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This book is written for K-12 teachers and educators to understand
the school experiences and life journeys of the English Language
Learners (ELLs) through four Chinese ELLs by documenting their
transitional experiences into an American school. Traditionally,
Chinese students are perceived as the model minority in American
schools who are academically successful. Yet, this book provides a
new perspective by documenting the life journey and school
experiences of the four Chinese ELLs. The book gives a detailed
account of the four ELLs in transition from Chinese language and
culture into American school and culture. Interview, observation,
and documentary data at their homes and American school reflect
this transitional journey. The book helps K-12 teachers and
educators understand that Chinese students also come from different
family backgrounds and have different previous schooling
experiences. This will help teachers and educators better working
with Chinese and all ELLs who adapt the new school environment.
This book is reader-friendly and carefully crafted with six
chapters. Each chapter focuses on one Chinese ELL with genuine
research data. The book begins with an introduction to provide
basic information of the four ELLs and concludes with the final
chapter that provides an update on the ELL students. This book can
also be used as reading texts by college students in teacher
education and training programs. The book is targeted for the TESOL
organizations. The TESOL has one of the largest memberships with
over 12,000 members representing 156 countries (TESOL Brochure,
2017). This book also benefits various attendees of professional
education conferences.
The book, Teaching ELLs Across Content Areas: Issues and
Strategies, is a unique, useful text written for K-12 teachers.
This book is the culmination of the professional knowledge,
expertise, and experience from the distinguished authors who
represent the entire range of the content areas, including:
language arts, science, mathematics, technology, arts, psychology,
and Hispanic studies. The ELL school population has reached 5.3
million with the increase rate of 51 percent from School Yearr
1998-1999 to 2008-2009 (NCELA, 2012). By 2025, one out of four K-12
students will be ELLs (NEA Policy Brief, 2013). The NEA data states
that the ELLs are the fastest-growing student populatio n group in
our schools and providing them with high-quality services and
programs is an important investment in America's future (NEA Policy
Brief, 2013). With the fast growth of the ELLs in schools, basic
information and strategies are needed by all K-12 teachers. This
book provides useful information and strategies for all K-12
teachers in content classrooms. This book has three significances.
First, the book provides the most needed information for K-12
teachers with issues and strategies that are important in content
areas to help ELLs' success. With the fast growth of the ELLs in
schools, K-12 teachers need this information in conte nt
classrooms. Second, the book fills the gap related to teaching ELLs
in content areas. There are some existing books with titles on
teaching ELLs across content areas; yet, these books provide
general information with fewer books that really address specific
content topics. This book is unique because it has the dedicated
chapters for specific content areas, e.g., Language Arts, Science,
Math, Social Studies with issues and strategies in these respective
contents as well as general information, e.g., L2 theories for
teachers to know and work with ELLs. Third, the book is
reader-friendly with carefullycrafted chapters. Each chapter begins
with a scenario to catch the reader's attention, is followed by
issues and strategies, and ends with a summary. A scenario begins
with each chapter for teachers to get to know the ELLs with the
content that focuses on the related information and teaching
strategies. With the continued increase in the ELL school
population, this book is intended helping all K-12 teachers in
content areas have knowledge and stategies to better serve their
ELLs.
A Book for Every Teacher: Teaching English Language Learners is a
unique and compressive text written for mainstream classroom
teachers. The passion for writing this book comes from our working
experiences with the K-12 teachers in four school districts through
our ELL Center professional development program. Through this
program, we provide professional training through our federally
funded research and service projects. The purpose of our
professional training is to prepare general education teachers to
work effectively with English language learners (ELLs). While
working with the teachers on a daily basis, we know the immediate
needs of the teachers. This motivated us to embark this book
project. In recent years, the ELL school population has the highest
increase among school populations. As the NEA data indicates,
providing ELL students with high quality services and programs is
an important investment in America's future (NEA, 2013). This book
is our investment in helping teachers to meet their challenges and
provide useful information and strategies for teaching ELLs. The
book is designed with K-12 teachers in mind. It is best used by
teachers who have or will have ELLs in their classrooms and who
seek information and strategies to better work with and serve their
ELLs to achieve academic success. With this design, teachers can
use the book as a text or reference tool. This book can also be
adopted as text materials for professional training. Teachers are
the most important factor for ELLs' academic success.
This book demonstrates that civil-military relations have evolved
beyond symbiosis to quasi-institutionalization in post-Deng
Xiaoping China. As the People's Liberation Army (PLA) is a Leninist
party-army, it is commonly assumed that the relationship between
the Chinese Communist Party (CCP) and the PLA is symbiotic and
institutional boundaries based on a clear functional division of
labor are absent between the two. This symbiosis suggests that the
primary role of the PLA is in China's domestic politics; it is to
participate in intra-CCP leadership power struggle and in defending
the CCP regime against popular rebellions from within Chinese
society. By analyzing major changes in the functions of the PLA
political commissar system, the extent of the PLA involvement in
the power struggle of the CCP leadership, and the circulation of
elites across civil-military institutional boundaries, this book
offers a new theoretical explanation of civil-military relations in
China. It also discusses the implications of the findings for
China's domestic politics and foreign policy.
