"A comprehensive and important examination of the education of immigrant students in the U.S. Rong and Preissle's focus on cultural and linguistic transformation across four generations is truly unique." -Stacey J. Lee, Professor of Educational Policy Studies University of Wisconsin-Madison "Rong and Preissle's first edition has become a standard reference for the education of immigrant students. The evolution and expansion of their research to encompass transnational and transcultural theoretical frameworks is cutting edge and absolutely timely given the changing, almost discursive nature of immigration within an increasingly complicated and shifting world context." -A. Lin Goodwin, Associate Dean and Professor of Education Teachers College, Columbia University Clear guidelines for making informed instructional decisions for immigrant students. Between 1990 and 2005, the number of immigrants and their children in the United States reached more than 70 million, or more than 20% of the nation's population. Today, educators face significant shifts in the educational landscape. This revised sourcebook supplies educational policy makers and administrators with the information they need to address new challenges in providing children of diverse backgrounds with a quality education. This new edition of Educating Immigrant Children gives educators contemporary perspectives on immigration by clarifying the current demographic data and its significance for schools. The authors present updated information on the unique needs of immigrant students, including children from the Middle East and students of white non-Hispanic backgrounds, and help educators explore evidence-based practices and policies for adapting and improving the learning environment. The second edition examines: Factors that influence linguistic transition and educational achievement Strategies for working with immigrant families Equitable assessment approaches and accountability measures Data-based management methods for informed decision making Wide-ranging and illuminating, this book should be on the shelf of every educator and anyone who plays an active role in the education of immigrant children.
"A comprehensive and important examination of the education of immigrant students in the U.S. Rong and Preissle's focus on cultural and linguistic transformation across four generations is truly unique." -Stacey J. Lee, Professor of Educational Policy Studies University of Wisconsin-Madison "Rong and Preissle's first edition has become a standard reference for the education of immigrant students. The evolution and expansion of their research to encompass transnational and transcultural theoretical frameworks is cutting edge and absolutely timely given the changing, almost discursive nature of immigration within an increasingly complicated and shifting world context." -A. Lin Goodwin, Associate Dean and Professor of Education Teachers College, Columbia University Clear guidelines for making informed instructional decisions for immigrant students. Between 1990 and 2005, the number of immigrants and their children in the United States reached more than 70 million, or more than 20% of the nation's population. Today, educators face significant shifts in the educational landscape. This revised sourcebook supplies educational policy makers and administrators with the information they need to address new challenges in providing children of diverse backgrounds with a quality education. This new edition of Educating Immigrant Children gives educators contemporary perspectives on immigration by clarifying the current demographic data and its significance for schools. The authors present updated information on the unique needs of immigrant students, including children from the Middle East and students of white non-Hispanic backgrounds, and help educators explore evidence-based practices and policies for adapting and improving the learning environment. The second edition examines: Factors that influence linguistic transition and educational achievement Strategies for working with immigrant families Equitable assessment approaches and accountability measures Data-based management methods for informed decision making Wide-ranging and illuminating, this book should be on the shelf of every educator and anyone who plays an active role in the education of immigrant children.
`A definite must-have for all teachers of English confronted with early multilingualism' - Times Educational Supplement The activities and guidance in this book will help teachers to develop the confidence and meet the individual needs of young children with English as an additional language across different settings. There are also practical and varied language teaching strategies to promote learning for children working individually or in small groups. The first part of the book focuses on the introduction and development of oral language skills and the particular needs of young "additional English language learners" settling into a new environment. It provides an introduction to the Foundation Stage curriculum and the ways in which links can be made with English as an additional language activity. The second part of the book presents practical activities grouped under the six areas of learning forming the early years curriculum. Each activity includes an appropriate objective, materials and preparation, key vocabulary to focus on and extension suggestions, as well as full guidance on how to manage the activity effectively. The book will be a valuable resource for all teachers, teaching assistants and other early years staff in day nurseries, nursery schools and other early years settings. Kay Crosse is a freelance early years consultant and was formerly head of Norland College.
"Obiakor poignantly bestows upon us the infinite wisdom of culturally diverse peoples that has been passed down from generation to generation. At the same time, he provides interpretations that challenge us to rethink traditional school leadership and teaching styles in ways that lead to transformed educational practices for all learners-adults and children alike-in an age of accountability and reform." -Stanley C. Trent, Associate Professor of Special Education University of Virginia Traditional wisdom to inspire and enrich your teaching and leadership! This thought-provoking book presents wise sayings from different continents, countries, tribes, and religions-proverbs that have had a historical impact on the building of communities and that continue to influence present-day events. Believing that the complexity of the world's problems calls for new ways of thinking, discussing, sharing, teaching, and learning, the author focuses on the implications that these proverbs have for interpersonal communication and cooperation in today's society. Ideal for teachers and administrators, this illuminating text offers thoughtful reflection about: Self-responsibility Collaboration and consultation Spirituality General life lessons
`A definite must-have for all teachers of English confronted with early multilingualism' - Times Educational Supplement The activities and guidance in this book will help teachers to develop the confidence and meet the individual needs of young children with English as an additional language across different settings. There are also practical and varied language teaching strategies to promote learning for children working individually or in small groups. The first part of the book focuses on the introduction and development of oral language skills and the particular needs of young "additional English language learners" settling into a new environment. It provides an introduction to the Foundation Stage curriculum and the ways in which links can be made with English as an additional language activity. The second part of the book presents practical activities grouped under the six areas of learning forming the early years curriculum. Each activity includes an appropriate objective, materials and preparation, key vocabulary to focus on and extension suggestions, as well as full guidance on how to manage the activity effectively. The book will be a valuable resource for all teachers, teaching assistants and other early years staff in day nurseries, nursery schools and other early years settings. Kay Crosse is a freelance early years consultant and was formerly head of Norland College.
