Assessment of Culturally and Linguistically Diverse Students
暫譯: 多元文化與語言學生的評估

Herrera, Socorro G., Murry, Kevin G., Cabral, Robin M.

Assessment of Culturally and Linguistically Diverse Students
  • 出版商: Pearson FT Press
  • 出版日期: 2019-03-20
  • 售價: $3,320
  • 貴賓價: 9.5 折 $3,154
  • 語言: 英文
  • 頁數: 320
  • 裝訂: Quality Paper - also called trade paper
  • ISBN: 013480032X
  • ISBN-13: 9780134800325

    • 海外代購書籍(需單獨結帳)

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商品描述

Assessment of Culturally and Linguistically Diverse Students seeks to pose and answer the important questions that are arising as levels of culturally and linguistically diverse (CLD) learners increase in classrooms across the country. This classroom-ready resource places the emphasis of assessment on the student as an individual and explores questions such as "Where should assessment efforts for CLD students be concentrated?;" ''What are the key aims of assessments?;" and "How should teachers use CLD student assessment findings?" The 3rd Edition has been completely updated with a new chapter on data-driven problem solving, new Teaching Tips, Activity Lesson Plans, and more.

商品描述(中文翻譯)

《文化與語言多樣性學生的評估》旨在提出並回答隨著全國教室中文化與語言多樣性（CLD）學習者人數增加而出現的重要問題。這本適合教室使用的資源將評估的重點放在學生個體上，並探討如「對於CLD學生的評估應集中在哪些方面？」、「評估的主要目標是什麼？」以及「教師應如何使用CLD學生的評估結果？」等問題。第三版已全面更新，新增了關於數據驅動問題解決的新章節、新的教學提示、活動教案等內容。

作者簡介

Dr. Socorro G. Herrera serves as Professor of Elementary Education at Kansas State University and directs the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education. Certified in elementary education, bilingual education, and school counseling, Dr. Herrera's research focuses on literacy opportunities with culturally and linguistically diverse students, reading strategies, and teacher preparation for diversity in the classroom. She has authored several books, including: Mastering ESL/EFL Methods: Differentiated Instruction for Culturally and Linguistically Diverse (CLD) Students (2005, 2011, 2016), Accelerating Literacy for Diverse Learners: Classroom Strategies That Integrate Social/Emotional Engagement and Academic Achievement, K--8 (2013, 2017), Crossing the Vocabulary Bridge: Differentiated Strategies for Diverse Secondary Classrooms (2011), Biography-Driven Culturally Responsive Teaching (2010, 2016), and Teaching Reading to English Language Learners: Differentiated Literacies (2010, 2015). Dr. Herrera has authored articles for numerous nationally known journals such as the Bilingual Research Journal, Journal of Research in Education, Journal of Curriculum and Instruction, Journal of Latinos and Education, and Journal of Hispanic Higher Education. In addition to her writing, Dr. Herrera conducts multistate and international professional development on issues of instruction and assessment with CLD students.

Dr. Robin Morales Cabral currently works as an Instructor at the Center for Intercultural and Multilingual Advocacy (CIMA) in the College of Education at Kansas State University. She has a background in district-level administration, bilingual speech language pathology, special education (SPED), literacy, assessment, and intervention development for culturally and linguistically diverse (CLD) students. Dr. Cabral's research, teacher preparation efforts, and education consultant activities emphasize strengthening teacher, school, and district capacities to ensure CLD and SPED students' full access to an enriched core curriculum with appropriately individualized supports throughout their PreK--12 educational experiences.

Dr. Kevin Murry is Associate Professor of Curriculum and Instruction in the College of Education at Kansas State University and is Director of Research and Development for the Center for Intercultural and Multilingual Advocacy (CIMA). His scholarship has emphasized the professional development of K--16 teachers for the assets/needs of culturally and linguistically diverse (CLD) students. Dr. Murry's recent research and publications have emphasized teacher readiness for best practice with English learners, culturally responsive teaching and assessment practices, as well as the linguistic and cross-cultural dynamics of critically reflective and biography-driven teaching. In addition to his two textbooks in ESL/EFL, he has contributed book chapters for Erlbaum & Associates and Association of Teacher Educators (ATE)/Association for Childhood Education International (ACEI). His recent articles appear in the Forum for International Research in Education, Journal of Curriculum and Instruction, Journal of Bilingual Education Research & Instruction, and Journal of Teaching and Learning.

作者簡介(中文翻譯)

索科羅·G·赫雷拉博士擔任堪薩斯州立大學小學教育教授，並在教育學院負責跨文化與多語言倡導中心（CIMA）。赫雷拉博士擁有小學教育、雙語教育和學校輔導的認證，她的研究專注於與文化和語言多樣性學生的識字機會、閱讀策略以及教師在課堂上面對多樣性的準備。她著有多本書籍，包括：掌握ESL/EFL方法：針對文化和語言多樣性（CLD）學生的差異化教學（2005、2011、2016）、加速多元學習者的識字能力：整合社會/情感參與與學業成就的課堂策略，K--8（2013、2017）、跨越詞彙橋樑：針對多樣化中學課堂的差異化策略（2011）、以傳記為驅動的文化響應教學（2010、2016）以及教導英語學習者閱讀：差異化識字能力（2010、2015）。赫雷拉博士為多本全國知名期刊撰寫文章，如雙語研究期刊、教育研究期刊、課程與教學期刊、拉丁裔與教育期刊以及西班牙裔高等教育期刊。除了寫作外，赫雷拉博士還在多州和國際上進行有關CLD學生的教學和評估問題的專業發展。

羅賓·莫拉萊斯·卡布拉爾博士目前擔任堪薩斯州立大學教育學院跨文化與多語言倡導中心（CIMA）的講師。她擁有區域級行政、雙語語言病理學、特殊教育（SPED）、識字、評估和針對文化和語言多樣性（CLD）學生的干預發展背景。卡布拉爾博士的研究、教師準備工作和教育顧問活動強調加強教師、學校和區域的能力，以確保CLD和SPED學生在其PreK--12教育經歷中充分獲得豐富的核心課程和適當的個別支持。

凱文·穆里博士是堪薩斯州立大學教育學院的課程與教學副教授，並擔任跨文化與多語言倡導中心（CIMA）的研究與發展主任。他的學術研究強調K--16教師的專業發展，以滿足文化和語言多樣性（CLD）學生的需求。穆里博士最近的研究和出版物強調教師對英語學習者最佳實踐的準備、文化響應的教學和評估實踐，以及批判性反思和以傳記為驅動的教學的語言和跨文化動態。除了他的兩本ESL/EFL教科書外，他還為Erlbaum & Associates和教師教育者協會（ATE）/國際兒童教育協會（ACEI）貢獻了書章。他最近的文章發表在國際教育研究論壇、課程與教學期刊、雙語教育研究與教學期刊以及教學與學習期刊。

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