Pearson's popular Sheltered Instruction Observation Protocol (SIOP) Model continues to break new ground for how English learners are taught
BOSTON - Based upon the groundbreaking success of its popular system to support teachers of students learning English, Pearson announces the Sheltered Instruction Observation Protocol (SIOP) Model series-a series of resources designed to further enhance the learning experience for English learners and their teachers.
The Sheltered Instruction Observation Protocol (SIOP) Model Series is based upon the SIOP Model, a scientifically-based, research-driven approach to teaching English learners that uses sheltered instruction, a practical approach to teaching subjects such as math, science or social studies in a way that makes the concepts easier to understand, while at the same time strengthening a student's academic English language development. The SIOP Model is currently used by more than 350,000 educators across the nation, as well as in several countries.
The new SIOP Model Series includes a revised edition of the groundbreaking textbook plus two additional resources for teachers, staff developers and administrators. A fourth resource is expected to be published in January 2008.
The SIOP series is co-authored by Drs. Jana Echevarria, MaryEllen Vogt and Deborah J. Short. The authors present guidance and best practices to sheltered instruction based on new empirical studies and over two decades of classroom-based research and experiences of highly competent teachers.
The newest edition of Making Content Comprehensible for English Learners: The SIOP Model, 3/E now includes a new, user-friendly format of the SIOP protocol and background sections which reflect the latest research and best practices. The new edition also includes an expanded section that provides practical guidelines to help teachers develop effective language and content objectives and an informative CD-ROM with video clips, author interviews and resources such as lesson plan formats that teachers can reproduce for their own classes.
To support administrators as well as teachers, also available are: Implementing the SIOP Model through Effective Professional Development and Coaching (0-205-53333-7) and 99 Ideas and Activities for Teaching English Learners with The SIOP Model (0-205-52106-1). The fourth resource, The SIOP Model for Administrators, is expected to be published in January 2008.
"This series of books is a direct response to questions and requests for additional resources that we have received in our work with teachers and administrators across the county," the authors said. With these books, we hope to further improve the quality of instructional services provided to English learners."
Educators also have the option of attending Pearson's SIOP Institutes to learn best practices and implementation techniques of the SIOP Model for their school or district. More information about the SIOP institute is available at www.siopinstitute.net.
The books are available for purchase online at www.allynbaconmerrill.com.
Educating 100 million people worldwide, Pearson Education (www.pearsoned.com) is the global leader in educational publishing, providing research-based print and digital programs to help students of all ages learn at their own pace, in their own way. The company is home to such renowned publishing brands as Prentice Hall, Addison Wesley, Longman, Allyn & Bacon, Benjamin Cummings, Custom Publishing and others. Pearson Education is part of Pearson (NYSE: PSO), the international media company. In addition to Pearson Education, Pearson's primary operations include the Financial Times Group and the Penguin Group.
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Jana Echevarria, Ph.D., is Professor Emeritus of Education at California State University, Long Beach. Her professional experience includes elementary and secondary teaching in special education, ESL and bilingual programs. She has lived in Taiwan and Mexico where she taught ESL and second language acquisition at the university level, as well as in Spain where she conducted research on instructional programs for immigrant students. After receiving a Masters Degree in Bilingual Special Education from California State University, Long Beach, she received her Ph.D. from UCLA and was one of the recipients of the National Association for Bilingual Education's Outstanding Dissertations Competition. Over the past 20 years, Dr. Echevarria has provided professional development throughout the U.S. and abroad. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. In 2005, she was selected as her university's Outstanding Professor.
MaryEllen Vogt, Ed.D., is Professor Emeritus of Literacy Education at California State University, Long Beach. A classroom teacher, reading specialist, and special education teacher for 15 years, Dr. Vogt served as President of the California Reading Association and President of the International Reading Association. She received her Masters in Reading from California State University, Stanislaus, and her Ed.D. in Language and Literacy from the University of California, Berkeley. She has co-authored seven books and has published numerous articles and chapters in professional texts. Dr. Vogt has been inducted into the California Reading Hall of Fame and received her university's Distinguished Faculty Teaching Award. She has provided professional development for school districts and reading associations throughout the country, as well as in Argentina, Canada, China, Estonia, Hungary, the Philippines, Puerto Rico and Scotland.
Deborah J. Short, Ph.D., is Director of Academic Language Research & Training and a senior research associate at the Center for Applied Linguistics in Washington, D.C. She has worked as a teacher, trainer, researcher and curriculum/materials developer in the area of K-12 language minority and immigrant education for 20 years. At CAL, she has conducted school-based research on instruction and program designs for English language learners in elementary and secondary schools. She also has provided professional development to language and content teachers in over 50 school districts around the U.S. and abroad. She develops instructional materials for students and has authored or co-authored numerous books, reports, and other publications. She recently chaired a national panel on adolescent ELL literacy. She taught English as a second or foreign language in New York, California, Virginia, and the Democratic Republic of Congo.
All of the authors are available for interviews.