Literacy Instruction in Mexico PDF Download

Author: Robert Miller
Publisher:
ISBN:
Category : Literacy
Languages : en
Pages : 136

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Author: David Scott
Publisher: UCL Press
ISBN: 1787350762
Category : Education
Languages : en
Pages : 182

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Over the last three decades, a significant amount of research has sought to relate educational institutions, policies, practices and reforms to social structures and agencies. A number of models have been developed that have become the basis for attempting to understand the complex relation between education and society. At the same time, national and international bodies tasked with improving educational performances seem to be writing in a void, in that there is no rigorous theory guiding their work, and their documents exhibit few references to groups, institutions and forces that can impede or promote their programmes and projects. As a result, the recommendations these bodies provide to their clients display little to no comprehension of how and under what conditions the recommendations can be put into effect. The Education System in Mexico directly addresses this problem. By combining abstract insights with the practicalities of educational reforms, policies, practices and their social antecedents, it offers a long overdue reflection of the history, effects and significance of the Mexican educational system, as well as presenting a more cogent understanding of the relationship between educational institutions and social forces in Mexico and around the world.

Author: Christopher J. Lonigan
Publisher:
ISBN:
Category : Teaching
Languages : en
Pages : 11

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The National Assessment of Educational Progress reveals that 37 percent of U.S. fourth graders fail to achieve basic levels of reading achievement. In 1997, the U.S. Congress asked that a review of research be conducted to determine what could be done to improve reading and writing achievement. The resulting "Report of the National Reading Panel: Teaching Children to Read" (NICHD, 2000) has been influential in helping to guide reading-education policy and practice in the United States. However, that report did not examine the implications of instructional practices used with children from birth through age 5. To address this gap in the knowledge base, the National Early Literacy Panel (NELP) was convened. The panel was asked to apply a similar methodological review process to that used by the National Reading Panel (NRP) to issues of instructional practices for young children so that parents and teachers could better support their emerging literacy skills. The NELP report represents a systematic and extensive synthesis of the published research literature concerning children's early literacy skills. It provides educators and policymakers with important information about the early skills that are implicated in later literacy learning, as well as information about the type of instruction that can enhance these skills. The results also identify areas in which additional research is needed. The meta-analyses conducted by the panel showed that a wide range of interventions had a positive impact on children's early literacy learning.

Author: Concha Delgado-Gaitan University of California, Davis, USA.
Publisher: Routledge
ISBN: 1134077866
Category : Education
Languages : en
Pages : 192

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First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

Author: Judy Kalman
Publisher: UNESCO
ISBN:
Category : Education
Languages : en
Pages : 176

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Discovering Literacy : Access Routes to Written Culture for a Group of Women in Mexico

Author:
Publisher: DIANE Publishing
ISBN: 9781422325506
Category :
Languages : en
Pages : 256

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Author: Robert Miller
Publisher:
ISBN:
Category : Education, Primary
Languages : en
Pages : 368

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Author: Patricia Gándara
Publisher: State University of New York Press
ISBN: 1438483244
Category : Education
Languages : en
Pages : 369

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Millions of students in the US and Mexico begin their educations in one country and find themselves trying to integrate into the school system of the other. As global migration increases, their numbers are expected to grow and more and more teachers will find these transnational students in their classrooms. The goal of The Students We Share is to prepare educators for this present and future reality. While the US has been developing English as a Second Language programs for decades, Mexican schools do not offer such programs in Spanish and neither the US nor Mexico has prepared its teachers to address the educational, social-psychological, or other personal needs of transnational students. Teachers know little about the circumstances of transnational students' lives or histories and have little to no knowledge of the school systems of the country from which they or their family come. As such, they are fundamentally unprepared to equitably educate the "students we share," who often fall through the cracks and end their educations prematurely. Written by both Mexican and US pioneers in the field, chapters in this volume aim to prepare educators on both sides of the US-Mexico border to better understand the circumstances, strengths, and needs of the transnational students we teach. With recommendations for policymakers, administrators, teacher educators, teachers, and researchers in both countries, The Students We Share shows how preparing teachers is our shared responsibility and opportunity. It describes policies, classroom practices, and norms of both systems, as well as examples of ongoing partnerships across borders to prepare the teachers we need for our shared students to thrive.

Author: Bernardo P. Gallegos
Publisher:
ISBN:
Category : History
Languages : en
Pages : 136

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Author:
Publisher:
ISBN: 9786074872422
Category : English language
Languages : en
Pages : 190

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