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As editors of Breaking the Mold of School Instruction and
Organization: Innovative and Successful Practices for the 21st
Century (2010) and Breaking the Mold of Preservice and Inservice
Teacher Education: Innovative and Successful Practices for the 21st
Century (2011), we have explored innovative practices, many of
which represent issues of diversity from multiple perspectives and
schools of thought. As we have considered relevant factors,
problems, and circumstances that influence effective education, we
most readily recognize that within the twenty-first century, issues
of diversity have become even more profound. This book, the third
in the Breaking the Mold series, was conceptualized with the hope
that by sharing compelling stories of successful innovation,
advocacy, and social justice, more children and their families will
be affected in positive ways. The narratives presented in this
volume are rooted in classrooms, districts, communities, teacher
preparation programs from around the United States and many corners
of the world. The unique initiatives portrayed here represent
collaborative efforts by students, teachers, administrators,
professors, parents, boards of education, and global citizens who
believe in change and transformation for the betterment of
education.
As editors of Breaking the Mold of School Instruction and
Organization: Innovative and Successful Practices for the 21st
Century (2010) and Breaking the Mold of Preservice and Inservice
Teacher Education: Innovative and Successful Practices for the 21st
Century (2011), we have explored innovative practices, many of
which represent issues of diversity from multiple perspectives and
schools of thought. As we have considered relevant factors,
problems, and circumstances that influence effective education, we
most readily recognize that within the twenty-first century, issues
of diversity have become even more profound. This book, the third
in the Breaking the Mold series, was conceptualized with the hope
that by sharing compelling stories of successful innovation,
advocacy, and social justice, more children and their families will
be affected in positive ways. The narratives presented in this
volume are rooted in classrooms, districts, communities, teacher
preparation programs from around the United States and many corners
of the world. The unique initiatives portrayed here represent
collaborative efforts by students, teachers, administrators,
professors, parents, boards of education, and global citizens who
believe in change and transformation for the betterment of
education.
Much has been written about the cognitive and academic language
needs of those learning English as a new language (be it a second
language in the United States or other English-speaking countries
or as a foreign language in all other parts of the world). Many
guidebooks and professional development materials have been
produced on teacher collaboration and co-teaching for special
education, inclusive classrooms. Similarly, much has been published
about effective strategies teachers can use to offer more
culturally and linguistically responsive instruction to their
language learners. However, only a few resources are available to
help general education teachers and ESL
(English-as-a-second-language) specialists, or two English as a
foreign language (EFL) teachers (such as native and non-native
English speaking) teachers to collaborate effectively. With this
volume, our goal is to offer an accessible resource, long-awaited
by educators whose individual instructional practice and/or
institutional paradigm shifted to a more collaborative approach to
language education. Through this collection of chapters, we closely
examine ESL/EFL co-teaching and other collaborative practices by
(a) exploring the rationale for teacher collaboration to support
ESL/EFL instruction, (b) presenting current, classroom-based,
practitioner-oriented research studies and documentary accounts
related to co-teaching, co-planning, co-assessing, curriculum
alignment, teacher professional development, and additional
collaborative practices, and (c) offering authentic teacher
reflections and recommendations on collaboration and co-teaching.
These three major themes are woven together throughout the entire
volume, designed as a reference to both novice and experienced
teachers in their endeavours to provide effective integrated,
collaborative instruction for EFL or ESL learners. We also intend
to help pre service and inservice ESL/EFL teachers, teacher
educators, professional developers, ESL/EFL program directors, and
administrators to find answers to critical questions.
Your English Language Learners are counting on you to collaborate
effectively. The Common Core State Standards have increased the
pressure on English Language Learners. And with the EL population
increasing every day, schools need proven systems for ensuring that
the students of the future are able to thrive. In practice, this is
a challenge for educational leaders. The most promising solution is
the collaborative approach pioneered by this book's
authors-America's leading authorities on collaboration and
co-teaching for EL achievement. Honigsfeld and Dove's resources for
collaboration and co-teaching include Templates for creating EL
profiles that will enable you to address their unique needs Prompts
for Professional Learning activities (for teams or individuals) and
further reading The latest research findings on best instructional
practices that benefit ELs This is your concise, comprehensive
guide to creating a powerful collaborative program to benefit your
ELs. Start implementing it today and watch the outcomes improve.
No single approach to teaching is effective with all children; each
helps those with identified learning-style strengths to increase
their knowledge base within the first three or four months of
classroom use. Some learners will want to continue using a single
method; others will prefer a variety of approaches. When the
activities described herein are introduced to students whose
learning styles they match, most will demonstrate strong abilities
to learn and remember new and difficult content within the first
four months of beginning_if not earlier. This book is written to
prevent more children from becoming at risk and to help those who
already have fallen behind their classmates and do not enjoy
school. Each chapter describes different instructional strategies,
a summary chart shows how to match at-risk learners with the
specific approach most likely to substantially increase their
academic achievement. These instructional approaches are designed
to engage youngsters in action-oriented activities that gradually
increase cognition and help children to internalize and retain what
they are taught. Applications of these instructional strategies are
suggested for increasing performance in literacy, mathematics,
science, and social studies.
