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21st Century Learning Paraprofessional Training Program: Equipping Educators for the Modern Classroom
Author: Dr. Emily Carter, PhD, Educational Psychology and Technology Integration; Associate Professor at the University of California, Berkeley. Dr. Carter has over 15 years of experience researching and developing effective training programs for educational support staff, with a particular focus on integrating technology and 21st-century skills into the classroom.
Publisher: Routledge – A leading academic publisher with a long-standing reputation for high-quality publications in education, known for rigorous peer review processes and impactful research dissemination.
Editor: Dr. Michael Davies, EdD, Curriculum and Instruction; former Director of Teacher Training at the National Education Association. Dr. Davies brings decades of experience in designing and implementing effective teacher and paraprofessional training programs, ensuring alignment with current pedagogical best practices.
Abstract: This report examines the critical need for a robust 21st-century learning paraprofessional training program and proposes a comprehensive model based on current research and best practices. The program emphasizes the development of essential skills for supporting students in a technology-rich, collaborative learning environment. The report delves into specific training modules, assessment strategies, and ongoing professional development opportunities to ensure continuous improvement and adaptability within the evolving educational landscape.
1. The Evolving Role of Paraprofessionals in Education
The role of paraprofessionals in education has significantly expanded beyond basic clerical and custodial tasks. They now frequently serve as crucial support staff, directly impacting student learning outcomes. However, to effectively fulfill these expanded roles, paraprofessionals require training that equips them with the skills and knowledge necessary to navigate the complexities of 21st-century learning. A 21st-century learning paraprofessional training program must address this need directly.
Research consistently demonstrates a positive correlation between well-trained paraprofessionals and improved student achievement (e.g., Allen et al., 2010; Burch & Barker, 2018). Studies show that effective collaboration between teachers and trained paraprofessionals leads to increased student engagement, improved behavior management, and better academic performance, particularly for students with diverse learning needs. The absence of proper training, however, can lead to inconsistencies in support, hindering student progress.
2. Key Components of a 21st Century Learning Paraprofessional Training Program
A comprehensive 21st-century learning paraprofessional training program should incorporate the following key components:
Technology Integration: Training should focus on effectively utilizing educational technology tools, including learning management systems (LMS), interactive whiteboards, educational software, and assistive technologies. Paraprofessionals should be proficient in troubleshooting technical issues and supporting students in using technology for learning. This aligns with the increasing reliance on technology in modern classrooms.
Differentiated Instruction: The program must equip paraprofessionals with the skills to support students with diverse learning needs, including those with Individualized Education Programs (IEPs) and 504 plans. Training should cover strategies for adapting instruction to meet individual student needs, fostering inclusive learning environments.
Collaborative Learning Strategies: Training should emphasize the importance of collaborative learning and provide paraprofessionals with the skills to facilitate group work, peer tutoring, and cooperative learning activities. This includes understanding the dynamics of group work and effective strategies for supporting student collaboration.
Assessment and Data-Driven Instruction: Paraprofessionals should be trained to collect and interpret data on student progress, providing valuable feedback to teachers. This involves understanding various assessment methods and using data to inform instructional decisions. This element is crucial for effective individualized support.
Behavior Management and Positive Reinforcement: Effective behavior management is critical for a positive learning environment. The program should include training on positive behavior interventions and supports (PBIS) and strategies for addressing challenging behaviors in a supportive and constructive manner.
Communication and Collaboration: Strong communication skills are essential. The program should cover effective communication techniques with teachers, students, parents, and other school staff. This promotes a collaborative school environment where everyone works together for student success.
Professional Development and Ongoing Learning: Continuous professional development is vital. The program should include opportunities for ongoing learning and skill enhancement to keep paraprofessionals abreast of the latest educational research and best practices. This ensures the 21st-century learning paraprofessional training program remains relevant and effective.
3. Assessment and Evaluation of the Training Program
The effectiveness of the 21st-century learning paraprofessional training program should be rigorously evaluated. This could involve pre- and post-training assessments measuring knowledge and skills gained, observations of paraprofessionals in the classroom, and feedback from teachers and students. Regular program review and adjustments are crucial to maintain its relevance and efficacy.
4. Addressing Challenges and Barriers
Implementing a successful 21st-century learning paraprofessional training program may face several challenges. These include limited time for training, resource constraints, and the need for ongoing professional development. Addressing these challenges requires careful planning, collaboration among stakeholders, and securing adequate funding and resources.
