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This book examines how the COVID-19 pandemic and racial inequities
affect the educational assessment of students, either separately or
in combination, as the health crisis was viewed as a factor
intersecting with and exacerbating existing racial inequities in
educational systems. The four empirical papers in this book attend
to the challenges of implementing virtual standardized testing
during the coronavirus pandemic, the different educational and
assessment experiences of diverse groups of school-age students,
and the reconsideration of traditional assessment approaches in
response to mounting research evidence and growing concerns around
enduring social and racial inequities faced by Black, Latinx,
Asian, Indigenous, and other non-white citizens and communities.
The four conceptual papers focus primarily on the ways in which
assessment may contribute to systemic racism and offer potential
solutions to move the educational assessment field forward. In
totality, the volume offers needed empirical evidence, innovative
methodological approaches, and theoretical and substantive
examinations of the effects of the twin pandemics. Twin Pandemics
will be a key resource for academics, researchers, and advanced
students of Educational Assessment, Education, Psychometrics,
Educational Research, Ethnic Studies, Research Methods, Sociology
of Education and Psychology. The chapters included in this book
were originally published as a special issue of Educational
Assessment.
In their new book, Alison L. Bailey and Margaret Heritage
illustrate how to help students become more self-regulated
learners-that is, to be able to monitor and take charge of their
own learning when working independently and in groups. Language
provides the foundation for the development of self-regulatory
skills, enabling students to express themselves and negotiate
interactions with others; the demands of these self-regulatory
processes in turn can support the development of rich vocabulary
and social language skills. The authors also emphasize the role of
formative assessment as a means of supporting students in engaging
in language-rich, selfregulated learning. Self-Regulation in
Learning shows how classrooms can be intentionally designed to
support ambitious learning. Detailed vignettes from real-life
classrooms illustrate the teacher's role in helping students
gradually master the processes of selfregulation, socially shared
regulation, and coregulation. Each chapter also includes strategies
for addressing the needs of English learners in the general
education classroom. Students' capacity for self-regulation is
central to the set of outcomes that constitute college and career
readiness: communicating and collaborating effectively,
problem-solving, setting goals and following through on them, and
applying knowledge in deep and rigorous ways. Self-Regulation in
Learning represents an invaluable contribution to research-based
classroom practice.
With a focus on what mathematics and science educators need to know
about academic language used in the STEM disciplines, this book
critically synthesizes the current knowledge base on language
challenges inherent to learning mathematics and science, with
particular attention to the unique issues for English learners.
These key questions are addressed: When and how do students develop
mastery of the language registers unique to mathematics and to the
sciences? How do teachers use assessment as evidence of student
learning for both accountability and instructional purposes?
Orienting each chapter with a research review and drawing out
important Focus Points, chapter authors examine the obstacles to
and latest ideas for improving STEM literacy, and discuss
implications for future research and practice.
With a focus on what mathematics and science educators need to know
about academic language used in the STEM disciplines, this book
critically synthesizes the current knowledge base on language
challenges inherent to learning mathematics and science, with
particular attention to the unique issues for English learners.
These key questions are addressed: When and how do students develop
mastery of the language registers unique to mathematics and to the
sciences? How do teachers use assessment as evidence of student
learning for both accountability and instructional purposes?
Orienting each chapter with a research review and drawing out
important Focus Points, chapter authors examine the obstacles to
and latest ideas for improving STEM literacy, and discuss
implications for future research and practice.
It's critically important that teachers attend to both content and
language development when introducing new subject matter,
especially for English learners. Here's your opportunity to get
started tomorrow and every day thereafter: Alison Bailey and
Margaret Heritage's all-new Progressing Students' Language Day by
Day.
In their new book, Alison L. Bailey and Margaret Heritage
illustrate how to help students become more self-regulated
learners-that is, to be able to monitor and take charge of their
own learning when working independently and in groups. Language
provides the foundation for the development of self-regulatory
skills, enabling students to express themselves and negotiate
interactions with others; the demands of these self-regulatory
processes in turn can support the development of rich vocabulary
and social language skills. The authors also emphasize the role of
formative assessment as a means of supporting students in engaging
in language-rich, selfregulated learning. Self-Regulation in
Learning shows how classrooms can be intentionally designed to
support ambitious learning. Detailed vignettes from real-life
classrooms illustrate the teacher's role in helping students
gradually master the processes of selfregulation, socially shared
regulation, and coregulation. Each chapter also includes strategies
for addressing the needs of English learners in the general
education classroom. Students' capacity for self-regulation is
central to the set of outcomes that constitute college and career
readiness: communicating and collaborating effectively,
problem-solving, setting goals and following through on them, and
applying knowledge in deep and rigorous ways. Self-Regulation in
Learning represents an invaluable contribution to research-based
classroom practice.
