801117381
Category : Educational evaluation
Languages : en
Pages : 194
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Book Description
Author: California. Department of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 100
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Book Description
Author: Ivannia Soto
Publisher: Corwin Press
ISBN: 1412992060
Category : Education
Languages : en
Pages : 161
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Book Description
This book helps teachers understand the classroom experience from the english-language learner's viewpoint.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309479088
Category : Education
Languages : en
Pages : 345
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Book Description
The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.
Author: California. Curriculum Development and Supplemental Materials Commission
Publisher:
ISBN:
Category : Curriculum evaluation
Languages : en
Pages : 76
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Author:
Publisher:
ISBN:
Category : Electronic journals
Languages : en
Pages : 698
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Book Description
Author: Arturo González
Publisher: Public Policy Instit. of CA
ISBN: 1582131236
Category : Education
Languages : en
Pages : 91
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Book Description
Main findings -- Policy implications -- Acknowledgments -- Introduction -- Research goals and questions -- Outline of the report -- Policy context for adult education in California -- Public and private providers in the state -- Dual-provider system -- Funding issues facing adult schools -- The English-language proficiency of California's immigrants -- The ESL target population in California -- Predicted enrollment -- Summary -- Enrollment in ESL programs -- ESL enrollment: regional variation -- Trends in enrollment in public providers -- ESL enrollment and ADA units -- Where is enrollment constrained? -- Teaching for free? -- Summary -- Policy implications and conclusion -- Policy consequences of overenrolled courses -- Partial reform of the adult school funding formula -- How much does partial reform of the funding formula help? -- Policy implications -- Summary -- Appendix A. Notes on data and methods -- Appendix B. Estimates and results -- References.
Author: Thomas P. Miller
Publisher: University of Pittsburgh Pre
ISBN: 082297777X
Category : Education
Languages : en
Pages : 346
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Book Description
Thomas P. Miller defines college English studies as literacy studies and examines how it has evolved in tandem with broader developments in literacy and the literate. He maps out "four corners" of English departments: literature, language studies, teacher education, and writing studies. Miller identifies their development with broader changes in the technologies and economies of literacy that have redefined what students write and read, which careers they enter, and how literature represents their experiences and aspirations. Miller locates the origins of college English studies in the colonial transition from a religious to an oratorical conception of literature. A belletristic model of literature emerged in the nineteenth century in response to the spread of the "penny" press and state-mandated schooling. Since literary studies became a common school subject, professors of literature have distanced themselves from teachers of literacy. In the Progressive era, that distinction came to structure scholarly organizations such as the MLA, while NCTE was established to develop more broadly based teacher coalitions. In the twentieth century New Criticism came to provide the operating assumptions for the rise of English departments, until those assumptions became critically overloaded with the crash of majors and jobs that began in 1970s and continues today. For models that will help the discipline respond to such challenges, Miller looks to comprehensive departments of English that value studies of teaching, writing, and language as well as literature. According to Miller, departments in more broadly based institutions have the potential to redress the historical alienation of English departments from their institutional base in work with literacy. Such departments have a potentially quite expansive articulation apparatus. Many are engaged with writing at work in public life, with schools and public agencies, with access issues, and with media, ethnic, and cultural studies. With the privatization of higher education, such pragmatic engagements become vital to sustaining a civic vision of English studies and the humanities generally.
Author:
Publisher:
ISBN:
Category : Bilingualism
Languages : en
Pages : 96
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Book Description