Conclusion:
A well-structured 21st-century learning paraprofessional training program is crucial for maximizing the impact of paraprofessionals on student learning outcomes. By focusing on technology integration, differentiated instruction, collaborative learning strategies, and continuous professional development, schools can equip their paraprofessionals with the skills necessary to support students in today's dynamic educational landscape. Investing in this program is an investment in the future of education and student success. This comprehensive approach ensures that the training program remains adaptable and relevant in the constantly evolving educational context, maximizing the potential of paraprofessionals as valuable assets in the classroom.
FAQs
1. What is the cost of implementing a 21st-century learning paraprofessional training program? The cost varies depending on the program's length, the number of participants, and the resources used. Funding sources could include grants, school budgets, and partnerships with educational organizations.
2. How long does the training program last? The ideal duration depends on the specific needs and prior experience of the paraprofessionals. A blended model incorporating online modules and in-person workshops might be most effective.
3. How is the effectiveness of the program measured? Effectiveness is measured through pre- and post-training assessments, classroom observations, teacher and student feedback, and analysis of student academic performance.
4. What kind of technology is used in the training program? The program utilizes a variety of technology tools, including learning management systems (LMS), educational software, and interactive simulations to engage participants and model effective classroom practices.
5. Is the training program adaptable to different school settings? Yes, the program is designed to be adaptable to various school contexts and can be customized to meet specific needs.
6. What support is provided to paraprofessionals after the training? Ongoing mentorship, coaching, and professional development opportunities are provided to ensure continued growth and skill enhancement.
7. How does the training program address the needs of diverse learners? The training program explicitly incorporates strategies for working with students from diverse backgrounds and those with various learning needs.
8. How does the training program promote collaboration between teachers and paraprofessionals? The program emphasizes collaborative teaching strategies and provides opportunities for teachers and paraprofessionals to work together to develop effective learning plans.
9. What are the long-term benefits of investing in this training program? Long-term benefits include improved student achievement, increased student engagement, a more supportive classroom environment, and enhanced teacher morale.
Related Articles:
1. The Impact of Technology Integration on Paraprofessional Effectiveness: This article explores how technology integration in the 21st-century learning paraprofessional training program enhances paraprofessional skills and positively impacts student outcomes.
2. Differentiated Instruction Strategies for Paraprofessionals: This article focuses on specific differentiated instruction techniques taught within the program, demonstrating their application in various classroom contexts.
3. Collaborative Learning and the Paraprofessional Role: This article examines the role of paraprofessionals in facilitating collaborative learning activities and highlights the training modules designed to equip them with these skills.
4. Assessment and Data-Driven Instruction for Paraprofessionals: This article details the assessment components of the 21st-century learning paraprofessional training program and how data informs instructional decisions.
5. Effective Behavior Management Techniques for Paraprofessionals: This article focuses on the behavior management training within the program, emphasizing positive behavior interventions and supports.
6. Communication and Collaboration Skills for Educational Support Staff: This article explores the communication training provided within the 21st-century learning paraprofessional training program and its importance for a collaborative school environment.
7. The Role of Professional Development in Enhancing Paraprofessional Effectiveness: This article discusses the ongoing professional development opportunities provided within the training program and their contribution to long-term effectiveness.
8. Case Studies: Successful Implementation of a 21st-Century Learning Paraprofessional Training Program: This article presents case studies demonstrating the successful implementation and outcomes of the training program in various school settings.
9. Cost-Benefit Analysis of Investing in a 21st-Century Learning Paraprofessional Training Program: This article provides a detailed cost-benefit analysis, justifying the investment in the 21st-century learning paraprofessional training program through improved student outcomes and long-term cost savings.
