Hot Off The Press!
Newest Report Focuses on Family Literacy
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Family Literacy Nights: Building the Circle
of Supporters Within and Beyond School for Middle School English
Language Learners
by, Ji Mei Chang (2004)
The word is out! Home-school collaboration improves educational opportunity.
In response, schools are increasingly developing programs that bring
together parents of linguistically and culturally diverse students,
teachers, and the students themselves. This report offers practitioners
strategies for doing so. Based on a 3-year CREDE project conducting
literacy nights for the families of low performing Asian American
English language learners, the report presents obstacles encountered
in forming home-school partnerships, theoretical frameworks and principles
that guided implementation of the partnerships, and a discussion
of findings for practitioners. The report also includes strategies
for parents and researchers. Purchase the
report through the CALstore! (EPR11, $8.00)
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Another Valuable Resource on Education for Newcomer
Students!
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Creating Access: Language and Academic Programs for Secondary
School Newcomers
by, Deborah J. Short & Beverly A. Boyson (2004)
In today's K–12 schools, an increasing number of students
with non-English speaking backgrounds are newcomers—recent
immigrants with limited English proficiency and often
limited experience in schools. Designed especially for this population,
newcomer programs offer school districts a progressive approach
to meeting the unique language and academic needs of these newcomers,
while also meeting the demand for high standards and accountability
for all students.
This book will help district personnel create a newcomer program
or enhance an existing program. It reports on a 4-year CREDE study
of 115 middle and high school newcomer programs. The authors identify
important implementation features and offer a checklist for developing
a new program, practical advice for existing programs, and in-depth
case studies of three successful long-term newcomer programs. Purchase through
the CALstore ($15.95)
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Don't Miss Additional Resources on Newcomer Education
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Secondary School Newcomer Programs in the
United States
by, Beverly A. Boyson & Deborah J. Short (2003)
This data-rich report presents a four-year study of newcomer programs
in the United States. It describes the population that these programs
serve as well as rationales for their recent development. Purchase the
report for findings regarding program model, program features, instructional
design, student assessment, staffing and professional development,
and parent and community connections! (RR 12, $8.00)
|
The Proceedings of the First National Conference for Educators
of Newcomer Students
Edited by, Beverly A. Boyson, Bronwyn Coltrane, & Deborah J. Short
The proceedings offer summaries of more than 35 presentations from
this 2002 conference that focused on design, curriculum and instruction,
and professional development in elementary and secondary newcomer
programs. Purchase, download,
or read more about CAL/CREDE
research on newcomer programs. |
Promoting Collaboration Among Families, Researchers,
and Schools
 |
The Immigrant Parents' Computer Literacy Project: A Strategies
Guide for Implementation
by, Richard Durán, Jane Durán, Rosita Ramirez, & Deborah
Perry Romero (2004)
This report provides information on practical lessons learned in
implementing a technology-based project with immigrant parents. Carried
out over 5-years, the project brought parents, students, teachers,
and community members together to develop parents' computer skills
and knowledge of their children's schooling experiences. The report
discusses the key issues and challenges that the research team encountered,
such as program location and logistics, retention and recruitment
of participants, and goal setting and evaluation. It includes a checklist
of strategies for conducting similar projects with this population. Purchase through
the CALstore (EPR10, $8.00)
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Eagerly-Awaited Study Reports on Academic Outcomes
for Two-Way Immersion Students
 |
The Development of Bilingualism and Biliteracy from Grade
3 to 5: A Summary of Findings from the CAL/CREDE Study of Two-Way
Immersion Education
by, Elizabeth R. Howard, Donna Christian, & Fred Genesee (2004)
This report describes the first two-way immersion study to look at
the language and literacy development of both native Spanish speakers
and native English speakers, overtime, in a multidimensional way,
and from a national perspective. The report presents the research
design and analysis of data gathered in this CAL/CREDE study. It
offers a discussion of the study and its findings. Purchase through
the CALstore (RR13, $8.00)
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Featured Resources!
CD-ROMs Focus on Literacy Development for English
Language Learners
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The Second Language Literacy Case: A Video Ethnography
of Bilingual Students' Literacy Development
Annela Teemant, Stefinee Pinnegar, & Ray Graham (2003)
This CD-ROM allows mainstream teachers to see and hear the second
language literacy accounts of nine diverse second language learners,
their teachers, and families. The cases explore who second language
readers and writers are, their literacy needs, and their experiences
in and outside of school. ($40.00) [order]
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The Adolescent Literacy Case: A Video Ethnography of Teaching
Second Language Students Content Through Literacy Development
Stefinee Pinnegar, Annela Teemant, Bobbi Mason, & Carl Harris (2003)
This CD-ROM highlights teachers of English, science, social studies,
and mathematics who attend to literacy to promote greater academic
achievement in their disciplines. ($25.00) [order]
|
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The Lucia Villarreal Case: Literacy Practices in a Bilingual
Classroom
Stefinee Pinnegar, Annela Teemant, Carl Harris, & Audrey Sirota (2003)
This CD-ROM demonstrates how a first-grade teacher presents multi-day
literacy unit in a bilingual classroom. Students explore and produce
texts in Spanish and English. ($25.00) [order]
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These three cases are the latest in a series
of CD-ROMs for professional development. Each title in the series
brings the user into the classrooms of teachers who successfully
meet the challenge of instructing groups of students with diverse
English-language skills using approaches that reflect CREDE's
Five Standards. View more titles
in the series |
Study On School Effectiveness For Language Minority
Students—Now Available in Print!
