Plus, college and career readiness standards
promote academic language and literacy instruction in every classroom so we support this shifts in our work.
WIDA (World - class Instructional Design and Assessment), an organization that
promotes academic language objectives for the benefit of both educators and ELL students, classified academic language along four lines, called Key Uses, that are based upon the purpose of the communication:
Not exact matches
«The WT Grant Scholars Award provides me with a tremendous opportunity and honor, early in my career, to advance the field's knowledge on
promoting English -
language learners»
academic achievement,» Lesaux said.
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).
«This appointment supports my deep commitment to generating knowledge to advance the field's ability to
promote the
academic achievement for all students in urban schools, especially English -
language learners,» Lesaux said.
«Nonie Lesaux is an outstanding young scholar, working on a critical education issue —
promoting academic achievement in English
language learners,» said Harvard Graduate School of Education Dean Kathleen McCartney.
The researchers found that six key policies had been implemented by all five states: adopting
academic standards for teaching students about the history and culture of America's indigenous peoples, involving Native Americans on advisory boards,
promoting Native American
languages through teacher certification, allowing students to learn their native
language as part of their education program, and providing tuition assistance for college - bound Native American students.
Should ELLs be taught in bilingual classrooms that
promote fluency in their home
language and ensure access to core
academic content while they develop English
language skills?
The article offers five practices that can help schools improve educational achievement for these students: acceptance of shared responsibility by school staff; a dual curriculum that
promotes language development as well as
academic needs; careful consideration of how to integrate immigrants with the general school population; extended learning time; and individual progress records.
Reviewers must have expertise in education evaluation or at least one of the program's absolute priorities (increasing educator effectiveness; improving low - performing schools; strengthening science, technology, engineering, and mathematics education; boosting
academic outcomes for students with disabilities and English
language learners; encouraging parent and family engagement;
promoting effective use of technology; serving rural communities; and implementing college - and career - ready standards).
This project involves 45 English
language arts (ELA), history, and science teachers from Colorado and Kentucky who collaborate in person and virtually to design and teach two common assignments — instructional units that
promote college - ready
academic standards and contain common performance tasks for students — each year.
Students are given opportunities to practice and apply
academic language through interaction with adults and peers, hands - on learning experiences, and activities that
promote critical - thinking.
With the objective of
promoting bilingualism and biliteracy, students receive
academic content area instruction in English and the partner
language (e.g., Spanish).
Emergent bilingual students can achieve
academic success when educators and schools provide effective
language instruction that
promotes and supports
academic growth.
NABE aims to cultivate a multilingual multicultural society through supporting and
promoting policy, programs, pedagogy, research, and professional developments that yield
academic success, value native
language, lead to English proficiency, and respect cultural and linguistic diversity.
This year's priorities for the Development grants are increasing educator effectiveness; improving low - performing schools; strengthening science, technology, engineering, and mathematics education; boosting
academic outcomes for students with disabilities and English
language learners; encouraging parent and family engagement;
promoting effective use of technology; and serving rural communities.
Literature circles are another discussion format that
promotes comprehension and
academic language in a social context.
WriteToLearn provides English
language learners (ELLs) the opportunity to focus on fundamental writing skills, while improving reading comprehension and expanding their
academic vocabulary — key components that align to the College and Career Readiness Standards and
promote acceleration from ELL classification.
What is unproductive, even immoral, is to
promote the notion that we can increase
academic achievement without recognizing that the greatest barriers to
academic success are poverty,
language challenges and a failure to provide the extra or special educational services that individual child need in order to grow and prosper.
Focus areas range from
academic disciplines (K — 12 math, science, world
languages, and so on) to specific programs (such as library media, guidance, or Response to Intervention) to approaches that
promote deeper thinking (such as the extent to which critical thinking is embedded in a district's curriculum).
English, reading or
language arts World
languages Arts Mathematics Economics Science Geography History Government and Civics In addition to these subjects, we believe schools must move beyond a focus on basic competency to
promoting understanding of
academic content at much higher levels by weaving 21st century interdisciplinary themes into curriculum:
The resulting script is a seamless amalgamation of
academic, commercial and scientific
language, covering everything from advertising copy
promoting beauty products to architectural specifications and inventories relating to the house.