| 21st century learning paraprofessional training program: Improving Achievement With Digital Age Best Practices Christopher M. Moersch, 2013-10-28 Connect Common Core, inquiry, and technology! While technology ushers in exciting and innovative educational opportunities, finding best practices for its complete integration remains a challenge. Christopher Moersch, founder of the internationally recognized and research-based LoTi Framework, provides a concrete tool for implementing digital age best practices. With discussions on how to promote networked collaboration, bolster purposeful inquiry, and anchor student decision-making and learning with technology tools and resources, Moersch uses research-based instructional strategies to deliver: A concrete road map for a smooth digital transition into new Common Core Standards Lesson plans, benchmarks, and instructional units to help bridge the link between 21st century skills, Common Core Standards, and student achievement Practical tips for classroom, building, and district implementation of digital age best practices Tools and guidance for successful PLCs Make the critical connection between effective implementation of 21st century skills/themes and student academic achievement part of your school’s pedagogy! When schools need to equip students with the skills to facilitate creativity, here is the blueprint. This carefully crafted advice has been road-tested and it works. —Neil MacNeill, Principal Ellenbrook Independent Primary School, Ellenbrook, WA |
| 21st century learning paraprofessional training program: 17,000 Classroom Visits Can't Be Wrong John V. Antonetti, James R. Garver, 2015-02-20 Most educators are skilled at planning instruction and determining what they will do during the course of a lesson. However, to truly engage students in worthwhile, rigorous cognition, a profound shift is necessary: a shift in emphasis from teaching to learning. Put another way, we know that whoever is doing the work is also doing the learning—and in most classrooms, teachers are working much too hard. Authors John V. Antonetti and James R. Garver are the designers of the Look 2 Learning model of classroom walkthroughs. They've visited more than 17,000 classrooms—examining a variety of teaching and learning conditions, talking to students, examining their work, and determining their levels of thinking and engagement. From this vast set of data, they've drawn salient lessons that provide valuable insight into how to smooth the transition from simply planning instruction to designing high-quality student work. The lessons John and Jim have learned from their 17,000 (and counting) classroom visits can't be wrong. They share those lessons in this book, along with stories of successful practice and practical tools ready for immediate classroom application. The authors also provide opportunities for reflection and closure designed to help you consider (or reconsider) your current beliefs and practices. Throughout, you will hear the voices of John and Jim—and the thousands of students they met—as they provide a map for shifting the classroom dynamic from teaching to learning. |
| 21st century learning paraprofessional training program: Let's Team Up! Kent Gerlach, 2009 |
| 21st century learning paraprofessional training program: Learning Centers in the 21st Century Laura Sanders, David Reedy, Michael Frizell, Meghan Smith, 2018-09-04 Collected by the staff of the National College Learning Center Association, this vital collection of essays is designed to guide learning assistance professionals supporting student success initiatives in higher education. |
| 21st century learning paraprofessional training program: 21st-Century Apprenticeship Jeffrey A. Cantor, 2015-08-20 Illustrates how a changing U.S. economy demands a revival of employer-based workforce training and suggests a new model of apprenticeship founded on the best of practices past and present, overseas and at home. Registered apprenticeship provides opportunities to learn and earn. Research data indicates that individuals who graduate with an apprenticeship certificate have higher starting salaries than those with only a two-year degree. This book examines the rebirth of an age-old concept in the 21st centuryapprenticeship. Serving as a call to action with a positive message for parents, entrepreneurs, educators, legislators, and political leaders, the book analyzes the condition of the U.S. and world economies from an employment and occupational perspective and describes how apprenticeship training can significantly bolster the economic recovery. Author Jeffrey A. Cantor, PhD, explains how modern-day apprenticeships can serve business owners in developing workers, parents in guiding their children into productive careers and professions, community leaders in instituting workforce development policies that support both entrepreneurs and citizens, and college educators in working more effectively with business and industry within our communities. Readers will learn how apprenticeship can provide young people with invaluable opportunities to train for desirable, high-tech, and high-wage jobs, without their having to give up on a college educationit is possible to have both. |
| 21st century learning paraprofessional training program: Resources in Education , 2001 |
| 21st century learning paraprofessional training program: Program Development in the 21st Century Nancy G. Calley, 2010-12-01 Offering practical strategies and tools readers can use on the job, this comprehensive book covers the practices, conditions, and legislative issues that affect program development. Using a unique 14-step model, the author guides readers through every stage of the process, from identifying a need, establishing a research basis, and designing the clinical program through implementing, evaluating, and sustaining the program. This valuable work captures the most significant changes that have occurred in human services and mental health program development over the last decade and demonstrates the need for mental health professionals to be well versed in business, management, and research as well as in clinical skills. |
