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The contribution of this book is to synthesize important common
themes and highlight the unique features, findings, and lessons
learned from three systematic, ongoing research and professional
learning projects for supporting English learners in science. Each
project, based in a different region of the U.S. and focused on
different age ranges and target populations, actively grapples with
the linguistic implications of the three-dimensional learning
required by the Framework for K-12 Science Education and the Next
Generation Science Standards. Each chapter provides research-based
recommendations for improving the teaching of science to English
learners. Offering insights into teacher professional learning as
well as strategies for measuring and monitoring how well English
learners are learning science and language, this book tells a
compelling and inclusive story of the challenges and the
opportunities of teaching science to English learners.
The contribution of this book is to synthesize important common
themes and highlight the unique features, findings, and lessons
learned from three systematic, ongoing research and professional
learning projects for supporting English learners in science. Each
project, based in a different region of the U.S. and focused on
different age ranges and target populations, actively grapples with
the linguistic implications of the three-dimensional learning
required by the Framework for K-12 Science Education and the Next
Generation Science Standards. Each chapter provides research-based
recommendations for improving the teaching of science to English
learners. Offering insights into teacher professional learning as
well as strategies for measuring and monitoring how well English
learners are learning science and language, this book tells a
compelling and inclusive story of the challenges and the
opportunities of teaching science to English learners.
First published in 2006. Routledge is an imprint of Taylor &
Francis, an informa company.
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Latinx Curriculum Theorizing
Theodorea Regina Berry, Mariela Rodríguez, Crystal A. Kalinec Craig; Contributions by Martha Allexsaht-Snider, Ann M. Avilés, …
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R1,253
Discovery Miles 12 530
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Ships in 10 - 15 working days
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This edited volume is a collection of empirical scholarship that
focuses on curriculum as knowledge connected to the Latinx diaspora
from three perspectives: content/subject matter; goals, objectives,
and purposes; and experiences. In an effort to fill a void in
scholarship in curriculum studies/theory for/from Latinx
perspectives, this book is a beginning toward answering two
important questions: first, what is the significance of the
presence and absence of Latinx curriculum theorizing? And second,
in what ways is Latinx curriculum theorizing connected to
curriculum, as a general concept, schools’ purposes, goals, and
objectives and curriculum as autobiographical? This book opens a
door into understanding curriculum for/from an important population
in U.S. society.
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Latinx Curriculum Theorizing (Hardcover)
Theodorea Regina Berry, Mariela Rodriguez, Crystal A. Kalinec Craig; Contributions by Martha Allexsaht-Snider, Ann M. Aviles, …
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R3,288
Discovery Miles 32 880
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Ships in 10 - 15 working days
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This edited volume is a collection of empirical scholarship that
focuses on curriculum as knowledge connected to the Latinx diaspora
from three perspectives: content/subject matter; goals, objectives,
and purposes; and experiences. In an effort to fill a void in
scholarship in curriculum studies/theory for/from Latinx
perspectives, this book is a beginning toward answering two
important questions: first, what is the significance of the
presence and absence of Latinx curriculum theorizing? And second,
in what ways is Latinx curriculum theorizing connected to
curriculum, as a general concept, schools' purposes, goals, and
objectives and curriculum as autobiographical? This book opens a
door into understanding curriculum for/from an important population
in U.S. society.
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