 |
A National Study of School Effectiveness for Language Minority
Students Long-Term Academic Achievement
by Wayne P. Thomas & Virginia P. Collier (2002)
This long-awaited report presents the findings of the longitudinal
study that examined the long-term academic achievement of students
who participated in different language support programs. The report
describes the research design and provides data from the five districts
that took part in the study. It documents results in more than 150
pages of tables and figures and makes recommendations for educational
policy at all levels. ($30.00) [order]
|
Read the Related Research Brief:
A National Study of School Effectiveness
for Language Minority Students' Long-Term Academic Achievement
Center for Research on Education, Diversity & Excellence (January 2003)
This brief offers an overview of the study design and selected findings
from the "National Study of School Effectiveness for Language Minority
Students' Long-Term Academic Achievement" (Thomas & Collier, 2002)
conducted through CREDE's Project 1.1.
RESEARCH REPORTS
- From
At-Risk to Excellence: Research, Theory, and Principles for Practice
Roland Tharp (1997)
-
CREDE's first research report describes the research agenda for
this federally-funded center which focuses on linguistically and
culturally diverse learners and students at risk for educational
failure. By summarizing findings from previous investigations that
examined effective educational programs for these learners, and studies
of effective educational reform in general, Tharp sets out principles
for school reform. These include recommendations for conceptualizing
curricula and instruction in the experience and skills of the learners'
homes and communities, challenging students toward cognitive complexity,
and developing language and literacy competence through all instructional
activities. (RR 1, $8.00) View report.
- Scaling
Up School Restructuring in Multicultural, Multilingual Contexts:
Early Observations from Sunland County
Sam Stringfield, Amanda Datnow, & Steven M. Ross (1998)
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This report examines 13 culturally and linguistically diverse elementary
schools, each of which is implementing one of six externally developed
school restructuring designs. The report describes the initial successes
and challenges these schools are experiencing as they adapt the designs
to suit their students' needs, and identifies the conditions
that facilitate and hinder implementation. (RR 2, $8.00) View report.
- Becoming
Bilingual in the Amigos Two-Way Immersion Program
Mary T. Cazabon, Elena Nicoladis, & Wallace E. Lambert (1998)
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This report examines students' attitudes, both through their
school achievement in Spanish and English and through their responses
to questionnaires, toward becoming bilingual in the Amigos two-way
immersion program. Many students in grades 4-8 understand the importance
of and enjoy becoming bilingual. Through exposure to the two cultures,
many have also developed a sense of biculturality. This report extends
earlier studies of the Amigos Program published by the National Center
for Research on Cultural Diversity and Second Language Learning.
(RR 3, $8.00) View report.
- Pedagogy
Matters: Standards for Effective Teaching Practice
Stephanie S. Dalton (1998)
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This report presents CREDE's Five Standards for Effective Pedagogy:
joint productive activity, language and literacy development, meaning
making, complex thinking, and instructional conversation. The standards
emerge from principles of practice that have proven successful with
majority and minority at-risk students in a variety of teaching and
learning settings over several decades. Each standard is accompanied
by a set of indicators and illustrated with examples from classrooms.
(RR 4, $8.00) View report.
Note: This report is in Adobe's PDF format. Download and install
Adobe's free Acrobat Reader here.
- Educational
Reform Implementation: A Co-Constructed Process
Amanda Datnow, Lea Hubbard, & Hugh Mehan (1998)
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In this report, the researchers present their initial findings from
a study of two CREDE projects: one on the implementation of the school
reform efforts in "Sunland County" schools, and the other
on the implementation of the Advancement Via Individual Determination
(AVID) untracking program in Kentucky schools. The researchers examine
how reform efforts succeed, and discuss the consequences of different
perspectives involved in the implementation process, the influence
of the schools' cultures, and how school-site educators may facilitate
or hinder the process of reform. (RR 5, $8.00) View report.
- The
Effects of Instructional Conversations and Literature Logs on the
Story Comprehension and Thematic Understanding of English Proficient
and Limited English Proficient Students
William Saunders & Claude Goldenberg (1998)
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In a study of English language arts transition programs for Spanish
speaking students, researchers found that when teachers used both
literature logs and instructional conversations with limited English
proficient fourth and fifth graders, the students understood the
literature being studied better than when teachers used only one
of the techniques. For students already fluent in English, however,
the combined effects of literature logs and instructional conversations
were not significantly greater than the effect of a single approach.(RR
6, $8.00) View report.
Note: This report is in Adobe's PDF format. Download and install
Adobe's free Acrobat Reader here.
- Collaborative
Practices in Bilingual Cooperative Learning Classrooms
John Gumperz, Jenny Cook-Gumperz, & Margaret Szymanski (1999)
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In cooperative learning environments, small groups of students work
together to accomplish specific tasks and teachers act as facilitators.
What happens when students are left alone to work on classroom tasks?
This report examines the role that everyday informal conversation
among students plays in cooperative learning situations in monolingual
and bilingual classrooms. (RR 7, $8.00) View report.
