As the presence of immigrant students is felt in schools nationwide, school staff are increasingly under pressure to examine their assumptions concerning their students and their own instructional practices. In this book, the authors develop a framework for considering what teachers need to understand about their students, what kinds of professional development experiences are likely to facilitate those understandings, and what kinds of teacher education programs and school settings are able to support their ongoing learning. The authors describe promising new structures and practices for professional development, particularly those that promote community, collegiality, and collaboration. Several successful preservice and inservice programs are profiled. 1997. (168 pp).
Josué M. González & Linda Darling-Hammond
Delta Publishing Company