Full Description
Mission Statement: The central question in this edited book is how to train teachers of an increasingly multilingual and multicultural American school population. Teacher Training and Effective Pedagogy in the Context of Student Diversity offers (1) a research-based dialogue from a variety of perspectives about teacher training and teaching in the context of student's linguistic and cultural diversity, and (2) three major areas of professional development that have the potential to impact on teacher quality and on the educational services provided to English language learners at all levels of instruction.
Contents
TENTATIVE CONTENTS: Introduction, Liliana Minaya-Rowe. PART I. Effective Practices in Teacher Education. Chapter 1: Teaching Practices that improve the Education of English Language Learners, Hersh C. Waxman and Yolanda N. Padron. Chapter 2: Relationship Between Pre-service Teachers' Beliefs about Second Language Learning and Prior Experiences with Non-English Speakers, Toni Griego Jones. Chapter 3: Teachers of English Language Learners Learning Their Students' First Language, Liliana Minaya-Rowe and Ana Maria Olezza. Chapter 4: How Do Pre-Service Teachers Think About Teaching? Stephanie S. Dalton and Roland G. Thorp, PART II. Teacher Training and School Reform. Chapter 5: Rethinking School Reform in the Context of Cultural and Linguistic Diversity: Creating a Responsive Learning Community, Eugene E. Garcia, Marco A. Bravo, Laurie M. Dickey, Katherine Chun, and Xiaoqin Sun-Irminger. Chapter 6: Staff Development Practices for Bilingual Teachers: How Reform Models are Impacting Teacher Efficacy and Proficiency, Margarita Colderon. Chapter 7: Evaluating the Effects of the Pedagogy for Improving Resiliency Program: The Challenges of School Reform in a High Stakes Testing Climate, Yolanda N. Padron and Hersh C. Waxman. PART III. Effective Teacher Training Models. Chapter 8: Models of Bilingual Teacher Preparation: What has worked at the University of Texas at El Paso, Josefina V. Tinajero and Dee Ann Spencer. Chapter 9: Advancing the Professional Development of Beginning Teachers through Mentoring and Action Research, Jack Levy, Lynn Shafer and Kristy Dunlap. Conclusion, Liliana Minaya-Rowe.
