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Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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Index

A

A.L. Mailman Family Foundation, 454

Academic Excellence Program, 165-166, 196

Academic language, 36

Academic outcomes. See Educational outcomes for English-language learners

Accuracy of assessment, 115

Achievement, motivation for. See Attitude factor

Additive bilingualism. See Bilingualism

Administration for Children, Youth, and Families, 309-310, 316, 323, 347, 353, 393-394

Admissions. See Placement eligibility

Advisory Committee on Research on English-language Learners, 7-10, 330, 334-335, 355-357, 399

Advocates for specific programs

as a constituency, 7, 351

scientists cast as, 149

Affective characteristics of English-language learners, 22-23, 29

Affirmative ethnicity policy, 14

Age factor, 37-38

Age-grade norms, 13

Agenda-setting. See Research on English-language learners, priorities for

AIR. See American Institutes for Research

American Association of Colleges for Teacher Education, 252

American Council on Education, 407

American Institutes for Research (AIR), 140, 293, 369

Andrew W. Mellon Foundation, 401-402, 460-462

Anti-Semitism. See Intergroup relations

Argumentation, role in learning, 89-90

ASPE. See Office of the Assistant Secretary for Planning and Evaluation

Assessment, student, 7, 44, 113-137, 151-152. See also Effective practices

of children with disabilities, 124-125

conducting in native language, 39

of English-language proficiency, 3, 17, 116-118, 128-129

innovative procedures for, 120, 130, 281

statewide, 119-120

Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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of subject matter knowledge, 120-122, 129-131

to test eligibility for federal assistance, 118

of very young second-language learners, 123, 191-192

Assisted performance assessment, 122, 124

Attitude factor, 3, 39

cultural differences in, 92-93, 99-100

using high-interest reading materials, 59

B

Basal reading series, 59

Bilingual education

controversy over, 2, 23-24, 148-149, 191

history of, 363-373

immersion, 154-155

maintenance, 20, 24n

transitional, 19-20, 139, 369

two-way, 20, 42, 94, 155-156

Bilingual Education Act, 2, 16, 286, 367, 372

Bilingualism, 30-33. See also Second-language learning

additive versus subtractive, 31

simultaneous versus sequential, 31-32

Bilingual students, 3, 15-16

metacognitive capabilities of, 68-69, 75

Bilingual Syntax Measure, 43

Bureau of the Census, 289, 294

C

California Case Studies, 148, 154, 165, 170-171n, 187, 189, 196

California Cross-Cultural, Language and Academic Development (CLAD) program, 263-266

Carnegie Corporation of New York, 402, 456-458

Case Studies in Bilingual Education, 165

CCSSO. See Council of Chief State School Officers

Center for Applied Linguistics, 253, 316

Center for Language Education and Research (CLEAR), 318, 384-385, 443-444

Center for Research on Education, Diversity, and Excellence (CREDE), 316, 386

Center for Research on the Education of Students Placed at Risk (CRESPAR), 256-259, 268, 316, 318, 386-387, 440

Center on Families, Communities, Schools and Children's Learning, 440

Certificating graduation, 114

Charles Steward Mott Foundation, 454

Child Language Data Exchange System, 44

CIRC. See Cooperative Integrated Reading and Composition

Civil Rights movement, 14

CLAD. See California Cross-Cultural, Language and Academic Development (CLAD) program

Classroom effectiveness. See Effective practices

CLEAR. See Center for Language Education and Research

Cognitive analysis, 2, 63-64. See also Content area learning; Literacy development

Collaboration, 10, 157, 324-325, 330, 353. See also Effective practices

Community influence on learning. See Public opinion, influence of

Compendia, 315

Comprehensive Child Development Program, 394

Comprehensive Test of Basic Skills (CTBS), 22

Congress as a constituency, 7-8, 350

Constitutionality of English as U.S. official language, 14

Constructivist approach to learning, 86

Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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Contact hypothesis. See Intergroup relations

