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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
| Effecting change for culturally and linguistically diverse learner / / Almitra L. Berry, Ed.D. ; forewords, Some McCowan, Ed.D., Gamal D. Brown, M.Ed |
| Autore | Berry Almitra L. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Huntington Beach, California : , : Shell Education, , [2022] |
| Descrizione fisica | 1 online resource (256 pages) : illustrations, charts |
| Disciplina | 371.9 |
| Collana | Professional Resources Series |
| Soggetto topico |
Remedial teaching
Slow learning children - Education Learning disabled children - Education |
| ISBN | 1-0876-4887-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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. |
| Record Nr. | UNINA-9910795156403321 |
Berry Almitra L.
|
||
| Huntington Beach, California : , : Shell Education, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Effecting change for culturally and linguistically diverse learner / / Almitra L. Berry, Ed.D. ; forewords, Some McCowan, Ed.D., Gamal D. Brown, M.Ed
| Effecting change for culturally and linguistically diverse learner / / Almitra L. Berry, Ed.D. ; forewords, Some McCowan, Ed.D., Gamal D. Brown, M.Ed |
| Autore | Berry Almitra L. |
| Edizione | [Second edition.] |
| Pubbl/distr/stampa | Huntington Beach, California : , : Shell Education, , [2022] |
| Descrizione fisica | 1 online resource (256 pages) : illustrations, charts |
| Disciplina | 371.9 |
| Collana | Professional Resources Series |
| Soggetto topico |
Remedial teaching
Slow learning children - Education Learning disabled children - Education |
| ISBN | 1-0876-4887-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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. |
| Record Nr. | UNINA-9910824197203321 |
|
Berry Almitra L.
|
||
| Huntington Beach, California : , : Shell Education, , [2022] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Listening to able underachievers : creating opportunities for change / / Michael Pomerantz and Kathryn Anne Pomerantz
| Listening to able underachievers : creating opportunities for change / / Michael Pomerantz and Kathryn Anne Pomerantz |
| Autore | Pomerantz Michael |
| Pubbl/distr/stampa | Oxon [England] : , : David Fulton, , 2002 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 371.2/8/0941 |
| Altri autori (Persone) | PomerantzKathryn Anne |
| Soggetto topico |
Underachievers
Motivation in education Slow learning children - Education |
| Soggetto genere / forma | Electronic books. |
| ISBN |
0-203-06585-9
1-283-96961-0 1-136-63692-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Title Page; Copyright Page; Table of Contents; Preface; Acknowledgements; 1. Introduction to the study of Able Underachievers; 2. Teachers communicating with Able Underachievers; 3. Developing relationships with peers, siblings and parents; 4. Thinking and learning with Able Underachievers; 5. Responding to personal and emotional needs; 6. Creating opportunities for change; Appendix 1: Staged criteria for the selection of Able Underachievers; Appendix 2: Transcripts and the use of a grounded theory approach by means of ATLAS.ti; References; Index |
| Record Nr. | UNINA-9910462607503321 |
|
Pomerantz Michael
|
||
| Oxon [England] : , : David Fulton, , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Listening to able underachievers : creating opportunities for change / / Michael Pomerantz and Kathryn Anne Pomerantz
| Listening to able underachievers : creating opportunities for change / / Michael Pomerantz and Kathryn Anne Pomerantz |
| Autore | Pomerantz Michael |
| Pubbl/distr/stampa | Oxon [England] : , : David Fulton, , 2002 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 371.2/8/0941 |
| Altri autori (Persone) | PomerantzKathryn Anne |
| Soggetto topico |
Underachievers
Motivation in education Slow learning children - Education |
| ISBN |
1-136-63699-4
