Despite growing evidence that all students will benefit from engaging and challenging instruction, many struggling students continue to experience a circumscribed curriculum that emphasizes low-level skills. Featuring contributions from emerging and well-known researchers, this important volume is about the enactment of high-expectation curricula in everyday practice. Chapters document specific classroom strategies that make a difference in the learning of students from low socioeconomic backgrounds and cultural and linguistic minority communities. While the book focuses on language and literacy instruction, key chapters on math and science also demonstrate high-expectation teaching across the curriculum. Book Features: A broad framework for creating high-expectation curricula in underperforming K12 schools, clear illustrations of what alternative literacy practices look like, powerful examples of rich math and science instruction, research-based strategies for second language learners, students with disabilities, and struggling readers, an incisive critique of the qdeficit-drivenq curricula that dominates in underachieving schools and classrooms.Teachers involved in my research formally measured childrena#39;s developmental and curricular growth through a variety of means, including the following: 1. Developmental ... Particularly with, like, letter recognition, word recognition. ... By the time Jo exited Shoshone School to begin kindergarten, she had gone from the status of nonverbal to limited spoken language. ... Four-year-old Jasmine, for example, in interaction with a shifting group of children, actively constructed a visual-tactileanbsp;...
|Author||:||Curt Dudley-Marling, Sarah Michaels|
|Publisher||:||Teachers College Press - 2012|