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Keiko Samimy

Biographic Data

ID2089746
NAMEKeiko Samimy
GIVEN NAMESKeiko
FAMILY NAMESamimy
SIGNATURESAMIMY K
VERIFIEDNo
TOTAL WORKS2
TOTAL CITATIONS2
WORKS AS AUTHOR2
WORKS AS EDITOR0
FIRST PUBLICATION YEAR1997
LATEST PUBLICATION YEAR2010
H-INDEX1
  • Developing a Training Program for Secondary Teachers of English Language Learners in Ohio

    Karen L Newman, Keiko Samimy et al.•ARTICLE•Theory Into Practice•2010•Cited by: 2•References: 14

    This article addresses a program model developed to address the professional development needs of content teachers who work with English language learners (ELLs) and offers recommendations for teachers, administrators, school districts, state agencies, and institutions of higher education, to address job-embedded professional development needs. The model is based on the authors' daily work with content and ESL teachers and administrators througho…

  • The Non-Native Teacher

    Keiko Samimy, Keiko Komiya Samimy et al.•ARTICLE•TESOL Quarterly•1997

  • Developing a Training Program for Secondary Teachers of English Language Learners in Ohio

    Karen L Newman, Keiko Samimy et al.•ARTICLE•Theory Into Practice•2010•Cited by: 2•References: 14

    This article addresses a program model developed to address the professional development needs of content teachers who work with English language learners (ELLs) and offers recommendations for teachers, administrators, school districts, state agencies, and institutions of higher education, to address job-embedded professional development needs. The model is based on the authors' daily work with content and ESL teachers and administrators througho…

  • The Non-Native Teacher

    Keiko Samimy, Keiko Komiya Samimy et al.•ARTICLE•TESOL Quarterly•1997

  • Developing a Training Program for Secondary Teachers of English Language Learners in Ohio

    Karen L Newman, Keiko Samimy et al.•ARTICLE•Theory Into Practice•2010•Cited by: 2•References: 14

    This article addresses a program model developed to address the professional development needs of content teachers who work with English language learners (ELLs) and offers recommendations for teachers, administrators, school districts, state agencies, and institutions of higher education, to address job-embedded professional development needs. The model is based on the authors' daily work with content and ESL teachers and administrators througho…

Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Sociology (2 works) · Education Systems and Policy (1 work) · Ell (1 work) · Engineering (1 work) · Faculty Development (1 work) · Global Education and Multiculturalism (1 work) · Linguistics (1 work)

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