Content area learning, 44-45, 63-71, 73-74, 345

multiple forms of knowledge, 68-69

prior knowledge, 69-71

subject matter specificity, 65-68

Content-based ESL learning, 3, 5-6, 19-20, 139

Content bias, 115

Content standards. See Standards-based reform movement

Contextual factors, 7, 16, 86-91, 100, 102-103, 172-173, 290, 303. See also Familial influence on learning; School characteristics influencing learning; Socioeconomic factor

Contextual inferences, 36, 62

Control groups, 150-151, 188

Cooperation, 10. See also Effective practices

Cooperative Integrated Reading and Composition (CIRC), 180-182, 256-257

Cooperative learning, 95-97. See also Intergroup relations

Coordination, 10, 294-295, 324-325, 327-330. See also Effective practices

Council of Chief State School Officers (CCSSO), 120, 126, 278, 282-283, 286-287, 294-295, 324

CREDE. See Center for Research on Education, Diversity, and Excellence

CRESPAR. See Center for Research on the Education of Students Placed at Risk

CTBS. See Comprehensive Test of Basic Skills

Cultural bias, 115

Cultural mismatches, 87, 91, 267

Cultural sensitivity, teaching, 120, 183-184. See also Effective practices

Culture-fair assessment, 124

Current Population Survey, 19, 289

Curriculum interventions. See Intergroup relations

D

David and Lucile Packard Foundation, 402, 455-456

Decontextualized skills measurement, 118

Demographics, 289-290, 303

changing, 6, 13, 252-253, 394

Dillingham Commission, 366

Disabled English-language learners, 7, 124-125, 349

preparing teachers for, 7, 124-125, 269-270

Discourse, rules of, 56-57

Diversity in society. See Multiculturalism

Drop-out rates, 92. See also English-language learners

E

Early childhood education and development, 7-8, 353

Early Childhood Longitudinal Study, 288-289, 301

Eclectic teaching approach, 59

Economic productivity and education, 291, 304

Educational history of parents. See Familial influence on learning

Educational outcomes for English-language learners, 7, 21-23, 59-60, 170, 291, 304. See also Assessment, student

Educational Testing Service, 120

Education Resources Information Center (ERIC), 166n, 318

Education statistics. See National education statistics

Effective Approaches to In-Service Staff Development, 377

Effective practices, 7-8, 162-249

articulation and coordination within and between schools, 175-176

balanced curriculum, 178-179

customized learning environment, 174-175, 193-194

explicit skills instruction, 179

Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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home and parent involvement, 184-185, 194-195

instructional strategies that enhance understanding, 180-181

native language and culture, use of, 176-178

opportunities for practice, 181-182

school leadership, 173-174

staff development, 183-184

student assessment, systematic, 182-183

student-directed activities, opportunities for, 179-180

supportive school-wide climate, 172-173

Effective schools research design, 164, 167-168, 185-186, 189-191, 198-205

problems with, 186

Elementary and Secondary Education Act. See Hawkins-Stafford Elementary and Secondary Education Act

Embedded assessment, 123

English as a second language (ESL), 14, 19-20, 139, 369-370

English for Speakers of Other Languages (ESOL) Inservice Project, 261-263, 266

English-language acquisition, 6

optimal instruction for, 72

English-language learners, 1n, 2-10, 15, 295, 373

academic achievement of, 22

with disabilities (See Disabled English-language learners)

drop-out rates for, 22

effects on content area teachers, 74

evaluating work of, 119-120

excluded from federally funded research, 8, 292-293, 332-333

geographical distribution of, 18

grade levels of, 18, 192

identifying (See Assessment, student)

English-language proficiency

assessing (See Assessment, student)components of, 44

English-only school environment, 13

Enriched instructional context, 14

Enrollment. See Placement eligibility

Entrance procedures. See Placement eligibility

Epistemological differences among subject matters, 67-68, 74

Equity, advocates for, as a constituency, 7, 350-351

ERIC. See Education Resources Information Center

ESL. See English as a second language

ESOL. See English for Speakers of Other Languages (ESOL) Inservice Project

Ethnic background, 7

low social status accorded to certain groups, 16, 101-102

Ethnic group interrelationships. See Intergroup relations

Evaluation. See Assessment, student; Programs for English-language learners, evaluation of

