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Academic achievement for secondary language minority students : standards, measures and promising practices

Author: Kris Anstrom; Educational Resources Information Center (U.S.)
Publisher: [Washington, DC] : National Clearinghouse for Bilingual Education] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [1997]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
This study investigated what is known about content area instruction for linguistically and culturally diverse learners (LCDLs) in mainstream social studies, mathematics, science, and language arts classes. A review of recent literature looked at three major areas: (1) the theory and practice of standards for this group; (2) theory and practice of measures of achievement, proficiency, and/or academic literacy; and  Read more...
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Details

Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Kris Anstrom; Educational Resources Information Center (U.S.)
OCLC Number: 40893643
Notes: Shipping list no.: 99-0095-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [1998]. 1 microfiche.
Description: 1 volume
Other Titles: Standards, measures and promising practices
Responsibility: prepared by Kirs Anstrom.

Abstract:

This study investigated what is known about content area instruction for linguistically and culturally diverse learners (LCDLs) in mainstream social studies, mathematics, science, and language arts classes. A review of recent literature looked at three major areas: (1) the theory and practice of standards for this group; (2) theory and practice of measures of achievement, proficiency, and/or academic literacy; and (3) promising practices in content area instruction. The study also included interviews with university education faculty to determine current issues and effective practices within the various subject areas, and site visits to a suburban high school that had implemented a team approach to working with language minority students in mainstream classrooms. Some classroom observations are presented as vignettes. Contains 52 references. (Mse).

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