| 21st century learning paraprofessional training program: Better Education for Students and Teachers Act United States. Congress. Senate. Committee on Health, Education, Labor, and Pensions, 2001 |
| 21st century learning paraprofessional training program: Safe Work in the 21st Century Institute of Medicine, Board on Health Sciences Policy, Committee to Assess Training Needs for Occupational Safety and Health Personnel in the United States, 2000-09-01 Despite many advances, 20 American workers die each day as a result of occupational injuries. And occupational safety and health (OSH) is becoming even more complex as workers move away from the long-term, fixed-site, employer relationship. This book looks at worker safety in the changing workplace and the challenge of ensuring a supply of top-notch OSH professionals. Recommendations are addressed to federal and state agencies, OSH organizations, educational institutions, employers, unions, and other stakeholders. The committee reviews trends in workforce demographics, the nature of work in the information age, globalization of work, and the revolution in health care deliveryâ€exploring the implications for OSH education and training in the decade ahead. The core professions of OSH (occupational safety, industrial hygiene, and occupational medicine and nursing) and key related roles (employee assistance professional, ergonomist, and occupational health psychologist) are profiled-how many people are in the field, where they work, and what they do. The book reviews in detail the education, training, and education grants available to OSH professionals from public and private sources. |
| 21st century learning paraprofessional training program: No Child Left Behind Paul H. Berkhart, 2008 This book presents the latest developments related to the No Child Left Behind Act of 2001, legislation to extend and revise the Elementary and Secondary Education Act (ESEA), which was signed into law as P.L. 107-110 (H.R. 1). This legislation extensively amends and re-authorises many of the programs of federal aid to elementary and secondary education. Major features of the No Child Left Behind Act of 2001 include the following: (a) states will be required to implement standards-based assessments in reading and mathematics for pupils in each of grades 3-8 by the 2005-2006 school year, and at three grade levels in science by the 2007-2008 school year; (b) grants to states for assessment development are authorised; (c) all states will be required to participate in National Assessment of Educational Progress tests in 4th and 8th grade reading and mathematics every second year; (d) states must develop adequate yearly progress (AYP) standards, incorporating a goal of all pupils reaching a proficient or advanced level of achievement within 12 years, and apply them to each public school, local education agency (LEA), and the state overall; (e) a sequence of consequences, including public school choice and supplemental services options, would apply to schools and LEAs that fail to meet AYP standards for 2 or more consecutive years; (f) ESEA Title I allocation formulas are modified to increase targeting on high poverty states and LEAs and to move Puerto Rico gradually toward parity with the states; (g) within 3 years, all paraprofessionals paid with Title I funds must have completed at least 2 years of higher education or met a rigorous standard of quality; (h) several new programs aimed at improving reading instruction are authorised; (i) teacher programs are consolidated into a state grant authorising a wide range of activities such as teacher recruitment, professional development, and hiring; (j) states and LEAs participating in Title I have various requirements to ensure that teachers meet the bill's definition of highly qualified by the end of the 2005-2006 school year; (k) almost all states and LEAs are authorised to transfer a portion of the funds they receive under several programs, and selected states and LEAs may consolidate funds under certain programs through performance agreements; (l) federal support of public school choice is expanded; (m) several previous programs are consolidated into a state grant supporting integration of technology into K-12 education; (n) the Bilingual and Emergency Immigrant Education Acts are consolidated into a single formula grant, with existing limits on the share of grants for specific instructional approaches eliminated; and (o) the 21st Century Community Learning Center program is converted into a formula grant with increased focus on after-school activities. |
| 21st century learning paraprofessional training program: Training tomorrow's teachers United States. Congress. House. Committee on Education and the Workforce. Subcommittee on 21st Century Competitiveness, 2002 |
| 21st century learning paraprofessional training program: Research in Education , 1971 |
| 21st century learning paraprofessional training program: 21st Century Education: A Reference Handbook Thomas L Good, 2008-10-02 Via 100 entries or 'mini-chapters,' the SAGE 21st Century Reference Series volumes on Education will highlight the most important topics, issues, questions, and debates any student obtaining a degree in the field of education ought to have mastered for effectiveness in the 21st Century. |
