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Typical CFL Classroom
http://www.temple.edu/LSS/cfl_clas.htm
A Community for Learning classroom is described in this information provided by LSS, The Laboratory for Student Success of The Mid-Atlantic Regional Educational Laboratory at Temple University Center for Research in Human Development and Education. Regular classroom teachers, special education teachers, aides, and volunteers work together to help children with their learning. See the resource for details of one hour in a Community for Learning Day.
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"Rethinking the Principalship" Research Roundup
http://eric.uoregon.edu/publications/roundup/Spring_2002.html
This article from the ERIC Clearinghouse on Educational Management features information about how today's principals are expected to be both instructional leaders and able managers. Given the demands on the principal's time, much current discussion focuses on new ways to allocate the workload.
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Bridging Cultures in Our Schools: New Approaches That Work
http://www.wested.org/online_pubs/bridging/welcome.shtml
This knowledge brief discusses a framework for understanding how teachers' culturally driven values can influence classroom practices and expectations. Problems arise when these values conflict with the values of immigrant and other parents from vastly different backgrounds, thus interfering with parent-teacher communication. The brief includes specific sources of cross-culture conflict and resolution methods.
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Cheche Konnen Center - Science Teaching and Learning
http://projects.terc.edu/cheche_konnen/
The Cheche Konnen Center at TERC is spearheading a 5-year national reform initiative funded by the National Science Foundation to improve elementary and middle school science for language minority students.
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Critical Behaviors and Strategies for Teaching
http://www.ericdigests.org/2000-3/critical.htm
The article by Jane Burnette describes certain behaviors and instructional strategies that enable teachers to build a stronger
teaching/learning relationship with their culturally diverse students. Many of these behaviors
and strategies exemplify standard practices of good teaching, and others are specific to
working with students from diverse cultures.
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Directions in Language and Education
http://www.ncela.gwu.edu/pubs/directions/
From the National Clearinghouse for Bilingual Education comes this description of a peer coaching professional development model for mainstream teachers of linguistically and culturally diverse students.
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Ethnic and Racial Equity
http://www.enc.org/topics/equity/
The Eisenhower National Clearinghouse provides a resource for educators concerned about creating equitable conditions in which every child can succeed. These equity materials (in the form of stories, case studies, journal articles, checklists, etc.) can help teachers and administrators acknowledge children's diverse strengths, identify inequities, and improve the ways they serve students with varied needs.
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Expectations for Students
http://www.ericdigests.org/1998-1/expectations.htm
Nearly all schools claim to hold high expectations for all students. However some schools have minimal expectations for particular segments of the student population. The article from the ERIC Digests presents students' perspectives on expectations and the underlying causes for formation of certain expectations, as well as suggestions for being fair to all.
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Integrating Language and Culture in a Middle School American History Class
http://www.ncela.gwu.edu/pubs/ncrcdsll/epr8.htm
This research details information on linguistically and culturally diverse students in the United States and their learning of American History. It emphasizes the need to offer students coursework as they are learning English. Ideas for teaching ELLs American History are included.
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Profile of an Equitable Mathematics and Science Classroom and Teacher
http://www.col-ed.org/smcnws/equity/profile.html
This article by Joy Wallace, includes guidelines and descriptions for equitable mathematics and science teaching. Topics include Physical Environment of the Classroom, Curriculum, Language, Teaching Methodology/Interaction, Behavior Management, Academic Evaluation/Assessment and Classroom Integration.
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Promoting Reading among Mexican American
http://www.atozteacherstuff.com/pages/1883.shtml
Good books can help children
develop pride in their ethnic identity, provide positive role models, develop knowledge about
cultural history, and build self-esteem. However, Mexican American students in the United
States often do not experience literature in this way. This Digest by Yvonne I. Murray and Jose Velazquez identifies key challenges,
recommends classroom strategies, provides literature selection guidelines, and suggests
reading lists for various grade levels.
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The ELL KnowledgeBase
http://www.helpforschools.com
Developed by the Region VII Comprehensive Center & Logicon PRC, this web site assists in meeting compliance requirements from the Office for Civil Rights (OCR) for programs serving Limited English Proficient (LEP) students and promotes effective education programs for English Language Learners (ELL) by providing samples of successful programs and practices.
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The Equity Network
http://ra.terc.edu/resources/equity/equity.html
This Web site provides tools and strategies for achieving equity in K-12 classrooms. Its resource links provide general information about equity and specific information about equity issues related to women and girls; people of color; people with disablitities; and math, science, and technology classrooms.