Exit criteria, 114, 116n

F

Familial influence on learning, 3, 6. See also Effective practices

family stress, 16

literacy practices in the home, 55, 60, 103

parental involvement in children's school learning, 99-101

parents' level of formal education, 1, 13, 19, 23

First-language. See also Native language

grammar training in, 38

proficiency in, 56-57, 71-73

Ford Foundation, 367, 401, 458-459

Foreign-language advocates as a constituency, 7, 351

Funding. See Research on English-language learners, funding for

Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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G

GAO. See U.S. General Accounting Office

Global perspective, 17

Goals 2000, 126-127, 132-133, 310, 350

Group identity, creating, 94

H

Hawkins-Stafford Elementary and Secondary Education Act, 2, 23, 126-127, 292, 296, 319, 367, 388

Head Start programs, 310, 347, 353, 394

Hewlett Foundation. See William and Flora Hewlett Foundation

Hierarchical linear modeling, 153

High-school completion rates. See English-language learners, drop-out rates for

History learning, 66-67

Home influence. See Familial influence on learning; Socioeconomic factor

I

Identification procedures. See Placement eligibility

Immersion programs, 13, 19-20, 32, 139, 147, 154-155

Improving America's Schools Act. See Hawkins-Stafford Elementary and Secondary Education Act

Incompatibility between home and school environments, 16, 100, 102-103

Individuals with Disabilities Education Act, 311, 391

Infrastructure for educational research. See Research on English-language learners, infrastructure for

Instructionally embedded assessment, 123

Intelligence factor, 38-39

Intergroup relations, 3, 5-6, 93-97, 346

contact hypothesis of, 94-95

curriculum interventions in, 97-99, 101

reducing race prejudice, 98

International Reading Association, 113n, 125

Internet resources, 318

Intraminority relations, 6. See also Intergroup relations

J

The John D. and Catherine T. MacArthur Foundation, 400-401, 451-452

K

Kaufman Assessment Battery for Children, 124

L

Language confusion, 32-33

Language learning, individual differences in, 37-39

Language-minority/language-majority relations, 6. See also Intergroup relations

Language-minority students, 3-4, 6, 14, 16. See also English-language learners

Language shift phenomenon, 40-41, 45

Language transfer errors, 35

Latino Teacher Project, 259-261, 267

Lau remedies, 368-369, 371

Learning. See Content area learning; Content-based ESL learning; Language learning; Second-language learning

Learning theory, 24, 34-37, 53-54, 63-64, 153-156, 165, 343-344, 371

interpretative versus analytic, 352-353

LEP. See Limited-English-proficient (LEP) students

Lexical priming, 31

Libraries in classrooms, 54

Limited-English-proficient (LEP) students, 1, 13, 15. See also English-language learners

Linguistic bias, 115

Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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Literacy development, 6, 53-63, 71

risk factors in, 60

Local education administrators as a constituency, 7, 350

Longitudinal Study of Immersion and Dual Language Instructional Programs for Language Minority Children, 142-143, 377, 379

Low-income families. See Socioeconomic factor

M

MacArthur Foundation. See The John D. and Catherine T. MacArthur Foundation

Mailman Foundation. See A.L. Mailman Family Foundation

Mainstream bias, 115

Maintenance bilingual education. See Bilingual education

Mathematical learning, 65-66, 69-70

testing, 121-122

Media influence, 7, 17, 350

Mellon Foundation. See Andrew W. Mellon Foundation

Meta-analysis of research studies, 145-147

Minimal group paradigm, 94

Modeling, 153, 156-157, 159

Monitoring progress, 8, 114-115

Motivation. See Attitude factor

Mott Foundation. See Charles Steward Mott Foundation

Multiculturalism, 14, 85, 172. See also International relations

Multilingual education, 368-369

Mutual adaptation, 195

N

National Assessment of Educational Progress (NAEP), 2, 22, 114, 120, 122, 278, 280-282, 348, 377