- Apprenticeship
for Teaching: Professional Development Issues Surrounding the Collaborative
Relationship Between Teachers and Paraeducators
Robert S. Rueda & Lilia D. Monzó (2000)
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This report discusses findings from a study that examined issues
surrounding the collaborative relationship between Latino paraeducators
and the classroom teachers with whom they worked. The researchers
assessed the role of the paraeducator in the classroom, the nature
of the paraeducator-teacher relationship, and the institutional factors
impacting collaboration. They found that paraeducators do engage
in teaching students, but there is a lack of interaction between
teachers and paraeducators due to the social structures in the school
culture. Moreover, teachers do not tap into paraeducators' knowledge
of students' culture and community. The report briefly discusses
the policy implications of these findings. (RR 8, $8.00) View report.
- Sociocultural
Factors in Social Relationships: Examining Latino Teachers' and
Paraeducators' Interactions with Latino Students
Lilia D. Monzó & Robert S. Rueda (2001)
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This report explores the impact of sociocultural factors on the
relationships and interactions between Latino students and 32 Latino
teachers and paraeducators. Findings suggest that teachers' and paraeducators'
knowledge of students' cultures, communities, primary languages,
and familiar interactional styles can facilitate meeting students'
academic needs. Findings also indicate that school roles shape interactions,
and that teachers and paraeducators focus on different aspects of
children's development. This report extends research from Research
Report 8, Apprenticeship for Teaching: Professional Development
Issues Surrounding the Collaborative Relationship Between Teachers
and Paraeducators. (RR 9, $8.00) View report.
- Impact
of Two-Way Bilingual Elementary Programs on Students' Attitudes
Toward School and College
Kathryn J. Lindholm-Leary & Graciela Borsato (2001)
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This report examines the influence that participation in a two-way
bilingual elementary program has had on high school students' attitudes
toward school, college, and use of Spanish. Students were categorized
into three cohorts–Hispanic Spanish bilinguals (former English
language learners), Hispanic English bilinguals (former monolingual
English or English dominant speakers), and Euro-American English
bilinguals (former monolingual English speakers)–and surveyed
about their attitudes and proficiency in Spanish. Results show that
most students had positive attitudes toward school and college, the
two-way program, and bilingualism. (RR 10, $8.00) View report.
- Review
of Research on Educational Resilience
Hersh C. Waxman, Jon P. Gray, & Yolanda N. Padrón (2003)
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This report reviews classic and more recent studies of "resilient" students–who
succeed in school despite the presence of adverse conditions. This
report focuses on how results of such studies might lead to improvements
in the education of students at risk of academic failure. The report
examines issues related to the definition of resiliency and discusses
implications for educational practice and research. (RR 11, $8.00) View report.
- Secondary
School Newcomer Programs in the United States
Beverly A. Boyson & Deborah J. Short (2003)
-
This data-rich report presents a four-year study of newcomer programs
in the United States. It describes the population that these programs
serve as well as rationales for their recent development. The report
presents findings regarding program model, program features, instructional
design, student assessment, staffing and professional development,
and parent and community connections! (RR 12, $8.00)
- The
Development of Bilingualism and Biliteracy from Grade 3 to 5: A
Summary of Findings from the CAL/CREDE Study of Two-Way Immersion
Education
Elizabeth R. Howard, Donna Christian, & Fred Genesee (2004)
-
This report describes the first two-way immersion study to look
at the language and literacy development of both native Spanish speakers
and native English speakers, overtime, in a multidimensional way,
and from a national perspective. The report presents the research
design and analysis of data gathered in this CAL/CREDE study. It
offers a discussion of the study and its findings. (RR 13, $8.00)
EDUCATIONAL PRACTICE REPORTS
- Program
Alternatives for Linguistically Diverse Students
Fred Genesee, Editor (1999)
-
Helping second language learners succeed in school is of great concern
to policymakers and administrators. CREDE's new educational practice
report sets out the goals of several alternative program models and
factors related to their implementation in a clear and concise format.
Four program alternatives specifically for English language learners
are described. These are newcomer programs, transitional bilingual
education, developmental bilingual education, and two-way immersion.
In addition, second language/foreign language immersion is explained
for students of majority language backgrounds who are studying through
a second or heritage language. The report also discusses sheltered
instruction, an approach that can be used with all students learning
through a second language. This guide will help decision makers in
schools and school districts identify the instructional approaches
and programs that would best serve students learning English, meet
students' educational goals and needs, and match local resources
and conditions to program model. (EPR 1, $8.00) View report.
- Successful
Transition into Mainstream English: Effective Strategies for Studying
Literature
William Saunders, Gisela O'Brien, Deborah Lennon, & Jerry McLean (1999)
-
This report is one of a series of reports on various aspects of
a multi-year Spanish-to-English language arts transition curriculum
in the Los Angeles, CA area. The program uses 8-week literature units
to promote first and second language acquisition and academic achievement
in grades 2-5. The authors describe four effective instructional
strategies used in the program: a) building students' background
knowledge, b) drawing on students' personal experiences, c) promoting
extended discourse through writing and discussion, and d) assisting
students in re-reading pivotal portions of the text. (EPR 2, $8.00) View report.
- The
Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher
Collaboration and Professional Development
Deborah Short & Jana Echevarria (1999)
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This report describes a research-based model of sheltered instruction,
an approach where teachers use specific strategies to teach content
curriculum (e.g., social studies or math) to English language learners
while promoting their English language development. The report presents
the Sheltered Instruction Observation Protocol, which operationalizes
the model and is used by teachers to plan sheltered lessons and researchers
to measure implementation of the model. The collaborative role of
teachers and researchers in developing this model is explained. (EPR
3, $8.00) View report.
