<html dir="ltr">
<head>
<meta http-equiv="Content-Type" content="text/html; charset=Windows-1252">
<style id="owaParaStyle" type="text/css">P {
MARGIN-BOTTOM: 0px; MARGIN-TOP: 0px
}
</style>
</head>
<body fPStyle="1" ocsi="0">
<div style="direction: ltr;font-family: Arial;color: #000000;font-size: 10pt;">
<p>Via Biling...</p>
<div style="FONT-SIZE: 16px; FONT-FAMILY: Times New Roman; COLOR: #000000">
<hr tabindex="-1">
<div id="divRpF170284" style="DIRECTION: ltr"><font size="3" face="Times New Roman">Preparing Classroom Teachers to Succeed with Second Language Learners: Lessons from a Faculty Learning Community</font></div>
<div>
<div style="FONT-SIZE: 10pt; FONT-FAMILY: Tahoma; COLOR: #000000; DIRECTION: ltr">
<div><font size="3" face="Times New Roman"><br>
</font></div>
<div><font size="3" face="Times New Roman">Edited by Thomas Levine, Elizabeth Howard, David Moss</font></div>
<div><font size="3" face="Times New Roman">Series: Routledge Research in Teacher Education</font></div>
<div><font size="3" face="Times New Roman"><br>
</font></div>
<div><font size="3" face="Times New Roman">
<div>This volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty position themselves to learn from resources, experts, preservice teachers, their own practice,
and each other. The teacher education professionals leverage their experience to offer theoretical and practical insights regarding how other faculty could develop their own knowledge, improve their courses, and understand their influence on the preservice
teachers they serve.</div>
<div><br>
</div>
<div>The book addresses challenges others are likely to experience while improving teacher preparation, including preservice teacher resistance, the challenge of adding to already-packed courses, the difficulty of recruiting and retaining busy faculty members,
and the question of how to best frame the larger issues. The authors also address options for integrating the work of improving teacher preparation for linguistic diversity into a variety of different teacher education program designs. Finally, the book demonstrates
a data-driven approach that makes this work consistent with many institutions’ mandate to produce research and to collect evidence supporting accreditation.</div>
<div> </div>
<div><a href="http://www.taylorandfrancis.com/books/details/9780415841160/">http://www.taylorandfrancis.com/books/details/9780415841160/</a></div>
</font></div>
</div>
</div>
</div>
</div>
</body>
</html>