Resource Library

This webinar examines the role of students' cultural backgrounds in their academic achievement.

The purpose of this resource is to assist with provision of orientation to unaccompanied refugee minors and to refugee youth in general. It was designed for use by overseas orientation providers, but it can be adapted for use by those who deliver orientation in the United States.

From classroom teachers to researchers, education professionals have raised questions about how best to assist students who face the significant dual challenge of acquiring the content knowledge necessary for academic success and simultaneously developing their English language competency.

This paper compares the performance of Spanish-dominant students in the fifth year of a Transitional Bilingual Education (TBE) or a Structured English Immersion (SEI) program. Student performance was measured based on various standardized assessment and results varied.

This article identifies successful programs for low-income or minority, gifted urban students as both multifaceted and flexible, and argues that effective programs must understand and build support within the family, school, and community.

Response to Intervention (RtI), a cyclical process that incorporates assessment and instruction, is both an approach to prevent learning difficulties and to establish student eligibility for special education.

This large mixed methods study investigated the effects of the introductory second language acquisition (SLA) course on the beliefs of pre-service teachers (n = 381) enrolled over a three-year period at a state university in California.

This series of articles helps educators identify students' levels of oral and academic language proficiency, and offers interactive and direct techniques to promote literacy development, and build and maintain effective programs for ELs.

In this article the author examines public schools in the United States as sites where immigrants and refugees express their religious identities as part of their integration processes. In particular, the author examines the schools as sites of refuge for refugee students.

This paper presents findings from a qualitative study conducted in fifth and sixth grade classrooms in five public schools in Guadalajara, Mexico, in June of 2009.