The Observation Protocol for Academic Literacies

2024-01-16
The Observation Protocol for Academic Literacies

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  • Author: Magaly Lavadenz
  • Publisher: Channel View Publications
  • ISBN: 1800419031
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 159

This book presents a validated observation instrument to support and further develop the pedagogic expertise of teachers of English Learners in US schools. Based on sociocultural and second language teaching and learning theories, the Observation Protocol for Academic Literacies (OPAL) has a variety of uses across teacher preparation programs, pre-K-12 classroom contexts and school districts. This book leads the reader through the process of using OPAL with real classroom observations in the form of vignettes, in order to develop confidence and reliability scoring evidence in research-based practices. The book provides examples of its non-evaluative uses to conduct research, support teachers and identify areas of strength and weakness in their professional development. It also offers researchers and policymakers a tool for collecting classroom-based evidence to inform the implementation and refinement of English Learner programs.

Literacy Look-Fors

2011-11-01
Literacy Look-Fors

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  • Author: Elaine K. McEwan-Adkins
  • Publisher: Solution Tree Press
  • ISBN: 1935542206
  • Category : Education
  • Languages : en
  • Pages : 229

Through a unique seven-step process, administrators and literacy leaders will gain a solid understanding of how to assess and build instructional capacity, overcome roadblocks, develop professional growth opportunities, and create a balanced literacy program. Learn how to identify the look-fors that provide evidence of effective literacy instruction, and bring all students to grade level or well above.

Developing Advanced Literacy in First and Second Languages

2005-04-11
Developing Advanced Literacy in First and Second Languages

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  • Author: Mary J. Schleppegrell
  • Publisher: Routledge
  • ISBN: 1135643172
  • Category : Education
  • Languages : en
  • Pages : 322

This book addresses the linguistic challenges faced by diverse populations of students at the secondary and post-secondary levels as they engage in academic tasks requiring advanced levels of reading and writing. Learning to use language in ways that meet academic expectations is a challenge for students who have had little exposure and opportunity to use such language outside of school. Although much is known about emergent literacy in the early years of schooling, much less has been written about the development of advanced literacy as students move into secondary education and beyond. Developing Advanced Literacy in First and Second Languages: Meaning With Power: *brings together work on first and second language acquisition and emphasizes the importance of developing advanced literacy in the first language, such as Spanish for bilingual students, as well as English; *spans a range of theoretical orientations and analytic approaches, drawing on work in systemic functional linguistics, genre theory, and sociocultural perspectives; *addresses the content areas of science, history, and language arts; *provides specific information about genres and grammatical features in these content areas; and *presents suggestions for teacher education. What unites the contributors to this volume is their shared commitment to a view of literacy that emphasizes both the social contexts and the linguistic challenges. The chapters collected in this volume contribute in important ways to research and pedagogy on advanced literacy development for the multilingual and multicultural students in today's classrooms. This book is particularly useful for researchers and students in language and education, applied linguistics, and others concerned with issues and challenges of advanced literacy development in first and second languages.

Working with Academic Literacies

2015-11-04
Working with Academic Literacies

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  • Author: Theresa Lillis
  • Publisher: Parlor Press LLC
  • ISBN: 1602357641
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 283

The editors and contributors to this collection explore what it means to adopt an “academic literacies” approach in policy and pedagogy. Transformative practice is illustrated through case studies and critical commentaries from teacher-researchers working in a range of higher education contexts—from undergraduate to postgraduate levels, across disciplines, and spanning geopolitical regions including Australia, Brazil, Canada, Cataluña, Finland, France, Ireland, Portugal, South Africa, the United Kingdom, and the United States.

Evaluating Literacy Instruction

2017-09-19
Evaluating Literacy Instruction

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  • Author: Rachael E. Gabriel
  • Publisher: Routledge
  • ISBN: 1317550498
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 195

This must-read book for all literacy educators illuminates the intersection of research on literacy instruction and teacher evaluation. Since 2009, 46 states have changed or revised policies related to evaluating teachers and school leaders. In order for these new policies to be used to support and develop effective literacy instruction, resources are needed that connect the best of what is known about teaching literacy with current evaluation policies and support practices. A major contribution to meeting this need, the volume brings together a range of perspectives on tools, systems, and policies for the evaluation of teaching, organized into two sections: • Crafting Systems and Policies for Evaluating Literacy Instruction • Examples of Alternative Systems/Approaches for Evaluating Literacy Instruction Across the text, expert scholars in the field emphasize the need for literacy professionals to do more than merely apply generic observation instruments for teacher evaluation, but also to consider how these tools reflect professional values, how elements of effective literacy instruction can be unearthed or included within them, and how teacher evaluation systems and policies can be used to increase students’ opportunities to develop literacy.

