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Preventing Long-Term ELs: Transforming Schools to Meet Core Standards

by Margarita Espino Calderon and Liliana Minaya-Rowe Corwin Press
Pub Date:
10/2010
ISBN:
9781412974165
Format:
Pbk 176 pages
Price:
AU$59.99 NZ$63.47
Product Status: Not Our Publication - we no longer distribute
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10 keys to keeping English learners from falling through the cracks

Students who struggle with academic English are likely to struggle with academic content throughout their school years. This practical guidebook's 10 components for success will help educators at all levels close this achievement gap. Best-selling authors Margarita Espino Calderón and Liliana Minaya-Rowe provide step-by-step instructions for integrating vocabulary and writing across the curriculum to improve students’ learning. Key features include:

•A clearly articulated, evidence-based professional development program for teaching diverse English language learners effectively
•Coverage of a variety of program types
•Research-based tools for improving instruction and measuring learning progressions
•Methods for implementing and EL program while meeting core standards and content objectives
Inside are a principal's case study and an array of assessment tools, checklists, and resources to guide you through the improvement process and establish a meaningful accountability system for the benefit of teachers, administrators, parents, and students.

KEY FEATURES:
(1) Provides a clear vision of professional development for effective instruction of language minority students that is grounded in solid research.

(2) Covers a variety of program types including dual language and two-way bilingual, transitional, and ESL and structured immersion programs.

(3) Designed for use by leadership teams at the school, district, and state levels.

(4) Filled with an array of practical tools and resources for use in implementing high quality PD programs

(5) Includes coverage of coaching that is based on the author’s research identifying coaching practices and tools that have been effective in changing teacher practices.

Prologue
About the Authors
Acknowledgments
1. U.S. Schools are Failing ELs: A Call for Change
2. The ELs
3. Tools For Schools: The Framework for Preventing LT-ELs
4. Instructional Program Options for ELs
5. Selecting and Teaching Academic Vocabulary / Discourse
6. Reading in the Content Areas
7. Writing Strategies for ELs and Struggling Writers
8. Engaging ELs via Cooperative Learning and Classroom Management
9. Race to the Top: What Administrators Need to Do
10. How a Middle School went from Reconstituted to Highest Performing in Two Years: A Principal's Perspective
11. Systemic School Reform: Partnering to Ensure EL Success
12. LT-ELs and Core Standards
References
Index

'This book offers invaluable resources for teachers and administrators taking a proactive approach in transforming the academic success of long-term English learners.' Yee Wan, Multilingual Programs Coordinator 'This book encapsulates a serious call to action: challenging leaders and educators through bold, yet eminently practical pathways toward high-quality, evidence-based systematic instruction.' Virginia R. Champion, Senior Education Specialist 'From classroom to boardroom and teacher to superintendent, this book provides the framework to ensure the academic success of ELs and the renewal of the educational organization itself in its mission to meet the academic needs of all students.' Pedro Mendia-Landa, English Language Learner Programs, Director
Dr. Margarita Calder ¦n is a Professor Emeritus and Senior Research Scientist at the Johns Hopkins University School of Education. She serves on national panels and committees such as: National Research Council s Committee on Teacher Preparation, National Literacy Panel for Language Minority Children and Youth, Carnegie Adolescent ELL Literacy Panel, The WIDA Formative Language Assessment Records for ELLs (FLARE) in Secondary School, National Institute for Family Literacy (NIFL) Multicultural Advisory, Professional Advisory Board of the National Center for Learning Disabilities, and ETS Visiting Panel on Research. She is principal investigator in a 5-year study in middle and high schools called ExC-ELL on professional development of science, social studies, and language arts teachers of ELLs, and RIGOR for teaching language, reading and content to SIFE, ELLs in Special Education, and Newcomers funded by the Carnegie Corporation of New York. She is Co-PI with Robert Slavin on the 5-year randomized evaluation of English immersion, transitional, and two-way bilingual elementary programs funded by the Institute for Education Sciences/U.S. Dept. of Education. Other research has been funded by the U.S. Department of Education, U.S. Department of Labor, National Institutes of Health, and Texas Education Agency.She has over 100 publications. Three recent publications are: The McGraw-Hill LEAD21 and Science Essentials for ELLs; Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achievement in the Content Area, and Designing, Implementing and Evaluating Two-Way Bilingual programs by Corwin Press. She is an international speaker and conducts comprehensive professional development programs throughout the country. Liliana Minaya-Rowe is bilingual training coordinator at the Hartford Public Schools, where she works in professional development plans and practices for two-way immersion, bilingual, and ESL programs; effective first and second language instruction; teachers learning communities; and parent/family involvement practices. Minaya-Rowe is also professor emeritus of the Neag School of Education at the University of Connecticut. Her research interests, publications, and teaching include teacher education, literacy, bilingual program development and implementation, and discourse analysis of bilinguals. She holds a master s degree in Applied Linguistics and a Ph.D. in Education. Minaya-Rowe s 80+ publications include journal articles, books, chapters, teacher s manuals, and guidebooks.