Raising Attainment of Pupils from Culturally-Diverse Backgrounds
'This is a wonderful book. It functions as an important contribution as to how teachers and schools can help black and minority ethnic pupils to raise their attainment and fulfil their potential..."Aiming High" is not only for minority ethnic pupils but also for all educators. Raising attainment is not our only aim, what is important is to help every pupil to become the best they can be. This is the important message the authors of this book are trying to deliver and I totally agree with this' - Amazon Review What can schools do to raise the academic attainment of every pupil? Helping you to ensure that every pupil fulfils their potential, this book draws on the authors' research and practical experience to demonstrate what can be done to raise attainment, especially in pupils from culturally diverse backgrounds. This book contains tried-and-tested strategies for: o inducting asylum seekers o supporting bilingual learners o working with gypsy and traveller children o raising the attainment of black boys o working with parents and the local community Highly practical, this book contains lesson activities, suggestions for improving your teaching skills, case studies and activities for professional reflection. All teachers, teaching assistants and teacher trainers, especially those working in culturally diverse classrooms, will want to read this book.
"Recognizing the importance of race, class, gender, culture, and ability, the authors provide a window into the difficulties that professional educators grapple with as they face the challenge of teaching all children. This text is both authentic and practical, and it demystifies the issues of equity that pervade today's classrooms." -Diane Yendol-Hoppey, Associate Professor University of Florida, Gainsville "Action research of this caliber on the subject of equity is critically needed for all children to have access to the same level of rigor and high standards. This is a must-read for districts that really want to turn action research into action that affects student learning." -Terry Morganti-Fisher, Director of Professional Development Austin Independent School District, TX Utilize the power of action research to narrow the achievement gap! Despite the best intentions of reform efforts, educational inequity continues to exist in public schools. Creating Equitable Classrooms Through Action Research confronts this challenge head-on and shows educators how they can use action research to both raise student achievement and strengthen instructional leadership. Ideal for both a first-time action research endeavor or one already in progress, this practical guidebook helps practitioners formulate specific research questions, collect and analyze data, and communicate their findings. Educators will discover: Ten action research studies on narrowing the achievement gap Guidelines for implementing an action research project that supports culturally relevant instruction Authentic examples for discussion and reflection Invaluable for school district leaders, teachers, professional development schools, and preservice teachers, this resource for systemwide improvement efforts helps schools provide more equitable learning environments for all children.
Creating Equitable Classrooms Through Action Research looks at the issue of educational equity and illustrates how action research can be used schoolwide or districtwide to address this challenge. The editors have been involved in a highly successful and much studied action research that is used districtwide with a focus on the particular demographics and challenges of their district. The results of the action research study have created a deep knowledge base and capacity. The text provides an overview of the key conceptual and structural features for implementing a schoolwide or districtwide action research program and includes ten studies on narrowing the achievement gap between racial and ethnic groups. The findings of the action research study are connected to the broader body of knowledge on equity in schools. The action research studies illustrate varied approaches to help educators planning an action research project or currently working on an action research project. Real stories and studies from classroom teachers serve as examples of authentic professional development and as springboards for discussion and reflection on the process of inquiry and the issues of equity. The book includes: - 10 action research studies that focus on equity, race, and the achievement gap - how to implement a school-wide or district wide action research program that will promote equity and help close the achievement gap This is an ideal resource for school district leaders, teachers, and preservice teachers, and is also suited for professional development schools.
"Concha Delgado Gaitan has provided a wonderful resource to all educators. The topics used to structure the chapters provide the reader with an orderly consideration of the school as a cultural entity itself. Most important, each chapter provides the reader with clear theoretical applications in a hands-on manner that is meaningful and easy to use." --Randall B. Lindsey, Professor Emeritus, California State University, Los Angeles Principal Associate, The Robins Group "Concha Delgado Gaitan brings a wealth of personal experience and years of research to Building Culturally Responsive Classrooms. It is thought provoking and challenges us to get to know and understand how culture affects students in order to foster the best working and learning environment." --Judy M. Alva, Elementary Vice Principal Lodi Unified School District, CA Allow your classroom setting and instruction to reflect the rich diversity and values of your students! Teachers today are faced with the enormous responsibility of respecting students' various cultures while creating learning settings that challenge them academically. Concha Delgado Gaitan shows how teachers honoring real culture can transform the context and content within their classroom and become culturally responsive to all their students. This invaluable resource covers the topics of classroom discipline, classroom arrangement, and parent and community involvement in order to create a culturally inclusive learning setting. In addition, Gaitan explains how teachers can use instructional strategies that are culturally responsive to teach literacy, mathematics, science, and more. Each accessible, user-friendly chapter contains: A personal reflection from a teacher The latest research and best practices A rich case example Guiding questions, reflective questions, and classroom applications Based on the author's firsthand research, this handbook is ideal for individual teachers, mentoring pairs, and study groups.
