Center for Research on Education, Diversity & Excellence
Research Framework
The CREDE program of research was based on a sociocultural theoretical framework sensitive to diverse cultures and languages, but powerful enough to identify the great commonalities that unite people. It was based on 8 principles:
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All children can learn.
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All children learn best when challenged by high standards.
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English proficiency is a goal for all students.
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Bilingual proficiency is desirable for all students.
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Language and cultural diversity can be assets for teaching and learning.
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Teaching and learning must be accommodated to individuals.
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Risk factors can be mitigated by schools that teach the skills that schools require. Solutions to risk factors must be grounded in a valid general theory of developmental, teaching, and schooling processes.
From 1996–2001, CREDE operated over 30 projects under six programmatic strands. Research on language learning opportunities highlighted exemplary programmatic choices. Effective professional development practices for teachers, paraprofessionals, and principals were explored. The influence and interaction of family, peers, and community on the education of linguistically and culturally diverse students was examined. Instruction in context looked at teaching these students in different content areas, such as science and math. Successful integrated school reform initiatives were identified and documented. Research on assessment investigated alternative methods for evaluating the academic achievement of language minority students.
During 2001-2003, synthesis teams worked on extracting key findings and practices from the previous five years.
Learn more about CREDE projects. Learn more about the four CREDE projects conducted by CAL. |
