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Record Nr. |
UNINA9910480412303321 |
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Autore |
Zacarian Debbie |
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Titolo |
The essential guide for educating beginning English learners [[electronic resource] /] / Debbie Zacarian, Judie Haynes |
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Pubbl/distr/stampa |
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Thousand Oaks, Calif., : Corwin, c2012 |
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ISBN |
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1-4522-8412-1 |
1-4522-7999-3 |
1-4833-8775-5 |
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Descrizione fisica |
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1 online resource (153 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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English language - Study and teaching - United States - Foreign speakers |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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FRONT COVER; THE ESSENTIAL GUIDE FOR EDUCATING BEGINNING ENGLISH LEARNERS ; CONTENTS ; ACKNOWLEDGMENTS; Publisher's Acknowledgments; ABOUT THE AUTHORS ; INTRODUCTION; Chapter 1: Seeing the Big Picture; Chapter 2: Taking a Closer Look; Chapter 3: Effective Programming for English Learners; Chapter 4: Selecting Models of Instruction; Chapter 5: Strengthening Family-School Engagement; Chapter 6: Teaching Beginners; Chapter 7: Working With English Learners Who Have Experienced Trauma; Chapter 8: Teaching English Learners With Limited or Interrupted Formal Education |
Chapter 9: Providing Effective Professional DevelopmentCHAPTER 1: SEEING THE BIG PICTURE; How Are English Learners Doing in U.S. Schools?; Who Are Beginning English Learners?; Resources for Leaders and Teachers of Beginning Learners of English; Challenges Faced by Beginning English Learners and Their Families; What Is Being Done to Address the Needs of Beginning English Learners?; Using a Three-Phase Planning Approach for Beginning Learners of English; Summary; CHAPTER 2: TAKING A CLOSER LOOK; Influence of Literacy; Differences in Literacy and Educational Experiences |
Differences in Orientation to TimeThree Different Types of Students; Students Experiencing Trauma; How Poverty Affects Learning; |
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Individualistic and Collectivist Cultures; Addressing the Complex Needs of English Learners; Summary; CHAPTER 3: EFFECTIVE PROGRAMMING FOR ENGLISH LEARNERS; Developing a Districtwide Effort; Reviewing the Enrollment Process; Identifying English Learners; Helping Parents Understand the Enrollment Process; Summary; CHAPTER 4: SELECTING MODELS OF INSTRUCTION; Programs That Promote Bilingualism and Biliteracy; Early Exit or Transitional Bilingual Programs |
Structured Immersion ModelsESL Instruction; ESL Pull-Out; Push-In or Collaborative ESL; Newcomers With Limited Prior Schooling; Summary; CHAPTER 5: STRENGTHENING FAMILY-SCHOOL ENGAGEMENT; Building Partnerships with Families of Beginning English Learners; Understanding Barriers; Establishing a Welcoming School Environment by Building Relationships; Addressing Differences; Building Connections With Learning; Supporting Advocacy and Sharing Power; Bilingual Parent Advisory Committees; Home Visits to Involve Parents of English Learners; Bilingual Parent Volunteer Programs; Summary |
CHAPTER 6: TEACHING BEGINNERSWhat Is Culture Shock?; Stages of Culture Shock; Stage 1-Honeymoon or Euphoric Stage; Stage 2-Rejection or Culture Shock Stage; Stage 3-Integration Stage; Stage 4-Assimilation or Adaptation Stage; Supporting English Learners in Content Area Classrooms; Bilingual Support in Content Area Classes; Bilingual Buddies for English Learners; Bilingual Parent Volunteers; Using Technology and the Internet; Materials and Resources for Beginning English Learners; Teaching Essential Basics; Eight Key Strategies for Teaching Content |
1. Provide Information That Beginning English Learners Can Understand |
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Sommario/riassunto |
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Beginning English learners are at risk of being lost in a system that does not know how to reach them. With more and more ELs entering U.S. schools every year, educators need to act quickly to create school- and classroom-based programmes that work. Veteran educators Debbie Zacarian and Judie Haynes provide templates and tools - along with vignettes illustrating real-world challenges - to help teachers and administrators. |
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2. |
Record Nr. |
UNINA9910783944903321 |
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Autore |
Cornoldi Cesare |
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Titolo |
Visuo-spatial working memory and individual differences / / esare Cornoldi, Tomaso Vecchi |
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Pubbl/distr/stampa |
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Hove, East Sussex ; ; New York : , : Psychology Press, , 2003 |
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ISBN |
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1-135-43121-3 |
1-135-43122-1 |
1-138-87742-5 |
1-280-07744-1 |
0-203-64158-2 |
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Descrizione fisica |
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1 online resource (182 p.) |
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Collana |
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Essays in cognitive psychology |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Short-term memory |
Space perception |
Visual perception |
Individual differences |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references (p. 137-157) and indexes. |
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Nota di contenuto |
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Book Cover; Title; Contents; Preface; Acknowledgements; Introduction; The study of individual differences in visuo-spatial abilities; Models and components of visuo-spatial representation and working memory; Gender differences in visuo-spatial abilities; Individual differences in children's visuo-spatial working memory; Visuo-spatial working memory in ageing; Imagery, blindness, and visuo-spatial working memory; Visuo-spatial abilities in genetic syndromes; A continuity approach to visuo-spatial working memory; References; Author index; Subject index |
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Sommario/riassunto |
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In this timely and comprehensive text, Cesare Cornoldi and Tomaso Vecchi describe their recently developed experimental approach to the investigation of visuo-spatial cognition, based upon the analysis of individual differences. A review of the most influential theoretical advances in the study of visuo-spatial cognition is presented, including both critical analysis and comparisons between the distinct approaches. In addition, the authors describe recent research into memory for |
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spatial configurations, mental manipulation and the active integration of visuo-spatial information. This inclu |
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