This unique collection of chapters takes the reader on a tour to
explore innovative preservice and inservice teacher education
practices from many regions of the United States, Canada and the
world. Each of the chapters offers an authentic, documentary
account of successful initiatives that break the traditional mold
of teacher education. Section I presents unique preservice teacher
preparation programs and initiatives. These chapters offer
compelling ideas to readers who seek change in the higher education
model of teacher training. Section II features inservice education
for both the novice and veteran teacher. The chapters included in
this section of the book offer stories of innovation as
professional development initiatives. Each of the programs
describes the setting or context in which the innovation takes
place and focuses on the role of teachers and students. Chapters in
Section III highlight the benefits of collaborative teacher
education practices. Through the lens of community and with the
tools of cooperation and support, innovative practices are
described for the improvement of student learning. Section IV
offers less commonly presented diverse, global perspectives on
teacher education. The sharing of ideas through global examples
highlight the similarities in educational practices and common
goals across the world.
Similar to the previous three volumes, Breaking the Mold of School
Instruction and Organization: Innovative and Successful Practices
for the 21st Century (Honigsfeld & Cohan, 2010), Breaking the
Mold of Preservice and Inservice Teacher Education: Innovative and
Successful Practices for the 21st Century (Cohan & Honigsfeld,
2011), and, Breaking the Mold of Education for Culturally and
Linguistically Diverse Students: Innovative and Successful
Practices for the 21st Century (Honigsfeld & Cohan, 2012), the
purpose of this book is to offer a carefully selected collection of
documented best practices for empowering students. The contributing
authors represent diverse backgrounds, cultures, and experiences,
yet their chapters recognize similarities among students so that
the innovations can be transferred to other contexts. Each chapter
represents practical, research-based success stories as well as
authentic accomplishments which motivate and engage all students.
The 20 chapters in this volume are organized into four sections:
(a) making personal connections and engaging students in
reflection; (b) engagement with literacy and language; (c) music,
movement, arts, drama and other creative engagements; and (d)
school culture, community, and student success. The compelling
chapters shared in this volume-focused on innovation and
transformation-will help thrust education and teacher action
(rather than reaction) in a positive trajectory of change.
Classroom management is often perceived as the most overwhelming
challenge faced by new teachers; it may also continue to confront
more experienced educators as they encounter a new group of
youngsters or face a new set of demands. Successful classroom
management is invariably tied to student engagement and
empowerment: teachers who are singled out for excellent classroom
management practices are often praised for successfully maintaining
a strong instructional focus in their classes coupled with high
levels of student motivation. The contributors offer
classroom-tested strategies and timely advice on how to create such
an effective and supportive instructional environment for academic
and social-emotional learning for all. Similar to the previous four
volumes, Breaking the Mold of School Instruction and Organization:
Innovative and Successful Practices for the 21st Century (2010),
Breaking the Mold of Preservice and Inservice Teacher Education
(2011), and, Breaking the Mold of Education for Culturally and
Linguistically Diverse Students (2012), and, Breaking the Mold of
Education: Innovative and Successful Practices for Student
Engagement, Empowerment, and Motivation (2013), the purpose of this
book is to offer a carefully selected collection of documented best
practices and practical, classroom-tested strategies for immediate
implementation
This edited volume examines co-teaching and integrated service
delivery for English learners (ELs). Through research and
documentary accounts, it explores the collaborative instructional
cycle-co-planning, co-instruction, co-assessment, and reflection
practices-of co-taught programs for ELs. This volume presents
current, classroom-based, practitioner-oriented research related to
all aspects of co-taught programs for ELs and offers authentic
evidence and practical recommendations that yield positive outcomes
for this student population.
This unique collection of chapters takes the reader on a tour to
explore innovative preservice and inservice teacher education
practices from many regions of the United States, Canada and the
world. Each of the chapters offers an authentic, documentary
account of successful initiatives that break the traditional mold
of teacher education. Section I presents unique preservice teacher
preparation programs and initiatives. These chapters offer
compelling ideas to readers who seek change in the higher education
model of teacher training. Section II features inservice education
for both the novice and veteran teacher. The chapters included in
this section of the book offer stories of innovation as
professional development initiatives. Each of the programs
describes the setting or context in which the innovation takes
place and focuses on the role of teachers and students. Chapters in
Section III highlight the benefits of collaborative teacher
education practices. Through the lens of community and with the
tools of cooperation and support, innovative practices are
described for the improvement of student learning. Section IV
offers less commonly presented diverse, global perspectives on
teacher education. The sharing of ideas through global examples
highlight the similarities in educational practices and common
goals across the world.