More information on CREDE research on sheltered instruction, and
additional resources for integrating language and content instruction
is also available 
- Personalizing
Culture Through Anthropological and Educational Perspectives
Rosemary Henze & Mary Hauser (2000)
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This report shows teachers and teacher educators how to gain specific
knowledge about the cultures of their individual students and their
families. Through this personalization of culture, teachers can use
students' prior knowledge and skills as rich resources for teaching
and learning, and help create culturally responsive schools. (EPR
4, $8.00) View report.
- Implementing
Two-Way Immersion Programs in Secondary Schools
Christopher Montone & Michael Loeb (2000)
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This report offers practical advice for two-way immersion programs
considering expansion into middle school and high school. It includes
an overview of likely challenges, options for meeting these challenges
based on the experiences of established secondary programs, and portraits
of seven articulated programs. The following issues are discussed
in detail: program planning, language distribution and allocation,
student participation and motivation, attrition and late-entries,
curriculum and materials, scheduling, staffing, transportation, and
parental involvement. (EPR 5, $8.00) View report.
- Broadening
the Base: School/Community Partnerships Serving Language Minority
Students At Risk
Carolyn Temple Adger & Jennifer Locke (2000)
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This report outlines findings from a study of school/CBO partnerships
that promote the academic achievement of language minority students.
It describes the types of CBOs that partner with schools, the ways
that partners work together, and the work that they do. Crucial elements
of program success are discussed, as well as challenges that partnerships
may face. (EPR 6, $8.00) View report.
- Leading
for Diversity: How School Leaders Can Improve Interethnic Relations
Rosemary Henze (2001)
-
Based on 21 case studies across schools in the U.S. with highly
diverse student populations, this report shows how school leaders
effectively address racial or ethnic conflicts, create positive interethnic
environments, and help relationships among diverse groups and individuals
flourish. The report offers insights for principals and other school
leaders to proactively build safe and respectful learning environments
that foster meaningful and challenging education for all students.
(EPR 7, $8.00) View report.
- Educating
Hispanic Students: Obstacles and Avenues to Improved Academic Achievement
Yolanda N. Padrón, Hersh C. Waxman, & Héctor H. Rivera
(2002)
-
This report examines factors that must be considered in the development
of effective educational programs that serve Hispanic students. It
provides a synthesis of the research on the education of Hispanic
students, summarizing the problems confronting them and suggesting
possible practices and solutions for approaching them. The report
is divided into five sections: 1) Factors in the Education of Hispanics,
2) Educational Status of Hispanic Students in the United States,
3) Factors Associated With the Underachievement of Hispanic Students,
4) Factors Associated With the Educational Success of Hispanic Students,
and 5) Implications for Policy and Practice. (EPR 8, $8.00) View report.
- Two-Way
Immersion 101: Designing and Implementing a Two-Way Immersion Education
Program at the Elementary School Level
Elizabeth R. Howard & Donna Christian (2002)
-
This report is based on over 15 years of research on two-way immersion
programs. It is designed to inform decisions for implementing such
programs. The report describes essential features for all two-way
programs and variable features for which practitioners must make
deliberate programmatic decisions. The report also incorporates advice
from those working in existing two-way programs. (EPR 9, $8.00) View report.
- The
Immigrant Parents' Computer Literacy Project: A Strategies Guide
for Implementation
Richard Durán, Jane Durán, Rosita Ramirez, & Deborah
Perry Romero (2004)
-
This report provides information on practical lessons learned in
implementing a technology-based project with immigrant parents. Carried
out over 5-years, the project brought parents, students, teachers,
and community members together to develop parents' computer skills
and knowledge of their children's schooling experiences. The report
discusses the key issues and challenges that the research team encountered,
such as program location and logistics, retention and recruitment
of participants, and goal setting and evaluation. It includes a checklist
of strategies for conducting similar projects with this population.
