Authentic Teaching, Learning, and Assessment with New English Learners at International High School. A Series on Authentic Assessment and Accountability.

Autor/inn/en	Ancess, Jacqueline; Darling-Hammond, Linda
Institution	Columbia Univ., New York, NY. Teachers Coll. National Center for Restructuring Education, Schools and Teaching.
Titel	Authentic Teaching, Learning, and Assessment with New English Learners at International High School. A Series on Authentic Assessment and Accountability.
Quelle	(1994), (84 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Cooperative Education; Cultural Awareness; Educational Change; English (Second Language); Foreign Countries; High School Students; High Schools; Immigrants; International Schools; Language Proficiency; Limited English Speaking; Participative Decision Making; Performance Based Assessment; Program Evaluation; Second Language Learning; Teaching Methods + Suchen Sie Ihr Suchwort? Verantwortung; Kooperativer Unterricht; Cultural identity; Kulturelle Identität; Bildungsreform; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Immigrant; Immigrantin; Immigranten; International school; Internationale Schule; Language skill; Language skills; Sprachkompetenz; Leistungsermittlung; Programme evaluation; Programmevaluation; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	International High School, New York (New York) is a secondary school for students who have been in the United States less than 4 years and who score below the 20th percentile on an English language proficiency test. The 310 students of 1988 came from 37 nations, and spoke 32 languages. An evaluation conducted in the 1991-92 school year indicates why this school is successful in keeping students, all of whom are considered at-risk in school until graduation. Classroom observation, portfolio committee conferences, interviews with faculty and students, and review of school documents, portfolios, and curricula show that the school is committed to a collaborative, experiential approach that combines reflection and authentic assessment with instruction. Developing English skills while using the native language as a resource for the student and society, using multiple learning contexts, providing career education, and involving teachers in decision making were cornerstones of the school's success. Five exhibits are samples of student work. Two tables present data about the school. (Contains 12 references.) (SLD)
Anmerkungen	NCREST, Box 110, Teachers College, Columbia University, New York, NY 10027 ($8).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC