Virginia Gonzalez has an interdisciplinary professional and academic background (BA in psychology, 1986, from the Catholic University of Lima-Perú; MA in bilingual special education, 1988, and PhD in educational psychology, 1991, both graduate degrees from The University of Texas at Austin). One of Gonzalez′s major areas of expertise is the development of multidisciplinary models explaining sociocultural and linguistic factors influencing alternative assessment, learning and developmental processes, and instructional programs in bilingual/ English-as-a-second-language (ESL), low socioeconomic status, Hispanic children. Gonzalez has conducted multiple research studies that have been published in the form of books and journal articles, have been disseminated at national/international conferences, and have been applied for the assessment and instruction of diverse learners in the public school setting, and of international ESL students in higher education. These studies have generated alternative models and research methodologies, with important educational applications for the assessment and instruction of ethnic minorities. In light of this scholarly work, Gonzalez has been recognized as an outstanding and prolific scholar by major professional organizations in the interdisciplinary fields of second language learning, bilingual education, and cognitive and language development. Among the many recent recognitions that Gonzalez has received for her scholarly and service work are: she was elected to serve as a member of the Executive Special Interest Group (SIG) Committee, and the Program Committee for the American Educational Research Association (AERA) for a three-year term (2007-2010); she was presented with a Service Award by the AERA Bilingual Education Research SIG in April 2007; she served as a chair and discussant for an Invited Presidential Symposium, entitled "Socio-Historical Factors Affecting ESL US Immigrant Public Schools Students′ Academic Achievement," presented at AERA 2008 Annual Meeting in New York City; and she was selected by the Council for International Exchange of Scholars (CIES) as a recipient for a Fulbright Senior Specialist Grant with the University of Costa Rica, December 2008.

"This book guides the reader in delivering developmentally appropriate instruction that supports the whole child and facilitates learning and academic achievement. The very detailed case study in Chapter 5 shows how assessment can be administered and how it links with instruction and documenting developmental growth."

• Lists of Figures and TablesForeword by Eugene E. GarciaPreface: A Letter to the ReaderAcknowledgmentsAbout the AuthorPart I. Ethnic-Educator Philosophical and Theoretical Framework1. The Ethnic-Educator PhilosophyExamples of Principle 1Examples of Principle 2Examples of Principle 3Examples of Principle 42. The Ethnic-Educator Pedagogical ModelHow Teachers′ Personalities Affect Their Assessment and Instructional DecisionsA Socioconstructivistic Pedagogical Model Supporting the Ethnic-Educator ApproachThe Four Pedagogical Principles for Learning and Academic AchievementPart II. Educational Applications of the Ethnic-Educator Approach3. Teaching StrategiesStrategies Supporting the Ethnic-Educator ApproachFirst Cluster of Pedagogical Strategies: Thematic CurriculumsFirst Cluster of Pedagogical Strategies: Holistic Developmental CurriculumsSecond Cluster of Pedagogical Strategies: Stimulating Critical-Thinking SkillsSecond and Third Clusters of Pedagogical Strategies: A Pluralistic Pedagogy Stimulating Connections to Prior Sociocultural Knowledge and Real-life ExperiencesFourth Cluster of Pedagogical Strategies: An Advocacy Position for TeachersSuggestions for Applying the Strategies4. Linking the Teaching Strategies With Academic Content StandardsLinking Assessment to Instruction Through Classroom-Based ObservationsInstructional Purposes of AssessmentIntegration of Teaching Principles With TESOL Academic Content Standards in the CurriculumLinking Assessment to Instruction Through Classroom-Based Observations5. Developmental Tasks for Linking Assessment to InstructionCase Study Introducing Individual Developmental TasksDiscussion of Paula′s Overall Performance Across Developmental Tasks6. StorytellingResearch-Based Knowledge Supporting Storytelling as an Alternative AssessmentStorytelling as an Assessment Method of First- and Second-Language and Cognitive DevelopmentDevelopmental Stages of Narrative and Semantic Development in ChildrenSocioconstructivist Perspective for Language DevelopmentSociocultural Perspective for Language DevelopmentApplication of Research-Based Knowledge to Actual Assessment StrategiesRecommended Strategies for Clustering Coding of ResponsesFour Recommended Strategies for Interpreting Evaluation ResultsConclusions7. Alternative Reading InstructionIntroductionTheoretical Framework Supporting Reading Instruction in Young, Diverse ChildrenGuided-Reading Approach for Developing Reading-Comprehension SkillsApplication of the Guided-Reading ApproachApplication of the Schema TheoryRepetition and Practice Make PerfectActivities for Increasing Reading AbilitiesFamily Involvement for Increasing Reading SkillsBridging the Gap Between School and Home Cultures Through Parental ParticipationConclusions8. Conclusions and Recommendations for Educating Diverse Young ChildrenIntroduction: The BPDC as a Learning ContextInterviews With Teachers Participating in the BPDC ProjectInterviews With Diverse and Mainstream Parents Participating in the BPDC ProjectOverall ConclusionsAppendix A. Alignment of Philosophical and Pedagogical Principles and Pedagogical Strategies Endorsed by the Ethnic-Educator Approach for Young, Diverse ChildrenReferencesIndex