All educators in teacher education want to know what factors
contribute to the academic success of undergraduate education
majors or pre-service teachers. Teacher educators of eight
universities across the state of South Carolina were determined to
find out. This compilation is a result of their inquiry. The
conclusions of this book are drawn from the contributors and each
chapter helps expand teacher educator readers’ understanding and
informs their practice as they work with initial certification
students in educator preparation. A Research Perspective promotes
the academic success of pre-service teachers by exploring common
research questions posed to education majors of the eight
universities in South Carolina. Ranging from historically Black to
predominately White, from private to public universities across the
state, these institutions serve a diverse body of students who
described some insightful contributing factors and challenges to
their success. The case scenario begins each chapter that provides
contextual snapshots of the myriad choices and obstacles faced by
pre-service teachers; the research narratives offer insightful
analysis for teacher educators. Though written from the perspective
of South Carolina, the lessons learned and recommendations for
teacher education are relevant to any state. This is a must-read
for all teacher educators interested in student success. This book
is most interesting to members of teacher education organizations,
especially the Association of Teacher Educators (ATE) and its 41
state and regional affiliates, including South Carolina Association
of Teacher Educators (SCATE) and Southeast Regional Association of
Teacher Educators (SRATE). It also has wide appeal to members of
other professional organizations, such as National Association for
Multicultural Education (NAME) and American Educational Research
Association (AERA). Finally, it’s a good choice for professional
learning communities of district personnel and classroom teachers
since it provides insights that will strengthen mentoring and
support systems provided to student teachers.
This new book addresses three key issues: What has changed in
Chinese civil-military relations? What can account for changes?
And, what are the implications for Chinese security policy and
strategic behaviour? It tackles these questions by keenly assessing
civil-military dynamics in elite politics; such dynamics in
national security and arms control policy; relations between
commanders and political commissars; relations between the PLA and
society; civil-military dynamics regarding defence economics and
logistics; and such dynamics regarding dual-use technologies and
defence industry. These analyses build into the central theme that
the emphasis of Chinese civil-military relations is shifting from
politics to military tasks. This is an extremely important new
development by a nation many predict to become a super power in the
twenty-first century. This is, therefore, an essential reading for
all students and scholars of strategic and security studies,
Chinese studies and international relations.
This new book addresses three key issues: What has changed in
Chinese civil-military relations? What can account for changes? And
what are the implications for Chinese security policy and strategic
behavior?
It tackles these questions by keenly assessing civil-military
dynamics in elite politics; such dynamics in national security and
arms control policy; relations between commanders and political
commissars; relations between the PLA and society; civil-military
dynamics regarding defense economics and logistics; and such
dynamics regarding dual-use technologies and defense industry.
These analyses build into the central theme that the emphasis of
Chinese civil-military relations is shifting from politics to
military tasks. This is an extremely important new development by a
nation many predict to become a super power in the twenty-first
century.
This is therefore essential reading for all students and scholars
of strategic and security studies, Chinese studies and
international relations.
This book demonstrates that civil-military relations have evolved
beyond symbiosis to quasi-institutionalization in post-Deng
Xiaoping China. As the People's Liberation Army (PLA) is a Leninist
party-army, it is commonly assumed that the relationship between
the Chinese Communist Party (CCP) and the PLA is symbiotic and
institutional boundaries based on a clear functional division of
labor are absent between the two. This symbiosis suggests that the
primary role of the PLA is in China's domestic politics; it is to
participate in intra-CCP leadership power struggle and in defending
the CCP regime against popular rebellions from within Chinese
society. By analyzing major changes in the functions of the PLA
political commissar system, the extent of the PLA involvement in
the power struggle of the CCP leadership, and the circulation of
elites across civil-military institutional boundaries, this book
offers a new theoretical explanation of civil-military relations in
China. It also discusses the implications of the findings for
China's domestic politics and foreign policy.
All educators in teacher education want to know what factors
contribute to the academic success of undergraduate education
majors or pre-service teachers. Teacher educators of eight
universities across the state of South Carolina were determined to
find out. This compilation is a result of their inquiry. The
conclusions of this book are drawn from the contributors and each
chapter helps expand teacher educator readers' understanding and
informs their practice as they work with initial certification
students in educator preparation. A Research Perspective promotes
the academic success of pre-service teachers by exploring common
research questions posed to education majors of the eight
universities in South Carolina. Ranging from historically Black to
predominately White, from private to public universities across the
state, these institutions serve a diverse body of students who
described some insightful contributing factors and challenges to
their success. The case scenario begins each chapter that provides
contextual snapshots of the myriad choices and obstacles faced by
pre-service teachers; the research narratives offer insightful
analysis for teacher educators. Though written from the perspective
of South Carolina, the lessons learned and recommendations for
teacher education are relevant to any state. This is a must-read
for all teacher educators interested in student success. This book
is most interesting to members of teacher education organizations,
especially the Association of Teacher Educators (ATE) and its 41
state and regional affiliates, including South Carolina Association
of Teacher Educators (SCATE) and Southeast Regional Association of
Teacher Educators (SRATE). It also has wide appeal to members of
other professional organizations, such as National Association for
Multicultural Education (NAME) and American Educational Research
Association (AERA). Finally, it's a good choice for professional
learning communities of district personnel and classroom teachers
since it provides insights that will strengthen mentoring and
support systems provided to student teachers.