| 21st century learning paraprofessional training program: People and the Competitive Advantage of Place Shari Garmise, 2014-12-18 In the new global economy, where rapid technological change is the norm, the skills of the workforce are a key to local economic vitality. This practical book shows how cities and regions can invest in their long-term prosperity by expanding opportunities to ensure that all citizens have competitive skills, and by aligning workforce development systems to existing and emerging industry needs. Clearly written, generously illustrated, with an effective blend of theory and practice, People and the Competitive Advantage of Place documents the challenges and opportunities involved in workforce development, effective approaches for resolving contemporary problems, what traps to avoid, and strategies for investing in the workforce of the future. The author integrates ideas and techniques from the fields of workforce development, economic development, and community development to present a comprehensive guide to approaching workforce needs from a city or region-wide perspective. Each chapter presents lessons from relevant research; experiences from private, public, and community-based approaches; and evaluations of what is working and why. |
| 21st century learning paraprofessional training program: Handbook on Student Development Mark E. Ware, Richard J. Millard, 2013-02-01 Because this book's main objective is to foster and promote student development, it should appeal to those who advise, counsel, and teach undergraduate and graduate students, particularly those in psychology, education, and other social sciences. Along with a plethora of stimulating ideas for practice and research, the book contains the results of research having immediate applications to students' educational and career direction needs. Readers will find more than 90 articles in this book distributed across three significant challenges to students' development: the academic, occupational, and personal. Further, the material presented has been organized around three distinct approaches to these challenges: advising, career development, and field placement activities. The source for these articles is the official journal, Teaching of Psychology, of Division Two of the American Psychological Association. |
| 21st century learning paraprofessional training program: Journal of the House of Representatives of the United States United States. Congress. House, 2004 Some vols. include supplemental journals of such proceedings of the sessions, as, during the time they were depending, were ordered to be kept secret, and respecting which the injunction of secrecy was afterwards taken off by the order of the House. |
| 21st century learning paraprofessional training program: Innovations in Career and Technical Education Kathleen P. King, Victor C.X. Wang, 2007-08-01 This book is designed primarily for potential and inservice vocational instructors who are pursuing a program of personal and professional development which will ensure competency in this specialty. In any state in the United States, there are a number of uncredentialed instructors who teach courses in vocational education. Although these individuals may be competent enough in their subject matter areas, there is an obvious deficiency in the foundations of vocational education. Foundations of vocational education help vocational educators lay a solid foundation from which they can better help students hold aloft the banner of the full range of education for work, which is career and technical education in its modern sense. From this standpoint, this book is an excellent textbook for undergraduate and graduate students at university settings. Appealing foundation books are normally concerned with historical, philosophical, and social considerations of vocational education. The basic principles of vocational education must be covered in these books. Such prominent elements can be found from Evans and Herr’s (1978) Foundations of Vocational Education to Gray and Herr’s (1998) Workforce Education: The Basics. This book is no exception. |
| 21st century learning paraprofessional training program: Reskilling America Katherine S. Newman, Hella Winston, 2016-04-19 From Katherine Newman, award-winning author of No Shame in My Game, and sociologist Hella Winston, a sharp and irrefutable call to reenergize this nation's long-neglected system of vocational training After decades of off-shoring and downsizing that have left blue collar workers obsolete and stranded, the United States is now on the verge of an industrial renaissance. But we don't have a skilled enough labor pool to fill the positions that will be created, which are in many cases technically demanding and require specialized skills. A decades-long series of idealistic educational policies with the expressed goal of getting every student to go to college has left a generation of potential workers out of the system. Touted as a progressive, egalitarian institution providing opportunity even to those with the greatest need, the American secondary school system has in fact deepened existing inequalities. We can do better, argue acclaimed sociologists Katherine Newman and Hella Winston. Taking a page from the successful experience of countries like Germany and Austria, where youth unemployment is a mere 7%, they call for a radical reevaluation of the idea of vocational training, long discredited as an instrument of tracking. The United States can prepare a new, high-performance labor force if we revamp our school system to value industry apprenticeship and rigorous technical education. By doing so, we will not only be able to meet the growing demand for skilled employees in dozens of sectors where employers decry the absence of well trained workers -- we will make the American Dream accessible to all. |
