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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?

 







 







 







 

Teacher collaboration and professional learning communities are frequently mentioned in articles and reports on school improvement. Schools and teachers benefit in a variety of ways when teachers work together. A small but growing body of evidence suggests a positive relationship between teacher collaboration and student achievement.


Benefits for Schools and Teachers


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