Sara Rutherford-Quach

 

 


 

Sara Rutherford-Quach is a postdoctoral fellow with Stanford University and the Understanding Language Initiative. A former bilingual elementary teacher, Sara has more than 12 years of experience working with linguistically diverse students and their teachers and has conducted extensive research on instructional practices for English learners. Sara was previously awarded a National Academy of Education Spencer Foundation Dissertation Fellowship for her work on the role of silence and speech in an elementary classroom serving language-minority students. Her areas of interest include classroom discourse and interaction analysis; language, culture, and instruction in multilingual and multicultural educational environments; institutional, policy and curricular change; and educational equity.

More info: http://www.linkedin.com/pub/sara-rutherford-quach/6/24b/36a




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Apr 1st 2016

English as a New Language (ENL); English Language Development (a.k.a. English as a Second Language (ESL); Designated ESL; Stand-Alone ESL/ENL; or, Focused Language Study) takes a variety of forms in present-day schools. In many schools, teachers teach ENL for a set amount of time (e.g., 30 minutes) a day. Other ENL teachers have multiple classes each day. In many cases, teachers think that they need to focus solely on grammar and vocabulary. However, emphasizing grammar and vocabulary is not the most effective for lasting and engaging language learning. Language was created to get things done, to communicate – and this is where this MOOC starts. It focuses on how to design and teach activities that are saturated with communication, and where needed, strategically develop grammar and vocabulary to support communication.

Average: 6 (2 votes)
Feb 18th 2016

This course looks closely at student-to-student conversations and addresses ways to improve students' abilities to engage in the types of interactions described in the new standards.

Average: 7.2 (6 votes)
Oct 5th 2015

Formative assessment is an instructional practice to gauge where your students are in their learning by gathering evidence of their learning, assessing the evidence, and planning the next steps in instruction. The Common Core State Standards in English Language Arts and Mathematics, the Next Generation Science Standards, and new English Language Proficiency Standards all include a focus on argumentation, requiring that students construct claims supported by evidence and/or reasoning. In this course, we will explore how formative assessment practices can be targeted in improve student argumentation skills, an essential, cross-disciplinary practice.

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Oct 2nd 2015

In this course teachers will use a range of practical tools for gathering and analyzing language samples that show how students currently construct claims supported by evidence and/or reasoning, as well as identifying next steps in students’ development.

Average: 10 (2 votes)
Oct 1st 2015

This course is jointly provided by Belinda Louie from University of Washington, Tacoma, and Sara Rutherford-Quach and Jeff Zwiers from Stanford University. The purpose of the course is to support teachers to enhance students' language development by analyzing complex texts and using language from those texts, the major practices emphasized in the current college- and career-ready standards.

Average: 2.5 (2 votes)
Oct 1st 2015

English language development (a.k.a. English as a Second Language; English as a New Language, "Designated ELD," Focused Language Study) takes a variety of forms in present-day schools. In many schools, teachers teach ELD for a set amount of time (e.g., 30 minutes) a day. Other ELD/ESL teachers have multiple classes each day. In many cases, teachers emphasize grammar and vocabulary. However, the grammar and vocabulary route isn't the most effective for lasting and engaging language learning.. Language was created to get things done, to communicate—and this is how students best learn it. This is where this MOOC starts. It focuses on how to design and teach activities that are saturated with communication, and, where needed, strategically develop grammar and vocabulary to support communication.

Average: 3.2 (5 votes)
Oct 1st 2014

The Common Core State Standards and Next Generation Science Standards emphasize improving the quality of student-to-student discourse as a major feature of instruction. The new standards specifically describe the importance of students understanding the reasoning of others and engaging in meaningful conversations using evidence for claims. This short course looks closely at student-to-student conversations and addresses ways to improve students' abilities to engage in the types of interactions described in the new standards.

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May 6th 2014

Formative assessment is an instructional practice to gauge where your students are in their learning by gathering evidence of their learning, assessing the evidence, and planning the next steps in instruction. The language produced by your students, whether that language is in oral or written form, constitutes a key piece of evidence.

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Mar 26th 2014

The Common Core State Standards for Mathematics are notable for raising the rigor of student language demands during math instruction. Students are expected to understand complex problems, engage in constructive classroom conversations about math, and clearly support their reasoning with evidence. In this course teachers will be provided with a range of practical tools for gathering and analyzing language samples that show how students learn and what supports they need in elementary math classrooms.

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