0-203-06585-9 1-283-96961-0 1-136-63692-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Title Page; Copyright Page; Table of Contents; Preface; Acknowledgements; 1. Introduction to the study of Able Underachievers; 2. Teachers communicating with Able Underachievers; 3. Developing relationships with peers, siblings and parents; 4. Thinking and learning with Able Underachievers; 5. Responding to personal and emotional needs; 6. Creating opportunities for change; Appendix 1: Staged criteria for the selection of Able Underachievers; Appendix 2: Transcripts and the use of a grounded theory approach by means of ATLAS.ti; References; Index |
| Record Nr. | UNINA-9910786039003321 |
|
Pomerantz Michael
|
||
| Oxon [England] : , : David Fulton, , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Listening to able underachievers : creating opportunities for change / / Michael Pomerantz and Kathryn Anne Pomerantz
| Listening to able underachievers : creating opportunities for change / / Michael Pomerantz and Kathryn Anne Pomerantz |
| Autore | Pomerantz Michael |
| Pubbl/distr/stampa | Oxon [England] : , : David Fulton, , 2002 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 371.2/8/0941 |
| Altri autori (Persone) | PomerantzKathryn Anne |
| Soggetto topico |
Underachievers
Motivation in education Slow learning children - Education |
| ISBN |
1-136-63699-4
0-203-06585-9 1-283-96961-0 1-136-63692-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Title Page; Copyright Page; Table of Contents; Preface; Acknowledgements; 1. Introduction to the study of Able Underachievers; 2. Teachers communicating with Able Underachievers; 3. Developing relationships with peers, siblings and parents; 4. Thinking and learning with Able Underachievers; 5. Responding to personal and emotional needs; 6. Creating opportunities for change; Appendix 1: Staged criteria for the selection of Able Underachievers; Appendix 2: Transcripts and the use of a grounded theory approach by means of ATLAS.ti; References; Index |
| Record Nr. | UNINA-9910818701403321 |
|
Pomerantz Michael
|
||
| Oxon [England] : , : David Fulton, , 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
RTI [[electronic resource] ] : a practitioner's guide to implementing response to intervention / / Daryl F. Mellard, Evelyn Johnson
| RTI [[electronic resource] ] : a practitioner's guide to implementing response to intervention / / Daryl F. Mellard, Evelyn Johnson |
| Autore | Mellard Daryl F (Daryl Francis), <1950-> |
| Pubbl/distr/stampa | Thousand Oaks, CA ; ; London, : Corwin, c2008 |
| Descrizione fisica | 1 online resource (169 p.) |
| Disciplina | 371.9 |
| Altri autori (Persone) | JohnsonEvelyn |
| Soggetto topico |
Remedial teaching
Slow learning children - Education Learning disabled children - Education Response to intervention (Learning disabled children) |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-9526-3
1-4833-2977-1 1-4129-5772-9 1-4522-0819-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; Preface; Acknowledgments; About the Authors; Chapter 1 - Introduction: What Is RTI?; Chapter 2 - RTI in the Context of Policy Initiatives; Chapter 3 - Schoolwide Screening; Chapter 4 - Progress Monitoring; Chapter 5 - Tier 1: General Education; Chapter 6 - Tier 2: Intervention; Chapter 7 - Tier 3: Special Education; Chapter 8 - Fidelity of Implementation; Chapter 9 - Conclusion; Index |
| Altri titoli varianti |
Response to intervention
Practitioner's guide to implementing response to intervention |
| Record Nr. | UNINA-9910480621703321 |
|
Mellard Daryl F (Daryl Francis), <1950->
|
||
| Thousand Oaks, CA ; ; London, : Corwin, c2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
RTI [[electronic resource] ] : a practitioner's guide to implementing response to intervention / / Daryl F. Mellard, Evelyn Johnson
| RTI [[electronic resource] ] : a practitioner's guide to implementing response to intervention / / Daryl F. Mellard, Evelyn Johnson |
| Autore | Mellard Daryl F (Daryl Francis), <1950-> |
| Pubbl/distr/stampa | Thousand Oaks, CA ; ; London, : Corwin, c2008 |
| Descrizione fisica | 1 online resource (xiv, 148 p.) : ill |
| Disciplina | 371.9 |
| Altri autori (Persone) | JohnsonEvelyn |
| Soggetto topico |
Remedial teaching
Slow learning children - Education Learning disabled children - Education |
| ISBN |
1-4522-9526-3
