000			03849cam a22003618i 4500
001			829844
005			20230423161018.0
007			tz
008			171226s2018 nyu b 001 0 eng c
020			_a9781138284296
049			_aPIMLIB
050	0	0	_aQ181 _b.B154L
100			_aBailey, Alison L., _958339
245	0	0	_aLanguage, literacy, and learning in the STEM disciplines : _bhow language counts for English learners / _cedited by Alison L. Bailey, Carolyn A. Maher, and Louise C. Wilkinson.
260			_aNew York : _bRoutledge, _c2018. _94722
300			_a283 pages
449			_aNew Arrivals-Nov 2018
504			_aIncludes bibliographical references and index.
505	0		_aIntroduction: language, literacy, and learning in the STEM disciplines / Alison L. Bailey, Carolyn Maher, and Louise Wilkinson -- Talking to learn mathematics with understanding: supporting academic literacy in mathematics for English learners / Judit Moschkovich -- How the NGSS science instructional shifts and language instructional shifts support each other for English learners: talk in the science classroom / Okhee Lee, Scott Grapin, and Alison Haas -- Reading mathematics problems: exploring how language counts for middle-school students with varying mathematics proficiency / Mary Avalos, Edwing Medina, and Walter Secada -- Reading and understanding science texts / Gina Cervetti and P. David Pearson -- Writing in mathematics classrooms / Richard Barwell -- Writing the science register and multiple levels of language: implications for English learners / Elaine Silliman, Louise Wilkinson, and Maria Brea-Spahn -- Formative assessment of mathematics and language: applying companion learning progressions to reveal greater insights to teachers / Caroline Wylie, Malcolm Bauer, Alison L. Bailey, and Margaret Heritage -- Formative assessment: science and language with English language learners / Amelia Gotwals and Dawn Ezzo -- The language of mathematics and summative assessment: interactions that matter for English learners / Phil Daro, Tina Cheuk, and Vinci Daro -- Assessing scientific genres of explanation, argument, and prediction / Beth Covitt and Charles Anderson -- Formative and summative assessments in science and literacy integrated curricula: a suggested alternative approach / Mark Wilson and Yukie Toyama.
520			_a"With a focus on what mathematics and science educators need to know about academic language used in the STEM disciplines, this book critically synthesizes the current knowledge base on language challenges inherent to learning mathematics and science, with particular attention to the unique issues for English language learners. These key questions are addressed: When and how do students develop mastery of the language registers unique to mathematics and to the sciences? How do teachers use assessment as evidence of student learning for both accountability and instructional purposes? Orienting each chapter with a research review and drawing out important Focus Points, chapter authors examine the obstacles to and latest ideas for improving STEM literacy, and discuss implications for future research and practice"--
650		0	_aScience _xStudy and teaching. _94809
650		0	_aTechnology _xStudy and teaching. _922512
650		0	_aEngineering _xStudy and teaching. _929504
650		0	_aMathematics _xStudy and teaching. _917741
650		0	_aLanguage arts _xCorrelation with content subjects. _932849
690			_a0049_3 สำนักการศึกษาทั่วไป กลุ่มวิชาสังคมศาสตร์และมนุษย์ศาสตร์ _958342
700	1		_aWilkinson, Louise Cherry, _eeditor. _958341
700	1		_aMaher, Carolyn Alexander, _eeditor. _958340
942			_cBK
988			_c829844
998			_asiriporn
999			_c829844 _d829844