Tag » classroom

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  Addressing Diversity in Schools: Culturally Responsive Pedagogy

  1/1/04 - Heraldo Richards, Ayanna Brown, Timothy Forde

  This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students. It applies to all parents and teachers of culturally and linguistically diverse (CLD) children. The authors of this article suggest that as more and more students from diverse backgrounds populate 21st century classrooms and efforts mount to identify effective methods to teach these students, the need for pedagogical approaches that are culturally responsive intensifies...

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  Classroom observation instrument for educational environments serving students with deaf-blindness

  1/1/06 - Ella Taylor, Kathleen Stremel, Nancy Steele

  Designed to identify characteristics of model classrooms for students who are deaf-blind. The COI is comprised of three main components: (1) teacher interview; (2) student cumalative folder review; and (3) observation rubric. A final section allows the observer to note any special circumstances or additional information that should be noted about the classroom. A scoring guide is provided so that each individual section can be assessed as well as the total instrument.

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  Primary Language Support: Facilitating English Language Development and Sheltered Content Instruction through Effective use of Students’ Primary Language(s)

  1/1/09 - Wayne Wright

  One of the greatest strengths ELL students bring to the classroom is their primary language (L1). Richard Ruiz (1984) reminds us that effective programs for ELLs view the primary language as a resource, rather than as a problem to be overcome. Even in non-bilingual classrooms teachers can utilize their students’ L1 in a manner which will make content-area instruction in English much more comprehensible (Wright, 2008). As Krashen (1985) has pointed out in his Comprehensible Input...

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  Access to the General Education Curriculum for Students with Significant Cognitive Disabilities

  1/1/06 - The Access Center,

  This brief explores the linkages between alternate state standards, alternate assessment, the IEP, and classroom instruction and assessment as the process of providing access to the general education curriculum for students with significant cognitive disabilities

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  Approaches to evaluating teacher effectiveness: A research synthesis

  1/1/08 - Goe, E., Bell, C., Little, O.

  This research synthesis examines how teacher effectiveness is currently measured and provides practical guidance for how best to evaluate teacher effectiveness. It evaluates the research on teacher effectiveness and the different instruments used to measure it. In addition, it defines the components and indicators that characterize effective teachers, extending this definition beyond teachers' contribution to student achievement gains to include how teachers impact classrooms, schools, and...

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  Building Positive Teacher-Child Relationships

  1/1/04 - M.M. Ostrosky, E.Y. Jung

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. In early childhood settings, each moment that...

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  Challenging common myths about young English language learners

  1/1/08 - Linda Espinosa

  This review of research from a variety of disciplines about dual language development and the impact of different educational approaches for children ages three to eight runs counter to much conventional thinking.Scientific studies suggest that young ELL children are quite capable of learning subject matter in two languages. In fact, they may benefit cognitively from learning more than one language. Transitioning from their first language to English before they have a firm grasp of their...

• Collection and Use of Evidence

  1/1/05 - National Center for Culturally Responsive Educational Systems,

  Notice the number of times that data and evidence appear in NCCRESt’s principles. Saying that teachers, families and administrators need data to make decisions is one thing, understanding and using data well is another. In fact, few teachers and administrators have been educated in programs that have focused on making meaning from data and then using those analyses to guide school improvement and classroom instruction. This module is designed to help building leadership teams learn the...

• Creating Inclusive Environments by Taking a Relational Stance Toward Difference

  1/1/08 - Thea Abu El-Haj

  When my daughter was five she was diagnosed with Type 1 diabetes. It was clear from the first moment that my daughter returned to her kindergarten class that, as a parent advocating for a child with a medical disability, the stance I took toward difference would matter greatly. One approach, perhaps the obvious one, would have focused on her physiological disability and understood the “problem of difference” as an individual one, making the fewest possible demands on the school...

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  Cultural Identity and Teaching

  1/1/05 - Kim Kennedy White, Shelley Zion, Elizabeth Kozleski

  This On Point is the second in a series of three On Points that explore issues around culture and teaching. The first On Point operationalizes the way in which NIUSI defines culture and how to think about educational settings and scenarios from the point of view of culture. While this On Point focuses on teacher’s identity, the third On Point in this series addresses how classrooms are enriched by the funds of knowledge and assets that children and their families bring with them from their...

• Cultural Responsive Pedagogy and Practice

  1/1/08 - National Center for Culturally Responsive Educational Systems,

  Culturally responsive pedagogy and practice facilitates and supports the achievement of all students. In a culturally responsive classrooms and schools, effective teaching and learning occur in a culturally-supported, learner-centered context, whereby the strengths students bring to school are identified, nurtured, and utilized to promote student achievement.

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  Desegregation and the achievement gap: Do diverse peers help?

  1/1/06 - Jane Cooley

  "Understanding peer effects is critical to evaluating the impact of de facto public school segregation on the achievement of white and nonwhite students. Using a unique panel data set of North Carolina public elementary school students, I estimate a model of achievement production that incorporates heterogeneous responses by students at different points of the achievement distribution, while also allowing for peer spillovers to vary across races and for the formation of different race-based...

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  Dual-language programs in U.S. schools: An alternative to monocultural, monolingual education

  1/1/06 - Eugene Garcia, Bryant Jensen

  "Dual Language (DL) programs are relatively new in the United States. After the reauthorization of the Elementary and Secondary Education Act (ESEA) in 1994, a large federal effort related to the education of dual language students was launched. It was at this point that the US Department of Education promoted the development of educational programs whose goal was dual language competency for both language minority students speaking a non-English home language as well as for students whose...

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  Effects of the implementation of Proposition 227 on the education of english learners, K-12

  1/1/06 - T. B. Parrish, A. Merickel, M. Perez , R. Linquanti, M. Socias, A. Spain, , C. Speroni, P. Esra , L. Brock, D. Delancey

  “In June of 1998, Proposition 227 was passed by 61 percent of the California electorate. The initiative was intended to significantly alter the ways in which the state’s English learners are taught. Proposition 227 requires that English learners be taught ‘overwhelmingly in English’ through sheltered/structured English immersion programs during ‘a temporary transition period not normally intended to exceed one year,’ and then transferred to mainstream English-language...

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  English learners in Boston public schools: Enrollment, engagement, and academic outcomes of native speakers of Cape Verdean Creole, Chinese dialects, Haitian Creole, Spanish, and Vietnamese

  1/1/09 - Uriarte, M., Lavan, N., Agusti, N., Kala, M., Karp, F., Kiang, P., Lo, L., Tung, R., Villari, C.

  "In 2002, Massachusetts voters approved a referendum (Question 2) against the continuance of Transitional Bilingual Education as a method of instruction for English language learners. . . . Question 2 (implemented across the State in fall 2003), replaced a wide-ranging set of bilingual programs with Sheltered English Immersion (SEI) programs. . . . Unlike Transitional Bilingual Education, which relies on English learners’ own language to facilitate the learning of academic content as they...

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  English learners in Boston public schools: Enrollment, engagement, and academic outcomes, AY2003-AY2006

  1/1/09 - Tung, R., Uriarte, M., Diez, V., Lavan, N., Agusti, N., Karp, F., Meschede, T.

  "In 2002, Massachusetts voters approved a referendum (Question 2) against the continuance of Transitional Bilingual Education as a method of instruction for English language learners. . . . Question 2 (implemented across the State in fall 2003), replaced a wide-ranging set of bilingual programs with Sheltered English Immersion (SEI) programs. . . . Unlike Transitional Bilingual Education, which relies on English learners’ own language to facilitate the learning of academic content as they...