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ERIC Number: ED438723
Record Type: RIE
Publication Date: 1998
Pages: 37
Abstractor: N/A
Implementing Standards with English Language Learners: Initial Findings from Four Middle Schools.
Clair, Nancy; Adger, Carolyn Temple; Short, Deborah; Millen, Elaine
This document aims to help teachers make the transition to standards-based teaching and learning. It describes the first phase of a 3-year applied research project on professional development for teaching to high standards in culturally and linguistically diverse middle schools. Standards-based teaching and learning requires teachers to reach a consensus on what students should know and be able to do, and to understand how to teach accordingly. This means that many teachers must make major changes in what they have been doing for years. These problems are especially acute for culturally and linguistically diverse schools. Preliminary findings include the following: teachers need long-term professional development to understand standards and their implications for teaching English language learners, and they need the necessary time to explore attitudes about language, culture, and race that might influence their teaching, as well as explore new ideas and connect them to classroom practice; teachers need the skills and capacity to build useful and trusting relationships among English-as-a-Second-Language, bilingual, and English language arts teachers, and among insiders at the local level and outsiders from the Lab at Brown staff; and district and school development policies must conceive and implement policies that support coherent and integrated professional development. (Contains 26 references.) (KFT)
Northeast and Islands, Regional Educational Laboratory at Brown Univ. (LAB), Education Alliance, 222 Richmond St., Suite 300, Providence, RI 02903-4226. Tel: 800-521-9550; Web site:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Brown Univ., Providence, RI.
Grant or Contract Numbers: N/A