1-4833-2977-1 1-4129-5772-9 1-4522-0819-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; Preface; Acknowledgments; About the Authors; Chapter 1 - Introduction: What Is RTI?; Chapter 2 - RTI in the Context of Policy Initiatives; Chapter 3 - Schoolwide Screening; Chapter 4 - Progress Monitoring; Chapter 5 - Tier 1: General Education; Chapter 6 - Tier 2: Intervention; Chapter 7 - Tier 3: Special Education; Chapter 8 - Fidelity of Implementation; Chapter 9 - Conclusion; Index |
| Altri titoli varianti |
Response to intervention
Practitioner's guide to implementing response to intervention |
| Record Nr. | UNINA-9910789273003321 |
|
Mellard Daryl F (Daryl Francis), <1950->
|
||
| Thousand Oaks, CA ; ; London, : Corwin, c2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
RTI : a practitioner's guide to implementing response to intervention / / Daryl F. Mellard, Evelyn Johnson
| RTI : a practitioner's guide to implementing response to intervention / / Daryl F. Mellard, Evelyn Johnson |
| Autore | Mellard Daryl F (Daryl Francis), <1950-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Thousand Oaks, CA ; ; London, : Corwin, c2008 |
| Descrizione fisica | 1 online resource (xiv, 148 p.) : ill |
| Disciplina | 371.9 |
| Altri autori (Persone) | JohnsonEvelyn |
| Soggetto topico |
Remedial teaching
Slow learning children - Education Learning disabled children - Education |
| ISBN |
1-4522-9526-3
1-4833-2977-1 1-4129-5772-9 1-4522-0819-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Cover; Contents; Preface; Acknowledgments; About the Authors; Chapter 1 - Introduction: What Is RTI?; Chapter 2 - RTI in the Context of Policy Initiatives; Chapter 3 - Schoolwide Screening; Chapter 4 - Progress Monitoring; Chapter 5 - Tier 1: General Education; Chapter 6 - Tier 2: Intervention; Chapter 7 - Tier 3: Special Education; Chapter 8 - Fidelity of Implementation; Chapter 9 - Conclusion; Index |
| Altri titoli varianti |
Response to intervention
Practitioner's guide to implementing response to intervention |
| Record Nr. | UNINA-9910818493003321 |
|
Mellard Daryl F (Daryl Francis), <1950->
|
||
| Thousand Oaks, CA ; ; London, : Corwin, c2008 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
RTI for diverse learners [[electronic resource] ] : more than 200 instructional interventions / / Catherine Collier
| RTI for diverse learners [[electronic resource] ] : more than 200 instructional interventions / / Catherine Collier |
| Autore | Collier Catherine |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin |
| Descrizione fisica | 1 online resource (289 p.) |
| Disciplina |
371.9
372.43 |
| Soggetto topico |
Response to intervention (Learning disabled children)
Remedial teaching Slow learning children - Education Learning disabled children - Education |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4522-3835-9
1-4522-2345-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents; About the Author; Introduction; 1 - Tier 1 Interventions; 2 - Tier 2 Interventions; 3 - Tier 3 Interventions; 4 - Tier 4 Interventions; 5 - In Conclusion; References; Index |
| Altri titoli varianti | Response to intervention for diverse learners |
| Record Nr. | UNINA-9910480095003321 |
|
Collier Catherine
|
||
| Thousand Oaks, Calif., : Corwin | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
RTI for diverse learners : more than 200 instructional interventions / / Catherine Collier
| RTI for diverse learners : more than 200 instructional interventions / / Catherine Collier |
| Autore | Collier Catherine |
| Pubbl/distr/stampa | Thousand Oaks, Calif., : Corwin |
| Descrizione fisica | 1 online resource (ix, 275 pages) : illustrations |
| Disciplina | 372.43 |
| Collana | Gale eBooks |
| Soggetto topico |
Remedial teaching
Slow learning children - Education Learning disabled children - Education |
| ISBN |
1-4522-3835-9
1-4522-2345-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Contents; About the Author; Introduction; 1 - Tier 1 Interventions; 2 - Tier 2 Interventions; 3 - Tier 3 Interventions; 4 - Tier 4 Interventions; 5 - In Conclusion; References; Index |
| Altri titoli varianti | Response to intervention for diverse learners |
| Record Nr. | UNINA-9910779496503321 |
|
Collier Catherine
|
||
| Thousand Oaks, Calif., : Corwin | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
