Environmental Variables Affecting the School Achievement of Culturally and Linguistically Different Learners: An Instructional Perspective

Arreaga-Mayer, Carmen; Greenwood, Charles R.

doi:10.1080/08881685.1986.10668508

Cited by 11 publications

(7 citation statements)

References 28 publications

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“…Maximizing the time that students spend actively involved in meaningful academic activities (e.g., attending to lessons, working on assignments) and minimizing the time that they spend off-task (waiting for activities to get started, making transitions between activities, sitting with nothing to do, or engaging in misconduct) are especially important in creating a positive learning environment. Findings from the academic learning time research also seem to hold for students with special needs, such as low-achieving or poorly motivated students (Gettinger, 1986), learning disabled students (Zigmond et al, 1986), and students with linguistic and cultural differences (Arreaga-Mayer & Greenwood, 1986).…”

Section: Interactive Teaching Tasksmentioning

confidence: 92%

What Is Competent Beginning Teaching? A Review of the Literature

Reynolds¹

1992

Review of Educational Research

268

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What does it mean to be a competent beginning teacher? This review melds findings from the literature on effective teaching with those of learning to teach in order to answer this question. It begins with a discussion of problems encountered in interpreting these bodies of research. Next, differences between beginning and experienced teachers are discussed in three broad domains of teaching tasks: preactive, interactive, andpostactive. In the conclusion, recommendations are offered regarding what should be measured in performance-based assessments for teacher licensure.Sound assessments for teacher licensure are grounded in the wisdom of practicing professionals and research on teaching. It is with the research on teaching literature that this review is concerned. The crux of my argument is simply this: To build valid teacher assessments for teacher licensure, we must determine what beginning teachers should know and be able to do. A first step is to examine the similarities and differences between two bodies of research: teacher effects and learning to teach. Having done so, we are in a better position to formulate a definition of the competent beginning teacher. Such a definition can then act as a guide for the development of meaningful assessments. After discussing some of the problems encountered in interpreting research on teaching, I present a synthesis of findings from research on teacher effectiveness and on learning to teach. The final section of the article offers recommendations for what to expect of beginning teachers and suggestions for future research.

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Section: Interactive Teaching Tasksmentioning

confidence: 92%

What Is Competent Beginning Teaching? A Review of the Literature

Reynolds¹

1992

Review of Educational Research

268

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“…Fifth, peer tutoring is a strategy whereby ELLs practice academic tasks, continue opportunities for verbal interaction, and gain reward for correct academic responses (Arreaga-Mayer & Greenwood, 1986). PE teachers and teachers of ESL train English-speaking students to make greater use of synonyms language skills and to avoid figurative language, which describes something by comparing it with something else (the words “like" or “as" to compare one object) (Glakas, 1993).…”

Section: Recommendations and Conclusionmentioning

confidence: 99%

Elementary Physical Education Teachers’ Experiences in Teaching English Language Learners

Sato

Hodge

2014

Education and Urban Society

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The purpose of the current study was to describe and explain the views on teaching English Language Learners (ELLs) held by six elementary physical education (PE) teachers in the Midwest region of the United States. Situated in positioning theory, the research approach was descriptive–qualitative. The primary sources of data were face-to-face interviews, and the transcript data were analyzed using NVivo 8 software and constant comparative method. The recurrent themes that emerged from the data were as follows: (a) pedagogical challenges; (b) traumatized; (c) irritations, frustrations, and expectations; and (d) cultural dissonance. These themes reflect the teachers’ positioning that teaching ELLs is difficult and complicated. There is pressing need for PE teacher candidates and practicing teachers to receive professional preparation and development training in implementing culturally and ethnolinguistically relevant pedagogies effectively.

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“…An important research finding in recent years is that poor instruction in urban classrooms is characterized by few opportunities for students to respond to the instructional material (Arreaga-Mayer & Greenwood, 1986). Arreaga-Mayer and Greenwood proposed that for urban students to receive the same number of opportunities as students in the suburbs they would have to remain in school for the entire summer.…”

Section: Effective Instructionmentioning

confidence: 99%

Disproportionality of African American Children in Special Education: Definition and Dimensions

Cartledge¹,

Dukes²

2009

The SAGE Handbook of African American Education

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iscussions and considerations about the disproportionality of students from diverse racial and ethnic backgrounds in special education have persisted for more than four decades. Since the publication of Dunn's groundbreaking paper in 1968, scholars have formulated wellgrounded theories, followed by rigorous inquiries into the meaning and impact of disproportionate representation of particular students in special education. The special education label suggests that there is some disorder within the child and, accordingly, a need for more resources such as specialized instruction and other therapeutic interventions. Ideally, special education will improve pupil performance; however, positive outcomes have been seriously questioned for many students (e.g., Donovan & Cross, 2002; Dunn, 1968). Some authorities posit that disability diagnoses are likely to result in lowered expectations, thereby reducing special education simply to a place where students are sent when they do not perform (Meyer & Patton, 2001) rather than a service elevating learners to higher levels of performance. Children with disabilities may be viewed according to two major categories: (1) high incidence and (2) low incidence. High-incidence disabilities are also referred to as mild disabilities and include the subcategories of learning disabilities (LD), emotionally disturbed (ED), mild mental retardation (MMR), and speech and language disorders. Low-incidence disabilities are more severe in nature and include conditions such as sensory disorders (visual and hearing impairments), moderate to severe mental retardation, physical disabilities, and autism. The high-and low-incidence categories might also be distinguished, respectively, by "clinical judgment" and biological factors (Harry & Klinger, 2006). That is, the diagnosis for mild disabilities is relatively subjective, while low-incidence disabilities are based on medical assessments. Harry and Klinger further offered the opinion that high-incidence 383 24 DISPROPORTIONALITY OF AFRICAN AMERICAN CHILDREN IN SPECIAL EDUCATION

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Environmental Variables Affecting the School Achievement of Culturally and Linguistically Different Learners: An Instructional Perspective

Cited by 11 publications

References 28 publications

What Is Competent Beginning Teaching? A Review of the Literature

What Is Competent Beginning Teaching? A Review of the Literature

Elementary Physical Education Teachers’ Experiences in Teaching English Language Learners

Disproportionality of African American Children in Special Education: Definition and Dimensions

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