Grounded in research and rooted in practice, this book shows
teachers of elementary students how to use formative assessment to
build literacy and language skills across the curriculum. Based
onathe authors'aworkawith English Language Learners, but relevant
to all learners, Formative Assessment for Literacy, Grades K-6
includes methods for using formative assessment strategies to
develop listening skills, oral language, and reading comprehension.
The authors assist instructors by: Showing how formative assessment
fits within broader frameworks for assessment and instruction
Examining the stages in literacy skill development Discussing the
teacher knowledge needed to effectively incorporate formative
assessment The final chapter offers guidance for planning
professional development in literacy assessment.
This book is divided into three main topical sections: (1)
Parent-child construction of narrative, which focuses on aspects of
the social interaction that facilitate oral narrative development
in Spanish-speaking children; (2) Developing independent narration
by Spanish-speaking children; and (3) Narrative links between
Latino children s oral narration and their emergent literacy and
other school achievements. Chapters address narration to and by
Latino children aged six months to eleven years old and in low,
middle, and upper socioeconomic groups. Nationalities of speakers
include the following: Costa Rican, Dominican, Ecuadorian, Mexican,
Peruvian, Puerto Rican, Venezuelan, and Spanish-English bilingual
children who are citizens or residents of the United States.
Narratives studied include those in conversations, personal and
fictional stories, and those prompted by wordless picture books or
videos. Thus, the current project includes diverse nationalities,
socioeconomic backgrounds, and genres of narrative.
The study of families and educators who successfully sustain
children's linguistic resources is a novelty in current educational
research, where focus has largely been on the development of
students' English language skills. In this book, Alison L. Bailey
and Anna V. Osipova provide a systematic examination of the beliefs
and practices of parents and educators who share the common goal of
improving educational and social outcomes for multilingual
children. Giving voice to parents and educators, they explore the
strategies being devised to foster multilingualism and support its
development both at home and in the classroom. This book presents
new research findings and combines these with compelling firsthand
accounts of the successes and concerns of both families and
educators, making its content pertinent to a wide audience of
researchers and a range of higher education courses.
The study of families and educators who successfully sustain
children's linguistic resources is a novelty in current educational
research, where focus has largely been on the development of
students' English language skills. In this book, Alison L. Bailey
and Anna V. Osipova provide a systematic examination of the beliefs
and practices of parents and educators who share the common goal of
improving educational and social outcomes for multilingual
children. Giving voice to parents and educators, they explore the
strategies being devised to foster multilingualism and support its
development both at home and in the classroom. This book presents
new research findings and combines these with compelling firsthand
accounts of the successes and concerns of both families and
educators, making its content pertinent to a wide audience of
researchers and a range of higher education courses.
Grounded in research and rooted in practice, this book shows
teachers of elementary students how to use formative assessment to
build literacy and language skills across the curriculum. Based
onathe authors'aworkawith English Language Learners, but relevant
to all learners, Formative Assessment for Literacy, Grades K-6
includes methods for using formative assessment strategies to
develop listening skills, oral language, and reading comprehension.
The authors assist instructors by: Showing how formative assessment
fits within broader frameworks for assessment and instruction
Examining the stages in literacy skill development Discussing the
teacher knowledge needed to effectively incorporate formative
assessment The final chapter offers guidance for planning
professional development in literacy assessment.
"The Language Demands of School" is an edited volume describing an
extensive empirical base for academic English testing, instruction
and professional development. The chapters comprise empirical
research by Bailey and colleagues at the National Center for
Research on Evaluation, Standards, Student Testing (CRESST) at
UCLA, and invited contributions by practitioners in the fields of
language policy, testing and instruction. The central focus of the
chapters is the research conducted by CRESST over the last two
years in an attempt to document the academic English language
demands placed on school-age learners of English. The three
additional chapters give the perspectives of a policy-maker at the
state level, test developers, and practitioners.
"The Language Demands of" "School "fills a gap in the current
literature by addressing the kind(s) of English required of K-12
English Learner students from an evidence-based perspective. This
is timely given the broader context of the No Child Left Behind Act
of 2001, which has prompted school systems to identify English
language proficiency tests to meet the federal mandate. One of the
problems that has surfaced in the search for English language tests
for K-12 English Learner students is the inadequacy of existing
research on the development of the academic English language skills
that "all" students--both English Learner and native
English-speaking--need to be successful in the school setting. "The
Language Demands of School" is devoted to exploring this topic and
to presenting research that illuminates both the questions and the
answers.
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