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17 black & white tables, 5 black & white line drawings
David Moss, Elizabeth Howard, Thomas Levine
Unsewn / adhesive bound
Table Of Contents
Part 1: Defining the Problem Space and Possibilities 1. The Urgency of Preparing Teachers for Second Language Learners Elizabeth R. Howard, Thomas H. Levine, and David M. Moss 2. Teacher Educator Capacity to Prepare Preservice Teachers for Work with Emergent Bilinguals Thomas H. Levine and Elizabeth R. Howard 3. Recruiting and Organizing Learning among Busy Faculty Members Thomas H. Levine, Elizabeth R. Howard & Mileidis Gort Part 2: Revising Courses and Developing Practices 4. Using a Conceptual Frame to Infuse Material about Emergent Bilinguals into a Teacher Education Course Megan E. Staples and Thomas H. Levine 5. Solving Problems of Space, Time, and Knowledge: How to Fit Learning About Linguistic and Cultural Diversity into Teacher Education Courses Douglas Kaufman, Mary P. Truxaw, Alan S. Marcus, Sandra B. Billings, & Manuela Wagner 6. Teaching Preservice Teachers How to Learn From-and About-their Emergent Bilingual Students: The Foundation for Everything Else Douglas Kaufman 7. Leveraging Clinical Experiences to Prepare Teachers for Culturally and Linguistically Diverse Students Rebecca D. Eckert, Susan L. Payne, Robin E. Hands, and Rene Roselle Part 3: Assessing Outcomes and Learning Along the Way 8. Assessing Progress Within and Across Cohorts Elizabeth R. Howard, Megan E. Welsh, Thomas H. Levine, and David M. Moss 9. Instruction in Progress: In Search of Effective Practices for Emergent Bilinguals Cory Wright-Maley, Thomas H. Levine, and Eileen M. Gonzalez 10. From Professional Learning to Professional Action and Back Again Rachael Gabriel and Manuela Wagner 11. Preservice Teachers' Evolving Knowledge and Practice Toward Linguistically-and Culturally-Responsive Pedagogy Wendy J. Glenn and Mileidis Gort Part 4: Moving Forward 12. Pathways to success: Models of Teacher Preparation for Cultural and Linguistic Diversity David M. Moss, j. Zack, and Susan L. Payne 13. Final Recommendations for Initiating a Faculty Learning Community Elizabeth R. Howard, Thomas H. Levine, and David M. Moss
Thomas Levine is an Associate Professor in the Department of Curriculum and Instruction of the Neag School of Education at the University of Connecticut, where he teaches social studies methods courses for elementary and secondary educators at both the graduate and undergraduate levels. Elizabeth Howard is an Associate Professor in the Department of Curriculum and Instruction of the Neag School of Education at the University of Connecticut, where she teaches graduate courses related to the education of English Language Learners (ELLs). Together with Julie Sugarman, she is the author of Realizing the Vision of Two-Way Immersion: Fostering Effective Programs and Classrooms. David Moss is an Associate Professor in the Department of Curriculum and Instruction of the Neag School of Education at the University of Connecticut. His published books include Reforming Legal Education: Law Schools at the Crossroads; Critical Essays on Resistance in Education; Interdisciplinary Education in an Age of Assessment; Portrait of a Profession: Teachers and Teaching in the 21st Century; and Beyond the Boundaries: A Transdisciplinary Approach to Learning and Teaching.