At last a much-needed book to assess English learners!
Assessment Accommodations for Classroom Teachers of Culturally and Linguistically Diverse Students details effective classroom assessment practices and usefully organizes recommended strategies around the four critical dimensions of the CLD student biography: the sociocultural, linguistic, academic, and cognitive dimensions.
Socorro G. Herrera, Kevin G. Murry, and Robin Morales Cabral intentionally focus on those classroom assessment practices that will prove effective with CLD students and useful to preK-12 teachers of those students. For a walkthrough of the many exciting features of this book, please see the inside front cover.
Reviewers are raving about this book:
“The case studies and examples are accurate and good for all chapters. This is one of the strongest aspects of this text.” — Janet Medina, McDaniel College
“This book provides current, research-based, and high quality pedagogical and assessment approaches and strategies that respond to current federal policy and high-stakes national and professional standards. The book gets deeply into the immigration issues, assessment issues and alignment of assessment with standards. I really like the completeness of the text and the focus on creating informed teachers who are advocates for their ELLs.” — Zohreh R. Eslami, Texas A&M University
“Of particular value is the statement of standards at the beginning of each chapter. The author is quite clear in defining key terms and concepts and presents wonderful, informative examples of key points. The explanations and connections are often lacking in most texts. In addition, this text provides valuable insight to the critical issues of cultural AND linguistic diversity where many texts focus solely on linguistic diversity.” — Dr. Fay Roseman, Barry University School of Education
Also by these authors:
Mastering ESL and Bilingual Methods: Differentiated Instruction
for Culturally and Linguistically Diverse (CLD) Students Ó2005
This book gives readers the indispensable tools they need to
articulate and defend their fully adapted instructional practices for
culturally and linguistically diverse (CLD) students, as well as
Dr. Socorro Herrera currently serves as a Professor of Elementary Education at Kansas State and is Director of the Collaborative Intercultural and Multilingual Advocacy (CIMA) Center. Certified in Elementary Education, Bilingual Education, and School Counseling, Dr. Herrera's recent publications have appeared in the Bilingual Research Journal and the Journal of Latinos and Education. Her recent research and teaching in education has emphasized emergent biliteracy, reading strategies, the differential learning needs of second language learners, and mutual accommodation for language learning students.
Dr. Herrera has written texts for Pearson/Allyn and Bacon, as well as text chapters for Erlbaum & Associates and ATE/ACEI.
Dr. Kevin Murry is currently an Associate Professor of Secondary Education at Kansas State University and is the Director of Research and Development for the CIMA Center. His work in research and development has focused on ESL/dual language programming in secondary public schools and teachers’ accommodation readiness for transnational students. Dr. Murry's recent research has emphasized advocacy frameworks for culturally and linguistically diverse students, the linguistic and cross-cultural dynamics of ESL instruction, portfolio-based practicum experiences, and school restructuring for linguistic diversity. His recent publications have appeared in the Journal of Continuing Higher Education, AACTE Briefs, and the Bilingual Research Journal.
Dr. Murry has written texts for Pearson/Allyn and Bacon, as well as text chapters for Erlbaum & Associates and ATE/ACEI.
Robin Morales Cabral currently serves as an instructional coordinator for the CIMA Center in the College of Education at Kansas State University. Ms. Cabral prepares school educators to professionally address the social, emotional and learning needs of students in highly diverse K-12 schools. She has a background in communicative disorders and sciences, school leadership, bilingual special education, and assessment for culturally and linguistically diverse (CLD) students. Ms. Cabral’s years of experience as a bilingual speech language pathologist, parent/teacher liaison, intervention coordinator, and assessment specialist, have led to advisory roles with classroom teachers, special educators, and school administrators dedicated to best school and classroom practices necessary to target the individual and collective needs of CLD students.