National Association for Bilingual Education, 253

National Association of State Directors of Teacher Education and Certification, 253

National Board for Professional Teaching Standards, 253, 404

National Center for Bilingual Research (NCBR), 383-384

National Center for Education Statistics (NCES), 8-10, 120, 252, 275-279, 289-297, 309, 315, 322-323, 327, 353-354, 357, 372, 376, 388

National Center for Research on Cultural Diversity and Second Language Learning (NCRCDSLL), 312, 316, 318, 385-386, 439-440, 444-445

National Clearinghouse for Bilingual Education, 318, 336

National Committee of Teachers of English, 113n

National Council for Accreditation of Teacher Education, 253

National Council of Teachers of English, 125

National Council of Teachers of Mathematics, 125

National Educational Longitudinal Study (NELS), 22, 278, 289-292, 380

National Educational Research Policy and Priorities Board, 8, 310-311, 313-314, 327, 330-332, 335, 356-357, 390

National Education Association, 252

National Education Goals Panel, 277

National education statistics, 3, 8, 13, 17-25, 274-306

accuracy of, 17n, 284-288

National Forum on Education Statistics, 277-278

National Household Education Survey, 289-290

National Institute for Mental Health, 313, 317, 395, 448-450

National Institute of Child Health and Human Development, 311, 314, 316-318, 353, 395

National Institute of Education (NIE), 24, 315, 372, 376-379

Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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National Institutes of Health (NIH), 311, 313-314, 337, 394-395, 448-450

National Longitudinal Evaluation of Effectiveness of Services for Language Minority Limited English Proficient Students, 140-142, 377, 379

National Quality Research Centers, 394

National Science Foundation (NSF), 277, 313-314, 353, 379, 392-393, 448

Native language

development, 6

instruction in, 2, 14, 20, 147, 156, 365 (See also Effective practices)

proficiency, 116n

Native languages spoken, 18, 170

other than Spanish, 7, 19, 348, 364-365

NCBR. See National Center for Bilingual Research

NCES. See National Center for Education Statistics

NCRCDSLL. See National Center for Research on Cultural Diversity and Second Language Learning

Negotiation in learning, 86-91

NELS. See National Educational Longitudinal Study

Networking, 10

Newcomer centers, 192-193

NIE. See National Institute of Education

NIH. See National Institutes of Health

Nominated schools design, 164-165, 168, 170-171, 185-187, 190, 204-217

problems with, 186-187

Nonverbal measures, 124

NSF. See National Science Foundation

O

OBEMLA. See Office of Bilingual Education and Minority Languages Affairs

OCR. See Office for Civil Rights

OERI. See Office of Educational Research and Improvement

Office for Civil Rights (OCR), 278, 368-370

Office of Bilingual Education and Minority Languages Affairs (OBEMLA), 5, 9-10, 275-276, 289-294, 297, 311-315, 318-319, 322-329, 353-354, 357-358, 375-382, 392, 434-435

Office of Compensatory Education, 9, 278

Office of Educational Research and Improvement (OERI), 8-10, 277, 294, 310, 314, 317, 326-332, 335, 353-358, 381-388, 435-437

Office of Human Services Policy, 393

Office of Migrant Education, 390-391

Office of Policy, Budget, and Evaluation (OPBE), 372, 377-378, 381

Office of Policy and Planning (OPP), 381

Office of Reform Assistance and Dissemination (ORAD), 10, 318, 334, 353-354, 382, 388-389

Office of Special Education and Rehabilitative Services, 311, 314, 319, 322, 337

Office of Special Education Programs (OSEP), 349, 391-392, 445-447

Office of the Assistant Secretary for Planning and Evaluation (ASPE), 393-394

Older students, needs of, 6, 37-38, 348

OPBE. See Office of Policy, Budget, and Evaluation

Open-ended scoring, 122

OPP. See Office of Policy and Planning

Opportunity-to-learn standards, 125-128, 131, 371

Optimal Learning Environment Project, 270

ORAD. See Office of Reform Assistance and Dissemination

OSEP. See Office of Special Education Programs

Outcomes. See Educational outcomes for English-language learners

Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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P

