Loren Jones
Datos Biográficos
| ID | 6750055 |
|---|---|
| NOMBRE | Loren Jones |
| NOMBRES | Loren |
| APELLIDO | Jones |
| FIRMA | JONES L |
| AFILIACIONES | University of Maryland, College Park |
| ORCID | 0000-0002-3725-9951 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2021 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Using Language Portraits to Promote Critical Self-Reflection for Teaching Multilingual Students
Interactional scaffolding in a first-grade classroom through the teaching–learning cycle
Many educators are tasked with the dual responsibility of facilitating emergent to advanced bilingual students’ (EABs) content learning, while also simultaneously supporting students’ ongoing literacy and language development. One pedagogical tool that has garnered growing attention in recent decades is the teaching–learning cycle (TLC). This article presents a study that took place in a first-grade classroom that contained a number of EABs. Work…
Teachers as digital composers
Rising to the Challenge
Research continually demonstrates that a significant learning curve exists related to educators integrating technology into classrooms. This learning curve was exacerbated when instruction shifted entirely online following school closures due to the COVID-19 pandemic. This study examines the complex process of preparing pre-service teachers (PSTs) to transition to a new world of online teaching, shedding light on critical components of teacher ed…
A Language-Based Approach to Content Instruction (Laci) for Multilingual Learners
Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six scaffolding elements that teachers can use to support their MLs during classroom instruction. Using an…
Rising to the Challenge
Research continually demonstrates that a significant learning curve exists related to educators integrating technology into classrooms. This learning curve was exacerbated when instruction shifted entirely online following school closures due to the COVID-19 pandemic. This study examines the complex process of preparing pre-service teachers (PSTs) to transition to a new world of online teaching, shedding light on critical components of teacher ed…
A Language-Based Approach to Content Instruction (Laci) for Multilingual Learners
Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six scaffolding elements that teachers can use to support their MLs during classroom instruction. Using an…
Rising to the Challenge
Research continually demonstrates that a significant learning curve exists related to educators integrating technology into classrooms. This learning curve was exacerbated when instruction shifted entirely online following school closures due to the COVID-19 pandemic. This study examines the complex process of preparing pre-service teachers (PSTs) to transition to a new world of online teaching, shedding light on critical components of teacher ed…
A Language-Based Approach to Content Instruction (Laci) for Multilingual Learners
Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six scaffolding elements that teachers can use to support their MLs during classroom instruction. Using an…
Teachers as digital composers
Interactional scaffolding in a first-grade classroom through the teaching–learning cycle
Many educators are tasked with the dual responsibility of facilitating emergent to advanced bilingual students’ (EABs) content learning, while also simultaneously supporting students’ ongoing literacy and language development. One pedagogical tool that has garnered growing attention in recent decades is the teaching–learning cycle (TLC). This article presents a study that took place in a first-grade classroom that contained a number of EABs. Work…
Using Language Portraits to Promote Critical Self-Reflection for Teaching Multilingual Students
Pedagogy (4 obras) · Psychology (4 obras) · Computer Science (3 obras) · EFL/ESL Teaching and Learning (3 obras) · Mathematics education (3 obras) · Multilingual Education and Policy (3 obras) · Scaffold (3 obras) · Global Education and Multiculturalism (2 obras) · Linguistics (2 obras) · Second Language Learning and Teaching (2 obras)