Sentences with word «linguistically»

It recruits a faculty that is culturally and linguistically diverse.
The Office of Language and Cultural Education (OLCE) exists to guide Chicago Public Schools in providing a high - quality education for all language learners that is attentive to a culturally - and linguistically - diverse community of students, families, and educators.
The Kremen School theme, «Leadership for Diverse Communities,» places considerable emphasis on an educator who can function effectively as a leader in a culturally and linguistically diverse society.
The LWL model aims to develop teachers» and instructional coaches» knowledge and skills for implementing new instructional approaches that are sensitive to the language demands necessary for ELs to excel in academically and linguistically challenging content.
CCSESA is pleased to release the new publication of Culturally and Linguistically Responsive Arts Teaching and Learning in Action: Strategies that Increase Student Engagement and Achievement.
Dr. Mucetti has worked primarily with culturally and linguistically diverse student populations throughout her entire career.
Cambridge, MA and Framingham, MA — Ten years after a contentious English - only law that effectively banned bilingual education in Massachusetts» public schools, a handful of culturally and linguistically integrated dual immersion schools provide a hopeful contrast to a largely disappointing «English - only» mandate.
She specializes in the areas of Inclusive Education, Culturally Linguistically Diverse Exceptional Learners, Learning Disabilities, Simulation in Teacher Preparation, Domestic Education Policy, Global Policy and Practice in Special Needs Education.
«They (faculty) felt they needed some new strategies for engaging the culturally and linguistically diverse students in their school community,» says Alston, who provided the training.
Practicum with Culturally and Linguistically Diverse Students - SPSY 6915 - 3 credits This course consists of either a practicum in a metro - Denver school or a cultural immersion practicum in Mexico during the Maymester.
Students develop an understanding of the theory and methods of teaching linguistically diverse learners, including models for designated and integrated English language development as well as sheltering strategies to make content more accessible.
Master's degree requirements include the necessary course work for the K - 12 Linguistically Diverse Education endorsement with CDE.
On Meeting the Challenge of Teaching Linguistically Diverse Students.
The Kremen School of Education and Human Development places considerable emphasis on an educator who can function effectively as a leader in a culturally and linguistically diverse society.
Without question, Connecticut needs more teachers who see themselves in their students (and vice versa), who have roots in the communities where they teach, and who are well positioned to instruct in ways that are academically challenging and culturally, linguistically, and community responsive.
Become aware of how the influence of your own culture, language, social interests, goals, cognitions, and values could prevent you from learning how you could best teach your students of culturally and linguistically diverse backgrounds.
Preventing disproportionate representation: Culturally and linguistically responsive prereferral interventions.
Practicum requirements in culturally and linguistically diverse areas that coincide with SPSY courses (150 clock hours)
The Center's work will include, but is not limited to, professional development for the infant / toddler and preschool workforce; evidence - based curriculum; early learning standards; effective transitions; screening and assessment; culturally and linguistically age appropriate practices; enhancing teacher / child interactions; supporting networks of infant / toddler practitioners; supporting children with disabilities (part C and part B); and using data to improve practice.
Thus, this article will attempt to help urban education researchers and educators understand (a) why the intersection of race, culture, language, and disability is an urban education issue; (b) how issues of race, culture, language, and disability affect students» and their families» quest for an equitable education; (c) how to advocate for and provide culturally responsive services to racially, culturally, linguistically, and economically diverse students and their families; and (d) the implications of the intersection of race, culture, and disability for urban education practice, research, and policy.
(1.2, 2.6, 4.6) Reflect on the moral and ethical core of your teaching practice and on the relationship between your moral / ethical core and your identity and life experiences (TPE 6.1) Collaborate with classmates in professional learning communities (PLCs) to analyze and evaluate the complexities of ethical classroom teaching in culturally and linguistically diverse school settings (TPE 6.3)
Based on a study of the special education placement process in a large city in the United States and two studies in different regions of Spain, the authors offer a comparative analysis of the relationship between professional beliefs and practices and the achievement of culturally and linguistically diverse (CLD) students.
The presentation explored guidance to administrators, teachers, instructional coaches, and policymakers in implementing a culturally and linguistically responsive multitiered model in schools with bilingual education and English as a second language programs.
Timed recruitment for early identification of a large candidate pool and employing criteria to spot teaching potential and commitment to serve culturally and linguistically diverse students;
Welcome to the Culturally and Linguistically Diverse Education program at CU Denver.
