Resource Library

Displaying 1 - 10 of 30

A First Look at Early Literacy Performance in Massachusetts: Results of Initial Analysis Based on State Grantee Literacy Screening Assessments

Published Year

2023

Resource Type

Report

Target Audience(s)

Educators of English Learners

Literacy Coaches

Administrators

Early Childhood Program Administrators

Language Researchers

This report provides a first look at the literacy performance of students in grades K–3 in Massachusetts based on available data from both the 2020/21 and 2021/22 school years.

A framework for foundational literacy skills instruction for English learners: Instructional practice and materials considerations.

Published Year

2023

Resource Type

Report

Target Audience(s)

Educational Leaders

Early Childhood Educators

State Education Agencies

Language Researchers

Literacy Coaches

This document provides a review of general and EL-specific research on early literacy, drawing from both to define a vision for foundational literacy skills instruction for ELs.

Evidence-based writing practices to support English learner students

Published Year

2023

Resource Type

Infographic

Target Audience(s)

Educators of English Learners

Language Researchers

New Mexico prioritizes equitable educational opportunities and achievement for English learner students.

Improving Meaningful Use of Accommodations by Multilingual Learners

Published Year

2018

Resource Type

Journal

For more than two decades, accommodations have served as the primary strategy for ensuring the valid participation of multilingual learners ( MLLs) in high-stakes summative assessments.

Beliefs about bilingualism, bilingual education, and dual language development of early childhood preservice teachers raised in a Prop 227 environment

Published Year

2018

Resource Type

Journal

Despite the well-documented benefits of bilingualism, current educational practices in the United States reflect the deeply held belief that because the United States is an English speaking country, English should be the language of instruction.

How does prior explicit knowledge affect the efficacy of explicit instruction and feedback? The case of the personal a in L2 Spanish

Published Year

2017

Resource Type

Journal

This study examined the effectiveness of explicit instruction and feedback, focusing on degrees of prior knowledge of the personal a in intermediate level second language (L2) Spanish.

Teaching Vacancies and Difficult-to-Staff Teaching Positions in Public Schools (Statistics in Brief NCES 2015-065)

Published Year

2015

Resource Type

Brief

This Statistics in Brief describes the percentages of public schools that reported that they had teaching vacancies and subject areas with difficult-to-staff teaching positions in the 1999-2000, 2003-04, 2007-08, and 2011-12 school years.

THREAD: A guide for bilingual educator recruitment and retention

Published Year

2017

Resource Type

Guide

The objective of this resource document is to offer guidance to school districts on how to expand the recruitment, hiring, and retention of bilingual and English Language Development (ELD) teachers and support staff by implementing the THREAD (Tap, Harness, Reach, Establish, Awareness, Develop) appr

English Language Learner Resource Guide Part II: School-Wide Professional Development for Academic Language Instruction

Published Year

2012

Resource Type

Guide

In April 2012, the North Central Comprehensive Center (NCCC) at McREL released a report titled English Language Learner Resource Guide: Top Ten Instructional Tips for Schools with a Low Incidence of ELLs.

Mujeres in the Principal's Office: Latina School Leaders

Published Year

2015

Resource Type

Journal

This article is based on a national survey of Latina/o principals and assistant principals conducted by the National Latina/o Leadership Project and focuses on the women participants.