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Supporting parents as their child’s first teacher: Aboriginal parents’ perceptions of kindilink
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In: Research outputs 2014 to 2021 (2021)
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| 2 |
Discourses in power: Policy and curriculum demands in the first year of compulsory school
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In: Research outputs 2014 to 2021 (2021)
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Transforming research into practice: Implications of a family literacy program for early childhood professionals
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In: Research outputs 2014 to 2021 (2016)
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Indonesian teachers’ implementation of new curriculum initiatives in relation to teaching writing in lower primary school
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In: Research outputs 2014 to 2021 (2015)
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'Better Beginnings has made me make reading part of our everyday routine': Mothers' perceptions of a family literacy program over four years
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In: Research outputs 2014 to 2021 (2015)
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| 6 |
In teachers' hands : effective literacy teaching practices in the early years of schooling
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In: Research outputs pre 2011 (2005)
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| 7 |
Learning in two languages: A bilingual program in Western Australia
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In: Research outputs pre 2011 (2001)
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| 8 |
Profiling ESL children: How teachers interpret and use national and state assessment frameworks: Volume 1: Key issues & findings
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In: Research outputs pre 2011 (1997)
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Abstract:
The three volumes which make up this study describe in detail how a number of teachers in different school situations in different parts of Australia undertook the assessment of young children's development of English as a second language. Most of the teachers worked in pre-primary to Year 3 classrooms where the majority of the children were aged between five and eight years. The majority worked in a mainstream context in which the number of children speaking English as a second language (ESL) varied from more than half the class to two or three students. About a third of the teachers whose assessment practices we studied worked in classrooms in which all the children came from homes or communities in which languages other than English were the main means of co.mmunication. A minority of the teachers acted as ESL specialists who provided support to mainstream teachers often throughout the primary years. Over half the teachers in the study had undertaken some form of professional development focused upon working with ESL children.
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Keyword:
and Multicultural Education; assessment; Bilingual; diversity; education; English as a second language; ESL; linguistics; Multilingual; students; teachers
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URL: https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=8278&context=ecuworks
https://ro.ecu.edu.au/ecuworks/7277
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Profiling ESL children: How teachers interpret and use national and state assessment frameworks: Volume 2: The Western Australia case studies
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In: Research outputs pre 2011 (1997)
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| 10 |
Profiling ESL children: How teachers interpret and use national and state assessment frameworks: Volume 3: The Eastern States case studies
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In: Research outputs pre 2011 (1997)
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| 11 |
Learning in two languages: Models of bilingual education
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In: Research outputs pre 2011 (1996)
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