Zobrazeno 1 - 10
of 31
pro vyhledávání: '"William M. Saunders"'
Autor:
William M. Saunders, Claude Goldenberg
Publikováno v:
Talking Texts ISBN: 9781315087450
Second-language acquisition theories emphasize the importance of social interaction in the language acquisition process. Several studies document the paucity of interaction in English language learners (ELL) classrooms and/or the tendency to weight E
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8e8df7e179a7dbe0a8768edbe144313f
https://doi.org/10.4324/9781315087450-9
https://doi.org/10.4324/9781315087450-9
Publikováno v:
Educational Evaluation and Policy Analysis. 35:139-156
When English Learners (ELs) demonstrate English language proficiency, they are reclassified as Fluent English Proficient (RFEP). Subsequently they are often left out of the analysis of EL progress because they are, technically, no longer ELs. This ar
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::65d9335909c9f5e747dbb0b927d7ce5e
https://doi.org/10.3102/0162373712461849
https://doi.org/10.3102/0162373712461849
Publikováno v:
American Educational Research Journal. 46:1006-1033
The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based trai
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::bd54d70e9b24d3f98a0a2d55159724e2
https://doi.org/10.3102/0002831209333185
https://doi.org/10.3102/0002831209333185
Publikováno v:
The Elementary School Journal. 109:537-553
A 5-year prospective, quasi-experimental investigation demonstrated that grade-level teams in 9 Title 1 schools using an inquiry-focused protocol to solve instructional problems significantly increased achievement. Teachers applying the inquiry proto
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fbd09b1ec97e11d401f07dda89c61496
https://doi.org/10.1086/597001
https://doi.org/10.1086/597001
Inside the Black Box of School Reform: Explaining the how and why of change atGetting Resultsschools
Publikováno v:
International Journal of Disability, Development and Education. 54:51-89
This article reports key findings from a process-focused external evaluation that compared a subset of Getting Results project schools and comparison schools in order to understand the dynamics of school-wide reform efforts at these primary schools.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::785c90dd9f4bebd5ac864c5cfc3dbf41
https://doi.org/10.1080/10349120601149755
https://doi.org/10.1080/10349120601149755
Publikováno v:
The Elementary School Journal. 107:181-198
The issue of whether to separate English language development (ELD) into a separate instructional block or whether to integrate it with reading/language arts instruction is an unanswered question with theoretical and practical implications. We addres
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::de3e19db48e9e10e816f991511b2f7ec
https://doi.org/10.1086/510654
https://doi.org/10.1086/510654
Publikováno v:
The Elementary School Journal. 106:363-385
This study examined the reading performance on the Woodcock Language Proficiency Battery—Revised (WLPB‐R), in Spanish and English, of 183 Spanish‐speaking students in kindergarten through grade 2 in 3 schools with 4 instructional programs for E
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::27d7615b9ad93e9ee739e7444b58d3c7
https://doi.org/10.1086/503637
https://doi.org/10.1086/503637
Autor:
William M. Saunders
Publikováno v:
Educational Research and Evaluation. 5:345-381
This article reports the results of an ongoing effort to design, implement, and evaluate an effective transitional bilingual program. The program developed spans grades 2–5, and employs a specific language arts model. Evaluation results, based on c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::10d2d47bcd46f8fb014e3b1a0ea2d393
https://doi.org/10.1076/edre.5.4.345.6936
https://doi.org/10.1076/edre.5.4.345.6936
Autor:
Claude Goldenberg, William M. Saunders
Publikováno v:
The Elementary School Journal. 99:277-301
This article reports an experiment that tests the effects of 2 instructional components used to study literature with upper-elementary-grade limited-English-proficient and English-proficient students. The study is part of an ongoing "component-buildi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2ea3dc73d1a57bbb946e1a8e1dc7da34
https://doi.org/10.1086/461927
https://doi.org/10.1086/461927
Publikováno v:
Language, Culture and Curriculum. 10:30-51
In a ‘formative experiment’ (following Newman et ah, 1989), twenty‐seven 4th‐grade students transitioning from Spanish to English read a short story (in English) about two mischievous friends and then participated in one of two video‐taped
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2bc8e5a099b1309a734fab2ad2217ed6
https://doi.org/10.1080/07908319709525239
https://doi.org/10.1080/07908319709525239