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[null,"1.","Record Nr.",null,"UNINA9910795156403321"]
[null,null,"Autore",null,"Berry Almitra L."]
[null,null,"Titolo",null,"Effecting change for culturally and linguistically diverse learner / / Almitra L. Berry, Ed.D. ; forewords, Some McCowan, Ed.D., Gamal D. Brown, M.Ed"]
[null,null,"Pubbl/distr/stampa",null,"Huntington Beach, California : , : Shell Education, , [2022]"]
[{"$nulls":4},"©2022"]
[null,null,"ISBN",null,"1-0876-4887-4"]
[null,null,"Edizione",null,"[Second edition.]"]
[null,null,"Descrizione fisica",null,"1 online resource (256 pages) : illustrations, charts"]
[null,null,"Collana",null,"Professional Resources Series"]
[null,null,"Disciplina",null,"371.9"]
[null,null,"Soggetti",null,"Remedial teaching"]
[{"$nulls":4},"Slow learning children - Education"]
[{"$nulls":4},"Learning disabled children - Education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Nota di bibliografia","Includes bibliographical references."]
[null,null,"Nota di contenuto",null,"Cover -- Page 2 - Credits -- Page 5 - Table Of Contents -- Page 8 - List of Figures -- Page 11 - Forewords -- Page 13 - Introduction -- Page 14 - About This Second Edition -- Page 17 - Chapter 1: Building and Activating Our Own Schema -- Page 18 - Defining the Culturally and Linguistically Diverse Learner -- Page 23 - Linguistic Diversity's Impact on Teaching and Learning -- Page 27 - How Demographic Shifts Impact Schools and Classrooms -- Page 32 - Time to Shift to a Focus on Equity -- Page 35 - Conclusion -- Page 38 - Reflect and Act -- Page 39 - Chapter 2: The Root of Persistent, Pervasive Achievement Gaps -- Page 43 - The Soft Bigotry of Low Expectations -- Page 46 - Taking Responsibility for Learners' Achievement -- Page 47 - A Moral-Obligation Approach to Instruction -- Page 48 - What Scientific Research Tells Us -- Page 51 - Seven Theories of Reading Instruction -- Page 63 - Choose the Right Approach -- Page 67 - Conclusion -- Page 68 - Reflect and Act -- Page 69 - Chapter 3: The Importance of a Rigorous English Language Arts Core -- Page 74 - Scientifically Based, Evidenced, and Validated: What's the Difference? -- Page 76 - The Role of Technology-Based Personalized Learning -- Page 76 - What Works Is Not Whatever Works for Some but Maybe Not All -- Page 78 - Navigating Core Reading Instruction -- Page 82 - Conclusion -- Page 83 - Reflect and Act -- Page 85 - Chapter 4: Screen for Problems, Monitor Progress,and Project Trajectories -- Page 86 - Struggling with "]
[{"$nulls":4},"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."]
[{"$nulls":4},"Page 107 - Chapter 5: Instruction, Intervention, Standards,and the Focus on Learner Achievement -- Page 109 - Instruct or Intervene? The Classroom Teacher as First Responder -- Page 114 - It Takes a Village: The School Community's Role in Holistic Support -- Page 115 - State Standards: Rigor or Rigmarole? -- Page 122 - Conclusion -- Page 122 - Reflect and Act -- Page 125 - Chapter 6: Intensive Small-Group Instruction -- Page 126 - Beyond the Core: The Plan for Action -- Page 127 - The Instructional Value of Smaller Groups -- Page 131 - The Six Phases of Data-Driven Decision Making -- Page 139 - The Role of Technology-Based Personalized Learning -- page 141 - Conclusion . -- Page 141 - Reflect and Act -- Page 143 - Chapter 7: Teaching English as an Academic Language -- page 145 - History of the Divide -- Page 147 - Why This History Matters -- Page 148 - Language Acquisition and Time to Proficiency: BICS and CALP -- Page 153 - What Is Involved in a Language Proficiency Assessment? . -- Page 162 - Conclusion -- Page 163 - Reflect and Act -- Page 165 - Chapter 8: Teaching and Learning: Leave Nothing to Chance -- Page 166 - Theories of Learning -- Page 173 - Model Strategies That Develop Learners' Metacognition -- page 182 - Make Connections and Check Your Mindset -- Page 183 - Conclusion -- Page 184 - Reflect and Act -- Page 185 - Chapter 9: Road Trip! -- Page 187 - Examining Our Own Implicit Bias -- Page 188 - Eradicating the Hidden Curriculum -- Page 190 - Finding Equitable Instructional Time -- Page 191 - Creating a Long-Range Plan -- Page 194 - Keeping the Learner as the Focus of Professional Learning -- Page 200 - Creating a Professional Learning Community: It Takes a Village -- Page 201 - Driving in Both Lanes -- Page 204 - Signposts on the Journey to True Equity -- Page 206 - Conclusion -- Page 207 - Reflect and Act."]
[{"$nulls":4},"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."]
[null,null,null,"Sommario/riassunto","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."]