Effecting Change for Culturally and Linguistically Diverse Learners
eBook - PDF

Effecting Change for Culturally and Linguistically Diverse Learners

  1. 258 pages
  2. English
  3. PDF
  4. Available on iOS & Android
eBook - PDF

Effecting Change for Culturally and Linguistically Diverse Learners

About this book

Help teachers understand and close the provision gap for culturally and linguistically diverse learners, effecting greater opportunities for academic success. Written by Dr. Almitra Berry, this completely revised second edition introduces a new five-step framework that focuses on academic achievement and equity for all students. This professional resource guides you through a data-driven approach to determine whether your curriculum and instruction are meeting the needs of culturally diverse students.Educators will learn how to evaluate the effectiveness of curriculum, identify and implement instructional practices that are proven effective, monitor progress, and provide intensive small group instruction to help learners succeed. This timely book provides a collection of practical resources such as planning templates, data analysis forms, and reflective questions for each step of the process.

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Information

Publisher
Shell Education
Year
2021
eBook ISBN
9781087648873
Edition
0
Topic
Education

Table of contents

  1. Cover
  2. Page 2 - Credits
  3. Page 5 - Table Of Contents
  4. Page 8 - List of Figures
  5. Page 11 - Forewords
  6. Page 13 - Introduction
  7. Page 14 - About This Second Edition
  8. Page 17 - Chapter 1: Building and Activating Our Own Schema
  9. Page 18 - Defining the Culturally and Linguistically Diverse Learner
  10. Page 23 - Linguistic Diversity’s Impact on Teaching and Learning
  11. Page 27 - How Demographic Shifts Impact Schools and Classrooms
  12. Page 32 - Time to Shift to a Focus on Equity
  13. Page 35 - Conclusion
  14. Page 38 - Reflect and Act
  15. Page 39 - Chapter 2: The Root of Persistent, Pervasive Achievement Gaps
  16. Page 43 - The Soft Bigotry of Low Expectations
  17. Page 46 - Taking Responsibility for Learners’ Achievement
  18. Page 47 - A Moral-Obligation Approach to Instruction
  19. Page 48 - What Scientific Research Tells Us
  20. Page 51 - Seven Theories of Reading Instruction
  21. Page 63 - Choose the Right Approach
  22. Page 67 - Conclusion
  23. Page 68 - Reflect and Act
  24. Page 69 - Chapter 3: The Importance of a Rigorous English Language Arts Core
  25. Page 74 - Scientifically Based, Evidenced, and Validated: What’s the Difference?
  26. Page 76 - The Role of Technology-Based Personalized Learning
  27. Page 76 - What Works Is Not Whatever Works for Some but Maybe Not All
  28. Page 78 - Navigating Core Reading Instruction
  29. Page 82 - Conclusion
  30. Page 83 - Reflect and Act
  31. Page 85 - Chapter 4: Screen for Problems, Monitor Progress,and Project Trajectories
  32. Page 86 - Struggling with Reading Is Persistent and Pervasive
  33. Page 89 - Assessing Assessment
  34. Page 92 - The Basics of Assessment in CARTI
  35. Page 101 - The Roles of Assessment, Data, and Annual Progress Measurement
  36. Page 102 - Teacher Observation as Assessment: Protocol or Pitfall?
  37. Page 103 - Get Tech-Savvy
  38. Page 104 - Conclusion
  39. Page 105 - Reflect and Act
  40. Page 107 - Chapter 5: Instruction, Intervention, Standards,and the Focus on Learner Achievement
  41. Page 109 - Instruct or Intervene? The Classroom Teacher as First Responder
  42. Page 114 - It Takes a Village: The School Community’s Role in Holistic Support
  43. Page 115 - State Standards: Rigor or Rigmarole?
  44. Page 122 - Conclusion
  45. Page 122 - Reflect and Act
  46. Page 125 - Chapter 6: Intensive Small-Group Instruction
  47. Page 126 - Beyond the Core: The Plan for Action
  48. Page 127 - The Instructional Value of Smaller Groups
  49. Page 131 - The Six Phases of Data-Driven Decision Making
  50. Page 139 - The Role of Technology-Based Personalized Learning
  51. page 141 - Conclusion .
  52. Page 141 - Reflect and Act
  53. Page 143 - Chapter 7: Teaching English as an Academic Language
  54. page 145 - History of the Divide
  55. Page 147 - Why This History Matters
  56. Page 148 - Language Acquisition and Time to Proficiency: BICS and CALP
  57. Page 153 - What Is Involved in a Language Proficiency Assessment? .
  58. Page 162 - Conclusion
  59. Page 163 - Reflect and Act
  60. Page 165 - Chapter 8: Teaching and Learning: Leave Nothing to Chance
  61. Page 166 - Theories of Learning
  62. Page 173 - Model Strategies That Develop Learners’ Metacognition
  63. page 182 - Make Connections and Check Your Mindset
  64. Page 183 - Conclusion
  65. Page 184 - Reflect and Act
  66. Page 185 - Chapter 9: Road Trip!
  67. Page 187 - Examining Our Own Implicit Bias
  68. Page 188 - Eradicating the Hidden Curriculum
  69. Page 190 - Finding Equitable Instructional Time
  70. Page 191 - Creating a Long-Range Plan
  71. Page 194 - Keeping the Learner as the Focus of Professional Learning
  72. Page 200 - Creating a Professional Learning Community: It Takes a Village
  73. Page 201 - Driving in Both Lanes
  74. Page 204 - Signposts on the Journey to True Equity
  75. Page 206 - Conclusion
  76. Page 207 - Reflect and Act
  77. Page 209 - Chapter 10: In the Interest of the Learner
  78. Page 211 - Do the Right Thing
  79. Page 215 - Do the Right Thing Well
  80. Page 218 - Do Enough of the Right Thing to Effect Change
  81. Page 222 - Conclusion
  82. Page 223 - Reflect and Act
  83. Page 225 - References
  84. Page 239 - Glossary
  85. Page 247 - Appendix A: Exemplar Standards Citations
  86. Page 251 - Appendix B: The Equity Maturity Matrix
  87. BackCover

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