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Informationen zum Autor Marjorie C. Ringler, EdD, is associate professor and director of the Master of School Administration Program in the Department of Education Leadership at East Carolina University. Her areas of research include academic language literacy, professional development, and instructional leadership. Klappentext Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development.Typically mainstream classroom teachers and principals do not purchase books solely on academic language literacy because they see this as the domain of the ESL teacher. Academic Language Literacy infuses this knowledge through a three pronged approach (content, context, and process) to effective professional development. Inhaltsverzeichnis ContentsPrefaceChapter 1. Effective Professional Development: A Three-Prong ApproachIntroductionContent: Academic Language Matters·Conventions of Standard English·Features of Academic Language·So what is Academic Language?Context: Creating Chief Education Officers (CEOs)·Am I a CEO or do I need to work on this?Process: Job Embedded Coaching and Collaboration·Phase One: Preparation and Planning·Phase Two: Implementation and Reflection·Phase Three: Capacity BuildingSummaryChapter 2. Content: What Comprises Academic Language Literacy (ALL)?IntroductionComponents of Academic Language ·Process/Function Words·Morphology·Content Specific VocabularyWho needs Academic Language Literacy?·Group #1. Native Speakers of English or Standard English Learners (SELs)·Group #2. English Language Learners (ELLs)How do we deliver Academic language Instruction?An Overview of SIOP, CHATS and Six-StepsConnecting the Dots: How do these three models overlap?SummaryChapter 3. Content: Specific Strategies for Academic Language LiteracyIntroductionStrategies for a Linguistically Diverse ClassroomAcademic Language Learning Strategies·Vocabulary buildingoFour squareoPersonal dictionariesoModified word wallsoShades of meaningoRest in Peace (RIP)oUsing Morphology·Reading and Writing StrategiesoSentence FramesoParagraph FrameoHOTS StrategyoBricks and MortaroHierarchical Tree MapoSplit page note takingoGraphic organizers for note-taking or Deciphering textoGraphic Organizer for Concept DefinitionoError Correction ManualSummaryChapter 4. Context: Creating Chief Educational Officers (CEOs)IntroductionPlanning Professional Development that Impacts Instruction and LearningProfessional Development and Levels of ImplementationProfessional Development and SustainabilityBooking Agent vs. CEOCEO and School ChangePrincipal as CEOSchool University Partnerships·Partnering for School Change ·Characteristics of Effective School University PartnershipsoCommon GoaloStakeholdersoBuy inoCreating a Learning CommunityoLong term Commitment to Professional Development SummaryChapter 5. Implementation of Sustainable Professional DevelopmentIntroductionPhase 1: Preparation and Planning·Collaborate with experts of ALL and professional development·Select CEO team participants·Clarify professional development outcomes·Organizing monthly expectationsPhase 2: Implementation and ReflectionPhase 3: Capacity BuildingNote from the authorsSummaryChapter 6. Visualizing ChangeIntroductionProject CEO SummaryParticipants and Professional Development: Tyrrell CountyProfessional Development FlexibilityAccomplishments and OutcomesTeachers' voicesStudents' voicesPrincipals' voicesSummaryAuthor's note...
