School Reform and Student Diversity, Volume I: Findings and Conclusions. Studies of Education Reform.

Autor/inn/en	Berman, Paul; und weitere
Institution	National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA.; Institute for Policy Analysis and Research, Berkeley, CA.
Titel	School Reform and Student Diversity, Volume I: Findings and Conclusions. Studies of Education Reform.
Quelle	(1995), (350 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Instructional Effectiveness; Intermediate Grades; Junior High Schools; Language Arts; Learning Strategies; Limited English Speaking; Mathematics Instruction; Middle Schools; Program Effectiveness; School Restructuring; Science Instruction; Second Language Learning + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Unterrichtserfolg; Mittelstufe; Sekundarstufe I; Sprachkultur; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematics lessons; Mathematikunterricht; Middle school; Mittelschule; Mittelstufenschule; Schulreformplan; Schulumwandlung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zweitsprachenerwerb
Abstract	More than one-fifth of American school-age children and youth come from language-minority families--homes in which languages other than English are spoken. This volume, the first in a series of three, presents findings of a study that examined exemplary school-reform efforts involving the education of limited-English-proficient (LEP) students. The study focused on language arts in grades 4 through 6 and mathematics and science in grades 6 through 8. Visits to eight exemplary sites showed that: (1) Students do not need to learn English before studying standard curriculum; (2) a comprehensive, schoolwide vision provides an essential foundation for developing outstanding education for LEP students; (3) effective language-development strategies exist and can be adapted to different local conditions; (4) high-quality learning environments for LEP students used strategies that engaged students in meaningful, indepth learning; (5) the sites used a schoolwide approach that restructured school units, time, decision making, and external relations; (6) external partners can help to improve the program; and (7) school districts can play a critical role in supporting LEP programs. A total of 14 tables, 4 figures, 38 sidebars, and a glossary are included. The appendix contains cross-site analysis tables. (Contains 119 references.) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC