9780807757840 - Teaching for Equity in Complex Times: Negotiating Standards in a High-Performing Bilingual School (Muliticultural Education Series) de Schneider, Mercedes K.; Still... (17 resultados)

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Paperback. Condición: New. In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school's dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers' attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population. They identify specific tensions that emerged, concerning: The degree of academic struggle that is generative for student learning, and the point at which such struggle becomes counterproductive. The holding of high expectations for all learners and the provision of differentiated, student-centered learning experiences. The CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teaching. The influence of high-stakes accountability on school norms and practices, including teachers' interpretations and enactment of new national standards. The performance pressures placed on teachers in today's educational policy context.This timely book illustrates what can happen when a school's teachers embrace equity pedagogy while navigating policy-related pressures. It offers a cogent counternarrative to traditional accounts of standards-based reform, especially for emerging bilingual students.

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Kartoniert / Broschiert. Condición: New. In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity minded instruction while meeting the demands of new educational policies, including national standards. This book d.

Taschenbuch. Condición: Neu. Teaching for Equity in Complex Times | Negotiating Standards in a High-Performing Bilingual School | Jamy Stillman (u. a.) | Taschenbuch | Einband - flex.(Paperback) | Englisch | 2017 | Teachers College Press | EAN 9780807757840 | Verantwortliche Person für die EU: Mare Nostrum Group B.V., Doelen 72, 4831 GR BREDA, NIEDERLANDE, gpsr[at]mare-nostrum[dot]co[dot]uk | Anbieter: preigu.

Paperback. Condición: New. In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school's dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers' attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population. They identify specific tensions that emerged, concerning: The degree of academic struggle that is generative for student learning, and the point at which such struggle becomes counterproductive. The holding of high expectations for all learners and the provision of differentiated, student-centered learning experiences. The CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teaching. The influence of high-stakes accountability on school norms and practices, including teachers' interpretations and enactment of new national standards. The performance pressures placed on teachers in today's educational policy context.This timely book illustrates what can happen when a school's teachers embrace equity pedagogy while navigating policy-related pressures. It offers a cogent counternarrative to traditional accounts of standards-based reform, especially for emerging bilingual students.

Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school's dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers' attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population. They identify specific tensions that emerged, concerning: The degree of academic struggle that is generative for student learning, and the point at which such struggle becomes counterproductive. The holding of high expectations for all learners and the provision of differentiated, student-centered learning experiences. The CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teaching. The influence of high-stakes accountability on school norms and practices, including teachers' interpretations and enactment of new national standards. The performance pressures placed on teachers in today's educational policy context.This timely book illustrates what can happen when a school's teachers embrace equity pedagogy while navigating policy-related pressures. It offers a cogent counternarrative to traditional accounts of standards-based reform, especially for emerging bilingual students. 240 pp. Englisch.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - In schools serving high concentrations of bilingual learners, it can be especially challenging for teachers to maintain commitments to equity minded instruction while meeting the demands of new educational policies, including national standards. This book details how one school integrated equity pedagogy into standards-based curriculum and produced exemplary levels of achievement. As the authors illustrate, however, the school's dual commitment to bilingual education and standards-based reform engendered numerous complex tensions. Specifically, the authors describe teachers' attempts to balance demands for rigor and content coverage within their high-performing school and with their diverse student population. They identify specific tensions that emerged, concerning: The degree of academic struggle that is generative for student learning, and the point at which such struggle becomes counterproductive. The holding of high expectations for all learners and the provision of differentiated, student-centered learning experiences. The CCSS emphasis on engaging students around more complex text and the contested determination of what constitutes complexity in text and in teaching. The influence of high-stakes accountability on school norms and practices, including teachers' interpretations and enactment of new national standards. The performance pressures placed on teachers in today's educational policy context.This timely book illustrates what can happen when a school's teachers embrace equity pedagogy while navigating policy-related pressures. It offers a cogent counternarrative to traditional accounts of standards-based reform, especially for emerging bilingual students.