(EPR 10, $8.00)
- Family
Literacy Nights: Building the Circle of Supporters Within and Beyond
School for Middle School English Language Learners
Ji Mei Chang (2004)
-
This report offers practitioners strategies for developing programs
that bring together parents of linguistically and culturally diverse
students, teachers, and students themselves. Based on a 3-year CREDE
project conducting literacy nights for the families of low performing
Asian American English language learners, the report presents obstacles
encountered in forming home-school partnerships, theoretical frameworks
and principles that guided implementation of the partnerships, and
a discussion of findings for practitioners. The report also includes
strategies for parents and researchers. (EPR11, $8.00)
- The Role of Classroom Assessment in Teaching and Learning
Lorrie A. Shepard (2000)
-
This occasional report develops a framework for understanding a
reformed view of assessment, where assessment plays an integral role
in teaching and learning. The author explains how classroom assessment
practices must be transformed in two ways in order to help students
learn. First, the content and character of assessments must be improved
by representing important thinking and problem-solving skills in
each of the disciplines. Second, the gathering, use, and view of
assessment information by teachers and students must become a part
of the ongoing learning process. ($12.00)
- Using the SIOP Model: Professional Development Manual for
Sheltered Instruction
Deborah Short, Justine Hudec, & Jana Echevarria (2002)
-
This manual is designed for teacher educators and professional developers
who wish to teach others to use the SIOP Model of sheltered instruction
in their classrooms. It is a companion piece to the video The
SIOP Model: Sheltered Instruction for Academic Achievement. In
11 sections, the manual presents strategies, tools, and activities
for instruction of the SIOP components. It also provides black line
masters for presentations and workshops. ($75.00)
- A National Study of School Effectiveness for Language Minority
Students Long-Term Academic Achievement
Wayne P. Thomas & Virginia P. Collier (2002)
-
This long-awaited report presents the findings of the longitudinal
study that examined the long-term academic achievement of students
who participated in different language support programs. The report
describes the research design and provides data from the five districts
that took part in the study. It documents results in more than 150
pages of tables and figures and makes recommendations for educational
policy at all levels. ($30.00)
- The Dual Language Program Planner: A Guide for Designing
and Implementing Dual Language Programs
Elizabeth R. Howard, Natalie Olague, & David Rogers (2003)
-
This guide offers a collection of tools: discussion prompts, graphic
organizers, and quizzes to be used by those who are in the process
of planning or implementing a new dual language program. A dual language
program planning team is encouraged to work together through the
guide to assess levels of support and readiness existing in the community
for a dual language program and to develop a plan for moving forward
with program implementation. ($15.00)
- The Proceedings of the First National Conference for Educators
of Newcomer Students
Edited by, Beverly A. Boyson, Bronwyn Coltrane, & Deborah J. Short
-
The proceedings offer summaries of more than 35 presentations from
this 2002 conference that focused on design, curriculum and instruction,
and professional development in elementary and secondary newcomer
programs. ($18.50)
- Designing Effective Activity Centers for Diverse Learners
R. Soleste Hilberg, Ji-Mei Chang, & Georgia Epaloose
-
This guide introduces Activity Centers—learning stations that
incorporate CREDE's Standards for Effective Pedagogy. The guide includes
step-by-step guidelines for implementing the centers in your classroom
in four distinct phases. It also provides hands-on resources such
as an activity center planning web, guidelines for organizing activity
centers, and an activity center assessment rubric. ($20.00)
- Directory of Two-Way Bilingual Immersion
Programs in the United States
Elizabeth Howard & Julie Sugarman
-
Revised in 2000 and continuously updated, this directory is part
of a long-term research project on
two-way bilingual immersion education in the United States. It includes
information on over 250 two-way bilingual immersion programs in 23
states and the District of Columbia. These programs are designed
to provide content and language arts instruction in two languages
(English and another) to classes containing both native speakers
of the non-English language and English. The programs seek academic
excellence and bilingual proficiency for all students. Each profile
contains information such as program size and design, student demographics,
location and contact persons, and the languages used. The Directory
is searchable by various criteria and includes links to tables and
graphs that summarize key information about two-way immersion programs.
- Directory
of Secondary Newcomer Programs in the United States: Revised 2000
Deborah J. Short & Beverly A. Boyson
-
This revised directory is part of a long-term
research project on newcomer programs. It contains profiles
of 115 middle and high school newcomer programs at 196 sites across
29 states and the District of Columbia. Newcomer programs serve
recent immigrant, secondary students with little or no English
proficiency and often limited formal schooling. The programs seek
to provide students with a strong foundation in English language
development, acculturation to U.S. schools, and subject area knowledge,
in preparation for the transition to English as a second language,
bilingual, and/or mainstream classes. Each profile describes program
location, size, and length of enrollment; student demographics;
features of instruction and assessment; program staffing; other
services offered; and program contacts. The Directory includes
new programs as well as updated information about programs profiled
in previous directories. ($35.00)
- National
Directory of Teacher Preparation Programs (Preservice & Inservice)
for Teachers of Linguistically and Culturally Diverse Students
-
A product of CREDE's National
Study of Effective Teacher Education for Diverse Student Populations project,
this directory represents a nationwide investigation of the teacher
education programs that prepare educators for the linguistic and
cultural diversity of U.S. classrooms. The directory is hosted
online by the BUENO
Center for Multiculutural Education. ($25.00. To order, send
your name, address, and check or money order payable to "UC Regents," CREDE/2.1
Directory, University of California, 1156 High Street, Santa Cruz,
CA 95064. No purchase orders, phone or credit card orders accepted.
Call 831-459-3500 for more information.)
MULTIMEDIA
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The SIOP Model: Sheltered Instruction for Academic Achievement Video
(VHS) (2002)
The SIOP Model: Sheltered Instruction for Academic Achievement,
a 77-minute video, illustrates the eight components of the SIOP
Model for sheltered instruction in detail. The video presents extended
footage from elementary, middle, and high school classrooms. It
features interviews with six outstanding teachers and SIOP researchers.