Attention will be given to what, why, when, and how specific components of literacy are taught to promote communicative, reading, and writing competence in linguistically diverse classrooms and for individuals within a broad range of experiential and ability levels.
The O'Farrell Charter School provides a multi-cultural, linguistically and racially diverse learning environment in which students experience educational equity and are encouraged to serve their community.
This user - friendly guide helps all practitioners navigate the landscape of early childhood education in linguistically and culturally responsive ways.
This course is designed to help future and current teachers of culturally and linguistically diverse elementary school students to (1) understand, develop, and implement a range of effective, practical strategies for assessing and documenting the academic achievement of their students, including English Learners, students with identified / unidentified exceptionalities, and students eligible for free or reduced price lunch (TPEs 1.1, 2.2, 3.5, 4.4, and 5.1 - 5.8); (2) develop the skills and habits of mind necessary to use assessment results to plan effective instruction for every student (TPEs 3.5, 4.4, and 5.1 - 5.8); (3) learn how to present and discuss assessment results with other education professionals and with students» parents (TPEs 1.2, 2.6, 3.2, 4.5, 5.1 - 5.8).
If you already have a master's degree and teaching license and now wish to earn the endorsement only, please select the Culturally and Linguistically Diverse Education endorsement link on this page.
NCECDTL advances best practices in the identification, development, and promotion of the implementation of evidence - based child development, teaching and learning practices that are culturally and linguistically responsive and lead to positive child outcomes.
The content of early reading / language arts standards and benchmarks should derive from a convergence of information from research conducted from a variety of perspectives, including research on reading acquisition among linguistically and culturally diverse children.
A model of school change for culturally and linguistically diverse students in New Zealand: a summary and evidence from systematic replication
School - Based Interventions for Culturally and Linguistically Diverse Students - SPSY 5900 - 3 credits Covers psychoeducational, psychotherapeutic, and academic interventions in the school setting with an emphasis on providing these services to diverse students.
This brief highlights four components of culturally and linguistically - responsive prereferral interventions: 1) preventing school underachievement and failure among culturally and linguistically diverse learners, 2) early intervention for struggling learners, 3) diagnostic and prescriptive teaching, and 4) availability of general education problem - solving support systems.
A small but growing strategy among charter schools is to design and implement a model that aims to serve an all - encompassing variety of backgrounds, including but not limited to a racially, culturally, linguistically, and socioeconomically diverse student body (hereafter referred to as «intentionally diverse» schools).
The Master's in Special Education for Culturally and Linguistically Diverse Learners from the George Washington University (GW) prepares you for a career in a variety of roles in special education, including diversity coordinator, early K - 12 teacher or instructional coach for a wide range of educational systems.
Promote the provision of comprehensive services and school readiness with strategies that are age, developmentally, culturally and linguistically appropriate;
A successful leader establishes effective partnerships for student engagement, building culturally responsive and linguistically supportive school - home partnerships to improve teaching and learning.
This session will provide evidence for why incorporating students» home language and culture into the classroom has social, emotional, and academic benefits, and the opportunity to explore promising practices that will lead linguistically diverse students of all ages to thrive.
The appropriateness of these expectations for children with culturally and linguistically diverse backgrounds needs to be addressed, as well.
Specific examples of linguistically and culturally responsive teaching with a focus on literacy and assessment are provided.
One Nation Indivisible harnesses the power of storytelling and strategic organizing to support and celebrate people struggling to create, sustain and improve racially, culturally, linguistically and economically integrated schools, communities, workplaces and social institutions.
One Nation Indivisible harnesses the power of storytelling and strategic organizing to support and celebrate people struggling to create, sustain and improve racially, culturally, linguistically and socioeconomically integrated schools, communities, workplaces and social institutions.
The public education system is not well prepared to meet the special needs of linguistically and culturally diverse students.
Mary has overseen the development of alternate portfolio systems to identify socioeconomically disadvantaged and culturally and linguistically diverse students.
Brain researcher Maryanne Wolf (2007) has discussed «word poverty,» noting that «by kindergarten a gap of 32 million words already separates some children in linguistically - impoverished homes from their more stimulated peers» (p. 20).
Dr. Charity - Hudley discusses why some populations of linguistically and culturally diverse students have persistent difficulty achieving in schools.
She and her fellow teachers are part of networks of supports for the districts» linguistically and culturally diverse English Learner (EL) population.
Since the 1960s when the issue of overrepresentation of minority students in special education first received national attention, the federal government has sought ways to improve achievement results for culturally and linguistically diverse students.
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