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Presents classroom-oriented topics that are fundamental to the professional development of pre-service, novice, and veteran teachers working with ELLs. Issues covered include initial orientation and student placement; the acculturation process for ELLs; challenges involved in making accommodations and curricular modifications; and social and emotional difficulties affecting ELL performance.

Provides the first synthesized treatment of mathematics education that has both developed and is now prominently emerging in the Asian and South Asian world. The purpose of this unique sourcebook is to both consolidate and survey the established body of research in these countries with findings that have influenced ongoing research agendas and informed practices in Europe and North America.

Provides the first synthesized treatment of mathematics education that has both developed and is now prominently emerging in the Asian and South Asian world. The purpose of this unique sourcebook is to both consolidate and survey the established body of research in these countries with findings that have influenced ongoing research agendas and informed practices in Europe and North America.

A Book for Every Teacher: Teaching English Language Learners is a unique and compressive text written for mainstream classroom teachers. The passion for writing this book comes from our working experiences with the K-12 teachers in four school districts through our ELL Center professional development program. Through this program, we provide professional training through our federally funded research and service projects. The purpose of our professional training is to prepare general education teachers to work effectively with English language learners (ELLs). While working with the teachers on a daily basis, we know the immediate needs of the teachers. This motivated us to embark this book project. In recent years, the ELL school population has the highest increase among school populations. As the NEA data indicates, providing ELL students with high quality services and programs is an important investment in America's future (NEA, 2013). This book is our investment in helping teachers to meet their challenges and provide useful information and strategies for teaching ELLs.The book is designed with K-12 teachers in mind. It is best used by teachers who have or will have ELLs in their classrooms and who seek information and strategies to better work with and serve their ELLs to achieve academic success. With this design, teachers can use the book as a text or reference tool. This book can also be adopted as text materials for professional training. Teachers are the most important factor for ELLs' academic success.

This second edition honors the contributions of Dr Peter Mosenthal to the field of literacy. It includes many experienced and new scholars from around the world. Qualitative and quantitative research methodologies are scattered throughout and the practical and theoretical are well represented.

Thirty-six of the best thinkers on family and community engagement have produced this handbook, telling us what they know in plain language, succinctly presented in short chapters with practical suggestions. The vignettes provide vivid pictures of the real life of parents, teachers, and kids.

Offers counsel for readers who may be interested in learning more about rural circumstances so that they can make informed and responsive decisions about policies and programs targeting rural students, educators, and schools.

Offers counsel for readers who may be interested in learning more about rural circumstances so that they can make informed and responsive decisions about policies and programs targeting rural students, educators, and schools.

Introduces readers to process-based understandings of leadership, providing language and tools for engaging in the leadership process for all involved. Based on their experiences as leadership educators, the authors offer grounding concepts of leadership and examples illustrating the complexity of culturally relevant leadership learning.

Intended for all formal and informal educators interested in performing and developing queer multicultural social justice curriculum and practices. Inspired by Ayers, the author invites you on this ""voyage"" with ""hope and urgency"". It is time we share our stories as a form of curriculum, activism, and coming together.

Provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. With nearly 80 contributors, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally worked with one another.

Provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. With nearly 80 contributors, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally worked with one another.

Provides an outlet for ideas and issues that publications in the field do not provide, either expressly or adequately, especially as regards the comprehensive coverage deserved by certain emerging areas of interest.

Provides an outlet for ideas and issues that publications in the field do not provide, either expressly or adequately, especially as regards the comprehensive coverage deserved by certain emerging areas of interest.

Authors share their practice and theorizing regarding the many questions that arise when schools and universities collaborate with communities and build supportive structures to nurture literacy among im/migrant students.

Authored by K-4 elementary educators, working at a publicly funded non-profit charter school, this book illustrates the power of culturally responsive teaching and learning as it becomes embedded in the New York State Education Curriculum.

Authors share their practice and theorizing regarding the many questions that arise when schools and universities collaborate with communities and build supportive structures to nurture literacy among im/migrant students.