Resource Library

Displaying 1 - 10 of 61

No Child Left Behind Act of 2001

Published Year

2011

Resource Type

Legislative

The Secretary shall use funds made available under this section 3111c (1) C to award grants on a competitive basis, for a period of no more than 5 years, to institutions of higher education (in consortia with State educational agencies or local educational agencies) to provide for professional de

Engaging in Argumentation: Strategies for Early Elementary and English Language Learners

Published Year

2018

Resource Type

Journal

The Next Generation Science Standards (NGSS) emphasize evaluating and using evidence in scientific argumentation to foster students' deeper understanding of science.

Understanding Their Language: Online Professional Development for Teachers of ELLs

Published Year

2018

Resource Type

Journal

The online Understanding Language (UL) site was started by a group of researchers and experts seeking to provide quality professional development to Teachers of English language learners (ELLs). Since 2013, UL had developed 15 online courses that 50,000 educators have completed.

Don't Underestimate, Shortchange ELLs With Disabilities, Researcher Argues

Published Year

2018

Resource Type

Serial

Some educators feel bilingualism is "too lofty a goal" for English-language learners with disabilities, an attitude that could limit the educational trajectory of an already underserved population, a Lehigh University study found.

What spelling tells us about the orthographic development and word study instruction with emergent bilingual secondary students.

Published Year

2018

Resource Type

Journal

Educators need ways to assess orthographic knowledge and differentiate word study instruction for secondary, emergent bilingual learners.

Educating culturally and linguistically diverse exceptional learners: The need for continued advocacy.

Published Year

2018

Resource Type

Journal

Recent political, fiscal, and educational equity challenges require a renewed emphasis in our efforts to advocate for increased culturally and linguistically responsive education, making certain to further advance the accomplishments of the past four decades.

Differentiating Mathematics Instruction for SecondaryLevel English Language Learners in the Mainstream Classroom.

Published Year

2018

Resource Type

Journal

This study investigated the nature of dyadic interaction between secondary English language learners (ELLs) engaged in mathematics peer tutoring sessions.

Improving the Opportunities and Outcomes of California's Students Learning English: Findings from School District-University Collaborative Partnerships

Published Year

2015

Resource Type

Brief

Recent policy changes in California's education system have opened up a unique opportunity to improve educational opportunities for the state's 1.4 million English learner students (ELs).

Equitable Access for Secondary English Learner Students: Course taking as evidence of EL Program Effectiveness

Published Year

2016

Resource Type

Journal

English learner (EL) education policy has long directed schools to address EL students' linguistic and academic development without furthering inequity or segregation.

Notes and talk: an examination of a long-term English learner reading-to-learn in a high school biology classroom

Published Year

2016

Resource Type

Journal

Long-term English learners (LTELs) are frequently characterized as struggling with academic reading in English.

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