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English-only Instruction And Immigrant Students In Secondary Schools

RRP $272.99

This book is for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English. It offers a rich picture of the incredible diversity of students who enter secondary school as immigrants--their abilities, their needs, and their aspirations.
The studies reported are part of a large longitudinal study of about 25,000 immigrant students in a district in which the policy is English-only instruction. These studies:
*provide multiple views of the students' lives and their success in schools where the language of instruction differs from the languages they speak with their friends and families;
*explore the students' views of teaching and learning;
*describe the potential differences between the students views and those of their teachers;
*look at issues related to students' views of their identities as they work, study, and socialize in a new environment; and
*examine different reading models designed to facilitate the learning of English as a second language (ESL).
Educators and researchers will find the descriptions of students' simultaneous learning of English and of academic content relevant to their view of whether instruction should be English only or bilingual. For teachers who view multicultural education as an important endeavor, this book may on occasion surprise them and at other times confirm their views. The author does not attempt to develop a particular political viewpoint about which approach works best with immigrant students. Rather, the objective of the studies was to develop a full, rich description of the lives of immigrant high school students enrolled in classes where the medium of instruction is English. The reader is left to evaluate the results.


Working With Troubled Youth In Schools

RRP $274.99

This work presents a practical guide to creating effective, school-based responses to the difficult problem of dealing with troubled youth in schools, based on an "ecological" approach to collaboration among school professionals and community members. The two themes of "prevention" and "connection" pervade the practices that are described in this timely contribution.


Multicultural Transition In Kansas Schools

RRP $16.99

The main purpose of this new perspective on the results of my April 2011 survey of caseworkers at high schools across the state of Kansas regarding transition practices with African-American, Native American Indian, and Hispanic/Latino students, is to more systematically incorporate qualitative data from the optional comments added by any caseworkers to expand on their Likert responses. Splichal (2015) said, "Individual truth about lived experiences is an ever-changing and evolving process of interpretation of the human phenomena, both within and outside of the structures that surround us, therefore truth becomes each researcher's interpretation" (p. 95). It is this deeper, more human-level at which I want to understand the dynamics of multicultural transition practices from my examination of what the words of these survey respondents can tell us about their attitudes, beliefs, and intentions.



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