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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC proposes to expand the peer-reviewed indicator to additional materials. » Learn more

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Echevarría, Jana; Short, Deborah J. – Center for Research on the Educational Achievement and Teaching of English Language Learners, 2011
This brief first describes individual interventions that CREATE researchers tested in middle school science, social studies, and language arts classrooms with English language learners over the course of the 2005-2009 school years. The brief then explains how the SIOP Model was used as a professional development framework to unite the separate…
Descriptors: English Language Learners, Sciences, Social Studies, Language Arts
Peer reviewed Peer reviewed
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Short, Deborah J.; Cloud, Nancy; Morris, Patricia; Motta, Julie – TESOL Journal, 2012
Secondary English as a second language (ESL) curricula that address four levels of ESL proficiency and prepare students for the English language arts (ELA) curricula and state-mandated ELA tests are not common. A curriculum jointly developed by two districts is even rarer. Yet two urban districts in Rhode Island undertook such a curriculum…
Descriptors: Professional Development, School Districts, Curriculum Development, Secondary School Curriculum
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Short, Deborah J.; Fidelman, Carolyn G.; Louguit, Mohammed – TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 2012
This article describes a study examining the effects of Sheltered Instruction Observation Protocol (SIOP) model instruction on the academic language performance of middle and high school English language learners. The SIOP model is an approach for teaching content curriculum to students learning through a new language. Teachers employ techniques…
Descriptors: Academic Discourse, Achievement Tests, English (Second Language), Professional Development
Peer reviewed Peer reviewed
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Short, Deborah J.; Echevarria, Jana; Richards-Tutor, Catherine – Language Teaching Research, 2011
This article describes an extended program of research in sheltered instruction and the effects on the academic literacy development of English language learners. It also highlights the challenges of scaling up an instructional intervention. The intervention was the Sheltered Instruction Observation Protocol (SIOP) Model, an approach that teaches…
Descriptors: Academic Discourse, Intervention, Second Language Learning, Literacy
Himmel, Jennifer; Short, Deborah J.; Richards, Catherine; Echevarria, Jana – Center for Research on the Educational Achievement and Teaching of English Language Learners, 2009
This brief provides an overview of the SIOP Model and highlights how teachers can develop content and language objectives, emphasize key vocabulary, promote interaction, and incorporate effective review and assessment techniques within the context of middle school science. It provides research-based examples and strategies in order to illustrate…
Descriptors: Middle Schools, Secondary School Science, Science Instruction, Instructional Improvement
Peer reviewed Peer reviewed
Short, Deborah J. – Education and Urban Society, 2002
Examines the small but growing presence of newcomer programs being implemented in urban middle and high schools, providing the rationale for newcomer schools for recent, limited-English-speaking immigrants and summarizing data collected from a national study. Describes program designs in urban schools and their educational goals, instructional…
Descriptors: Acculturation, Diversity (Student), English (Second Language), Immigrants
Short, Deborah J. – 2000
This digest discusses the rationale behind and development of the English-as-a-Second-Language (ESL) standards. To ensure that English language learners (ELLs) would have access to effective educational programs and the opportunity to reach high standards, the Teachers of English to Speakers of Other Languages (TESOL) decided to pursue the…
Descriptors: Academic Standards, Access to Education, Educational Objectives, English (Second Language)
Echevarria, Jana; Short, Deborah J. – 2000
This paper introduces a research-based model of sheltered instruction that promotes teaching practices that make teachers more effective in promoting the learning of limited-English-proficient (LEP) students. The model is instantiated in an observation instrument, the Sheltered Instruction Observation Protocol (SIOP). The SIOP may be used as part…
Descriptors: Diversity (Student), Elementary Secondary Education, English (Second Language), Lesson Plans
Short, Deborah J., Ed. – 1999
The book offers an international collection of best practices that address the particular interests and demands of English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) teaching at the secondary school level. It includes instructional activities that are created by ESL and EFL teachers and are classroom-tested and…
Descriptors: Career Education, Class Activities, Classroom Techniques, Cooperative Learning
Short, Deborah J.; Echevarria, Jana – 1999
A project to develop an explicit model of sheltered instruction that teachers can use to improve the academic success of their limited-English-proficient (LEP) students is described, focusing on the development of an observation tool for use in the study. The Sheltered Instruction Observation Protocol (SIOP) provides concrete examples of the…
Descriptors: Classroom Observation Techniques, Classroom Research, Classroom Techniques, English (Second Language)
Short, Deborah J.; Echevarria, Jana – 1999
The project described in this digest was designed with the belief that teacher professional growth can best be fostered through sustained collaborative inquiry between teachers and researchers. It set out to incorporate what is known about quality professional development with the special features necessary for meeting the needs of English…
Descriptors: Cooperation, English (Second Language), Evaluation Methods, Lesson Plans
Short, Deborah, J. – 1998
School districts across the country are facing increasing numbers of secondary immigrant students who have low level English or native language skills, and in many cases, have had limited formal education in their native countries. These students must learn English, take the required content courses, and catch up to their native-English-speaking…
Descriptors: Acculturation, English (Second Language), Immigrants, Secondary Education
Short, Deborah J. – 1996
The report details a study of ways in which classroom teachers can promote language minority students' academic linguistic competence in English, develop and implement social studies lessons that are sensitive to the cultural and educational backgrounds of language minority students, and help these students adapt to the school-based culture. The…
Descriptors: Academic Discourse, Classroom Communication, Classroom Environment, Classroom Techniques
Short, Deborah J. – 1995
This paper reports a study that examined the academic language of middle school social studies education, as found in textual and classroom discourse, and the instructional practices effective in guiding students to accomplish academically and socially meaningful tasks. It involved classroom-based research, analysis of textbook discourse,…
Descriptors: Classroom Communication, Classroom Techniques, Discourse Analysis, Educational Strategies
Short, Deborah J. – 1991
The manual is addressed to teachers, administrators, and teacher trainers helping students learn through a non-native language by integrating language and content. This audience may include English-as-a-Second-Language, bilingual education, or content (e.g., science, math, social studies) teachers with limited-English-proficient students in…
Descriptors: Classroom Techniques, Curriculum Development, Dialog Journals, Elementary Secondary Education
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