ERIC Number: ED394306
Record Type: RIE
Publication Date: 1995-Aug
Reference Count: N/A
School Reform and Student Diversity. Case Studies of Exemplary Practices for LEP Students.
Berman, Paul; And Others
This report describes eight exemplary schools serving minority students with Limited English Proficiency (LEP) in Texas, California, Illinois, and Massachusetts. Schools were chosen by nomination. The report is divided into 10 chapters. Chapter 1 provides an introduction to the report, and provides background information on how the eight schools were chosen. Chapters 2 through 9 each present a case study of one of the schools. Each chapter begins with a brief description of the school and community context, along with demographic information. The next section in each chapter portrays a scene from one or more exemplary learning environments illustrated by a diagram--the physical layouts of the classroom or setting followed by a detailed narrative description of the learning environment. Another section of each chapter pinpoints the curricular or instructional features characteristic of the learning environment and the larger school. A diagram summarizes these features and illustrates their relationship to the school's LEP program. A subsequent section highlights significant structural innovations that could be adapted by other schools. The last section of the chapter identifies factors at the district or state level that support the exemplary practices, and concludes with a brief summary of key findings. Chapter 10 provides lessons about exemplary practices and schools serving LEP students. (NAV)
Descriptors: Case Studies, Diversity (Student), Educational Assessment, Effective Schools Research, English (Second Language), Instructional Effectiveness, Limited English Speaking, Program Effectiveness, School Effectiveness, School Restructuring, Second Language Learning, Special Needs Students, Student Development
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: National Clearinghouse for Bilingual Education, Washington, DC.; National Center for Research on Cultural Diversity and Second Language Learning, Santa Cruz, CA.
Identifiers: California; Illinois; Massachusetts; Texas
Note: Produced in collaboration with the Institute for Policy Analysis and Research. A glossary and list of references for this document are available on the Internet at: http://www.ncbe.gwu.edu