Young Learners, Diverse Children

Lists of Figures and Tables Foreword by Eugene E. Garcia Preface: A Letter to the Reader Acknowledgments About the Author Part I. Ethnic-Educator Philosophical and Theoretical Framework 1. The Ethnic-Educator Philosophy Examples of Principle 1 Examples of Principle 2 Examples of Principle 3 Examples of Principle 4 2. The Ethnic-Educator Pedagogical Model How Teachers' Personalities Affect Their Assessment and Instructional Decisions A Socioconstructivistic Pedagogical Model Supporting the Ethnic-Educator Approach The Four Pedagogical Principles for Learning and Academic Achievement Part II. Educational Applications of the Ethnic-Educator Approach 3. Teaching Strategies Strategies Supporting the Ethnic-Educator Approach First Cluster of Pedagogical Strategies: Thematic Curriculums First Cluster of Pedagogical Strategies: Holistic Developmental Curriculums Second Cluster of Pedagogical Strategies: Stimulating Critical-Thinking Skills Second and Third Clusters of Pedagogical Strategies: A Pluralistic Pedagogy Stimulating Connections to Prior Sociocultural Knowledge and Real-life Experiences Fourth Cluster of Pedagogical Strategies: An Advocacy Position for Teachers Suggestions for Applying the Strategies 4. Linking the Teaching Strategies With Academic Content Standards Linking Assessment to Instruction Through Classroom-Based Observations Instructional Purposes of Assessment Integration of Teaching Principles With TESOL Academic Content Standards in the Curriculum Linking Assessment to Instruction Through Classroom-Based Observations 5. Developmental Tasks for Linking Assessment to Instruction Case Study Introducing Individual Developmental Tasks Discussion of Paula's Overall Performance Across Developmental Tasks 6. Storytelling Research-Based Knowledge Supporting Storytelling as an Alternative Assessment Storytelling as an Assessment Method of First- and Second-Language and Cognitive Development Developmental Stages of Narrative and Semantic Development in Children Socioconstructivist Perspective for Language Development Sociocultural Perspective for Language Development Application of Research-Based Knowledge to Actual Assessment Strategies Recommended Strategies for Clustering Coding of Responses Four Recommended Strategies for Interpreting Evaluation Results Conclusions 7. Alternative Reading Instruction Introduction Theoretical Framework Supporting Reading Instruction in Young, Diverse Children Guided-Reading Approach for Developing Reading-Comprehension Skills Application of the Guided-Reading Approach Application of the Schema Theory Repetition and Practice Make Perfect Activities for Increasing Reading Abilities Family Involvement for Increasing Reading Skills Bridging the Gap Between School and Home Cultures Through Parental Participation Conclusions 8. Conclusions and Recommendations for Educating Diverse Young Children Introduction: The BPDC as a Learning Context Interviews With Teachers Participating in the BPDC Project Interviews With Diverse and Mainstream Parents Participating in the BPDC Project Overall Conclusions Appendix A. Alignment of Philosophical and Pedagogical Principles and Pedagogical Strategies Endorsed by the Ethnic-Educator Approach for Young, Diverse Children References Index