Imperatives for teacher education: Findings from studies of effective teaching for English language learners

A Companion to Research in Teacher Education

Volumn , Issue , 2017, Pages 697-712

  Bailey, Alison L ^a   Heritage, Margaret ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b San Francisco   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85032479019     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-981-10-4075-7_47     Document Type: Chapter

References (23)

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2. Bailey, A. L., & Osipova, A. (2016). Children's multilingual development and education: Fostering linguistic resources in home and school contexts. Cambridge, UK: Cambridge University Press.
3. Bailey, A. L., Blackstock-Bernstein, A., & Heritage, M. H. (2015). At the intersection of mathematics and language: Examining mathematical explanations of English proficient and English language learner students. Journal of Mathematical Behavior, 40, 6-28.
4. Bailey, A. L., Hart, E., & Heritage, M. (2011, April). The dual roles of the linguistic and mathematical features of pre-algebra explanations. Roundtable paper presented at the American Educational Research Association Annual Conference, New Orleans, LA.
5. Black, P. J., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles Policy and Practice, 5, 7-73.
6. California Department of Education. (2015). News release #15-69. Retrieved from http://www. cde.ca.gov/nr/ne/yr15/yr15rel69.asp.
7. Council of Chief State School Officers. (2012). Framework for English language proficiency development standards corresponding to the common core state standards and the next generation science standards. Washington, DC: CCSSO.
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9. Gándara, P., Maxwell-Jolly, J., & Driscoll, A. (2005). Listening to teachers of English language learners: A survey of California teachers' challenges, experiences, and professional development needs. UC Berkeley: University of California Linguistic Minority Research Institute.
10. Halle, T., Hair, E., Wandner, L., McNamara, M., & Chien, N. (2012). Predictors and outcomes of early versus later English language proficiency among English language learners. Early Childhood Research Quarterly, 27(1), 1-20.
11. Heritage, M. (2014). The place of assessment to improve learning in a context of high accountability. In C. Wyatt-Smith & V. Klenowski (Eds.), The enabling power of assessment (pp. 337-354). New York, NY: Springer.
12. Heritage, M., Walqui, A., & Linquanti, R. (2015). English language learners and the new standards: Developing language, content knowledge, and analytical practices in the classroom. Cambridge, MA: Harvard Education Press.
13. How to fire up America. (2015, March 14). The Economist (p. 15).
14. National Center for Education Statistics. (2002). 1999-2000 schools and staffing survey: Overview of the data for public, private, public charter and bureau of Indian affairs elementary and secondary schools. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
15. National Center for Education Statistics. (2013). NAEP data explorer. Available at http://nces.ed. gov/nationsreportcard/naepdata/dataset.aspx.
16. National Center for Education Statistics. (2014). PISA data explorer. Available at http://nces.ed. gov/surveys/pisa/idepisa/.
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18. Rubinstein-Avila, E., & Lee, E. H. (2014). Secondary teachers and English language learners (ELLs): Attitudes, preparation and implications. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(5), 187-191.
19. Samson, J. F., & Collins, B. A. (2012). Preparing all teachers to meet the needs of English language learners: Applying research to policy and practice for teacher effectiveness. Center for American Progress.
20. Slama, R. B. (2012). A longitudinal analysis of academic English proficiency outcomes for adolescent English language learners in the United States. Journal of Educational Psychology, 104(2), 265.
21. Smith, L., Hill, M., Cowie, B., & Gilmore, A. (2014). In C. Wyatt-Smith & V. Klenowski (Eds.), The enabling power of assessment (pp. 303-317). New York, NY: Springer.
22. Umansky, I. M., & Reardon, S. F. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms. American Educational Research Journal, 51(5), 879-912.
23. Wong Fillmore, L., & Snow, C. (2002). What teachers need to know about language. In C. A. Adger, C. E. Snow, & D. Christian (Eds.), What teachers need to know about language (pp. 7-54). Washington, DC: Center for Applied Linguistics.