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001486339 020__ $$a9781087648873
001486339 020__ $$z9781087648842
001486339 035__ $$a(MiAaPQ)EBC30697288
001486339 035__ $$a(Au-PeEL)EBL30697288
001486339 035__ $$a(OCoLC)1394117752
001486339 040__ $$aMiAaPQ$$beng$$erda$$epn$$cMiAaPQ$$dMiAaPQ
001486339 1001_ $$aBerry, Almitra L.
001486339 24510 $$aEffecting Change for Culturally and Linguistically Diverse Learners.
001486339 250__ $$a2nd ed.
001486339 264_1 $$aHuntington Beach :$$bShell Educational Publishing,$$c2021.
001486339 264_4 $$c©2022.
001486339 300__ $$a1 online resource (258 pages).
001486339 336__ $$atext$$btxt$$2rdacontent
001486339 337__ $$acomputer$$bc$$2rdamedia
001486339 338__ $$aonline resource$$bcr$$2rdacarrier
001486339 4901_ $$aProfessional Resources Series
001486339 5050_ $$aCover -- Page 2 - Credits -- Page 5 - Table Of Contents -- Page 8 - List of Figures -- Page 11 - Forewords -- Page 13 - Introduction -- Page 14 - About This Second Edition -- Page 17 - Chapter 1: Building and Activating Our Own Schema -- Page 18 - Defining the Culturally and Linguistically Diverse Learner -- Page 23 - Linguistic Diversity's Impact on Teaching and Learning -- Page 27 - How Demographic Shifts Impact Schools and Classrooms -- Page 32 - Time to Shift to a Focus on Equity -- Page 35 - Conclusion -- Page 38 - Reflect and Act -- Page 39 - Chapter 2: The Root of Persistent, Pervasive Achievement Gaps -- Page 43 - The Soft Bigotry of Low Expectations -- Page 46 - Taking Responsibility for Learners' Achievement -- Page 47 - A Moral-Obligation Approach to Instruction -- Page 48 - What Scientific Research Tells Us -- Page 51 - Seven Theories of Reading Instruction -- Page 63 - Choose the Right Approach -- Page 67 - Conclusion -- Page 68 - Reflect and Act -- Page 69 - Chapter 3: The Importance of a Rigorous English Language Arts Core -- Page 74 - Scientifically Based, Evidenced, and Validated: What's the Difference? -- Page 76 - The Role of Technology-Based Personalized Learning -- Page 76 - What Works Is Not Whatever Works for Some but Maybe Not All -- Page 78 - Navigating Core Reading Instruction -- Page 82 - Conclusion -- Page 83 - Reflect and Act -- Page 85 - Chapter 4: Screen for Problems, Monitor Progress,and Project Trajectories -- Page 86 - Struggling with Reading Is Persistent and Pervasive -- Page 89 - Assessing Assessment -- Page 92 - The Basics of Assessment in CARTI -- Page 101 - The Roles of Assessment, Data, and Annual Progress Measurement -- Page 102 - Teacher Observation as Assessment: Protocol or Pitfall? -- Page 103 - Get Tech-Savvy -- Page 104 - Conclusion -- Page 105 - Reflect and Act.
001486339 5058_ $$aPage 107 - Chapter 5: Instruction, Intervention, Standards,and the Focus on Learner Achievement -- Page 109 - Instruct or Intervene? The Classroom Teacher as First Responder -- Page 114 - It Takes a Village: The School Community's Role in Holistic Support -- Page 115 - State Standards: Rigor or Rigmarole? -- Page 122 - Conclusion -- Page 122 - Reflect and Act -- Page 125 - Chapter 6: Intensive Small-Group Instruction -- Page 126 - Beyond the Core: The Plan for Action -- Page 127 - The Instructional Value of Smaller Groups -- Page 131 - The Six Phases of Data-Driven Decision Making -- Page 139 - The Role of Technology-Based Personalized Learning -- page 141 - Conclusion . -- Page 141 - Reflect and Act -- Page 143 - Chapter 7: Teaching English as an Academic Language -- page 145 - History of the Divide -- Page 147 - Why This History Matters -- Page 148 - Language Acquisition and Time to Proficiency: BICS and CALP -- Page 153 - What Is Involved in a Language Proficiency Assessment? . -- Page 162 - Conclusion -- Page 163 - Reflect and Act -- Page 165 - Chapter 8: Teaching and Learning: Leave Nothing to Chance -- Page 166 - Theories of Learning -- Page 173 - Model Strategies That Develop Learners' Metacognition -- page 182 - Make Connections and Check Your Mindset -- Page 183 - Conclusion -- Page 184 - Reflect and Act -- Page 185 - Chapter 9: Road Trip! -- Page 187 - Examining Our Own Implicit Bias -- Page 188 - Eradicating the Hidden Curriculum -- Page 190 - Finding Equitable Instructional Time -- Page 191 - Creating a Long-Range Plan -- Page 194 - Keeping the Learner as the Focus of Professional Learning -- Page 200 - Creating a Professional Learning Community: It Takes a Village -- Page 201 - Driving in Both Lanes -- Page 204 - Signposts on the Journey to True Equity -- Page 206 - Conclusion -- Page 207 - Reflect and Act.
001486339 5058_ $$aPage 209 - Chapter 10: In the Interest of the Learner -- Page 211 - Do the Right Thing -- Page 215 - Do the Right Thing Well -- Page 218 - Do Enough of the Right Thing to Effect Change -- Page 222 - Conclusion -- Page 223 - Reflect and Act -- Page 225 - References -- Page 239 - Glossary -- Page 247 - Appendix A: Exemplar Standards Citations -- Page 251 - Appendix B: The Equity Maturity Matrix -- BackCover.
001486339 506__ $$aAccess limited to authorized users.
001486339 520__ $$aLearn how to close the provision gap for culturally and linguistically diverse learners. This completely revised second edition introduces a new five-step framework that focuses on academic achievement and equity for all students.
001486339 588__ $$aDescription based on publisher supplied metadata and other sources.
001486339 655_0 $$aElectronic books
001486339 77608 $$iPrint version:$$aBerry, Almitra L.$$tEffecting Change for Culturally and Linguistically Diverse Learners$$dHuntington Beach : Shell Educational Publishing,c2021$$z9781087648842
001486339 830_0 $$aProfessional Resources Series
001486339 852__ $$bebk
001486339 85640 $$3ProQuest Ebook Central Academic Complete $$uhttps://univsouthin.idm.oclc.org/login?url=https://ebookcentral.proquest.com/lib/usiricelib-ebooks/detail.action?docID=30697288$$zOnline Access
001486339 909CO $$ooai:library.usi.edu:1486339$$pGLOBAL_SET
001486339 980__ $$aBIB
001486339 980__ $$aEBOOK
001486339 982__ $$aEbook
001486339 983__ $$aOnline