Learning from Culturally and Linguistically Diverse Classrooms: Using Inquiry to Inform Practice. Language & Literacy Series

Sonst. Personen	Fingon, Joan C. (Hrsg.); Ulanoff, Sharon H. (Hrsg.)
Titel	Learning from Culturally and Linguistically Diverse Classrooms: Using Inquiry to Inform Practice. Language & Literacy Series
Quelle	(2012), (208 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8077-5345-9
Schlagwörter	Second Language Learning; Teaching Methods; Research Tools; Multilingualism; High Stakes Tests; Resource Materials; Classroom Research; Guides; Student Diversity; Cultural Pluralism; Inquiry; Literacy; English Language Learners; Best Practices; Teacher Researchers; Research Methodology; Educational Policy + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungsmittel; Mehrsprachigkeit; Multilingualismus; Quellenmaterial; Handbuch; Leitfaden; Kulturpluralismus; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerforschung; Research method; Forschungsmethode; Politics of education; Bildungspolitik
Abstract	This resource guide looks at new classroom-based literacy research that supports "all" learners, including culturally and linguistically diverse students. The authors demonstrate how teachers and researchers develop instructional practices based on multiple languages and the literacy contexts of their schools. They describe classrooms where literacy and learning is encouraged and respected, highlighting best practices for classrooms that include English language learners. This valuable book will inform all educators interested in classroom literacy research and how it supports achievement for diverse students. It features contributions from authors at the forefront of teacher research that hold the most promise for initiating change. Book features include: (1) Descriptions of inquiry-based instruction for the PreK-12 classroom; (2) Examples of classrooms where teachers provide effective instruction for English language learners, including student work samples; (3) Research tools to assist and support teachers in becoming reflective practitioners and planning their own classroom research agenda; and (4) Recommendations for changes to policy and instructional practices that will counteract the negative impact of high-stakes testing. Contributors include Josephine Arce, Diane Brantley, Sandra A. Butvilofsky, Susan Courtney, Gregory J. Cramer, Elizabeth Padilla Detwiler, Virginia Gonzalez, Dana L. Grisham, Shira Lubliner, Jodene Kersten Morrell, Sandra Liliana Pucci, Alice Quiocho, Ambika G. Raj, and Richard Rogers. [Foreword by Douglas Fisher.] (ERIC).
Anmerkungen	Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10