9781442231269 - Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Contexts for Sense-Making and Language Development de Lyon, Edward (21 resultados)

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Condición: New. The book outlines a framework that emphasizes the reciprocal and synergistic relationship between scientific sense-making and disciplinary language and literacy practices - through contextualized teaching that connects science instruction to students' lived experiences, sociocultural resources, and local and global communities. Num Pages: 258 pages. BIC Classification: JNSV; JNU; YQC; YQS. Category: (U) Tertiary Education (US: College). Dimension: 229 x 150 x 18. Weight in Grams: 385. . 2016. paperback. . . . .

Condición: New.

Condición: New. The book outlines a framework that emphasizes the reciprocal and synergistic relationship between scientific sense-making and disciplinary language and literacy practices - through contextualized teaching that connects science instruction to students' lived experiences, sociocultural resources, and local and global communities. Num Pages: 258 pages. BIC Classification: JNSV; JNU; YQC; YQS. Category: (U) Tertiary Education (US: College). Dimension: 229 x 150 x 18. Weight in Grams: 385. . 2016. paperback. . . . . Books ship from the US and Ireland.

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Paperback. Condición: Brand New. 229 pages. 9.50x6.50x0.50 inches. In Stock.

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PAP. Condición: New. New Book. Delivered from our UK warehouse in 4 to 14 business days. THIS BOOK IS PRINTED ON DEMAND. Established seller since 2000.

Paperback. Condición: new. Paperback. Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Context for Sense-making and Language Development provides a resource for multiple audiences, including pre- and in-service secondary science teachers, science teacher educators, instructional coaches, curriculum specialists, and administrators, to learn about a research-based approach to teaching science that responds to the growing population of English learners in the United States. The book offers clear definitions of pedagogical practices supported by classroom examples and a cohesive framework for teaching science in linguistically diverse classrooms. The Secondary Science Teaching with English Language and Literacy Acquisition (or SSTELLA) Framework addresses how learning science is enhanced through meaningful and relevant learning experiences that integrate discipline-specific literacy. In particular, four core science teaching practices are described: (1) contextualized science activity, (2) scientific sense-making through scientific and engineering practices, (3) scientific discourse, and (4) English language and disciplinary literacy development. These four core practices are supported by sound theory and research based on unscripted guidelines and flexible modifications of science lessons. Moreover, the four interrelated practices promote students use of core science ideas while reading, writing, talking, and doing science, thus reflecting principles from Next Generation Science Standards, Common Core State Standards for English Language Arts, and English language proficiency standards. Secondary Science Teaching provides readers with a historical and theoretical basis for integrating language, literacy, and science in multilingual science classrooms, and well as explicit models and guided support teachers in enacting effective teaching practices in the classroom, including comparative vignettes to distinguish between different types of classroom practice. The book outlines a framework that emphasizes the reciprocal and synergistic relationship between scientific sense-making and disciplinary language and literacy practices through contextualized teaching that connects science instruction to students lived experiences, sociocultural resources, and local and global communities. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condición: new. Paperback. Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Context for Sense-making and Language Development provides a resource for multiple audiences, including pre- and in-service secondary science teachers, science teacher educators, instructional coaches, curriculum specialists, and administrators, to learn about a research-based approach to teaching science that responds to the growing population of English learners in the United States. The book offers clear definitions of pedagogical practices supported by classroom examples and a cohesive framework for teaching science in linguistically diverse classrooms. The Secondary Science Teaching with English Language and Literacy Acquisition (or SSTELLA) Framework addresses how learning science is enhanced through meaningful and relevant learning experiences that integrate discipline-specific literacy. In particular, four core science teaching practices are described: (1) contextualized science activity, (2) scientific sense-making through scientific and engineering practices, (3) scientific discourse, and (4) English language and disciplinary literacy development. These four core practices are supported by sound theory and research based on unscripted guidelines and flexible modifications of science lessons. Moreover, the four interrelated practices promote students use of core science ideas while reading, writing, talking, and doing science, thus reflecting principles from Next Generation Science Standards, Common Core State Standards for English Language Arts, and English language proficiency standards. Secondary Science Teaching provides readers with a historical and theoretical basis for integrating language, literacy, and science in multilingual science classrooms, and well as explicit models and guided support teachers in enacting effective teaching practices in the classroom, including comparative vignettes to distinguish between different types of classroom practice. The book outlines a framework that emphasizes the reciprocal and synergistic relationship between scientific sense-making and disciplinary language and literacy practices through contextualized teaching that connects science instruction to students lived experiences, sociocultural resources, and local and global communities. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. The book outlines a framework that emphasizes the reciprocal and synergistic relationship between scientific sense-making and disciplinary language and literacy practices - through contextualized teaching that connects science instruction to students lived.

Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - The book outlines a framework that emphasizes the reciprocal and synergistic relationship between scientific sense-making and disciplinary language and literacy practices through contextualized teaching that connects science instruction to students' lived experiences, sociocultural resources, and local and global communities.