Candace Harper
Biographic Data
| ID | 4860973 |
|---|---|
| NAME | Candace Harper |
| GIVEN NAMES | Candace |
| FAMILY NAME | Harper |
| SIGNATURE | HARPER C |
| AFFILIATIONS | University of Florida |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 95 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 4 |
Aiming for Equity
Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary‐grade students with diverse learning needs, including second or English language learners ( ELL s). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do differently, if anything, for ELL s in their classrooms? This mixed‐methods study examined the beliefs an…
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
The placement of English language learners (ELLs) in mainstream classrooms raises important questions about the preparation of mainstream teachers to work with ELLs. Grounded by the conviction that well-prepared teachers can make a difference in student learning, and informed by current views on teacher learning and by teacher preparation research, this article conceptualizes ELL teacher expertise as enhanced expertise. It describes this expertis…
From Preservice to Practice
The relationship between English Language Learners' (ELL) academic achievement and teacher education programs that prepare preservice teachers for working with those students has largely been ignored in the literature to date. This article reports findings from a study of how graduates from one elementary teacher education program, in which the state-required English for Speakers of Other Languages (ESOL) teacher credential has been “infused” eva…
Marginalizing English as a second language teacher expertise
Marching in Unison
Misconceptions About Teaching English‐language Learners
English language learners (ELLs) are the fastest growing group of K‐12 students in the United States. Most ELLS spend the entire school day in mainstream classrooms where instruction is in English. It is therefore important for all teachers to have the knowledge and skills needed to facilitate these students' academic language development and content area achievement. However, efforts to include ELLs in general education reforms are often based o…
Dueling Philosophies
Elizabeth Platt, Candace Harper, Maria Beatriz Mendoza, Dueling Philosophies: Inclusion or Separation for Florida's English Language Learners?, TESOL Quarterly, Vol. 37, No. 1 (Spring, 2003), pp. 105-133
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
The placement of English language learners (ELLs) in mainstream classrooms raises important questions about the preparation of mainstream teachers to work with ELLs. Grounded by the conviction that well-prepared teachers can make a difference in student learning, and informed by current views on teacher learning and by teacher preparation research, this article conceptualizes ELL teacher expertise as enhanced expertise. It describes this expertis…
Aiming for Equity
Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary‐grade students with diverse learning needs, including second or English language learners ( ELL s). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do differently, if anything, for ELL s in their classrooms? This mixed‐methods study examined the beliefs an…
From Preservice to Practice
The relationship between English Language Learners' (ELL) academic achievement and teacher education programs that prepare preservice teachers for working with those students has largely been ignored in the literature to date. This article reports findings from a study of how graduates from one elementary teacher education program, in which the state-required English for Speakers of Other Languages (ESOL) teacher credential has been “infused” eva…
Marginalizing English as a second language teacher expertise
Dueling Philosophies
Elizabeth Platt, Candace Harper, Maria Beatriz Mendoza, Dueling Philosophies: Inclusion or Separation for Florida's English Language Learners?, TESOL Quarterly, Vol. 37, No. 1 (Spring, 2003), pp. 105-133
Marching in Unison
Dueling Philosophies
Elizabeth Platt, Candace Harper, Maria Beatriz Mendoza, Dueling Philosophies: Inclusion or Separation for Florida's English Language Learners?, TESOL Quarterly, Vol. 37, No. 1 (Spring, 2003), pp. 105-133
Misconceptions About Teaching English‐language Learners
English language learners (ELLs) are the fastest growing group of K‐12 students in the United States. Most ELLS spend the entire school day in mainstream classrooms where instruction is in English. It is therefore important for all teachers to have the knowledge and skills needed to facilitate these students' academic language development and content area achievement. However, efforts to include ELLs in general education reforms are often based o…
Marching in Unison
Marginalizing English as a second language teacher expertise
From Preservice to Practice
The relationship between English Language Learners' (ELL) academic achievement and teacher education programs that prepare preservice teachers for working with those students has largely been ignored in the literature to date. This article reports findings from a study of how graduates from one elementary teacher education program, in which the state-required English for Speakers of Other Languages (ESOL) teacher credential has been “infused” eva…
Enhanced Knowledge and Skills for Elementary Mainstream Teachers of English Language Learners
The placement of English language learners (ELLs) in mainstream classrooms raises important questions about the preparation of mainstream teachers to work with ELLs. Grounded by the conviction that well-prepared teachers can make a difference in student learning, and informed by current views on teacher learning and by teacher preparation research, this article conceptualizes ELL teacher expertise as enhanced expertise. It describes this expertis…
Aiming for Equity
Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary‐grade students with diverse learning needs, including second or English language learners ( ELL s). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do differently, if anything, for ELL s in their classrooms? This mixed‐methods study examined the beliefs an…
Pedagogy (7 works) · Mathematics education (6 works) · Multilingual Education and Policy (6 works) · Psychology (6 works) · Second Language Learning and Teaching (6 works) · EFL/ESL Teaching and Learning (5 works) · English language (5 works) · Mainstream (5 works) · Ell (4 works) · English-language learner (4 works)