It is designed especially for use in sustained programs of staff
development and teacher education and is to be used in conjunction
with Using the SIOP Model: Professional Development for Sheltered
Instruction. ($75.00)
[order]
|
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Helping English Learners Succeed: An Overview of the SIOP
Model Video (VHS) (2002)
Helping English Learners Succeed: An Overview of the SIOP Model,
a 26-minute video, provides an introduction to a research-based
model of sheltered instruction. The video uses classroom footage
and researcher narration to concisely present the eight components
of the SIOP Model. This video will be useful to administrators,
policy makers, or teachers. It also serves as a fitting supplement
in teacher methodology courses. ($60.00) [order] |
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Pedagogy, Research & Practice Video (VHS) (1999)
Changing teacher practices requires sustained professional development
and support. This video documents changes in two secondary school
classrooms in schools on the central coast of California. The
video explores the rationale for change, the Five Standards for
Effective Pedagogy, the implementation of multiple activity settings
in classrooms, and the professional development support that
was required for teacher change. The video contains actual classroom
footage, interviews with teachers and students, and reflections
on the process of teacher change. It is a useful professional
development companion to Research Report 4, Pedagogy Matters:
Standards for Effective Teaching Practice. ($25.00) [order]
|
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Studies in Native American Education: Improving Education for
Zuni Children Video (VHS) (2002)
This video is a valuable resource for educators working with
Native American students, presenting effective strategies for
improving classroom instruction. It explores the vision of a
classroom community in the Zuni Public School District that works
for the success of everyone, where students work together on
a variety of challenging activities. Studies in Native American
Education features exemplary teachers using CREDE's Standards
for Effective Pedagogy, which stress vital approaches for the
effective education of all culturally and linguistically diverse
students when adapted to local cultures and communities. ($25.00) [order]
Watch a five-minute
demonstration of the video. (QuickTime movie
format.)
|
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Engaging Students in Reading Comprehension Using Instructional
Conversation Video (VHS) (2004)
This video demonstrates CREDE's Five Standards for Effective
Pedagogy through a reading lesson in a first-grade classroom.
Filmed in a documentary style, the video shows a two-way immersion
teacher instructing a small group of students in the reading
process. The teacher displays comprehension instruction guided
by clear academic goals. Several steps are illustrated such as
connecting the text's theme to the academic goals, activating
student background knowledge, setting a purpose for reading,
eliciting cognitive strategies while reading, and assisting students
to weave prior knowledge with the new information in the text.
Throughout, the teacher models Instructional Conversation—sustained,
purposive teacher—student dialogue that enhances student
comprehension of text. Instruction in Spanish with english subtitles.
Voice over in English. ($25.00) [order]
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Five Standards for Effective Pedagogy CD-ROM Series
This series visits the classrooms of teachers who successfully meet the
challenge of instructing groups of students with diverse English language
skills using approaches that reflect the Five Standards for Effective
Pedagogy. Elementary and secondary cases in varied subjects are presented
in an engaging, instructive, and easy-to-navigate format. The innovative
architecture enables users to access different perspectives on each
study—from the researcher, the teacher, teacher educators, and
the students themselves. Coproduced by CREDE and Brigham Young University's
Center for the Improvement of Teacher Education and Schooling. All
CD-ROMs are compatible with both Windows and Macintosh computers. Call
202-362-0700, ext. 247 for system requirements.
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Teaching Alive for the 21st Century: The Five Standards for
Effective Pedagogy in Elementary Settings CD-ROM (2002)
Roland Tharp, Soleste Hilberg, Stephanie Dalton, & Annela Teemant
An ethnography of CREDE's Five Standards for Effective Pedagogy,
featuring real-life examples from elementary school settings
and expert commentary. ($30.00)
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Teaching Alive for the 21st Century: The Five Standards for
Effective Pedagogy in Secondary Settings CD-ROM (2002)
Roland Tharp, Soleste Hilberg, Stephanie Dalton, & Annela Teemant
An ethnography of CREDE's Five Standards for Effective Pedagogy,
featuring real-life examples from secondary school settings and
expert commentary. ($30.00)
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The Craig Cleveland Case CD-ROM (2002)
Stefinee Pinnegar, Annela Teemant, & Roland Tharp
Instruction of high school Mexican American history in a Spanish/English
bilingual classroom. ($25.00)
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The Assessment Literacy Case CD-ROM (2002)
Stefinee Pinnegar & Annela Teemant
An investigation of assessment practices for those interested in
expanding their literacy in assessing culturally and linguistically
diverse students. ($25.00)
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The Mara Mills Case CD-ROM (2002)
Annela Teemant, Stefinee Pinnegar, & Roland Tharp
Instruction of high school biological science in a sheltered-English
classroom. ($25.00)
Watch a five-minute
demonstration of the CD-ROM. (QuickTime movie
format.)
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The Second Language Acquisition Case 3 CD-ROM set (2002)
Annela Teemant & Stefinee Pinnegar
First-hand accounts from nine diverse second language learners
and their teachers and families, as well as commentary by a panel
of national and international experts. ($40.00)
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The Julene Kendell Case CD-ROM (2002)
R. Carl Harris, Julene Kendell, Melanie F. Harris, & David Baker
Instruction in an elementary English as a second language classroom.
($25.00)
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The Early Childhood Literacy Case: A Video Ethnography of Balanced
Literacy Approaches for Second Language Students CD-ROM (2002)
Stefinee Pinnegar, Annela Teemant, & Serena Tyra
How five different teachers promote the literacy development of
second language learners in pre-school and early elementary classrooms.