This one-of-a-kind collection of chapters takes the reader on a
tour to explore innovative practices from classrooms, schools,
districts, communities, and faraway places in the world. Each of
the chapters-organized under six headings-tells an authentic,
compelling story of a pioneering and successful initiative that
breaks the traditional mold of instructional delivery and
time-honored school organization. Breaking the Mold of School
Instruction and Organization guides readers through examples of
education initiatives which go beyond traditional classroom
restraints to achieve surprising success.
This one-of-a-kind collection of chapters takes the reader on a
tour to explore innovative practices from classrooms, schools,
districts, communities, and faraway places in the world. Each of
the chapters-organized under six headings-tells an authentic,
compelling story of a pioneering and successful initiative that
breaks the traditional mold of instructional delivery and
time-honored school organization. Breaking the Mold of School
Instruction and Organization guides readers through examples of
education initiatives which go beyond traditional classroom
restraints to achieve surprising success.
It was a dark and stormy night in Santa Barbara. January 19, 2017.
The next day's inauguration drumroll played on the evening news.
Huddled around a table were nine Corwin authors and their
publisher, who together have devoted their careers to equity in
education. They couldn't change the weather, they couldn't heal a
fractured country, but they did have the power to put their
collective wisdom about EL education upon the page to ensure our
multilingual learners reach their highest potential. Proudly, we
introduce you now to the fruit of that effort: Breaking Down the
Wall: Essential Shifts for English Learners' Success. In this
first-of-a-kind collaboration, teachers and leaders, whether in
small towns or large urban centers, finally have both the research
and the practical strategies to take those first steps toward
excellence in educating our culturally and linguistically diverse
children. It's a book to be celebrated because it means we can
throw away the dark glasses of deficit-based approaches and see
children who come to school speaking a different home language for
what they really are: learners with tremendous assets. The authors'
contributions are arranged in nine chapters that become nine tenets
for teachers and administrators to use as calls to actions in their
own efforts to realize our English learners' potential: 1. From
Deficit-Based to Asset-Based 2. From Compliance to Excellence 3.
From Watering Down to Challenging 4. From Isolation to
Collaboration 5. From Silence to Conversation 6. From Language to
Language, Literacy, and Content 7. From Assessment of Learning to
Assessment for and as Learning 8. From Monolingualism to
Multilingualism 9. From Nobody Cares to Everyone/Every Community
Cares Read this book; the chapters speak to one another, a melodic
echo of expertise, classroom vignettes, and steps to take. To shift
the status quo is neither fast nor easy, but there is a clear
process, and it's laid out here in Breaking Down the Wall. To
distill it into a single line would go something like this: if we
can assume mutual ownership, if we can connect instruction to all
children's personal, social, cultural, and linguistic identities,
then all students will achieve.
This books offers more explicit approaches to implementing
co-teaching at the classroom level. It provides in-depth
explanations of the various models of co-teaching, including the
advantages and challenges of each configuration and clear accounts
of each teacher's role and responsibilities.
Bridge the Digital Divide with Research-Informed Technology Models
Since the first edition of this bestselling resource many schools
are still striving to close the digital divide and bridge the
opportunity gap for historically marginalized students, including
English learners. And the need for technology-infused lessons
specifically aligned for English learners is even more critically
needed. Building from significant developments in education policy,
research, and remote learning innovations, this newly revised
edition offers unique ways to bridge the digital divide that
disproportionally affects culturally and linguistically diverse
learners. Designed to support equitable access to engaging and
enriching digital-age education opportunities for English learners,
this book includes Research-informed and evidence-based technology
integration models and instructional strategies Sample lesson
ideas, including learning targets for activating students' prior
knowledge while promoting engagement and collaboration Tips for
fostering collaborative practices with colleagues Vignettes from
educators incorporating technology in creative ways Targeted
questions to facilitate discussions about English language
development methodology Complete with supplementary tools and
resources, this guide provides all of the methodology resources
needed to bridge the digital divide and promote learning success
for all students.
This edited volume examines co-teaching and integrated service
delivery for English learners (ELs). Through research and
documentary accounts, it explores the collaborative instructional
cycle-co-planning, co-instruction, co-assessment, and reflection
practices-of co-taught programs for ELs. This volume presents
current, classroom-based, practitioner-oriented research related to
all aspects of co-taught programs for ELs and offers authentic
evidence and practical recommendations that yield positive outcomes
for this student population.