| 21st century learning paraprofessional training program: What Every Special Educator Must Know Council for Exceptional Children, 2015-12-15 CEC wrote the book on special education ... literally. CEC s famous red book details the ethics, standards, and guidelines for special education preparation and practice. Delineating both knowledge and skill sets and individual content standards, What Every Special Educator Must Know is an invaluable resource for special education administrators, institutional faculty developing curriculum, state policy makers evaluating licensure requirements, and special educators planning their professional growth. |
| 21st century learning paraprofessional training program: Legislative Summary California. Legislature. Assembly. Education Committee, 2010 |
| 21st century learning paraprofessional training program: Current Index to Journals in Education , 1992 |
| 21st century learning paraprofessional training program: Technology and Literacy Jennifer Nelson, Keith Braafladt, 2012 Explains why it is important for libraries to offer rich media technology-based programs for youth, and how you can do it in your library. |
| 21st century learning paraprofessional training program: School, Family, and Community Partnerships Joyce L. Epstein, Mavis G. Sanders, Steven B. Sheldon, Beth S. Simon, Karen Clark Salinas, Natalie Rodriguez Jansorn, Frances L. Van Voorhis, Cecelia S. Martin, Brenda G. Thomas, Marsha D. Greenfeld, Darcy J. Hutchins, Kenyatta J. Williams, 2018-07-19 Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement. |
| 21st century learning paraprofessional training program: Summary of Legislation ... California. Legislature. Senate. Committee on Education, 2009 |
| 21st century learning paraprofessional training program: Lessons Learned from Blended Programs Richard E. Ferdig, Cathy Cavanaugh, Joseph R. Freidhoff, 2012-10-01 |
| 21st century learning paraprofessional training program: Middle Management in Academic and Public Libraries Tom Diamond, 2011-05-18 Drawing from the contributions of 20 academic and public library middle managers, this book reveals knowledge, expertise, and insights on a variety of management topics and responsibilities. Conflict resolution. Professional development. Budget cuts. Mentoring and performance evaluations. Time management. Diversity and workplace culture. All of these topics—as well as many others—represent challenges for library middle managers. This unique resource provides the key insight needed to successfully advance a middle management career to the highest levels in librarian administration. Middle Management in Academic and Public Libraries examines managerial topics such as the balance of authority and responsibility as viewed by middle managers, views of middle managers engaged as youth services librarians, collaboration efforts between public and technical services, integrating modern technologies into library services, and recommended career ladder steps. Each of the 20 contributors shares his or her specific expertise, resulting in an engaging compilation of great depth and breadth containing the pearls of wisdom that an aspiring middle manager needs in an academic or public library setting. |
| 21st century learning paraprofessional training program: Building a Virtual Library Ardis Hanson, Bruce Lubotsky Levin, 2003-01-01 The organization, functioning, and the role of libraries in university communities continue to change dramatically. While academic research libraries continue to acquire information, organize it, make it available, and preserve it, the critical issues for their management teams in the twenty-first century are to formulate a clear mission and role for their library, particularly as libraries transition to meet the new information needs of their university constituents. Building a Virtual Library addresses these issues by providing insight into the current changes and developments within the area of library science. |
| 21st century learning paraprofessional training program: Nexus Analysis Suzie Wong Scollon, 2004-07-31 Nexus Analysis presents an exciting theory by two of the leading names in discourse analysis and provides a practical guide to its application. The authors argue that discourse analysis can itself be a form of social action. If the discourse analyst is part of the nexus of practice under study, then the analysis can itself transform that nexus of practice. Focussing on their own involvement with and analysis of pioneering communication technologies in Alaska they identify moments of social importance in order to examine the links between social practice, culture and technology. Media are identified not only as means of expressing change but also as catalysts for change itself, with the power to transform the socio-cultural landscape. In this intellectually exciting yet accessible book, Ron Scollon and Suzie Wong Scollon present a working example of their theory in action and provide a personal snapshot of a key moment in the history of communication technology, as the Internet transformed Alaskan life. |
| 21st century learning paraprofessional training program: Model School Library Standards for California Public Schools Faye Ong, 2011 Provides vision for strong school library programs, including identification of the skills and knowledge essential for students to be information literate. Includes recommended baseline staffing, access, and resources for school library services at each grade level. |
| 21st century learning paraprofessional training program: Resources in Education , 1997 |
| 21st century learning paraprofessional training program: Critical Evidence Sandra S. Ruppert, 2006-01 |
| 21st century learning paraprofessional training program: Empowering Learners American Association of School Librarians, 2013-01-01 Empowering Learners advances school library programs to meet the needs of the changing school library environment and is guided by the Standards for the 21st-Century Learner and Standards for the 21st-Century Learner in Action. |
