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In recent years American colleges and universities have become the
locus of impassioned debates about race-conscious social policies,
as conflicting theories clash over the ways to distribute the
advantages of higher education in a fair and just manner. Just
below the surface of these policy debates lies a complex tangle of
ideologies, histories, grievances, and emotions that interfere with
a rational analysis of the issues involved. As never before, the
need for empirical research on the significance of race in American
society seems essential to solving the manifest problems of this
highly politicized and emotionally charged aspect of American
higher education.
The research evidence presented in this book has a direct relevance
to those court cases that challenge race-conscious admission
policies of colleges and universities. Though many questions still
need to be addressed by future research, the empirical data
collected to date makes it clear that affirmative action policies
"do" work and are still very much needed in American higher
education. This book also provides a framework for examining the
evidence pertaining to issues of fairness, merit, and the benefits
of diversity in an effort to assist courts and the public in
organizing beliefs about race and opportunity.
In English Language Learners and the New Standards, three leading
scholars present a clear vision and practical suggestions for
helping teachers engage ELL students in simultaneously learning
subject-area content, analytical practices, and language. This
process requires three important shifts in our perspective on
language and language learning-from an individual activity to a
socially engaged activity; from a linear process aimed at
correctness and fluency, to a developmental process focused
oncomprehension and communication; and from a separate area of
instruction to an approach that embeds language development in
subject-area activities. In English Language Learners and the New
Standards, the authors: Clarify the skills and knowledge teachers
need to integrate content knowledge and language development Show
how teachers can integrate formative assessment in ongoing teaching
and learning Discuss key leverage points and stress points in using
interim and summative assessments with ELLs Provide classroom
vignettes that illustrate key practices Finally, the authors
explain the theories and research that underlie their vision and
examine the role of policy in shaping pedagogy and assessment for
ELL students.
In recent years American colleges and universities have become the
locus of impassioned debates about race-conscious social policies,
as conflicting theories clash over the ways to distribute the
advantages of higher education in a fair and just manner. Just
below the surface of these policy debates lies a complex tangle of
ideologies, histories, grievances, and emotions that interfere with
a rational analysis of the issues involved. As never before, the
need for empirical research on the significance of race in American
society seems essential to solving the manifest problems of this
highly politicized and emotionally charged aspect of American
higher education.
The research evidence presented in this book has a direct relevance
to those court cases that challenge race-conscious admission
policies of colleges and universities. Though many questions still
need to be addressed by future research, the empirical data
collected to date makes it clear that affirmative action policies
"do" work and are still very much needed in American higher
education. This book also provides a framework for examining the
evidence pertaining to issues of fairness, merit, and the benefits
of diversity in an effort to assist courts and the public in
organizing beliefs about race and opportunity.
The Committee on Educational Excellence and Testing Equity was
created under the auspices of the National Research Council (NRC),
and specifically under the oversight of the Board on Testing and
Assessment (BOTA). The committee's charge is to explore the
challenges that face U.S. schools as they work to achieve the
related goals of academic excellence and equity for all students.
This report provides not only the summary of a workshop held by the
forum on the testing of English-language learners (students
learning English as an additional language) in U.S. schools, but
also a report on the committee's conclusions derived from that
workshop and from subsequent deliberations.
In English Language Learners and the New Standards, three leading
scholars present a clear vision and practical suggestions for
helping teachers engage ELL students in simultaneously learning
subject-area content, analytical practices, and language. This
process requires three important shifts in our perspective on
language and language learning-from an individual activity to a
socially engaged activity; from a linear process aimed at
correctness and fluency, to a developmental process focused
oncomprehension and communication; and from a separate area of
instruction to an approach that embeds language development in
subject-area activities. In English Language Learners and the New
Standards, the authors: Clarify the skills and knowledge teachers
need to integrate content knowledge and language development Show
how teachers can integrate formative assessment in ongoing teaching
and learning Discuss key leverage points and stress points in using
interim and summative assessments with ELLs Provide classroom
vignettes that illustrate key practices Finally, the authors
explain the theories and research that underlie their vision and
examine the role of policy in shaping pedagogy and assessment for
ELL students.
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Improving Schooling for Language Minority Children - A Research Agenda (Hardcover, New)
Committee on Developing a Research Agenda on the Education of Limited-English-Proficient and Bilingual Students, National Research Council and Institute of Medicine, National Academy of Sciences, Commission on Behavioral and Social Sciences and Education, Division of Behavioral and Social Sciences and Education; Edited by …
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R2,316
Discovery Miles 23 160
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Ships in 12 - 17 working days
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How do we effectively teach children from homes in which a language
other than English is spoken?
In Improving Schooling for Language-Minority Children, a committee
of experts focuses on this central question, striving toward the
construction of a strong and credible knowledge base to inform the
activities of those who educate children as well as those who fund
and conduct research.
The book reviews a broad range of studies--from basic ones on
language, literacy, and learning to others in educational settings.
The committee proposes a research agenda that responds to issues of
policy and practice yet maintains scientific integrity.
This comprehensive volume provides perspective on the history of
bilingual education in the United States; summarizes relevant
research on development of a second language, literacy, and content
knowledge; reviews past evaluation studies; explores what we know
about effective schools and classrooms for these children; examines
research on the education of teachers of culturally and
linguistically diverse students; critically reviews the system for
the collection of education statistics as it relates to this
student population; and recommends changes in the infrastructure
that supports research on these students.
Ellen Bialystok and Kenji Hakuta view second-language acquisition
as one way of coming to grips with the fundamental nature of
language, mind, and brain. Although they have conducted some of the
key research in the area of second-language acquisition, they also
work more broadly in the fields of cognitive and language
development as well as in education policy, and thus they are
ideally suited to address this issue. Using an array of vivid
illustrations, lively anecdotes, and fascinating research examples,
they show how five elements - brain, language, mind, self, and
culture - make up the complex ecology of language learning. The
book considers vital questions: Is the brain "hard-wired" for
language learning? Why are the mental operations that allow us to
learn language different from those we use to solve math problems
or play a musical instrument? How do differences between languages
affect language learning? What are various cultures doing to
encourage bilingualism?
A leading Yale psycholinguist separates myth from fact in the first
comprehensive account of the psychological, linguistic,
educational, and social aspects of bilingualism.
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