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This book is the fourth volume in the six-part series Theory to
Practice: Educational Psychology for Teachers and Teaching. The
objective of most other volumes in this series is to help
instructors apply and model fundamental principles of learning,
assessment, motivation, and development in preparing their students
for the diverse, multidimensional, uncertain, and socially-embedded
classrooms in which these future educators will teach. This volume
is a strong compliment to others in the series as it prepares
readers to be better positioned to advocate for principles of
psychology in their programs and departments, and to prepare
preservice teachers to do likewise in the K-12 classrooms they will
soon guide. Even more, this volume will help instructors in shaping
pre-service teachers to be stronger advocates for their own
students. This volume is organized around two themes: (1)
Advocating for principles and practices of educational psychology,
and (2) advocating for students. These themes go hand-in-hand.
While advocating for educational psychology principles and
evidence- based practices in their schools, teachers also are
called upon to advocate for and empower historically marginalized
groups of students. Topics in Part I include development of
intercultural competency, implementation of professional learning
communities, culturalizing the curriculum, journalistic learning,
incorporation of inquiry learning, and universal design. Topics in
Part II include supporting student self-advocacy, creating an
allyship with LGBTQ+ students, advocating for victims of bullying,
and supporting students with mental health needs.
This book is the fourth volume in the six-part series Theory to
Practice: Educational Psychology for Teachers and Teaching. The
objective of most other volumes in this series is to help
instructors apply and model fundamental principles of learning,
assessment, motivation, and development in preparing their students
for the diverse, multidimensional, uncertain, and socially-embedded
classrooms in which these future educators will teach. This volume
is a strong compliment to others in the series as it prepares
readers to be better positioned to advocate for principles of
psychology in their programs and departments, and to prepare
preservice teachers to do likewise in the K-12 classrooms they will
soon guide. Even more, this volume will help instructors in shaping
pre-service teachers to be stronger advocates for their own
students. This volume is organized around two themes: (1)
Advocating for principles and practices of educational psychology,
and (2) advocating for students. These themes go hand-in-hand.
While advocating for educational psychology principles and
evidence- based practices in their schools, teachers also are
called upon to advocate for and empower historically marginalized
groups of students. Topics in Part I include development of
intercultural competency, implementation of professional learning
communities, culturalizing the curriculum, journalistic learning,
incorporation of inquiry learning, and universal design. Topics in
Part II include supporting student self-advocacy, creating an
allyship with LGBTQ+ students, advocating for victims of bullying,
and supporting students with mental health needs.
There is a growing need for knowledge and practical ideas about the
preparation of teachers for English language learners (ELLs), a
growing segment of the K-12 population in the United States. This
book is for teachers, administrators, and teacher educators looking
for innovative ways to prepare teachers for ELLs and will position
teachers to empower these students. This volume will appeal mostly
to those preparing teachers in contexts that have not have
historically had large numbers of ELLs, but have had a high rate of
recent growth (e.g., Midwestern U.S.). This work is the combination
of teacher preparation and ELL issues. This volume is unique in
tackling pre-service and in service teacher preparation.
Additionally, the chapters collectively aim to go beyond merely
equipping teachers to meet the needs of ELLs, but to reach a level
of effectiveness with the outcome of equity. The book highlights
the knowledge, skills, and beliefs of teachers about ELLs. Part I
addresses teacher perceptions of, and beliefs about, ELLs and
teacher preparation specifically addressing what they should know
in terms of students' perspectives. Chapters attend to the
experiences and beliefs of immigrant teachers about their roles,
the role of service learning in teacher preparation, and the
potential of understanding home literacy practices to change
teacher beliefs about ELLs. Part II focuses on skills necessary to
teach ELLs-writing skills teachers can draw on to inform their
teaching practices, technological skills teachers need to develop,
and skills related to focusing on the Common Core State Standards
for English language arts and mathematics. Each chapter explicitly
addresses implications for teacher education or professional
development.
There is a growing need for knowledge and practical ideas about the
preparation of teachers for English language learners (ELLs), a
growing segment of the K-12 population in the United States. This
book is for teachers, administrators, and teacher educators looking
for innovative ways to prepare teachers for ELLs and will position
teachers to empower these students. This volume will appeal mostly
to those preparing teachers in contexts that have not have
historically had large numbers of ELLs, but have had a high rate of
recent growth (e.g., Midwestern U.S.). This work is the combination
of teacher preparation and ELL issues. This volume is unique in
tackling pre-service and in service teacher preparation.
Additionally, the chapters collectively aim to go beyond merely
equipping teachers to meet the needs of ELLs, but to reach a level
of effectiveness with the outcome of equity. The book highlights
the knowledge, skills, and beliefs of teachers about ELLs. Part I
addresses teacher perceptions of, and beliefs about, ELLs and
teacher preparation specifically addressing what they should know
in terms of students' perspectives. Chapters attend to the
experiences and beliefs of immigrant teachers about their roles,
the role of service learning in teacher preparation, and the
potential of understanding home literacy practices to change
teacher beliefs about ELLs. Part II focuses on skills necessary to
teach ELLs-writing skills teachers can draw on to inform their
teaching practices, technological skills teachers need to develop,
and skills related to focusing on the Common Core State Standards
for English language arts and mathematics. Each chapter explicitly
addresses implications for teacher education or professional
development.
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