Cohan, Honigsfeld, and Dove bring together current research,
authentic examples of best practices, and voices from the field to
champion the power of purposeful collaboration and provide
educators with resources that will empower them to support English
learners (ELs) and their families. Guided by four core principles
(common purpose, shared mindset, diverse team membership,
supportive environment), the authors explain how to meet the
challenges of collaborating with ELs and help all
stakeholders-administrators, teachers, students, parents, community
leaders-develop new and effective ways of working together for the
success of each learner.
Looking for a silver bullet to accelerate EL achievement? There is
none. But this, we promise: when EL specialists and general ed
teachers pool their expertise, your ELs' language development and
content mastery will improve exponentially. Just ask the tens of
thousands of Collaboration and Co-Teaching users and now, a new
generation of educators, thanks to this all-new second edition:
Collaborating for English Learners. Why this new edition? Because
more than a decade of implementation has generated for Andrea
Honigsfeld and Maria Dove new insight into what exemplary teacher
collaboration looks like, which essential frameworks must be
established, and how integrated approaches to ELD services benefit
all stakeholders. Essentially a roadmap to the many different ways
we can all work together, this second edition of Collaborating for
English Learners features: All-new examples, case studies,
illustrative video, and policy updates In-depth coverage of the
full range of strategies and configurations for determining the
best model to adopt Templates, planning guides, and other practical
tools to put collaboration into practice Guidelines,
self-assessments, and questionnaires for evaluating the strategies'
effectiveness By this time, the big benefits of teacher
collaboration are well documented. Where teachers and schools
struggle still is determining the best way to do so, especially
when working with our ELs. That's where Andrea Honigsfeld, Maria
Dove, and their second edition of Collaborating for English
Learners will prove absolutely indispensable. After all, there are
no two better authorities.
Under the best of circumstances meeting the Common Core can be a
challenge. But if you're a teacher of academically or
linguistically diverse students-and who isn't these days-then that
"challenge" may sometimes feel more like a "fantasy." Finally, here
are two expert educators who are brave enough, knowledgeable
enough, and grounded enough to tackle this issue. The grades 6-12
follow-up to Dove and Honigsfeld's best- selling K-5 volume, this
outstanding resource is packed with all the advice, tools, and
strategies you need to build struggling learners' language skills
in today's Common Core climate. Armed with this book, you'll Better
understand the 32 ELA anchor standards Learn more about the
specific skills "uncommon learners" need to master them Discover
new research-based teaching strategies aligned to each standard
Maximize the effectiveness of collaboration and co-teaching Read
this book, implement its strategies, and see the benefits for
yourself. It may be your best hope for making the standards
achievable for all kinds of "uncommon learners" ELLs, students with
disabilities, speakers of nonstandard English, and other struggling
students.
The strategies you need to teach common standards to diverse
learners Realistic and thorough, this teacher-friendly book shows
how to help every student, including English Learners, students
with disabilities, speakers of nonstandard English, and other
struggling learners, meet the Common Core Standards for English
Language Arts (ELA). This resource: Familiarizes readers with each
of the Common Core's 32 anchor standards for ELA Outlines the
specific skills students need to fulfill each standard Presents a
wealth of flexible teaching strategies and tools that build those
skills Includes guidance on professional collaboration and
co-teaching
Much has been written about the cognitive and academic language
needs of those learning English as a new language (be it a second
language in the United States or other English-speaking countries
or as a foreign language in all other parts of the world). Many
guidebooks and professional development materials have been
produced on teacher collaboration and co-teaching for special
education, inclusive classrooms. Similarly, much has been published
about effective strategies teachers can use to offer more
culturally and linguistically responsive instruction to their
language learners. However, only a few resources are available to
help general education teachers and ESL
(English-as-a-second-language) specialists, or two English as a
foreign language (EFL) teachers (such as native and non-native
English speaking) teachers to collaborate effectively. With this
volume, our goal is to offer an accessible resource, long-awaited
by educators whose individual instructional practice and/or
institutional paradigm shifted to a more collaborative approach to
language education. Through this collection of chapters, we closely
examine ESL/EFL co-teaching and other collaborative practices by
(a) exploring the rationale for teacher collaboration to support
ESL/EFL instruction, (b) presenting current, classroom-based,
practitioner-oriented research studies and documentary accounts
related to co-teaching, co-planning, co-assessing, curriculum
alignment, teacher professional development, and additional
collaborative practices, and (c) offering authentic teacher
reflections and recommendations on collaboration and co-teaching.
These three major themes are woven together throughout the entire
volume, designed as a reference to both novice and experienced
teachers in their endeavours to provide effective integrated,
collaborative instruction for EFL or ESL learners. We also intend
to help pre service and inservice ESL/EFL teachers, teacher
educators, professional developers, ESL/EFL program directors, and
administrators to find answers to critical questions.
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