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The average score for eighth-graders on the latest National Assessment of Educational Progress (NAE P) was the highest ever, but only 39 percent scored at or above the proficient level (Lee, Grigg, & Dion, 2007). Even fewer high school seniors (23 percent) were proficient (Grigg, Donahue, & Dion, 2007). “The sharp falloff in mathematics achievement in the U.S. begins as students reach late middle school, where, for more and more students, algebra course work begins,” the National Mathematics Advisory Panel said in 2008 in its final report.

 

Schools and districts that serve a large number of English language learners (ELL s) have found it helpful to develop a comprehensive program that addresses the specific needs of the population they serve. But what about districts that experience a sudden influx of ELL students? In these places, no ELL program may be in place, and existing staff may not be trained or experienced in teaching students whose first language is not English.

 

The growing use of online teaching in the nation’s public schools has placed a related burden on district administrators to ensure that they use high quality and highly qualified instructors.

 

CORWIN PRESS

Brain-Based Learning: The New Paradigm of Teaching, 2nd ed.

www.corwinpress.com, $35.95

 
 

When Alamo Heights (Texas) Independent School District opened in 1909 as a rural, two-room wooden-frame school, who would have thought that 96 years later its students would become teachers to their own parents?

 







 

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