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.

Table of Contents

• Book Series
• Editorial Advisory Board
• Preface
• Acknowledgment
• Chapter 1: Sustaining the Sociopolitical Spirit of Bilingual Education
• Chapter 2: Teaching Mathematics to English Learners
• Chapter 3: Professional Development for Teachers of English Learners (ELs)
• Chapter 4: Cultural Experiences of Early Childhood Teachers and the Relationship to Self-Reported Multicultural Teaching Competencies
• Chapter 5: Learning to Teach English Language Learners as “a Side Note”
• Chapter 6: Story Cubing Strategies
• Chapter 7: What Teachers Need to Know About English Language Learners’ Translanguaging in the Classroom
• Chapter 8: Culturally Relevant Preparedness Using STEAM Integrative Teaching in the Classroom
• Chapter 9: A Comparative Study on the Curriculum in the Community-Based Chinese Heritage Language (CHL) Schools and Dual Language Immersion (DLI) Program
• Chapter 10: An Assets-Oriented, Formative Oral Language Assessment for Multilingual Students
• Chapter 11: Facilitating Linguistic and Academic Success for Newcomer English Language Learners
• Chapter 12: Bridging Cultures
• Chapter 13: ILLs for ELLs
• Chapter 14: Culturally and Linguistically Responsive Practice
• Chapter 15: Cultivating Ecological Generosity and Sustainability in Elementary Youth and Student Teachers via Children's Books
• Chapter 16: Ready Together
• Chapter 17: My Friends and Family
• Chapter 18: The Threat of Downward Assimilation Among Young African Immigrants in U.S. Schools
• Chapter 19: The Transborderization of Neoliberalism
• Chapter 20: Using SIOP Model to Engage Students and Promote Academic Knowledge of English Learners (ELs)
• Compilation of References
• About the Contributors