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Effecting change for culturally and linguistically diverse learner / Almitra L. Berry, Ed.D. ; forewords, Some McCowan, Ed.D., Gamal D. Brown, M.Ed.
EBSCOhost Academic eBook Collection (North America) Available online
EBSCOhost Academic eBook Collection (North America)- Format:
- Book
- Author/Creator:
- Berry, Almitra L., author.
- Series:
- Professional Resources Series
- Language:
- English
- Subjects (All):
- Remedial teaching.
- Slow learning children--Education.
- Learning disabled children--Education.
- Physical Description:
- 1 online resource (256 pages) : illustrations, charts
- Edition:
- Second edition.
- Place of Publication:
- Huntington Beach, California : Shell Education, [2022]
- Summary:
- Learn how to close the provision gap for culturally and linguistically diverse learners. This completely revised second edition introduces a new five-step framework that focuses on academic achievement and equity for all students.
- Contents:
- Cover
- Page 2 - Credits
- Page 5 - Table Of Contents
- Page 8 - List of Figures
- Page 11 - Forewords
- Page 13 - Introduction
- Page 14 - About This Second Edition
- Page 17 - Chapter 1: Building and Activating Our Own Schema
- Page 18 - Defining the Culturally and Linguistically Diverse Learner
- Page 23 - Linguistic Diversity's Impact on Teaching and Learning
- Page 27 - How Demographic Shifts Impact Schools and Classrooms
- Page 32 - Time to Shift to a Focus on Equity
- Page 35 - Conclusion
- Page 38 - Reflect and Act
- Page 39 - Chapter 2: The Root of Persistent, Pervasive Achievement Gaps
- Page 43 - The Soft Bigotry of Low Expectations
- Page 46 - Taking Responsibility for Learners' Achievement
- Page 47 - A Moral-Obligation Approach to Instruction
- Page 48 - What Scientific Research Tells Us
- Page 51 - Seven Theories of Reading Instruction
- Page 63 - Choose the Right Approach
- Page 67 - Conclusion
- Page 68 - Reflect and Act
- Page 69 - Chapter 3: The Importance of a Rigorous English Language Arts Core
- Page 74 - Scientifically Based, Evidenced, and Validated: What's the Difference?
- Page 76 - The Role of Technology-Based Personalized Learning
- Page 76 - What Works Is Not Whatever Works for Some but Maybe Not All
- Page 78 - Navigating Core Reading Instruction
- Page 82 - Conclusion
- Page 83 - Reflect and Act
- Page 85 - Chapter 4: Screen for Problems, Monitor Progress,and Project Trajectories
- Page 86 - Struggling with Reading Is Persistent and Pervasive
- Page 89 - Assessing Assessment
- Page 92 - The Basics of Assessment in CARTI
- Page 101 - The Roles of Assessment, Data, and Annual Progress Measurement
- Page 102 - Teacher Observation as Assessment: Protocol or Pitfall?
- Page 103 - Get Tech-Savvy
- Page 104 - Conclusion
- Page 105 - Reflect and Act.
- Page 107 - Chapter 5: Instruction, Intervention, Standards,and the Focus on Learner Achievement
- Page 109 - Instruct or Intervene? The Classroom Teacher as First Responder
- Page 114 - It Takes a Village: The School Community's Role in Holistic Support
- Page 115 - State Standards: Rigor or Rigmarole?
- Page 122 - Conclusion
- Page 122 - Reflect and Act
- Page 125 - Chapter 6: Intensive Small-Group Instruction
- Page 126 - Beyond the Core: The Plan for Action
- Page 127 - The Instructional Value of Smaller Groups
- Page 131 - The Six Phases of Data-Driven Decision Making
- Page 139 - The Role of Technology-Based Personalized Learning
- page 141 - Conclusion .
- Page 141 - Reflect and Act
- Page 143 - Chapter 7: Teaching English as an Academic Language
- page 145 - History of the Divide
- Page 147 - Why This History Matters
- Page 148 - Language Acquisition and Time to Proficiency: BICS and CALP
- Page 153 - What Is Involved in a Language Proficiency Assessment? .
- Page 162 - Conclusion
- Page 163 - Reflect and Act
- Page 165 - Chapter 8: Teaching and Learning: Leave Nothing to Chance
- Page 166 - Theories of Learning
- Page 173 - Model Strategies That Develop Learners' Metacognition
- page 182 - Make Connections and Check Your Mindset
- Page 183 - Conclusion
- Page 184 - Reflect and Act
- Page 185 - Chapter 9: Road Trip!
- Page 187 - Examining Our Own Implicit Bias
- Page 188 - Eradicating the Hidden Curriculum
- Page 190 - Finding Equitable Instructional Time
- Page 191 - Creating a Long-Range Plan
- Page 194 - Keeping the Learner as the Focus of Professional Learning
- Page 200 - Creating a Professional Learning Community: It Takes a Village
- Page 201 - Driving in Both Lanes
- Page 204 - Signposts on the Journey to True Equity
- Page 206 - Conclusion
- Page 207 - Reflect and Act.
- Page 209 - Chapter 10: In the Interest of the Learner
- Page 211 - Do the Right Thing
- Page 215 - Do the Right Thing Well
- Page 218 - Do Enough of the Right Thing to Effect Change
- Page 222 - Conclusion
- Page 223 - Reflect and Act
- Page 225 - References
- Page 239 - Glossary
- Page 247 - Appendix A: Exemplar Standards Citations
- Page 251 - Appendix B: The Equity Maturity Matrix
- BackCover.
- Notes:
- Description based on print version record.
- Includes bibliographical references.
- ISBN:
- 9781087648873
- 1087648874
- OCLC:
- 1407625807
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