Resource Library

English learners (ELs) are among the fastest-growing population in U.S. schools and comprise 9 percent of all students in grades PreK-12 nationwide (U.S. Department of Education, 2018).

This meta-analysis synthesizes the last two decades of experimental and quasiexperimental research on reading instruction across academic contexts (e.g., social studies, science, mathematics, English language arts) for English learners (ELs) in grades 4 through 8, to determine (a) the overall effect

A random sample of middle school teachers (grades 6-9) from across the United States was surveyed about their use of writing to support students' learning. The selection process was stratified so there were an equal number of English language arts, social studies, and science teachers.

The North Dakota Department of Public Instruction (DPI) launched its Native American Essential Understanding Project in 2016, modeled after similar programs in Montana and South Dakota.

This article describes new dual language programs popping up throughout Idaho.

This article provides useful research-based information for educators and others seeking to support English learners (ELs) at the secondary level in social studies, science, and mathematics.

Teaching English-Learners Early Mathematics, or TEEM, is a pilot partnership between university researchers and two California school districts that combines Japanese "lesson study" cycles and detailed student math notebooks to help students better understand their math learning.

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.

This article provides useful research-based information for educators and others seeking to support English learners (ELs) at the secondary level in social studies, science, and mathematics.

Considering a Latin@ fifth-grade dual-language classroom (Spanish/English) as a community of practice, this paper explores how a bilingual teacher and her bilingual students, as members of such community, utilize translanguaging (GarcA-a, 2009) as a learning and teaching tool in social studies and s