Virginia Gonzalez has an interdisciplinary professional and academic background (BA in psychology, 1986, from the Catholic University of Lima-Perú; MA in bilingual special education, 1988, and PhD in educational psychology, 1991, both graduate degrees from The University of Texas at Austin). One of Gonzalez′s major areas of expertise is the development of multidisciplinary models explaining sociocultural and linguistic factors influencing alternative assessment, learning and developmental processes, and instructional programs in bilingual/ English-as-a-second-language (ESL), low socioeconomic status, Hispanic children. Gonzalez has conducted multiple research studies that have been published in the form of books and journal articles, have been disseminated at national/international conferences, and have been applied for the assessment and instruction of diverse learners in the public school setting, and of international ESL students in higher education. These studies have generated alternative models and research methodologies, with important educational applications for the assessment and instruction of ethnic minorities. In light of this scholarly work, Gonzalez has been recognized as an outstanding and prolific scholar by major professional organizations in the interdisciplinary fields of second language learning, bilingual education, and cognitive and language development. Among the many recent recognitions that Gonzalez has received for her scholarly and service work are: she was elected to serve as a member of the Executive Special Interest Group (SIG) Committee, and the Program Committee for the American Educational Research Association (AERA) for a three-year term (2007-2010); she was presented with a Service Award by the AERA Bilingual Education Research SIG in April 2007; she served as a chair and discussant for an Invited Presidential Symposium, entitled "Socio-Historical Factors Affecting ESL US Immigrant Public Schools Students′ Academic Achievement," presented at AERA 2008 Annual Meeting in New York City; and she was selected by the Council for International Exchange of Scholars (CIES) as a recipient for a Fulbright Senior Specialist Grant with the University of Costa Rica, December 2008.

"This book guides the reader in delivering developmentally appropriate instruction that supports the whole child and facilitates learning and academic achievement. The very detailed case study in Chapter 5 shows how assessment can be administered and how it links with instruction and documenting developmental growth."

• Lists of Figures and TablesForeword by Eugene E. GarciaPreface: A Letter to the ReaderAcknowledgmentsAbout the AuthorPart I. Ethnic-Educator Philosophical and Theoretical Framework1. The Ethnic-Educator PhilosophyExamples of Principle 1Examples of Principle 2Examples of Principle 3Examples of Principle 42. The Ethnic-Educator Pedagogical ModelHow Teachers′ Personalities Affect Their Assessment and Instructional DecisionsA Socioconstructivistic Pedagogical Model Supporting the Ethnic-Educator ApproachThe Four Pedagogical Principles for Learning and Academic AchievementPart II. Educational Applications of the Ethnic-Educator Approach3. Teaching StrategiesStrategies Supporting the Ethnic-Educator ApproachFirst Cluster of Pedagogical Strategies: Thematic CurriculumsFirst Cluster of Pedagogical Strategies: Holistic Developmental CurriculumsSecond Cluster of Pedagogical Strategies: Stimulating Critical-Thinking SkillsSecond and Third Clusters of Pedagogical Strategies: A Pluralistic Pedagogy Stimulating Connections to Prior Sociocultural Knowledge and Real-life ExperiencesFourth Cluster of Pedagogical Strategies: An Advocacy Position for TeachersSuggestions for Applying the Strategies4. Linking the Teaching Strategies With Academic Content StandardsLinking Assessment to Instruction Through Classroom-Based ObservationsInstructional Purposes of AssessmentIntegration of Teaching Principles With TESOL Academic Content Standards in the CurriculumLinking Assessment to Instruction Through Classroom-Based Observations5. Developmental Tasks for Linking Assessment to InstructionCase Study Introducing Individual Developmental TasksDiscussion of Paula′s Overall Performance Across Developmental Tasks6. StorytellingResearch-Based Knowledge Supporting Storytelling as an Alternative AssessmentStorytelling as an Assessment Method of First- and Second-Language and Cognitive DevelopmentDevelopmental Stages of Narrative and Semantic Development in ChildrenSocioconstructivist Perspective for Language DevelopmentSociocultural Perspective for Language DevelopmentApplication of Research-Based Knowledge to Actual Assessment StrategiesRecommended Strategies for Clustering Coding of ResponsesFour Recommended Strategies for Interpreting Evaluation ResultsConclusions7. Alternative Reading InstructionIntroductionTheoretical Framework Supporting Reading Instruction in Young, Diverse ChildrenGuided-Reading Approach for Developing Reading-Comprehension SkillsApplication of the Guided-Reading ApproachApplication of the Schema TheoryRepetition and Practice Make PerfectActivities for Increasing Reading AbilitiesFamily Involvement for Increasing Reading SkillsBridging the Gap Between School and Home Cultures Through Parental ParticipationConclusions8. Conclusions and Recommendations for Educating Diverse Young ChildrenIntroduction: The BPDC as a Learning ContextInterviews With Teachers Participating in the BPDC ProjectInterviews With Diverse and Mainstream Parents Participating in the BPDC ProjectOverall ConclusionsAppendix A. Alignment of Philosophical and Pedagogical Principles and Pedagogical Strategies Endorsed by the Ethnic-Educator Approach for Young, Diverse ChildrenReferencesIndex