Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students

Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students

Jared Keengwe (University of North Dakota, USA) and Grace Onchwari (University of North Dakota, USA)
Projected Release Date: June, 2019|Copyright: © 2019 |Pages: 400
ISBN13: 9781522593485|ISBN10: 1522593489|EISBN13: 9781522593492|DOI: 10.4018/978-1-5225-9348-5


Accountability measures employed in the country to determine the academic achievement of the student population rely solely on the results obtained on the standardized tests. Such measures have often placed immigrant students at risk of academic failure despite the fact that research on second language acquisition (SLA) has stated the complexity involved in the learning/acquisition process of a target language.

The Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students is a critical research publication that focuses on research-based pedagogical practices for teaching immigrant students. Highlighting topics such as curriculum design, second language acquisition (SLA), and classroom management, this book is designed for academicians, professionals, researchers, administrators, faculty, and classroom teachers.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Academic Achievement
  • Accountability Measures
  • Assessment Strategies
  • Classroom Management
  • Curriculum Design
  • Emotional Development
  • Immigrant Students
  • Parent Involvement
  • Pedagogical Models
  • Pedagogy
  • Second Language Acquisition (SLA)
  • Social Development
  • Teacher Education

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Jared Sagini Keengwe is a Professor at the University of North Dakota (UND) and currently serves as the coordinator of the Elementary Education program. He is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). Prof. Keengwe has published several books and over 100 publications in journals and conference proceedings. His research interests focus on digital technology integration and learner-centered pedagogy in teacher education. His work was honored with the UND Foundation/McDermott Faculty Award for Excellence in Academic Advising. He was a recipient of the North Dakota Spirit Faculty Achievement Award in recognition of significant contributions in teaching, research, and service. At the national level, Prof. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Teacher Education Travel Award. More recently, Prof. Keengwe was a recipient of the 2017 Carnegie African Diaspora Fellowship.
Dr. Grace Onchwari is an Associate Professor in the Department of Teaching and Learning at the University of North Dakota, USA, where she teaches a variety of graduate and undergraduate courses in early childhood education. She is also the coordinator of the early childhood program. Her research focuses on teacher professional development, immigrant children, Head Start, and mentor-coaching. Dr. Onchwari’s academic background includes a postgraduate diploma in education, Masters in child development and early childhood education and a doctoral degree in curriculum instruction with an early childhood education emphasis. Dr. Onchwari has researched and authored articles and book chapters with a focus on these areas. She is also the co-editor of the book titled “Cross-Cultural Considerations in the Education of Young Immigrant Learners.”