Resource Library

Grounded in teacher professional development addressing the intersection of student diversity and content area instruction, this study examined school teachers' pedagogical reasoning complexity as they reflected on their second language learners' science problem solving abilities using bot

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890).

In this paper the researcher focuses on Read Alouds as a place for exploring the nexus of methodological beliefs and structures, and teachers' stances within a second grade Spanish-English dual-language education setting in New York City.

Three types of parent involvementcommunicating, volunteering at school, and learning at homewere explored in two cultures within the United States.

In this paper, The researchers report the results of a longitudinal action research project in which elementary teachers used a cultural framework (individualism-collectivism) to understand differences between the culture of immigrant Latino families and the culture of U.S. schools.

This paper reports on findings from an interpretive policy analysis of the development and impacts of landmark federal legislation in support of Native American languages: the 1990/1992 Native American Languages Act (NALA).

Latino students in the United States face a number of challenges. It is estimated that almost one in two Latino students currently drops out of high school.1 Although more than 40% of Latinos enter some sort of postsecondary educational program, fewer than 20% complete a 4-year degree.

This article examines how Arizona's teachers of English learners negotiate between restrictive language policies and complex teaching conditions.

Sooner or later, as schools move to implement the new Common Core and other forthcoming standards, almost every teacher in the United States will face the challenge of how to support students from homes where English is not the dominant language in meeting subject-matter academic expectations that r

Young children, birth through eight, are more diverse than other age groups in the United States. They are more likely to be first- or second-generation immigrants and, as a consequence, more likely to belong to racial-ethnic groups originating outside European nations.