Literacy for All Students

2012-04-27
Literacy for All Students

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  • Author: Rebecca Powell
  • Publisher: Taylor & Francis
  • ISBN: 1136879692
  • Category : Education
  • Languages : en
  • Pages : 279

The Culturally Responsive Instruction Observation Protocol (CRIOP) is a framework for implementing culturally relevant literacy instruction and classroom observation. Drawing on research and theory reflecting a range of perspectives ─ multicultural instruction, literacy theory, equity pedagogy, language and discourse models, sheltered instruction, critical pedagogy ─ it provides a means for assessing the many variables of classroom literacy instruction and for guiding practitioners in their development as multicultural educators. Literacy for All Students Discusses issues in multicultural literacy instruction within the context of various essential instructional components (such as assessment, curriculum, parent collaboration) Provides a protocol for observing features of literacy instruction for culturally and linguistically diverse students Presents vignettes from real classrooms, written by elementary and middle school teachers, showing their victories and struggles as they attempt to implement a pedagogy that is culturally responsive within a climate of high stakes testing A highly effective instrument for assessing culturally responsive literacy instruction in schools, the CRIOP serves as a model for realizing a literacy that is both relevant and transformative.

Reading in the Classroom

2003
Reading in the Classroom

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  • Author: Sharon Vaughn
  • Publisher: Brookes Publishing Company
  • ISBN:
  • Category : Business & Economics
  • Languages : en
  • Pages : 324

"Each chapter examines the development of one system or method, describes its field testing, includes solid research on reliability and validity, weighs its strengths and limitations, and (in some cases) includes the actual tool discussed. A careful compilation of critical information, this book will help educational stakeholders choose the most effective systems and methods for assessing literacy outcomes, identifying methods that work, and highlighting directions for change."--BOOK JACKET.

A Student's Guide to Academic and Professional Writing in Education

2019-06-07
A Student's Guide to Academic and Professional Writing in Education

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  • Author: Katie O. Arosteguy
  • Publisher: Teachers College Press
  • ISBN: 0807761230
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 209

This concise handbook helps educators write for the rhetorical situations they will face as students of education, and as preservice and practicing teachers. It provides clear and helpful advice for responding to the varying contexts, audiences, and purposes that arise in four written categories in education: classroom, research, credential, and stakeholder writing. The book moves from academic to professional writing and chapters include a discussion of relevant genres, mentor texts with salient features identified, visual aids, and exercises that ask students to apply their understanding of the concepts. Readers learn about the scholarly and qualitative research processes prevalent in the field of education and are encouraged to use writing to facilitate change that improves teaching and learning conditions. Book Features: · Presents a rhetorical approach to writing in education. · Includes detailed student samples for each of the four major categories of writing. · Articulates writing as a core intellectual responsibility of teachers. · Details the library and qualitative research process using examples from education. · Includes many user-friendly features, such as reflection questions and writing prompts.

Opening Doors to Equity

2014-11-04
Opening Doors to Equity

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  • Author: Tonya Ward Singer
  • Publisher: Corwin Press
  • ISBN: 1452292221
  • Category : Education
  • Languages : en
  • Pages : 393

The transformative professional learning design that advances equity in your school! How do we make educational equity a reality, lesson by lesson? This compelling book is a call to action, focused on observation-based professional learning to elevate teaching practice. Learn how to bring team observation into the classroom to test, refine and transform instruction so that students of all backgrounds achieve. Ideal for classroom teachers, grade-level team facilitators, department chairs, and all education leaders, this guide shows how to: Create a culture of deep collaboration that closes opportunity gaps among students Effectively redesign instruction to reach culturally and linguistically diverse learners, using observation data and shared best practices Center instructional conversations on developing students’ skills for college and career success, including hard-to-assess skills Including video clips of actual teams, Tonya Ward Singer’s powerful and practical book promises to become a catalyst that will inspire educators as leaders of positive change. "This exceptionally valuable book provides a clear process I can use to engage with my colleagues around learning. I appreciated the ideas and practical information that will ensure that my professional learning group focuses on student learning as evidenced in real lessons. The tools that Tonya Singer provides are useful and relevant, not to mention tried and true." —Douglas Fisher, Professor San Diego State University, CA "I recommend this book without hesitation. . . Gone are the days for teachers to be working ‘behind closed doors’ . . . Go forth and TEACH like the world works––collaboratively with teams!" —Harriet Gould, Adjunct Professor Concordia University, Lincoln, NE

Scaffolding Academic Literacy with Low-Proficiency Users of English

2020-01-31
Scaffolding Academic Literacy with Low-Proficiency Users of English

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  • Author: Simon Green
  • Publisher: Springer Nature
  • ISBN: 3030390950
  • Category : Language Arts & Disciplines
  • Languages : en
  • Pages : 153

This book analyses the development of academic literacy in low-proficiency users of English in the Middle East. It highlights the challenges faced by students entering undergraduate education in the region, and the strategies used by teachers to overcome them. The author focuses on a large-scale undergraduate teacher programme run in Oman by the University of Leeds, providing clear pointers both for future research and effective practice. He also explores the implications of his findings for countries beyond the Gulf Cooperation Council, demonstrating how international participation in UK HE could be much wider. This book will appeal to students and scholars with an interest in academic literacies and English for Academic Purposes.