Language Diversity, School Learning, and Closing Achievement Gaps
Regular price
€42.99
Regular price
€43.99
Sale
Sale price
€42.99
14 days return policy
Shipping & Delivery
A01=Center for Education
A01=Committee on the Role of Language in School Learning: Implications for Closing the Achievement Gap
A01=Division of Behavioral and Social Sciences and Education
A01=National Research Council
Age Group_Uncategorized
Age Group_Uncategorized
Author_Center for Education
Author_Committee on the Role of Language in School Learning: Implications for Closing the Achievement Gap
Author_Division of Behavioral and Social Sciences and Education
Author_National Research Council
automatic-update
B01=Melissa Welch-Ross
Category1=Non-Fiction
Category=JNDH
Category=JNKD
Category=JNL
COP=United States
Delivery_Delivery within 10-20 working days
eq_bestseller
eq_isMigrated=0
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Language_English
PA=Available
Price_€20 to €50
PS=Active
softlaunch
Product details
- ISBN 9780309153867
- Dimensions: 152 x 229mm
- Publication Date: 26 Jul 2010
- Publisher: National Academies Press
- Publication City/Country: US
- Product Form: Paperback
- Language: English
Secure
checkout
Fast Shipping
Easy returns
The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education.
The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion.
