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Method: The study involved the participation of 965 teachers (74.3% Women; M[subscript age] = 43.5 9.9). An ad hoc questionnaire comprising 38 items was utilized, focusing on the resources offered by the administration for the return to classrooms, teachers' concerns about this new academic year, and their thoughts on ideal teaching conditions.
Chapter 2: Welcoming Newcomers to a Safe and Thriving School Environment. Chapter 3: Providing High-Quality Instruction for Newcomer Students. Chapter 4: Supporting Newcomers’ Social Emotional Needs. Chapter 5: Establishing Partnerships With Families. The topics covered in the tool kit are important to the Department’s mission:
REACH Web site, a Web-based resource for the teaching of Spanish and Hispanic and Latino cultures to heritage Spanish speakers, under development by the NFLC and AATSP. www.eric.ed.gov ERIC Custom Transformations Team Page 2 of 8 ED464516 2002-05-00 Selecting Materials To Teach Spanish to Spanish Speakers. ERIC Digest.
The schoolwide program at Hueco Elementary School in the Socorro Independent School District in Texas coordinates Title I and Title VII funds to encourage parental involvement. This Success for All school serves a 98 percent Hispanic, rural student population of about 620 children enrolled in grades preK-5.
Escuela Popular, a Spanish–English dual immersion school in San Jose. Spanish bilingual education in California is the incorporation of the Spanish and English language to teach various subjects in primary education. Proposition 227 affected Spanish bilingual programs negatively by mandating that instruction be conducted "overwhelmingly in ...
In collaboration with a small, rural school district in central California (7,500 students in 15 schools), a colleague and I developed and implemented a 6-year, districtwide staff-development project designed to address this need by working to change teacher attitudes and practices as they relate to English learners.
This study aimed to analyze the thoughts and concerns of Spanish teachers during the academic year 2020-2021. Method. The study involved the participation of 965 teachers (74.3% Women; Mage = 43.5 9.9). An ad hoc questionnaire comprising 38 items was utilized, focusing on the resources ofered by the administration for the return to classrooms ...
The benefits of positive, active relationships between families, schools, and the community (not only in the academic outcomes of the children, but also in the family's and school's wellbeing) have, up to now, had plenty of supportive evidence.