The 38 teacher scholars at Montalvin Manor Elementary and Verde Elementary serve 742 students, with a focus
on academic language development at Montalvin and improving balanced literacy instruction at Verde.
Zwiers (2008) and Schleppegrell's (2004) work
on academic language development in school settings have drawn attention to linguistic resources that we use to construct meaning in contextualized ways.
Not exact matches
Academic theologies (with their focus
on such questions as method, the disciplinary status of theology in the modern university, the relationships of theology and religious studies, and the
development of public criteria for theological
language) are obviously related principally to the public of the academy.
Numerous studies have identified possible negative outcomes of screen time to include: irregular sleep patterns, behavioral issues, focus and attention problems, decreased
academic performance and negative impact
on socialization and
language development.
We believe children learn best in an environment rich in experiences that focus
on language development,
academic centers, social / emotional
development, artistic expression and fine / gross motor
development.
Over the past decade, my research has focused
on the
academic, social, and civic
development of immigrant youth, specifically the ways in which schools Below is an IELTS advantage / disadvantage model essay about having one
language in the world.
Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and
academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning,
academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument
development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning,
academic language skill, and deep comprehension.Curricular
development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the
development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus
on science content (Fischer), social studies content (Selman), and
academic language skills (Snow & Uccelli).
There are several policies (proposed, underway, or in place) by the Obama administration that broaden the focus
on reading and
academic development, increasing attention to knowledge building and
language growth, from early childhood through adolescence — and those expansive policies may be especially beneficial for EL learners.
California has identified English learners based
on how well they do
on the
language development test but has left it up to districts and students» teachers to also weigh a mix of factors, including teacher judgment, scores
on other standardized
academic tests and parent consultations.
These kinds of programs empower faculty to conduct cutting - edge research
on language learning, bilugualism, international curricular issues, and immigrant education, which includes a recently awarded $ 1.8 million grant from the U.S. Department of Education for Project LEAD (Leadership in English Acquisition,
Academic Achievement and
Development).
This dynamic professional
development series focuses
on extending the teacher's knowledge of ESL strategies and sheltered instruction to ensure that the English
language learner is engaged in learning the
academic content.
Over the last decade, she has focused
on creating English -
language proficiency /
development standards for multiple entities, designing student - centered assessment systems, and crafting comprehensive curricular frameworks around
academic language use.
In short, exposure to
academic language in contextually rich environments, such as the read - aloud experience and sophisticated caretaker speech, has a direct influence
on academic vocabulary growth, which in turn affects reading
development.
For more
on these types of
academic language development strategies, read «A Word for the Words,» from the March 2011 issue of Educational Leadership magazine.
In response to the negative impact
on English Learners from over 10 years of «drill and kill», narrowly focused reading and math curricula and limited access to social science, science and the arts, Californians Together has issued a policy brief to delineate research - based teaching practices with policy recommendations for accelerating the
language development and
academic growth of English Learners.
Unlike the Child - Parent Centers and state - funded pre-schools, which place a heavy emphasis
on language, Head Start — the $ 7 billion - a-year federal early - education program — has historically stressed child
development rather than
academic preparation.
The FEAs have taken many forms, including: sheltered instruction observation protocol (SIOP) implementation in Texas; community - based equity assessment in Texas; IDRA's Focusing
on Language and
Academic Instructional Renewal (FLAIR) program implementation in reading in Louisiana; gender equity also in Louisiana; implementation of a multicultural framework in staff
development to support student success in New Mexico; parent leadership in New Mexico; unitary status planning in Arkansas; English as a second
language (ESL) classroom strategies in Arkansas; service learning in Oklahoma; and meeting civil rights requirements under the law in Oklahoma.
Through implementation of a developmentally - appropriate, hands -
on curriculum, students will be engaged in learning literacy and numeracy that reinforces
academic and social
development with a focus
on phonemic awareness,
language enrichment, letters / sounds, decoding and beginning reading and writing.
K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community:
development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based
on solid research; customizing each student's education to their own individual learning plan;
academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students
on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world
languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the
development of a golf club, chess club, bowling club.
Professional
development under Title IIA for public and private school staff members must focus
on the promotion of
academic achievement in one of the core content areas of English, reading or
language arts, math, science, foreign
languages, civics and government, economics, arts, history, geography and social studies.
Lorenzo Manor Elementary, in their second year of inquiry, is focusing
on supporting students»
academic language development in order to ensure equitable access to curriculum and full participation in the classroom community for all students.
Reach has as its core mission the improvement of student achievement outcomes as predictors of success in college or career in the 21st century, bringing attention to high - leverage instructional practices, including LDC, that empower teachers with effective practices, and a focus
on a set of core habits (student engagement,
academic learning behaviors, differentiation, intentionality, data analysis, and
language and thinking
development).
Low performing students are particularly dependent
on schools to provide
language development and a solid understanding of
academic dialect.
Our approach to teacher
development with a focus
on students»
academic language / literacy skills in content specific context is influenced by SFL that views learning as a linguistic process.
(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research
on how the proposed program may improve the
academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to learn English and learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional
development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students,
on a space available basis, and shall not discriminate
on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical disability, age, ancestry, athletic performance, special need, proficiency in the English
language or
academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable
academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
Lorenzo Manor teacher scholars are focusing
on supporting students»
academic language development in order to ensure equitable access to curriculum and full participation in the classroom community for all students.
Lorenzo Manor Elementary School, in its second year of inquiry, is focusing
on supporting students»
academic language development in order to ensure equitable access to curriculum and full participation in the classroom community for all students.
The AEDC data are collected by teachers who complete an online checklist for each child in their first year of formal full - time school (∼ 5 years old) covering the five ECD areas previously noted of physical
development, social competence, emotional maturity,
language, and cognitive
development (eg,
academic learning), and general knowledge and communication.17 Children are scored
on each of these domains, and categorised as «developmentally vulnerable» (≤ 10th centile), «developmentally at risk» (between 10th and 25th centiles) and «developmentally
on track» (≥ 25th centile) 17 Children who are developmentally at risk
on one or more ECD domain (ie, DV1) is typically reported in AEDC publications.
Yet while many recent preschool interventions have been found to have short - term effects
on young children's
language, literacy, mathematics, executive function, and social - emotional
development, studies show that impacts
on cognitive and
academic skills tend to diminish in early elementary school — a phenomenon commonly known as fade - out or convergence.
Based
on the planning guide, 10 Best Practices for Developing Book Experiences for Dual
Language Learners, this webinar will support early childhood educators as they improve overall
academic success with
language and literacy
development.
ACADEMIC SOCIAL EMOTIONAL LEARNING IN PRACTICE: In this video a teacher reflects
on her daily morning ritual with students to support their
development of expressive
language, SEL skills, and community building.
Additionally, interns will have clinical opportunities to conduct assessments with referral questions centered around issues of bilingual
language development and the influence of culture and acculturation
on cognitive,
academic, and socioemotional functioning.
In particular, her research interests focus
on language and literacy
development of dual
language learners, and the relation between the classroom context and
academic and socioemotional outcomes among children from socioeconomically disadvantaged backgrounds.