Academic Achievers : Whose Definition? An Ethnographic Study Examining the Literacy [under] Development of English Language Learners in the Era of High-Stakes Tests » książka
Academic Achievers : Whose Definition? An Ethnographic Study Examining the Literacy [under] Development of English Language Learners in the Era of High-Stakes Tests
ISBN-13: 9789460912351 / Angielski / Miękka / 2010 / 226 str.
![Academic Achievers : Whose Definition? An Ethnographic Study Examining the Literacy [under] Development of English Language Learners in the Era of High-Stakes Tests P. W. Orelus 9789460912351 Sense Publishers - książka](/academic_achievers__whose_definition_an_ethnographic_study_examining_the_literacy_under_development_of_english_language_learners_in_the_era_of_high_stakes_tests-9789460912351.jpg)
Academic Achievers : Whose Definition? An Ethnographic Study Examining the Literacy [under] Development of English Language Learners in the Era of High-Stakes Tests
ISBN-13: 9789460912351 / Angielski / Miękka / 2010 / 226 str.
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It is ironic that our ever-present preoccupation with closing the achievement gap is insufficiently articulated in current federal education policy. To this end, Pierre Orelus' study cogently underscores the fruitfulness of caring teachers' persistence in bridging the all-too-frequent gulf that exists between school and community together with an apprenticeship model that saturates youth in academic discourses. This is an encouraging and inspiring read. Angela Valenzuela, College of Education, University of Texas at Austin, author of Subtractive Schooling and Leaving Children Behind. Orelus' book provides valuable insights into the resources, including teachers' teaching practices, students' level of motivation, their family values, and the students' academic background, that contribute to academic achievement for English language learners. The author's close examination of what enabled four middle school ELLs to succeed academically illustrates that even students who are labeled "at risk" can succeed with the right support. David Freeman, Ph.D. Professor of Reading and ESL Chair: Department of Language, Literacy, and Intercultural Studies The University of Texas at Brownsville Pierre Orelus draws on his personal experiences as an English-language learner to examine ELL's academic achievement and underachievement. Guadalupe Valdes, Ph.D. Bonnie Katz Tenenbaum Professor of Education Stanford University This book addresses one of the most pressing issues facing US education - how best to support the academic literacy of English Language Learners. Pierre Orelus looks closely at teaching practices that contribute to students' academic growth, and he adds to the mounting evidence of the negative impact of high stakes testing and accountability on teaching, especially for students who are learning English. This is a powerful call to reject the culturally and educationally reductive practices promoted by No Child Left Behind. Professor Pauline Lipman University of Illinois at Chicago Author of High Stakes Education; Inequality, Globalization, and Urban School Reform"
It is ironic that our ever-present preoccupation with closing the achievement gap is insufficiently articulated in current federal education policy. To this end, Pierre Orelus study cogently underscores the fruitfulness of caring teachers persistence in bridging the all-too-frequent gulf that exists between school and community together with an apprenticeship model that saturates youth in academic discourses. This is an encouraging and inspiring read.Angela Valenzuela, College of Education, University of Texas at Austin, author of Subtractive Schooling and Leaving Children Behind.Orelus book provides valuable insights into the resources, including teachers teaching practices, students level of motivation, their family values, and the students academic background, that contribute to academic achievement for English language learners. The authors close examination of what enabled four middle school ELLs to succeed academically illustrates that even students who are labeled "at risk" can succeed with the right support.David Freeman, Ph.D.Professor of Reading and ESLChair: Department of Language, Literacy, and Intercultural StudiesThe University of Texas at BrownsvillePierre Orelus draws on his personal experiences as an English-language learner to examine ELLs academic achievement and underachievement.Guadalupe Valdés, Ph.D.Bonnie Katz Tenenbaum Professor of EducationStanford UniversityThis book addresses one of the most pressing issues facing US education - how best to support the academic literacy of English Language Learners. Pierre Orelus looks closely at teaching practices that contribute to students academic growth, and he adds to the mounting evidence of the negative impact of high stakes testing and accountability on teaching, especially for students who are learning English. This is a powerful call to reject the culturally and educationally reductive practices promoted by No Child Left Behind. Professor Pauline LipmanUniversity of Illinois at ChicagoAuthor of High Stakes Education; Inequality, Globalization, and Urban School Reform
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