Resource Library

There has been limited focus among researchers on the nature and needs of gifted Native American students in the past 30 years, and the work that has been done frequently generalizes findings across Native American cultures.

With the growing population of Hispanic students, it's more important than ever to persevere beyond the language barrier and nurture their gifts and talents.

This paper describes the need for general education and special education teachers to collaborate to meet the needs of ELs with learning disabilities; discusses research-based approaches for teaching these students; and suggests effective and appropriate methods and strategies for use in least restr

This article presents qualitative research findings about the characteristics and prior schooling experiences of "long-term English language learners (LTELLs)," who have attended U.S.

This randomized controlled trial conducted in Alaska examined the efficacy of the reform-oriented and culturally based Math in a Cultural Context (MCC) teacher training and curriculum.

This paper addresses literacy instruction of ELs as a shared responsibility among teachers across disciplines, as well as curriculum developers, textbook writers, assessment specialists, teacher educators, administrators, researchers, policy makers, and others.

This report summarizes key findings drawn from the literature on promising practices that all teachers can employ when working with ELs and the degree to which that research is integrated into the preparation, certification, and evaluation of teachers as a means for improving educational outcomes fo

This resource provides 10 research-based instructional strategies for students who struggle with learning academic language. The strategies may be used for ELs or other students who have difficulties learning and adapting to academic language.

Research from interactionist second language acquisition and sociocultural theoretical perspectives shows that referential questions are important for learning, but also, that they can be difficult for English language learners (ELLs) to understand and produce answers to.

Preparing U.S. teachers for effectiveness with culturally and linguistically diverse (CLD) secondary students remains a challenge, given the relative homogeneity of educators and their enculturation to an educational system based on European American norms and values.