Free Download Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students (2nd Edition) (Pearson Resources for Tea
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Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students (2nd Edition) (Pearson Resources for Tea
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A much-needed resource for helping teachers assess the increasing number of diverse students and English learners in today’s K-12 classrooms, Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students details effective classroom assessment practices and organizes recommended strategies around the four critical dimensions of the CLD student biography: the sociocultural, linguistic, academic, and cognitive dimensions. Written from the perspective of a differential lens on assessment practices for CLD students, the book focuses on the student as the driving force behind its narrative and organization and examines the Who, Where, What, When, and How of using appropriate assessment practices with CLD students.
- Sales Rank: #384273 in Books
- Brand: Brand: Pearson
- Published on: 2012-06-15
- Original language: English
- Number of items: 1
- Dimensions: 9.10" h x .70" w x 7.30" l, 1.05 pounds
- Binding: Paperback
- 336 pages
- Used Book in Good Condition
From the Back Cover
A much-needed guide to implementing effective assessment practices in today’s increasingly culturally and linguistically diverse classrooms.
Who should be the focus of assessment?
Where should assessment efforts for CLD students be concentrated?
What should be the key purposes of assessments for CLD students?
When should teachers time appropriate classroom assessment practices for CLD students?
How should teachers best use the findings of CLD student assessment?
These questions are the focus of this highly practical, classroom-ready resource that helps teachers implement effective classroom assessment practices and determine how to organize recommended strategies around the four critical dimensions of the CLD (culturally and/or linguistically diverse) students in their classes: the sociocultural, linguistic, academic, and cognitive dimensions.
Written from the perspective of a differential lens on assessment practices for CLD students, the book is designed to guide pre- and in-service K-12 classroom teachers as they successfully differentiate assessment practices for diverse student populations. In addition, it provides readers with an invaluable glimpse into actual teachers’ classrooms as they use assessment strategies to meet the needs of diverse learners. This new edition features:
- The most up-to-date research and strategies for effectively assessing CLD students, especially English Language Learners
- An emphasis on how theory and research are brought to life within individual classrooms and through teachers’ efforts at serving their unique students’ needs
- Additional resources for helping teachers develop authentic tools for assessing linguistic and academic growth among CLD learners
About the Author
Dr. Socorro G. Herrera currently serves as a professor of elementary education at Kansas State University and is executive director of the Center for Intercultural and Multilingual Advocacy (CIMA). Certified in elementary education, bilingual education, and school counseling, Dr. Herrera’s recent publications have appeared in the Journal of Research in Education, Bilingual Research Journal, Journal of Hispanic Higher Education, and Journal of Latinos and Education. Her recent research and teaching in education have emphasized emergent literacy, reading strategies, the differential learning needs of second language learners, and mutual accommodation for language learning students. In addition to her scholarly research, Dr. Herrera has led Study Abroad pre-service teacher exchanges in Paraguay, Mexico, Guatemala, and China. She was chosen to participate in the International Reading Association’s Reading Literacy Research Program to Cuba for Fall 2011.
Dr. Robin Morales Cabral currently serves as Director of Literacy for Diverse Populations in the Wichita Public Schools. She has a background in communicative disorders and sciences, bilingual special education, literacy and assessment for culturally and linguistically diverse students. Dr. Cabral’s years of experience as a bilingual speech-language pathologist, parent-teacher liaison, intervention coordinator, and assessment specialist have led to national speaking engagements and advisory roles with classroom teachers, special educators and school administrators dedicated to implementing best practices for CLD students. Dr. Cabral’s recent research and professional activities have emphasized assets-based high school decision making as well as strengthening teacher, school, and district capacities to ensure CLD students’ full access to an enriched core curriculum with appropriately individualized supports from early childhood to graduation, and beyond.
Dr. Kevin Murry is currently an Associate Professor of Curriculum and Instruction at Kansas State University. His scholarship has emphasized the professional development of general education teachers for English language learning (ELL) students. Dr. Murry's recent research and publication have emphasized teacher readiness for best practice with ELLs, culturally responsive teaching and assessment practices, and the linguistic and cross-cultural dynamics of critically reflective and biography-driven teaching. His recent publications have appeared in the Journal of Hispanic Higher Education, Journal of Teaching and Learning, and Bilingual Research Journal. Dr. Murry has written texts for Pearson/Allyn and Bacon, as well as text chapters for Erlbaum & Associates and ATE/ACEI.
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