Figure 3.2

Changes in School-Age Population, 2000-2020

0

10

20

30

40

50

60

70

2000 2010 2020

White, non-Hispanic

Hispanic

Black, non-Hispanic

Asian and PacificIslander, non-Hispanic

American Indian,Eskimo, and Aleut,non-Hispanic

Per

cen

tage

of

chil

dre

n a

ges

5-17

Source: Data from U.S. Bureau of Census, 1998, Statistics, Washington, DC: Author.

©2005 by Pearson Education, Inc.

All Rights Reserved

Introduction to Teaching: Becoming a Professional, 2nd Edition

Kauchak and Eggen

Students may not be ready to benefit from content instruction in English. Pull-out programs segregate students.

Easier to administer when dealing with diverse language backgrounds.

Pull-out programs where students are provided with supplementary English instruction or modified instruction in content areas (also called Sheltered English programs).

English-as-a-Second- Language Programs (ESL)

Loss of native language. “Sink or swim” approach hard on students.

When effective, quick transition to English. Does not require teachers trained in second language.

Students learn English by being “immersed” in classrooms where English is the only language spoken.

Immersion

Requires teachers trained in first language. Acquisition of English may not be as fast.

Maintains first language. Transition to English is eased by gradual approach.

Students learn to read in first language and are given supplementary instruction in English as a Second Language. Once English is mastered, students are placed in regular classrooms and first language is discontinued.

Transition

Requires teachers trained in first language. Acquisition of English may not be as fast.

Students become literate in two languages.

First language maintained through reading and writing activities in first language while English introduced.

Maintenance

DisadvantagesAdvantagesDescriptionType of Program

©2005 by Pearson Education, Inc.

All Rights Reserved

Introduction to Teaching: Becoming a Professional, 2nd Edition

Kauchak and Eggen

Table 3.1

Different Programs for ELL Students

Figure 3.3

Sexual Harassment in U.S. Schools

0

10

20

30

40

50

60

70

80

Sexualcomments,

gestures, orlooks

Had sexualrumors

spread aboutthem

Touched,grabbed, or

pinched in asexual way

Intentionallybrushed upagainst in asexual way

Flashed ormooned

Shown,given, or left

sexualdrawings,

messages, orphotos

Had theirway blockedin a sexual

manner

BoysGirls

Per

cent

Source: From American Association of University Women, (1993). Hostile hallways: The AAUW survey on sexual

harassment in America’s schools. New York: Louis Harris and Associates. Reprinted by permission.

©2005 by Pearson Education, Inc. All Rights Reserved

Introduction to Teaching: Becoming a Professional, 2nd EditionKauchak and Eggen

Table 3.2

Gardner’s Eight Intelligences

Biologist, anthropologistThe ability to recognize similarities and differences in the physical world.

Naturalist intelligence

Self-aware individualAccess to one’s own “feeling life.”Intrapersonal intelligence

Therapist, salespersonAn understanding of interpersonal relations and the ability to make distinctions among others.

Interpersonal intelligence

Dancer, athleteA fine-tuned ability to use the body and to handle objects.

Bodily kinesthetic intelligence

Sculptor, navigatorThe ability to perceive the visual world accurately, and to recreate, transform, or modify aspects of the world on the basis of one’s perceptions.

Spatial intelligence

Composer, violinistSensitivity to pitch, melody, and tone.Musical intelligence

Scientist, mathematicianThe ability to handle long chains of reasoning and to recognize patterns and order in the world.

Logical-mathematical intelligence

Poet, journalistSensitivity to the meaning and order of words and the varied uses of language.

Linguistic intelligence

Individuals Who Might Be High in This DimensionDescriptionDimension

Source: Adapted from H. Gardner and Hatch, 1989, Multiple intelligences go to school. Educational Researcher, 18(8), 4-10;

and Chekles, 1997, The first seven . . . and the eighth. Educational Leadership, 55, 8-13.©2005 by Pearson Education, Inc.

All Rights Reserved

7. Early admission to college7. Academic competitions

6. Correspondence courses6. Small-group inquiry and investigations

5. College courses in high school5. Simulations and games

4. Credit by exam4. Saturday and summer programs

3. Subject skipping3. Field trips

2. Grade skipping2. Learning centers

1. Early admission to kindergarten and first grade1. Independent study and independent projects

Acceleration OptionsEnrichment Options

©2005 by Pearson Education, Inc.

All Rights Reserved

Introduction to Teaching: Becoming a Professional, 2nd Edition

Kauchak and Eggen

Table 3.3

Acceleration and Enrichment Options for Students Who Are Gifted and Talented