珀斯代写论文:多样性框架

2017-09-16 23:43

另一步的生态多样性框架的过程是解释观察到的行为通过任何七个不可或缺的因素，在44页中描述的镜头。hamayan等人。（2013）解释说，“寻找解释细胞比在学校的最佳性能，首先考虑的七个外部因素的过程的解释阶段之前假设内在原因的存在因残疾”（44页）。讨论可能的解释将有助于不仅对eCos的团队成员，但首先要告诉学生。在探索各种解释的过程中，教育者从不同的角度、不同的文化经验和专业领域相互学习。他们也有机会在使用某些词语时阐明他们的意思。最后，解释过程可能会导致结果不会影响未来的位置。重要的是要知道，即使残疾存在，但仍应以满足其语言需要并最大限度地提高学术成就的服务为支持。
珀斯代写论文:多样性框架
Another step of the process of the ECOS diversity framework is to explain the observed behaviors through the lenses of any of the seven integral factors described on page 44. Hamayan et al. (2013) explain that "finding explanations for ELLs' less than optimal performance in school begins by considering the seven extrinsic factors during the explanatory phase of the process before assuming the existence of intrinsic causes due to a disability" (p. 44). Discussing possible explanations will be beneficial to not only members of the ECOS team, but first and foremost to the ELL student. During exploring diverse explanations educators learn from one another about different perspectives, cultural experiences, and areas of expertise. They also have an opportunity to clarify what they mean when using certain words or expressions. Finally, the explanation process may result in findings which will not affect future ELL's placement negatively. It is important to know that even though the disability is present, an ELL should still be supported with ELL services which will meet his/her language needs and maximize the academic achievement.