Across the case, a range of balanced literacy practices is represented
from word level skills to more holistic approaches to literacy
development. ($25.00)
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The Lucia Villarreal Case: Literacy Practices in a Bilingual
Classroom CD-ROM (2002)
Stefinee Pinnegar, Annela Teemant, Carl Harris, & Audrey Sirota
How a first-grade teacher presents multi-day literacy unit in a
bilingual classroom. Students explore and produce texts in Spanish
and English. ($25.00)
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The Second Language Literacy Case: A Video Ethnography
of Bilingual Students' Literacy Development CD-ROM (2002)
Annela Teemant, Stefinee Pinnegar, & Ray Graham
Second language literacy accounts of nine diverse second language
learners, their teachers, and families. ($40.00)
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The Adolescent Literacy Case: A Video Ethnography of Teaching
Second Language Students Content Through Literacy Development CD-ROM
(2002)
Stefinee Pinnegar, Annela Teemant, Bobbi Mason, & Carl Harris
Teachers of English, science, social studies, and mathematics attending
to literacy to promote greater academic achievement in their
disciplines. ($25.00)
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The Bilingual/ESL Programs and Practices Case: A Video
Ethnography of Educational Alternatives for Second Language Learners CD-ROM
(2003)
Annela Teemant
A typical day of instruction in six different classrooms serving
second language students—highlighting ESL, bilingual, and
mainstream program models in both an elementary and secondary
setting. ($25.00)
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HOW TO ORDER
New prices in effect as of JAN. 7, 2004.
- Order online at the
 .
- Call toll-free at 1-800-551-3709.
- Fax toll-free at 1-888-700-3629.
- Mail payment and a list of the materials being ordered to
- CAL/CREDE
4646 40th Street NW
Washington, DC 20016-1859
To download a copy of the order form, click here.
We accept the following types of payment in U.S. Dollars:
- signed purchase order on company letterhead payable to CAL/CREDE
- prepaid check
- travelers check
- money order
- credit card (MasterCard or VISA only. Include your name, shipping
and billing address, phone number, credit card number, and expiration
date.)
Please include shipping and sales
tax with your payment. For further questions on ordering, call
1-800-551-3709 or email store@cal.org.
Visit our Frequently Asked Questions page
for answers to ordering CREDE publications and products.
For more information on the content of these publications, contact:
Center for Applied Linguistics/CREDE
4646 40th Street NW
Washington, DC 20016
Tel 202-362-0700, ext. 247
Fax 202-362-3740
crede@cal.org
NEWSLETTER: Talking Leaves
These newsletters are in Adobe's PDF format. Download and install Adobe's
free Acrobat Reader here.
If you prefer to receive a print copy of Talking Leaves, please
email crede@cal.org to subscribe to
our mailing list. Include your name, street address, city, state, zip
code, phone and fax numbers, and email address. You will also receive
email updates on CREDE publications and activities.
- Spring 2004 (Vol. 8 No. 1)
- Spring 2003 (Vol.7 No.1)
- Summer 2002 (Vol.6 No.2)
- Spring 2002 (Vol.6 No.1)
- Fall 2001 (Vol.5 No.2)
- Winter 2001 (Vol.5 No.1) & Educator
Resources (online insert)
- Summer 2000 (Vol.4 No.3)
- Spring 2000 (Vol.4 No.2)
- Fall 1999 (Vol.4 No.1)
- Summer 1999 (Vol.3 No.3)
- Spring 1999 (Vol.3 No.2)
- Fall 1998 (Vol.3 No.1)
- Summer 1998 (Vol.2 No.3)
- Winter 1998 (Vol.2 No.2)
- Fall 1997 (Vol.2 No.1)
- Summer 1997 (Vol.1 No.2)
- Winter 1997 (Vol.1 No.1)
RESEARCH BRIEFS
CREDE offers a series of research summaries for educational practitioners,
policy makers, and researchers. These briefs highlight important findings
of CREDE investigations and discuss their application in school settings.
- Teaching Language Minority Students in Elementary
School
Jana Echevarria (Ed.), California State University, Long Beach (December
1998) (RB #1)
- Standards for Professional Development: A
Sociocultural Perspective
Robert Rueda, University of Southern California (December 1998) (RB #2)
- Tracking "Untracking": Evaluating
the Effectiveness of an Educational Innovation
Hugh Mehan & Lea Hubbard, University of California, San Diego (July
1999) (RB #3)
- Teaching Secondary Language Minority Students
Jana Echevarria & Claude Goldenberg, California State University,
Long Beach (October 1999) (RB #4)
- School/Community Partnerships to Support
Language Minority Student Success
Carolyn Temple Adger, Center for Applied Linguistics (January 2000)
(RB #5)
- Leading for Diversity: How School Leaders
Achieve Racial and Ethnic Harmony
Rosemary C. Henze, ARC Associates (June 2000) (RB #6)
- Improving Classroom Instruction and Student
Learning for Resilient and Non-resilient English Language Learners
Yolanda N. Padrón, Hersh Waxman, Ann P. Brown, & Robert
A. Powers, University of Houston (November 2000) (RB #7)
- Linking Home and School Through Children's
Questions That Followed Family Science Workshops
Maureen Callanan, Consuelo Alba-Speyer, & Harriet Tenenbaum, Univeristy
of California, Santa Cruz (December 2000) (RB #8)
- Scaffold for School-Home Collaboration: Enhancing
Reading and Language Development
Ji-Mei Chang, San Jose State University (April 2001) (RB #9)
- A National Study of School Effectiveness
for Language Minority Students' Long-Term Academic Achievement
Center for Research on Education, Diversity & Excellence (January 2003)
(RB #10)
- Observing the Five Standards in Practice: Development
and Application of the Standards Performance Continuum
Center for Research on Education, Diversity & Excellence (March 2004)
(RB #11)
PRACTITIONER BRIEFS
CREDE offers a series of briefs designed specifically for teachers and
other educational practitioners. These briefs introduce important classroom
practices based on CREDE research.
