Making Content Come Alive for English Learners: A Student Teacher's Success Story

References

• Bell , L. I. 2002 . Strategies that close the gap . Educational Leadership , 60 ( 1 ) : 71 – 73 .
   Google Scholar
• Beyer , B. 1998 . Improving student thinking . The Clearing House , May/June : 262 – 267 . 1998
   Google Scholar
• Bransford , J. D. and Vye , N. J. 1989 . “ A perspective on cognitive research and its implications for instruction ” . In Toward the thinking curriculum: Current cognitive research , Edited by: Resnick , L. B. and Klopfer , L. E. Vol. 198 , 173 – 205 . Alexandria , VA : ASCD . ASCD Yearbook 9
   Google Scholar
• Caine , R. N. and Caine , G. 1991 . Making connections: Teaching and the human brain , Alexandria , VA : ASCD .
   Google Scholar
• Chamot , A. and O'Malley , J. 1994 . The CALLA handbook: Implementing the cognitive academic language learning approach , New York : Addison-Wesley .
   Google Scholar
• Comer , J. 1997 . Waiting for a miracle: Why schools can't solve our problems-and how we can , New York : Penguin Putnam, Inc. .
   Google Scholar
• Cummins , J. 1984 . “ Primary language instruction and the education of language-minority students ” . In Schooling and language-minority students: A theoretical framework , 2nd ed. , 3 – 36 . Los Angeles : Evaluation, Dissemination . California State Department of Education (Ed.), and Assessment Center, California State University, Los Angeles
   Google Scholar
• Dweck , C. S. 1999 . Caution – Praise can be dangerous . American Educator , : 4 – 9 . Spring Issue
   Google Scholar
• Findley , N. 2002 . In their own ways . Educational Leadership , 60 ( 1 ) : 60 – 63 .
   Web of Science ®Google Scholar
• Fueyo , V. 1997 . Teaching language-minority students: Using research to inform practice . Equity and Excellence , 30 ( 1 ) : 16 – 25 .
   Google Scholar
• Goldenberg , C. 1993 . Instructional conversations: Prompting comprehension through discussion . Reading Teacher , 46 ( 4 ) : 316 – 326 .
   Web of Science ®Google Scholar
• Krashen , S. 1985 . The input hypothesis: Issues and implications , White Plains , NY : Longman .
   Google Scholar
• Levine , M. 2002 . Why invest in professional development schools? . Educational Leadership , 59 ( 6 ) : 65 – 67 .
   Web of Science ®Google Scholar
• Ogle , Donna M. 1986 . K-W-L-: A teaching model that develops active reading of expository text . Reading Teacher , 39 ( 6 ) : 564 – 570 .
   Web of Science ®Google Scholar
• O'Neil , J. 1997 . Building schools as communities: A conversation with James Comer . Educational Leadership , 54 ( 8 ) : 6 – 10 .
   Web of Science ®Google Scholar
• Simon , K. G. 2002 . The blue blood is bad, right? . Educational Leadership , 60 ( 1 ) : 24 – 28 .
   Web of Science ®Google Scholar
• Tayntor , E. , Erickson , P. and Kaufman , L. 1997 . “ Taken from “A New England aquarium book”. Dive to the coral reefs ” . In Spotlight on Literacy , New York : Macmillian/McGraw-Hill Companies, Inc. .
   Google Scholar
• Tietel , L. 2001 . How professional development schools make a difference: A review of research , Washington , DC : National Council for Accreditation of Teacher Education .
   Google Scholar
• Tomlinson , C. A. 2000 . Reconcilable differences: Standards-based teaching and differentiation . Educational Leadership , September : 6 – 11 . (Issue)
   Web of Science ®Google Scholar
• Government , U. S. 1998 . Promising Practices: New Ways to Improve Teacher Quality Retrieved January 10, 2001, from www.ed.gov/pubs/PromPractice/chapter3.html
   Google Scholar
• Wiggins , G. and McTighe , J. 1998 . Understanding by design , Alexandria , VA : ASCD .
   Google Scholar
• Zeichner , K. 2002 . Beyond traditional structures of student teaching . Teacher Education Quarterly , 29 ( 2 ) : 59 – 64 .
   Google Scholar
• Zimmerman , B. J. 2000 . Self-efficacy: An essential motive to learn . Contemporary Educational Psychology , 25 : 82 – 91 .
   PubMed Web of Science ®Google Scholar