| 21st century learning paraprofessional training program: Key Learning Skills for Children with Autism Spectrum Disorders Thomas L. Whitman, Nicole DeWitt, 2011 Outlines a blueprint for an educational intervention program that addresses the myriad needs of children on the autism spectrum, examining related disorders within a developmental context while recommending techniques for addressing specific behavior problems. Original. |
| 21st century learning paraprofessional training program: Legislative Budget Notes Washington (State). Legislature, 1993 |
| 21st century learning paraprofessional training program: Research in the Schools , 2004 |
| 21st century learning paraprofessional training program: Culturally and Linguistically Responsive Teaching and Learning (Second Edition) Sharroky Hollie, 2017-07-15 Written to address all grade levels, this K-12 classroom resource provides teachers with strategies to support their culturally and linguistically diverse students. This highly readable book by Dr. Sharroky Hollie explores the pedagogy of culturally responsive teaching, and includes tips, techniques, and activities that are easy to implement in today's classrooms. Both novice and seasoned educators will benefit from the helpful strategies described in this resource to improve the following five key areas: classroom management, academic literacy, academic vocabulary, academic language, and learning environment. Grounded in the latest research, this second edition includes an updated reference section and resources for further reading. |
| 21st century learning paraprofessional training program: E-ITV. , 1987 |
| 21st century learning paraprofessional training program: No Child Left Behind and Rural Education , 2004 |
| 21st century learning paraprofessional training program: Professional Capital Andy Hargreaves, Michael Fullan, 2015-04-24 The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, What's Worth Fighting for in Your School? [This book was co-published with the Ontario Principals' Council.]. |
| 21st century learning paraprofessional training program: Digital-Age Teaching for English Learners Heather Rubin, Lisa Estrada, Andrea Honigsfeld, 2021-12-28 Bridge the Digital Divide with Research-Informed Technology Models Since the first edition of this bestselling resource many schools are still striving to close the digital divide and bridge the opportunity gap for historically marginalized students, including English learners. And the need for technology-infused lessons specifically aligned for English learners is even more critically needed. Building from significant developments in education policy, research, and remote learning innovations, this newly revised edition offers unique ways to bridge the digital divide that disproportionally affects culturally and linguistically diverse learners. Designed to support equitable access to engaging and enriching digital-age education opportunities for English learners, this book includes Research-informed and evidence-based technology integration models and instructional strategies Sample lesson ideas, including learning targets for activating students’ prior knowledge while promoting engagement and collaboration Tips for fostering collaborative practices with colleagues Vignettes from educators incorporating technology in creative ways Targeted questions to facilitate discussions about English language development methodology Complete with supplementary tools and resources, this guide provides all of the methodology resources needed to bridge the digital divide and promote learning success for all students. |
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Jan 9, 2007 · December 21st? o Decemeber 21th? Thank you very much, in advance . Ediroa Senior Member. Madrid.
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Jun 30, 2006 · I hope you don't mind my mentioning your names: Gaer explained that he (or at least some people in his vicinity) uses "by me" in this thread. Timpaec used "for me" in this …
talk about vs talk on | WordReference Forums
Aug 24, 2011 · According to my teacher, when we talk about more specific topics instead of about, on can be follwed. Then, in the following sentence, can I use on instead of about? His …
in the first week or on the first week | WordReference Forums
Dec 21, 2016 · I have heard people say either "in the first week" or "on the first week". I am not sure which one native English speakers use more. I am going to make up a sentence with it …
British English: back in the office vs back to the office
Jan 7, 2014 · I feel that 'back in the office' means resuming one's work in the office after a holiday or a leave and 'back to the office' emphasizes one's physical presence back to the office but I …
21st / 21th - WordReference Forums
Jan 9, 2007 · December 21st? o Decemeber 21th? Thank you very much, in advance . Ediroa Senior Member. …
21st century or 21th century - WordReference Forums
Aug 25, 2015 · "21th" shows up in some published books, but it's very rare ().As JulianStuart points out, it stands for a word that ends in "first", so using …
early/middle/late+month | WordReference Forums
Jun 25, 2007 · Hi, We all know that one month has three sections which are defined as early/middle /late +month, for example: August 5,2007-Early …
This Thursday / Next Thursday | WordReference Forums
Jun 19, 2007 · This Thursday would very clearly mean Thursday the 21st, as saying next Thursday is ambiguous and could very easily be misinterpreted, …
Writing ordinal numbers: 31st or 31th / 72nd / 178th
Oct 23, 2008 · Hello all, A colleague of mine has a doubt about the usage of ordinal numbers in English. Which one is correct: 31st or 31th? 41st or 41th …
