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Self-concepts in reading, writing, listening and speaking. A multidimensional and hierarchical structure and its generalizability across native and foreign languages ...
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| 42 |
Preservice Teacher Learning to Help English Language Learners Make Sense of Mathematics
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In: Mathematics Conference Papers, Posters and Presentations (2016)
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| 43 |
Discussion in Middle and High School Earth Science Classrooms and Its Impact on Students' Abilities to Construct Evidence-Based Arguments in Their Written Work
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In: Electronic Theses and Dissertations (2016)
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| 44 |
Disrupting ELL Teacher Candidates’ Identities: Indigenizing Teacher Education in One Study Abroad Program
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In: Middle and Secondary Education Faculty Publications (2016)
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| 45 |
Teaching Spanish Through the Arts
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2016)
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| 46 |
Making your traditional text work: Input, Scaffolding and Communication
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In: The Coastal Review: An Online Peer-reviewed Journal (2016)
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| 47 |
Self-concepts in reading, writing, listening and speaking. A multidimensional and hierarchical structure and its generalizability across native and foreign languages
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In: The journal of educational psychology 108 (2016) 5, S. 646-664 (2016)
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| 48 |
Virtual Communities of Practice for Non-Native K-12 Spanish Educators as Professional Development
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In: Dissertations (2016)
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| 49 |
Influence of Language Arts Instructional Practices on Early Adolescents’ Motivation to Read: Measuring Student and Teacher Perceptions
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In: Graduate Theses and Dissertations (2016)
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| 50 |
An Investigation of Multiliteracies Pedagogies in Language Teacher Education: A Mixed Methods Study
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In: Electronic Thesis and Dissertation Repository (2016)
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| 51 |
Three Reading-Intervention Teachers’ Identity Positioning and Practices to Motivate and Engage Emergent Bilinguals in an Urban Middle School
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In: Faculty Publications: Department of Teaching, Learning and Teacher Education (2016)
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| 52 |
Teaching English Learners in Middle Grades: A Mixed Method Study of the Dispositions, Priorities, and Instructional Practices of Urban Bilingual, ESL, and Content Teachers
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In: Dissertations (2015)
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| 53 |
Developing Culturally Competent Teachers: An International Student Teaching Field Experience
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In: Australian Journal of Teacher Education (2015)
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| 54 |
High School Educators’ Perceptions of Their Schools’ Conduciveness to English Language Learners’ Success
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In: Electronic Theses and Dissertations (2015)
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| 55 |
A Heritage Language Learner’s Literacy Practices in a Korean Language Course in a U.S. University: From a Multiliteracies Perspective
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In: Middle and Secondary Education Faculty Publications (2015)
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| 56 |
Why and How to Teach Culture in a World Language Class
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In: South East Coastal Conference on Languages & Literatures (SECCLL) (2015)
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| 57 |
Modifying Science Texts to Accommodate the Needs of Struggling Readers and English Language Learners
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In: National Youth Advocacy and Resilience Conference (2015)
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| 58 |
Behavior Leaders Academy: Teaching Positive Behavior Expectations in Secondary Schools
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In: National Youth Advocacy and Resilience Conference (2015)
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| 59 |
Tapping into What They Know: Contextual Grammar Instruction and Student Writing
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In: National Youth Advocacy and Resilience Conference (2015)
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| 60 |
Mixing it Up in After School
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In: National Youth Advocacy and Resilience Conference (2015)
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Abstract:
This workshop will provide participants with a diverse repertoire of instructional strategies that will engage students in a manner that promotes critical thinking, technology, and creativity. The targeted participants are those who are leaders and educators in Title I schools. You will stroll down Technology Lane to learn about free and minimal cost websites that allow students the opportunity to utilize their creativity, improve reading and writing skills, and engage in activities for English language learners. Take a ride on Activity Highway where you will participate in hands-on activities that promote critical thinking and creativity, detour down Standards Based Path and learn how to unpack the standards to help English language learners, and meet at the Rest Stop to share best practices. Provide participants with activities that increase student engagement. Provide participants with methods for integrating technology into their programs. Provide participants with strategies to implement reading and writing across the curriculum and working with English Language Learners. Provide participants with an opportunity to share best practices.
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Keyword:
21st CCLC; After-school; and Multicultural Education; Bilingual; Curriculum and Instruction; Education; English Language Learners; Intermediate; Junior High; Middle School Education and Teaching; Multilingual
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URL: https://digitalcommons.georgiasouthern.edu/nyar_savannah/2015/2015/185
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