Packard Foundation. See David and Lucile Packard Foundation

Parental influence. See Familial influence on learning

Part C Coordinating Committee, 330, 372, 376-378, 388-389

Performance-based measures, 122, 124

Performance standards, 125-128, 131, 371

Perkins Act, 279, 292, 296, 353

PES. See Planning and Evaluation Service

Pew Charitable Trusts, 401, 455

Phoneme awareness, 55, 58, 71

Phonics-based instruction, 59

Placement eligibility, 114-115, 118, 192-193, 287

Planning and Evaluation Service (PES), 10, 309, 318, 327, 358, 378, 389-390, 437-439

Pluralistic assessment, 124

The Policy Center of the Consortium for Policy Research in Education, 441

Population coverage, 284-285, 296-297, 344

Population parameters. See National education statistics

Poverty. See Socioeconomic factor

Preference, 40-41, 45

Prejudice. See Intergroup relations

Preschool environments, 43-44, 347. See also Familial influence on learning

Preschool programs, 6

Principal's role. See Effective practices, school leadership

Professional development. See Teachers serving English-language learners, development of

Proficiency, 33, 117. See also Assessment, student; English-language proficiency; First-language, proficiency in

Programs for English-language learners

development of, 4, 150-152, 158

evaluation of, 3-4, 7, 17, 138-161

future of, 149-157

national, 140-144

need for expertise in, 10, 322, 334-335

smaller-scale, 144-147, 152-153, 158-159

politicization of, 14, 148-149, 320, 379

theory-based (See Learning theory)

Project MORE, 165

Prospective case study approach, 165, 168, 187-188, 195-196, 218-225

Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity, 18-21, 285, 294, 390

Psycholinguistic processes. See Reading acquisition

Public opinion, influence of, 3, 6-7, 9, 17, 350

Q

Quality of educational institutions and teaching, 290-291, 303

Quasi-experimental studies, 165-166, 168-169, 188-189, 226-239

R

Racial group interrelationships. See Intergroup relations

Readiness for school, 289, 302

Reading acquisition, 3

developmental aspects of, 60-61

initial instruction in, 57-60

prerequisites for, 54-57

psycholinguistic processes involved in, 61-63

Reading aloud, 54-55

Reading texts, 59

Reciprocal teaching, 61

Reliability issue, 115

Research agenda, identifying. See Research on English-language learners, priorities for

Researchers, recruiting new, 7, 9-10, 336-337, 358, 405-407

Research on English-language learners

basic versus applied, 319-321

Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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building capacity for, 344-345, 352-354

developing consensus on, 9, 315-317

disseminating, 8, 315, 317-319, 335-336

expanding variables, 322-324, 332-333

funding for, 8, 15, 321-322, 325, 373-374, 433-465

categorical, 114

federal, 8, 433-439, 448-450

foundations, 339-340, 359, 451-465

national research centers, 439-447, 450

peer review process for, 8, 330-332

state, 10, 338-339, 359

implementing, 150, 158, 344, 355-359

infrastructure for, 4-5, 7, 307-341, 363-411

federal, 375-396, 414-419

foundations, 399-404

national reform networks, 404-405

open meeting participants and invitees, 468-469

state, 396-399, 419-432

technical reviewers, 470

need for disaggregation by language status, 8

origins of, 363-373

political influence on, 14, 148-149, 320, 379

priorities for, 7-11, 15, 43-45, 71-75, 101-103, 128-131, 157-159, 189-196, 266-270, 294-298, 326-340, 343-354

setting, 8, 15, 25-26, 308-313, 327

reviewing, 313-315

S

Scholastic Aptitude Test (SAT), 121

School characteristics influencing learning, 3, 290-291, 303. See also Effective practices

