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Code-Switching and Language Proficiency in Bilingual Children with and Without Developmental Language Disorder.
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In: Speech and Hearing Sciences Faculty Publications and Presentations (2021)
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| 2 |
Code-Switching and Language Proficiency in Bilingual Children With and Without Developmental Language Disorder
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In: J Speech Lang Hear Res (2021)
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| 3 |
Culturally and Linguistically Responsive Mathematics Instruction for English Learners in Multitiered Support Systems: PLUSS Enhancements
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In: Special Education Faculty Publications and Presentations (2020)
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| 4 |
Disentangling Language Differences from Disability: A Case Study of District-Preservice Collaboration
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In: Journal of Multilingual Education Research (2016)
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| 5 |
Multi-tiered Support Systems and Special Education Models for English Learners
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In: Education Faculty Publications and Presentations (2014)
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| 6 |
Response to Intervention for English Learners: Big Ideas and Myth Busters
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In: Education Faculty Publications and Presentations (2013)
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| 7 |
Enhancing Instruction for English Learners in Response to Intervention Systems: The PLUSS Model
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In: Education Faculty Publications and Presentations (2012)
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| 8 |
RTI for English Language Learners: Appropriately Using Screening and Progress Monitoring Tools to Improve Instructional Outcomes
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In: Education Faculty Publications and Presentations (2011)
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| 9 |
Ethics, Equity, and English-Language Learners: A Decision-Making Framework
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In: Education Faculty Publications and Presentations (2010)
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| 10 |
BiSped: Filling a Critical Shortage Area
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In: Education Faculty Publications and Presentations (2010)
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Abstract:
This article is # 18 in a larger 140 page work described here: The monograph showcases professional development projects by school districts and colleges of education that train teachers to work successfully with English learners (ELs) across the nation. The papers presented in this monograph offer real-life examples of successful and innovative practices, including institutionalized mentoring programs, new classroom methodologies, best practices for ELs with disabilities, collaboration between colleges of education and school districts, and the evaluation of PD programs. This monograph contains the following articles: (1) Professional Development in Action: Introduction; (2) The National Professional Development Program (Cynthia Ryan and Ana Garcia); (3) Guidelines for Professional Development: An Overview (Judith Wilde); (4) Facts, Figures & Further Resources; (5) Coaching and Mentoring in Practice (Mariana Castro); (6) Measuring the Effectiveness of an ESL Coaching Model (Annela Teemant); (7) Coaching and Implementation Level of English Language Learner Strategies in Teacher Practice (Janet Penner-Williams and Diana Gonzales Worthen); (8) Providing Teachers with Strategies and On-Going Support for Teaching English Language Learners At-Risk (Ramona Stowe); (9) Collaborative Mentoring among K-12 Teachers: Professional Development on the Effective Instruction of English Language Learners (Susan Spezzini and Julia S. Austin); (10) Satisfying Conclusion to a Five-Year Grant (Kristin Lems); (11) Content and Language: A Critical Overview (Phyllis Jacobson); (12) The Academic Literacy for All Project: A Professional Development Model (Holbrook Mahn and Melissa Bruce); (13) Meeting the Professional Development Needs of Teachers of ELLs (Carol Bearse); (14) Math ACCESS: Building Mathematical Proficiency in Linguistically Diverse Schools (Mary Truxaw and Megan Staples); (15) Curriculum Mapping to Support the Linguistic and Academic Development of K-6 ELLs (Linda Roth, Lisa Sells-Asch and Andrea Honigsfeld); (16) Professional Development for Teaching ELLs with Disabilities (Laurene L. Christensen, Kristin Kline Liu, and Martha L. Thurlow); (17) The Role of Professional Development in Helping English Learners with Disabilities Achieve High Standards (Jana Echevarria); (18) BiSped: Filling a Critical Shortage Area (Julie Esparza Brown and Bruce Miller); (19) School-University Collaborations for Culturally and Linguistically Diverse Students (Socorro Herrera and Kevin Murry); (20) Collaboration is the Key to Successful Professional Development: The STEP T for ELLs Program in Maryland (Joan Kang Shin, Lori Edmonds and Christopher Browder); (21) Professional Development in Eastern North Carolina: Collaboration in ESL (Diane Rodriguez and Jane Manner); (22) Project ESOL MIAMI: Infusing the Teacher Education Curriculum to Address the Needs of English Language Learners (Martha E. Castaneda, Amy E. Fisher-Young and Bruce E. Perry); (23) Collaboration in Professional Development for ELL Content Achievement (Ye He and Kathryn Prater); (24) National Professional Development Project for Secondary Content Teachers of English Language Learners (Holly Hansen-Thomas and Pat Casey); (25) A Conversation with Thomas R. Guskey; (26) Quality Teacher Preparation for ELLs: Preliminary Findings from Florida (Maria R. Coady, Ester J. de Jong and Candace Harper); (27) Increasing Accountability in the Preparation of Teachers to Work with English Learners: The Teacher Education English Learner Survey (TEELS) (Nadeen T. Ruiz and Albert Lozano); (28) Project EXCELL (Laureen Cervone); (29) Implementing an English as a Second Language Institute in Higher Education (Maria G. De la Colina and Barbara Davis); and (30) Abstracts from 2007 National Professional Development Grantees. (Individual articles contain figures, tables, footnotes, online resources, and references.)
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Keyword:
and Multicultural Education; Bilingual; Education; English language -- Study and teaching -- United States -- Foreign speakers; Language and languages -- Study and teaching -- Methodology; Literacy -- Study and teaching; Multilingual
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URL: https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1022&context=edu_fac
https://pdxscholar.library.pdx.edu/edu_fac/23
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| 11 |
Partnerships to Recruit and Prepare Bilingual Teachers
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In: Education Faculty Publications and Presentations (2008)
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| 12 |
The Use and Interpretation of the Batería III With U.S. Bilinguals
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In: Dissertations and Theses (2008)
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| 13 |
A Cultural, Linguistic, and Ecological Framework for Response to Intervention With English Language Learners
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In: Education Faculty Publications and Presentations (2008)
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| 14 |
Highly Qualified Minority Teachers: Do High-Stakes Teacher Tests Weed Out Those We Need Most?
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In: Education Faculty Publications and Presentations (2005)
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