Peer reviewedERIC Number: EJ594185
Record Type: Journal
Publication Date: 1999
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0737-5328
EISSN: N/A
Available Date: N/A
Beginning Teacher Standards: Impact on Second-Language Learners and Implications for Teacher Preparation.
Solorzano, Ronald W.; Solorzano, Daniel G.
Teacher Education Quarterly, v26 n3 p37-70 Sum 1999
Discusses preservice and inservice beginning-teacher preparation, identifying areas of teaching that challenge the cultural deficit model by examining the role of teaching standards in addressing second-language learners' needs. Describes demographic changes within the classroom; reviews literature on effective teaching practices; and identifies a teaching-standards framework that could benefit beginning teachers of second-language learners. (SM)
Descriptors: Academic Standards, Beginning Teachers, Culturally Relevant Education, Demography, Educational Environment, Elementary Secondary Education, English (Second Language), Equal Education, Higher Education, Inservice Teacher Education, Language Teachers, Limited English Speaking, Literature Reviews, Parent Teacher Cooperation, Preservice Teacher Education, Second Language Learning, Self Efficacy, Spanish Speaking, Teacher Certification, Teacher Effectiveness, Teacher Expectations of Students, Teaching Skills
Publication Type: Journal Articles; Reports - General
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A
Author Affiliations: N/A