This book is written for K-12 teachers and educators to understand
the school experiences and life journeys of the English Language
Learners (ELLs) through four Chinese ELLs by documenting their
transitional experiences into an American school. Traditionally,
Chinese students are perceived as the model minority in American
schools who are academically successful. Yet, this book provides a
new perspective by documenting the life journey and school
experiences of the four Chinese ELLs. The book gives a detailed
account of the four ELLs in transition from Chinese language and
culture into American school and culture. Interview, observation,
and documentary data at their homes and American school reflect
this transitional journey. The book helps K-12 teachers and
educators understand that Chinese students also come from different
family backgrounds and have different previous schooling
experiences. This will help teachers and educators better working
with Chinese and all ELLs who adapt the new school environment.
This book is reader-friendly and carefully crafted with six
chapters. Each chapter focuses on one Chinese ELL with genuine
research data. The book begins with an introduction to provide
basic information of the four ELLs and concludes with the final
chapter that provides an update on the ELL students. This book can
also be used as reading texts by college students in teacher
education and training programs. The book is targeted for the TESOL
organizations. The TESOL has one of the largest memberships with
over 12,000 members representing 156 countries (TESOL Brochure,
2017). This book also benefits various attendees of professional
education conferences.
The book, Teaching ELLs Across Content Areas: Issues and
Strategies, is a unique, useful text written for K-12 teachers.
This book is the culmination of the professional knowledge,
expertise, and experience from the distinguished authors who
represent the entire range of the content areas, including:
language arts, science, mathematics, technology, arts, psychology,
and Hispanic studies. The ELL school population has reached 5.3
million with the increase rate of 51 percent from School Yearr
1998-1999 to 2008-2009 (NCELA, 2012). By 2025, one out of four K-12
students will be ELLs (NEA Policy Brief, 2013). The NEA data states
that the ELLs are the fastest-growing student populatio n group in
our schools and providing them with high-quality services and
programs is an important investment in America's future (NEA Policy
Brief, 2013). With the fast growth of the ELLs in schools, basic
information and strategies are needed by all K-12 teachers. This
book provides useful information and strategies for all K-12
teachers in content classrooms. This book has three significances.
First, the book provides the most needed information for K-12
teachers with issues and strategies that are important in content
areas to help ELLs' success. With the fast growth of the ELLs in
schools, K-12 teachers need this information in conte nt
classrooms. Second, the book fills the gap related to teaching ELLs
in content areas. There are some existing books with titles on
teaching ELLs across content areas; yet, these books provide
general information with fewer books that really address specific
content topics. This book is unique because it has the dedicated
chapters for specific content areas, e.g., Language Arts, Science,
Math, Social Studies with issues and strategies in these respective
contents as well as general information, e.g., L2 theories for
teachers to know and work with ELLs. Third, the book is
reader-friendly with carefullycrafted chapters. Each chapter begins
with a scenario to catch the reader's attention, is followed by
issues and strategies, and ends with a summary. A scenario begins
with each chapter for teachers to get to know the ELLs with the
content that focuses on the related information and teaching
strategies. With the continued increase in the ELL school
population, this book is intended helping all K-12 teachers in
content areas have knowledge and stategies to better serve their
ELLs.
A Book for Every Teacher: Teaching English Language Learners is a
unique and compressive text written for mainstream classroom
teachers. The passion for writing this book comes from our working
experiences with the K-12 teachers in four school districts through
our ELL Center professional development program. Through this
program, we provide professional training through our federally
funded research and service projects. The purpose of our
professional training is to prepare general education teachers to
work effectively with English language learners (ELLs). While
working with the teachers on a daily basis, we know the immediate
needs of the teachers. This motivated us to embark this book
project. In recent years, the ELL school population has the highest
increase among school populations. As the NEA data indicates,
providing ELL students with high quality services and programs is
an important investment in America's future (NEA, 2013). This book
is our investment in helping teachers to meet their challenges and
provide useful information and strategies for teaching ELLs. The
book is designed with K-12 teachers in mind. It is best used by
teachers who have or will have ELLs in their classrooms and who
seek information and strategies to better work with and serve their
ELLs to achieve academic success. With this design, teachers can
use the book as a text or reference tool. This book can also be
adopted as text materials for professional training. Teachers are
the most important factor for ELLs' academic success.
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