Resource Library

In the current English-only programs in California, Arizona, and Massachusetts only a small percentage of students are learning English and subject matter content. This violates the success in practice prong of CastaA+-eda v. Pickard (1981).

This paper reports the results of a study that examined preservice teachers' perceptions of which program experiences contributed to shifts in their culturally responsive dispositions and teaching practices.

Rapid growth of English language learner populations has challenged teachers, particularly because English language learners' academic success and second-language literacy are closely linked.

In this chapter, we examine the literature on parental involvement highlighting the equity issues that it raises in educational practice.

This study examines the implications of how teachers' views of immigrant parents predict their ratings of first-grade students' academic competence and behavioral problems.

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.

There is growing evidence that schools are not meeting the needs of emergent bilinguals who are falling behind in both academic language development and content knowledge learning.

Teachers working with emergent bilinguals1 face difficult dilemmas. Students who do not receive rigorous content instruction fail to acquire academic language.

Since the dawn of mayoral control in 2002, New York City high schools have undergone a major overhaul. Part of this reform effort has been the replacement of underperforming large high schools with new small high schools.

This article contributes to an emerging body of literature on the impact of high stakes testing accountability policies on implementation and teaching practice. It uses a theory of implementation, sense-making, to highlight the process by which policy and context shape teacher decision making.