Categories
|
Tag: literacy
- 1/1/08 - National Center for Culturally Responsive Educational Systems,
Culturally responsive literacy models examine not only the methods of teaching students to engage with and learn from multiple texts, but also consider the many purposes for which individuals become literate. This module examines the purposes of literacy in students' lives, methods of designing and implementing culturally responsive literacy instruction, and the use of many forms of literacy as powerful tools for student engagement in school and social change. Participants are guided through... - 1/1/08 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/1/08 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/1/08 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/1/08 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/1/08 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/1/08 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/1/08 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/1/08 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/1/08 - National Center for Culturally Responsive Educational Systems,
This is from the Culturally Responsive Literacy Professional Module. Please see the other documents within this module (6 total participant handouts, 1 participant handbook, 3 facilitator manuals, and 3 slide presentations) - 1/1/06 - National Center for Culturally Responsive Educational Systems,, Equity Alliance at ASU
Assists teachers and administrators in assessing the degree to which mandated curricular guides in mathematics and reading curricula and strategies are responsive to the socio-cultural experiences and backgrounds of their students. - 1/1/07 - Torgesen, J. K., Houston, D. D. , Rissman, L. M. , Decker, S. M. , Roberts, G. , Vaughn, S. , Wexler, J., Francis, D. J. , Rivera, M. O., Lesaux, N.
This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners. - 1/1/08 - Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., Tilly, W.D.
This Practice Guide, released by IES in February 2009, aims to help educators develop and implement Response to Intervention to assist students struggling with reading. The focus is building an instructional program in order to improve outcomes for students who have difficulty with reading as well as set in place a screening process for all students. The guide presents recommendations and indicates the quality of the research base that supports them. It includes common questions and... - 1/1/07 - Susan Smartt, Daniel Reschly
This brief discusses scientifically based reading instruction in relation to federal policy mandates. It focuses on strategies and standards for ensuring that teachers are qualified to teach reading and provides recommendations for improving the teaching of reading. - 1/1/08 - Linda Espinosa
This review of research from a variety of disciplines about dual language development and the impact of different educational approaches for children ages three to eight runs counter to much conventional thinking.Scientific studies suggest that young ELL children are quite capable of learning subject
matter in two languages. In fact, they may benefit cognitively from learning more than one language. Transitioning from their first language to English before they have a firm grasp of their... - 1/1/01 - Center for the Study of Social Policy,
This early childhood program is included in a report on exemplary programs that build child protective factors, published by the Center for the Study for Social Policy in Washington, DC. This report states that “a longitudinal study conducted by the City of Albuquerque shows that children who have participated in the Child and Family Development Program are much more successful than their peers who have not had the program’s enriching experiences. The literacy, language, and motor...
(38 Results) Page: 1 2 3 |
 SearchTags
|
![[logo]](/naked/logo.gif "[logo]"){kind=logo}