libraries in classrooms, 54

school-wide language practices, 42

underfunded schools, 16, 21-22, 195

Schools and Staffing Survey, 289-290

Science learning, 66, 89-90

Second-language learning, 3, 5-6, 15, 24, 28-51, 345-346

classroom factors in, 41-43

Sequential bilingualism. See Bilingualism

Sheltered instruction, 14, 19-20

Simplified English language instruction, 14, 19-20, 194

Simultaneous bilingualism. See Bilingualism

Small group instruction, 59

Social context of learning, 3, 5, 84-111, 346-347

Social identity theory, 93-94

Social support for education, 290, 303

Socioeconomic factor, 1, 7-8, 13, 18-19, 22, 373

Special Alternative Instructional Programs, 176, 370

Special services, eligibility for, 14

Speedee Xpress, 283, 295

Spencer Foundation, 403, 452-454, 464-465

Spontaneous readers, 58

Standards-based reform movement, 125-128, 131, 371

Statistics. See National education statistics

Structured Alternative Instructional Program, 175

Structured immersion. See Immersion programs

Student assessment. See Assessment, student

Student development. See Educational outcomes for English-language learners

Success for All, 168-169, 174-177, 180, 183, 189, 404

Symposia, 315, 335

T

Talk, structure of, 86-88

TBE. See Bilingual education, transitional

Teacher expectations, 16, 172-173

Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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Teacher Language Skills Survey, 377

Teachers of English to Speakers of Other Languages, 113n, 125, 127, 253

Teachers serving English-language learners, 7, 74, 351-352

development of, 3, 7, 250-273 (See also Effective practices)

evaluating, 258

inservice, 254

of nonspecialists, 9, 156

programs for, 253-266

of specialists, 9

education of, 3, 7-9, 17, 267-269

readiness of, 21

evaluating, 268-269

shortage of, 251-253

Theory-based programs. See Learning theory

Title I programs, 9, 118-119, 126-127, 133, 354

Title VII programs, 2, 9-10, 16, 23, 126-127, 134, 158, 165-166, 336, 367, 370, 372, 384, 406

Transitional bilingual education. See Bilingual education

Two-way bilingual education. See Bilingual education

U

Underachievement, 91-92

Underfunded schools. See School characteristics influencing learning

Universal Grammar framework, 35

U.S. Department of Education, 4-5, 7-10, 118-119, 140, 296, 433-439

U.S. Department of Education Organization Act, 132

U.S. Department of Health, Education and Welfare, 24, 368

U.S. Department of Health and Human Services (DHHS), 294, 309, 393-395

U.S. General Accounting Office (GAO), 146-147, 252, 331n

V

Validity issues, 114-115, 121, 130-131, 164n, 186-188, 293

Vocabulary, 56

W

Weschler Intelligence Scales for Children (WISC), 124

Whole-language instruction, 58-59

William and Flora Hewlett Foundation, 402-403, 462

WISC. See Weschler Intelligence Scales for Children

Word recognition, 61-62

Y

Young children, needs of, 6, 123, 191-192

Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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Suggested Citation:"INDEX." Institute of Medicine and National Research Council. 1997. Improving Schooling for Language-Minority Children: A Research Agenda. Washington, DC: The National Academies Press. doi: 10.17226/5286.
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How do we effectively teach children from homes in which a language other than English is spoken?

In Improving Schooling for Language-Minority Children, a committee of experts focuses on this central question, striving toward the construction of a strong and credible knowledge base to inform the activities of those who educate children as well as those who fund and conduct research.

The book reviews a broad range of studies—from basic ones on language, literacy, and learning to others in educational settings. The committee proposes a research agenda that responds to issues of policy and practice yet maintains scientific integrity.

This comprehensive volume provides perspective on the history of bilingual education in the United States; summarizes relevant research on development of a second language, literacy, and content knowledge; reviews past evaluation studies; explores what we know about effective schools and classrooms for these children; examines research on the education of teachers of culturally and linguistically diverse students; critically reviews the system for the collection of education statistics as it relates to this student population; and recommends changes in the infrastructure that supports research on these students.

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