Progressing Students' Language Day by Day - Alison L. Bailey

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Résumé :
Foreword by Paola Uccelli
Preface
Acknowledgments
About the Authors
About the Contributors
PART I. LAYING THE GROUNDWORK
Chapter 1. Definitions and Contexts
Chapter 2. What Is the DLLP Approach?
Appendix 2A: Research Methods and Protocols
Appendix 2B: Directions for Teachers' Tool for Documenting Language Features in the Classroom for Formative Purposes
Chapter 3. Formative Assessment
PART II. FEATURES OF THE DLLP APPROACH
Chapter 4. Word Features of the DLLP Approach
Appendix 4A: Practice Finding the Best Fit on Sophistication of Topic-Related Vocabulary
Appendix 4B: Student Self-Assessment DLLP Graphic
Appendix 4C: Practice Finding the Best Fit on Sophistication of Verb Forms
Appendix 4D: Practice Finding the Best Fit on Expansion of Word Groups
Chapter 5. Sentence Features of the DLLP Approach
Appendix 5A: Practice Finding the Best Fit on Sophistication of Sentence Structure
Chapter 6. Discourse Features of the DLLP Approach
Appendix 6A: Practice Finding the Best Fit on Coherence/Cohesion
Appendix 6B: Discourse Connector Lists
Appendix 6C: Practice Finding the Best Fit on Establishment of Advanced Relationships Between Ideas
Appendix 6D: Practice Finding the Best Fit on Stamina
Appendix 6E: Practice Finding the Best Fit on Perspective-Taking
Appendix 6F: Written Language Features of the DLLP Approach
PART III. LEADING LANGUAGE AND CONTENT LEARNING
Chapter 7. Leadership and Communities of Practice to Support DLLP Implementation
Appendix 7A: Agendas for Communities of Practice
Index
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Biographie:

Margaret Heritage is a Senior Scientist at WestEd. She also leads the data use program of the Assessment and Accountability Comprehensive Center. Her current work focuses on two main areas: data use, particularly formative assessment and on the development and assessment of academic language for English Learners. She has published extensively and made numerous presentations on data use and formative assessment all over the United States and in Europe, Australia and Asia.

Prior to joining WestEd, she was Assistant Director for Professional Development at the National Center for Research on Evaluation, Standards and Student Testing (CRESST) at UCLA. Prior to joining CRESST, she had many years experience in schools in the U.K and the U.S., including a period as a County Inspector of Education in the U.K., and as Principal of the University Elementary School, the laboratory school of the Graduate School of Education and Information Studies at UCLA. Heritage was also member of the faculty in the Department of Education at the University of Warwick, England, and in the U.S. has taught courses in the Departments of Education at UCLA and at Stanford University.

Her most recent publications include a co-authored paper, published in Education Measurement: Issues and Practice, on teachers use of formative assessment evidence (2009), a contribution on student self-assessment to a special issue of the National Middle School Association Journal (2009), a paper co-authored with W.J. Popham on professional development for formative assessment use, published by the Educational Testing Service (2008), and a co-authored a book with Alison Bailey, Formative Assessment for Literacy and Academic Language, published in 2008. Her latest book, Formative Assessment: Making It Happen in the Classroom (2010), is published by Corwin.

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Alison Bailey is a Professor of Education in the Human Development and Psychology Division of the Department of Education at UCLA. A graduate of Harvard University, Dr. Bailey's research interests include children's first and second language acquisition, early literacy development, and academic language pedagogy and assessment practices. She has published widely in these areas, most recently in Bilingual Research Journal and Language Testing, and forthcoming in Educational Policy and First Language. Dr. Bailey serves on the English language proficiency assessment technical advisory boards of the California Department of Education, the World-Class Instructional Design and Assessment (WIDA) Consortium, and commercial test publishers. Dr. Bailey is also a Faculty Research Partner and former Project Director for Assessing English Language Proficiency at the National Center for Research on Evaluation, Standards, and Student Testing (CRESST).