Center for Research on Education, Diversity & Excellence

Publications

Publications of Interest

Realizing the Vision book cover

Realizing the Vision of Two-Way Immersion: Fostering Effective Programs and Classrooms

Elizabeth R. Howard & Julie Sugarman

Drawing on a decade of research, this book explores the question of effectiveness in two-way immersion by examining the development of bilingualism and biliteracy in elementary TWI students. Specifically, the authors highlight the importance of fostering cultures of intellectualism, equity, and leadership in order to promote bilingualism and biliteracy among two-way immersion students. These cultures are cultivated by promoting higher order thinking, demonstrating a commitment to ongoing learning, valuing the partner language and cultures, and encouraging initiative and leadership. Through case studies of four exemplary TWI programs, they provide evidence of how these three cultures function as organizing principles for program and classroom practices adopted by effective two-way immersion programs. 2007
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Creating Access book cover

Creating Access: Language and Academic Programs for Secondary School Newcomers

Deborah J. Short & Beverly A. Boyson

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 newcomerprograms. 2004
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Profiles in Two-Way Immersion book cover

Profiles in Two-Way Immersion Education

Donna Christian, Christopher L. Montone, Kathryn J. Lindholm, and Isolda Carranza

Two-way immersion programs integrate language minority and language majority students in the same classroom with the goal of academic excellence and bilingual proficiency for both groups. Because most two-way programs are relatively new, there has been little opportunity to compile and synthesize the knowledge that is being gained about language and content learning in these settings. This volume begins the process of documenting that experience by profiling two-way immersion programs in three schools that are implementing different variations of the model. The authors describe each program's evolution, current operation, and results, drawing conclusions wherever feasible. By examining the programs in some depth and highlighting similarities and differences, the authors hope to contribute to a greater understanding of how two-way immersion education works. 1997
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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. Order online at the CAL Store.

 

The Role of Classroom Assessment in Teaching and Learning

Lorrie A. Shepard

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. 2000
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Using the SIOP Model

Using the SIOP Model: Professional Development Manual for Sheltered Instruction

Deborah Short, Justine Hudec, & Jana Echevarria

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. 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. 2002
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A National Study of School Effectiveness for Language Minority Students Long-Term Academic Achievement

Wayne P. Thomas & Virginia P. Collier

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. 2002
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Dual Language Program Planner book cover

The Dual Language Program Planner: A Guide for Designing and Implementing Dual Language Programs

Elizabeth R. Howard, Natalie Olague, & David Rogers

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. 2003
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Browse more Two-Way Immersion publications.

 

Designing Effective Activity Centers book cover

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. 2004
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