- Family Visits Benefit Teachers and Families–and
Students Most of All
Diane Kyle & Ellen McIntyre, University of Louisville, KY (October
2000) (PB #1)
- Development and Maintenance of Two-Way Immersion
Programs: Advice from Practitioners
Julie Sugarman & Elizabeth R. Howard, Center for Applied Linguistics
(March 2001) (PB #2)
- Some Program Alternatives for English Language
Learners
Center for Research on Education, Diversity & Excellence (September
2001) (PB #3)
- Nongraded Primary Programs: Possibilities
for Improving Practice for Teachers
Ellen McIntyre & Diane Kyle, University of Louisville (April 2002)
(PB #4)
- Educating Hispanic Students: Effective Instructional
Practices
Yolanda N. Padrón, Hersh C. Waxman, & Héctor H. Rivera,
University of Houston (August 2002) (PB #5)
- Building Partnerships with Latino Immigrant
Parents
Shannon Fitzsimmons, Center for Applied Linguistics (July 2003) (PB #6)
ERIC DIGESTS
-
Impact
of Two-Way Immersion on Students' Attitudes Toward School and College
Kathryn J. Lindholm-Leary and Graciela Borsato, San José State
University (May 2002)
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Brain
Research: Implications for Second Language Learning
Fred Genesee, McGill University (December 2000)
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Developing
Language Proficiency and Connecting to Students' Lives: Two Standards
for Effective Teaching
Center for Research on Education, Diversity & Excellence (November
1998)
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Examining
Latino Paraeducators' Interactions With Latino Students
Center for Research on Education, Diversity & Excellence (December
2000)
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From
At-Risk to Excellence: Principles for Practice
Center for Research on Education, Diversity & Excellence (October
1997)
-
Impact
of Two-Way Immersion on Students' Attitudes Toward School and
College
Kathryn J. Lindholm-Leary & Graciela Borsato, San José State
University (May 2002)
-
In
Their Own Words: Two-Way Immersion Teachers Talk About Their
Professional Experiences
Elizabeth R. Howard & Michael I. Loeb, Center for Applied Linguistics
(December 1998)
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Promoting
Successful Transition to the Mainstream: Effective Instructional
Strategies for Bilingual Students
Center for Research on Education, Diversity & Excellence (October
1999)
-
Secondary
Newcomer Programs: Helping Recent Immigrants Prepare for School
Success
Deborah J. Short, Center for Applied Linguistics (March 1998)
-
The
Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher
Collaboration and Professional Development
Deborah J. Short, Center for Applied Linguistics, & Jana Echevarria,
California State University, Long Beach (December 1999)
-
Two-Way
Immersion Programs: Features and Statistics
Elizabeth R. Howard & Julie Sugarman, Center for Applied Linguistics
(March 2001)
OTHER BOOKS
Books by CREDE researchers are available through CREDE's virtual bookstore
in conjunction with Amazon Books at www.crede.ucsc.edu/products/print/books.html.
You can also order them from the individual publisher. Recent publications
include:
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Creating
Access: Language and Academic Programs for Secondary School
Newcomers
Deborah J. Short & Beverly Boyson (2004)
This book will help district personnel create a newcomer program
or enhance an existing program. It reports on a 4-year CREDE
study of 115 middle and high school newcomer programs. The authors
identify important implementation features and offer a checklist
for developing a new program, practical advice for existing programs,
and in-depth case studies of three successful long-term newcomer
programs. Available through the CALstore
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Bilingual
Education
Donna Christian & Fred Genesee (Eds.) (2001)
ISBN: 0-939791-94-3
This series of case studies demonstrates the linguistic, cultural,
and academic contributions that bilingual approaches to education
can make around the world and offers practical ideas for educators.
Available from Teachers of English to Speakers of Other Languages,
Inc. (TESOL) (www.tesol.org,
Tel. 888-891-0041).
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Classroom
Diversity: Connecting Curriculum to Students' Lives
Ellen McIntyre, Ann Rosebery, & Norma González (Eds.)
(2001)
ISBN: 0-325-00332-7
This book draws from nine different CREDE research projects
and presents both the theoretical framework for linking students'
lives with curriculum and specific strategies from teachers who
have done so successfully. Available from Heinemann (www.heinemann.com,
Tel. 800-793-2154).
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Dual
Language Education
Kathryn Lindholm-Leary (2001)
ISBN: 1-85359-531-4
This book discusses the conceptual background and implementation
issues for dual language education and includes research findings
on language proficiency, student achievement, and teacher and
parent attitudes. Available from Multilingual Matters (www.multilingual-matters.com,
Tel. +44 (0)1275 876519).
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Teaching
Transformed: Achieving Excellence, Fairness, Inclusion, and
Harmony
Roland Tharp, Peggy Estrada, Stephanie S. Dalton, & Lois A.
Yamauchi (2000)
ISBN: 0-8133-2269-3
This book presents an explicit five-phase developmental guide
for improving classroom instruction, based on CREDE's Five Standards
for Effective Pedagogy. Available from Westview Press (www.westviewpress.com,
Tel. 800-386-5656). Also available in Spanish translation, Transformar
La Enseñanza, from Lectorum
Publications or from The
Bilingual Publications. (Send a request via email).
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