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Some Key Pedagogic Principles for Helping ELLs to Succeed in School
11 references·4 citing·30 second hop
Some Key Pedagogic Principles for Helping ELLs to Succeed in School (2012)Some Key Pedagogic Principles for Helping…TheMeaning Makers (2009)TheMeaning MakersRegulative discourse in Singapore primary English classrooms: teachers' choices of directives (2009)Regulative discourse in Singa…Learning an Additional Language Through Dialogic Inquiry (2008)Learning an Additional Langua…Funds of Knowledge: Theorizing practices in households, communities, and classrooms. (2005)Funds of Knowledge: Theorizin…Teaching History for the Common Good (2004)Teaching History for the Comm…Action, talk, and text: learning and teaching through inquiry (2002)Action, talk, and text: learn…Action, Talk, and Text: Learning and Teaching through Inquiry (2001)Action, Talk, and Text: Learn…Making content comprehensible for English language learners : the SIOP model (2000)Making content comprehensible…Constructing Knowledge Together: Classrooms as Centers of Inquiry and Literacy (1992)Constructing Knowledge Togeth…The Meaning Makers: Learning to Talk and Talking to Learn (1986)The Meaning Makers: Learning …Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Développer la compétence à écrire en français langue seconde chez des adolescent⋅e⋅s en situation de grand retard scolaire : textes identitaires et ateliers d’expression théâtrale plurilingues (2021)Développer la compétence à éc…Reliability and validity of a measure of preschool children’s theatre arts skills: The Preschool Theatre Arts Rubric (2018)Reliability and validity of a…The mediation of teaching and learning processes through identity artefacts . A Vygotskian perspective (2017)The mediation of teaching and…Strategies and resources for contextualising the curriculum based on the funds of knowledge approach: a literature review (2017)Strategies and resources for …Situated Learning (1991)Situated Learning: Legitimate Peripheral Participation. (1994)The Construction of Knowledge in Classroom Talk (2010)Democracy and Education (2015)Searching for identity and focus: towards an analytical framework for language teachers in bilingual education (2017)Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge (2021)Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms (1992)Photovoice: Concept, Methodology, and Use for Participatory Needs Assessment (1997)The effects of using students' funds of knowledge on educational outcomes in the social and personal domain (2020)Authentic Pedagogy and Student Performance (1996)Creative Teaching: Collaborative Discussion as Disciplined Improvisation (2004)Dialogue in the Classroom (2006)Historical Reasoning: Towards a Framework for Analyzing Students’ Reasoning about the Past (2007)Narratives of Nation-State, Historical Knowledge, and School History Education (2008)Manifesting Destiny: Re/presentations of Indigenous Peoples in K–12 U.S. History Standards (2015)Learning and teaching for understanding: The key role of collaborative knowledge building (2004)Student teachers’ collaborative research: Small-scale research projects during teacher education (2012)A Practice-Based Professional Development Program to Support Scientific Argumentation From Evidence in the Elementary Classroom (2017)Whose culture has capital? A critical race theory discussion of community cultural wealth (2005)Back to the Future: Directions for Research in Teaching and Teacher Education (2008)Critical Race Theory, Racial Microaggressions, and Campus Racial Climate for Latina/o Undergraduates (2009)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Barriers to self-motivated conceptual music learning: activity theory as a framework for comparing dissimilar cases (2016)Using Mind Maps to Make Student Questioning Effective: Learning Outcomes of a Principle-Based Scenario for Teacher Guidance (2018)Cognitive predictors of sentence comprehension in children with and without developmental language disorder: Implications for assessment and treatment (2019)Preparing Mainstream Teachers for English-Language Learners: Is Being a Good Teacher Good Enough?. (2005)Educating English Language Learners (2006)Linguistically Responsive Teacher Education (2008)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 2005Funds of Knowledge: Theorizing practices in households, communities, and classrooms.3,702 cited
  • 2004Teaching History for the Common Good1,634 cited
  • 2000Making content comprehensible for English language learners : the SIOP model726 cited
  • 1992Constructing Knowledge Together: Classrooms as Centers of Inquiry and Literacy193 cited
  • 2002Action, talk, and text: learning and teaching through inquiry144 cited
  • 2001Action, Talk, and Text: Learning and Teaching through Inquiry85 cited
  • 2008Learning an Additional Language Through Dialogic Inquiry72 cited
  • 1986The Meaning Makers: Learning to Talk and Talking to Learn65 cited
  • 2009TheMeaning Makers49 cited
  • 2009Regulative discourse in Singapore primary English classrooms: teachers' choices of directives27 cited

Cited by

  • 2017Strategies and resources for contextualising the curriculum based on the funds of knowledge approach: a literature review68 cited
  • 2017The mediation of teaching and learning processes through identity artefacts . A Vygotskian perspective46 cited
  • 2018Reliability and validity of a measure of preschool children’s theatre arts skills: The Preschool Theatre Arts Rubric9 cited

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  • 2021Développer la compétence à écrire en français langue seconde chez des adolescent⋅e⋅s en situation de grand retard scolaire : textes identitaires et ateliers d’expression théâtrale plurilingues3 cited