Teresa Marquez-Lopez
Biographic Data
| ID | 6746845 |
|---|---|
| NAME | Teresa Marquez-Lopez |
| GIVEN NAMES | Teresa |
| FAMILY NAME | Marquez-Lopez |
| SIGNATURE | MARQUEZ-LOPEZ T |
| AFFILIATIONS | University of California, Riverside |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 0 |
Beginning Teacher Support and Assessment (BTSA) Progression
A retrospective account of the evolution of the Beginning Teacher Support and Assessment (BTSA) program shows how English learners and students of diverse cultural backgrounds were marginally considered throughout the development of the California Standards for the Teaching Profession and BTSA induction development, implementation, and evaluation. In 1999, BTSA induction began to address the needs of students of linguistically and culturally dive…
Dual-Language Student Teachers' Classroom-Entry Issues
This case study examines how three dual-language student teachers gain entry in their student-teaching experience. They confront the challenges of meeting the expectations of their cooperating teachers and field supervisors, become familiar with their students' academic strengths and weaknesses, and deliver effective classroom instruction. Each of the student teachers was observed to move through three stages of teacher development: (a) gaining e…
No prominent works on this page.
Dual-Language Student Teachers' Classroom-Entry Issues
This case study examines how three dual-language student teachers gain entry in their student-teaching experience. They confront the challenges of meeting the expectations of their cooperating teachers and field supervisors, become familiar with their students' academic strengths and weaknesses, and deliver effective classroom instruction. Each of the student teachers was observed to move through three stages of teacher development: (a) gaining e…
Beginning Teacher Support and Assessment (BTSA) Progression
A retrospective account of the evolution of the Beginning Teacher Support and Assessment (BTSA) program shows how English learners and students of diverse cultural backgrounds were marginally considered throughout the development of the California Standards for the Teaching Profession and BTSA induction development, implementation, and evaluation. In 1999, BTSA induction began to address the needs of students of linguistically and culturally dive…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Teacher Education and Leadership Studies (2 works) · Academic achievement (1 works) · Collaborative Teaching and Inclusion (1 works) · Competence (human resources (1 works) · Computer Science (1 works) · Cultural competence (1 works) · Dual language (1 works)