TAMU Online ESL Certification Prep Course

Title III Management Institute, May 2, 2007, San Antonio, TexasThis training is made possible by the Limited English Proficient, Student Success Initiative (LEP SSI) and Title III funds through the Texas Education Agency

Professional Development Principles for Teachers of English Language Learners

Since effective professional development is logically embedded in the reality of schools and teachers‘ work, it stands to reason that the principal would consider that reality for teachers of English language learners (ELL). Certainly, in general, professional development would incorporate principles of adult learning as reported by Knowles (1980): (1) adult learners need to be self-directed; (2) they display readiness to learn when they have a perceived need; and (3) they desire immediate application of new skills and knowledge. Based on adult learning theory, then, principals would provide teachers of ELLs professional development that addresses a need for self-direction, that addresses their particular needs, and that addresses the desire to apply what is learned. Time and created situations whereby teachers can dialogue with other teachers and principals can dialogue with other principals is critical for the effective application of the knowledge gained in professional development sessions and afterward as well

Initial Screening for Gifted and Talented Programs: Increasing Participation of Hispanic English Language Learners

200

Research on Second Language Acquisition: A Democratic Educational Concept

Paper presented at the University Council of Educational Administration's Annual Conference, Nashville, TN, November 11, 200

DLM Early Childhood Express: Assessment in Early Childhood

200

Brain Research and DLM: An overview

November 4, 200

An Analysis of Texas Superintendents' Bilingual/ESL Teacher Recruitment and Retention Practices

An Analysis of Texas Superintendents’ Bilingual/ESL Teacher Recruitment and Retention Practice

Math Concepts: L1 and L2

Math Concepts: First Language and Second Language, presented November 4, 200

A Study Addressing Three Components of the National Bilingual Research Agenda for English Language Learners on High Stakes Assessment

Field-Initiated Research Report AERA, April 2002Office of Bilingual Education and Minority Language Affairs, U.S. Department of Educatio