Review of the Book: Classroom Assessment Scoring System (CLASS). Manual K-3

Dr. Kandel-Cisco\u27s review of the book: Pianta, Robert C.; La Paro, Karen M. & Hamre, Bridget K. (2008). Classroom Assessment Scoring System (CLASS). Manual K3. Baltimore: Paul H. Brookes Publishing

Review of the Book: English Language Learners in the Mathematics Classroom

Dr. Kandel-Cisco\u27s review of: Coggins, Debra; Kravin, Drew; Coates, Grace Dávila & Carroll, Maria Dreux (2007). English Language Learners in the Mathematics Classroom. Thousand Oaks, CA: Sage Publications

Using a Resiliency Perspective to Inform Bilingual Teachers’ Classroom Inquiry

Recent research has established the importance of teacher quality in the academic success or failure of students (Darling-Hammond, 2000; Sanders, Wright, & Horn, 2004) and policy initiatives, such as NCLB, have propelled the issue of teacher quality to the forefront of educational reform in the U.S. While No Child Left Behind (NCLB) has been successful in establishing minimum teacher quality standards for general educators, the act has failed to highlight the importance of quality for teachers of second language learners (Nieto. 2003). Teacher quality is especially impo1tant for second language learners. both because of the pedagogic and Iinguistic complexities inherent in teaching English language learners (ELLs) and the historic sho1tage of teachers who have been adequately prepared to address the diverse academic, cognitive, linguistjc and sociocultural needs that ELLs present. [n addition to the ability to apply general pedagogical practices within the various content areas that all teachers must have, teachers of ELLs must also be able to understand and integrate the tenets of language acquisition and cultural diversity into classroom practice. Menken and Anrunez (2001), for example, suggested three broad areas of knowledge that teachers of ELLs must master: pedagogicaI knowledge specific to ELLs linguistic knowledge, and knowledge specific to cultural and linguistic diversity. In light of the highly specific knowledge that teachers or second language learners must hold and the complexities in applying that knowledge in the classroom, teachers must be rigorously prepared and receive ongoing support and training to be successful in supporting the academic and emotional growth of ELLs (Kandel-Cisco, Waxman, & Padron. 2008). Unfortunately, most ELLs are not taught by teachers who receive adequate training and support (Tellez & Waxman. 2006). Estimates have indicated that nearly half of the teachers assigned to teach ELLs have not received any preparation specific to the education of language learners. About 42% of all public school teachers in the U.S. have at least one ELL in their class, but less than 3% of these teachers are certified ESL or bilingual teachers (Liagas & Synder, 2003). In a national survey of classroom teachers, for example, 57% of all teachers responded that they either very much needed or somewhat needed more information on helping students with limited English proficiency achieve to high standards (Alexander, Heaviside. & Farris. 1999). Considering the lack of appropriate training for teachers of ELLs, it is important to examine ways in which teacher quality can be enhanced. The purpose of this descriptive study was to determine how novice bilingual teachers combine the resiliency framework and teacher inquiry lo inform their classroom practice

Test-based Accountability Systems: Concerns for Indiana’s Multilingual Learners and Their Teachers

Indiana’s current test-based accountability system grew, in part, out of decades of federal-level educational reform initiatives. This article reviews the history of Indiana’s test-based accountability system for schools and details how the system calculates evaluative ratings for Indiana teachers and schools. Additionally, the article analyzes how the Indiana accountability system contradicts what is known about appropriate measurement of English language learners and lists psychometric and validity concerns such as valid assessment, non-random assignment, norming groups, and ceiling/bottom effects. This article calls for a system in which multiple assessments offer rich data for school and teacher evaluations

Investigating Vocabulary and Reading Strategies with Middle Grades English Language Learners: A Research Synthesis

Recent data indicate that many adolescent English language learners (ELLs) comprehend English texts at only a limited literal level. The purpose of this research synthesis was to systematically identify and describe the research related to the English reading comprehension of middle grades ELLs while also making practical connections to instruction. Parameters were established to determine whether the collected research studies met the purpose of the synthesis and the standards for quality research, using the guiding principles for scientific research set forth in the National Research Council’s Scientific Research in Education. Three themes emerged across the 11 identified studies: (a) the essential role of vocabulary knowledge in ELLs’ English reading comprehension, (b) the role of first language and transfer in ELLs’ reading comprehension, and (c) the role of effective instruction in enhancing ELLs’ English reading comprehension. In this paper, we discuss the findings and their implications for classroom instruction and note substantive and methodological concerns that should be addressed in future research

Transformative Leadership: An Asset-Based Approach to Leadership for Diverse Schools and Learners

Traditionally, school leadership has been viewed as emanating from a sole source, the school administrator. This top-down perspective suggests that school leadership lives and dies by the leader\u27s specific skills, mind-set, and preferred activities. This perspective ultimately oversimplifies the difficult work that school administrators must navigate in order to ensure the success of all learners. While there is no doubt that many individual school administrators are empathetic and compassionate educators, unilateral decision-making means that the cultural, linguistic and social lenses utilized to inform decision-making are limited to the perspective of the administrator. In this chapter we propose that school leadership should be framed as a complex activity that occurs through the interaction of school administrators, teachers, and students-within the unique social context of specific classrooms, schools, and communities. This leadership style is transformative since it honors the resources that diverse students, teachers, and communities bring to the school. Transformative leadership purposefully integrates these resources into school- and classroom-level decision-making. Additionally, this leadership style is distributive as it assumes school leadership activity must be stretched across stakeholders and types of tasks. We maintain purposeful examination of school level issues from the perspectives of diverse groups is an essential piece of the school leader\u27s work. Through transformative, distributive leadership a culturally proficient learning community is created

Improving Reading Comprehension in Dual Language Programs

The low achievement levels and high dropout rates of English Language Learners (ELLs) continue to be a great challenge for educators. One area that can provide us with useful information on how to improve the education of ELLs is dual language programs. Research in this area indicates that native language development is important for academic success. The present study examined the cognitive reading strategies of students enrolled in a dual language program. The results indicate that both language groups of students were using successful cognitive reading strategies to comprehend text. The study also describes how the questionnaire used in the study can assist teachers in diagnosing the type(s) of cognitive reading strategies that students use

Removing Silos: 3 Graduate Programs Working Together

Poster presented at: the Innovations in Best Practices in School Counselor Preparation Conference, The University of Georgia, Athens, GA, 2016

Using Applied Theatre toward Culturally Responsive Teaching

Applied theatre and youth participatory action research engage students in powerful discussions on complex issues. A culturally responsive middle level teacher used applied theatre to motivate and empower academically and linguistically marginalized students and study the outcomes with the support of her university advisor. Their findings suggest that implementing strategies associated with applied theatre, youth participatory action research, and culturally responsive teaching have the potential to can help students develop new perspectives, learn to work with others, gain a sense of community, increase confidence through student voice, and obtain a greater comfort level with public speaking. This paper explores the effects of using these methods in a linguistically and culturally diverse Midwestern middle school classroom

Language-Supportive Coaching Practices for Athletes Who are Learning English

Across ages and levels of competition, sport coaches in the U.S. encounter athletes who are learning English (ALEs). ALEs bring significant linguistic and cultural resources, but can struggle to communicate in English. Concurrently, coaches may be challenged to meet these athletes’ needs as language learners. In this article, we describe how intersecting English as a Second Language classroom teaching practices with quality coaching can support language development and sociocultural transitions for ALEs. In doing so, we provide specific considerations coaches can implement into their coaching toolkits to help promote effective communication, relationship building, and enhanced athlete experience