<?xml version="1.0" encoding="UTF-8"?><rss version="2.0"><channel><title>Netvouz / jgordon / tag / pedagogy</title>
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<description>jgordon&#39;s bookmarks tagged &quot;pedagogy&quot; on Netvouz</description>
<item><title>CREDE The Five Standards for Effective Pedagogy</title>
<link>http://www.crede.org/standards/standards.html</link>
<description>These are the five standards for achievement of ELLs and all learners that have been identified by the CREDE research</description>
<category domain="http://netvouz.com/jgordon?category=9011655824142160381">Assessment &gt; Standards</category>
<author>jgordon</author>
<pubDate>Wed, 31 Aug 2005 04:24:16 GMT</pubDate>
</item><item><title>Realigning Reading Instruction for Low-Income Students With Scientifically Based Reading Research</title>
<link>http://edr.sagepub.com/content/36/9/564.abstract</link>
<description>In this article, Jim Cummins argues that there is minimal scientific support for the pedagogical approaches promoted for low-income students in the federal Reading First initiative. In combination with high-stakes testing, the interpretation of the construct systematic phonics instruction in Reading First has resulted in highly teacher-centered and inflexible classroom environments.</description>
<category domain="http://netvouz.com/jgordon?category=7334786977488111761">Ed. Research and Theories &gt; Bilingual and ESL research</category>
<author>jgordon</author>
<pubDate>Mon, 30 Aug 2010 19:33:32 GMT</pubDate>
</item><item><title>Teaching Secondary Language Minority Students</title>
<link>http://www.cal.org/crede/pubs/ResBrief4.htm</link>
<description>CREDE&#39;s Five Standards for Effective Teaching and Learning express the principles of effective pedagogy for all students. Jana Echevarria and Claude Goldenberg discuss applicaitons for secondary ELLs</description>
<category domain="http://netvouz.com/jgordon?category=443888156209192915">English as a New Language &gt; Secondary Only</category>
<author>jgordon</author>
<pubDate>Tue, 23 Aug 2005 14:18:14 GMT</pubDate>
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