A Companion to Research in Teacher Education
home and teachers who may speak another language and may belong to a different culture. The cultural and linguistic demands such ...
46.14 Classroom Climate and Language Learning Rachel (WM student researcher in Bristol secondary school) The teacher had asked t ...
encouraged by the support from the school division and the Virginia Department of Education, knowing that ESL pedagogy was sanct ...
References Arnot, M., Schneider, C., Evans, M., Liu, Y., Welply, O., & Davies-Tutt, D. (2014).School approaches to the educa ...
Author Biographies Ghazala Bhattiis a Senior Lecturer at the Institute for Education, Bath Spa University. She is a founding mem ...
Chapter 47 Imperatives for Teacher Education: Findings from Studies of Effective Teaching for English Language Learners Alison L ...
47.2.1 Mobility of Populations Recently, a leading article in theEconomistnoted,“The rise of Latinos is a huge opportunity. The ...
(i.e., had not reached“partial mastery of prerequisite knowledge and skills that are fundamental”for mathematics), whereas 41% o ...
upward trend in student demographics reported above, the situation may be worse today. While more recent nationwide statistics a ...
they often lack subject-matter knowledge. The situation is reversed with subject-matter teachers; they have content knowledge bu ...
47.4.1 Limitations of Standards While policymakers and education leaders in the U.S. have set great store by the new standards f ...
professional learning opportunities related to working with ELL students. Not only do teacher candidates—and, indeed, in-service ...
experienced assessment solely in the form of grades and annual assessments. If teachers are to be able to make sound decisions f ...
The 104 teachers in this study came from urban and suburban school districts in the greater Los Angeles area. The average number ...
Very few teachers exhibited high-quality explanations from both mathematics and linguistic perspectives. Task 1 showed a few tea ...
What might account for these profiles? Although there were very few teacher background characteristics (e.g., number of years te ...
development were created:not yet evident(i.e., not used by a student),emergent (i.e., intermittent use, inaccurate),developing ( ...
content area, also of their choice. Gradually, they developed skills necessary for a dual focus on language and content. Reflect ...
provide support for teachers’knowledge of language, and for use in planning instruction and engaging in effective formative asse ...
Bailey, A. L., Blackstock-Bernstein, A., & Heritage, M. H. (2015). At the intersection of mathematics and language: Examinin ...
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